VOCATIONAL OVERVIEW of NEWARK, NEW JERSEY Report of Advisory Committee to the Board of Education on the proposed Girls' Vocational School VOCATIONAL OVERVIEW of NEWARK, NEW JERSEY Report of Advisory Committee to the Board of Education on the proposed Girls' Vocational School. Prepared by Charleys H. Winsi^ow. Membership of the Advisory Committee appointed by the President of the Board of Education, in accordance with an action of the Board of November 28th. 1916. Mrs. G. Edw^ard Tatham, Chairman Mrs. R. C. Je;nkinson Mrs. Zachariah Belcher Mrs. Frederick S. Crum Mrs. Charles M. Henry Miss Frances C. Hays Dr. Edvige Dragonetti Mrs. Augusta B. Parson net Mrs. Beatrice Henry Miss Lydia E. Sayer Mrs. Samuel Clark Mrs. Helen Dunn Miss Anne J. Sutphen n. or .,. AUG 26 |9,g , ,: CONTENTS Page. Personnel of the Advisory Committee 4 Part I. Purpose, methods and scope of the Overview 9 Part II. The case stated 13 Part III. Specific recommendations of the Committee 23 Part IV. Teacher training 29 Part V. Public school vocational work 33 Appendix 1. Girls and women in industry 52 Appendix 2. Home planning. A study in budgeting 59 Appendix 3. Courses of study '. .'. 66 Appendix 4. Present laws of New Jersey 88 Appendix 5. Statistics - 95 Appendix 6. List of references on the training for vocations of girls and women 114 Part I. The Purpose, Methods and Scope op the Overview. Instructions to the Advisory Committee 9 Organization of the Committee 10 Methods of the Overview 10 Selection of vocations 11 Groups to be provided for 11 Part II. The Case Stated. Vocational training for girls inadequate 13 Social values to be regarded 14 Collection of data a condition of efficiency in vocational education 14 Present needs of industry 17 Women arrive in industry 17 Cost of inefficiency • '— '.: 18 Cost of efficiency 19 Girls 14 to 16 years of age abandoned 20 Part III. Specific Recommendations oe the Committee. Erection of a school building. 23 Building site 23 New Courses : A course of Junior clerks 23 A course in Junior salesmanship 24 A course in home planning 24 A course in budgeting 24 A course in mechanical drawing and trac- ing 25 6 Vocational Overview Page. Courses in machine shop practice and elec- tricity 25 Length of school years, school week, and school day 26 Library facilities 26 Industrial co-ordinator 27 Part IV. Teacher Training. The modern vocational teacher 29 Proposed plan for the training of teachers for day vocational, part-time, and evening schools 30 Part V. Public School Vocational Work. Types of schools 33 Day vocational schools 33 Co-operative part-time day schools 33 Evening vocational schools 33 Fawcett School of Industrial Arts 34 Occupational changing classes in evening schools 35 The Girls' Vocational School 35 Establishment of the Girls' Vocational School 35 Growth of the school 35 Admission of pupils 36 The school session 36 Aims of the courses 36 Courses 36 Length of courses 36 Dressmaking 37 Millinery 37 Power machine operation 38 Hand sewing department 38 Design department 39 Design 39 Shop work 39 Costume design 40 Arithmetic 40 English 41 Civics 41 History 41 Geography 42 Physical Training 42 ' ■ ■ CONTE^NTS ■ 7 Page. TABLES Table 1. Enrollment in the Fawcett School of Industrial Arts. 1916-17 (Evening classes) 43 Table 2. Enrollment and courses offered in evening vocational schools : 1916-17 44 Table 3. Enrollment and courses in occupational changing classes 45 Table 4. Statistics of articles made and sold, and of amounts received, for sewing and dressmaking, power ma- chine operating, millinery, and cookirig classes, by months 46 APPENDICES Appendix 1. Girls and Women in Industry. Attitude of employers toward girls and women in the metal trades 52 Female workers and the most modern me- chanical device 55 Railroads and women workers : 57 Appendix 2. Home Planning. A study in budgeting 59 Appendix 3. Courses of Study. A. Course of study in Power Machine Op- erating 66 B. Course of study in Design 68 C. Course of study in Arithmetic 71 D. Course of study in Geography of Cook- ing 7Z E. Course of study in History 75 F. Course of study in Industrial History 75 G. Course of study in Geography 76 H. Course of study in Domestic Science 77 I. Course of study in Reading 82 J. Course of study in Civics 83 K. Course of study in Penmanship 83 L. Course of study in Textiles 84 M. Sewing Outline 84 N. Course of study in English 86 8 Vocational Overview Pagb. Appendix 4. Present Laws of New Jersey. A. Summary of compulsory education law now in force in New Jersey 88 B. Synopsis of child labor laws 93 Appendix 5. Statistics. Table 1. ^Number, percentage, distribution, and wages of certificated girl workers by industrial groups 95 Table 2. Average weekly wage of certifi- cated girl workers classified by in- dustry and occupation 96 Appendix 6. List of References on the Training for Voca- tions OF Girls and Women 114 VOCATIONAL OVERVIEW PART I. PURPOSE, METHODS AND SCOPE OF THE OVERVIEW. Instructions to the Advisory Committee. The functions of the Advisory Committee, "who are to volunteer their services," are defined in the original instruc- tions from the Board of Education. These instructions contemplate and authorize a Vocational Overview of the city, and the formulation by the Advisory Committee upon the basis of the Overview of recommendations to the Board of Education. The Committee is directed to investigate conditions, and report its conclusions and recommendations covering the following points : 1. The industrial and economic needs of the cityi-with reference to which vocational education for girls should be developed. 2. The extent to which the schools are now meeting these needs for special types of vocational educa- tion, including an account of the units of vocational instruction now being given. 3. The formulation of a complete scheme of vocational courses, embracing the introduction of new units of instruction, and extension and modification of units now being given. 4. ' The type of building required to provide adequately ' for the conduct of vocational \vbrlc in the community, with plans and elevations for such a building. 5. The character and amount of equipment which is re- quired for the scheme of instruction specifically rec- ommended by the Committee. 10 Vocational Overview Organization of the Committee Immediately upon organization the Committee sought counsel and advice regarding the subject matter under con- sideration. To this end it invited to appear before it, for example, persons who were qualified to give advice and counsel ; as regards the type of building and building con- struction advisable ; the character and extent of equipment necessary; information concerning courses and methods of instruction, and differentiated schemes or devices for giving Vocational Education in : all-day, part-time, co-operative, continuation, and evening school classes, for the successful promotion of Vocational Education. In addition, the Chairman and individual members of the Committee conferred with individuals and groups of men and women interested in, and conversant with, both industry and industrial education. The Committee has therefore profited largely by the counsel and advice of a comparatively large number of conferees. As a result of these conferences and meetings the Committee decided upon a limited overview of industrial and economic con- ditions, and present methods of promoting Vocational Edu- cation in Newark. Methods of the Overview The methods of obtaining the facts that are needed to outline an efficient and economical program for Vocational Education were those of observation in the various indus- trial activities of the city ; conferences with those engaged in industrial pursuits; analysis of statistical data regarding the economic conditions obtaining in the manufacturing in- dustries; and examination of official records regarding, for example, the issuing of work certificates to girls under six- teen years of age, and the prevailing wage obtaining for certificated children ; courses of instruction in evening schools and classes for employed workers, and number of pupils taking these courses ; number of pupils and courses of instruction offered in the Girls' Vocational School, and the economic reward for efficiency of its graduates. Purpose, Methods and Scope oe the Overview 11 Selection of Vocations In arriving at a final selection of industries and occupa- tions for which courses of instruction should be offered in the Girls' Vocational School other factors than the number of workers employed were taken into account by the Com- mittee. It was recognized, for example, that large indus- trial groups of unskilled labor, and some industries em- ploying largely semi-skilled workers, did not provide suit- able basis for vocational instruction ; and that therefore an expenditure of any portion of the public money devoted to vocational instruction could not properly be made upon these industries and occupations. The "overview" was accordingly confined almost entirely to those industries which were important, judged by num- bers engaged in them, and by the probability of local devel- opments in the future, and were at the same time of such a character as to warrant the Committee in proposing them as suitable vocational fields in the community. In the main the "overview" and the determination of the Committee has been directed toward those industries in which it seemed probable that the development of the in- dustry and the advancement of workers in the industry were prevented or made difficult by lack of knowledge or of train- ing on the part of the worker; and to those industries and occupations in which shop-training and experience were necessarily under any conditions inadequate as a means of developing complete efficiency. Groups to be Provided For To provide a complete and comprehensive scheme of Vocational training for the youth of Newark the following groups of individuals must be provided for : (1) Girls who have passed their fourteenth year and who desire or feel that they must begin to prepare for a specific occupation or trade in a day vocational school. 12 Vocational Overview The needs of this group may be met by the organ- ization of all-day courses for the more important industries in Newark. (2) Ambitious adults and young people over sixteen years of age engaged in occupations for which defi- nite vocational instruction can be given. The vocational needs of this group may be met by developing evening school instruction for those al- ready engaged in the trades, in science, mathematics, drawing and knowledge of trade processes involved in the occupations in which they are engaged. (3) Young people between fourteen and twenty-five years of age who are engaged as apprentices in occu- pations or trades for which definite vocational in- struction may be given, such as apprentices in the metal trades. The vocational needs of this group may be met by the organization of part-time vocational classes. PART II. THE CASE STATED Vocational Training for Girls Inadequate Newark is a cosmopolitan city with a population of more than 400,000 people. Its school population is approx- imately 73,000 pupils. In facing the problem of vocational education in the city schools the educational authorities are confronted with many difficulties. For so-called economic reasons, in Newark as in other cities, large numbers of boys and girls leave the elementary schools annually seeking work in the many hundreds of avenues of employment. It has been variously estimated that 60% of those leaving the elementary schools go into industry where there is no definite line of sequence or pro- motion for those entering on account of the lack of educa- tional qualifications. Practically all of the boys and girls start their life-career with no special training. This is not wholly the fault of the schools nor can it be considered wholly the fault of employers. It must be accredited, rather, to the general lack of co-operation and cohesiveness between the schools and the industries. It is generally conceded that the theory upon which any system of schools supported by public taxation must be based is that of the general welfare — the greatest good to the greatest number. It is therefore incumbent upon school authorities to administer their schools in harmony with this idea. And so far as the education of girls in the grades in Newark is concerned this has in general been done. But curiously enough when the question has arisen of develop- ing more advanced education upon an entirely different basis — such as conducting schools or classes to prepare for the industries and commerce — in almost every instance girls have been left until the last. In Newark, as elsewhere, the vital points of contact with commerce and industry for girls have been neglected. The question (1) of the development and significance of voca- 14 VocATioNAi. Overview tional education; (2) of the careful study of vocational and continuation school possibiHties, and (3) of the social and economic facts of vocational education for the producer, the consumer, and the wage-earner, have been pressing, and when we consider that young girls are leaving schools with work certificates to enter industry in large numbers and go directly into approximately 200 different occupations with- out training the problem reaches enormous proportions. This, of course, does not include the girls and young women already employed in 100 additional occupations of a diverse nature. Social Values to be Regarded While, in approaching this problem from the point of view of commerce and industry we must, to the utmost de- gree, develop our human efficiencies, we should, neverthe- less, keep in mind always that social values are of greater importance than is mere economic productivity of units of industry. Vocational schools must undoubtedly yield in some meas- ure to the demand for more specific preparation for the work of the world. On the other hand, it is equally cer- tain that business and industry must yield to the demand for better adjustments to the physical, intellectual and moral needs of the workers. Collection of Data a Condition of Efficiency on Vocational Education The chief difficulty in the recent past to the establishment of industrial schools has been (1) the lack of data regard- ing occupations and (2) the lack of that intimate relation- ship of co-operation between shop and school which is so necessary to insure success. This intimacy of relationship must be permanently established and maintained if progres- sive efficiency is to be the goal. Industrial education in any community, if- it is to be effi- cient, must be at least as progressive as are the industries of that community, but the school authorities ought not to The; Case; State;d 15 remain content to follow the industrial development of the community. Industrial education should not be content to follow, it should aim to direct industrial development. The data of industrial education includes not only the data re- lating to the shops located in the community, and to the employments and processes of those shops, but also data relating to the industry, that is to say, data which is na- tional and international in scope. A systematic inquiry regarding occupation and processes in those industries which are established in the community, and with reference to which industrial courses in the public schools are organized, must be made in order that courses may be developed in conformity with the best practice in the industry. The industrial character of a community is determined by a process of selective evolution. Industries develop in any community in competition with other communities largely in proportion as the environment is favorable for development. This selective evolution may be a blind nat- ural process, dependent upon unenlightened effort, or it may be the result of enlightened and direct effort. In either case the industrial character of the community will be unique and peculiar to that community. This does not, of course, mean that all of the occupations and industries of the community will differ materially from the occupations and industries of other communities. It means that the degree of develop- ment of each industry will be determined by local condi- tions. It will certainly be determined in part by accident. Industries may develop in a community by virtue of the momentum of development in the past. An industry hap- pens to be initiated in a community, and, simply by virtue of the fact it has been estabHshed, it develops unless there are unfavorable local conditions. The important consideration is that the degree of devel- opment of the industries established, as is the case in every large city, whether determined by accident or by natural economic conditions, is unique and peculiar. Since it is unique and pecuHar, the educational needs of a community can not be determined in any other way than by a survey 16 Vocational Overview which is organized to determine for that community pre- cisely what is its own peculiar industrial character, and especially to determine in what respect its industrial char- acter differs from that of other communities. The final ob- ject, therefore, is to define precisely the industrial character, to emphasize especially the qualities of industrial condi- tions, and to provide a basis for making industrial educa- tion in the community as unique and peculiar as is the in- dustry itself. Our present processes are inefficient and wasteful, and we suffer great loss from incomplete production, due to want of skill. We pay little or no attention to the human element in industry, and much less to the experimentation for correct standards. Men are assigned to this machine or that machine, to one process or another, and left to toil without any well-defined notion of how the volume of their output will balance with the output of other men operating other machines or engaged in other processes. There is little information at hand to indicate whether individual workmen are efficient or whether they are performing their tasks by the shortest possible cuts. Training for industrial efficiency, if it is realized that the human element must be considered, will make of every worker grounded in the science of industrial processes an experimenter for im- proved methods. It offers an opportunity for research into industrial processes that will make every worker a research student, instead of a devitalized and de-energized auto- maton. One purpose of industrial education should be to teach the best usage and practice, as well as processes in the in- dustry ; in a word, to teach the industry to the community as well as to the youth who are to enter the industry. When an industry is following obsolete methods the purpose of industrial education should be to be aggressive in estab- lishing modern methods and the most approved shop prac- tice, both as regards manufacturing processes, the organiza- tion of the working force, and the division of labor. The: Case: Stated 17 Present Needs of Industry The present needs of industry, viewed from their econ- omic aspect only, may be summarized in part as follows : 1. A greater investment of labor power and skill in the finished product. 2. A readjustment of relationship between employers and employees, which involves a co-operative effort by em- ployers and employees for productive efficiency. 3. Relief of the workers from the deadening monotony of employment. 4. An educational system that will develop initiative, in- dependence, imagination and self-reliance. Women Arrive in Industry Never have we been quite so certain that women are per- manently in industry as at the present moment. However, since they have "arrived" the question of their participa- tion in the future is probably the largest unsolved problem confronting educational authorities today. Industry is commandeering the young girls of the nation to its service, and generally speaking, is failing to safe- guard properly those so engaged, either before entrance into the world's work or after they have become part of the boil- ing, broiling heat of competition. Employers of young girls have only recently assumed anything like a fair share of responsibility in properly or- ganizing a movement for vocational education. It is true that opinion has been divided as to the value of trade prep- aration for girls. This has been based upon the supposi- tion that large numbers remain in industry for only a few years. This notion, however, is fast disappearing, largely due to the increasing economic pressure caused by the high cost of living which makes wage earning more and more necessary. Experience during the past ten years with trade educa- tion for girls leaves no question whatever concerning the value of vocational education for those who are prepared 18 Vocational Overview to benefit by it. It serves to bridge the gap between the ordinary day school instruction and industry, gives the girl a chance to discover what she is capable of doing, prepares her to face difficulties, offers a definite entrance into indus- try and arouses her ambitions to succeed. It develops the faculties of concentration and application, which are so es- sential to an industrial career. It raises standards, creates ideals of work, gives breadth and vision and trains the girl to appreciate the value of time, attention, courtesy, effici- ency and loyalty. Parents and employers generall)/ are anxious to secure the benefits of such training as soon as it is demonstrated that earning power is increased. It is much to the credit of employers that many of them in the very recent past have awakened to the value of Voca- tional training for girls, and in consequence have been fore- most in advocacy of special training in the public schools. Moreover, employers have shown greater care in selecting their operatives, and in instances where industrial condi- tions permit, girls have been placed in rooms by themselves in charge of responsible women overseers. As a rule, girls do not enter industry in the same serious spirit which distinguishes the entrance of boys. It is re- gretable that only a small proportion of girls see in their work anything but a makeshift. Yet that portion who do regard it as being worthy of serious interest and effort de- velop more rapidly into efficient workers or executives than do the boys. Instances of the rise to posts of high responsibility in commercial and industrial establishments, where opportu- nity to demonstrate capacity obtains, have been remark- able. In fact, nothing in recent social phenomena is more striking than the zeal of young women to lead in abso- lutely new lines of vocational activity in commerce, indus- try, or war. Cost of Inefficiency One general conclusion of the Newark "overview" is that the price paid for inefficiency by Newark employers and wage-earners individually, and by the community collec- The Casi; State^d 19 tively, is enormous, and that this large item of cost in econ- omic service is a serious handicap to the community in its effort to improve, or even to maintain present standards of economic and social welfare. In any accurate cost ac- counting by this community, inefficiency must figure as a very large item of expense. This is perhaps the most im- portant finding of the "overview^." Cost of Efficiency The cost of efficiency, that is to say, of developing and maintaining an adequate system of vocational instruction and training — would be inconsiderable in amount, as com- pared with the price now being paid from year to year for inefficiency. For a price far below that which the com- munity is now paying for inefficiency, it could purchase a high degree of general efficiency, and the advantage of effi- ciency over inefficiency would then be a clear economic profit to the community, over and above what it is earning under present conditions. The social gains which would result from increase in efficiency, if they can in any sense be measured against the economic gains, would be of even greater value, since a condition of efficiency is incomparably superior socially as well as economically to a condition of inefficiency. In considering the cost of establishing and maintaining a system of vocational education in Newark, it should be borne in mind that no approach has yet been made in this community to that degree of efficiency where the cost of acquiring greater efficiency begins to approximate the eco- nomic gains to be earned by the added efficiency acquired. On the contrary, every dollar wisely spent now for voca- tional education and training will certainly yield back in the course of a few years the original investment together with a large dividend of profit to the community and to the state. It will probably be many years before the system of vocational education can be developed in Newark to the point where any expenditure for its further extension and improvement will be a doubtfully profitable investment of public money. 20 Vocational Overview Girls 14 to 16 Years o£ Age Abandoned The 14- to 16-year-old children are not wanted in in- dustry, and are not provided for in the schools. It is clearly established in the findings of the "overview" that these children leave school in large numbers, although it is not possible to determine from data available where they are going or have been going for years past. For these ages, which embrace the most critical period in the youth's development, the community has no data sufficiently accurate and complete to be of any value. The child is not graduated by the school into industry, but is rather, in the large majority of cases, submerged in the community's life, and left to establish such uncertain economic relationships as accident may make possible. Boys and girls drop out of school to take up one employment or another, as acci- dental opportunity presents itself, generally without intelli- gent choice or guidance with reference to personal qualifi- cations. The child thus vanishes from the educational purview at precisely that age when he or she especially requires voca- tional guidance, instruction and training ; and he does not appear for several years established in the field of economic activities. Boys and girls who leave school at fourteen to six- teen years of age are not old enough to enter upon an apprenticeship, and in the main the doors of the more de- sirable skilled employments are closed to them. The result is that, on leaving school, they shift about from one occu- pation to another, with little opportunity to acquire skill or to increase their wage-earning capacity in any occupa- tion. By far the larger number soon attain their maximum earning capacity, which they find inadequate for the main- tenance of decent standards of living when they become men and women. At the present time children are allowed to leave the pub- lic schools at fourteen years of age if they have finished the fifth grade, without any further provision whatever for their education. For the most part, those who quit school The Case Stated 21 at this age leave without any preparation for wage-earning and without an opportunity even of finding out what work they are best fitted to do in Hfe. About half the children between fourteen and sixteen years of age who are employed under working permits declare they want to be better trained for the work they are doing and that they are willing to return to school, if the school will offer courses which they need. The need for vocational education was emphasized in the enthusiastic support which the employers and employees gave to the "overview" and in their unqualified endorsement of the proposal to establish classes and schools for train- ing. The large number of pupils enrolled and the large amount of money spent in private schools of all kinds go to show that there is a demand for courses of instruction which are not now given in the public schools. The growing industrial province of the city, calling as it is for workers in greater numbers and of higher skill to produce for specialized markets, demands a system of in- dustrial education to promote knowledge and skill in me- chanical processes. It is impossible for the private school to meet the needs of the community in this respect. At present, most of the avenues of training young people in Newark are paved only for the group of people who have special abilities and ambitions in business and professional work. There is need of adding other courses and schools which will offer avenues of training for other abilities and ambitions in productive callings. Failure of the schools to hold children until they have graduated from the ele- mentary courses is a subject of frequent comment. The mortality rate in the high schools of Newark is very large. This is a common condition in other cities. In Newark this high mortahty rate is due to many causes, among which may be mentioned the lack of suitable opportunities for vocational instruction. 22 Vocational Overview I c\i ^ ^ > "O i _Ea_EI >vii 1^ 1^ ^ 1 r^ !M i^ 0) QO t ii I I ^ V 'f <4^ «? ^^ ^^ |_| H^ ^ ,# ^ s^ i i ^ tjN ^ 4^ «5' vj^ .^ "^ "^ '^ -, s. , s 1 S^ ^ X^ ^ ^^ ^ .^ g§ Nir^ 6t i^ ^0 PART III. SPECIFIC RECOMMENDATIONS OF THE COMMITTEE Erection of a School Building The Committee recommends the extension of the present opportunities for the training of girls and women (1) lor wage-earning occupations in industry and in com- merce, and (2) for home-making and house-keeping. In keeping with this purpose the Committee recom- mends the erection of a school building with the neces- sary equipment to carry on the instruction planned and hereafter recommended. Building Site The Committee recommends that the Board of Education acquire for the purpose of locating a Girls' Vocational School the properties next adjoining the site selected for the erection of the Boys' Vocational School. (Sus- sex Avenue, between First and Second Sts.) The area for said purposes to be determined by the Board of Education after consideration of the plans sug- gested later by the Committee. New Courses In addition to the courses now being given in the Girls' Vocation School, the Committee recommends new courses as follows : A Course for Junior Clerks The Committee recommends a special two-year commercial course composed largely of technical subjects. This course should include training in modern business prac- tice, and in the use of machines and devices such as : typewriters, electric adding machines, adding typewrit- 24 \'ocATioNAL Overview ers, comptometers, computing machines, mimeographs, and multigraphs. It should give also an elementary knowledge of modern business problems. A Course in Junior Salesmanship The Committee recommends a special course in salesman- ship. This course should cover two years and should include such subjects as the following: Business Eng- lish and correspondence; business writing; business arithmetic ; personal hygiene ; industrial history ; civics ; commercial geography emphasizing fibers, textiles and clothing; color harmony and application of principles of design to merchandising; art and science of sales- manship ; and store practice. A Course in Home Planning Tlie Committee recommends that a course in fundamentals of home planning and budgeting be established. This course should cover one year and be based upon the fundamental principles which govern the economic and artistic furnishing of a home. The course to include the study of such problems as: (1) What principles govern good taste in the selection of wall paper and draperies ; what constitutes good construction and de- sign in furniture ; how to choose floor coverings, pic- tures, pottery, china, kitchen utensils, etc., in short, all furnishings of the house from the economic and artistic basis; (2) how to arrange these furnishings within a given space in a home so as to gain the great- est amount of beauty and convenience; and (3) how to obtain harmonious color in a room. A Course in Budgeting The Committee recommends that the above scheme of in- struction include a study of cost and values ; of the relation of income to expenditure, and in general econ- omy and waste in household management. Spe;cific Recommendations 25 A Course in Mechanical Drawing and Tracing The Committee recommends a course in mechanical and architectual drawing and tracing. This course should cover : Free hand drawing and design ; the use of triangles, and of the T square scale ; lettering ; care of instru- ments ; drawing of simple objects; construction of helix ; ellipse ; drawing from sketches ; simple machine parts ; standard bolts, nuts and threads ; development of cylinders; hexagonal and square prisms; develop- ment of pipe joints. Function of the architect, building materials, archi- tectural development of the modern home, heating, ven- tilating, lighting, plumbing, etc. Making tracings, blueprints, binding the working drawings. Drawing of machines and complex machine parts. Elements of design, geometry, drawing of street intersections, sec- tions and topographical work, etc. Drawing of some form of shop work. Courses in Machine Shop Practice and Electricity The Committee recommends the organization of courses in the elements of machine shop practice and electricity. On account of the steady demand for women as- semblers on small work such as clock mechanisms and calculating machines, for women polishers, winders, operators on electrical instruments, and workers in plat- ing and dipping departments in metal trades establish- ments, it is believed that courses of instruction cover- ing these fields could be offered to advantage. The practice work in these courses could be taken in the work shops and laboratories of the Boys' Vocational School. This would eliminate duplication of equipment and in part of the teaching force. 26 Vocational Overview Length of School Year, School Week, and School Day The Cotnmittee recommends a school year of 48 weeks, a school week of five session days, and a school day of six hours. It may be noted that the tendency in other communi- ties is to lengthen the school year generally in all other courses as well as in vocational work, and the above recommendation appears to the Committee to be a rea- sonable intermediate between extremes, which on the one hand would entirely eliminate vacations and re- creation days and on the other unduly protract and mukiply such periods. During portions of each day and of each week the child should be entirely free of school discipline. Library Facilities The Committee recommends that there be estabHshed and developed a library with extensive facilities along trade and technical lines. The director of the Girls' Voca- tional School should study the interests and needs of her pupils who are to be the future workers, in order to learn : ( 1 ) To guide their interests in reading along the most helpful lines; (2) To secure the books con- taining useful information which will best meet their requirements. The library should be made to function with each vocational class in the school so as to encourage the habit of securing vocational help from print. The practice of opening the school library, in the evening, should be extended to adults not enrolled in the school to stimulate interest along educational, in- dustrial, and inspirational lines. Different industries and organizations within indus- tries should be asked to recommend lists of books de- sirable and helpful from the standpoint of the occupa- tions and industries. Trade and technical literature are readily available and purchases from them should Spkcific Recomme;ndations 27 be made on the recommendations of men and women engaged in the industries, trades and occupations. Not only are these books needed, but pamphlets and the standard trade and technical magazines for each voca- tion should be installed. This material will be of two general kinds : First, informational; that is, giving information of a read- able and interesting kind concerning material, tools, machines, processes, devices, discussions ; and second, reference material to which those interested in more thoroughgoing study or desiring information for spec- ial purposes may readily refer. Lists of new accessions of publications of any meas- ure of interest to those engaged in the occupations and trades should be posted in the industrial plants of the city. A system of postal card notices should be used to notify girls and women workers who have show. special interest in the past to such new accessions. Industrial Co-ordinator The Committee recommends' that, ultimately, if not at the outset, an expert in shop practice be appointed to the staff of the Girls' Vocational School. It should be the duty of this expert so to organize conditions pre- vailing in the shops as to obtain for the girls and women workers the greatest amount of educational value out of their wage earning employments by pro- viding such an organization of the labor forces in the shop as will yield an all-around training for the in- dustry. At the outset this experiment might take the fol- lowing trend : The co-ordinator, who is naturally a regular teacher in the school, might devote one-half of her time to teaching in the school and the remainder of her time to observing and co-ordinating with the indus- tries. This method presupposes continuous contact with the school as a teacher and with the industry as a co-ordinator. 28 Vocational Overview This work will, of course, necessarily be conditioned upon the full co-operation of employers with the school authorities, and since one result of such expert service should certainly be an increase in the efficiency of the working force in each establishment it may fairly be assumed that employers would co-operate freely in this line of work. PART IV. TEACHER TRAINING The Modern Vocational Teacher The modern teacher or the successful teacher of vo- cational education differs in many respects from the typical teacher of preceding generations. She must possess the same general characteristics that have always marked the great teachers — sincerity, energy, determination, pa- tience, tact, kindness, courtesy, insight, ability and en- thusiasm. Her education must be of the double bar- relled type, possessing all of the before-mentioned qual- ifications plus at least the education and training nec- essary to earn a livelihood at some particular voca- tion or in other words she must have a much broader and clearer view of the activities of Hfe and of work in the social, industrial and commercial field of human endeavor than did the old time teacher whose attention was focused upon her subject only. The modern teacher functions quite differently than the teacher of the past. Because of modern social and economic conditions new functions and new educational specializa- tions have come into the teaching profession. The modern teacher must see very clearly the vital connection between the school, the industries and the community. In a word, the modern teacher needs in addition to a sympathetic imagination, systematic training in at least one of the important occupations in the community's activi- ties, and scientific training in teaching methods in order to impart this knowledge to her pupils. Never should she lapse into a teacher of obsolete processes in commerce or industry, but through constant personal touch with indus- trial activities be able to impart the last thought in modern industrial, social, and economic reorganization. 30 Vocational Overview Proposed Plan for the Training o£ Teachers for Day Vocational, Part-Time, and Evening Schools The problem of the selection and training of teachers for vocational instruction is of such immediate importance that it must become a part of the plan for the introduction of these courses. It may be stated at once that unless the teacher has had a working experience for a reasonable length of time in a trade he or she will not show much familiarity either with the tools of the trade or with the processes of the industry, and it is also true that boys and girls in a trade have a quick appreciation for the skill and ability of the trained workman. But if a teacher is selected who displays a lack of skill and especially a lack of knowl- edge of up-to-date methods he or she will not succeed in winning the confidence of their pupils. All such pros- })ective teachers will need help and especially the training in organization of teaching material and the working out of lesson plans. It is believed that this training of teachers can be car- ried on locally in connection with our evening school work. It is certain that the state at present makes no provision for this specialized training of teachers in evening schools which is available in Newark. The work ofifered in the normal school prepares for manual training positions in grade school work. The instruction ofifered there is too often below the grade of the work done in the large cities to make the product of these schools available to us either in the upper grades of the High School or in the vocational work. Practically none of the normal school graduates have had any vocational experience in addition to their teaching experience. Most of them hesitate to go into a shop in the summer. The teachers selected for evening school work from the trades need specialized instruction from men and women of wide experience both in teaching and in industry. Pre- cisely this type of man or woman is needed to direct the evening school work and the work of the day vocational schools. We believe it is possible to combine the two func- Teache^r Training 31 tions and to train men and women for teaching positions according to the following plan : 1. Select young men and women of ambition and enter- prise from the local industries. Choose those likely to be willing to enter school work after a year or more of even- ing school experience. 2. Arrange the courses in evening school in such a way that these prospective teachers may teach two or three nights each week and return to the school themselves the third or fourth night. 3. Set aside a room with reference library, trade jour- nals on file and catalogues and courses from other schools. 4. Require the evening school teachers on their free evenings to work out under the supervision of the director, lesson plans and problems relating to their class work for the following week. This prepared material should be put in typewritten form and duplicated for use by the indi- vidual pupils in the evening school. Pupils should pay in advance a sum sufificient to pay for the paper. 5. These teachers should work the full class periods and should be encouraged to make individual investigations into the needs of their trade. Men and women from the trades should come in frequently for the purpose of checking up their work. 6. These teachers should receive enough pay to make the work attractive to them and should be paid as much for the preparation of lessons as for actual teaching. Men or women who feel that four nights each week is too much work may work on a three or two-night basis. No one should be hired who cannot give some time to the preparation of lessons. 7. When these men and women have worked through a course in the trade they should be required to revise it and supplement it by repeating the work a second year or a second term. All material used should be kept on file and when finally complete should be printed for use or exchange with other schools. 22 Vocational Overview 8. At least twice each year the State Department should send an agent to the school to talk to these teachers on the organization of teaching materials and the conduct of trade instruction. 9. When men and women have had two years of this experience they should be available as teachers in day school or manual training or vocational work. The state should make it possible to employ such teachers according to law by a system of licenses or otherwise. 10. Such teachers should work under a salary schedule and should receive at the end of a stated period a certificate showing their preparation as teachers of the vocation. PART V. PUBLIC SCHOOL VOCATIONAL WORK Types of Schools Vocational Education in Newark public schools is car- ried on in three distinct types of institutions; (1) Day vocational schools; (2) Co-operative part-time day schools; and (3) Evening vocational schools. In addition to the instruction carried on in these schools provision has been made for a new type of instruction known as Occupational Changing Classes. All, save the Occupational Changing Classes receive state grants. Day Vocational Schools. Day vocational instruction is given for boys in the Boys' Vocational School; and for girls' in the Girls' Vocational School. . The Boys' Vocational School offers at present five dis- tinct vocational courses designated as follows: machine shop practice, printing, drafting, electrical work, and wood work. The number of pupils enrolled March 30, 1917, was 171. The Girls' Vocational School ofifers seven different voca- tional courses, designated as follows : dressmaking, power machine operating, millinery, cooking, sewing, and design. The number of pupils enrolled March 30, 1917, was 110. Co-operative Part-Time Day Schools. Courses in sales- manship for department store employees were established in April, 1917. The study periods of these classes are planned to meet the requirements of department stores. During the busy hours the school is not in session, but dur- ing the dull portion of the work day employees are per- mitted to attend sessions of the school without loss of pay. The number of pupils enrolled in these classes was 38 girls and 1 boy. Bvening Vocational Schools. The first evening school was established in Newark in 1792 and consisted of one teacher and 40 pupils. 34 Vocational Overview In 1857 instruction was offered in five elemetary schools. The teaching force consisted of 16 teachers and the enroll- ment numbered 845 pupils. In 1890 instruction was offered in one evening high school and six elementary schools with a teaching force of 70 teachers and an enrollment of 3,451 pupils. In 1915, instruction was offered in six high schools, sixteen elementary schools, and one industrial arts school ; courses of instruction for apprentices were given in one school, and a course for the deaf in another. The teaching force had grown to a total of 440 teachers and the enroll- ment to 17,855 pupils. During 1916-17 instruction was offered in six high schools, sixteen elementary schools, and the Fawcett School of Industrial Arts ; two classes were given for gymnasium work only, apprentice classes were given in the Boys' Voca- tional School, and a class for the deaf elsewhere. The en- rollment in November, 1916, was 11,579, and the teaching force 437. Newark has maintained evening high schools since 1890. These schools have offered a wide variety of instruction. In late years steps have been taken to improve and extend the courses in vocational work in the high schools. As an evidence of the widening range of vocational instruction offered in these schools it may be stated that the following classes were maintained during 1916-17: Advertising, cook- ing, drawing, dressmaking, electricity, English, electro- plating, mathematics, machine shop practice, mechanical drawing, millinery, nursing, pattern making, plumbing, printing, sewing, sheet metal work and wood work. The instruction is carried on in seven different centers and the total number of pupils enrolled is 1,377; 454 males and 923 females. Fawcett School of Industrial Arts This school is primarily an evening school devoted to the purposes of industrial arts. For many years this school has maintained classes in its present location, but recently the expansion of its work has been such that classes have been organized in three different centers outside the school PuBivic School Vocationai, Work 35 proper. Courses of instruction offered in this school are the following: architectural drawing, commercial adver- tising, crafts, design and modeling, die cutting and sinking, fashion design, and free hand drawing. In jewelry, in- struction is offered in modeling and jewelry making. In addition to the above classes instruction is offered in indus- trial design, mathematics and mechanical drawing, prepara- tory mathematics and mechanical drawing, ceramics, sketch and perspective, still life, watercolor and design. The total number of pupils enrolled in 1916-17 was 964; 720 males and 244 females. Occupational Changing Classes in Evening Schools In work of this character Newark has taken an advance step. In many of the larger cities the necessity for instruc- tion of this character is apparent but communities have been slow to meet the needs. Newark is therefore to be con- gratulated on this forward step in giving to its citizens the opportunity to make a second choice in life careers. These classes receive no state aid, being maintained entirely out of the school budget. Ten different classes are maintained for this work and are as follows : cabinet making, cooking, dressmaking, embroidery, mechanical drawing, millinery, sewing, shop mathematics, machine shop work, and wood- turning. The total number of pupils enrolled was 690; 309 males and 381 females. The Girls' Vocational School Bstdblishment of the Girls' Vocational School. The Girls' Vocational School was established by the Board of Education September 4, 1914, in the old Normal School building on Washington Street. The initial enrollment was forty girls. During the first month the enrollment increased to approximately ninety pupils. Growth of the School. During the school year 1915-16, 138 pupils were en- rolled and accommodations were made to increase the 36 Vocational Overview capacity to 150 pupils. During the school year 1916-17 the enrollment had increased to 162 pupils. Admission of Pupils. Girls must be over fourteen years of age and must have completed the 5 A grade in the elementary schools. The School Session. The school sessions are the same as in other public schools — ten months of the year from 9 a. m. to 4 p. m., Monday to Friday, inclusive, with one hour at 12 for luncheon and recreation. Vacation periods are the same as in other public schools of the city. Aims of the Courses. The main object of the school is to prepare girls to enter the various occupations in industry and to place them in positions where they can earn wages compar- able to their earning capacity. In addition ways and means are devised by a "follow up system" to secure for them opportunities for promotion when they have, through actual practice at their occupations, become skilled workers. Courses. The school ofifers training for admission into the fol- lowing trades and occupations : dressmaking, millinery, and power machine operating. In connection with the training for these trades and occupations pupils are given instruction in: costume drawing and design, designing and perforating for em- broidery, cooking and sanitation, physical training, English, civics, penmanship, arithmetic, commercial geography and industrial history, and textiles. Length of Courses. Courses may be completed in two years and pupils may elect one of the following: dressmaking, millinery, power machine operating. Pupils are required to take in connection with the above occupational training, do- Public SchooIv Vocationai, Work 37 mestic science and sanitation, hand and machine sew- ing, drawing and design, and the correlated academic subjects. Dressmaking. The purpose of the dressmaking course is to train girls to be assistants and improvers on skirts, waists or sleeves. The course is divided into three sections. In the elementary section simple hand and machine sewing is required of the girls. In the intermediate section emphasis is placed on machine rather than hand work. The aim in these departments has been to give pupils a knowledge of the principal stitches and their applications on single garments. This leads to an un- derstanding of the principals which would be used in special trades. A course in machine sewing has been given in connection with the hand work. The girls have made underwear, collars, middy blouses, skirts of different materials and one piece dresses of gingham, linen or voile. Step by step the girls advance, taking up new pro- cesses, using new materials, handling more different problems up to the advanced dressmaking when she is able to work on order work, ranging from shirt waists and summer dresses to dresses of woolen materials and gowns of silk, satin and chiffon. The dressmak- ing department is under the supervision of a skilled woman from the trade. The school shop has been or- ganized like a trade shop and we are taking orders for afternoon dresses, house dresses, and more elaborate gowns of satin, silk and chiffon. During the past year they have made in the sewing and dressmaking depart- ments, 1,037 garments, most of which were special or- ders, one of them a wedding dress of white charmeuse. The proceeds from this department the past year were $523.49. Millinery. The millinery course consists of instruction in the various details of millinery work, the making and 38 Vocational Overview covering of frames, putting on of facings or bindings, preparing trimmings, making ornaments and the orna- menting and trimming of simple hats. The students have had some work also in remoleding hats and they are wearing with pride hats which they have remod- eled. Millinery is a trade which offers many artistic possibilities to the girl with especial talent, but as the seasons are so short it is almost impossible for a girl to depend upon it for a livelihood. She must have some other employment. Considerable hand sewing is given in connection with the millinery course. Be- tween seasons the girls are taught to make bows, fancy trimmings, neckwear and fancy articles. The teacher, a practical milliner, comes two half -days each week. During the last six months the students made 163 hats and other articles, seventy-six of which were sold, the proceeds amounting to $52.93. Power Machine Operation. The aim of the Power Machine Operating Depart- ment is a practical one, namely, to enable students to reach a higher degree of efficiency along elementary lines, and to secure a broader ti-aining. Promotions are made according to the abihty of the girls. As various steps are accomplished the more dif- ficult problems are at hand, providing a stimulus to continued and best effort. In training, accuracy of detail rather than speed has been the object of attainment. The automatic hand- ling of detail naturally precedes speed, and the student who shows mastery in the first steps naturally attains to speed, as a result of experience. With experience and interest in their work girls who have received such training command a much higher wage than do those who lack training. Hand Sewing Department. The aim of this department has been to give pupils a knowledge of the principal stitches and their appli- cations on single garments. This leads to an under- PuBuc School Vocational Work 39 standing of the principles which would be used in special trades. A course in machine sewing has been given in connection with the hand sewing. The girls make underwear, collars, middy blouses, skirts of dif- ferent materials, and single one-piece dresses. Design Department. The work of this department has been arranged un- der three heads. These parts are inseparable and are followed out, one by one, in order to have all-around study of the influence which bears upon the work. Design. Under this head a study of space relations and shapes has been made in such a way that it will influ- ence any line of work followed up. Direct applica- tions have been made to scalloped edges of materials differing widely in textures, to the decorations of towels, collars, doilies, and undergarments. Color study in the abstract was given, followed by the selection of color schemes for clothes, decoration of materials, and the carrying out of designs in thread or paint. Shop Work. This branch of the work has been very closely asso- ciated with the sewing department, and consists of the study of the width of hems, bands, tucks, etc., as well as the grouping of tucks, placing of pockets, arrange- ment and quality of trimming and practice work in mitreing corners. This also includes the eye training for straight lines and good curves in cutting or stitch- ing methods of accuracy in planning with materials, and the adjustment of stock patterns as a guide in carrying out original designs. In connection with the cooking department, printing and decoration of menu cards and the arrangement and decorating of the table is being taught. 40 Vocational Overview Costume Design. The aim of this department is to help the girl in forming her ideas of suitable and becoming clothing, to teach her that good dressing is a matter of good taste rather than money, and to bring out an individ- uality which will strengthen her personality for any line of work she may wish to enter. The pupil begins by making selections of patterns and materials which are suitable to the figure of the wearer and appropriate for the general use to be made of the garment. Various types of figures are studied as to shape and size with the adaptation of stock patterns to each one. This is followed by the designing and illustration of underwear, waists for different occasions and of vari- ous materials, dresses and suits meeting different re- quirements as well as accessories. Several lessons on hats developed the millinery study in much the same way. With all this is combined the color and design work as applied to the selection and decoration, as well as the making of models in tissue paper. Arithmetic. Many, girls are unprepared in the fundamental sub- jects, corning as they do from different grades in the elementary schools. This difficulty has to be overcome in working out plans for arithmetic and language. The practical side of this work appeals to the students and their progress is very marked. The work in this subject consists of a thorough drill in rapid addition and in the other fundamental pro- cesses, also in fractions and practical problems, making out bills and checks and keeping simple accounts. Many practical problems are given in the use of the tape measure and yard stick, planning for ruffles, hems, and tucks and for cutting materials for various gar- ments; also problems involving the use of money and estimating the cost of materials used in the production of different articles. Public Schooi. Vocationai, Work 41 In the cooking department a careful estimate is made of the cost of materials used in the preparation of single recipes, or for luncheon. The gas meter is read and the amount of the gas bill estimated. Lunch room accounts are made out daily by the pupils in the arith- metic class. During the last month students have had some ex- perience in making out a budget for families of dif- ferent sizes. Bnglish. The related work in Enghsh consists of spelling terms used in the industrial departments, writing dif- ferent kinds of business letters — such as letters ordering bills of goods, and letters applying for positions — and replying to different types of business correspondence ; also, some instruction is given in the writing of friendly letters. Special attention has been paid to penmanship, and students are encouraged to write a clear, legible business hand. There has been marked improvement in the writing. Topics especially interesting from the industrial departments and from the history and geog- raphy work have been used for compositions and stress has been laid on the use of correct English in general conversation. Civics. The work done in this course is of a practical na- ture. Some of the city departments have been sub- jects for discussion, and girls have been made to rea- lize how they can co-operate and receive help from such departments as the Fire Department and the Board of Health. History. The aim has been to awaken an interest in the in- dustries in which women are engaged, in order that the girl may understand her relation to the industrial world. 42 Vocational Overview Geography. The subject is related as closely as possible to the girls' work. The material upon which they work, the condition of growth, the processes of preparation and the trade routes by which such materials reach the city are studied. These are illustrated by raw and manu- factured materials, pictures, etc. Physical Training. The lack of a gymnasium has been a great handicap in this work. The aim has been to give the girls not only recrea- tive exercise, such as games and dances, but corrective work as well, to improve posture and correct defects. During the year each girl has been given a physical examination by the school physician, and from time to time has been in consultation with the school nurse. The nurse has made daily visits to the school and has been most faithful and conscientious in her oversight of the pupils. Many of these with poor teeth and other defects have been followed up and the defect remedied. Public School Vocational Work 43 Table 1. — Enrollment in Fawcett School of Industrial Arts; 1916-17 CEvenin"" Classes) COURSES Total Boys Girls Total Architectural drawing : 1st year 2nd year 3rd year 4th year Commercial advertising, 2nd and 4th years Crafts : Day courses Evening courses Design and modeling, 2nd and 3rd years Die Cutting and Sinking Fashion design Free hand drawing Jewelry : Modeling Making, 1st, 2d and 3d years.— Industrial design, 1st year Mathematics and mechanical Drawing: Preparatory 1st year 2nd year 3rd year 4th year 5th year Sketch and perspective, 3rd and 4th years '. Water color and design Still Life, 2nd year ... Ceramics 964 51 28 18 17 25 33 28 .■'? 18 3^ .102 18 35 38 58 107 86 35 22 18 47 56 28 31 720 51 28 18 16 21 2 4 19 18 6 75 18 3^ 18 58 107 86 35 22 18 43 4 20 244 1 4 31 24 13 27 27 2 20 4 52 8 31 44 Vocational Overview Table 2. — Enrollment and Courses Offered in Evening Vocational Schools, 1916-17 ENROLLMENT Courses Total Schools Both Sexe5 M. F. Bergen Central East Side Morton Robt. Treat Boys Voca- tional M. F. M. 15 32 F. 3 61 M. F. M. F. M. F. M. F. 1377 18 205 113 86 27 13 16 16 97 39 259 139 19 20 17 231 36 26 454 15 113 27 13 16 16 97 39 19 20 17 36 26 923 3 205 86 259 139 231 Advertising Cooking 47 50 81 34 20 18 59 38 Drawing Dressmaking 36 44 27 Electricity English Electroplate 16 39 19 18 34 24 47 27 13 Mathematics.. .. Mach. Shop 42 45 33 16 24 39 Mech. Drawing Millinery 94 55 41 Nursing Pattern Making Plumbing Printing Sewing I'^ 49 94 17 Sheet Metal Wood Work .26 Public SchooIv Vocational Work 45 Table 3. — Enrollment and Courses Offered in Occupational Changing Classes ENROLLMENT Total Schools Courses Both Sexes M. F. Bergen Central East Side Frank- lin Mcrton Robt. Treat M. F. F. M. F. M. F. M. F. M. F. 690 23 69 60 35 79 76 140 36 153 19 309 23 79 36 152 19 381 69 60 35 76 140 1 Cabinet Work 23 Cooking 42 60 27 35 30 26 -71, 36 109 40 36 31 Shop. Math 52 29 22 18 Shop Work 31 1 19 Table 4.— Statistics of Articles made and sold, and of Amounts Received, for Sewing and Dressmaking, Power Machine Operating, Millinery, and Cooking Classes: by months. SEWING AND DRESSMAKING POWER MACHINE OPERATING MII^EINERY COOKING No. of Months Garments Made No. of Garments Sold Amount Received No. of Garments Made No. of Garments Sold Amount Received No. of Articles Made No. of Articles Sold Amount Received Eunches Orders Amount Received Sept 20 $ 29.28 21 88 $ 24.43 3 $ .38 329 $ 33.02 Oct. 188 58 42.41 733 262 110 82 1 894 48 66 175.31 117.37 Nov. 105 20 11.17 220 137 55.33 10 2 1.65 1,302 Dec. 51 74 68.67 179 362 164.42 12 12 12.73 1,794 40 175.31 Jan. 123 19 22.10 159 168 74.33 18 3 .80 2,152 211 168.04 Feb. 132 64 48.23 355 156 45.16 20 1,866 192 154.86 172.80 Mar. 38 42 50.71 583 398 104.45 8 7 2.58 2,112 359 Apr. 120 200 110.78 131 352 160.27 21 15 6.31 1,413 431 127.76 May 100 82 69.08 229 695 175.08 27 14 5.19 2,124 364 243.96 June 180 45 81.06 364 198 125.93 19 20 13.29 1,698 122 154.01 Totals 1,037 624 $533.49 2,974 2,816 $1,040.22 135. 76 $ 42.93 16,684 1,833 $1,522.44 Grand Total $3,139.08 Vocational, Ove;rvie;w 47 o P-. u 48 Vocati(;na:. Ovi::.vir,v, a fin Pi, Vocational Overview 49 50 Vocational Overview Ph VocATioNAi. Overview 51 8 o •A ■^ k4 APPENDIX 1. GIRLS AND WOMEN IN INDUSTRY Attitude of Employers Toward Girls and Women in the Metal Trades There are in Newark and vicinity thirty-five plants em- ploying- approximately 2,000 women whose occupations re- quire varying degrees of skill. The average wage is above $10.00 and ranges as high as $18.00, or even more to those operators who have experience or training. These women are working in proper surroundings and with due regard for their complex problems which arise in any large organ- ization, including both sexes. This estimate does not in- clude the white goods industries which is peculiarly a fe- male industry. The girls usually enter the factory through the packing room, as cleaners or in some unskilled capacity, at $8.00 to $10.00 per week. The capable, ambitious ones soon grad- uate into more profitable jobs — as winders, assemblers, polishers or machine operators. The requirements for such work are not severe, and some definite mechanical training before the girl enters the factory would bring her earning power into operation at once. There is a steady demand for women assemblers on small work, such as clock mechanism, calculating machines, and electrical instruments, and for women operators. Women have peculiar facility in handling and adjusting such intricate mechanism and when trained become val- uable workers. This same manual skill, combined with the characteristic feminine rhythmic sense, enables women to operate automatic machines at greater speed and with more precision than men. Where the work is not too heavy, women are better operators than men. And this holds true for some of the work not done entirely by men. There is no reason at all why women could not handle much lathe and similar work — they can learn to use the micrometer Appendix 1 — Giri^ and Wome^n in Industry 53 and blue print as well as men and are on the whole more conscientious and careful than men. There is opportunity for women as polishers, winders, operators in the plating and dipping department, and core- makers in the foundry. Women are doing such work now in this district with the single exception of coremaking. But successful experiments in this occupation in other places bid fair to open coremaking to women here. The female mechanic has entered industry to stay. She sought employment in the beginning for economic reasons perhaps, and without much plan or thought about the fu- ture. And her growing social independence bids fair to eliminate the disturbing effect which possible marriage might presumably have. When women and girls came to be accepted in the fac- tory it was solely because of their productive skill, and ability to acquire that skill and maintain it. The alleged original cheapness of female labor is a minor question which is rapidly adjusting itself. All employers who think in general terms, who know industries other than their own, are quite willing to pay on the basis of output and quality. Employers very generally realize, too, that iin order to reach efficiency in the working force of the plant, the con- ditions and surroundings must be favorable. This is par- ticularly true concerning women. And just so soon as these ideas crystallized the employer was moved to make the changes for the good of his employees which would bring results. There is one other vital reason why women should inevi- tably look to the factory for employment, when they find it necessary to use their earning power. In plants of pre- ceding decades most of the work was done by skilled me- chanics (men) — there were comparitively few' automatic machines. Every operation demanded the experience and training of the mature mechanic. But this sort of produc- tion was slow and costly, and because of the lack of any apprenticeship system the supply of good mechanics almost ceased. The older men used this critical time to their ad- vantage and added still more to the cost of manufacture. 54 ■ Vocational Overview Therefore, since the factory could not secure sufficient skilled labor, and was at the same time harassed by in- creasing demands for a greater output, and management turned its attention to the tools and machines, automatic machines of every sort resulted. The output was greatly increased at less cost and with fewer men. As woman approached industry at a critical time with the supreme confidence of her sex, she demonstrated first her manual dexterity and steadiness. She was willing to work for less because at first her work was less important in the labor market than that of the machinist or toolmaker. This very ability, evidenced particularly in mechanical oper- ations where speed and precision were at a premium, commended women to the factory as possible machine oper- ators of all kinds. She proved her ability to handle machine operations within her strength, more rapidly and with less loss than young men. As a class, she did not dissipate, was fairly regular in attendance, and in congenial surround- ings worked with a minimum of friction in the plant or- ganization. Woman's competition at the present time is chiefly with young men. The mature man mechanic — and the number is limited^has still his important place in the factory and always will have. But through his own fault that place is becoming more and more circumscribed. He has always objected to the automatic machine instead of adopting it, and he has opposed female labor. Consequently, the fac- tory in the search for the highest efficiency, sees in female operators a real solution. They will ultimately absorb those jobs which do not require great physical strength ; they will drive men to revise their entire attitude toward the factory if they would maintain their positions. What has been stated above is fact — women are now producing results, and in the readjustment which is sure to come soon, female labor will be a recognized factor. Moreover, if the female employee can be trained to the same degree that men have been, their earning power will rapidly increase. The employer is seeking results, and to the extent that women can produce, they will be given the opportunity to work. ApPDNDIX l^GlRLS AND WOMI^N IN INDUSTRY 55 Female Workers and the most Modern Mechanical Device Women are coming into the airplane factories of the country, to make the wings of the delicate machines, to prepare the fabric and lay it on the stabilizers, the ailerons and rudder, to handle the lighter machinery in the work shops, and to do perhaps 60 per cent, of all the work which men have been doing. The Plainfield, New Jersey, branch of the Standard Aero Corporation, which now has about seventy-five women workers, is typical. It expects to have 500 women, at least, within the year, and, as the work grows, 60 per cent, of all its workers will be women. Hundreds of applica- tions are coming in from women. It is a new thing for them to do, and it has a strong appeal. There is something very magical about a factory in which airplanes are made; there is a distinct delight about being one of its workers. In fact, the word factory, a place in which something is made, loses its complete satis factoriness as a name for these great workshops. Airplanes are more than just made — they are visioned and wrought, curved and balanced, and made exquisitely right. They are very delicately done. The workers in the Plainfield factory ex- perience a feeling of deep pleasure in what they are doing. This is no ordinary work. To make a thing which will fly, and fly as beautifully and swiftly and intricately as a live thing, is a deft and delicate work. Wings must be evolved from light, firm stuffs, and made taut to resist the varying air currents which circle over all the lands. And it is for this especial work, this deft and delicate work of making the wings and the wing surfaces, and handling the fabrics as men are not accustomed to do, that women are being brought into the work, to help make these loveliest of all munitions, these most exquisite machines which will take death over the lands, and help to win the war. It is almost an incongruity to watch the shaping and per- fecting of these machines, and realize what they are for. After seeing them made, and watching the limp, gray linen 56 Vocational Overview being varnished to carry it through its work of adventure and of death, "Like painted cloth its fury was to me." The women who work on them must think of other things than war as they make them. They think perhaps rather of the beauty of the things themselves, their lines and curves and wings ; of the way of the finished engine through the air, making great spaces of earth and sea below look like- squares of color on a map. Just now there are some departments in this workshop into which women have not gone at all; there will continue to be a few into which they will not go. But these will be very few. The only departments which women will not be fitted or able to enter are the welding and the copper plating departments. In every other department the belief is that from 25 to 75 per cent, of all the workers can be women. Now that courses are being started in various places for women draughtsmen, there will be no reason why women cannot make the metal parts, doing work in which the •highest grade of skilled labor is used and a knowledge of draughtsmanship is necessary. For the making of the other parts no special training will be necessary. Intelligent women with deft fingers and a feehng for the work can come and get their training while they work, as so many of the men have done. They can handle the machines in the wood-working shops, when more safety guards are at- tached to them. They can even make the propeller, which is perhaps the most beautiful part of the whole airplane, being laminated of great numbers of sheer bits of wood, all bent exactly to the curve. This is the highest kind of cabinet work, and it requires both muscle and skill. As for the welding shop. This place is too hot for wo- men, and the work too exacting. But how can one be sure that this welding process, these little cavernous ovens with their beautiful colors, the odd and devious devices by which brass is made to run as a liquid, will not strongly appeal to women, too? Chemical processes and great ovens have a lure for women sometimes, as well as sewing fabrics. Just now it is chiefly with these fabrics, however, that the women are engaged — the stout, grayish Irish linen which AppEiNdix 1 — Girls and Women in Industry 57 has a certain strength both of weft and warp, and which, when it is "doped" and varnished and stretched taut and drumUke over the entire "finished bird," can withstand all airs, all waters, and all vicissitudes of war. The women are cutting this, sewing it on sewing machines, stretching it over the wings and the other parts, treating it with the "dope," which consists of ether, alcohol and gun-cotton, and the varnish, and laying it in its tiers of cases to dry and be ready for the final assembling of parts. They also do the upholstering work for the seats, cutting and sewing and padding the leather. Before undertaking the manufacture of airplanes in large quantities, such as the Government demands, an investiga- tion was made as to the question of labor. It was found that women were extensively used in England and France in making wings and that they had proved to be better at this work than men. Satisfied that this was the correct practice a movement was started to employ women for the same class of work. In a very short time it was found that the women were better workmen than the men, and soon 500 of them will be employed at the Plainfield plant alone. Soon the Plainfield factory will be employing women in other departments. It is believed that at least 35 per cent, of the machine shop work will be done by women. With their light touch and careful manipulation of sensitive ma- chines, women are admirably adapted to much of the light machine work done on airplanes, and it is probable that there will be thousands working on airplanes before many months. Railroads and Women Workers Following the decision reached by the management of the Pennsylvania Railroad last spring to open avenues of employment for women and girls in as many lines of work as possible, more than two thousand have entered the ser- vice of the lines east of Pittsburgh and Erie in the operat- ing department alone. The total number of girls and wo- men at present working in the operating department is 58 Vocational Overview 2,360, and the greater part of these have been employed in the last two months. Among the forms of railroad service now being per- formed by women, to which more than ordinary interest attaches, is that of the signalwomen, of whom seventy-one are at work, six student signalwomen being on the pay rolls. In addition there are four women locomotive dis- patchers, nineteen station cleaners, 206 car cleaners, two draftswomen, 104 messengers, twenty student messengers, ten extra messengers, twenty-three station agents, one ticket seller, three bureau of information attendants, one pump attendant, forty-two block operators, two machine hands, five street watchwomen, five upholsterers, one parcel room attendant, twelve drawbridge tenders, and eighteen store attendants. In the lines of work more customarily followed by women there are 433 telephone and private branch exchange oper- ators, eighty-four matrons, twenty-nine janitresses, two stewardesses, seventy-eight stenographers, 1,102 clerks and one cook. APPENDIX 2. HOME PLANNING A Study in Budgeting Family of Four — Income of $600 I. Furnishing home (not including curtains, bed and table linens and sewing machine). LIVING ROOM Couch and pad $ 10.00 Fumed oak rocker 8.50 Willow arm chair (stained by the father) 3.65 Willow rocker 4.45 Cane seated dining room chair 1.35 Table : 9.90 Rag rug (7'xlO') 8.00 Small rug (25"x50'") 90 Total $ 46.75 BED ROOM Child's crib $ 7.65 Mattress and springs 3.00 White iron bed 4.00 Springs 4.50 Mattress 4.25 Dresser (Kayser grey) 13.50 Chair 1.35 1 rag rug (30"x60") 1.50 Total $ 39.75 DINING ROOM Drop-leaf dining table.. $ 3.85 Four cane seated chairs 5.40 Rag rug (6'x9') 7.00 Rug between doors (25"x50") .90 Total $ 17.15 KITCHEN Stove with reservoir $ 23.00 Cabinet table 7.50 Chair 75 Ladder stool .95 Kitchen utensils — Teakettle $ .25 Iron skillet 29 Four stewpans , .25 Large kettle .25 Steamer and pan (baking) .25 Coffeepot 29 60 Vocational Overview 15-piece cooking set 1.25 Breadpans (3 loaves) .29 2 Piepans .14 Kitchen spoons ^ .15 9-piece knife set .79 Potato masher .10 Rollingpin .15 Dishpan .25 1 copper-bottomed washboiler 1.00 Tub 65 Washboard .35 A set of irons .79 Scrubbing brush .10 Broom .50 Mop .25 Bucket 25 Dishes — 6 cup and saucers .72 6 dinner plates .90 6 tea plates .'. .72 Platter 25 Tureen .75 Side dish .25 6 glasses 25 12.43 Total $ 44.63 Total expenditures $ 148.28 II. Accessories. LIVING ROOM Curtains — 7 yards India linen at 9c $0.63 3>4 yards orange calico at 10c : 35 $0.98 Couch cover 1.50 Table cover (made by mother) DINING ROOM Curtains — 7 yards India linen at 9c $0.63 3^ yards blue calico at 7c 25 0.88 KITCHEN Sash curtains for kitchen and pantry — 2 yards cheese cloth at 7Hc $0.15 2 yards chambray for pantry shelf 14 0.29 BED ROOM Curtains — ^14 yards Indian linen at 9c $0.32 3l/2 yards rose calico at 7c 25 0.57 Home made washstand .50 Total $ 4.72 Appendix 2 — Home Planning 61 III. Articles brought from the mother's former home. proximate values.) Sewing machine (bought before marriage for the purpose of making wedding garments) $ 30.00 Bedding — Gift of 4 feather pillows 5.00 4 sheets at 60c 2.40 4 small sheets for crib (made by mother) .60 2 pair cotton blankets 2.00 1 pair baby blankets , 1.25 2 comforters (made by mother) — 6 lb. of cotton at 12i^c : ..$0.75 28 yds. of calico at 4c 1.12 Yarn for tying 30 2.17 5 pillow cases .66 3 pillow cases for crib .21 Spread — . 1.50 Spread for crib : Dresser scarf .25 6 towels at 15c _ .90 Table linen — 3^ — 1^ yds. white mercerized cotton at 39c 1.76 12 napkins at 8Hc 1.00 Kitchen linen — 6 hand towels .75 6 tea towels .75 (Ap- IV. Class problem. How can this $1,250 investment be maintained on salary? What are the actual living expenses for one year for a family of four with a $600 salary? Itemized accounts were prepared of the following: 1. Actual living expenses. 2. Food. 3. Clothing. a. Yearly budget. Income $ 600.00 Food 200.00 (According to an estimate of Russell Sage Foundation Report, $290.00 would be spent for food.) Cheapest cuts of meat 9-12i/2C Average American eats 172 lbs a year. 4 persons— 688 lbs. at 10c.-. 68.00 Fuel 25.00 (Estimate by stove company) ^avment on property 180.00 Taxes 13.00 Insurance on property 1.50 62 Vocational Overview Payment on furniture 78.00 Clothing 50.00 Light 6.00 Miscellaneous 46.50 Total $ 600.00 b. Yearly budget. Food $ 196.99 Clothing 97.08 Payment on house 96.00 Fuel (10 tons, summer prices) 30.00 Taxes 14.00 Insurance (adults at 25c; children at 10c) 36.40 Fire insurance 4.80 Carfare (father works near home) 3.00 Furniture at $1.50 per week 78.00 Pleasures 5.00 Sundries 5.00 Total $ 572.27 Balance 27.73 Grand Total $ 600.00 c. Yearly budget. Payment on house $ 96.(X) Food (groceries and meat) 200.00 Clothing (man, $30; boy, $15; women, $30; girl, $15;) 90.00 Coal, 10 tons at $3.50, summer price 35.00 Electricity 6.00 Taxes 12.00 Poll tax 2.00 Payment on furniture 78.00 Daily newspaper 5.00 Insurance (adults at 10c, children at 5c) 15.60 Chickens (12 hens at 75c, 1 rooster at $1) 10.00 Garden seed 3.00 Hoe, rake, spade, hatchet, hammer and saw (second hand) 3.40 Books 10.00 Benevolence 3.00 Carfare 15.00 Incidentals (doctor, medicine, wire for poultry) 16.(X) Total $ 600.00 Itemized food accounts. a. Meat, 1 or 2 lbs. at 10c or 15c a lb., 4 days a week $ 62.00 Lard, 12 lbs. at lie lb 1.32 Butter, VA lbs. per week at 25c a lb 19.50 Bread, 2 loaves per day 36.50 Vegetables, potatoes, corn, tomatoes, onions 35.00 Milk, 1 pt. per day at 4c a pt 14.60 Appendix 2 — Home; Planning 63 Sugar at 7c, about 4 or 5 lbs. a month 4.00 Cereals, corn meal, 3^ lbs. 10c, oatmeal, mush and rice 6.00 Flour, 10 lbs. for 40c for 2 or 3 weeks 8.00 Canned food, cream, corn and tomatoes 4.00 Salt, 4 sacks at 5c .20 4 baking powder at 15c .^0 2 soda 20 Beans, 10 lb. at 6c a lb 60 Prunes, 10 lb. at 10c a lb 1.00 Spices and extracts 1.00 Molasses -•- -50 Vinegar, 2 gal 50 Eggs - 5.00 Fruit, bananas 5c doz. (apples and fruit in season) 4.00 Soap for laundry, 52 bars at 5c - 2.60 Starch at 5c per lb., 8 lbs 40 Bluing 10 Matches .^0 Washing powder at 5c per box, 30 boxes l.SO Ivory Soap l-SO Coffee at 15c per lb., 40 lbs 6.00 Total - $ 216.92 Itemized food' account. b. Flour, 24y2 lbs. every 2 wks. at 70c, bake twice a week $ 18.20 Yeast Foam, 11 pkg. at Sc 55 Baking powder, 3 lbs 1.20 Baking soda, 1 lb .10 Meal, 50 lbs. at 2c lb 1.00 Breakfast bacon, 2% lbs. every 2 weeks, ham and other smoked meats 13.00 Steak, 25c a week 13.00 Roast, 40c every two weeks 10.40 Chops, 20c a week 10.40 Boiling beef for soup, 7c a week 3.64 Lard, 2Sc a week 13.00 Sugar, 5c lb., 2 lbs. a week 7.80 Sugar for canning, 5c lb 2.75 Butter, iy2 lbs. per wk. at 30c 23.40 Milk, 4 qts. a week at 8c 16.64 Coffee, 1 lb. every 2 wks. at 25c 6.50 Tea at 60c lb 5.20 Potatoes, 2 bushels at 60c 1.20 Potatoes for planting in garden at 60c .60 Sweet potatoes at 3Sc pk -70 Sweet potato plants at 30c per 100 1.60 Lettuce seed -10 Radish seed, tops for greens -10 Mustard and kale seed for greens .10 Onion sets, 2 qts. (25c) 50 Green beans for garden -25 Canned from garden. Pepper and mango plants at 10c per doz .20 64 Vocational Overview Pickles for winter seasoning. Tomato plants at 10c per doz .10 Canned from --arden. Pickles. Cabbage plants, 254 doz. at 10c per doz .25 Cabbage by head 1.00 Beet seed (use top for greens — pickles for winter) .05 Rhubarb roots (pie, sauce for canning) .10 Sweet corn seed .10 1 doz. large chickens 20.80 (Chickens for table, eggs for table and sale) Fish 1.00 Oysters at 2Sc qt 1.00 Rice at l-3c lb 1.00 Spaghetti .50 S^Tup at 10c can 1.20 Vinegar (table use and canning) at 25c gal.... 1.50 Breakfast food (oatmeal, cream of wheat, etc.) 1.00 Salt at 3c sack .36 Pepper at Sc box .15 Small fruits in season (eaten with cream or milk, pies, jam and preserves) Apples at 25c pk 6.50 Crab apples (marmalade and jelly) .25 Peaches (canning, preserves) 1 bu 1.50 Pears (canning, preserves) .35 Peas, 1 doz. cans for winter .90 Corn. 1 doz. cans for winter .'. .90 Dried fruits, apricots, peaches, apples and prunes .75 Total $ 193.39 V. Clothing for family (father, mother, boy 9 and girl 7 years). Father — Suit $ 15.00 4 suits of underwear, winter and summer 4.00 1 hat 2.50 2 caps l.OO 2 work shirts — 6 yards at 15c .90 2 shirts at 75c 1.50 Work shoes , 1.50 Best shoes 3.50 Working pants 1.50 Overalls .75 Socks (for work, 3 pair) .25 Best socks, 2 pair .50 Overcoat (left over from last year) Total : : $ 32.90 Mother — Suit $ 10.00 4 union suits at 75c 3.00 3 house dresses, 18 yds. gingham at 10c 1.80 Appendix 2 — Home Planning 65 Underwear (mother and daughter) 1 bolt muslin at 10c 1.20 Shirtwaists, 8 yds. white material at IZy^c l.OO Everyday shoes 1.50 Best shoes 3.00 Outing flannel (mother and daughter) at 10c 1.00 Apron gingham 10 yds. 7c .70 Hats 6.00 Hose, 3 pairs at 25c .75 Winter coat (left over last year) Total $ 29.95 Boy of 9 years — Suit and extra pair of pants from father's suit. Underwear also cut down Overcoat 4.50 Shoes, 3 pairs at $2.00 6.00 Khaki cloth (play pants 15c yd) .90 2 hats 2.00 1 cap ,50 Hose, 3 pairs at 25c .75 10 yds. waisting (3 colored, 2 white) at 15c 1.50 Total $ 16.15 Girl of 7 years — Mother's old dress made over for girl. Under- wear cut down. 5 yds. goods (2>4 plaid, 2>4 plain blue) at 25c— .$ 1.25 Coat 4.50 3 pairs of shoes at $2.00 6.00 2 hats, 1 at $1.25; 1 at $1.50, 1 cap at 50c 3.25 Hose, 2 pr. black at 25c ; 2 pr. white at 19c .88 3 dresses, 8 yds. gingham at 12^c 1.00 2 yds. hair ribbon at 10c .20 Gloves for all 1.50 Total $ 18.58 APPENDIX 3. COURSES OF STUDY A. Course of Study in Power Machine Operating 1. Elementary 2. Intermediate 3. Advanced 4. Special Machines. Elementary Knowledge and care of machines Proper position at machine Name of machine Threading Winding of Bobbin Placing bobbin in shuttle Names of parts of machines Control Use of foot in running Use of foot in pressure How to run Garments 1 Practice straight stitching 2 Machine apron Diagonal stitching Seaming 3 Dusters Hemming Fastening ends 4 Dish cloths Sewing edges together 5 Pot holders Circular seaming Placing shuttle in shuttle Setting needle Adjusting stitch Adjusting tension Cleaning and oiling Speed regulating Knee press Towel hemming Hemming Aprons — straight Gathering attachment Band — pocket Fudge apron Belling attachment Bias banding Plaits Fitted apron Flat seaming Intermediate Children's drawers Placket Tucks French seams Misses' drawers Flat seaming Lace or embroidery Difference between fronts and backs. Ladies' drawers Fitted band Yoke band Darts Facing Setting in of ruffle Petticoat Joining as notched Setting on flounce Sewing on lace Attachments Corset cover (without peplin) Fly piece for buttonholes Trimming on neck and arm size Belt, double row of gath- ering Corset cover (with peplin) Setting on peplin Gown Curved seams and hem Appi;ndix 3 — Courses of Study 67 8 Gown' with set in sleeve 9 Fitted aprons Set in sleeve Flat seaming Set in gores Advanced Having completed this series of garments the students should have a knowledge of the machine and how to control it. They should also have some knowledge of processes and the use of at- tachments. The advanced work will consist of various garments differing in style, material and trimming in order to give girls a variety of work and some rate of speed. Garments made will consist of : Underwear Collars and Cuffs Shirt waists Fancy Aprons Children's dresses Waists Collars Cotton Dresses Power Mach,ine Operating P. M. O. Textiles Parts of machine Cotton Simple stitching Flax Straight seams Wool Hemming Silk Sampler Bag Growth Pincushion Preparation Towel Transportation Holders Mfr. of textile fabric Aprons (2) Drawers Study of adulterants Combination Test for Skirt Test for durability 1 Waist Test of color Shirt — tunic or yoke Width Cotton dress Name Child's dress Price of cotton and woolen fabrics. Sewing machine Construction Machine practice Case Tucks Sewing on lace. Use of attachments Hand and machine sewing Seam finishing Commercial pattern cutting Underwear — Children's dresses A. How machine is run — Control — Advantages or Reasons. B. Speed. C. Tension — how controlled. D. Length of stitch — adaptation to various materials — influence on appearance and durability. 68 Vocational Overview E. Winding and placing of bobbin, shuttle, needle. Importance. F. Knee Press — aid in efficiency. G. Feed — how to adjust. H. Place of work. I. Variation of rhythmic throb of machine and indication of trouble. J. Care of Machine. The Operator A. Personal Cleanliness — in relation to rejected work or seconds. B. Neatness of hair arrangement because of danger involved. C. Interest in work an essential. D. Concentration — advantages. E. Inattention to directions — results. F. Cautions — Thread Biting — Dangers. G. Co-operation. F. Ideals for out of school or business service. Sanitation. Esprit de corps. 1 Essentials of Success in P. M. O. Attention — Position — Cleanliness — Thread-biting. 2 How Machine is run — Control — advantages. 3 Imperfect work — seconds — disadvantages. 4 Speed — advantages — loss. 5 Concentration — cautions. 6 Care of machine — cleaned — oiled daily. 7 Tension — how controlled. 8 Length of stitch in relation to different grades of materials. 9 Tension in relation to durability and appearance. 10 Placing of bobbin and shuttle. 11 Variation in rhythmic throb of machine is an indication of irregularity. Caution. 12 Use of knee-press to save time. 13 Management of double seaming. 14 Disadvantages of lock-stitch. 15 Danger of loosely arranged hair. 16 The winding of bobbin — Caution. 17 Place of work — reason. 18 Inattention — results. 19 Co-operation of teachers. 20 Sanitation — order — comfort. B. Course of Study in Design First Term Outline Design. Greek rule. Discuss and apply. 1 Spacing. Hems and tucks Spacing with ink and brush for Folded in tissue paper and various widths — light and dark expressed in pencil dictated. Foundation work for plaids Original spacings and stripes. Suggestions of headings, bal- ance and rhythm. Appendix 3 — Course;s of Study 69 2 Simple leaf shapes Simple leaf shapes developed into stencils and used as mo- tifs for : 1. Borders 2. All over patterns Also cut to fill spaces of given shapes and sizes. 3 Application. Application of simple band spacing and breaking as ap- plied to straight edged col- lars, cuffs, square doilies, etc. Based on discussion of material to be used as well as on the design itself. 4 Same to curved edges of caps, aprons, etc. 5 Simple designs for crocheted lace and insertion, edging and beading. 6 Study of scallops for various edgings and simple design to be used with them on towels. Also designs to be carried out on hemmed towels and pin-cushions. 7 Application of scallops to cir- cular edges such as doilies and designs based on lines of radiation. Pencil. Ink. 8 Simple cross stitch design. Study of doilies. Large and small. Work out on paper. Costume Work. 1 Selection of patterns for vari- ous occasions and samples of suitable materials. Apron sketch — for technique and space relations, propor- tion, skirt, belt, facings. Clothing. 1 Purpose. Appropriateness to occasions. Business hours. Sick room. Evening. Home. 2 Relation to health. Effect of too little " " " much " " pressure " " loosely woven fabrics " " closely woven " " non-porous Cloth. EdgCj warp, woof. Shop Work. 1 Spacing. With materials to determine width of hem, bands, facings, etc. Sampler of stitches on squared paper Protector — hem, proportion, fas- teners, etc. Practice work in simple print- ing used on : Report cards Sewing records Daily work. General arrangements to fit given space. Eye training for accuracy of line and sense of space as an aid to stitching. Study of style and decoration of combination suits. Blouses of the nations, style, lines, stitching, decoration, etc. Styles and materials for skirts, business dresses, etc. Three forms of mitered corners. Models made of paper showing folding and cutting. Textures. Gingham Lawn Voile, etc. Printing Mounting of designs and Materials. Eye training using cloth of va- rious widths and colors to dem- onstrate the influence of color. 2 Harmony of texture from col- lection of samples. Discuss com- bination of materials for trim- ming. First color study with scarfs draped on students. 70 Vocational Overvikw 3 Mechanical study and drawing of figure by measurement. 2nd month technique. 4 Technique for expression of ruffles, tucks, beading, lace, etc. Sketching of figure. Discussion with regard to suit- ability of different fabrics for underwear. 5 Application to night gowns, simple underwear, neckwear. Study of waist line, yoke and curve. Combination, apron. Waist study based on figure. Stout and slender. 2nd, based on material for tail- ored and lingerie waists. Suitability, color, quality, price. Sleeves and Skirts. School and party dresses for girls. Study of dresses based on ma- terial. Summer dress. Silk dress. Study for expression of detail. School dress for stout and thin girl. Afternoon dress for same. Garments. Things to be considered. Individual size, form, color, occupation. Effects of lines and color combinations. Patterns. Amount of material. Time of making. Laundering. Money expended. Trimming — Kinds. Hand made, machine made. Desirable qualities. Harmony of trimming and materials. Inappropriateness of colored trimming on underwear. Outing dress, shirt waist, skirt, suit or sport coat. Summer dress for stout and thin woman. School and party dress for student. Second Term Outline Design. 1 Continue work with circular de- signs leading up to dress trim- mings. 2 Designs based on shapes in ma- terials applied to dress use. Shop Work. Placing of stitches for muslin underwear, infants' flannel wear and dresses. Study of suitable shades. Princess slip or combination. Study use of different stitches in altering the effect of a de- sign. Design of a lingerie waist drawn and worked out half size in tissue paper. 3 Designs for braiding and simple designs for stitchery. 4 Color study and its applications to design previously made. De- signing waist with embroidery on it. Discuss short and long sleeves, collars and low necks, suitabil- ity. Planning of fancy collars, cuffs, guimps, originality in form and decoration. Style and decoration of em- broidered nightgown and neg- ligee. Shape of infants' garments. Appendix 3 — Courses of Study 71 Costume Work. 1 General study of waists, skirts and sleeves, etc., for general expression and form. Shirt waists studying line. 2 Figure study for short and long waisted models and for square and sloping shoulders. 3 Designing of dresses and suits considering both materials and figure. Study parts of dress. Figure drawing. 4 Paper models of dresses. 5 Costume expressed in color. Shirt waist in detail. 6 Study of hats. Sketching from model. 7 Advanced. Sketch a dress. Put it in color and give itemized list of materials required with samples and amounts. Dress suitable for the girl herself and to cost not more than a dollar. 8 Children's clothes in color, using complimentary color scheme and analagous color scheme. Also child's hat and coat. 9 Memory sketch in color of a dress for a blonde and for a brunette. C. Course of Study in Arithmetic First ten weeks. 1 B. Rapid Calculation, add., sub., mult, div., proofs. Shop cards, time books. Aliquot parts. Use of tape measure and ruler. Gauge 5 in. long %\ %", Y," , 1" yi, Va, Wi of 1^ inches. Weights and measures, quarts, cups and spoons. Fractional parts of yard — half, quarter, eighth. " " " inch — " " " , sixteenth. Measurements for bias folds. Cutting and estimating true bias. Amount of material needed, using pattern. Measurements for tucks and ruffles. Measurements for plaits. Inches allowed for hem. Spaces allowed for stitching. Tucking problems. "Ruffling" problems. Types. Price of material and quality — compare prices and widths. 4 yd. 36 in. material at $.25 per yd. 6 yd. 24 in. material at .19 per yd. Amount and cost of food supply. Household accounts. Differentiate between necessities and luxuries. Second ten weeks. IB. Review and use previous work. Skirt plaited for child 12 yrs. Material needed for skirt — 3 widths 37 in. wide. How many plaits? (width of plait) 72 Vocational Overview Adjusting pattern measurements. Long waisted measure one girl 42 — | How worked Short waisted measure 2nd girl 32 — | out? Make out bills. f Underwear I Children's dresses Estimate | Shirt waists of \ Skirts Cost. I Aprons I Gowns [ All garments made up in work rooms. Checking up small lunch room receipts. Weekly lunch room accounts. First ten weeks. 1 A Work out cost of dress. Plan how bill can be reduced. f Maximum and minimum prices — wholesale and retail. Cost I Cost of meal for the family, of Food, \ Planning of meals within a definite limit. etc. I Economy of keeping the refrigerator filled. [ Soaps and soap powder, mops, etc. Lunch room. Cashier work. Estimating cost of luncheon. Estimating amt. of change Rapid work. Second ten weeks. 1 A and 2 B Weekly accounts transferred to monthly sheet. Date (Week |Milk lice ICleaning IFood iCost iReceipts |Profits | Gas rill III i Surplus I etc. Fuels, cost of, comparative cost, amount of dist. Lighting — lamps, gas, etc. How to get full value of fuel. Reading of Gas Meter. " " Electric Meter " " Water Meter Shopping and dress Calculation and materials. 2 B and 2 A Reviewing and extending previous work. Buying articles as refrigerators. Labor saving devices. Kinds, prices, economy estimated. Students taught how to get money value Division of income. Conservation of income. Bill form and receipt. Pay roll. Appendix 3 — Courses of Study 72^ D. Course of Study in Qeography of Cooking Pirst ten weeks. Potatoes — Starch Cereals — Coarse and Fine — Rice Corn Starch Meat Substitutes, Mr ■ T- • 11- o 1 , ■ -KT „ ( Their manufacture Macaroni, Fermicelh, Spaghetti, Noodles i ^p. • t? j at i ( Their Food Value. Sugar — Product made from Corn Sugar Wheat and Corn (Wheat raised for fodder) When raised A. Source Appearance of plant State Varieties of plant N. E. Section of U. S. Growth depends on Miss. Valley Climate Dakota, Kansas Rainfall B. Reason for supply Lowland Climate, rainfall Nearness to Sea Surface — low or high Price land— soil. Food Values Location for transportation Ways and means for Transportation Routes Cost. Cereals — Appearance — Examine and discuss Uses Class Varieties Plant Where grown Planting (Time and Method of) Care Picking Pests and diseases Packing Disposal. Baking Powder Soda Eggs Dairy products Cheese, butter, oleo, etc. Cocoa Chocolate — Process of Mfr. Cooking Utensils — Mfr., Durability — compared. 74 Vocational Overview Second ten weeks. Fuels f Amount, how to save. Coal \ Their production Wood [ Transportation and shi ipping Gas Electric Oil Gasoline Alcohol Second year. - Beverages — Tea, Coffee Fruits Vegetables Home grown Countries raised Southern Routes Western Packing Fresh Ways of Shipping Canned Selling Dried Condements — Salt Pepper Spices Mustard Meats, Fish, Shell Fish. Topics — 1st Year 2nd Year Wheat Vegetables Rye Fruits Oats ' Flavoring Corn Meats Fuels Beverages Leavening Agents Labor Saving Devices Beverages Inventions Pure Food Laws ' Adulterations ^ Weights and Measures Appe;ndix 3 — Courses oF' Study 75 E. Course of Study in History Cotton. Used in India 800 B. C. Egypt, Europe, America Cotton plant. Appearance Flower Ball Seed — fibres. Where grown. Countries Latitudes u. s. Varieties Sea Island Upland Egypt East India Planting Time Method Care Picking Time Method Hand picking Machine picking Wool. When raised. 1 U. S. largest producer Texas Georgia, 13 states Florida, S. W. Alabama Compared with wool. Australia 1st U. S. 3rd Chief port New Orleans Along Miss, by boat 2 Growth depends on — Climate, warm, long season Rainfall Lowland Nearness to sea 3 Prices, Loc. lie lb. Wool 15c— 35 and 40 Low price at present A bumper crop Exporting cut off on account of war Factors affecting price Weather Pests. 1. Characteristics of cotton fibre compared with wool. I. Cotton a. soft less elastic twisted. Twists help hold fibres together in spinning and give better elasticity whiter e. heavier edge f. shorter staped. Spinning machine Flying shuttle Spinning frame Power loom Cotton gin Jacquard loom Automatic loom ^"_li^" average M" 1779 1769 1794 1830 Changing weaves F. Course of Study in Industrial History The History and Geography are very closely related. The aim in the history work is to awaken an interest in the trade in which the eirl is working, so that she may understand her rela- tion to it and its relation to the industrial world. Study the city of Newark — as it is. 76 VocATioNAi. Ove;rview Through knowledge of surroundings girls are led to appreciate distant countries. Materials upon which she works. Growth — Conditions Process of manufacture Inventions. Commercial routes by which raw materials reach the city. Illustrated by raw and manufactured articles, pictures, maps prepared by girls. Study of city, state, and national governments. Relation of people to law making. Influence of law upon industries. Current legislation. G. Course of Study in Geography Growth and cultivation of fibres. 1. Cotton a. Importance Cheapest ' Most available Greatest variety of uses range of materials Can be made to resemble silk, wool, linen, Sanitary. 2. Linen 1 Silk 4. Wool. Climate. Soil. Belts. Countries. Preparation of fibres for manufacture. Hand work vs. machine work T,fr T) Condition under which it is done. Mfr. Processes r, ■ -a t -^ Prices paid for it. Kinds of people doing it. Market for textiles Imports. Exports. Comparison of American and foreign products. Kinds of products Where sent. Trace trade routes How sent. Various ways. Shipping. Why used. F tie Is. Their "production." Countries from which they come. Food Products. Cereals Wheat Corn Rice Tea, coffee, etc. Fish, oysters, etc. Countries, mfr. routes. Compare hand and machine work. Labor saving devices. Appendix 3 — Courses oe Study 77 H. Course of Study in Domestic Science First Term Lesson — Theory of Cooking. 1 Care of closets, ice box, tow- els, dish cloths, garbage. 2 Construction and care of sink trap, uses and abuses of fuel, fuels compared, econ- omy of gas, coal, electricity. 3 Classification of food ac- cording to needs of body, care of food, correct meas- urements, study of specific class of food, as for in- stance — starch. Sources from which starch is obtained, ef- fect of cold water upon it, of boiling water. Methods of separating starch grains. Study of potato, tempera- ture for cooking, substitutes for potatoes. 4 Review points emphasized, simple experiments, includ- ing iodine test. 5 Action of saliva, develop reason for thorough masti- cation. 6 Pastes. Study of the manu- facture and food value of macaroni pastes. If possible, visit factory. 7 General review of starchy foods previously studied with the methods of preventing starch mixtures from lump- ing. 8 Sugar. Where obtained, how manufactured, by-products, kinds on market, its relation to starch, value as heat and energy producer, ease of combination with other foods. 9 Sugar continued. Ease of digestion, when valuable as food, when harmful, value of pure candies, advantages and disadvantages of home made over candies on the market, effect of candy upon the teeth, care of teeth, re- lation of sound teeth to health. Applied Theory Study of equipment and arrange- ment of kitchen, names of uten- sils and uses for which they are intended. Appearance and temperature of gently boiling water, of rapidly boiling water, of simmering wa- ter, freezing temperature, con- clusions drawn. Potatoes, baked, boiled, riced and mashed. Cereals — Rice — steamed, boiled and pudding. Cereals, coarse and fine-grained breakfast cereals. Corn starch, plain, pudding, and meringue. Macaroni, spaghetti, noodles, boiled and baked. Creamed potatoes. Toast and cocoa. Tapioca cream pudding. Simple candy. Taffy, butterscotch, peanut brit- tle, fondant, caramel syrup. Fruits, muffins Emergency biscuits 78 VocATioNAi, Overview 10 Wheat-growth, kinds manu- factured into flour, tests to Baking powder biscuits discover composition. bnort cake. 11 Difference between doughs and batters with general proportions of flour to liquid. 12 Baking powder — commercial Emergency bi.scuits. home made costs compared, composition, best kinds, sim- ple experiments to show ac- tion and under what con- ditions action may be util- ized to best advantage. 13 Methods of incorporating gas Sour milk griddle cakes into quick breads, as sour Ginger bread milk and soda, molasses and Popovers, muffins soda (with general propor- Butter. tions of each) the sudden conversion of liquid into steam. 14 Tests with litmus paper for acid, alkali, and neutral com- binations. General review of baking powder and substi- tutes. 15 Cause of souring of milk, methods of prevention, utili- zation of sour milk. If possible, visit a model dairy. 16 Yeast — Where found, condi- Bread — plain tions under which growth is Rolls, graham bread, favorable, unfavorable, ac- tion of growth in dough mixture. 17 Review kinds and composi- tion of various flours, effect of the manipulation of dough in the development of gluten, in the grain of bread, in the distribution of gas. Cause of the souring of bread. 18 Experiment with the growth Steamed .brown bread, of yeast under different con- Dutch apple cake, ditions. Coffee rings. 19 Deduce laws governing its slow growth, rapid growth. 20 Study a bread mixer. Com- position of bread making. 21 Eggs. Classificatipn, care Eggs, soft cooked, hard cooked, tests for freshness, compo- poached, scrambled, omelets sition, nutritive value, cost, (light and thick). Creamed eggs how marketed, how pre- on toast. served. 22 Preservation of eggs. Appendix 3 — Courses of Study 79 23 24 25 26 27 28 29 30 Eflfect of cold, hot and boil- ing water upon albumen, ef- fect of alcohol upon albu- men. Use of eggs as thick- ening agent. Use of making mixture light. Different ways of manipulating. Milk. Classification, compo- sition, tests, value as food of whole milk, of skimmed milk, as a beverage, ease of combination with other foods, effect of boihng. Beverages — water, its source, purity use as a food and drink, as a general solvent and cleanser. Review temperature of wa- ter, effect of boiling upon taste, purity and value as cleanser. Tea and coffee. Growth prep- aration as commercial prod- ucts, preparation as bever- ages, development of tanic acid therein, and caffene. Beneficial and harmful ef- fects of using. Cocoa and chocolate-growth, cultivation, manufacture, and food value. Vegetables. Classification, typical examples of each class, composition of vari- ous kinds, where and under what condition grown, cost in proportion to food value. Time table for cooking veg- etables. Use as meat and egg substitutes. Use of left over vegetables. Combinations. Addition to food value when used with dressing. Preservation by means of canning. Custards, baked, plain and cara- mel, soft custard. Cream soups. Bread pudding, Cottage cheese. Sandwiches and tea. Biscuits and cocoa. Eggs, muffins and coffee. Boiled onion, carrot, lima beans (dried and fresh), spinach, cau- liflower. Baked beans. Bean soup Vegetable salad. Cold slaw. Canning vegetables in season. Second Term's Work in Cooking Lesson. 1 Meats. Kinds and their Making of stews, roasts, rolled sources. Cuts and their uses, steaks, pan broiled and broiled tough and tender cuts com- meats, pared according to cost, nu- Dressing, gravies, triment, flavor and method Hamburg steak, of cooking. 80 Vocational Overview 10 11 12 13 14 15 16 17 20 21 Compare digestibility and food value of meat from old and young animals. Care of meat when it enters the home. Meats continued. Effects of different methods of cooking. Effect upon the digestibility of re-cooking experiments. Principles involved in the making of soup stocks. Gelatine a meat and fish deri- vative. Fish. Rules for selecting, reasons when best and cheap- est, care when obtained from market. Varieties, food value, value as meat substitute. Digestibility a s compared with meat, reasons for being recommended to persons not employed in outdoor work. Shell fish. How obtained, when best for food, food value, food value compared with meat, food value com- pared with cost, why valuable as a food, dangers of using. Fats and Oils. Sources, place in diet. Healthful and harmful meth- ods of using. Temperatures to which it may be subjected. Rules for deep fat frying, including care required to avoid accident. Best fat for frying, test for temperature of frying vari- ous foods, clearing of fat, utilization of old fat. Left over foods. Fruits. Fresh, dried, meth- ods of preservation for com- mercial use, for home use, principles involved in each. Discussion of the cold pack method of preserving. Use of fireless cooker in canning foods. Construction of a fireless cooker. Food value of fruits, medical value. Utilizing of left over meat in cottage pie. Breading and cooking of chops. Making of soup stock. Clearing of soup stock, making of soups, consomme and broths. Gelatine dessert. Cooking of fish in season, baked, boiled, broiled, pan-broiled. Fish sauces. Fish dressings. Oysters, boiled, stewed, creamed. Clams, baked, steamed, chowder. Lobster, boiled, meat removed properly from shell. Salads of meat, fish, vegetables and fruits. Salad dressing — French, German cooked, and mayonnaise. Croquettes of meat, fish, vege- tables and cereals, cheese, French fried potatoes. Meat, pies and turnovers. Crullers. Making of soap. Canning — preserving jelly, mak- ing fruit juices of fruits in sea- son. Stewed dried fruit. Preparing of fresh fruit for the table. Making of fruit beverages. Appe:ndix 3 — Course;s of Study 81 22 Cake making: Methods em- ployed, terms used, general proportions. 23 Difference between butter and sponge cakes. 24 Difference between spring and winter wheat, between bread and pastry flour, dif- ferent methods of combin- ing, directions for baking, oven test, care of oven after baking, preparation of bak- ing pans, use of pastry bag and tubes. 25 Pastry— Why it should be restricted in the diet, how to secure flaky, short crust, general proportions of flour, shortening and moistening. 26 Visit pie factory. 27 Composition on commercial and home pie baking. 28 Invalid feeding nutritive value of different foods, when foods of low nutritive value are necessary. 29 Different methods of prepa- ration depending upon pa- tient's ailment and condition. 30 Dietetic value of dainty serv- ing. Means of administer- ing nourishment in dis- guised forms. Menus suit- able for different cases. 31 Feeding of infants and older children. 32 Necessity for absolute clean- liness, quality and purity of 33 food. Importance of thor- ough refrigeration of milk. Difference between sterilized and pastuerized milk, with place in diet of each. Regularity of feeding. Foods suitable at different stages of child's develop- ment. Necessity of pure water as a food and drink. Planning menus for meals for children between the ages of one and eight. 34 Freezing mixtures. Chemis- try of freezing. 35 Importance o f sterilizing can, dasher and cover. Cake. Layer, loaf, sponge, cook- ies, quick cake, fillings and ic- ings. Ornamental frostings. Pie, with and without upper crust, meringue. Tart, cheese straws, patty shells. Beverages. Starch water, egg- nog, fruit drinks, albuminized drinks, kommiss, beef tea, beef extract, broth. Semi-solids — gruels, baked and stewed fruits, custard, junket. Solids — Easily digested foods in- cluded throughout course. Broiled boned squab, boned fish. Sterilizing of bottles and other utensils, preparing food and fill- ing bottle. Prepare a meal for a healthy two- year-old child. For an anemic child of four. Prepare and pack a school lunch for an active eight-year-old boy. Frozen desserts — Ice cream, wa- ter ices, frozen custards, molded forms. 82 Vocational Overview 36 Review temperature to which water may be subjected. Compare temperature of ice with brine of different den- sities. Effect of different proportions of ice and salt upon texture of the mixture frozen. Construction of freezer, position of overflow. Reasons for same. 37 Table setting and serving. Preparing and serving of break- 38 Care of china, silver, glass fast, luncheon, dinner, and table linen. Duties of host and hostess. Duties of waitress. Planning of menus for break- fast, luncheon, dinner. 39 & 40 General review of year's work. General Review. Household account^ should be kept throughout the term. Second Year Work In the second year the pupils should have a good general foun- dation for independent solving of problems such as the planning of meals for various occasions, both formal and informal, calcu- lating cost, time of preparation, balance, rations, suitable combi- nations, reduction of cost by planning the use of left-overs. They should be given opportunity for cooking in quantities for family service, for caring for dining room and serving as waitress and as hostess, and encouraged to indulge in cheerful, wholesome conver- sation during meals. There should be opportunity for marketing, the responsibility of selection and expenditure assumed by the shop- per after careful training by teachers. The problem of lunch room cookery will be of necessity involved in the training. Those wishing to specialize in this branch should be trained to compute cost of finished products, including cost of ma- terials, fuels, labor in preparing, and disposing with a legitimate margin as profit. They should plan to cook in large quantities, keep careful account of expenditures, supplies on hand, supplies needed in the future, planning when possible to take advantage of market conditions, to buy in advance and store foods for future use. They should learn that good food, well cooked and attractively arranged and served in a clean room by a neat, careful person, is liable to please a customer and that a pleased customer is the best form of advertisement. I. Course of Study in Reading Selection of poetry. Study of literature. Hunt out in books or stores of Banquets. — Pickwick Kenilworth Make out a skeleton of reasons for worth. Then measure books according to it. Appe;ndix 3 — Courses of Study 83 Books compared and discussed. Government bulletins. Cooking, potato, milk, etc. Spelling Words from work room and familiar words in daily use. Parts of a machine. Cooking utensils. Tools. Materials. Processes. ^ Words from — History and geography Words from — Civics and reading Study of words to enlarge vocabulary. Children corrected every time they make a mistake. J. Course of Study in Civics (First Five Months) The water supply of Newark Fire Department « " Police Board of Health " The adulteration of food (Second Five Months) City cleaning Bureau of Associated Charities Park system Compulsory school laws Playgrounds Quarantines (Second Year) Factory Laws Hours of Labor for Women Consumers' League Sweat Shop Workingmen's Compensation K. Course of Study in Penmanship Muscular movement drill. Simple letters and capitals. Daily drills. Simple movements. — More difficult. Much blackboard work. First five months. Beginners. 1. Perfect position. 2. Names and headings of paper written with exactness and in business handwriting. 3. First 80 drills done. Should have progress pins and but- tons. Second five months. Drill on position and keep it up. Steady speed. Control of muscles perfected. Good writing demanded. The 172 drills completed for diploma. 84 Vocational Overview Third five months. Occasional drill on letters, sentences, etc. Much practice on unlined paper. "First time" writing should be above criticism. Minimize "copy over" papers. Fine blackboard writing insisted upon. Fourth five months. No formal lessons. Application only. L. Course o£ Study in Textiles Bag Cushion Torn Examined and discussed. Warp, filling, fibre, yarn, spin, weaves, selvage. Lengthwise, crosswise, true and pow bias. Uses. Analyze cloths as to weave — work out on paper — weave in paper. Cloth shrunk Set colors. Test material — fading in sun. Sizing tested — fabric over-sized — weighted — boiled — weighed. Girls learn How to buy Handle materials Experiment Use material Growth and mfg. of cotton fibre into cloth. Not in detail — to extent needed for appreciation of the finished material. Set of samples. Cutting — feel of material. Teach recognition by name — standard cotton materials. Weaves — qualities, prices, uses, finishes, colors, adulteration. Experiment. Simple Materials. Household " — sheeting, ticking, curtain materials. Millinery " — Buchram, crinoline, cambric, etc. 2nd yr. Woolen. End of 1st yr. — linen Students' Test — Ready made Garments Concrete to abstract — M. Sewing Outline IB. 1 Sampler. Design Process Pr. Eye Work. ]/2" uneven basting %" " %" even basting Va" " " 2H hrs. Backstitch Half backstitch Appendix 3 — Courses oe Study 85 10 11 12 Combination backstitch Running backstitch Overcasting Sampler. Plain Seam Review Y^" basting Overcasting 2^ hrs. Creasing Overhanding %. " hem Use of gauge in laying hem Overcasting on raw edges. Pin Cushion — Instruction. (Workers) Review back stitch 1 hr. Filling cushions Overhanding edge Work bag. Review, 3", Ys" tuck Hem-turn in Y" hem-uneven basting Combination stitch Making a casing Use of drawer string 5H hrs. Towels. Hemming Y&" turn Basting 1 hr. Ya" hem Overhanding measuring Button hole. Sewing Apron. Basting Curved hem 6 hrs. Sampler. French seam Felled seam Cutting bias strip Joining " " Creasing binding Making binding 5 hrs. Sewing Machine Practice. Straight Machine Stitching Curved " " 3 hrs. Cooking Apron. Mitered corner. Basting Hemming. (Machine) gauge 3 hrs. Straight Kitchen Apron. Estimate material 3 hrs. Corset Cover. Box pleat front French seam Binding arm hole and neck Putting on peplin Button holes and buttons 8 hrs. Printed letters One inch Arithmetic Y2 inch Ya " ^ " One " Gauges Tape Measure Y2", Y&", 3" Design Lettering Arithmetic Measuring Arithmetic Bills Fractions Design Mitered Corner 86 Vocational Overview 13 Holders. Basting tape. Curved stitching of binding 1 hr. 14 Children's Drawers. Gathering Bands Placket Vs" flat seam 7 hrs. 15 Combination or outside skirt 13 hrs. 16 Princess Apron. Flat seam Bias binding Binding Buttonholes Belt 10 hrs. (10 weeks' work) N. Course of Study in English Much oral as well as written work. Letter writing. — First five months. Simple letters Excuses Invitations (Formal) (Informal) Social letters Letters of sympathy, etc. Arrangement of a business letter Six parts to letter Correct form of address Titles occurring in address Type business letter — as — ordering goods. Cotnpositions-^First five months. Oral and written description of work, using materials from work rooms, also history, geography, civics and reading matter. Types of Sewing. How I made an apron How I made a corset cover How scissors are made Making of children's dresses. Cooking. How I set a table How to clean the refrigerator How to clean a gas stove Milk. — Its care and precautions in a dairy. Civics. Fire Prevention Water Supply Adulteration of foods. Letter Writing. — First year, second half and second year. Applications Letters demanding payment Answering advertisements Formal letters Ordering goods Letters of introduction Making appointments Letters of recommendation Appe;ndix 3 — Coursks of Study 87 Composition. — First year, second half and second year. Oral and Written. Postal information Telephone etiquette (Social and Long Distance) Opening accounts lii^oixicso coiiiinanications Telephone — Local and Long Distance. Freight Telegrams, cablegrams, night letters. Parcel Post Ways of sending money. Express SUGGESTIVE TOPICS FOR ORAL AND WRITTEN WORK Sewing. Underwear — 1 B * How to make a corset cover — IB How I made my apron — 1 B Children's dresses — 1 A Hats— 1 A Shirt waists — 1 A How cotton is woven — 1 A Difference between cotton and linen — 2 B Compare Anderson's & Bates' ginghams — 2 B How to work out a paper pat- tern — ^2 B (Describe process) Street and afternoon dresses —2B Coats— 2 A Civics. How to put out a fire — 1 A Milk supply — 1 A Fire prevention — 1 A Board of Health— 2 B How to keep a city clean — 2 B Quarantine. Working hours for women. Labor Unions. Cooking. Arrangement of a good kitchen Good kitchen utensils Water at different tempera- tures (gently boiling, sim- mering, boiling) Potatoes — How to ^est for starch Cereals Sugar— When raised, how raised. By-products. Value as energy and heat producer. How to set a table, fuels. Cleaning closets. Sal-soda Care of gas range — (Fireless cooker) Geography. Wheat— 1 B Cereals— 1 B Cotton— 1 B Linens — 1 A and and and lA 1 A 2B History. Sewing machines Hand work compared with machine work Conditions under which hand work is done. Hygiene. — Reasons for fresh air and exercise. Anemia Diets Infant feeding Oral Topics. Needles"! Pins li A Thread (^^ Scissors ' 2B Shopping Patterns Fuels Hooks and eyes 2B APPENDIX 4. PRESENT LAWS OF NEW JERSEY A. Summary of Compulsory Education Law now in force in New Jersey Children between the ages of seven and fourteen years must attend school every day the public schools are in session in the district in which they reside or receive equiv- alent education elsewhere than at school, unless his or her mental or bodily condition is such as to prevent such at- tendance or unless they have been granted an "age and schooling" certificate. Requirements for Granting Age and Schooling Certificates : Age — Over fourteen and under sixteen. Education — Must have completed the work of the fifth year grade. Physical — Normal development of a child of its age and must be physically able to be employed in any of the occu- pations in which a child between the ages of fourteen and sixteen may legally be employed. Attendance — Must have attended school for a period of one hundred thirty days in the twelve months just preced- ing the date of application for an "age and schooling" certificate. Days attendance lost for quarantine, illness, or other causes beyond the control of the child or its parents shall be included in making the attendance of one hundred thirty days. Proofs of Age, Educational and Physical Qualifications: The age of a child may be proven by — 1. A duly attested transcript of the birth certificate filed with the registrar of vital statistics or other person authorized to record such certificates in any country, state or town in which the child was born. Appe;ndix 4 — Present Laws of New Jersey 89 2. A passport or duly attested transcript of certificate showing the date of birth, and place of baptism. 3. If neither of the above certificates is available such other satisfactory documentary evidence of age as can be produced. 4. If no documentary evidence can be produced a cer- tificate by the medical inspector of the district that such child is at least fourteen years of age. This certificate can be issued only upon the application of the parent or guar- dian for a medical examination, and not until the person au- thorized to issue the age and schooling certificate has care- fully investigated the statements as to the age, place and date of birth, set forth in the application, and is satisfied that no documentary evidence of age can be produced. Such investigation must be made within sixty days after the ap- plication for examination is received. Physical qualifications — Every child for whom applica- tion is made for an age and schooling certificate must ap- pear before a' medical inspector of the public schools and a signed certificate from such medical inspector must be on file in the office of the supervisor of school exemption cer- tificates stating that in his or her opinion the child has the normal developments of a child of its age and is physically able to be employed. Educational qualifications and attendance — Must have attended the public schools or have received instruction equivalent to that provided in the public schools for a period of not less than one hundred thirty days during the twelve months next preceding the date of application for an age and schooling certificate and must be able to read intelligently and write legibly simple sentences in the Eng- lish language and must have completed the course of study equivalent to five yearly grades in reading, writing, spell- ing, English language, and geography and be familiar with the fundamental operations of arithmetic up to and includ- ing simple fractions. The supervisor of school exemption certificates must sub- mit all papers upon which age and schooling certificates 90 Vocational Overview have been granted to the State Department of Labor at Trenton, which department shall examine such papers and promptly return them to the supervisor of school exemption certificates., who shall file them in his or her office. When- ever there is reason to believe that an age and schooling certificate was improperly issued the Commissioner of Labor shall notify the Commissioner of Education and the board of education of the school district in which said certificate was issued. The board of education of said district may cancel any age and schooling certificate issued by it and shall cancel the same when directed so to do by the Com- missioner of Education. A record of every age and schooling certificate issued by him or her shall be kept by the supervisor of school ex- emption certificates and also a record of the name and ad- dress of every child to whom a certificate has been refused, together with the name or number of the school which such child should attend and reason for refusal. A blank form of employer's certificate sha,ll be given to each child to whom an age and schooling certificate is issued by the supervisor of school exemption certificates which shall be filled in by the person employing said child, setting forth the nature of the work the child is to do, the date the child starts work, and also the salary per week to be paid the child, which form, correctly filled out, shall, within two days, be surrendered or returned by the person, firm or corporation employing said child to the supervisor of school exemption certificates of the district in which the child re- sides. The child, upon securing employment, shall surren- der the age and schooling certificate to his employer, who shall retain said certificate during the time said child is in his employ ; said employer shall, within two days after the child is discharged or ceases to work for him, surrender or return the age and schooling certificate to the supervisor of school exemption certificates of the school district in which said child resides, who shall file the same in his office and keep said certificate until such time as the child shall again secure employment. If, however, said employer does not know or cannot find the location of said child's resi- Appendix 4 — Pre;se;nt Laws of New Jersey 91 dence, he shall surrender or deliver the age and schooling certificate to the supervisor of school exemption certificates for the district in which the business of the employer was located, and said supervisor of school exemption certifi- cates shall make inquiry and search for said child, and if he cannot find where said child resides, he shall return the certificate to the supervisor of school exemption certifi- cates who issued the same. Whenever a child shall find other employment it shall apply to the supervisor of school exemption certificates of the school district in which said child Hves for the return of the age and schooling certificate, together with a blank form of employer's certificate, and the employer shall re- tain and file in his office said age and schooling certificate, and fill in and return the employer's certificate as provided above. Any person, the members of any firm or the officers or agents of any corporation failing to comply with the pro- visions of this section of this act, shall be deemed and adjudged to be a disorderly person or persons, and upon conviction thereof, shall be fined not to exceed twenty-five dollars, or imprisoned in jail, not to exceed thirty days, or both. Whenever a child between the ages of ten and sixteen years desires to work in order to assist in supporting itself or the family, it shall be lawful for the parent, guardian or other person having the custody and control of said child between the ages of ten and sixteen years to file a petition with the supervisor of school exemption certifi- cates of the school district in which the child resides, which petition shall set forth the fact that said child desires to secure employment in order to help support itself or fam- ily, together with evidence which shall comply with the provisions of this act as to the age of the said child and the character of the work the child is to perform, which work shall only include selling newspapers, blacking shoes, running errands, and other light employments, not other- wise prohibited by law for children under sixteen. If upon investigation it shall be found that the facts set forth in the petition are true and that the work will not interfere 92 Vocational Overview with the child's standing in school, or with the child's health, it shall be lawful for the supervisor of school ex- emption certificates to grant to said child an age and work- ing certificate, to work at such times as the public schools in the district shall not be in session, but not before six o'clock in the morning nor after seven o'clock at night. Any per- son, the members of any firm or the officers or agents of any corporation employing, permitting, or allowing a child to work contrary to the provisions of this section, shall be deemed and adjudged to be a disorderly person or persons, and upon conviction thereof shall be fined fifty dollars, or imprisoned not to exceed one year, or both ; provided, that nothing contained in this section shall apply to any child employed in agricultural pursuits. It shall be the duty of the parent, guardian or other per- son having custody and control of any child to whom an age and schooling certificate has been issued to see that the child is either continuously employed or regularly at- tends school, and it shall be the duty of the supervisor of school exemption certificates of the district in which the child resides to take the proper proceedings, to enforce the attendance at school of any child who fails to secure em- ployment and also to secure and retain the age and school- ing certificate for such child until such times as it shall secure lawful employment. For the purpose of enforcing the provisions of this article the board of education of each school district shall ap- point a suitable number of qualified persons to be desig- nated as attendance officers, and shall fix their compensa- tion. Said board shall make rules and regulations not in- consistent with the provisions of this article, for the gov- ernment of said attendance officers, which rules and regu- lations must be approved by the Commissioner of Edu- cation. Age and schooling certificates as issued by supervisors of school exemption certificates shall state the color, name, sex, date and place of birth, residence, color of hair and eyes, height, weight, and any distinguishing facial marks of the child, and shall contain a statement that the proofs Appe;ndix 4 — Pre;sent Laws of New Jersey 93 of age, education and physical qualifications required have been filed with the officer issuing such certificate, and that the child named in the certificate has personally appeared before the medical inspector and been examined. Such cer- tificate shall be signed in the presence of the supervisor of school exemption certificates by the child in whose name it is issued. The supervisor of school exemption certificates shall be any superintendent of schools, supervising principal, prin- cipal or teacher of any school district who shall be desig- nated by the board of education in that district to carry out the provisions of this act. The law does not provide for more than one such supervisor of school exemption cer- tificates in each school district. It is not necessary that the one hundred thirty days' attendance at school during the year preceding the appli- cation shall have been in this state or in the public schools. The fact that the schools are closed for vacation does not permit any child to go to work without first securing an age and schooling certificate. B. Synopsis of Child Labor Laws No child under the age of fourteen years may work in any mercantile establishment or in any factory, newspaper plant, printery, workshop, mill, commercial laundry or place where printing or the manufacture of goods of any kind is carried on, or in any mine or quarry. No corporation, firm or person, owning or operating any mercantile establishment, factory, workshop, mill or place where the manufacture of goods of any kind is carried on shall employ any child under the age of sixteen years unless such child shall produce an age and schooling certificate. Every corporation, firm or person owning or operating a mercantile establishment or a place where the manufac- ture of goods is carried on shall keep in the main office a register of all children under the age of sixteen years em- ployed in such place. The register shall contain the name, place of residence and time of employment of each of such 94 Vocational Overview children. The age and schooHng certificates shall be kept on file in said office and the register and certificates shall be open to inspection by all officers of the Department of Labor, police officers, officers and agents of incorporated societies for the prevention of cruelty to childi^en, and at- tendance officers. No child under the age of sixteen years shall work in any mercantile establishment or in any place where the manufacture of goods is carried on more than eight hours a day or forty-eight hours in a week, nor before seven o'clock in the morning or after seven o'clock in the evening, or on Sunday. No child under the age of sixteen years may be em- ployed in adjusting belts to machinery, operating circular or band saws, planers, power printing presses, or other oc- cupation which is a menace to the safety of the child, nor where poisonous acids are used, or in the manufacture of paints and colors, or in any occupation causing mineral, animal or vegetable dust in injurious quantities, or where he is exposed to excessive heat, cold or physical risk as is harmful to his health or future working efficiency. APPENDIX 5. STATISTICS Table 1. — Number, Percentage, Distribution and Wages of Certificated Girl Workers, by Industrial Groups Industrial Group Number Per Cent. Average Weekly- Wage Total Advertising Novelty Workers Button Makers Candy Makers Celluloid Novelty Makers Cigar Makers Cloak and Suit Makers Corset Makers Dress Makers Handkerchief Makers Hardware Makers Hat Makers Helpers (Miscellaneous) Hosiery Makers House Workers Jewelry Makers Textile Workers Men's Tailors Metal Novelty Makers Nurse Girls - Office Workers Paper Box Makers Retail Store Workers Ribbon Makers Shoe Makers Thread Makers Tinware Makers - Undergarment Makers Miscellaneous 1078 100.0 20 1.9 $4.69 34 3.2 5.14 34 . 3.2 4.72 15 1.4 4.79 70 6.5 4.67 10 0.9 5.10 48 4.4 4.36 14 1.3 4.21 26 2.4 4.29 12 1.1 4.88 10 0.9 5.30 53 4.9 4.94 14 1.3 5.29 120 11.0 z:n 28 2.6 4.44 12 1.1 4.66 39 3.6 4.29 37 3.4 4.87 15 1.4 3.18 29 2.7 4.76 61 5.7 4.58 121 11.0 4.36 33 3.0 5.16 13 1.2 4.76 70 6.5 5.54 26 2.4 6.12 25 2.3 4.62 89 8.3 4.96 96 VOCATTONAL OVERVIEW Table 2. — Average Weekly Wage of Certificated Girl Workers Classified by Industry and Occupation Occupational or Industrial Group Total Advertising Novelties Helpers Pin Girls and Boys. Press Boy Table Workers Boot Black Button Works Assemblers Carders Cementers Drillers Facers Feeders Grinders Helpers Inspector Shankers Sorters Table Workers Wrappers Candy Manufacturers Breakers Dippers Helpers Machine Operator Molders Packers Celluloid Novelties Bender Brush Makers Helpers Packer Polisher Pressers Utility Wrappers Chemical Works Helpers Laboratory Asst Packers Average Number of V -^eKIy Certificated Wage Girl Workers 1,078 $ 4.30 1 4.90 17 5.00 4.00 2 4.50 5.00 5.00 7 4.50 1 5.22 2 4.^5 1 6.50 5.96 2 4.64 3 4.50 1 4.O0 5.00 6 5.55 8 4.00 3 5.37 4 4.75 2 4.71 3 7.00 1 5.83 4.43 24 5.00 • 4.87 7 6.00 4.50 1 5.00 1 4.50 1 4.71 3 4.00 2 5.00 5.50 4.75 i Appendix 5 — Statistics 97 Occupational or Industrial Group Average Weekly Wage Children's Clothing Mfg. Embroiderer Operators Cigar Factories Banders Cigar Makers Floor Boys and Girls- Helpers Packers Rollers Strippers Cloak and Suit Mfgrs. Finisher • Hand Sewer Padder Sales Tailors Thread Cutters Corset Manufacturers Boners Boxers Bundle Boy Examiner Garter Makers Helpers Lacers Mender Operators Seamers Shaper Stampers Stock Clerks Trimmers Cutlery Manufacturers Apprentices Backers Bench Workers Cutters Drillers Edgers Helpers Packers Pin Boy Wipers Dress Makers Assistants Finishers P. W. 5.16 6.00 4.55 4.14 4.18 4.75 5.06 4.21 4.00 3.00 6.00 6.00 5.25 5.17 Number of Certificated Girl Workers 1 2 5 29 1 6 8 18 3 5.50 4 5.00 2 4.00- 4.00 1 4.17 6 4.S0 4 4.00 1 4.50 1 4.37 6 4.33 3 4.00 1 4.75 4.33 4.25 19 4.65 1 3.75 4.31 5.50 i" 4.60 4.33 5.50 1 5.75 ] 5.00 4.96 2 3.94 11 5.00 3 98 Vocational Overview Occupational or Industrial Group Electrical Appliances Assemblers Bench Hand Cutter Helpers Winders Errand Boys and Girls Garter Manufacturers Machine Operators .... Glove Manufacturers Floor Girl Helper Packer Handkerchief Mfgrs. Cutter Folders Operators Pressers Hardware Mfgrs. Assemblers Etchers Helpers Packers Riveters Wirers Hat Mfgrs. Apprentices Boiler Brushers Eyelet Punchers Feeders Helpers Sorters Squarer Trimmers Helpers Automobile Automobile Supplies . Bakers Barber Shops Book Binders Bottle Works Brass Goods Factory. Butcher Shops Caddy Average Weekly Wage 5.0O 12.00 5.00 5.22 6.00 4.73 5.00 4.00 4.00 P.W. 5.00 4.36 3.87 4.33 4.61 4.00 4.83 4.75 5.66 5.75 4.87 5.00 6.50 5.00 7.00 5.00 6.75 6.00 5.25 6.50 5.00 5.62 3.88 5.66 6.00 5.00 4.19 3.50 Number of Certificated Girl Workers 1 17 5 3 Appendix 5— Statistics 99 Occupational or Industrial Group Candle Factory Candy Stores ■ Carpenters Drug Stores Embroidery Works Express Wagons Feather Factory Gardeners Handle Maker Heel Plate Factory Ice Wagons Junk Shops Metal Lathes Milk Wagon Neckwear Factory Optical Goods Factory Hall Boy Painters Photographer Piano Factory Picture Frame Factory- Plumbers Plumbers' Supplies Rubber Auto Spec Smelters Theatres Undertakers Upholsterers Vegetable Stores Wooden Box Factories. Hosiery Manufacturers End Cutters Examiners Trimmers House Workers Jewelry Manufacturers Apprentices Enamelers Helpers Inspector Jewelers Polishers Wirer Knitting Mills Finishers Hand Sewers Winders Average Weekly Wage 5.65 4.75 5.08 4.87 4.38 4.26 7.0O 3.87 5.00 4.87 5.00 5.66 5'.00 4.50 4.50 5.33 3.50 6.50 5.00 4.91 4.25 4.50 3.83 4.75 5.00 5.66 5.00 6.00 4.27 4.57 5.10 5.50 5.25 3.77 4.30 4.00 4.50 7.00 4.71 4.78 6.00 4.89 4.00 4.00 Number of Certificated Girl Workers 25 1 5 5 4 120 11 1 3 1 4 7 1 100 Vocational Overview Occupational or Industrial Group Laundry Workers Folders Helpers Marker Sorters Leather Manufacturers Apprentices Blackener Cleaners Dryer Helpers Packer Reelers Sewer Sorters Straight Layer Strippers Machine Manufacturers Apprentices Assemblers Bench Workers Box Boys Core Boys Drill Press Hands... Foot Press Hands... Helpers Lag Fillers Messengers Pin Boys Stock Boys Tracer Men's Tailors Bushelers Examiners Helpers Learners Machine Operators Marker Tailors Messengers Metal Goods Mfgrs. Apprentices Bench Workers Helpers Inspector Iron Smith Press Feeders Average Weekly Wage 4.00 4.80 4.50 5.00 6.25 5.50 5.16 4.0O 6.29 5.00 7.75 6.00 5.50 6.00 5.40 5.61 5.57 6.75 5.00 4,25 4 70 7.12 4.61 4.12 4.00 5.00 5.08 5.00 4.75 4.22 3.75 4.37 5.00 4.42 4.45 5.12 4.62 5.40 6.00 600 4.66 Number of Certificated Girl Workers 24 2 4 1 6 AppiiNDix 5 — Statistics 101 Occupational or Industrial Group Scrapers Stacker Wirer Wrapper Metal Novelties Mfgrs. Assemblers Bronzers .: Decorators Foot Press Hands Helpers Platers Wrappers Miscellaneous Nurse Girls Office Workers Paper Box Mfgrs. Apprentices Benders Block Makers Carriers Cutter Finisher Learners Slitters Paper Pattern Mfgrs. Envelope Boy Model Boy Stock Girls Pencil Mfgrs. Coaters Feeders Printers Apprentices Feeders Helpers Retail Stores Clerks - Elevator Operator Errands Order Boys and Girls. Parcel Collectors Sales Boys and Girls... Stock Boys and Girls... Wrappers 7.00 3.50 4.00 3.75 4.11 4.61 4.81 6.S0 4.00 4.29 4.50 4.45 4.59 4.50 4.34 5.00 4.12 Average Number of Weekly Certificated Wage Girl Workers 5.00 1 6.00 6.00 1 5.00 4.50 7 4.87 1 5.50 5.16 5.01 23 5.00 1 4.40 5 4.87 10 3.18 15 4.76 29 5.14 12 4.30 28 4.62 3 4.66 • 12.00 5.00 1 4.41 17 31 "6 2 49 3 30 102 Vocational Overviivw Occupational or Industrial Group Ribbon Manufacturers Hand Sewers „... Labelers Skeiners Stock Clerk Shirt Manufacturers Marker Operator Shoe Manufacturers Case Makers Cutters Embosser Floor Girl Helpers Inker Shipping Clerks Sorter Table Hands Utility - ■- Wrapper Thread Manufacturers Carders Cleaners and Sweepers. Creelers Doffers Drawer Helpers Learners Packer Repairer Spinner Tube Cutter Tinware Manufacturers Box Makers Carriers Dippers Duster Edger Fly Boy Helpers Inspector Packer Paperers Press Hands Solderer Stock Clerks Wiper Average Number of Weekly Certificated Wage Girl Workers 5.21 26 5.25 2 4.66 5 5.00 6.00 1 6.00 1 4.00 4.00 7.00 5.00 1 4.62 3 5.00 4.25 5.00 1 4.59 5 5.33 2 5.00 1 6.50 5.67 42 5.20 1 5.25 2 6.00 1 5.11 7 5.59 14 7.00 1 4.50 650 1 5.00 1 6.50 6.66 6.36 9 5.00 1 5.00 5.00 6.06 2 5.00 1 5.00 6.12 8 6^5 1 6.50 1 6.20 2 6.00 1 Appe;ndix 5 — Statistics 103 Occupational or Industrial Group Toy Manufacturers Assemblers , Dipper Doll Dresser Painters Polisher Tester Trunk and Bag Mfgrs. Bench Workers , Elevator Boy Helpers Undergarment Mfgrs. Apprentice Bench Workers Cleaners Cutter Examiners Helpers Notcher Operators Ribboners Average Number of Weekly Certificated Wage Girl Workers 4.58 5 5.00 6.0O 1 4.00 1 4.00 1 5.00 1 4.83 1 5.00 5.00 4.00 5.00 1 4.50 1 4.00 1 3.60 5 5.14 6 3.00 1 6.00 6 3.50 4 APPENDIX 6. LIST OF REFERENCES ON THE TRAINING FOR VOCATIONS OF GIRLS AND WOMEN Alliance Employment Bureau. Occupations for Phila. Girls, Paper Box Making (107 E. 17th St., N. Y. C). Industrial Art, Novelty Painting, Air Brush Work, Costume Illustration. Inquiries into trades for factory workers. 29 pp. N. Y. 1913, $.25. Sample mounting, Perfumery trade, Candy trade and case making of jewelry and silverware included. Asso. of Collegiate Alumnae Bulletin, No. 1, Apr. 1913, Vocational Training. Vocations for the Trained Women by Eleanor Partin and Mar- garet A. Post, Comm. on Economics of College Women, Boston Branch. Vocational training, a classified list of institutions training women for occupations other than teaching. Northampton, Mass., Press of Gazette Printing Co., 1913. 137 pp. Bulletin 1. Contributions towards a bibliography of the higher education of women. 42 p., Boston, 1897 (Boston Public Library. Bib- liographies of special subjects). Supplement. Special education and work Pt. 4, pp. 27-36. Supplement, 57 pp., Boston, 1905. Vol. I. Occupations and opportunities for college bred women. Pt. 6, pp. 24-25. (Boston Branch) Social service as an occupation for women. (In co-operation with Women's Educational and Industrial Union. Publ. 1914. In Part 2 of Vocations of the trained women.) (Washington Branch) Status of women in the classified civil service of the U. S. in the Dist. of Columbia. 19 pp. typewritten. Washington, 1913. The basis of the classification is salary, no position paving under $750 a year being considered. In the introduction, the opportunities for women in the Federal service are discussed. Arnold, Sarah Louise. Vocational education for women. Econo- mic position of women. N. Y. Columbia Univerity, 1913. The needs of technical training for women, and the work of Simmons College in supplying such training. Academy of Political Science. The economic position of women. N. Y. 1910, 193 pp. (Proceedings, Vol. I, No. 1.) Includes sev- eral papers on occupations for women. Bookbinding, Dress- making and Millinery, Railroading, Salesmanship. Apprenticeship and Skilled Employment Association. Trades for London girls and how to enter them. 145 pp., Lon- don, Longmans, 1909. Appi^ndix 6 — List of References 105 Alden, Cynthia W. Women's ways of earning money. New York A. S. Barnes & Co, 1910, 278 p. 16. Architecture and Art, Civil Service, Domestic Science, Factory Work, Farming and Gar- dening, Music, Nursing, Stenography and Typewriting, Stores or Shops, Telephone and Telegraph Operating. Byrner, Edna. The Garment Trades, Cleveland Education Survey, Cleveland, Ohio, 1916. Dressmaking and Millinery, Survey Committee of the Cleve- land Foundation, Cleveland, Ohio, 1916. The Limitations and Possibilities of Industrial Training for Women in Industrial Arts. Magazine, Vol. VI, No. 3, p. 89 (Mar., 1917). Cleveland Survey. (The Bruce Publ. Co., Mil- waukee, Wis.) Editorial on the Cleveland Reports, p. 121, criticising conditions. Blair, R. Girls' Schools. In Imperial education conference. Re- port 1911, London, printed by Eyre and Spottiswood, 1911, pp. 166-74. Berry, Thomas W. Professions for girls. 125 pp., London Union, 1909. Bloomfield, Meyer. Youth, school and vocation. 273 pp., Bost., Houghton, 1915. Section on suggestive material includes infor- mation regarding opportunities in a number of occupations. References. Readings in vocational guidance. 723 pp., Bost., Ginn, 1915. Part III. Examples of vocational information gives data re- garding occupations for boys and girls. Brewer, Florence M. Choosing an occupation, the kinds of work that are open to women in Poughkeepsie. 85 pp.. Board of Edu- cation, Poughkeepsie, N. Y., 1911. Among the occupations described are salesmanship, stenog- raphy, telephone operating, publishing house work, trained nursing, teaching, and library work. Bird, M. Mostyn. Women at work. 257 pp., London, Chapman, 1911. $2.00. A study of the different ways of earning a living open to women. An English work giving short summaries of the requirements, conditions of work, pay and opportunity for ad- vancement in the principal trades and professions for women. Blood, M. E. New England girl graduate. Arena, Aug., 1910. Vol. 24, p. 214-224. Discusses vocations. Butler, E. B. Saleswomen in mercantile stores, Baltimore, 1909. N. Y. Charities Publication Committee, 1912. 217 pp. Bennett, E. A. Journalism for women, 1898. Advice for the wo- man aspirant as to the sphere of women in journalism and as to ways and means of entering and succeeding in the work. Baxter, S. Telephone girl. Outlook, 83: 231-239 (May 26, 1906). Carnegie Institute of Technology. Bulletin Ser. 12, No. 4, 1916-17. Margaret Morrison Carnegie School, p. 223. Chicago School of Civics and Philanthropy. Finding employment for children who leave the grade schools to go to work. 56 pp., Chicago, 111. Opportunities of employment in Chicago open to girls un- der 16. Trade and technical classes for girls. Selected bibliography relating to employment supervision. 106 Vocational Overview Cleveland Foundation Survey Committee. Cleveland Education Survey, 26 Vol., 1915-17. Detailed study of vocational oppor- tunity' in a number of occupations, including commercial work, dressmaking, department stores. Co-operative Employment Bureau for Girls. Vocations for Cleve- land girls, printing, bookbinding and allied trades, 11 pp., Con- sumers' League Ohio (Hand-book No. 2). Based largely on the bulletin issued by the Vocation Office for Girls, Boston, Mass. Consumers' Leafgue of Eastern Pennsylvania. Occupations for Phila. girls, Witherspoon Bldg., Phila. Bulletins on vocations' smiilar to those issued by Girls' Trade Education League, Boston. Consumers' League of Philadelphia. Vocational education for girls. A report on vocational opportunities for girls in the city oi Phila., 71 pp., Type. Phil., 1915. Consumers' League of Connecticut. Glance at some European anu American vocational schools for children from 12 to 16 years of age, 1911. Central Bureau for the Employment of Women. The Fingerpost. A guide to the professions and occupations of educated women. Ed., 3 rev., London, 1909. A collection of papers on the various employments open to the trained women, giving an account of the work, its requirements and compensation. Arts and crafts, domestic science, horticulture, social work, and business, are among the various subjects considered. Cornell Women's Club. The civil service as a vocation for women in N. Y. State, 34 pp., typewritten, N. Y., 1912. The opportunity for educated women in state, county and civil service. Concise information as to qualifications, sal- ary, chances for advancement, also detailed instruction about examinations. Cranston, R. After college days, what? Delineator, May, July, 1909. Crawford, Mary Caroline. After college, what? (In the College Girl of America, Boston Page, 1905, pp. 291-308.) Discussing the problem of employment and specific occu- pations offering an opening for educated women. Candee, Helen C. How women earn a living. New York, The Macmillan Co., 1900, Advertising, Architecture and Art, Busi- ness in General, Domestic Science and Art, Hair-dressing and Manicuring, Flower Growing and Selling, Journalism, Lecturing, Literary Work, Nursing, Stores and Shops. Claghorn, K. H. College training for women, 1897. Church, Ella Rodman. Money-making for ladies, N. Y., Harper and Bros., 1882, p. 221. Dodge, Harriet Hazen. Survey of occupations open to girls of 14 to 16 years. Miscellaneous, Girls' Trade Education League, Boston, Mass., Advertising, Architecture and Art, Bookbinding, Business in General, Dentistry, Domestic Science and Art, Dressmaking and Millinery, Factory Work, Manicuiring, etc.. Nursing, Photography. Appendix 6 — List of References 107 Dooley, Wm. H. Vocational Mathematics for Girls, 1917. Dean, Arthur D. Women in home and industry. The worker and the state. A study of education for industrial workers. New York, The Century Co., 1910, pp. 61-109. Drysdale, Wm. Helps for ambitious girls. New York, T. Y. Cro- well & Co., 1900, 505 pp. Short discussions of the requirements and prospects in various professions. Davis, Jesse Buttrick. Vocational and moral guidance, 303 pp., Bos- ton, Ginn., 1914. Vocational direction in the grades, choosing a vocation, preparation for life work, vocational counseling and placement. Davis, Annie E. The junior secretary; a guide to the secretarial profession for girls and young women. London, N. Y., 1913, 92 pp., illus. Englishwoman's Year Book and Directory. Ed. of G. E. Mitton, 390 pp., London, Black, 1912. Handbook on the subject of women's education, professions, and organizations. Eighty professions are briefly described. Requirements of the work and institutions offering training. Eaton, Jeannette and Bertha M. Stevens. Commercial work and training for girls, 289 pp., N. Y., Macm., 1915. Classification of office work, working conditions, demands. Fairchild, E. T. Outline in Agriculture and Home Economics. State Supt. of Public Instruction, Kansas. Francke, Marie. Opportunities for women in domestic science, 1916, Phila. Asso. of Collegiate Alumnae, 64 pp.. Bulletin No. 2. Fiske, Lewis R. Choosing a life work, 227 pp., N. Y., Eaton, 1909. Discusses the leading vocations. Girls' Technical Institute, Alabama Bulletin, June to July, 1916. Gordon, Mrs. M. O. Handbook of employments, 544 pp., Aberdeen : Rosemount Press, 1908. "Specially prepared for the use of boys and girls on entering the trades, mdustries and profes- sions." Gewin, E. B., and Wm. Alonso Wheatley. Occupations; a text book in vocational guidance, 357 pp., ill. Bost., Ginn., 1916. Detailed study of some of the more important vocations. Some of the occupations included are of interest to girls as well as boys. Hoover, Jessie M. Bulletin on Idaho Bread Contest Club. Head of Home Economics Dept. of Idaho Agri. College. Household Arts Schools, Departments and Evening Classes. 1913, Commonwealth of Pa., Bulletin 4. Dept. of Public Instruction, Vocational Division, Harrisburg, Pa. Henschke, Margaret. An introduction to the theory and practice of girls' continuation schools. Leipzig, Hofman, 1902, 172 pp. Hofifman, Jon. The universally compulsory girls' continuation schools, Leipzig, Wunderlich, 1903, 99 pp. High School Teachers' Association of N. Y. C. Students' aid com- mittee. Choosing a career. A circular of information for girls. N. Y., 1909, 26 pp. 108 Vocational Overview Heitland, Mrs. Margaret. Professional women upon their profes- sions. An English book recording conversations with various women. Accountancy and Bookkeeping, Architecture and Art, Dentistry, Clerical Work, Stores or Shops. Hogarth, Janet E., and others. Educations and professions. Kinne & Colley. Food and household management. A text book of the household arts, publ. Jan., 1914. Kley, Dr. Wilhelm. The education of our daughters after leaving school. Hanover, Meyer, 1904, 69 pp. Keeling, Frederic. The labor exchange in relation to boy and girl labor. London, P. S. King & Son, 1910, 76 pp. Kingsbury, S. M. Efficiency and wage of women in gainful occupa- tions. Asso. of Collegiate Alumnae Journal. Ser. 3, No. 18. Dec, 1908, pp. 19-30. Discusses the standard of living of college women. Economic efficiency of college women. A. C. A. Journal. Ser. 3, No. 20, Feb., 1910. Budgets of 460 colleges showing the salaries in the principal professions open to educated women. Kilbourn, Katherine R. Money-making occupations for women. Washington, The Neale Publ. Co., 1901, 177 pp. Lord, Isabel Ely. Pratt Institute (Catalogue), Brooklyn, N. Y., 1914-15. School of Household Science and Arts. Director, p. 54. Laselle, May A. and Katherine Wiley. Vocations for Girls. Inst, in the Tech. High School, Newton, Mass., 139 pp. Lemp, Eleanore. The Girls' Continuation School, an industrial in- stitute. Leipzig, Press of the Durr Book Co., 1905, 53 pp. Lyon. Otto. The continuation school for girls. Leipzig, Teubner, 1906, 24 pp. London County Council. Conference of teachers, 1906. Report and proceedings. No. 948. Papers on "Day Trade Schools for Boys and Girls," by S. Hick, Mrs. Oakshott, Miss Smith, etc. Education Comm. Women's trades, 1908, 41 pp. Lautz, Th. Continuation and special trade schools for girls. Pre- pared at the suggestion of the Union of German Industrial Schoolmen, Wiesbaden, Gergmann, 1902, 232 pp. Lange, A. F. The problem of the professional training for women. School and society, 3. 480-85, April 1, 1916. London County Council. Technical education board. Report of the special sub-committee on technical instruction for women. (London, printed by J. Truscott and Son, Ltd.), 1903, 23 pp. Liebrecht, Frau Elfrieda. Educations and professions for women. 123 pp., Berlin, 1909. Information as to the requirements and conditions in the principal occupations open to women. Lyon, E. F. Successful young women, 1911. Counsel to young women on conduct in the home and in the world. Manhattan Trade School for Girls, N. Y. C. June, 1912 (Pam- phlets). Preparation for Trades, Nov. 24, 1915. Appendix 6 — List of Riji^erences 109 Reports, 1904 to date. "The reports of this institution contain very suggestive matter as to the methods of instruction, the attitude of employers and workers towards the school, and data as to the records of the graduates." McCracken, Eliza. Making the working girl a craftswoman. Out- look, 84: 1013-23, Dec. 23, 1906. Work and results of the Man- hattan Trade School for Girls. McGlauflin, Isabelle. Vocational training for girls. Education 31 523-26, April, 1911. ' " Marshall. Florence M. How to conduct a trade school for girls. In Natl. Society for the Promotion of Industrial Education Proceedings, 1909. N. Y., 1909, pp. 90-100 (Bulletin No. 9). Industrial training for women (Asbury Park, N. J., Kinmonth Press, 1907). 59 pp. (Natl. Society for the Promotion of In- dustrial Edu.), Bulletin No. 4. American academy of political and social science. Annals 33. 119-26, Jan., 1909. The public school and the girl wage-earner. Charities and the commons, 19 848-51, Oct. 5, 1907. Mass. Bureau of Labor Statistics. Industrial education for work- ing girls. Boston, 1905, 38 pp. (Pt. 1 of Annual rept.) Commission on industrial education. (Report on the Hebrew Technical School for Girls, and the Manhattan Tracie School for Girls.) In report, 1908, Boston, Wright & Potter Printing Co, State printers, 1908, pp. 607-18. Murtland, Cleo. What the society is planning to do for industrial education for girls and women. Natl. Societv for the Promo- tion of Industrial Education, proceedings, 1913, pp. 149-55. Mumm, Elizabeth von. The obligatory continuation school for the female sex in hygienic relations. Lecture before the general as- sembly of the lower Rhine union for the care of public health, at Cologne. Bonn, Martin Hager, 1906, 14 pp. MacLellan, D. M. Vocations; an analysis of the various occupa- tions, professions and trades for the guidance of men, women, boys and girls who are selecting a life career. (Ser. 1 Pt. 1), Vol. I, N. Y., MacLellan, 1911. Marden, O. S. Choosing a career. 481 pp., Indianapolis. Bobbs- Merrill, 1905. MacLean, Annie Marion. Wage-earning women. N. Y., The Mac- millan Co., 1910, 202 pp. Martin. Eleanor, and Post, Margaret A. Vocations for the trained women. N. Y., London, etc., Longmans, Green and Co., 1914, 175 pp. Morley, Edith Julia. Women workers in seven professions; a sur- vey of their economic conditions and prospects. London, G. Routledge & Sons, Ltd. N. Y., E. P. Button and Co., 1914. Minnesota University. Vocations open to college women, 39 pp. Minneapolis, 1912. (Bulletin of the University of Minnesota. Extra Ser. No. 1.) Maule, M. K. What is a shop girl's life. World's Work, 14 Sept., 1907. 110 Vocational Overview Manson, G. J. Work for women. Morten. Honnor. How to become a nurse and how to succeed. 1895. An English work. National Society for the Promotion of Industrial Education. What Vocational education is needed for Dressmaking and Millinery? Bulletin 21, Minn. Report. What Vocational Education is needed for the Garment Trades. Bulletin 21, Minn. Report. . What Vocational Education is needed for the Laundries? Bul- letin 21, Minn. Report. Survey Report on Vocational Training of Girls in Minneapolis. Elizabeth M. Fish, p. 212. Trade methods and part-time courses for girls in N. Y. C. Florence Marshall, p. 220. Bulletin No. 22. Minn. Report, Jan. 20, 1916. Home-making. Recommendations of committee dealing with training of the home workers. Bess M. Rowe, p. 117, Bulletin No. 22, Minn. Report, Jan. 20, 22, 1916. Short unit courses in a girls' trade school. Helen R. Hildreth, p. 62, Bulletin No. 22, 9th Annual Meeting, Minneapolis, Jan. 20, 22, 1916. Household Arts as Vocational Education. Abby Marlatt, p. 173. Lilla P. Frich, p. 178. Carrie L. Wilkerson, p. 180. Anna M. Cooley, p. 182. Mrs. Harvey Hickok, p. 187. Bulletin No. 22, Minn., Jan. 20, 22, 1916. Industrial training for women by Florence Marshall, 1907, 59 pp. Bulletin No. 4. Bulletin No. 13, Proceedings, Fourth An- nual convention, Boston, Mass., 1910, New York, 1911, 213 pp. Part I. Trade Education for Girls; Part II, Apprenticeship and corporation schools; Part III, Part time and evening schools; Part IV, The social significance of industrial education. What vocational education is needed for salesmanship in the dept. stores? Bulletin 21, Minn. Report. Nearing, Scott and Nellie. Women in specific employments. (Wo- men and Social Progress, N. Y., Macm., 1912, Ch. 27.) See also the chapters on the new alignment of industrial occupa- tions, philanthropy training. Nat'l. Federation of Settlements. Boston and N. Y. Young work- ing girls, by Woods & Kennedy, 1913. New York School Teachers' Asso. Students' Aid Committee. Choosing a career, a circular for girls. New York, 1909, 26 pp. New York Tribune, N. Y. Occupations of women and their com- pensation, 1898. New York City Legal Aid Society. Domestic employment; a hand- book, 1908. O'Leary. Iris Prouty. Cooking in the Vocational Schools. Bulletin 1, 1915. U. S. Bureau of Education. Osborne, Lucy. The school luncheon. The Worcester Trade School for Girls, June, 1912. Appe;ndix 6 — List of References HI Osborne, Leno. Food and Clothing. Super, of Dept. of Home Economics, Public Schools, Oklahoma City, Okla., May, 1914. Perry, Lorinda. Millinery as a Trade for Women. Woman Edu- cation and Industrial Union, Boston, Mass., Vol. V, 1916, 134 pp. Parker Mary E. Preparation for industrial vocation. Journal of home economics, 5: 397-408, Dec, 1913. "Presented at the Sixth Annual Meetmg of the American Home Economics Association, Ithaca, 1913." Perkins, Agnes F. Vocations for the Trained Woman. Opportu- nities other than teaching. Boston, Women's Educational and Industrial Union, 1910, 296 pp. Planck, Mathilde. The compulsory continuation school for girls. Stuttgart, Gutenberg, 1907, 10 pp. Parsons, Frank. Industries open to women. (Choosing a voca- tion, Bost., Houghton, 1909, pp. 66-70.) Parris, Marion. College women in non-teaching professions. Asso. of Collegiate Alumnae Journal, April, 1910. (Ser. 3, No. 21.) "A discussion of opportunities for work open to students interested in economic and social problems, the conditions attached, and the approximate salaries." Prichett, Henry Smith. A woman's opportunity in business and the industries. 21 pp., Boston, Simmons College, 1907. Address given at second annual commencement of Simmons College. Putnam, Herbert. The Prospect. Simmons Quarterly, June, 1912. The survey of the situation confronting women who are about to enter upon a career of self-support. Discusses the prob- lem which women in professional life must face. Of interesl to all who are concerned with _ the larger opportunities for women and their attendant obligations. Poughkeepsie, N. Y., Education Board. Choosing an occupation ; the kinds that are open to women in Poughkeepsie, compiled for the Board of Education by Florence M. Brewer, with the assistance of the superintendent of schools and the city teach- ers, 1911. Prince, Mrs. L. W. What the school can do to train girls for work in ' department stores. (In Nat'l. Society for the Promotion of Industrial Education.) Bulletin No. 13, 1911, pp. 12-16. Queisser. Girls' continuation schools. Leipzig, 1903. Richardson, Anna Steese. The girl who earns her own living, 283 pp., N. Y., Dodge, 1909. Requirements, necessary training, op- portunity for advancement in the principal occupations open to girls. Intended primarily for those who have not had college education. Roche Adelaide Bennedict. Salesmanship for women. New York, The Ronald Press Company, 1914, 137 pp. Reinherz Helene. Business methods and secretarial work for girls and women, 89 pp. London, Pitman, '12. Brief outline of the various departments of secretarial work with introductory pages on the duties of a secretary. 112 Vocational Overvie;w Rolker, A. W. The college women in business. (Good House- keeping, Aug., 1911. Vol. 53, pp. 147-253.) Discusses several occupations. Snedden, David S. The problem of vocational education. Boston, Houghton Mifflin Co., 1910, 86 pp. (Riverside Educational Monographs. Ed. by H. Suzzallo.) Spencer, Anna Garlin. The social value of industrial education for girls. National Society for the Promotion of Industrial Education Proceedings, 1908, pp. 38-45. Bulletin No. 6. Sumper, Helene. Continuation schools for girls. Gera, Th. Hofif- man, 1899. School Reports and Catalogues. The Girls' Vocational School's Course of Study, Los Angeles, Calif. Trade School for Girls, Boston, Mass. Bulletin, April, 1911. April, 1912; Nov., 1912; May, 1913; Nov., 1913; May, 1914; May, 1915. Sweet, Margaret. Idaho Sewing Contest Club. Sewing Bulletin No. 3. Idaho State University, Idaho State Dept .of Public Instruction. Stoddard, John S. and Yendes, Lucy A. What shall I do? Fifty profitable occupations for boys and girls. New York, Hinds and Noble, 1899. Shearyn, Phoebe. Professional women. (Thompson. Position of women. London, Nesbit, 1911, pp. 83-102.) Simmons' College. Dept. Bulletins, 1910. Bosion, Simmons' Col- lege. The college is issuing a series of bulletins describing the vocational training offered by its different schools, the char- acter of the work and course of study in each, with a discus- sion of the opportunities for the trained women in the field for which preparation is given. The following bulletins have been published: Dept. of General Science, Dept. of Library Science, Dept. of Household Economics, Dept. of Sec. Studies, Dept. of Social Work. Saunders, F. W. Letters to a business girl, 1908. Sellmann. An account of work with girls, as carried on by the "Pfadfinerinnenbund," the "Wandervogel," and the "Deutcher junghelferbund." Trade School for Girls, Boston, Mass. (Miscellaneous Pamphlets.) Thum, Wm. Manufacturing-works high school for young women. Arena, 39; 303-307, March, 1908. Trowbridge, Ada W. Home Schools, School review, 20: 627-30, Nov., 1912. Trades for London Girls, and How to Enter Them. London, Long- mans, Green & Co., 1909, 145 pp. Teachers' College, Columbia University, N. Y. C Nursing, Oppor- tunities in the Field of Nursing. Publ. by The Nursing and Health Branch of the A. A. of Teachers' College. Tuttle. Edith M. Vocational education for girls. Education, 34: 445-58, March, 1914. Appendix 6 — List of References 113 Talbert, Ernest L. Opportunities in school and industry for chil- dren of the stock yards district. 64 pp. Chicago, 1912. Con- siders vocational guidance. Turner, Mrs. Loretta E. How women earn a competence. North Fairfield, Ohio. L. F. Turner, 1902, 320 pp. Thomas, W. I. Woman and the occupations. American Magazine, Sept, 1909. U. S. Bureau of Labor Statistics. Short unit courses for wage- earners in part-time and evening schools, by W. A. O'Leary and Chas. A. Prosser. A factory school experiment. Bulletin, by Chas. H. Winslow. Vocational Education, Richmond, Va., Survey. U. S. Bureau of Education. A trade school for girls. Bulletin 17, 1913. A preliminary investigation in a typical mfg. city, Worcester, Mass. Nursing, Bulletin 7, 1912. Educational Status of Nursing, by M. Adelaide Nutting. U. S. Bureau of Labor Statistics. Boot and Shoe Industry in Mass. as a Vocation for Women. Bulletin, Vol. VL Oct., 1915. Dressmaking as a trade for women in Mass., by May Allison, Bulletin, Washington, Sept., 1916. U. S. Library of Congress. Select list of reference on vocations for women. 15 pp. typewritten. Wash. Library of Congress, 1912. A classified list of books and periodicals. References on speci- fic vocations. Van Kleek, Mary. Working girls in evening schools. Sec. Com- mittee on Women's Work, Russell Sage Foundation, 1914. Women in the Bookbinding Trade, 1913, 270 pp. Artificial Flower Makers, 1913. Vocation Office for Girls. Boston, Mass. Vocations for Boston girls, Boston, Mass. Girls' trade education league, 13 V, .Bul- letins 1-13. Walter, Henrietta R. Munition workers in England and France. Employment of women, pp. 26-29. The woman workers, pp. 44-45. Winslow, Chas. H. Indiana State Board of Education. Bulletin 21. Ser. 6. Report of Survey. Evansville, Ind., Survey. Bulletin 19, Ser. 4. Richmond, Ind., Survey. Bulletin 18^ Ser. 3. Industrial em- ployment, pp. 239-458. Weaver, W. E. Vocations for Girls, Director of Vocational Guid- ance and Industrial Education Bureau of the Buffalo Chamber of Commerce, 1913. Profitable vocations for girls, N. Y. and Chicago, The A. S. Barnes Co., 1915, 212 pp. Women's educational and industrial union, Boston. Appointment Bureau. Vocation series, Bulletin, 1-14 14 V. Bulletins: 1, Probation Work; 2, Advertising; 3, Home and School Visiting; 4, Publishing House Work; 5, Poultry Rais- ing; 6, Proof Reading; 7, Real Estate; 8, Industrial Chemis- iihS,^'^ O"" congress 019 641 162 8