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Monograph No. 1 ºn
To the
DISABLER) SOLDIER AND SAILOR
w IN THE HOSPITAL
*
HSSUED BY THE
FEDERAI, BOARD FOR WOCATIONAL EDUCATION
IN COOPERATION WITAI THE
SURGEON GENERAL’S OFFICE
AND THE
WAR-RISK INSURANCE BUREAU
November, 1918
WASHINGTON
GOVERNMENT PRINTING OFFICE
UT2,
34, 2.
A 22.
* -

1918

As a disabied soldier or sailor you should remember always that
the Siergeon General’s Office and aid its empioyees and the Federal
Board for Vocational Education and all its employees are mutually
interested in your weifare solely. They have arranged a definite plan
of cooperation to help you in every possible way. You can not afford
to leave the hospital until the medical officers have done everything
that they can for your to restore you to physical health and strength.
Any other course will interfere with your vocational success later.
Furthermore, you; should by aii means take advantage of the educae
tional opportunities which the hospital has provided for you.
While you are making up your mind what line of work you want to
foiáow you shotſ!d take advantage of the opportunities to try yourself
out in the different fines of activities which are provided at the hos=
pital. When once yo: have rºade up your mind as to the employment
you want to enter of the kind of training you want the Federal Board
to give you after yokº leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
wiii advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
yotir hospitai career. -
Ali disabied soldiers in Hospitals who want information about re=
education shouid ask any instructor of the Hospital Educational Serve
ice or the representative of the Federał Board for Vocational Education.
NAen discharged from the military or navaí service who want in for-
mation shotgād write io or caii at the office of the Federal Board for
Vocationai Education, Washington, D. C., or to the District Office of
the Federal Board of the district in which he is located. The district
offices of the Board are located at the following points, respectively:
Boston, New York City, Philadelphia, Washington, Atlanta, New
Grieans, Daiias, St. Louis, Cincinnati, Chicago, Minneapolis. Denver,
San Francisco, and Seattle.
(2)
TO THOSE WHO HAVE BEEN DISABLED IN THE WAR.
smºmºmº
THE OBJECT OF THIS PAMPHLET IS TO INFORM ALL THOSE INTERESTED AS TO
WHAT THE FEDERAL BOARD FOR WOCATIONAL EDUCATION CAN DO
FOR THOSE DISABLED IN THIS WAR.
What are your present circumstances. you who have returned from
the battle field wounded more or less seriously, or you who have lost
a limb, or you who have been handicapped by disease contracted in
the service? You had thought of dying, and you find yourself
living—happy to be in this quiet hospital.
- Yet, as you are about to taste the unalloyed joy of being alive,
you suddenly remember your wounds, your disability, and you say to
yourself: “No; I am not as I used to be; without doubt my future
is wrecked; what am I to do now?”
“What am I to do now?”—that is the question we want to answer.
If, in your opinion, and in the opinion of those looking after you,
your injury is such as to allow you to take up again your former
occupation, IN YoUR own INTEREST do so. You will most probably be
more efficient in your previous calling, even though handicapped, than
you would be in a newly acquired one. If you can be helped by train-
ing before returning to your old occupation, Uncle Sam will provide
it for you through the Hospital Educational Service, while you are a
patient, and through the Federal Board for Vocational Education
after you are discharged from the service.
If, however, you must take up a new occupation because you have
been so unfortunate as to be disabled so that you can not go into your
old occupation, to whom will you address yourself for guidance in
the choice and carrying out of such reeducation?
This question, which so many before you have asked of themselves,
and which we have helped solve, and which you ask of yourself in
your turn, perhaps at this very moment, is the question that we pro-
pose to help you in solving.
You undoubtedly know of the Educational Service in the hospital.
It is a part of the military organization. It is under military officers
and is responsible through the commanding officer to the Surgeon
General. It furnishes curative occupations to give you, if you need
it, the use again of disabled parts of the body. It gives you, if you
wish them, practical courses to assist you in fitting yourself for
(3)
4.
positions in commercial work or in the professions, agriculture, or the
trades. It gives you the opportunity to make the best use of the
time you are required to spend in the hospital before ready for dis-
charge.
But have you heard of the Federal board for Vocational Educa-
tion, to which Uncle Sam has intrusted the task of training men dis-
abled in the service after their discharge and placing them in suit-
able employments? This Board has its headquarters at Sixth and E
Streets, Washington, D. C., and its offices are open daily from 8.30
a. m. to 6 p. m. The Board has branch offices in 14 cities, a list of
which will be found on p. 20.
Through this Board you can get information or service either
from the central office or from any one of these branch offices should
you apply in person, or should you write a letter it will be given
prompt attention.
Through this Board and its branch offices Uncle Sam guarantees
to every man disabled in the war under circumstances entitling him
to benefits of the war-risk insurance act the benefits of such of the
following services as he may require: Vocational advice and assist-
ance in selecting a suitable occupation; help on returning to the old
occupation again jf advisable; support, while in training for a new
occupation or for greater proficiency in an old occupation; a course
of preliminary training; a period of probationary employment;
permanent employment in a desirable position; and follow-up Work
to protect him from mistakes and exploitation.
For this program Uncle Sain has provided liberal funds. The
Federal Board for Vocational Education, as his agent, is anxious to
get in touch with you and be of every possible help to you in restor-
ing you to civil life and profitable and happy employment in the
years to conne.
As you wiłł see, the Federal Hoard stantis ready to give you irain-
ing, if you need it, for any occupation for which, with your disability,
you may be fitted along professional, agricultural, commercial, in-
dustrial, or trade lines. So anxious is the Government to give each
disabled man the widest possible opportunity, according to his handi-
cap and previous experience and ability, hat it is ready to use all
the existing educational facilities of the country, including those
to be found in Schools, offices, farms, and workshops.
Rest assured, you disabled who read illese lines, that on the ome
hand, what the Federal Board has done for other discharged soldiers
and sailors it desires to do for you, and that, on the other hand, it
is to your interest to have recourse to these services.
The Board will have vocational advisors as its representatives in
the reconstruction hospitals of the War and Navy Departments.
These advisors will be anxious to talk to you as soon as under the
5
regulations of the hospital it is possible to arrange an interview for
you. . The chief of the Educational Service in your hospital will take
you to the representative of the Board and will tell him what he
knows of your training and work; he will tell him what you have
been doing in the shops, gardens, farms, and classrooms of the Edu-
cational Service; he will tell him what he thinks you ought to do.
Tell him, then, yourself about yourself as freely as you would talk
to your best friend. If you are already out of the hospital when
you read this, go to the central office of the Board in Washington,
or to the district office in one of the cities as above given, and talk
with those in charge. Speak to them regarding your present con-
dition and seek their advice regarding your future. You may be
assured they will give you a cordial reception and will do everything
possible to assist you.
If you are out of the hospital and it is not possible for you to go
as far as the central office or district office, write, stating what you are
thinking about as to your future and what you are interested in.
Inquire what can be done for you. You will always receive an answer
which will be guided by the friendliest consideration of where your
greatest good may lie in order to help you into that path. -
One's duty is never done too well. For this reason the Educational
Service, under the Surgeon General, was created in the hospitals by
the War Department. It seeks you at your bedside. Its work and
the work of the Federal Board fit into each other to do for you the
best that can be done. In its work for you in the hospital the Eduea-
tional Service is assisted by the advice of the representative of the
Federal Board. In deciding upon your reeducation after discharge,
the Federal Board is assisted by the advice of the Chief of the Educa-
tional Service in the hospital. Both have the firm desire to do every-
thing in their power to relieve the present of all worry and misgiving
concerning your future.
If you are interested in the foregoing, you will want to read the
remaining pages of this little pamphlet, which will give you a great
deal of information and no doubt answer many questions which occur
to you daily.
“GOING OVER THE TOP’” INTO CHWHL LIFE.
Why do I want to “go over the top * into civil life?
Because I am a soldier of the best country in the world, I am deeply
interested to learn how I can make the most of myself now that I am
returning to civil life.
What do you mean by “going over the top ’’ into civil life?
It means that before he goes back to life as a civilian a fellow can
get advice and training and placement in good employment from
6
Uncle Sam. Armed with this and his own pluck as well he can get
and hold as good or better job than he had before he went to war.
As a diseharged soldier of my great country returning to civil life with *
proud record, what do I owe myself as a man and as a citizen?
You enlisted for the duration of the war, an indefinite period. It
was to be until you, together with the rest of us, had made the future
of the Government safe. If you were “back there,” you would not
think of going home, except on a furlough, until the final victory. Now
that you are about to get your discharge from the Army you think
the war is over for you, but Uncle Sam, through the Federal board,
has another idea about that indefinite period, “the duration of the
war.” So far as you are concerned, he doesn't want you to go home,
except on a furlough, until the Government has made your future
safe for you. -
As a soldier discharged from the service, what help may I get from my
country in making the most of myself? -
Uncle Sam proposes to help you reestablish yourself in civil employ-
ment as an independent worker, with every opportunity for advance-
ment. The Government has provided hundreds of courses, among
which there is one precisely suited to meet your needs, one in which
you may become 100 per cent efficient, whatever injury you may have
suffered.
Do many fellows “go over the top º' into civil life in good shape?
Do you know that most of the men who have taken vocational
training in France got better jobs than before they went into service?
Some of them got into jobs they never dreamed of before just be-
cause of this overhauling, which they'd never had because circum-
stances had compelled them to take the job that offered.
In England there is a one-armed telephone engineer who was a
butcher before the war; a hand bootmaker with no legs who used to
be a laborer; a blind waiter who became a masseur; an armless car-
penter who is now a building inspector; and an armless bricklayer
who is manufacturing aeroplanes; a clerk who lost his left arm and
his right hand has now become a draftsman; an office boy with his
toes gone is now a chauffeur; and a laborer with both legs paralyzed
learned to run 20 looms unaided. -
Into what kinds of positions do the fellows go whose countries are helping
them “go over the top " in such fine style?
Many thousands of wounded and otherwise disabled men have been
trained and placed in new occupations in France, Italy, Belgium,
England, and Canada. The list of occupations for which instruction
has been given is too extensive to present in full in this brief
pamphlet, but these occupations include such things as professional
7
occupations, such as those of law, medicine, teaching, engineering,
and even theology; agricultural occupations, including professional
agriculture, forestry, farm management, general farming, dairy-
ing, beekeeping, poultry raising, Swine herding, truck gardening, hor-
ticulture, farm mechanics, and many other lines too numerous to
mention here; commercial occupations, including not only shorthand,
stenotypy, typewriting, bookkeeping, and general accounting, but also
civil-service positions, telegraphy, Salesmanship, insurance, and bank-
ing; and trade and industrial occupations, including not only those
found in the well-recognized trades like the metal trades, the wood-
working trades, the building trades, the electrical trades, the automo-
bile trades, the textile trades, the transportation trades, the chemical
trades, the shoe-working trades, the clothing trades, and others, but
also many highly specialized occupations so characteristic of modern
industrial life, such as autogenous welding, electric welding, wire-
less operating, shipbuilding, moving-picture operating, etc.
If you are interested in getting an extensive catalogue of occupa-
tions for which disabled men have been trained and placed, you can
secure the same by getting in touch with the Federal Board for Voca-
tional Education.
The Federal Board is not only prepared to train for all such occu-
pations as those in which instruction has been given successfully in
other countries, but because of the wider variety of occupations in
American life it is prepared to train for a great many more occupa-
tions than have been offered in other countries. In the case of each
man the whole matter should start with his own interest and pref-
erence and previous experience and ability, as well as his existing
handicap. This means a conference between the man and the repre-
sentatives of the Federal Board.
Why is my country so anxious to help me “go over the top ’’ into civil life?
It wants to conserve you as a part of its precious man power.
Every man restored to profitable occupation is an asset, and hence
a relief to the Nation. Every man who fails to contribute to produc-
tion is a liability, and hence a burden to the Nation. After the war
the country is going to have a big enough burden trying to get back
into its ordinary channels all the money and machinery it had to
divert from them to carry on the war. Don’t add to her burden
by being just one more man diverted from industry who does not
get back again. Take your place and carry on. The country does
not owe you a living now any more than before. Iłut it distinctly
owes you a better opportunity to make one if you have been handi-
capped for the battle of life by fighting her battle at the front. This
it offers you in a better way than ever before devised.
8
*
Do you think that a man with my previous experience and disability can “go
over the top " successfully? er
Investigations of the Federal Board have shown that no profession
or trade or occupation is too difficult for a disabled man provided
he has the ability to fill it and the grit to prepare himself to conquer
it. You, too, can conquer it and get the ability to fill that position
which is waiting for you. Offset your disability by acquiring greater
technical skill than you had before you entered the service or by
acquiring a new occupation to take its place. Make yourself worth
more above the neck than you ever were before, and it won’t make
very much difference even if you are worth less below the neck. Quit
thinking minus and begin to think plus.
How will Uncle Sam help me, through the Federal Board for Vocational
Education, to determine what I should do to “go over the top ’’ most
successfully?
If you elect to take this opportunity to retrain, which the Govern-
ment offers you, you will be advised in regard to your future occu-
pation. Your wishes and temperament and ability will be consulted,
of course. It is the intention of the Board to encourage initiative
and individuality in every way possible. No words need be wasted
on that part of it, but some few may be necessary to point out that
the opinion of the vocational adviser, representing the Federal Board,
as to the kind of future occupation which lies within your abilities
is at least as reliable as your-, and by working together the two of
you should arrive at a wise decision.
Tt often happens that it is wiser to train a man for a new vocation
than to try to fit him to keep on with the old one. In that case it
may happen that you will not want to do what the vocational adviser
thinks is best. Well, give him a chance to show you. If he proves
mistaken and you prove in the right, you can take up the occupation
that you proposed in the first place. It is your interests which he has
at heart, and he is here to look out for them. But he has many fac-
tors to help him make up his mind about your job which you do not
at present possess, and which he will be glad to tell you about.
His job is to see that you go into a growing rather than a Waning
trade. Also, there may be some occupation for which you are suited
in which the training would be shorter and easier, but in which regu-
lar employment is doubtful. Remember that he knows the entire field
and you know only a part of it. His duty is to see that you go into
permanent employment. Again, there may be occupations which
seem particularly desirable to you but which are subject to local and
seasonal fluctuations. He will steer you away from them and into
a position where you need not be out of work a portion of the year
because the shop you fitted yourself for has temporarily shut down.
9
Tastly, there are some occupations which, because training for
them is short and easy, will tend to become overcrowded and to pay
less wages. Remember that the vocational adviser will look out for
your interests, and he merits your entire confidence. The Govern-
ment has been fitting him to give you advice with all the resources
in its power, and he has at heart your interests and those of no one
else. - -
If I can follow my old occupation successfully and want to go back to it,
what help will Uncle Sam give me through the Board?
The Board will help you to find suitable employment at a just wage
with an employer who is interested in you, not only as an ex-soldier,
but as a workman, whom he proposes to give every chance to do his
work successfully and to prepare for advancement and better wage.
If I can go back to the old position or another one in the same establishinent
... and my employer promised to take me back into his employ when I re-
turned, how will the Federal board help me? -
As your official friend, the representative of the Federal Board will
be glad to write your old employer, calling his attention to your case,
recalling his promise, describing your disability, stating your desire
to return to his service, and asking him to reemploy you as per the
understanding you had when you left for the front.
If I could follow my old occupation but need the help of more training before
going back to it, will Uncle Sam give me this needed instruction?
Yes; the Federal Board will provide the instruction for you. It
believes that it is the duty of the Government to help you to realize
your full capabilities, and training may be necessary—and usually is
necessary—to accomplish this end with a disabled man. The Federal
Board also believes that, as a disabled man, you are entitled to all the
training necessary to fit you to compete successfully with a normal
workman under normal conditions. This means training of the head
as well as the hands in order that you, with your handicap, may meet
competition successfully, get a steady job, and win promotion.
If I need training for a new occupation, will Uncle Sam give it to me?
Yes; and Uncle Sam will pay for it. By an act of Congress, the
Federal Board is required to provide a course or courses of instruction
for a new occupation elected by a disabled man who is not able to
follow his old occupation successfully and must be trained for a new
Olle. -
If I never had an occupation, or if I was a student when I enlisted, will Uncle
Sam provide vocational training for me? -
Yes; just as in the case of any other disabled man needing training
for some Self-supporting occupation or profession.
92S22°–18— —2
10
*
There are many unskilled occupations into which I could go and where as an
ex-soldier I should be gladly received. Why not take one of these and not
bother about training? -
The worst mistake a disabled man can make is to drift into a low.
grade, unskilled occupation. Without any training he must com-
pete with a normal man in a line of work where brute strength and
physical fitness alone count. There can be no doubt as to the outcome
when work gets slack. Most disabled men returning from waſ can
not rely solely upon their compensation under the war-risk insur-
ance act to support them, particularly if they have dependents, nor
was it intended it should do so. Every consideration requires that
he should secure permanent employment at a desirable wage in the
position for which he is best fitted or for which he can become best
fitted. Otherwise his career will consist of alternate periods of more
or less undesirable employment, idleness, trying to live on his pen-
sion, and picking up an occasional job. No self-respecting veteran
of this great war can afford to be placed in this position. There is
only one escape, and that is to make your future safe for itself, if you
need training, by taking it from Uncle Sam, through the Federal
Board, before you go home to stay.
I know fellows who are holding war jobs at good wages. Why not take oue
of these now and not bother about training? . -
The temptation to do this is very strong while war prices prevail,
especially as pay is high because there is a lack of help and the kind
of help you can give will not be looked at too closely. But jobs com-
manding war prices and employing large numbers of partly skilled
or unskilled hands are not always going to exist. They are soon
going to shrink to normal conditions. What then? The answer is
unfortunately very simple, although it will be fortunate for you if
you are convinced by it and see in time that it is true. The law of
supply and demand is not going to stop working, because you have
been a soldier and have incurred a disability in defense of the country.
If there is only paying work for so many hands, the supply of hands
must be cut down. When this happens, if you can't turn out as much
or as good work as a sound man, the sound man is going to keep his
job and you are going to lose yours. That means you will be out of
a job, and you will become discouraged as you go from one job to the
other and meet with rebuff after rebuff. . . . . . . . .
While I am in training who will pay for my instruction?
The Federal Board for Vocational Education will bear the entire
cost of your training. It will pay for your tuition; it will furnish
you with books and other necessary supplies; and it will pay all
other expenses that may arise in connection with your training.
iº 11
}
What support shall I get as a student while I am in training?
During the time you are following a course of instruction with the
Federal Board you will, if you are a single man without dependents
or a man. required by his course of instruction to live apart from
his dependents, be paid by the Government at least $65 per month.
You may be paid more. If, for example, you received more than
$65 per month as pay for your last month of active service, you will
receive this same pay during your entire course of training. Fur-
thermore, if your disability is such that your monthly compensation
under article 3 of the war-risk insurance act is greater than $65,
you will, of course, continue to receive this sum, whatever it may be,
during your entire course. *
If you are married, you and your wife together will receive $75
per month from the Government, provided you live together while
you are taking a course of instruction. If your course is such that
you must live apart, the Government will, as has already been stated,
pay you $65 per month and your wife $30 per month. The larger
your family the larger the amount paid by the Government for its
support, whether living with you or separately from you while you
are being educated.
Any representative of the Federal Board at the central office of
at a district office of the Board will be pleased to tell you the exact
amount you and yours will be paid if you will state orally or by
letter the size of your family.
The basis for a man’s support will always be the total amount which
he receives from the War-Risk Insurance Bureau for all purposes,
including pay, compensation, or insurance. When the amount paid
by the bureau to a disabled man under the war-risk insurance act and
the vocational rehabilitation act does not equal the minimum amount
guaranteed for the support of the man as above indicated, the Federal
Board will supplement the payments of the bureau to the extent neces-
sary to meet such guarantee.
It must also be remembered that in the case of a commissioned
officer undergoing training the support paid by the Government will
always be the pay for the last month of active service, an aunount
always in excess of the minimun, guarantee of $65 per month.
For what occupations will the Federal Board be willing to train a disabled
man at Government expense?
If he needs to be trained for an occupation, the Federal Board will
train the disabled man for any occupation which he desires to follow,
provided his previous experience and ability are such that he can do
successful work in the occupation and provided it is possible for the
Board to Secure anywhere, in School or shop or farm or office or
elsewhere, the facilities necessary to train him successfully for the
occupation.
12
Who will take care of my dependents while I am in training and what sup-
port will they receive? - - * - - - * , ~ *
The same allowance and allotment will be paid to your dependents
as was paid to them while you were in the active service. If you are
married, your wife will receive $30 a month. If you have a wife and
child, they will receive $40 a month, and $10 will be paid for each
additional child up to three. If you have a mother dependent upon
you, she will receive the same amount she received while you were in
the service. *
If you were a commissioned officer, you will be expected to maintain
your dependents out of the amount paid to you while you are under-
going training, which will always be your pay for the last month of
active service.
What will be the d'fference between my support while in training and my
compensation under the war-risk insurance act?
While you are taking the course you will be rated as a temporary,
total disability, for the reason that you will be earning nothing dur-
ing this period. If you do not follow a course of instruction with the
Federal Board, your rating will depend on your physical condition, .
and your compensation under the War-Risk Insurance Bureau will
be adjusted accordingly. *
- If you take the course of training, you are guaranteed not less
than $65 a month for your own support. In most cases your com-
pensation under the war-risk insurance will be less than half of this
amount. Furthermore, the allowance for your dependents continues
while you are in training with the Federal Board the same as if you
were in the active service. This is not true if you do not elect to
follow a course. -- -
If you are interested, you may get the exact gures regarding your
particular ease from any representative of the Federal Board or by
correspondence with the district or central office of the board.
Will the support received by my dependents while I am in training be con-
tinued after my instruction is completed and I have entered upon employ-
ment?
No. The Government expects to train you so well that you will
earn more money after your instruction is completed than you did
before you entered the Army. In order that you may be trained, the
. Government has arranged to support your dependents while you are
following a course and earning nothing. When your instruction is
completed, however, and you are trained so that you can again earn
good wages the payments to your dependents will stop. As pointed
out, allowances to your dependents are continued after your discharge
from the service only in case you elect training with the Federal
Board. .
13
If the nature of my disability is such that I not only receive compensation
under the war-risk insurance act but also in addition an annuity under my
insurance policy, will the Government take into consideration my annuity
in providing the minimum guaranty of $65 per month for my support
while in training? *
The minimum amount of $65 is made up from payments by the
Board to supplement compensation paid by the bureau in cases where
this compensation is less than $65. The Poard's payments for support
are restricted to those cases where the man has no other financial
support than his compensation received from the bureau. If in the
opinion of the Board the annuity received by you makes it unneces-
sary for the Board to supplement the amount paid to you by the
bureau as compensation, no supplemental payment will be made by
the Board, and the amount paid for your support will in that event be
the compensation received from the bureau as compensation and
your annuity under your policy.
. In what manner does the Federal Board go about training me for an occupa-
tion? *
As soon as the Army authorities have decided that any disabled
man is to be discharged from the hospital and returned to civilian
life, it becomes the duty of the Federal Board, through its vocational
advisers in hospitals, to deal with the problem of training him and
of placing him in civilian employment. This task involves five pos-
sible steps:
Election by the disabled man of a course of training.
Breliminary training to fit him for a definite occupation or pursuit.
A probationary period of employment in that occupation or pur-
suit.
Placement in suitable employment in the occupation or pursuit.
Follow-up work to safeguard his interests.
I want training. How shall I get it?
Talk to the war-risk insurance officer about this matter and get his
help in getting in contact with the office of the Federal Board. Ask a
representative of the Federal Board or the war-risk insurance officer
for information about the various occupations and groups of occupa-
tions. He will furnish you information about your compensation
and how to go about making your application for this compensation
so as to establish your light to compensation and your eligibility for
training by the Federal Board. If you have no contact with a voca-
tional adviser, you will probably find publications of the Federal
Board in the library. In addition, you should write the office of the
Federal Board in the district in which your home is located, or in
which you are residing as a civilian, stating your case and asking for
14
information and advice. You will receive a ready response from the
agent of the Board. A large number of monographs on opportunities
for disabled men is in preparation and copies will be furnished you
on application. *r
SOLDIERS MAY RETAIN UNIFORMS FOR THREE MONTHS.
“When an enlisted man is honorably discharged otherwise than
for the purpose of reenlisting, all uniform outer clothing, excepting
one suit, then in his possession, will be turned in to the company or
detachment commander. This one suit he will be instructed to return
within three months after his discharge under franked label, which
will be furnished him for the purpose, to the company or detachment
commander. (Sec. 125, act of Congress approved June 3, 1916.)”
STATEMENT AijTHORIZED BY THE BUREAU OF WAR-RISK iNSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
Service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war-risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War-Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
Such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War-
Risk Insurance or the chief medical advisor of the Bureau of War-
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man’s own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
(15)
16
as having been incurred in the line of duty, and the man is entitled
to compensation therefor. “.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War-Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War-Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the Service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the Service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45. -
For a man, wife and one child, $55.
For a man, wife and two children, $65.
For a man, wife and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each ad-
ditional child up to two. $
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid. -
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the Service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
paid.
17
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that mo compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
mary disability is determined, first, by the percentage or the reduction
in the man’s earning capacity, and, secondly, by the number of per-
sons in his family on whose account he is entitled to receive compensa-
tion, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who
is totally disabled is entitled to compensation for total disability,
which may be $30 a month, $45 a month, $55 a month, etc., ac-
cordingly as he is a single man, a married man with no child, or a
married man with a child, etc. When his total disability becomes a
partial disability and his earning capacity is diminshed 50 per cent
the compensation to which he is entitled from that time on is only 50
per cent of the compensation to which he was entitled when he was
totally disabled. - -
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such examina-
tion or in any way obstructs such examination, his right to compensa-
tion is suspended until such refusal or obstruction ceases, and every
person in receipt of compensation for disability shall submit to any
Teasonable medical or surgical treatment furnished by the bureau
whenever requested by the bureau, and the consequences of unreason-
“18
able refusal to submit to any such treatment shall not be deemed to
result from the injury compensated for. - . . .
In addition to the aforementioned compensation, the injured person
is entitled to reasonable governmental, medical, surgical, and hospi-
tal services, and will be furnished such supplies, including artificial
limbs, trusses, and similar appliances as may be useful and reasonably
necessary. *
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau. ** • *
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday. . . . .
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon Some person other than
the United States or the enemy to pay damages therefor, the per-
son entitled to receive compensation may be required to assign to
the United States any right of action he may have to enforce such
liability of such other person, or to prosecute the action in his own
Iłżl Iſle. - * *
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be
$30. The Vocational Board, however, allows a certain monthly
amount to a man for board and subsistence. The amount allowed a
single man for subsistence by the Vocational Board monthly is $35.
Thus a single man receiving vocational training would receive $30
monthly from the bureau and $35 from the Vocational Board, mak-
ing a total monthly payment of $65. An officer who accepts voca-
tional training would of course receive a monthly payment equal to
19
his last month's pay in the service and would not receive any allow-
ance for subsistence from the Vocational Board, nor would any
allotment be required as in the case of an enlisted man.
It is of prime importance that all men who are discharged from
the service disabled should continue the payment of the premiums
due on their insurance by check, draft, or money order payable fo the
Treasurer of the United States, and Šent to the disbursing clerk,
Bureau of War-Risk Insurance, Washington, D.C. Unless such pay-
ment is made, their insurance will lapse and they will be deprived of
its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical advisor of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently disabled,
his insurance will have lapsed.
The benefits of compensation, and insurance as provided by the act
above referred to are entirely separate ànd distinct provisions, and
although the claimant may be entitled to the benefits of compensation,
he may not be entitled to the benefits of his insurance, as insurance
is payable only in case of death or in the event that the insured
becomes totally and permanently disabled.
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD FOR
WOCATIONAL EDUCATION.
All disabled soldiers, whether in or out of the hospital, should
address their communications either to the Federal Board for Voca-
tional Education, Washington, D. C., or to the district offices of the
Federal Board of the district in which he is located. The district
offices of the Board are located at the following points, respectively:
District Mo. 1.—Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433, Tremont Building,...Boston,
Mass.
District No. 2.-Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York, N. Y.
District No. 3.—Pennsylvania and Delaware. Office: 1000, Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Candler Building. Atlanta, Ga.
District No. 6.—Alabama, Mississippi, and Louisiana. Office: 322
Maison Blanche Annex, New Orleans, La.
District No. 7.-Ohio, Indiana, and Kentucky. Office: 906 Mer-
cantile Library Building, Cincinnati. Ohio.
District Mo. 8.—Michigan, Illinois, and Wisconsin. Office: 1600 The
Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.-Iowa, Nebraska, Kansas, and Missouri. Office:
517 Chemical Building, St. Louis, Mo.
District No. 10.—Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.—Wyoming. Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 19.-California, Nevada, and Arizona. Office: San
Francisco, Cal.
District No. 13.—Montana, Idaho, Oregon, and Washington. Of-
fice: Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: Dallas,
Tex,
O
(20)
g". “s.
Twº
*-*, *...º.
* * . (/ 8,
To the Household ºf:
of the ** 2.
Disabled Soldier and Sailor
tº *
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION, IN
/ COOPERATION WITH THE OFFICE OF THE
SURGEON GENERAL OF THE ARMY
AND
THE WAR-RISK INSURANCE
BUREAU
NOVEMBER, 1918
* WASHINGTON
GOVERNMENT PRINTING OFFICE

1918
As a disabled soldier or sailor you should remember always that
the Surgeon General’s Office and all its employees and the Federal
Board for Vocational Education and all its employees are inutually
interested in your welfare solely. They have arranged a definite pian
of cooperation to help you in every possible way. You can not afford
to leave the hospital until the medical officers have done everything
that they can for you to restore you to physical health and strength.
Any other course will interfere with your vocational success later.
Furthermore, you should by all means take advantage of the educa-
tional opportunities which the hospital has provided for you.
While you are making up your imind what line of work you want to
foliow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos=
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
wili advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career.
f
T0 THE HOUSEHOLD OF THE DISABLED SOLDIER OR SAILOR.
How Uncle Sam will help the disabled soldier or sailor to get a good posi-
tion and what his family and friends should do about it.
Perhaps at the very moment you are reading this the man who went
to war for Uncle Sam and for you is lying in a hospital thinking
about you and worrying about your future and his. His may be any
one of the many names which have appeared in the long list of
severely wounded men published. but we will call him “Bill’ for
short. Bill may be your husband, your son, your brother, or your
sweetheart, or just your good and loyal friend. Whatever may be
his relation to you he needs your wise and unselfish counsel about his
future as he never needed it before in all his life, 4.
You remember that when Bill went away it was for the duration
of the war. A casualty sent him back before his comrades were out
of it. As a soldier he has done all he could for the Government and
now the Government wants to be allowed to do all it can for him.
Bill went away to war to make the future of the Government and of
his dear ones safe. Now, Uncle Sam wants to make his future safe
for him and for you. This it will do if, as a discharged soldier, he
will “carry on ” for a little while in the way Uncle Sam, through
the Federal Board for Vocational Education, has provided for him
and with the help and assistance of the Federal Board. This little
pamphlet will tell you how if you will read it.
The Federal Board has been authorized by Uncle Sam to help
Bill answer, in the safest and best way for his future, the question,
“What am I, with my handicap, to do now 2 " Furthermore, the
Roard has been granted by Congress the money with which to help
Bill get on his feet again in spite of his handicap.
Your boy don’t want charity, he wants to make his own way.
Uncle Sam has provided more liberally for the disabled men of
this war than any country has ever done in any war. But Bill knows
when he figures it. that, like most of his comrades returning from
this war, he can not rely solely upon his compensation under the
War-Risk Insurance Act to support himself and his dependents, nor
was it intended he should do so. Bill needs to secure permanent
employment at a desirable wage in the old occupation he left to go
to war. If he can not do this because of his handicap then he should
be educated by Uncle Sam for some new position for which he is best
fitted and in which he will therefore be most successful and most
happy. Otherwise, all the rest of his life will be made up of alter-
mate periods of undesirable employment and idleness in which, while
90529°–18 (3) \
4
trying to live on his pension, he picks up here and there an occa-
sional job. No Self-respecting veteran of this great war can afford
to be placed in this position. Neither can his family nor his friends
afford to let Bill get himself into such a position. There is cnly one
escape for Bill and that is for him to make his future safe for him-
self, and therefore for his dear ones, by getting from Uncle Sam,
through the Federal Board, the advice, the training, and the help in
securing employment he needs before he goes home to stay.
Vocational Adviser will help him.
While Bill is lying in the hospital wondering if he will be able to
“go over the top into civilian life successfully and sometimes de-
pressed with his weakness and his homesickness, Uncle Sam brings
him a message of hope and good cheer. The Surgeon General’s
Office has established in the hospital an educational service. This
service furnishes instructors to give him bedside and ward occupa-
tions as soon as he is recovered from his sickness, in order to divert
lais mind from his injuries; it assists him, as soon as he is able, to
engage in occupations in his bed, or in the ward, or in curative work-
shops which will help him to get the use of his body again. It gives
him, if he wishes it, practical courses of study to assist him in fitting
himself for a better civilian position than he held before he entered
the Army. It gives him advice in regard to his future occupation.
Also, the Federal Board for Vocational Education has a representa-
tive in each hospital available to give him advice about opportunities
for reeducation after discharge. The hospital instructors, the repre-
sentative of the Federal Board, and Bill all working together are
sure to find what it is best for Bill to do for the future if Bill will
give them a chance to “get next” to him. Bill's family and friends
need to urge Bill to do this. Anything else would be one of the
biggest blunders I3ill ever made. Don’t let him make it. . . .
These Vocational Advisers and Bill, after going over Bill's previous
experience, ability, handicap, and interests in life, may decide that
Bill can follow his old occupation successfully. Thereupon the Fed-
eral Board will help him to find suitable employment at a just wage
with an employer who is interested in him not only as an ex-soldier
but as an efficient workman. - * *
If Bill's old employer promised to reemploy him when the war is
over, the agent of the Federal Board will be glad to write this em-
ployer and ask him to take Bill back into the old position or a better
one, according to the understanding between the two men when Bill
left for the front. -
If Bill can not follow his old occupation successfully, but could do
so if he had the help of more special training before going back to
work, Uncle Sam will provide the instruction for him and will pay
all the cost of it, including support for Bill and for his dependents
while he is in training. All men require special training for any
line of work to realize their full capabilities, but this is doubly true
of a man handicapped like Bill by injury or disease. As a disabled
soldier or sailor, he is entitled to all the training necessary to com-
pete successfully with a normal man under normal conditions. This
means training of the head as well as the hand in order that Bill,
5
with his handicap, may meet competition Suecessfully, get a steady
job and win promotion.
Tor the same reason and in the same way the Federal Board will
give the disabled man who can not go back to his old occupation,
the training he needs to follow a new occupation successfully. If he
was a student when he went to war or if he never had in all his
previous life a suitable or desirable occupation, the Government will
provide the entire cost, including support of the man and his de-
pendents, of the instruction necessary to fit him for Some self-sup-
porting occupation along professional, agricultural, commercial, or
trade and industrial lines. -
He needs your advice and encouragement.
Bill, no doubt, feels encouraged by his conversation with the Ad-
viser—he is glad to have a vision of the opportunity to once again
be, not only self-supporting, but also able to care for those near and
dear to him. -
But Bill needs the courage and determination to make one more big
fight to “go over the top "into civilian life right, which only the en-
couragement and urging of his family and friends can give. Most
of his doubts and worries in his weakness and depression are about
you and your welfare. He is homesick for the sight of you. He
wonders if he will be able to take care of you as well as he did before
the Huns drove us into the war. Most of all, he wants to know what
you think of the proposal of Uncle Sam to train him for a good posi-
tion before he comes home to stay. He wants to know whether you are
willing to help him “carry on ” through the period when he is pre-
paring to resume his place in the world as a soldier, respected both for
his valor and for the way in which he has made good in spite of his
handicap.
After you read this you may feel that you want to send this little
pamphlet on to Bill and to urge him to get in touch with the officers of
the Educational Service in the hospital and with the Vocational Ad-
viser of the Federal Board if he has not already done so; to trust
them as friends anxious to help Bill work out the best answer to the
question always uppermost in his mind, “What shall I do now * *
Urge him to take advantage of the Educational Service in the hos-
pital. It is entirely optional with him to do so or not. Encourage-
ment from you may cause him to make up his mind to use his time
while in the hospital to the best advantage either in curative work-
shops or in studv. Urge him without fail to follow the courses of
training which Bill and the Adviser from the Board have decided he
should take as his way out to final victory over his handicap. You
will find in this pamphlet full information as to the ways in which
the Federal Board will help you to make your future secure.
To advise Bill right, however, you need to have some questions
answered which are running through your mind. Perhaps you will
find them answered before you get through reading this pamphlet.
If not, you may write the Central or District Office of the Board
your further questions which will be answered promptly, And
don’t forget, after you have read the rest of this little booklet, to
write Bill telling him to “carry on ” with the training offered by Uncle
Sam, and that as of old you will help him in every possible way.
6
SOME THINGS THE FAMILY AND FRIENDS OF EVERY DISABLED
SOLDIER AND SAILOR SHOULD HONOW.
How the Federal Board for Vocational Education will help Bill to deter-
mine what he should do to make his future safest for himself and his
dependents.
If he elects to take this opportunity to retrain which the Govern-
ment offers him, he will be advised in regard to his future occupa-
tion. His wishes and temperament and ability will be consulted,
of course. It is the intention of the Board to encourage initiative and
individuality in every way possible. No words need be wasted on
that part of it, but some few may be necessary to point out that the
opinion of the Vocational Adviser, representing the Federal Board,
as to the kind of future occupation which lies within his abilities is
at least as reliable as his own and by working together the two of
them should arrive at a wise decision. *.
It often happens that it is wiser to train a man for a new vocation
than to try to fit him to keep on with the old one. In that case it may
happen that Bill will not want to do what the Vocational Adviser
thinks is best. But Bill should give the Adviser a chance to show
that he is right before definitely deciding what occupation to follow.
It is Bill's interests we have at heart and our Adviser is there to look
out for them. But we have many factors to help decide about Bill's
job which your boy does not at present possess and which our Adviser
will be glad to tell about.
Our job is to see that Bill goes into a growing, rather than a
waning, trade. Also, there may be some occupation for which he is
Suited in which the training would be shorter and easier, but in which
regular employment is doubtful. Our duty is to see that he goes into
permanent employment. Again, there may be occupations which
seem particularly desirable, but which are subject to local and sea-
sonal fluctuations. We will steer him away from them and into a
position where he need not be out of work a portion of the year
because the shop he fitted himself for has temporarily shut down.
Lastly, there are some cecupations which, because training for
th.em is short and easy, will tend to become overcrowded and to pay .
less wages. Bill should remember that the Vocational Adviser will
look out for his interests and merits his entire confidence. The Gov-
ernment has been fitting him to give Bill advice and he has at heart
your boy’s interests and those of no one else. -
How may a disabled man get training by the Federal Board?
Any soldier or Sailor disabled not by reason of his own willful
misconduct, whose disability is severe enough to be really a handicap
in Securing employment, is eligible for training. To prove his
eligibility your disabled soldier or sailor must fill out Bureau of War
Risk Insurance Form 526, which is an application for compensation,
This application will contain all the evidence needed to determine
whether or not he is eligible for compensation and therefore eligible
for training. This application must be delivered to the Federal
Board or one of its representatives or sent directly to the War Risk
Insurance Bureau. Upon its receipt it will be carefully examined to
determine whether or not he may be trained. If so, immediate steps
7
will be taken to provide for him any training for which he has ap-
plied and which has been approved by the Federal Board.
While he is in training who will pay for his instruction?
The Federal Board for Vocational Education will bear the entire
cost of his training. It will pay for his tuition; it will furnish books
and other necessary supplies; and it will pay all other expenses that
may arise in connection with his training.
What support will he get as a student while he is in training?
During the time he is following a course of instruction with the
Federal Board he will, if he is a single man without dependents or a
man required by his course of instruction to live apart from his
dependents, be paid by the Government at least $65 per month. He
may be paid more. If, for example, he received more than $65 per
month as pay for his last month of active service, he will receive this
same pay during his entire course of training. Furthermore, if his
disability is such that his monthly compensation under article 3 of the
War-Risk Insurance Act is greater than $65, he will, of course, con-
tinue to receive this sum, whatever it may be, during his entire course.
If he is married, he and his wife together will receive $75 per
month from the Government, provided they live together while he is
taking a course of instruction. If the course is such that they must
live apart, the Government will pay him $65 per month and his wife
$30 per month. The larger his family the larger the amount paid
by the Government for its support, whether living with him or sepa-
rately while he is being educated.
Any representative of the Federal Board at a hospital or at the
Central Office or at a District Office of the Board will be pleased to
tell you or your disabled soldier or sailor the exact amount you and
yours will be paid if you will state orally or by letter the size of
your disabled man's family.
The basis for a man's support will always be the total amount
which he receives from the War Risk Insurance Bureau for all pur-
poses, including pay, compensation, or insurance. When the amount
paid by the bureau to a disabled man under the War-Risk Insurance
Act and the Vocational Rehabilitation Act does not equal the mini-
imum amount guaranteed for the support of the man as above indi-
cated, the Federal Board will supplement the payments of the bureau
to the extent necessary to meet such guaranty.
It must also be remembered that in the case of a commissioned offi-
cer undergoing training the support paid by the Government will
always be the pay for the last month of active service, an amount
always in excess of the minimum guaranty of $65 per month.
Who will take care of his dependents while he is in training and what
support will they receive?
The same allowance and allotment will be paid to the disabled
man's dependents as was paid to them while he was in the active
service. If he is married, his wife will receive $30 a month; if he
has a wife and child, they will receive $40 a month; wife and two
children, $47.50, with $5 per month additional for each additional
t
8
child. If he has a mother dependent upon him, she will receive the
Same amount she received while he was in the service.
If he was a commissioned officer, he will be expected to maintain
his dependents out of the amount paid to him while he is undergoing
training, which will always be his pay for the last month of active
Sel’Y1Ce,
What will be the difference between his support while in training and his *
compensation under the War-Risk Insurance Act 7
While he is taking the course he will be rated as a temporary total
disability, for the reason that he will be earning nothing during this
period. If he does not follow a course of instruction with the Fed-
eral Board, his rating will depend on his physical condition, and
his compensation under the War Risk Insurance Bureau will be ad.
justed accordingly. -
If he takes the course of training, he is guaranteed not less than
$65 a month for his own support. In most cases his compensation
under the War-Risk Insurance will be less than half of this amount.
Furthermore, the allowance for his dependents continues while he is
in training with the Federal Board the same as if he was in the active
service. This is not true if he does not elect to follow a course. -
If he is interested, he may get the exact figures regarding his par-
ticular case from any representative of the Federal Board or by
correspondence with the District or Central Office of the Board.
Will the support received by his dependents while he is in training be
continued after his instruction is completed and he has entered upon
employment?
No. The Government expects to train him so well that he will earn
more money after his instruction is completed than he did before he
entered the Army. In order that he may be trained the Government
has arranged to support his dependents while he is following a course
and earning nothing. When his instruction is completed, however,
and he is trained so that he can again earn good wages the payments
to his dependents will stop. As stated previously, allowances to his
dependents are continued after his discharge from the service only in
case he elects training with the Federal Board.
If the nature of his disability is such that he not only receives compensa-
tion under the War-Risk Insurance Act but also in addition an annuity
under his insurance policy, will the Government take into consideration
his annuity in providing the minimum guaranty of $65 per month
for his support while in training?
The minimum amount of $65 is made up from payments by the
Board to supplement compensation paid by the bureau in cases where
this compensation is less than $65. The Board's payments for sup-
port are restricted to those cases where the man has no other financial
support than his compensation received from the bureau. If in the
opinion of the Board the annuity received by the disabled man makes
it unnecessary for the Board to supplement the amount paid by the
bureau as compensation, no supplemental payment will be made by
the Board, and the amount paid for his support will in that event be
9
the compensation received from the bureau as compensation and the
annuity under his policy. - - -
We haven’t seen Bill for a long time and We are anxious to have him at
home. If he takes up training, will this in any way postpone our
seeing each other?
Taking up training with the Federal Board will not in any way
postpone the meeting of Bill and his family and friends. The
moment he is able to stand the trip the doctor at the hospital is
going to give him a furlough for a visit. When he takes up training
every effort will be made to have the place of training near enough
for him to get home often upon short visits, although this may not
always be possible. Indeed, the training may be such that he will
be able to live at home, in many instances, while he takes it. In
other cases arrangements can be made so that Bill's dependents go
to the place of training and live with him while he is receiving
instruction. The Government has made provision for the support
of both Bill and his dependents while living together.
Insist upon the training.
One danger is that when Bill gets his discharge from military
service and comes home on a furlough or comes home after his
discharge before entering classes of the Federal Board, he may
feel like going home and staying there and thus giving up the great
advantage of the training which Uncle Sam offers him. Naturally
he may be tired and discouraged about himself and find it hard to
pull himself together to look at the future. He can not see, per-
haps, as clearly as you what is best for him. You and Bill will be
making the biggest mistake you ever made in your life if you do not,
after you talk the thing over at home, decide that he must “carry
on ” through the training course before coming home to stay.
If Bill did not take training when he cºmes out immediately upon his
discharge from the hospital I would have him at home where I could
take care of him all the time. Would this not be better for him than .
to go into training after he has been on a furlough 7
Naturally you are eager to get him back home, to nurse him and
wait upon him and surround him with all the little personal home
comforts he has been without for so long. You are naturally im-
patient, even though you know that the hospital just now is nursing:
and caring for him in all ways that concern his medical treatment
far better than you could do at home. The hospital has all the
resources and appliances that money can command and science can
devise, and, unlike you, the nurses have nothing else to do but
attend to him. We are sure that, however great was your eagerness
to see him, you wouldn't want the doctor to give him that furlough
to come home before it was physically safe for him to do so. Just
so, we are sure that when you understand this new kind of treatment,
you won’t want him to stay home, however great is your eagerness
to take up the old life again, until it is safe for him to do so. Just
as the hospital has been getting him back to physical health again,
we want to get him back to industrial health again.
• 00529°—18—2
10
How long will it take for Bill to get his training before we can expect to
have him back home all the time?
We don’t known just how long this will take. It will, of course,
depend upon his ability to learn and the business he takes up. The
workshop or business professional training we want to give him may
take only a few weeks after he is discharged from the hospital, or it
may take some months or even a number of years. For him and you
to make up your minds to this may be difficult. Just think a moment!
Five years from now a few weeks or months more of absence will
seem of little importance in comparison with the great thing that
was accomplished by it, *
Do you think the benefits Bill will receive from the training are great
enough to justify all the sacrifices that he and his family may yet have
to make before he completes his course of instruction?
In no industry or occupation will Bill be able to compete as a
handicapped man unless he has by special training prepared to do so,
and unless he can compete he is going to the wall, with all that his
failure will mean in privation and unhappiness for himself and his
loved ones in the years to come. There is only one insurance against
this contingency, and that is training as Uncle Sam has provided it
through the Federal Board.
Just at the present time Bill can make a great deal of money, because all
wages are high. Would it not be a good idea to have him come home
and go to work and give up the idea of training ? f
If you were thinking of writing something of the sort, stop a
moment and think it over. It is all true, but nevertheless it would
be very bad advice. Jobs commanding war prices and employing
large numbers of partly skilled or unskilled hands (and he will not
be skilled, you know, until he has learned to make up for his handi-
cap) are not always going to exist. Conditions will soon be normal
again. What then? The law of supply and demand in labor is not
going to stop working because he has been a soldier and has incurred
a disability in fighting for his country. If there is only paying work
for so many hands, the supply of hands must be cut down. When this
happens, if he can not turn out as much or as good work as a sound
man, the sound man is going to keep the job and he is going to lose
his. This is only natural. ... You would be forced to do the same
thing if you were an employer. Then that man of yours will be out
of a job, and no matter how manly and ambitious he is he is going
to be discouraged as he goes from one place to the other and meets
with rebuff after rebuff.
While I can see that training is the only thing that would fit Bill to
meet competition with a sound man, there is an opportunity before
competition comes at the close of the war to pick up more money than
may ever occur again. Should I not advise him to come home now and
go back for training afterwards? ge -
Well, perhaps he'll take your advice and perhaps it will work out
and perhaps he will go back. But our experience and the experience
of the other Governments who have been trying this plan for three
•y
11
years does not support it. Our experience is that disabled men be-
come discouraged when they begin to feel the pinch of competition
and slump into willing shirkers, however manly they were at the
outset. You are confident that he will be an exception? Well, per-
haps he may. But you have probably seen that most of the troubles
of life come about because we think in some mysterious way we are
going to be exceptions to the general rule. Very few of us are excep-
tions after all.
As Bill will be entitled to some compensation from the Government because
of his disability, would it not be a good idea to let him live on this pen-
sion and what odd jobs he could get from time to time?
He may live on his pension without regular employment, eking it
out with an occasional job here and there. No one knows better than
you that this neans a lowering of the standard of living for you and
your family and a deterioration of his character. Probably no one
living would willingly run the risk of this. But if you think you
are going to escape it and that he is going to escape it. aren't you again
feeling that you will in some way prove an exception to the general
rule? We don’t need to convince you that there won’t be as much
money to run the house on his pension alone as on his pension plus a
steady wage; and we have tried to convince you that he will not have
a steady wage or perhaps any at all if he is not prepared to compete
with a sound man. Nor do we need to convince wou that idleness is a
bad thing for a man; that it always means deterioration of character.
º
But Bill has done his bit. He has risked his life and almost lost it, and
those who haven’t ought to take care of him without training and, if
necessary, without work.
Well, America has sent some millions to this war. Suppose they
all said that? Who would be left to support them? But of course,
you don’t mean just that. You mean it is too bad if the Government
can not look out for the disabled man and provide him with an easy
job. But the Government thinks it has a wiser plan of looking out
for the disabled man by training him for some useful occupation.
As for the easy jobs you are thinking of, there won't be nearly enough
of them to go around. -** º. * - -
You would certainly feel very uncomfortable about it as time went
on and your children were growing up if Bill were being supported
as an idler. For everybody in America has heard about this plan
of the Government for returning a disabled soldier to employment
as good as ever he was; and if they lacked confidence in the plan when
they heard it could be done, they will certainly have it when they see
on every side that it has been done. People are going to feel and
your children are going to hear it said that a man who did not make
the most of the opportunity the Government offered him perhaps
wanted to be a sort of half loafer anyhow.
I am anxious that Bill should take this training. What can I do that
will best help him and the Federal Board to persuade him to take it?
You bravely realized the importance of sending him away with a
Smile, of keeping him encouraged by writing often, of sending him
only cheerful news and keeping out of your letters any discouraging
12
thoughts. We want you to realize now the importance of continu-
ing this attitude while he is in the hospital and the importance of
encouraging him to take up the training which will make him an
independent, self-supporting citizen when he comes back to you. The
Government can give him a great many things which nobody else in
the world can give him, and the only thing you can give him which
the Government can not is love. You can best show this by urging
him to take up training, if he is eager to come home to stay, and by
giving him words of encouragement rather than discouragement if he
thinks favorably of postponing his coming home for good until he is
able to get at his job again. You can discourage him in this resolu-
tion by showing him the wrong kind of love, by telling him how much
you need him and miss him, by telling him that you want him to come
home so that he can forget all he has been through as soon as possible.
Don’t try to hurry him home. If you do you and he may be sorry
for it some day. When that day comes, how will you feel if he has
the right to blame vou for making him, out of his love for you, forego
the opportunity which the Government gave him to become an inde-
pendent, self-supporting citizen?
What shall I Write Bill about the whole matter?
Write him a letter to-night urging him to decide to take up train-
ing, and keep on writing him until he does. When he comes home to
you on a furlough from the hospital, or after his discharge from the
service, talk to him about the matter, if he has not yet made his deci-
sion. Make as much fuss over him as you like—he deserves it—but
do not entreat him to stay home or permit him to stay home perma-
nently until after he has permitted Uncle Sam, through the Federal
Board, to make his future and yours safe beyond doubt by training.
If you want any more information and help in getting Bill to do this
thing for his own good, write the Central or the District Office of the
Federal Board at the address given on the last page of this pamphlet.
SOLDIERS MAY RETAIN UNIFORMS FOR THREE MONTHS.
“When an enlisted man is honorably discharged otherwise than
for the purpose of reenlisting, all uniform outer clothing, excepting
one suit, then in his possession, will be turned in to the company or
detachment commander. This one Suit he will be instructed to return
within three months after his discharge under franked label, which
will be furnished him for the purpore, to the company or detachment
commander. (Sec. 125, act of Congress approved June 3, 1916.)”
STATEMENT AUTHORIZED BY THE BUREAU of WAR-RISK INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war-risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War-Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should intmediately
communicate with the compensation section of the Bureau of War-
Risk Insurance or the chief medical advisor of the Bureau of War-
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man’s own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge.
from the Service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, on-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to Say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
which subsequently disables him. Such injury or disease is considered
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurrent in the line of
duty, the Bureau of War-Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
(13)
14
13ureau of War-Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in So far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he ...i. Suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the Service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30. /
For a man with a wife but no child, $45.
For a man, wife and one child, $55.
For a man, wife and two children, $65.
For a man, wife and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each addi-
tional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
Por a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid. -
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
paid. -
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man’s earning capacity, and, secondly, by the number of per-
sons in his family on whose account he is entitled to receive compensa-
tion, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who
is totally disabled is entitled to compensation for total disability,
which may be $30 a month, $45 a month, $55 a month, etc., ac-
cordingly as he is a sirgle man, a married man with no child, or a
married man with a child, etc. When his total disability becomes a
partial disability and his earning capacity is diminished 50 per cent
the compensation to which he is entitled from that time on is only 50
per cent of the compensation to which he was entited when he was
totally disabled.
* *
15
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injur
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such exam-
ination or in any way obstructs such examination, his right to com-
pensation is suspended until such refusal or obstruction ceases, and
every person in receipt of compensation for disability shall submit
to any reasonable medical or surgical treatment furnished by the
bureau whenever requested by the bureau, and the consequences of
unreasonable refusal to submit to any such treatment shall not be
deemed to result from the injury compensated for.
In addition to the aforementioned compensation, the injured per-
Son is entitled to reasonable governmental, medical, Surgical, and
hospital Services, and will be furnished such supplies, including arti-
ficial limbs, trusses, and similar appliances as may be useful and rea-
Sonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the per-
son entitled to receive compensation may be required to assign to
the United States any right of action he may have to enforce such
liability of such other person or to prosecute the action in his own
Il{A}]]6.
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
16
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife, or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be $30.
The Vocational Board, however, allows a certain monthly amount to
a man for board and subsistence. The amount allowed a single man
for subsistence by the Vocational Board monthly is $35. Thus a
single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
monthly payment of $65. An officer who accepts vocational training
would of course receive a monthly payment equal to his last month’s
pay in the service and would not receive any allowance for subsistence
from the Vocational Board, nor would any allotment be required as
in the case of an enlisted man.
It is of prime importance that all men who are discharged from the
service disabled should contin le the payment of the premiums due on
their insurance by check, draft, or money order payable to the Treas-
urer of the United States, and sent to the disbursing clerk, Bureau of
War-Risk Insurance, Washington, D. C. Unless such payment is
made, their insurance will, lapse and they will be deprived of its
benefits. Care should be taken to continue these payments of pre-
miums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical advisor of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently dis-
abled, his insurance will have lapsed. -
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensation,
he may not be entitled to the benefits of his Insurance, as insurance
is payable only in case of death or in the event that the insured be-
comes totally and permanently disabled.
whAT will, THE RED cross Do?
The Red Cross is willing and anxious to help you and Bill in
every possible way. The Red Cross does not stop with giving
Sweaters and socks to Bill when he is in the trenches or comforts
and friendship when he is in the hospital. Every local chapter of
the Red Cross has a home-service committee which tries to give all
kinds 6f practical neighborly help and information to the family of
every soldier or sailor which needs any such assistance while the
husband or son or father or brother is at the front.
You may have never needed any such help. You may not need it
now. But if you do: if there is any information you want about,
your allotment or allowance; if any business or legal matter is
troubling you; if you need money until the Government check
arrives; if the health or the school problems of the children are
worrying you—in a word, if there is anything you would like to
talk over with a wise and sympathetic friend, do not hesitate to go
to the Red Cross home-service section in your town.
And don’t get the idea that this would be “seeking charity.” The
Government has for years recognized the Red Cross as an official
organization to help the Army and Navy in time of war, and in
General Order No. 17 the War Department has especially approved
this work the Red Cross is doing for the families of enlisted men.
If you need help, go to the Red Cross and give them a chance.
All families and friends of disabled soldiers and sailors who are
interested in the vocational training to be given them by the Federal
Board for Vocational Education after their discharge from the mili-
tary and naval service should address their communications either
to the Federal Board for Vocational Education, Washington, D. C.,
or to the district office of the Federal Board of the district in which
he is located. These districts and the offices for each are as follows:
})istrict No. 1.-Maine, Vermont, New Hampshire, Massachusetts,
and Rhode Island. Office: Room 433, Tremont. Iłuilding, Boston,
Mass.
District No. 2.-Connecticut, New York, and New Jersey. Oſtice:
Rooms 711–712, 280 Broadway, New York.
District No. 3.-Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
JDistrict No. 5.--North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: 1404 Candler Building, Atlanta, Ga.
District No. 6.-Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7.-Ohio, Indiana, and ICentucky. Office: 906–907
Mercantile I.ibrary Building, Cincinnati, Ohio.
District No. 8.—Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
(17)
18
District No. 9.-Iowa, Nebraska Kansas, and Missouri. Office:
517 Chemical Duilding. St. Louis. Mo.
District No. 10.-Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
J)istrict No. 11.—Wyoming. Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
J) istrict No. 12.-California, Nevada, and Arizona. Office: San
Francisco, Cal.
District No. 13.—Montana, Idaho, Oregon, and Washington.
Office: Seattle. Wash.
T District No. 14.—Arkansas, Oklahoma, and Texas. Office: Dallas,
&X. te
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sº A \ ow?
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- G sº
Rehabilitation Monograph \\\\ gº wº JOINT SERIES No. 3
THE WAY BACK TO
CIVIL LIFE
*S
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN COOPERATION WITH THE
OFFICE OF THE SURGEON GENERAL
AND THE
BUREAU OF WAR-RISK INSURANCE
December, 1918
WASHINGTON
GOVERNMENT PRINTING OFFICE

1919 h
As a disabled soldier, sailor, or marine you should remember that
the Office of the Surgeon General, War Department, and all its em=
ployees, the Bureau of War-Risk Insurance, Treasury Department, and
all its employees, and the Federal Board for Vocational Education and
all its employees are mutually interested in your welfare solely. They
have arranged a definite plan of cooperation to help you in every pos=
sible way. You can not afford to leave the hospital until the medical
officers have done everything that they can for you to restore you to
physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital has
provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hospi-
tal. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the hos=
pital. You will find the educational officers at the hospital eager to
render this service for you, and you should consult them early in your
hospital career.
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hospi-
tal Educational Service or the representative of the Federal Board for
Vocational Education.
Men discharged from the military or naval service who want infor-
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and Seattle. For addresses see page 15.
THE WAY BACK TO CIVIL LIFE.
This Pamphlet is Handed to You so that You May Learn what the
United States Government is Providing for You after Your Service in
the Field,—In Close Association are Many Agencies to Help You.
No other war has witnessed so vast a system of relief and general
helpfulness as the great war in which you have had so large a share.
Every possible step to make your way back to civilian life and use-
fulness has been taken. There will be no charity in the years follow-
ing the war but a very complete program making provision for
physical restoration in case sickness or injury is your lot, and for
compensation, that is, money payment for such disability, in addi-
tion to the war-risk insurance. Besides these, there has been planned
a building-up of every injured man's earning power and usefulness
under the supervision of the Office of the Surgeon General while the
man is still in the military service and of the Federal Board for
Vocational Education after the man has been discharged. The pages
of this little pamphlet are directed to this reconstruction work.
The soldier or sailor injured in the line of duty will be given a
man's opportunity to recover and take his place in the world of men
and duties. He will not have to be a beggar, an object of charity, a
Spineless, occupationless dependent on friends, relatives, or govern-
mental bounty. There will be a helping hand held out to every man
to accept the only kind of help a real man ever wants—a chance to
make good again in civil life on as nearly equal terms as his physical
and mental ability will permit.
Every American, soldier or civilian, most heartily desires that his
country rebuild herself as soon as possible. After the close of the
war, one of the most promising needs will be that of man power,
great enough, physically able and well equipped, to carry on many
activities of commercial and industrial life. It is, therefore, every
º duty to keep himself fit or to make himself fit for this coming
ay.
With America's entrance into the great war, our War Department
was called upon to plan the rebuilding of the mighty host that
would be returning from time to time, physically, mentally, spiritu-
ally fit or unfit. Not merely bodily reconstruction of the disabled
has been the aim, but occupational reconstruction as well; that is, the
refitting of veteran men to their old jobs or to new ones, and to give
them a hopeful and enlarged outlook toward future usefulness. The
men and their families as well as the Nation itself will thus be bene-
fited. It should be remembered also that all this great work will be
afforded by the United States Government in addition to the very
97824°–19
(3)
4
liberal provision for allowances, war-risk insurance and compensa-
tion for permanent injury. It is, as you will note, a big undertaking,
but an undertaking worthy the best traditions of an America always
faithful in good works and ever ready to take upon herself the prob-
lem of human betterment.
A special Division of Physical Reconstruction in the Surgeon
General's office was created in August, 1917, and a subdivision of
education in October of the same year. Physical reconstruction has
been defined as “complete mental and surgical treatment carried to
the point of maximum functional restoration, both mental and
physical.” This means, to state it in other words, that your Govern-
ment is seeing to it that in the event of a man's disablement in line
of duty, every effort shall be made to put him back in as nearly per-
fect condition of health, of mind and body and usefulness, as pos-
sible. To the aid of the medical men have been called the teachers
who are at the bedside in the hospital ward, and, afterwards, in the
curative workshop or school or garden established in the general
military hospitals. Reading, study, handwork, occupations, and the
like are used for an end and purpose worth while. The patient’s
previous experience in civil life is enriched by study and training to
assist him to get well and to let him make the best use of his time
while in the hospital.
Very briefly let us trace the steps to recovery. The aid and dress-
ing stations, field hospital, evacuation and base hospitals “over
there * have performed the first important task of getting the patient
ready to undertake the voyage to the United States. After the trip
across the Atlantic under the efficient care of doctor and nurse, the
home port is reached. A receiving hospital—one of a number espe-
cially provided—is ready to arrange for the speedy distribution of
the sick and injured to the general military divisions of the country.
The hospital nearest the patient’s home is selected whenever possible;
but, of course, in cases requiring special treatment it will be necessary
to send the man to the hospital where such treatment may be re-
ceived. *
AT THE GENERAL MILITARY HOSPITAL.
At the military hospital, the most advanced and up-to-date treat-
ment will be afforded and every helpful method known to science
will be used. Medicine, and surgery will be assisted by competent
nursing with one first vitally, important object—to cure the patient.
The most practical of artificial appliances will be at hand. Great
progress has been recently made in this particular. Not mere heal-
ing of wounds is the modern aim of the surgeon, but the fetching
back of lost usefulness to eye or leg or arm. This is called fung-
tional restoration. An amputated limb must not only heal but be
made to serve the man in gaining a livelihood or in assisting him
in the many personal acts of daily life. In many cases, a generous
program of studies is provided in workshop, classroom or on the
farm, as soon as the patient is able to sit up or leave the ward.
Great care will be taken that the individual abilities of each man
receive every attention.
Upon admission to the hospital, the name of the patient, his rank,
and other details will be recorded at the receiving ward. His cloth-
5
ing, personal effects, and valuables will be cared for. A regular
routine of duty is prescribed for everyone. The patient will re-
member that he is still subject to Army rules and regulations.
Above all, he should realize that cooperation is the keynote of all
successful treatment—surgeon, nurse, and patient have but one aim :
The patient’s benefit. One or two points must be understood. First
of all, military law requires a disabled soldier to submit to neces-
sary surgical operations. Secondly, whole-hearted sympathy is ex-
pected on his part even when he may not be inclined to view with
favor the treatment he receives. The past few years have witnessed
an important advance in medical and surgical practice with which
the patient may be naturally unfamiliar. Besides the doctors and
the nurses, there are aids, Some of whom through various bedside
occupations, others through massage, electrical, water, or mechani-
cal treatment assist in the restoration of lost functions to injured
muscles.
Light police duties.—Ward officers prepare a list each morning
of such patients as are able to perform light police duties. This
list is submitted to the head nurse who sees to it that these patients
are turned over to the sanitary Sergeant in charge of the group of
wards from which the patients come.
Inquiries about patients.-No patient need fear that his injuries
or disease will be advertised far and wide. The regulations require
that no information regarding his disabilities will be given out to
anybody except those officially entitled to know of them. All letters,
telegrams, and other inquiries about patients under treatment will be
answered by the hospital adjutant’s office upon advice and informa-
tion from the medical officer. Relatives are kept informed of the con-
dition of the patient.
Visitors.-A moment's reflection will show anyone that too fre-
quent visiting interferes with the patient's recovery. The first object
of the medical men and nurses is to get the patient well. So the
hospital authorities have established certain rules and regulations in
the matter of visiting hours. Visitors are allowed to see their friends
in a ward only at a specified time when their presence will in no way
disturb the patient or other patients.
Mail.-Mail is regularly received at the hospital post office. Pa-
tients unable to leave the wards will have their letters delivered to
them. Care should be exercised that friends and relatives know the
correct address of the hospital.
Sick leave—Furlough—Pass.-Recommendations for sick leave
and furlough must be approved by the Ward surgeon and the chief of
service before being referred to the commanding officer, detachment
of patients, and S. C. D. board for disposition. Recommendations
for furlough must be made on the proper form which is furnished
by the office of the detachment of patients. When a furlough is
granted, the patient reports for his furlough certificate to the receiv-
ing ward at the time specified upon the duty slip.
Educational aides.--While still in the ward of a hospital having
“reconstruction work” the patient will be visited by skilled educa-
tional aides who will enable him to occupy his leisure moments with
interesting and useful work—the beginning of a carefully arranged
program of help and hope. It is hardly necessary to say that the pa-
6
tient will, of course, cooperate in every way and thus make his path
back to active life and profitable employement as straight and smooth
as possible.
The convalescent house.--During the period of recovery and re-
education, the patients at general hospitals have access to the conva-
lescent houses established by the Red Cross. A home-like atmosphere
has been provided, a place of retreat where a man may read or may
think and dream amid pleasant surroundings and helpful attend-
ants. Here, too, are good music, plays and “movies,” and the com-
panionship of other fellows. In a word, the pleasures of a combina-
tion home and well-run social club are afforded.
The S. C. D.—Discharge of enlisted men from military service is
granted on account of permanent disability after their health has
been restored physically and mentally to the highest possible point.
The surgeon's certificate of disability (the S. C. D. as it is familiarly
called) will first be approved by the ward Surgeon and the chief
of service and then issued with the approval of the commanding
officer detachment of patients, the S. C. D. board, the commanding
officer of the hospital and the commanding general of the military
department in which the hospital is located.
pon discharge, the disabled man may retain the surgical appli-
ances which are then in his use and are necessary for his comfort or
safety. -
Pay.—The soldier's pay will continue for one month after his dis-
charge and the family allotment and allowance will also continue for
the same period. All inquiries concerning pay should be made to
the enlisted man's commanding officer. In the event of delayed pay-
ment, as early an adjustment as possible will be made. This may
possibly happen occasionally in So large an organization as the
United States Army. -
CURATIVE worksHoP AND EDUCATIONAL work.
Besides the restoration of physical strength, the military hospital,
having reconstruction work, through its educational service seeks to
assist in the restoration of the mind to its normal, regular, everyday
thinking. The aim is to call away a man's thoughts from his injuries
to the hope and promise of a future possibly brighter than before his
disability. We are all aware of the #. that a man may steel his will
against misfortune and face the harder facts of life with determina-
tion to conquer over all obstacles. Most men who have risen have
done so in spite of handicaps.
The primary aim of the educational work is curative; the sec-
ondary aim, training along useful occupational lines, which in itself
is curative. If earlier opportunities for Schooling have been meager
or not at all, now is the golden moment to grasp them while at the
same time physical recovery is effectively aided. If the war broke in
upon plans already partially carried out in trade or profession, here
will be found the chance to continue where the old studies were left
incomplete. Perhaps injuries received will no longer permit the
taking up of the old indoor calling. Out-of-door training in farm
or field may be prescribed.
Special school buildings and curative workshops have been erected
or are in course of construction at a number of military hospitals
7
specially designed for this reconstruction work. A staff of officers
and enlisted men has been appointed as an educational service co-
ordinate and cooperating with the medical, Surgical, nursing, and
laboratory services. The medical men indicate the function or use to
be restored and supervise from the medical standpoint the assign-
ments of patients to curative workshop classes so that they may not
prove harmful but, rather, have the greatest possible value.
While the patient is still in bed, simple games and light tasks are
provided to occupy his hours of enforced leisure and keep his mind
busily engaged upon something interesting and useful. Gradually,
with the coming of greater vigor, this bedside work will develop into
a form requiring more thought and care. The curative value of all
this is uppermost.
As the man's condition improves, shops, classrooms, and gardens
are open to him, upon the advice of the doctors and according to his
needs. Before he takes up this larger work, the patient is examined
to determine his fitness for some particular occupation or group of
occupations, his liking for the work, and his individual ability.
This is one of the most important features of the whole reconstruc-
tion program at the military hospitals.
The artificial-limb workshop will be ready to provide the new leg
or the new arm, the later need for which the present-day surgeon is
always very careful to bear in mind during an operation. At first
the patient may feel that he will never be able to use his new mem-
ber. It may seem too cumbersome or too stiff. Perhaps he will look
upon the crutch as far better. As he learns the value of the new de-
vice and exercises ordinary patience in its use, skill and confidence
will come and discouragement vanish. The Government will provide
that the artificial leg or arm is kept in good condition and that when
it is worn out, a new one will replace it, all without cost to the
man and all in addition to the many benefits stated elsewhere in
this pamphlet.
A GLANCE AT THE HOSPITAL SCHOOL IN ACTION.
Let us now take a quick glance at the educational program as it
appears in actual operation in one of the general military hospitals.
The course is much the same in all the hospitals where such work is
given. A mere reading through of this list of studies will show how
big a work has been undertaken.
I. Bedside Occupational work : Light, interesting handicrafts for those men
who are unable to leave their beds Or their Wards.
II. General educational work : For patients as soon as able to study in
their beds or wards and continued throughout hospital internment.
III. Commercial education : Including Shorthand, typewriting, bookkeeping,
and similar subjects available for any man who wishes to begin to
fit himself for business in civilian life after discharge from the
Service.
IV. Farm work: In the Open air and Sunshine or in the greenhouses to help
more rapid recovery, and to interest him in agricultural as a future
vocation or life work.
W. Recreation and physical training : Both individual and group games,
drill, special exercises for amputation cases, and field Sports, baseball,
pitching quoits, volley ball, punching bag, boxing, roller skating.
VI. Shopwork: Machine-shop work, automobile repairing, pattern making,
cabinetmaking, and woodworking.
8
VII. Shop for orthopedic appliances: Constructing artificial limbs for tem-
porary use.
VIII. Drafting.
IX. Oriental rug weaving : Including the making and repairing of various
kinds of rugs.
X. Shoe repairing: Both hand and machine work.
XI. Printing: Type setting, monotype and linotype operating, and presswork.
XII. Photography.
XIII. Jewelry: Work in making rings and other articles of an ornamental
Inature.
It will be seen that in the liberal course of training and reeduca-
tion provided every man should be able to find something that will
appeal to him. There should be no work slackers after the war;
none who have bravely fought will wish to be. Certainly nobody
whose physical condition is not entirely impaired will have a good
excuse for being out of a job because he has suffered from some injury
or disease. And all these advantages are freely offered in addition
to monthly checks from the Treasury of the United States. Every
man should also remember that taking educational work will not
keep him in the hospital. Only his physical disability will do that.
HELPFUL AGENCIES AT MILITARY HOSPITALS.
American Red Cross.-At several of the hospitals a Red Cross con-
valescent house or room will provide reading and writing facilities,
indoor games, entertainments, and other recreational features.
Books, periodicals, and newspapers are furnished by the American
Library Association.
Letter writing, need of ready cash, sickness and death in the family,
traveling expenses of visiting relatives, delayed pay envelope, credit
extension, advice on all sorts of subjects occupy much of any man's
time every day. The man in the hospital and immediately after
his discharge is beset by many of these troubles and problems at a
time when he is not in a fit condition to give them adequate atten-
tion. The Red Cross enters in the person of a field director and
the home service and renders every needed assistance. Fourteen sub-
divisions of the Red Cross division of civilian relief embrace the
entire country and every small town or village may be reached with-
out delay.
Representative of the War-Risk Insurance Bureau-At every hos-
pital is an agent of the War-Risk Insurance Bureau, either a special
agent sent by the bureau or some other official at the hospital. Every
patient claiming compensation for injury should fill out War-Risk
Insurance Bureau Form 526.
It should be clearly understood that in no way will the reeducation
given in the hospital or as the result of more extensive training by
the Federal Board tend to interfere with the granting of or lessen
the Government's obligation in the matter either of war-risk insur-
ance or of compensation for permanent injuries received in the line
of duty. The law provides for no reduction because of increased
earning power, though it does, of course, provide for increase or de-
crease according as a man’s condition improves or not. It should
be further understood that no instºrance or compensation is paid until
discharge from military life has been granted. Regular, Army pay
continues throughout the hospital period, and the man's family loses
9
neither allotment nor allowance. In cases where both permanent and
total injury have been suffered, payments on the insurance policy will
be continued beyond the usual 20-year period.
Representative of the Federal Board for Vocational Education.—
As a civilian and under the supervision of the Federal Board for
Vocational Education, the disabled soldier when discharged from
the hospital should take courses of study or training especially ar-
ranged to fit him more fully for suitable employment, entirely free
of all cost to him and leading directly to placement in a job and at
least $65 per month for subsistence while in training. While in train-
ing the Federal Board will pay not only for his tuition and books,
but also all his living expenses. It should be recalled that compensa-
tion for permanent disability will not be diminished because a man
has taken vocational reeducation. Every man should avail himself of
this opportunity. While he is receiving reeducation every person will
receive monthly compensation equal to either of the following, which-
ever is the larger: (1) The amount of his monthly pay for the last
month of his active service, or (2) the amount to which he would be
entitled under the compensation provision of the war-risk insurance
law. If the student ex-soldier was an enlisted man at the time of his
discharge, his family will receive the compulsory allotment and allow-
ance while he is studying exactly as it did while he was in active
Ser'VICe.
Further information may be obtained from the representative of
the Federal Board for Vocational Education in the hospital or from
the instructors in the educational staff.
EMPLOYMENT.
Men will be judged more and more by what they can do rather
than by what they have done. Adequate training for some useful
occupation is therefore vitally important. Let no man feel that his
handicap is lasting so far as employment goes. It may even be that
it is a blessing in disguise. As we have stated above, modern skill
has devised artificial limbs and other appliances fitted to restore
men to their former usefulness in very nearly full degree.
The Federal Government, through the Federal Board for Voca-
tional Education, is at work upon the problem of placing returned
disabled soldiers, sailors, or marines in suitable employment. This
will be done in cooperation with the United States Employment Serv-
ice and the help of various State and local organizations and private
agencies. Civil service positions are particularly attractive for dis-
abled men inasmuch as veterans are given preference in appointments.
Opportunities for employment will probably be very great in
farming. The Interior Department has recently announced that
there are in the Government’s hands, 15,000,000 acres of irrigable
land, most of which is in the Mississippi River Valley. Besides this
vast tract, about 60,000,000 more may be reclaimed and made avail-
able for agriculture. Liberal settlement provision undoubtedly will
be made. The Treasury Department will cooperate under the farm
loan act. Farmers, and those intending to be, may now borrow from
$100 to $10,000, at 5% per cent interest, the loans to run from 5 to
40 years upon easy repayment basis.
10
Men will not be hurried into employment but carefully selected
so that their own best interests are served. Employers throughout
the country are being interested. Hundreds have already expressed
their willingness to employ men disabled in the country's service.
LEGAL PROTECTION.
Under the soldiers’ and sailors' civil relief act, an enlisted man
receives a certain measure of protection at law. If any action is
brought in a court against a man in the military service, the man's
friends or the court itself may, through an attorney, protect his in-
terests against loss or damage. Such an attorney may not, however,
waive any right of the person he serves nor bind him by his acts.
No legal judgment by, reason of nonappearance in court may be
rendered against a soldier during the period of his service or within
a given period after his discharge. Any action begun in court
against a soldier may be stayed; that is, postponed, on application
by the soldier or by some person acting for him. The court itself
may take this action. Rent, property owned on the installment plan,
mortgages, civil-life insurance, homestead rights and taxes are all
affected by the law in the soldier's behalf. In addition to govern-
mental legal aid, many communities offer the advantage of legal ad-
vice through voluntary Societies. The home service of the Red
Cross will also render similar assistance.
STATEMENT AUTHORIZED BY THE BUREAU OF WAR-RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war-risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War-Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active Service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War-
Risk Insurance or the chief medical advisor of the Bureau of War-
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be §tº within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
Sulting from an injury or disease caused by a man’s own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War-Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
(11)
12
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War-Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the Service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife and one child, $55.
For a man, wife and two children, $65.
For a man, wife and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each ad-
ditional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless, and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
aid.
p The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It
should be borne in mind that the amount of compensation payable
for ordinary disability is determined, first, by the percentage or the
reduction in the man's earning capacity, and, Secondly, by the num-
ber of persons in his family on whose account he is entitled to
receive compensation, and that such compensation may diminish or
increase accordingly as these factors may change. That is to Say,
a man who is totally disabled is entitled to compensation for total
disability, which may be $30 a month, $45 a. month, $55 a month,
etc., accordingly as he is a single man, married man with no child,
or a married man with a child, etc. When his total disability be:
comes a partial disability, and his earning capacity is diminished
50 per cent, the compensation to which he is entitled from that time
13
on is only 50 per cent of the compensation to which he was entitled
when he was totally disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has suf-
fered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction of his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such exami-
nation or in any way obstructs such examination, his right to compen-
sation is suspended until such refusal or obstruction ceases, and every
person in receipt of compensation for disability shall submit to any
reasonable medical or surgical treatment furnished by the bureau
whenever requested by the bureau, and the consequences of unreason-
able refusal to submit to any such treatment shall not be deemed to
result from the injury compensated for.
In addition to the aforementioned compensation, the injured person
is entitled to reasonable governmental, medical, surgical, and hospi-
tal services, and will be furnished such supplies, including artificial
limbs, trusses, and similar appliances as may be useful and reason-
ably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child’s
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the person
entitled to receive compensation may be required to assign to the
United States any right of action he may have to enforce such lia-
bility of such other person, or to prosecute the action in his own
I) & II)0.
Men entitled to receive compensation on account of disability who
require vocational training or education in order to enable them to
resume employment should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training schools they will receive a
14
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or the
amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be
$30. The Vocational Board, however, allows a certain monthly
amount to a man for board and subsistence. The amount allowed a
single man for subsistence by the Vocational Board monthly is $35.
Thus, a single man receiving vocational training would receive $30
monthly from the bureau and $35 from the Vocational Board, mak-
ing a total monthly payment of $65. An officer who accepts voca-
tional training would, of course, receive a monthly payment equal to
his last month’s pay in the service and would not receive any allow-
ance for subsistence from the Vocational Board, nor would any allot-
ment be required as in the case of an enlisted man.
It is of prime importance that all men who are discharged from
the Service disabled should continue the payment of the premiums
due on their insurance by check, draft, or money order payable to
the Treasurer of the United States, and sent to the disbursing clerk,
Bureau of War-Risk Insurance, Washington, D. C. Unless such
payment is made, their insurance will lapse and they will be deprived
of its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical advisor of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently dis-
abled, his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensation,
he may not be entitled to the benefits of his insurance, as insurance
is payable only in case of death or in the event that the insured
becomes totally and permanently disabled.
IDISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD FOR
WOCATIONAL EDUCATION.
All disabled soldiers, sailors, or marines, whether in or out of the
hospital, should address their communications either to the Federal
Board for Vocational Education, Washington, D.C., or to the district
office of the Federal Board of the district in which they are located.
The district offices of the Board are located at the following points,
respectively:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts, and Rhode
Island. Office: Room 433, Tremont Building, Boston, Mass.
District No. 2.-Connecticut, New York, and New Jersey. Office: Room 711,
280 Broadway, New York, N. Y.
District No. 3.-Pennsylvania and Delaware. Office: 1000 Penn Square
Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and West Virginia.
Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida, and
Tennessee. Office: 1404 Candler Building, Atlanta, Ga.
District No. 6.—Alabama, Mississippi, and Louisiana. Office: 822 Maison
Blanche Annex, New Orleans, La.
District No. 7.-Ohio, Indiana, and Kentucky. Office: 906 Mercantile Library
Building, Cincinnati, Ohio.
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600 The West-
minster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.-Iowa, Nebraska, Kansas, and Missouri. Office: 517 Chemical
Building, St. Louis, Mo.
District No. 10.-Minnesota, North Dakota, and South Dakota. Office: Room
742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.-Wyoming, Colorado, New Mexico, and Utah. Office: 909
Seventeenth Street, Denver, Colo
District No. 12.-California, Nevada, and Arizona. Office: 997 Monadnock
Building, San Francisco, Cal.
District No. 13.-Montana, Idaho, Oregon, and Washington. Office: Room
539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810 Western In-
demnity Building, 1000 Main Street, Dallas, Tex.
O
(15)
*——liº h–
JOINT
\\
REHABILITATION gº º
sº." SERIES No. 4
MONOGRAPH \ &
N
UNIT courthwestfish I
ENGLISH
For NON-ENGLISH SPEAKING MEN
ILLITERATE IN THEIR NATIVE LANGUAGES
º
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN COOPERATION WITH THE
SURGEON GENERAL’S OFFICE
AND THE
WAR-RISK INSURANCE BUREAU
January, 1919 -
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE
(/13
3 4 3
A42–

1919

As a disabled soldier, sailor, or marine, you should remember that
the office of the Surgeon General, War Department, the Bureau of
War-Risk Insurance, Treasury Department, and the Federal Board
for Vocational Education are mutually interested in your welfare
solely. They have arranged a definite plan of cooperation to help
you in every possible way. You can not afford to leave the hospital
until the medical officers have done everything that they can for you
to restore you to physical health and strength. Any other course
will interfere with your vocational success later. Furthermore, you
should by all means take advantage of the educational opportunities
which the hospital has provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos-
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal'Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early, in
your hospital career.
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the
Hospital Educational Service or the representative of the Federal
Board for Vocational Education.
Men discharged from the military or naval service who want infor-
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D.C., or the District Office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston,
New York City, Philadelphia, Washington, Atlanta, New Orleans,
Dallas, St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San
Francisco, and Seattle. For addresses see page 24.
(2)
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
DAVID F. HousTon, Chairman, - JAMES P. MUNRoE, Vice Chairman,
Secretary of Agriculture. Manufacture and Commerce.
WILLIAM C. REDFIELD, CHARLEs A. GREATHousE,
Secretary of Commerce. Agriculture.
WILLIAM B. WILson, ARTHUR E. HoLDER, fº.
Secretary of Labor. e Labor.
P. P. CLAxTon,
Commissioner of Education.
EXECUTIVE STAFF,
C. A. PRossER, Director.
LAYTON S. HAWKINS, Chief Vocational Education Division.
CHARLEs H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education for
wounded and sick soldiers during the time they are in the general
hospitals and after their discharge, the Surgeon General's Office and
the Federal Board for Vocational Education cooperated in the prepa-
ration of a series of courses of study. These courses are tentative
and suggestive. They may, however, be accepted as models so far as
their form and principles which govern their organization are con-
cerned, for all courses whether academic or vocational, where the
adjustment of materials is intended to be made to suit the individual
capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of-
Prof. David Snedden, President of the National Society for
the Promotion of Industrial Education."
Maj. M. W. Murray, Surgeon General's Office.
Prof. Geo. A. Works, Federal Board for Vocational Education.
M. W. Haynes, Secretary of Committee.
The committee was assisted by a large number of specially qualified
experts. Special mention should be made of the service of Maj. A. G.
Crane, S. C., who is responsible for the formulation of the specifica-
tions of the courses.
LOTUs D. CoFFMAN,
Surgeon General's Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(4)
PREFACE.
This unit course was prepared under the direction of the Joint
Committee on Courses of Study for Disabled Soldiers by Second Lieut.
Charles M. Herlihy in collaboration with Maj. A. G. Crane, both of
the Sanitary Corps. It is largely the outgrowth of experience in
instructing men of this class in Walter Reed Hospital, Washington,
D. C. O
The committee realizes that this course as here presented is sus-
ceptible of improvement both in form and content. The committee
particularly desires suggestions for more alternate exercises in con-
nection with each lesson in order to provide a wider range of material
from which instructors may select exercises adapted to the indi-
vidual needs and capacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criti-
cisms and suggestions for improving it. These criticisms will be
greatly appreciated and will receive careful editorial attention.
Criticism by instructors in Army service should be addressed—
To: Surgeon General of United, States Army, Division of Recon-
struction.
Attention of Committee on Courses of Study.
Subject: Revision of Unit Course of Study, English I.
Criticism by instructors under supervision of the Federal Board
should be addressed—
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, English I.
(5)
ENGLISH. I.
INSTRUCTOR'S MANUAL.
(A) QUALIFICATIONS OF STUDENTs.
This course is intended for those men of foreign birth who can not
read or write in their native languages. Such men are strictly
illiterate. Generally they speak some English very badly and
understand simple direct conversation fairly well.
Their most urgent need is training in learning how to write their
names and the facts of personal identification; and in learning how
to recognize the English alphabet and the fundamental phonetic
sounds as expressed in elementary reading.
(B) AIM OF Cours E FOR STUDENTs.
This unit course provides such training in elementary writing and
reading as will raise the student from the state of strict illiteracy to
the grade of elementary literacy. The work is necessarily intensive
in its nature and the material has been selected to meet the special
needs of this problem.
(C) APPROxIMATE TIME.
This unit course is divided into 12 assignments. The average
student will complete the work of one assignment in approximately
75 minutes. This period may be divided thus:
Minutes.
Writing---------------------------------------------------------------------- 20
Phonics---------------------------------------------------------------------- 20
Dictation--------------------------------------------------------------------. 20
Reading---------------------------------------------------------------------- 15
75
In many cases this time allotment will prove too short. Care must
be exercised by the instructor in extending this time for any lesson.
The average illiterate can not concentrate on instruction, study, and
recitation for a longer period. He should be encouraged, however,
to do considerable practice work on his writing during his free time
in the ward. The instructor may readily provide him with some
simple elementary copying assignment to be done “out-of-class”
each day.
The total number of hours will average 15 for this unit course.
(7)
8
(D) EquTPMENT.
(a) Paper.—Ruled paper for all work in this course.
(b) Pencils and pens.—Soft pencils should be used until the
student has mastered the alphabet. Stub pens should then be
provided.
(c) Textbooks. –No textbook is used during the work of the first
nine assignments. Lessons 10, 11, and 12 require the use of Field
and Coveney, “English for New Americans,” Silver, Burdett Co.,
New York ($0.70), or O'Brien, “English for Foreigners” (Book I),
Houghton, Mifflin Co., New York. *
(d) Reading cards.-The reading lesson in assignments 1 to 9 must
be printed on the board by the instructor in large letters. Sight
cards must also be used. The instructor must determine how these
cards are to be available for use. They can be stenciled, printed,
or prepared with brush and ink. A rubber stamp printing outfit
will be very handy. This can be secured from any kindergarten
school supply house. A good outfit will cost $5. -
(Note.—Size of card, 6 by 15 .nches. Size of letter, $ inch. One sentence on a .
card.) -
The contents of the reading lesson which must be printed for each
assignment is as follows:
ASSIGNMENT 1.
We are in a hospital.
We come to school every day.
We are learning English.
• = • * * * * * * * * * * * * * * * * * is our teacher.
ASSIGNMENT 2.
I am a soldier in the United States Army.
I am a patient in this hospital.
I am in Ward - - - - - -.
ASSIGNMENT 3.
I want to be a citizen of the United States.
ſ must learn to read English.
I learn to write English in this school.
ASSIGNMENT 4.
I am a soldier and a patient in this hospital.
We learn to read and write English in this school.
ASSIGNMENT 5.
Every good citizen should learn to read and write English.
ASSIGNMENT 6.
The United States, France, England, and Italy are allies in this war.
9
ASSIGNMENT 7.
This is -------------------- , 19 (date).
This is -------------------- (day).
Yesterday was . . . . . . (day).
To-morrow will be . . . . . . (day).
ASSIGNMENT 8.
We are patients in General Hospital . . . . . . . . . . . . . . . . . . . .
Our address here is, “... eneral Hospital . . . . . . . . . . . . . . . . . . . . .
ASSIGNMENT 9.
General Pershing is the commander of the American troops in Fr nce.
(E) METHOD.
The direct conversational method is most helpful. There is no
formal assignment of conversation work in this course because the
work is selected especially for the needs in reading and writing. In
the oral work of the lesson, however, the instructor must encourage
simple, intelligible sentence answers from the students. Constant
attention must be given to the correction of “word” answers.
The student should keep a record of the words and sounds pre-
sented in each lesson. This notebook can be used to excellent advan-
tage in out-of-class work.
Phonics must more often be caught than taught. The instructor's
model must at all times be exceptionally distinct and telling. The
review work is most important and must be based on the instructor's
record of the special phonic difficulties of the individual student.
|Excellent suggestions for instructors in the best methods of con-
ducting phonic lessons may be found in the following books:
1. H. H. Goldberger, “How to Teach English to Foreigners,”
Public Schools, New York ($0.75).
2. Ives, “Illustrated Phonics,” Longmans, Green & Co., New York.
3. Smith, “Oral English in Secondary Schools, Macmillan.”
This book will furnish supplementary material for the instructor.
Additional references can be found in the bulletin on “Books for
Instructors and Students in Reconstruction Camps, Hospitals, and
Schools.”
Reading work as outlined will appear to be overambitious during
the first lessons. Patience in interesting drill work is essential. The
students will soon coordinate the auditory and visual images and will
be able to read the unit sentence wholes in a very short time. This
type of reading material is an aid in sustaining interest because the
sentences appeal to the adult interests of the men.
98479°—19—2
10
STANDARDS.
A. WRITING.
The student should be able to write his name legibly, i. e., with a
degree of uniformity in size of letters and in their spacing. He should
be able to write the following from dictation:
My name is Private . . . . . . . . . . . . . . . . . . . . .
I am a soldier in the United States Army.
I am a patient in General Hospital . . . . . . . . . . . . . ........
B. READING.
t
The student should be able to read simple sentences in any stand-
ard reader for foreigners of a degree of difficulty equivalent to that
in the following lessons in Field & Coveney’s “English for New Amer-
icans,” pages 74 and 78. •
C. METHOD OF RATING.
The grade of proficiency in writing and reading can be rated by
one of the following terms:
(A) Excellent.
(B) Good.
(C) Passing.
(D) Failure. g
If definite reports can be made giving accurate measures of at-
tainment for the students completing this course, they will be val-
uable as showing what can be done by men in such a short, intensive
course of instruction. See more advanced courses in English for
suggestions as to standard scales and test, some of which may be
useful here.
LESSON I.
WRITING.
(a) Traciag instructor's copy of student's name.
(b) Special study of the formation of the two capital letters in student's name.
(a) Teach the formation of the following small letters:
a, c, d, g, o.
PHONICS.
Teach—
a—hat.
a—late.
a—about.
ai—raid.
all—called.
In supplying type words for use as illustrations of vowel and con-
sonant sounds in the work in phonics, it is suggested that the in-
structor select words which appear in the writing and reading for the
day, or which are included in the student's vocabulary and are closely
related to the lesson topic for the day.
11
DiCTATION.
Write lists of new letters taught.
READING,
Read: "
We are in a hospital.
We come to school every day.
We are learning English.
© tº º º ºs º º tº gº tº gº tº º º ºs e º 'º sº s is the teacher.
LESSON II.
WRITING.
(a) Trace instructor's copy of pupil’s name (at board and desk).
(b) Special study of the correct formation of those letters in student's name which
give the most difficulty.
(c) Attempt independent copy.
(d) Teach the formation of:
b, f, h, k, l.
PHONICS.
Teach:
e—let
ee—feet
ea—seat.
ei—rein.
en—enter. §
Extend the list of key words with others chosen from the lesson for the day.
DICTATION.
Write lists of letters taught.
READING}.
(a) Review Lesson I thoroughly.
(b) Read:
I am a soldier in the United States Army.
I am a patient in this hospital.
I am in ward
* * * * * * * tº ſº º ºs º ºs ºn tº sº sº e º an e
LESSON III.
WRITING.
(a) Have student trace instructor's copy of his name and attempt an independent
Copy. &
(b) Trace this sentence: “I am a soldier.”
(c) Teach the formation of the following letters: e, i, j, p, s, t.
Review: a, f, g, k.
PHONICS.
Teach: t
i—hit.
i—hika,
ie—relieve.
io—lion.
ile—mile.
ill—mill.
Extend the list of key words with others chosen from the lesson for the day.
i
12 ©
DICTATION.
Write lists of new letters.
READING}, w &
(a) Review Lessons I and II.
(b) Read:
I want to be a citizen of the United States.
I must learn to read English.
I can learn to write English in this school.
LESSON IV.
WRITING.
(a) Have student copy instructor's model of his name. (Save paper for improve-
ment and comparison material.)
(b) Trace the sentence: “I am a soldier in the United States Army.” $
(c) Teach the following letters: m, n, q, r.
Review: p, j, s, g, b.
* PEIONICS,
Teach:
o—hot.
o—rode.
oa—load.
oi—boil.
ou—round.
mon—money.
Review: a, e, i.
DICTATION.
Board and desk work on letters and words learned.
READING.
(a) Review Lesson III carefully.
(b) Read:
I am a soldier and a patient in this hospital.
We learn to read and write English in this school.
LESSON W.
WRITING.
(a) Trace this copy: “My name is Private.....................”
(b) Review: “I am a soldier.”
(c) Teach the following letters: u, v, w.
Review: d, f, g, q.
PHONICS.
Teach:
u—run, fun.
u—ruin.
Review: e, i, o.
DICTATION.
(a) Write at desk or board: “I am a soldier in the United States Army.”
(b) First 10 letters in alphabet from memory.
READING}.
(a) Review Lessons III and IV.
(b) Read: “Every good citizenshould learn to read andwrite the English language.”
13
LESSON, WI.
, WRITING.
(a) Trace and copy: “My name is Private..................... ” “I am a soldier
in the United States Army.”
(b) Attempt the above independently.
(c) Teach the following: x, y, z.
Review: v, w, g, p, S.
PHONICS.
Teach:
b—bomb.
d—did.
dr—dry.
f—fall.
h—haul.
j—jaw.
+ Review: a, e, i, o, u.
BICTATION.
Varied tests on these letters: a, b, c, d, e, f, g, h, i, j.
- READING.
(a) Review: Lesson W. sº
(b) Read: “The United States, France, England, and Italy are allies in this war.”
LESSON VII.
WRITING.
(a) Trace and copy the following: “United States of America, Italy, England,
France.”
(b) Teach the following capitals: A, B, C, D, E.
PHONICS.
Teach:
k—kick.
l—lame.
m—maimed.
n—nine.
p—pipe.
Review: b, d, f, h, j.
DICTATION.
Test and time the writing of all the small letters in the alphabet.
(Have record of
sample lessons for comparison.)
READING}.
(a) Review: Ilesson VI.
(b) Read:
This.--------------------. 19...
(Day of the week.)
This is
Yesterday was . . . . . . . . . . .
To-morrow will be.........
14
LESSON VIII,
WIRITING.
(d) Copy the following from the instructor's model: “The United States, England.
France, and Italy are allies in the “World War.’”
(b) Teach the following capitals: F, G, H, I, J.
PHONICS.
Teach:
q—quick,
I’—I'O2.I.
s—sisters.
t—tight.
v–valve.
Review: b, d, f, h, j.
DICTATION.
Test and time the writing of all the small letters of the alphabet. (Compare record:
with previous work.)
REAI) ING .
We are patients in General Hospital . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Our address here is—
* “General Hospital. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
= • * * * * * * * * * * * * * * * * * * * * * * * * * * * *
LESSON IX.
WRITING.
(a) Copy from instructor's model: “President Wilson is our Commander in Chief.”
(b) Teach the following capitals: K, L, M, N, O, P.
(c) Review: B, D, G, J.
PHONICS.
Teach:
w—win.
X—fix.
y—year. w”
Z—dizzy.
Review: f, k, p, n, 1.
DICTATION.
Test and time the writing of the Small letters of the alphabet. (Compare records
on form.)
REAIDING.
General Pershing is the Commander of the American Troops in France.
LESSON X.
WRITING.
(a) Copy from instructor's model: “Every soldier in the United States Army may
become a citizen now.”
(b) Teach the following capitals: R, S, T, U, V, W, X, Y, Z.
15
PHONICS,
Teach:
bl—blare.
br—broke.
ch—chest. *
cl—clear.
cr—Crash.
fl—flood.
DICTATION.
Desk and board work in writing parallel columns of small and large letters.
º READING. $
Field & Coveney’s “English for New Americans, ’’ page 74.
LESSON XI.
WRITING.
{a) Copy from instructor's model: An American soldier fights for “World Freedom.”
(b) Copy: 1, 2, 3, 4, 5. -
(c) Review: D, D, G, K, P.
PHONICS.
Teach:
gl—glad.
gr—great.
ck—back.
gh—rough.
ght—right.
kn—knife.
IDICTATION.
Test and time written work on parallel columns of small and capital letters.
READING.
ſ
Field & Coveney’s “English for New Americans,” page 78.
LESSON XII
WRITING.
(a) Copy from instructor's model:
The American Army represents the “Right.”
“Right” always triumphs over “Might.”
(b) Copy: 6, 7, 8, 9, 0.
PHONICS.
Teach:
ng—hang.
ou—how.
ough—plough.
sh—shot.
th—thin.
wh—white.
DICTATION,
I am an American Soldier. t
My name is Private ....... tº º G & º e º e º gº tº tº e tº
- 0.
16
READING}s
Field & Coveney’s “English for New Americans,” page 86.
Make as accurate a test as possible of the men's attainment due to this course of
study and report it in the records. It will help to make this course more effective
for other men who may follow the revised later editions.
READING CARDS FOR UNIT COURSE, ENGLISH I.
A. PURPose.
These cards are similar to “sight reading” cards used in elementary schools.
They are intended for rapid drill in reading. There are many ways in which they
will be found useful. The key sentence on the back of each card enables the instruc-.
tor to present the faces of the cards rapidly to the students and know what is being
presented, while the cards are being held with the back to the instructor and the
face toward the student. Similar cards can be made for phonic and spelling drills
and for comprehension drills. The latter can be very attractive and valuable by
making the cards present orders to be obeyed without oral reproduction such as:
Please close the door; Open your book, etc.
B. PREPARATION OF CARDs.
Cards suitable for use with men can not be purchased but must be prepared by the
instructor as directed under “Equipment.” In fact, the greatest teaching value of
such devices is found when the subject matter grows out of the particular needs of
each group of men. Care must be taken that each sentence be printed in exactly
the same form as it is likely to appear in ordinary reading matter. Avoid all dia-
critical marks and unusual capitalization, underscoring, punctuation, etc.
The record on the back of each card can be conveniently made on a typewriter
and pasted on the upper left-hand corner of the large reading card which should be
about 6 by 15 inches. The following would be the record on the back of card No. 1:
We are in a hospital.
English I. - *
Assignment I. Sentence I.
The face of the card will contain nothing but the sentence in large type, “We are
in a hospital.”
Other cards can be made in the same way for other sentences, phonograms, phonics,
orders, or exercises. The following sentences have been suggested in the assignments
made in this course:
ASSIGNMENT 1.
SENTENCE 2.
We come to School every day.
SENTENCE .3
We are learning to speak English.
SENTENCE 4,
gº tº e º sº tº ſº º ºs º º º is the teacher.
17
AssIGNMENT 2.
SENTENCE 1.
I am a soldier in the United States Army.
SENTENCE 2.
I am a patient in this hospital.
SENTENCE 3.
I am in ward number .....
Assign MENT 3.
SENTENCE 1.
I want to be a citizen of the United States.
SENTENCE 2.
I must learn to read English.
SENTENCE 3.
I can learn to write English in this school.
ASSIGNMENT 4.
SENTENCE 1.
I am a soldier and a patient in this hospital.
SENTENCE 2.
We learn to read and write English in this school.
AssIGNMENT 5.
SENTENCE I.
Every good citizen should learn to read and write the English language.
Assign MENT 6.
SENTENCE 1.
The United States, France, England, and Italy are united in this war.
Assign MENT 7.
SENTENCE 1.
To-day is ----- -----, 19.- .
SENTENCE 2.
This day is ----- º e º e º e º - © e e s e e s
- SENTENCE 3.
Yesterday was --------------------
SENTENCE: 4s
To-morrow will be --------------------.
18
AsSIGNMENT 8.
SENTENCE 1.
We are patients in General Hospital we ºn sº e º gº tº tº e C C,
SENTENCE 2.
Our address here is General Hospital, ................................ tº tº Q & © º
tº º ſº º º ºs º ºs º º ºs º sº ºn tº º, º e s is • ----------.
AssIGNMENT 9.
SENTENCE 1.
Gen. Pershing is the commander of the American troops in France.
STATEMENT AUTHORIZED BY THE BUREAU OF WAR-RISK INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
Service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war-risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War-Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War-
Risk Insurance or the chief medical adviser of the Bureau of War-
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man's own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
(19)
20
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War-Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War-Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may
receive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the service, nor is any compensation
payable for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife and one child, $55.
For a man, wife and two children, $65.
For a man, wife and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each
additional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
paid.
21
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man's earning capacity, and, secondly, by the number of per-
sons in his family on whose account he is entitled to receive compensa-
tion, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who
is totally disabled is entitled to compensation for total disability,
which may be $30 a month, $45 a month, $55 a month, etc., ac-
cordingly as he is a single man, a married man with no child, or a
married man with a child, etc. When his total disability becomes a
partial disability and his earning capacity is diminished 50 per cent
the compensation to which he is entitled from that time on is only 50
per cent of the compensation to which he was entitled when he was
totally disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
ife without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such examina-
tion or in any way obstructs such examination, his right to compensa-
tion is suspended until such refusal or obstruction ceases, and every
person in receipt of compensation for disability shall submit to any
reasonable medical or surgical treatment furnished by the bureau
whenever requested by the bureau, and the consequences of unreason-
22
able refusal to submit to any such treatment shall not be deemed to
result from the injury compensated for.
In addition to the aforementioned compensation, the injured person
is entitled to reasonable governmental, medical, surgical, and hospital
services, and will be furnished such supplies, including artificial limbs,
trusses, and similar appliances as may be useful and reasonably
necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the person
entitled to receive compensation may be required to assign to the
United States any right of action he may have to enforce such liability
of such other person or to prosecute the action in his own name.
Men entitled to receive compensation on account of disability who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be $30.
The Vocational Board, however, allows a certain monthly amount to
a man for board and subsistence. The amount allowed a single man
for subsistence by the Vocational Board monthly is $35. Thus a
single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
monthly payment of $65. An officer who accepts vocational training
would of course receive a monthly payment equal to his last month's
pay in the service and would not receive any allowance for subsistence
\
23
from the Vocational Board, nor would any allotment be required as
in the case of an enlisted man.
It is of prime importance that all men who are discharged from
the service disabled should continue the payment of the premiums
due on their insurance by check, draft, or money order payable to the
Treasurer of the United States and sent to the disbursing clerk,
Bureau of War-Risk Insurance, Washington, D.C. Unless such pay-
ment is made, their insurance will lapse and they will be deprived of
its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical advisor of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently disabled
his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensation,
he may not be entitled to the benefits of his insurance, as insurance
is payable only in case of death or in the event that the insured
becomes totally and permanently disabled.
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD FOR
WOCATIONAL EDUCATION.
All disabled soldiers, sailors, or marines, whether in or out of the
hospital, should address their communications either to the Federal
Board for Vocational Education, Washington, D.C., or to the district
office of the Federal Board of the district in which they are located.
The district offices of the Board are located at the following points:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass. *
District No. 2.-Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York, N. Y.
District No. 3.-Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C. b
District No. 5.—North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 1404 Candler Building, Atlanta, Ga.
District No. 6.—Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7.—Ohio, Indiana, and Kentucky. Office: 906 Mer-
cantile Library Building, Cincinnati, Ohio.
District No. 8.—Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.—Iowa, Nebraska, Kansas, and Missouri. Office:
517 Chemical Building, St. Louis, Mo.
District No. 10.—Minnesota, North Dakota, and South Dakota.
Oſfice: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.-Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 12.—California, Nevada, and Arizona. Office: Room
997 Monadnock Building, San Francisco, Cal. &
Dictrict No. 13.—Montana, Idaho, Oregon, and Washington. Of-
fice: 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810.
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O
(24)
}
|
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w Rehabilitatiºnograph Joint Series No. 5
: § Nº. **
Q
sº *
**,” Ç
& N
* **, ºr course—ENGLISH II
i.
** -
unW’
BEGINNERS’ COURSE IN
ENGLISH
FOR NON-ENGLISH SPEAKING MEN
LITERATE IN THEIR NATIVE LANGUAGES
º
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN COOPERATION WITH THE
SURGEON GENERAL’S OFFICE
AND THE
WAR-RISK INSURANCE BUREAU
r"
**
January, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE
Ö 1919
Q
(V 13
3.43
.A.: 2–


As a disabled soldier, sailor, or marine you should remember that the
Office of the Surgeon General, War Department, the Bureau of War=
Risk Insurance, Treasury Department, and the Federal Board for Voca-
tional Education are mutually interested in your welfare solely. They
have arranged a definite plan of cooperation to help you in every pos=
sible way. You can not afford to leave the hospital until the medical
officers have done everything that they can for you to restore you to
physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital has
provided for you. }
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos=
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager -
to render this service for you, and you should consult them early in
your hospital career.
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hos=
pital Educational Service or the representative of the Federal Board
for Vocational Education.
Men discharged from the military or naval service who want infor-
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the District Office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and seattle. For addresses, see page 32.
{{?
365
sº
jº º
*
* { é -->
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
DAVID F. Houston, Chairman, JAMES P. MUNROE, Vice Chairman,
Secretary of Agriculture. Manufacture and Commerce.
WILLIAM C. REDFIELD, CHARLES A. GREATHouse,
Secretary of Commerce. Agriculture.
WILLIAM B. WILSON, ARTHUB E. HoldFB,
Secretary of Labor. Labor.
P. P. CLAxTON,
Commissioner of Educa-
tion.
EXECUTIVE STAFF.
C. A. PRossER, Director.
LAYTON S. HAWKINS, Chief Vocational Education Division.
CHARLES H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in the general
hospitals and after their discharge, the Surgeon General’s Office and
the Federal Board for Vocational Education cooperated in the
preparation of a series of courses of study. These courses are tenta-
tive and suggestive. They may, however, be accepted as models,
so far as their form and principles which govern their organization
are concerned, for all courses, whether academic or vocational, where
the adjustment of materials is intended to be made to suit the in-
dividual capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of:
Prof. David Snedden, President of the National Society for
the Promotion of Industrial Education;
Maj. M. W. Murray, Surgeon General's Office;
Prof. George A. Works, Federal Board for Vocational Edu-
cation;
M. W. Haynes, Secretary of Committee.
The committee was assisted by a large number of specially qualified
experts. Special mention should be made of the services of Maj.
A. G. Crane, Sanitary Corps, who is responsible for the formulation
of the specifications of the courses.
LOTUs D. CoFFMAN,
Surgeon General's Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(4)
PREFACE.
This unit course was prepared under the direction of the Joint
Committee on Courses of Study for Disabled Soldiers and Sailors
by Second Lieut. Charles M. Herlihy in collaboration with Maj. A.
G. Crane, both of the Sanitary Corps. It is largely the outgrowth of
experience in instructing men of this class in Walter Reed Hospital,
Washington, D. C.
The committee realizes that this course as here presented is sus-
ceptible of improvement both in form and content. The committee
particularly desires suggestions for more alternate exercises in con-
nection with each lesson in order to provide a wider range of ma-
terial from which instructors may select exercises adapted to the
individual needs and capacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criti-
cism and suggestions for improving it. These criticisms will be
greatly appreciated and will receive careful editorial attention.
Criticism by instructors in Army service should be addressed—
To: Surgeon General of United States Army, Division of Recon-
struction.
Attention of Committee on Courses of Study.
Subject: Revision of Unit Course of Study, English II.
Criticism by instructors under supervision of the Federal Board
should be addressed—
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, English II.
(5)
f ENGLISH II.
TEACHER'S MANUAL.
A. QUALIFICATIONS OF STUDENTS.
This course is intended for those foreign-born students who can
read and write in their native language, but who can not read or
write in English. These men speak some English badly but under-
stand ordinary everday conversation and questions very readily.
The simplest test for literacy in the native language is had in ques-
tions similar to these:
WRITING.
“Do you get letters from home in Italian (or Polish, Greek, etc.)?”
“Do you write letters home in your own language?”
READING.
“Can you read these words in Italian (or Polish, Greek, etc.)?”
“Can you read your newspaper in Italian (or Polish, Greek, etc.)?”
(NOTE-Use Field & Coveney’s “English for New Americans,”
which contains vocabularies in ten different languages.)
B. AIMS OF COURSE FOR STUDENTs.
This course aims to provide the student with such training in read-
ing and writing as will help him to read simple English sentences
and to write the facts of his personal history and experiences in
simple letter form.
Conversation training can be given in the presentation and prac-
tice work in reading. Formal work in conversation is assigned in
order to encourage the student to be willing to attempt to talk in
English and to allow for the special study of a list of the most com-
mon errors in speech. *
(7)
8
C. APPROxIMATE TIME TO COMPLETE THE Course.
This is a 24-hour course, divided into 16 assignments. Each assign-
ment requires 90 minutes, which may be divided as follows:
Minutes.
Conversation 15
Spelling - - - 10
PhoniCS 10
Penmanship –––––––––––––––––– 10
Copying ----------------------------------------------- 10
Reading –––––––––––––– Tg 20
Dictation - 15
90
Each assignment is prepared on the basis of a simple theme or story
which describes the facts of personal history and presents experience
in a military hospital.
D. NECESSARY EQUIPMENT, Books, AND MATERIALs.
(a) Ruled paper for all written work.
(b) Soft pencils; stub pens.
(c) Blackboard space.
(d) Sight cards as helpful devices for interesting review and drill
work.
(e) One of the following books:
(1) Beshgeturian, “Foreigner's Guide to English,” World
Book Co.
(2) O'Brien, “English for Foreigners,” Book I, Hough-
ton & Mifflin Co.
(3) Field and Coveney, “English for New Americans,”
Silver Burdett Co. ($0.75.)
SUGGESTIONS TO TEACHERs.
The art and Science of teaching English to immigrants and the
best methods of using the “Direct Conversational Method” in train-
ing students to talk English correctly, deserve careful study as a
unique teaching problem. No extended elaboration of this work is
attempted here. Instructors will profit from the careful study of
two recent books on this subject, viz:
(a) Goldberger, “How to Teach English to Foreigners,” H. H.
Goldberger, P. S. 18—, New York. ($0.75.)
(b) “First Steps in Americanization,” Mahoney and Herlihy,
Houghton & Mifflin Co., Boston. ($0.75.)
The following pointers are presented as teacher's helps in present-
ing each of the subjects outlined under each assignment.
9
(a) CoNVERSATION.
The purpose of this work is to encourage the student to talk in
English by presenting a subject for discussion which will appeal to
his interests and about which he will be willing to talk.
A conversation subject is provided under each assignment. This
subject serves as the nucleus around which all the work of the assign-
ment is developed. The evident value of unity under such a plan ap-
peals to the student and assures conscious progress throughout the
entire unit course. A theme or short, simple story development is
also presented, which serves the dual purpose of providing suggestive
conversation material and the content of the writing and spelling
lessons.
The instructor solicits answers by clear, simple questions on the
theme subject. Invariably the student will answer with one word.
Instructors must not be satisfied with such evidences of mere recog-
nition of the meaning of the question. Sentence answers must be re-
quired, even if given in simple imitation of the instructor's model.
Insist on sentence answers to every question. Encourage the student
to frame the sentence independently. When this can not be done
the instructor must answer the question in correct sentence form and
have the pupil repeat it frequently and distinctly. The questions
and answers must be written on the board during the development
of the theme in conversation.
Paper charts have been suggested as a device which will serve in
the place of the blackboard and may be kept as a convenient form
of record for review work.
The theme subjects assigned are but suggestions as to what any
instructor might prepare. The test for such subjects is, “Does this
Subject suggest experiences which appeal to the student’s interests?”
(b) SPELLING.
A list of spelling words is selected from each theme for formal
study. The standard in choice of spelling words is “Will the im-
migrant use this word in his Social or personal business letter writ-
ing?” Time limitations restrict the work on general spelling lists.
Only a comparatively few words can be taught. The Ayres list of
1,000 words is helpful in suggesting the most common words. Make
the selection practical. Words are practically chosen for spelling
in this unit course if they are words which the immigrant will use
in writing.
(c) PHONICs.
The choice of phonic sounds for special study must be based, on
the content of the conversation and reading lessons.
98480°–19—2
10
The phonic lists in the first six lessons, however, cover in review
form the fundamental sounds and combinations as outlined in Unit
Course, English I. The lists selected for each assignment are not
ânclusive. No course in phonics can meet all the varying needs of
the individual students of several nationalities. Each immigrant ,
must receive special help for his particular difficulties. The lists
presented may be considered as the minimum requirement and do not
cover the whole range of fundamental sounds. The instructor must
keep a careful record of the individual phonic difficulties of each
student. -
(d) PENMANSHIP.
Ten minutes in each lesson may profitably be spent on the study
of penmanship, i. e., correct formation and spacing of letters.
The instructor’s aim in this work must not be overambitious.
These men desire to write legibly. There is no place in this unit
course for the study of the finer points in penmanship style. The
average immigrant will progress rapidly and to his entire satisfac-
tion if he is taught correct writing position (foot, back, arms, hand,
and fingers) and then given practice lesson material. Suggestions
for this practice material are available in several of the copybooks
now not used generally in teaching children to write. This material
is of value with adults, however, who must be taught correct letter
formation in a very short space of time.
The following are recommended for use in this course. (Instruc-
tors are urged to study the “Suggestions for teachers,” which are
well stated in the prefaces of both books): .
(1) Smith’s “Intermedial Penmanship, No. 3,” Macmillan Co.,
New York.
(2) Spencer’s “Practical Writing, No. 4,” American Book Co.
(e) COPYING.
Each student should have his own notebook in which he copies
the theme of each lesson, the spelling words, and the phonic list
words.. He likes to have this record in convenient form for out-of-
class study. The instructor should comment frequently on the neat-
ness of these notebooks and should mark them occasionally with blue
pencil for special excellence.
Devices of this sort are especially helpful and encouraging; rough
draft of the copy work should first be made on paper before entering
it in the notebook.
(f) READING.
Twenty minutes is assigned to the formal reading lesson in which
the textbook is used.
The instructor must make a careful selection of the reading les-
sons in any of the three books recommended, Choose those lessons
11
which offer a simple paragraph development of a subject. Do not
waste time on the first 20 or more lessons found in most of the books
available. These first lessons generally provide conversation ma-
terial and are not adapted to the special needs in our problem of
reading in this course.
Do not allow any one student to read too much at one time. Train
him to read the lesson over silently, to pick out those words which he
does not understand and ask for explanation; to select the words
which he can not pronounce correctly and, in brief, challenge the
greatest self-activity in the reading from the pupil. When he does
read aloud, watch for pronunciation, inflection, and “Smoothness.”
Work on one or two sentences. Encourage the student by frequent
compliment and correct his oral reading by patient, kindly, animated
good model reading. He will improve by drill work in imitation
of the teacher's model.
M (g) DICTATION.
The immigrant enjoys testing work in writing. Interest may be
aroused by selecting a student to conduct the dictation lesson when
a group is working together. Each lesson should be corrected and
occasionally rewritten. The dictation papers should be kept from
day to day. They serve as the best record of the pupil’s progress
and are of interest to the student and instructor alike.
STANDARDS FOR RATING STUDENTs.
(a) PENMANSHIP.
The Thorndike Scale in penmanship can be used to note im-
provement. Grade 8 may be considered average for students at the
completion of this course. If possible make test at the beginning
of the course and again at the close. Report these tests in the records.
Samples of student's work before and after taking the course will
be valuable. The committee on Course of Study, English II, as
mentioned in the “Foreward” will welcome reports and samples of
student's work. All such reports on this trial course will be helpful
in revising this course.
(b) READING.
The existing comprehension, vocabulary, and oral reading tests
may need revision to meet men's requirements. Instructors who are
interested in measuring the progress of the men in this course will
profit by examining Thorndike's comprehension and vocabulary tests
and Gray's oral reading scale. The former can be secured from
Teachers' College, Columbia University, New York City, and the
latter from the School of Education, University of Chicago.
ENGLISH FOR NON-ENGLISH-SPEAKING MEN-LITERATE IN
NATIVE LANGUAGE.
ASSIGNMENT I.
CONVERSATION.
Subject: “Who I am?”
Suggestive questions: *
What is your name?
What are you doing now?
Where are you?
What is the name of this hospital?
Why are you here? etc., etc.
Theme:
My name is Private $$.
I am a Soldier in the United States Army.
I am now a patient in General Hospital
I am in Ward ------.
I am receiving treatment for ------.
SPEILING.
In 8. Iſle patient
Private General Hospital
Soldier Ward
United States Surgeon
Army treatment
PEIONICS.
a—hat * e—let
a—late ee—meet
a—ahead ea—Seat
ai—raid ei—rein
all—called en—enter
PENIMAIN SHIP.
Teach the correct formation of the letters in the Student's name.
COPYING.
z
Cepy theme on paper and in notebook-
Copy phonic lists.
Copy spelling words.
READING.
(NotE.—Reading assignments in these lessons will be indicated according to
texts as follows:
Book Al-Beshgeturian, “Foreigners Guide to English.”
Book B–O'Brien, “English for Foreigners,” Book I.
Book C–Field & Coveney, “English for New Americans.”)
Book A–page 179.
Book B–page 16.
Book C–page 80.
(12)
13
DICTATION.
Any four sentences from the theme.
Any five words from spelling list.
AsSIGNMENT II.
CONVERSATION.
Subject: “My address.”
Suggestive questions:
Do you get letters from home?
What address is on the envelope?
Is the address correct?
Can you write your address as it is on the board?
Who brings the mail to the hospital?
Etc., etc.
Theme:
I like to get letters from my family.
I received a letter this week from my brother.
He sent a letter to me last month which I did not receive.
He did not write the address correctly on the envelope.
My address here is:
Private
General HOSpital
*
SPELLING.
like received month
letters Week correctly
from this envelope
family t brother
PEIONICS.
i—hit ill—mill Oi–boil
i—bite O—hot Ou—round
ei—receive O—rode On—money
ile—mile Oa—load
PENMAN SEIIP.
Teach correct formation of letters in student’s and instructor’s name and
address. -
COPYING.
Copy theme.
Copy phoniCS.
Copy spelling.
* * READING,
Book A–pages 179 and 180.
Book B–page 23.
Book C–page 82.
DICTATION.
Dictate and correct any five sentences in Theme II, and any two Sentences
in Theme I.
-*. *
14
ASSIGNMENT III.
CONVERSATION.
Subject: “Where I have lived.”
Questions:
Where were you born?
In What part of –––––––––––– was your home?
What big city was near your home in the “old country’”?
What work did you father do?
How long did you go to school?
How old were you when you left the “old country "2 etc., etc.
Theme: \
I Was born in the country of ––––––––––––.
I was born on , 18––.
I am now ------ years old.
I went to School in ------------ for ------ years.
My father worked as a ------------ in the Old COuntry.
My father is dead (living).
My mother is dead (living).
I left ------------ to come to the United States when I was ------ years
Of age.
SPELLING.
born twenty dead
country * thirty living
In OW father left
years worked When
PHONICS. /
Ul—I’Ulm b—bone f—fall
u–ruin d—did h—haul
Review a, e, i dr—dry j—job
PENIMATNSIHIP.
Review for individual difficulties the formation of the following letters:
8, C, d, g, O re
COPYING.
1. Copy theme.
2. Copy phonic lists.
3. Copy spelling words.
READING.
Book A-page 181.
Book B–page 24.
Book C–page 86.
DICTATION.
Any four sentences in Theme III.
Any five words from I and II.
ASSIGNMENT IV.
CONVERSATION.
Subject: “Army ea periences.” \
Suggestive questions:—
In what town or city were you drafted? (Did you enlist?)
When did you go to camp?
Where was this Camp?
What was your company?
In what other camps and hospitals have you, been?
Theme:
I joined the Army on the ------ Of y
I Was inducted into Service on , 191 ––.
I Was assigned to Company x Regiment ------------
This Camp is located in
I stayed here for ------ weekS.
I was transferred to
I have been in the following camps and hospitals
I came to this hospital on , 19
I have been here for ------------ WeekS.
SPELLING.
joined assigned CampS
city, Company hospitals
to Wn Regiment --__________ (State)
State following ----________ (State)
PHONICS.
k—kick p—pipe t—tight
1 —late Q —quick V—Valve
m—maimed I”—roar
n—nine S—Sisters
PENMAN SETIP.
Review for individual difficulties the formation of the following letters:
b, f, h, k, 1
A, B, C, D, E
COPYING.
1. Copy theme.
2. Copy spelling words.
READING.
Book A–page 183.
Book B–page 34.
Book C–page 92. d
DICTATION.
Any three Sentences in theme.
Any eight review Spelling words.
ASSIGNMENT W.
CONVERSATION.
Subject: Why I am in the hospital.
Suggestive questions:
What ward are you in 2
What is the ward surgeon's name?
What treatment are you receiving?
How long have you been in the hospital?
How much longer do you expect to be here?
(NOTE:-The instructor should know the clinical history of each student be-
fore he attempts any instruction. Care must be exercised in avoiding any
unnecessary or improper questioning about the student’s ailment or disability.
The facts of the case are a matter of record and can generally be ascer-
tained through the Reconstruction Office.)
16
Theme:
I am receiving treatment which will help to cure me of ------------ *
(adapt to special cases).
I am now in Ward -------.
The ward surgeon’s name is
We have medical inspection every morning at 9.
(Select sentence describing the treatment for the individual student.)
SPELLING.
receiving CUlre Ida Iſle
treatment every medical
which Ward inspection
help Surgeon morning
PEIONICS. sº g
W–Win y—year
x—fix Z—dizzy
Review: a, e, i, o, u.
sº
PENMAN SHIP.
IReview the formation of the following letters in Order to detect individual
Clifficulties :
e, i, j, p, S, t
E, F, G, H.
Copy simple review theme sentences from instructor's model. Look for uni-
formity in letter size.
COPYING. *
1. Copy theme.
2. Copy phonics. sº
3. Copy spelling Words.
READING,
Book A–page 184.
Book B–page 35. "
Book C—page 95.
DICTATION.
Any three sentences in theme.
Any ten review Spelling Words.
ASSIGNMENT WI.
CONVERSATION.
Subject: “Home.”
Suggestive questions:
Where were you born?
When did you come to the United States?
Where did you live?
What is your home address now?
Are you married?
With whom did you live?
Have you any brothers or sisters in this country?
What are their names? \
Where do they live?
Will you go back to ------------ When you are discharged?
17
Theme: &
I was born in –––––––––––– , On § , 18––.
I landed in this country in New York (Boston, etc.) on ------------
* =gº º ſº tº sº. , 19––.
I went to live with my friends in g
My home address now is ------------------ Street, ------------.
(Other sentences stating simplest facts of family ties of the individual
student.)
SPELLING.
landed live address
Country wife brothers
New York friends Sisters
Went home Cousins
PHONICS.
bl—blare Cr—Crash gr—great
br—broke kn—knife Ck—back
ch—chest fl—flood gh—rough
Cl—Clear gl—glad ght—right
PENIMAN SEIIP.
Review the formation of the following letters, in order to detect individual
difficulties:
In, In, Q, I'
I, J, K, L,
Copy from instructor's model:
“Every soldier must obey orders.”
COPYING.
1. Copy theme. #
2. Copy phonics.
3. Copy spelling words.
Study review lists.
READING.
Book A–page 185.
Book B–page 36.
Book C–page 96.
DICTATION.
Any three sentences from theme.
Any ten review words.
ASSIGNMENT WII.
CONVERSATION.
Subject: “My job.”
Suggestive questions:
} Where were you working before you joined the Army?
What was the name of the concern?
What did they make?
How long had you worked for this concern?
Did you like this work?
How much did you earn?
What were your chances for getting a better job with more pay?
Will you earn more money if you can speak, read, and write English?
18
N.
Theme: d te
I Worked as a ------------ before I joined the Army,
This shop is in the ------------ Of z
The name of the Concern is “ Co.”
They made ------------ and ------------ and ------------.
I worked for this concern for ------ years.
I Was earning ------ dollars a week.
I would not like to go back to this shop.
I can get a better job if I learn to speak, read, and write English.
SPELLING.
Worked CODCOrn made Would
before IläIſle years like
joined Speak Week read
Shop Write dollars English
PEIONICS.
gl—glad Wh—White th—there
ng—hang Wh—Where th—with
Ow—how Sh—shot
Ough—plough th—thin
PENIMAN SEIIP.
Review the correct formation of the following letters in order to detect special
difficulties of individual Students:
u, V, W, X, y, Z
M, N, O, P
Copy from instructor's model:
“General Pershing is the head of the American Army in France.”
º
COPYING.
1. Copy theme. t
2. Copy phonics.
3. Copy spelling words.
READING,
Book A-page 187.
Book B–page 37.
Book C–pages 101 and 102.
DICTATION.
Any three Sentences in theme.
Any ten review words.
ASSIGNMENT WIII.
CONVERSATION.
Subject: “Reconstruction opportunities.”
Suggestive questions:
What were your chances for getting a better job before you joined
the Army?
Would you have had a better job if you had known English?
Would you have earned more money if you had known how to repair
an automobile?
Would you like to learn how to manage a farm?
Do you know that you can learn about these trades in this hospital?
(Printing, telegraphy, etc.)
19 º
Theme:
The Army will help me to earn a good living after I am discharged.
I can get this help from the Reconstruction Service.
I can learn how to talk, read, and write good English.
I can learn about a new trade here.
I can learn more about my old trade.
The trades taught in the Reconstruction Service here are: Automobile
work, printing, electrical work, drafting, telegraphy, farming, etc.
I will get well quicker by doing some work in Reconstruction.
SPELLING,
Army discharged English
help - Reconstruction quicker
€8. I’Il education trades
living. learn taught
PHONICS.
h—help tion—Reconstruction pr—printing
ch—discharged ght—taught phy—telegraphy
PENIMAN SEITIP.
(a) Free arm exercise (two-space ovals).
(b) Teach correct formation of these capitals:
Q, R, S, T, U, V, W, X, Y, Z
COPYING.
1. Copy theme.
2. Copy phonics.
3. Copy spelling Words.
READING,
Book A–page 190.
Book B–page 39.
Book C.—page 104.
DICTATION.
Any four sentences in theme VIII.
Any two sentences in theme VII. \
ASSIGNMENT IX.
CONVERSATION.
Subject: “A better job.”
Suggestive questions:
What work were you doing before you joined the Army?
How much did you earn in a week?
How much did the foreman earn?
Did the foreman speak English?
Could you ever be a foreman if you did not know English?
Would you like to learn a new trade?
Theme:
I must Speak good English to get a good job.
I must read and Write English.
I can learn English in the Reconstruction School.
I can go to evening school also when I am discharged.
I must know English and arithmetic to get a job as a foreman.
We have many good opportunities for education in the United States.
* 20
SPELLING.
must Write know
Speak Reconstruction foreman
good school Opportunities
English discharged education
PHONICS.
St—must Wr—Write ch—discharged
Sp—Speak Sch—School kn—know
Select five phonic combinations from the reading lessOn.
PENMAN SHIP.
(a) Free-hand movement:
One-space ovals.
Two-Space Ovals.
(b) Smith’s “Intermedial Penmanship,” book 3, page 1,
Spencer’s “Practical Writing,” book 4, page 1.
COPYING.
1. Copy theme. */
2. Copy phonics.
3. Copy spelling.
READING,
Book A–page 193.
Book B–page 43.
Book C—page 103.
DICTATION.
Dictate any five sentences of Theme IX.
Study Theme VI. Dictate any two sentences.
ASSIGNMENT X.
CONVERSATION.
Subject: “Ward regulations.”
Suggestive questions:
Who is the Officer in charge of your Ward?
What must you do if you wish to go to town?
Theme:
Every patient in a military hospital is under military discipline.
Each patient receives his orders from his ward surgeon.
Military orders must be obeyed here just as carefully as in a camp.
No patient is allowed to leave the grounds without a pass.
We must get up at 7 o'clock in the morning.
We must be in bed at 9 o'clock at night.
SPELLING.
patient military hospital
discipline receives Orders
Surgeon Obeyed carefully
allowed leave Without
21
PHONICS
tient—patient gr—grounds *
SC—discipline th—without
St—must cl—O’clock
geOn—Surgeon (Five sounds from reading lesson.)
PENIMAN SEIIP.
(a) Free-hand writing movements:
Two-Space Ovals.
One-Space Ovals.
(b) Smith's “Intermedial Penmanship,” book 3, page 2.
Spencer’s “Practical Writing,” book 4, page 2.
COPYING.
1. Copy theme. -
2. Copy phonics. -
3. Copy spelling words.
READING.
Book A-Page 195.
Book B–Page 44.
Book C–Page 106.
DICTATION.
Five Sentences in Theme IX.
TWO Sentences in Theme IV.
ASSIGNMENT XI.
CONVERSATION.
Subject: “Mess hall.”
Suggestive questions:
Where do you eat your meals?
Where is the meSS hall?
How many men can eat at one time?
What did you have for breakfast?
Theme:
All the patients who are able to walk eat in the mess hall.
The men sit at long tables.
The food is served to us in large dishes.
An officer inspects the mess every day.
The tables and dishes are always very clean.
The food is good and we have plenty to eat.
SPELLING.
able Sit large every
Walk tables dishes always
eat food Officer plenty
mess hall Served inspects have
PHONICS.
eSS—IOleSS rge—large all—hall ea—Clean
ng—long Sh—dishes cl—clean Off—Officer
22
PENIMIANSIHIP.
(a) Free-hand writing:
One and two Space Ovals.
(b) “Intermedial Penmanship,” book 3, page 5, or
“Practical Writing,” book 4, page 4.
COPYING.
1. Copy theme.
2. Copy phonics.
3. Copy spelling.
DICTATION.
Any five sentences in Theme XI.
Any two sentences in Theme II.
ASSIGNMENT XII.
CONVERSATION.
Subject: “Breakfast.”
Suggestive questions.
rº. (Similar in form to those of previous assignments.)
Theme:
We report at the mess hall for breakfast every morning at seven-thirty.
We have many different kinds of food for breakfast.
Fruit, cereal, eggs, coffee, milk, butter, and bread are served.
Our food is always good.
SPELLING.
breakfast kinds coffee
Served fruit milk
seven-thirty Cereal good
different bread butter
PHONICS.
br—break th—thirty br—bread
St—fast nd—kind lk—milk
TV—Served fr—fruit tious—nutritious
(Any five phonic sounds from reading.)
PENMANSIHIP.
(a) Free-hand writing:
Oval drills.
(b) “Intermedial Writings,” book 3, page 10, or
“Practical Writing,” book 4, page 11.
COPYING.
1. Copy theme.
2. Copy phoniC.S.
3. Copy spelling words.
READING.
Book A–page 196.
Book B–page 48.
Book C–page 108.
23
DICTATION.
Any five sentences in Assignment XII.
Any two sentences in Assignment I.
AsSIGNMENT XIII.
CONVERSATION.
Subject: “Dinner.”
Suggestive questions:
(Similar to those in previous assignments soliciting answers similar
to the sentences of the following theme.)
Theme:
Dinner is served at twelve O’Clock noon.
We have soup, meat, vegetables, and dessert for dinner.
The meats are beef, lamb, veal, pork, and chicken.
The soups are made from meat and vegetables.
Some of the vegetables are: Beans, peas, COrn, Cabbage, tomatoes, po-
tatoes, Onions, and beets.
The desserts which we have most often are pudding and ice cream.
SPELLING.
twelve tomatoes chicken
vegetables ice cream Onions
cabbage SOUp Often
pudding beef potatoes
dinner lamb deSSert
| PEIONICS.
in—dinner Cl—O'Clock rk—pork
rv—Served ea—meat eg—vegetables
tw—twelve ee—beef egg—egg
Any five sounds from the reading lessOn.
PEN MAN SEIIP.
(a) Free-hand writing movement:
One and two space ovals.
(b) “Intermedial Penmanship,” book 3, page 15, or
“Practical Writing,” book 4, page 13.
COPYING.
Copy theme, phonics, spelling.
DICTATION,
Any five Sentences in Theme XIII.
Any two sentences in Theme III.
READING.
Book A-page 198.
Book B–page 50.
Book C–page 110.
ASSIGNMENT XIV.
CONVERSATION.
Subject: “Supper.”
Suggestive questions:
(Select those which will help to elicit answers similar to the sen-
tences in this theme.) t
24
Theme:
We eat supper every night at five-thirty.
We have good bread and butter at every meal.
We have cold meat or a stew for supper.
Some of the following fruits are served at supper: Prunes, peaches,
apricots, or apple sauce.
We digest our food well when we chew our food slowly.
!
SPELLING.
Supper following digest
prunes peaches Chew
every apple - slowly
Cold SällCé
Stew apricots
PEIONICS.
up—supper ld—Cold 3. Ul—Sa UICe
ght—might ea—meat Ch—chew
y—generally ew—Stew sl—slowly
Any five Sounds from the reading lessOn.
PENMANSIHIP.
(U) Free-hand Writing: *
Oval drills (note improvement in uniformity).
(b) “Intermedial Penmanship,” book 3, page 17, or
“Practical Writing,” book 4, page 14.
COPYING.
Copy theme, Spelling, phonics.
g READING!.
Book A-page 201.
Book B–page 51.
Book C–page 112.
I).ICTATION.
Any five sentences in Theme XIV.
Any two sentences in Theme X.
Assign MENT XV.
CONVERSATION,
Subject: “Red Cross House.”
Suggestive questions:
(Leading questions on thoughts suggested in following theme.)
Theme:
The Red Cross House is always pleasant and, cheerful.
We can write our letters in this building.
The Red Cross men and women are glad to help a soldier, when he is
in trouble. e
We can play cards and pools in the Red Cross House.
There is always good music being played.
The evening entertainments are very enjoyable.
25
SPELLING.
Red CrOSS Write trouble
house letters pool
always building music
pleasant WOIOleIn entertainment
cheerful glad
PHONICS.
cr—Cross Wr—Write ou—trouble
Ou–house ui—building Oy—enjoyable
ea—pleasant Ip-help
Any five difficult sounds from reading.
PENINMAN SETIP,
(a) Free-hand movement:
Oval drills (note improvement).
(b) “Intermedial Penmanship,” book 3, page 20, or
“Practical Writing,” book 4, page 16.
COPYING.
Copy theme, phonics, spelling.
READING.
Book A-page 208.
Book A-page 55.
Book C–page 150.
DICTATION.
Five sentences from Theme XV.
Five Sentences from Theme XIII.
AsSIGNMENT XVI.
CONVERSATION.
Subject: “The canteen.”
. Suggestive questions:
(Questions should suggest answers similar to the following
Sentences.)
Theme:
Every Army post has a canteen.
The canteen is a store in which the soldier can buy everything he needs.
The Canteen is managed by Army men.
The goods are sold at a low price.
We buy ice cream, cake, pie, smokes, tonic, and candy at the Canteen.
We can buy stationery and toilet articles at the canteen also.
SPELLING.
Canteen Store managed CakeS
every Which price Smokes
Army buy ice Cream candy
post every pies t
PEIONICS.
St—Store th—thing pr—price *
wh—which ld—Sold th—there
Any five difficult Sounds from the reading.
26
.# PENMAN SEIIP,
(a) Free-hand movement exercises:
Oval drills (note improvement in form).
(b) “Intermedial Penmanship,” book 3, page 21, or
“Practical Writing,” book 4, page 18.
COPYING.
Copy theme, phonics, spelling.
READING,
Book A-page 210.
Book B–page 68.
Book C–page 159.
DICTATION.
Any five sentences in Theme XVI.
Any two sentences in Theme XIV.
*
STATEMENT AUTHORIZED BY THE BUREAU OF WAR-RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
Service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war-risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War-Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims Section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War-
Risk Insurance or the chief medical advisor of the Bureau of War-
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man's own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
(27)
28
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurrent in the line of
duty, the Bureau of War-Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War-Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the Service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife, and one child, $55.
For a man, wife, and two children, $65.
For a man, wife and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each addi-
tional child up to two. -
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum not
exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
aid. & *
p The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
29
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man's earning capacity, and, Secondly, by the number of per-
sons in his family on whose account he is entitled to receive compensa-
tion, and that such compensation may diminish or increase accord:
ingly as these factors may change. That is to say, a man who is
totally disabled is entitled to compensation for total disability,
which may be $30 a month, $45 a month, $55 a month, etc., accord-
ingly as he is a single man, a married man with no child, or a married
man with a child, etc. When his total disability becomes a partial
disability and his earning capacity is diminished 50 per cent the
compensation to which he is entitled from that time on is only 50
per cent of the compensation to which he was entitled when he was
totally disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
‘life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such exam-
ination or in any way obstructs such examination, his right to com-
pensation is suspended until such refusal or obstruction ceases, and
every person in receipt of compensation for disability shall submit
to any reasonable medical or surgical treatment furnished by the
bureau whenever requested by the bureau, and the consequences of
unreasonable refusal to submit to any such treatment shall not be
deemed to result from the injury compensated for.
In addition to the aforementioned compensation, the injured per-
son is entitled to reasonable governmental, medical, surgical, and
30
hospital services, and will be furnished such supplies, including arti-
ficial limbs, trusses, and similar appliances as may be useful and rea-
sonably necessary. t
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the per-
son entitled to receive compensation may be required to assign to
the United States any right of action he may have to enforce such
liability of such other person or to prosecute the action in his own
Ila,Iſle.
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training Schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the Service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife, or child, to which the Gov-
ernment adds the usual allowance. Thus, a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be $30.
The Vocational Board, however, allows a certain monthly amount
to a man for board and subsistence. The amount allowed a single
man for subsistence by the Vocational Board monthly is $35. Thus,
a single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
monthly payment of $65. An officer who accepts vocational training
would of course receive a monthly payment equal to his last month’s
pay in the service and would not receive any allowance for subsistence
from the Vocational Board, nor would any allotment be required as
in the case of an enlisted man.
It is of prime importance that all men who are discharged from the
Service disabled should continue the payment of the premiums due on
31
their insurance by check, draft, or money order payable to the Treas-
urer of the United States, and sent to the disbursing clerk, Bureau of
War Risk Insurance, Washington, D. C. Unless such payment, is
made, their insurance will lapse and they will be deprived of its
benefits. Care should be taken to continue these payments of pre-
miums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical advisor of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently dis-
abled, his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensation,
The may not be entitled to the benefits of his insurance, as insurance
is payable only in case of death or in the event that the insured be-
comes totally and permanently disabled.
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD FOR
WOCATIONAL EDUCATION.
All disabled soldiers, sailors, or marines, whether in or out of the
hospital, should address their inquiries about their specific cases
either to the Federal Board for Vocational Education, Washington,
D. C., or to the district office of the Federal Board of the district in
which they are located. The district offices are located at the follow-
ing points:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston, --
Mass.
District No. 2–Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York.
District No. 3.-Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6.-Alabama, Mississippi, and Louisiana. Office: 822.
Maison Blanche Annex, New Orleans, La. ^ * ->
District No. 7.-Ohio, Indiana, and Kentucky. Office: 1212–14
Mercantile Library Building, Cincinnati, Ohio.
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.—Iowa, Nebraska, Kansas, and Missouri. Office: 517
Chemical Building, St. Louis, Mo.
District No. 10.—Minnesota, North Dakota, and South Dakota
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.-Wyoming, Colorado, New Mexico, and Utah. Of
fice: 909 Seventeenth Street, Denver, Colo.
District No. 12.—California, Nevada, and Arizona. Office: 99
Monadnock Building, San Francisco, Cal. \ *
District No. 13.−Montana, Idaho, Oregon, and Washington. O
fice: Room 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 8
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O












(32)
- -
------
`i - Rehabilisiºn Monograph JOINT SERIES No.
k *. % St. a. -
**. $
. . *NIT COURSE—ENGLISH III
? es Q
N-
N. -
2 ADVANCE COURSE IN ENGLISH
FOR FOREIGN-BORN MEN
LITERATE IN THEIR NATIVE LANGUAGES
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN COOPERATION WITH THE
SURGEON GENERAL’S OFFICE
AND THE
WAR-RISK INSURANCE BUREAU
January, 1919
(TRIAL EDITION)
| WASHINGTON
GOVERNMENT PRINTING OFFICE
U B .
3 & 3:
# 2, 2–

1919

As a disabled soldier, sailor, or marine you should remember that
the Office of the Surgeon General, War Department, the Bureau of \,
War=Risk Insurance, Treasury Department, and the Federal Board for
Vocational Education are mutually interested in your welfare solely.
They have arranged a definite plan of cooperation to help you in every
possible way. You can not afford to leave the hospital until the medi-
cal officers have done everything that they can for you to restore you
to physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital has
provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos=
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career.
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hos-
pital Educational Service or the representative of the Federal Board
for Vocational Education.
Men discharged from the military or naval service who want infor-
mation should write to or call at the office of the Federal Board for S
Vocational Education, Washington, D. C., or the District Office of time
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and Seattle. For addresses, see page 31.
(2)
t/3
563
| 22
Aº
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
DAVID F. Houston, Chairman, JAMES P. MUNBoE, Vice Chairman,
Secretary of Agriculture. Manufacture and Commerce.
WILLIAM C. REDFIELD, CHARLEs A. GREATHOUSE,
Secretary of Commerce. Agriculture.
WILLIAM B. WILSON, ARTHUR E. HoDDER,
Secretary of Labor. Labor.
P. P. CLAXTON,
Commissioner of Education.
EXECUTIVE STAFF,
/ C. A. PRossER, Director. tº
LAYTON S. HAwKINs, Chief Vocational Education Division.
CHARLES H. WINSLow, Chief Research Division.
J. A. C. CHANDLEE, Chief Rehabilitation Division.
98662°–19 (8).
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in the gen-
eral hospitals and after their discharge, the Surgeon General’s Office
and the Federal Board for Vocational Education cooperated in the
preparation of a series of courses of study. These courses are tenta-
tive and suggestive. They may, however, be accepted as models So
far as their form and principles which govern their organization are
concerned for all courses, whether academic or vocational, where the
adjustment of materials is intended to be made to suit the individual
capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of: Prof. David Snedden, president
of the National Society for the Promotion of Industrial Education;
Maj. M. W. Murray, Surgeon General's Office; Prof. Geo. A. Works,
Federal Board for Vocational Education; M. W. Haynes, secretary
of committee.
The committee was assisted by a large number of specially quali-
fied experts. Special mention should be made of the service of Maj.
A. G. Crane, Sanitary Corps, who is responsible for the formulation
of the specifications of the courses.
LOTUs D. CoFFMAN,
Surgeon General’s Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(5)
PREFACE.
This unit course was prepared under the direction of the Joint
Committee on Courses of Study for Disabled Soldiers by Second
Lieut. Charles M. Herlihy in collaboration with Maj. A. G. Crane,
both of the Sanitary Corps. It is largely the outgrowth of experience
in instructing men of this class in Walter Reed Hospital, Washing-
ton, D. C.
The committee realizes that this course as here presented is sus-
ceptible of improvement both in form and content. The committee
particularly desires suggestions for more alternate exercises in con-
nection with each lesson in order to provide a wider range of material
from which instructors may select exercises adapted to the individual
needs and capacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criticisms
and suggestions for improving it. These criticisms will be greatly
appreciated and will receive careful editorial attention.
Criticism by instructors in army service should be addressed:
To: Surgeon General of United States Army, Division of Recon-
struction.
Attention of Committee on Courses of Study.
Subject: Revision of Unit Course of Study, English III.
Criticism by instructors under supervision of the Federal Board.
should be addressed:
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, English III.
(7)
ENGLISH III.
TEACHER'S MANUAL.
QUALIFICATIONS OF STUDENTS.
This unit course is intended for those men who were born in non-
English speaking countries but who have lived in this country for
several years. Their ability in English measures up to the following
standards:
(a) Oral English: These men speak English readily though in-
accurately. They understand very well and will tell the facts of their
social, educational, and economic history without diffidence even
though the form of their speech is ungrammatical.
(b) Reading: These men can read simple narrative and descriptive
English paragraph with a good appreciation of the content but in a
halting style and generally weak in pronunciation.
(c) Writing: These men are willing to attempt to write a social
letter which will show some appreciation of sentence structure, but
which will contain many errors in spelling, capitalization, and
punctuation.
These men are ambitious by nature, eager to learn and generally
have attended evening schools or have done considerable independent
work in the study of English. They are excellent student material
and deserve considerable individual attention in the selection and
adaptation of their school work to their special life interests. Such
men are often qualified by native talent to be foremen and superin-
tendents.
AIMS OF COURSE FOR STUDENTS.
(a) Oral English: Training in oral English must be concerned with
the correction of individual errors in speech and abundant practice in
conversation on topics which appeal to their interests.
(b) Reading: At the end of the course these men should be able to
read the newspaper intelligently and intelligibly. ve
They should have an appreciation of several good books in history
and civics, and a desire for further reading of several good monthly
publications on topics of current interest.
They should be able to read a paragraph aloud in such a way as to
show that they understand sentence structure, the elements of simple
expression, and the correct pronunciation of our most common words.
98662°–19—2 (9)
1()
. The native accent of his own language will not be entirely removed
but should be minimized as much as possible.
(c) Written English:
1. Form: The student should write freely and legibly on
completing this course. -
2. Spelling: He should know the most common words and
should have acquired an appreciation of the value of
the dictionary habit. He should know the accepted
forms of simple, Social, and personal business letters and
should be able to write a fairly good letter on suggested
topic of interest.
(d) Civics and History: The student should know the funda-
mental facts in the history of his adopted country. He should be
able to interpret the “American idea " from the study of the lives of
our national heroes. He should be able to appreciate the privileges
of American citizenship as typified in explanations of daily experi-
ences—clean streets, public Schools, postal Service, etc. He should be
thoroughly familiar with the reasons why America entered this war,
and should be taught why the draft law was fair to all and a typi-
cal expression of the responsibilty of the American citizen to do his
part for the common good.
TIME REQUIREMENTS.
Each assignment of this unit course will require 90 minutes for the
average student. The following Schedule of subjects and time allot-
ments under each assignment is merely suggestive. The time schedule
must be adjusted to the student's circumstances.
(a) Conversation r 20 minutes
Personal history.
Oral reproduction of historical stories.
Practical civics discussion.
Common errors in Speech. . .
(b) Phonics 10 minutes
(Selected from reading and from list of individual difficulties.)
(c) Written English 20 minutes
Penmanship.
Social letterS.
Personal busineSS letterS.
Reproduction.
(d) Spelling—Dictation—Dictionary study 20 minutes
(e) Reading 20 minutes
BOOkS.
NewspaperS.
Magazines.
EQUIPMENT,
Ruled paper.
Soft pencils.
Stub pens.
11
Penmanship books (suggested list):
(a) Smith's Intermedial Penman, Books 5 and 6, Macmil-
lan Co., New York.
(b) Spencer's Practical Writing, Books 6 and 7, American
Book Co., New York. -
(c) Palmer Penmanship Book, A. N. Palmer Co., New York.
Reading books:
(a) O'Brien's English for Foreigners, Book II, Houghton
Mifflin Co., New York.
(b) Chancellor’s Reading and Language Lessons, American
Book Co., New York.
(c) Sharpe's Plain Facts for Future Citizens, American Book
Co., New York.
(d) Hill and Davis’ Civics for New Americans, Houghton
Mifflin Co., New York.
(e) Turkington’s “My Country,” Ginn and Co., New York.
METHODS.
The following suggestions are offered for the guidance of the in-
structor in each of the subjects outlined:
(a) Conversation: These students experience no difficulty in ex-
pressing their needs or opinions in English. Their diction is poor,
however, and the instructor must appeal to immediate personal inter-
ests to awaken a desire for more correct expression. Such interests
may be the man's personal pride in correct speech because it is distin-
guishing, or the man's ambition to speak correct English as an asset
in securing a better position. These interests must be reached because
the average student of this type. does not sense the real need for
training in oral English as keenly as the beginner. The conversation
work in the course is outlined as follows:
1. Subject.
2. References.
3. Common errors. •
It would not be possible to detail the conversation lessons in theme
form as has been done in Unit Courses Ia and Ib. The instructor does
not have to adhere so strictly to the “theme’’ idea—formally stated
and developed. The conversation work, however, must be developed
around one central topic. Otherwise the work will be aimless, irrele-
vant, and of less lasting value to the pupil.
The references stated under assignments 9, 10, 11, 12 are supplemen-
tary reading suggestions for the instructor. Some of this reading
material may not be adapted to the special abilities or interests of
certain students. The instructor must make a selection which will fit
the individual case. The standards for this selection are:
1. A content which will appeal to the interests of an adult man.
2. A form which will be simple enough for the elementary abilities
of these students.
12
COMMON ERRORS OF SPEECHI.
The common errors of speech noted under each assignment are
presented as suggestive material for this type of work. The instruc-
tor must exercise extreme caution in the use of these ungrammatical
phrases and sentences. Individual errors in speech must form the
basis of work of this type. Do not present to the student in formal
exercise study any incorrect form which he has not used. The correct
form must be taught in interesting drill exercises.
For suggestions in the teaching of this type of language work
consult—
1. Charter's Teaching the Common Branches, page 90. Houghton,
Mifflin Co.
2. H. H. Goldberger, How to Teach English to Foreigners.
3. Mahoney’s Standards in English. World Book Co.
(b) Phonics:
Difficulties in pronunciation are corrected and clinched by selected
phonic drills on the troublesome sounds. Each assignment offers a
list of phonics which are most commonly considered difficult.
The instructor must supplement this list with the combinations
which he has recorded as needing study by the individual student.
(c) Written English: -
Penmanship: These men are generally anxious to make special
improvement in their penmanship. Three penmanship manuals have
been noted in the equipment list. The instructor must decide which
type of penmanship work will benefit the student most. Some men
will be helped by work of the “copy-book” style, others will advance
more rapidly by the training outlined in the strict muscular-move-
ment systems. The copy books are recommended solely because of
the expediency in their use. No arbitrary decision in favor of either
system can be made to cover every case. Regardless of method, see to
it that the student improves the legibility and free control of his
handwriting.
SOCIAL LETTER WHITING.
These students are accustomed to write letters home in their native
language. The instructor must make tactful suggestions as to the
possibilities for letters in English to their families, friends, former
employers, etc. The fundamental principle for all letter writing is, of
course, that the writer tell some things which will be of real interest
to the recipient of the letter. The friends of the disabled soldier in
a military hospital are all keenly interested in learning from him
the facts of his condition, improvement, and the details of his daily
experiences in the hospital. Many of these experiences may seem to
be more or less trite to instructor and student. Both must try to put
themselves in the place of a mother, sister, sweetheart, or friend, and
13
the writing of letters becomes much more interesting. The student
should be allowed to make a preliminary rough draft of his letter
which the instructor must correct, constructively criticize, and de-
velop. The student should be encouraged to make his final copy a
model of correctness in penmanship and form.
The personal business letter will naturally be developed around
such situations as: (a) Letter of application for a position. (5) Letter
of acceptance or nonacceptance of an offer of a position. (c) Letter
to a mail-order house for articles of food and clothing.
The importance of correct form in business-letter writing must be
taught thoroughly in abundant exercises.
(d) Reading:
The instructor should have the several textbooks recommended for
this unit course at his disposal. The aim in reading work must in-
clude the notion that these students need and benefit from a variety
of books of the type which will appeal to their interests while in the
hospital and will hold over in independent reading later.
Time limitations will require a most careful selection of reading
lessons from the books recommended.
A suggestive program is offered in the course outline under each
assignment. The instructor may use these at his own discretion. The
student should be urged to do considerable reading outside of class
and he is generally very glad to do so. Arrangements may be made
by the librarian of the American Library Association to provide the
men with copies of each book. Vocational bulletins issued jointly
by the Surgeon General’s Office and the Federal Board for Vocational
Education will offer good material for reading and conversation.
The instructor must read considerably to the class. This practice
is valuable in training the pupil’s ear to the niceties of correct English
expression.
The student must be encouraged to ask questions about the meaning
of those words and sentences which he does not understand. News-
paper reading is both interesting and helpful. The instructor must
arrange to have copies of the daily papers in class. The progress
will be slow aſ first, but interest can be maintained by a careful selec-
tion of the reading. News items should be read and explained. Later,
work may be done with the readings and discussions of the editorials.
. Some reading might well be attempted in publications such as
Leslie's Weekly and the Literary Digest.
The dictionary habit must be taught under these conditions of
real needs. Too little attention is generally given to this necessary
training in the use and understanding of dictionary helps.
(e) Spelling:
The Ayres Word List is recommended as a basal list of words for
these men. Much work on the study of spelling will have to be done
14
outside of class. The words in the word lists, while being those
likely to be used in the language topic for that lesson, have also been
Selected from reliable lists of words most commonly used in every-
day life. Almost all of the words in the spelling lists are found in
Ayres 1,000 words.
Review lists of words in any of the common spelling textbooks of
the fifth, sixth, and seventh grade may be used with discretion. The
student should keep his personal list of spelling words for reference
and study.
STANDARDS, \
(a) Conversation :
Rate a student’s ability excellent, good, fair, or poor on the following:
1. Ability to express his opinions on topics of current interest with clear-
neSS and correctness in Sentence form. ſº
2. Ability to answer in correct sentence form the facts of his social, voca-
tional, and Army experiences.
(b) Written English :
1. Test his penmanship with grade 13 of the Thorndike Scale.
2. Test the language of the social letters with the following: Nassau County
Supplement to the Hillegas Scale for Measuring Quality of Composition (Qual-
ity 3.8).
3. Test his personal business letter with the following: Preliminary Exten-
sion of Hillegas Scale (Quality 60).
These scales can be obtained from Teachers' College, Columbia University,
New York City.
UNIT COURSE, ENGLISH III.
ENGLISH FOR FOREIGN-BORN MEN-LITERATE IN THEIR NATIVE
LANGUAGE.
(Advanced.)
AsSIGNMENT I.
CONVERSATTON.
(a) Topic: “My first month's experience in the Army.”
NoTE.—The instructor must elicit sentence answers from student, in which
he will tell the facts of his enlistment or induction and his first impressions of
Army life.
(b) Correct in drill exercises the common grammatical ërrors of the men
such as: “I done it.” “I seen it.” “It ain’t so.” “I have got yet more pain.”
PEIONICS.
(a) Vowel sounds. See O. B. II, page 5.
In this unit course the references to text books are as follows:
O'Brien's English for Foreigners, book II: O. B. II.
E[ill and Davis’s Civics for New Americans: EI. & D.
Turkington’s My Country: Turk.
Sharpe's Plain Facts for Future Citizens: Sharpe.
Chancellor's Reading and Language LeSSons: Chanc.
15
WEITTEN ENGLISEE,
(a) Social letter:
1. Content. Have the student attempt a letter to a friend or relative
in which he will describe his present physical condition. .
2. Form. Correct; teach proper heading.
(b) Penmanship : Practical Writing, book 7, page 1.
(c) Formal study of sentences: See O. B. II, pages 2 and 4.
SPELLING.
The spelling lists provided in this unit course are merely suggestive of the
kind of words which these students Should study. These Lists may be consid-
ered minimum requirements. The instructor will Supplement as fully as the
student’s ability will allow.
again arrived corporal
goes heard drilling
using lieutenant national
having Captain fatigue
Camp Sergeant
DICTIONARY WORK.
Look up five simple nouns from reading lesson. Teach the sign “n” and
its meaning.
DICTATION.
Five sentences illustrations of five Spelling Words.
READING,
“Sharpe,” page 43:
(a) Silent reading.
(b) Explanation of difficult words.
(c) Oral reading.
(d) Oral reproduction.
TESTS.
If possible, tests of penmanship and language will be very helpful here. See
“Standards” in this manual. Such tests should help in guiding the instruction
throughout the course, and as a measure of accomplishment when compared
with final results.
ASSIGNMENT II.
CONVERSATION.
(a) “My job in Army service.”
(NotE.-The instructor should aim to develop confidence in the student when
he is narrating this and other experiences. Note the most flagrant violations
of correct speech, but do not interrupt his story with corrections. The student
will not feel free to talk if the corrective criticism is too exacting during the
work of the first six or eight assignments.
(b) Correct in drill exercises the common grammatical errors of the men such
3S :
I come here last year.
They learn you to Speak.
I am finished of it.
PEIONICS.
(a) O. B. II, page 78.
(b) Review five phonic Sound difficulties in reading of Assignment I.
16 *
WRITTEN ENGLISEI.
(a) Social letter:
1. Content. Have student write a letter to his mother or sister asking
for gloves or Sweater.
2. Form. Teach Correct Salutation.
(b) Exercises in correct use of verbs in present tense: O. B. II, page 9.
(c) Penmanship: “Practice Writing,” book 7, page 2.
SPELLING,
Well increase WOOlen
better almOSt gloves
expect promise able
leave SWeater against
DICTIONARY WORK.
Have student look up the meanings of five verbs in reading lesson. Teach
the abbrevation “V.”
IDICTATION.
Any six Sentence illustrations of spelling words.
READING,
Chanc., page 22.
ASSIGNMENT III.
CONVERSATION.
(a) “My funniest experience in Army service.” **
(NotE.-Train for sentence sense, i. e., one thought in one sentence.)
(b) Correct in drill exercises the common errors made by the men, such as-
He was to his friend’s home.
Can I borry a knife?
PEIONICS.
(a) O. B. II, page 17.
(b) Any five sounds from reading lesson in II and III.
WRITTEN ENGLISEI.
(a) Social letter:
1. Content. Have student write a letter to his girl friend thanking
her for a box of Sweets.
2. Form. Review heading and Salutation. Teach proper form of
friendly close.
3. Formal study in exercises of regular verbs in past tense. See O. B.
II, page 14.
PENMAN SEIIP–PRACTICE WRITING.
* Book 7, page 4.
SPELLING,
receive kind arrived
y sterday cake deserve
mail Candy Satisfy Q
Safe affair
| DICTIONARY. g
Have pupils look up five adjectives selected from reading. Teach abbrevia-
tion and meaning of adjective.
17
* DICTATION.
Any six sentence illustrations of spelling Words. N
READING.
Chanc., page 46.
ASSIGNMENT IV.
CONVERSATION.
(a) “Why I left the “Old Country.’” &
(b) Correct in drill exercises the common errors made by the men such as-
1. He looked different than me.
2. We bought this by a fruit, man.
3. It won’t hurt none.
PEIONICS.
(a) O. B. II, page 97.
(b) Any five sounds from reading assignment 4.
(c) Review phonic lists 1, 2, 3.
WRITTEN ENGLISEI.
(a) Social letter:
1. Content. Have student write a letter to his girl friend asking her
for her latest photograph.
2. Form. Teach correct Spacing for heading and salutation.
(b) Formal study of the verbs. O. B. II, page 16.
(c) Penmanship:
1. Two space ovals. N
2. Practice Writing, book 7, page 5.
SPELLING,
would supply employed
keep discharged friend
table Ordered folks
folkS evening experience
DICTIONARY.
Have pupils look up Six Words in reading lesson, including nouns and ad-
jectives. Have pupils illustrate these words in sentences in which they are
used.
DICTATION.
Any six spelling words as illustrated in sentences.
READING,
(a) Chanc., page 81.
(b) Newspaper reading. Any short news item.
ASSIGNMENT W.
CONVERSATION.
(a) “The job I had before I joined the Army.” Train for sentence sense.
(One thought in one sentence.)
(b) Correct in drill exercises the common errors made by the men such as
The book here is tore.
Hand me them books there.
He was to the doctor.
18
PEIONICS.
(a) O. B. II, pages 5 and 17.
(b) Select any six sounds in reading in assignment 5.
WRITTEN ENGLISH.
(a) Social letter: 1. Content. Have student write a letter to his girl friend
thanking her for her picture.
(b) Form. Teach Capital letters in heading.
(c) Formal study of use of auxiliary verbs. See book O. B. II, page 23.
SPELLING,
picture afternoon following
pleasing evening º sick
expression because become
morning Stronger business
DICTIONARY.
(a) Have students look up the meanings of five adverbs selected from the
reading.
(b) Have students give sentence illustrations of these words from an under-
standing of their meanings.
DICTATION.
Any 20 words from assignment 1, 2, 3. &
Aº’ READING.
(a) “Sharpe,” page 50.
(b) Newspaper reading. Short news items.
ASSIGNMENT WI.
CONVERSATION.
(a) “The job I would like when I am discharged.”
(b) Correct in drill exercises the common errors made by the men such as-
1. Where are you at?
2. Leave me See that.
3. Gimme a pencil.
PEIONICS.
(a) O. B. II, page 29.
(b) Select any five sounds from spelling or reading.
WRITTEN ENGLISH.
(a) Social letter: Have student write a letter to a friend with whom he
worked before he entered the Army asking for information about work con-
ditionS.
(b) Drill in correction on sentence sense. (One thought in one sentence.)
(c) Formal study of nouns. See O. B. II, pages 25 and 31.
SPELLING.
returned getting citizen
house hiring conditions
expect hope Salary
furlough change
19 C
DICTIONARY,
Have student select three words from reading assignment which he does not *
understand and which he must learn to explain from independent use of dic-
tionary.
DICTATION.
Any six sentence illustrations of Spelling words.
READING.
“Chanc,” page 80.
AsSIGNMENT WII.
CONVERSATION.
(a) “The books which have helped me most.” This topic provides excel-
lent opportunities for the instructor in practical suggestions for developing the
“library habit.” *
(b) Correct in drill exercises the common errors madé by the men, such as-
I See him when he done it.
You wasn’t there.
Joe Spoke like he was mad on him.
PEIONICS.
(a) O. B. II, page 107.
(b) Five sounds from reading assignment.
(c) Review lists in assignments 1, 2, 3.
WRITTEN ENGLISEI.
(a) Social letter:
1. Write a letter to a brother telling of the opportunities for reedu-
cation in the hospital and in the schools controlled by the Fed-
eral Board for Vocational Education.
2. Pay special attention to sentence sense and to capitals and periods.
(b) Formal study in exercises of “pronouns.” See O. B. II, pages 48 and 50.
SPELLING,
reconstruction trade CºlliSe
chance together district
education Imachines
learn material
DICTIONARY.
Have students look up synonyms for five spelling words and use them in ,
Sentences.
DICTATION.
(a) Any six spelling words illustrated in sentences.
, (b) Any 10 words from Spelling lists in Assignments 3 and 4.
READING.
“Sharpe,” page 79.
* ASSIGNMENT WIII.
CONVERSATION, (REPRODUCTION work).
1. Read “The Public Library,” H. & D., page 19.
(NotE—The instructor should read slowly and with careful emphasis. The
student must be trained to note the main idea in each paragraph. During the
20 º
^s. N
first lessons of this type the instructor may find it hecessary to have the stu-
dent reproduce the story paragraph by paragraph.)
2. Correct in drill exercises:
(a) Where's them four papers?
(b) He wouldn’t be left go out.
(C) He wouldn’t of gone so soon.
PHONICS.
1. O. B. II, page 50.
. Select five difficult sounds from the reading assignment.
2
WRITTEN ENGLISEI.
1
. Social letter :
(a) Have student write a letter to his mother, wife, or sister describing
in detail the food which is served to the patients. --sº-
(b) Correct form ; spacing appearance. Drill for sentence sense with
Capitals and periods.
2. Formal study in exercises of pronouns. See O. B. II, pages 62 and 68.
3. Penmanship : Practical Writing, book 7, page 7.
SPELLING.
mess hall Supper good
Served dishes' Weight
breakfast tables
dinner benches
DICTIONARY.
Find synonyms for five spelling words. Teach the use of guide words at top
Of page.
I)ICTATION.
Any six sentence illustrations of spelling words (by pupils.)
READING,
“Sharpe,” page 205.
Newspaper. Short news items.
ASSIGNMENT TX.
CoNVERSATION (REPRODUCTION).
1. The Policeman. See H. & D., page 38.
2. Correct in drill exercises:
(a) We were to the canteen.
(b) He had kind of a hard time.
(c) He uster be over there.
PHONICS.
1. O. B. II, Page 107.
2. Select five sounds from Spelling and reading.
WRITTEN ENGLISEI.
1. Personal busineSS letter :
(a) Content. Write a letter to your former employer describing present
condition and location, and asking for information as to possible re-
employment.
(b) Study proper salutation of business letter.
2. Formal study in exercises of adjectives. See O. B. II, page 109.
21
§PELLING,
Service disabled guess
remember possibility learn
employ Chance
Wounded reeducation
DICTATION.
Any six sentence illustrations of spelling.
READING,
H. and D., page 38.
DICTIONARY.
Have students make lists of difficult words which they must understand to
appreciate the reading.
AssIGNMENT X.
CONVERSATION (REPRODUCTION WORK).
1. The Street Department. Read H. & D., page 49.
NOTE.-After eliciting sentence answers to questions on the reading, the
instructor should encourage the student to tell the whole story Without inter-
ruption or correction.)
2 Correct in drill exercises :
(a) You was all off on that dope.
(b) One of the poles comes down.
(c) He must of been late.
PEIONICS.
1. O. B. II, page 60. *
2. Select any six difficult sounds from the reading.
WRITTEN ENGLISEI.
1. Personal business letter :
(a) Content. Write a letter to the Secretary of the Inquiry Office, De-
partment of Labor, 1706 G Street NW., Washington, D. C., asking
for information on work conditions in the student’s occupation in his
home district and in other Sections of the country.
(b) Form. Teach the accepted form of complimentary close in business
letter Writing.
2. Formal study in exercises on adjectives. O. B. II, page 115.
3. Penmanship. Practice writing, book 7, page 8.
w
SPELLING,
information know forget
assistance expect Willing
help ready *
find earning
READING.
H. & D., page 49.
DICTIONARY AND DICTATION.
Have student write independently six sentences illustrating six new words
requiring use of dictionary.
22
ASSIGNMENT XI.
CONVERSATION.
(a) Reproduction:
1. The Health Inspector. Read H. & D., page 54.
(b) Correction in drill exercises:
1. Why you say that.
2. All them went on a party.
3. I no like to go very much.
PHONICS.
(a) O. B. II, page 107.
(b) Review Sounds in assignments 4, 5, 6.
WRITTEN ENGLISEI.
(d) Personal business letter:
1. Content. Write a letter to a former employer accepting the offer of
a position.
(b) Form. Teach the paragraph in its simplest form.
(g) Formal study in exercises of adverbs. O. B. II, page 125.
SPELLING-
acknowledge accept interesting
thanks discharged * immediately
kind reCOvered
Offer decide
READING,
H. & D., page 54.
DICTATION.
(a) Six Sentence illustrations of spelling words.
(b) Any 10 Words in assignment 4, 5, 6.
ASSIGNMENT XII.
CONVERSATION (DISCUSSION).
(a) Workmen’s Compensation. (Type of State legislation.)
(b) Correct in drill exercises:
1. Eſe Ought not to of gone.
2. We are glad off it.
3. (Special correction of individual student's slangy expressions.)
*
PEIONICS.
(a) O. B. II, pages 29 and 50.
(b) Special difficulties in reading.
(c) Review phonic lists in assignments 5, 6, 7.
, WRITTEN ENGLISH.
(a) Personal business letter:
1. Content. Write a letter to the Civil Service Commission asking for
information and application blanks for an examination in which
the student might possibly be interested.
2. Form. Special attention to arrangement.
(b) Formal study in exercises of “Parts of Speech,” O. B. II, page 126.
\ SPELLING,
Civil Service qualification.
Commission experience.
Secretary training. &
Information education.
Examination desire.
READING.
Turk., page 139. (Constant reference to dictionary as part of the silent
reading work which should receive much attention.)
DICTATION.
Any six-sentence illustrations of the spelling words.
ASSIGNMENT XIII.
CoNVERSATION (DISCUSSION).
(a) The Army and Navy. (Reference, Turk., p. 320.)
(b) Correct in drill exercises.
1. They are all sore like on him.
2. What’s the matter of you?
3. EIe don’t know nothin.
PHONICS.
O. B. II, page 120.
Review lists in assignments 7, 8, 9.
WRITTEN ENGLISH.
(a) Written reproduction of the important points discussed in the oral con-
versational period On the Army and Navy.
(b) Formal study in exercises of the possessive case. O. B. II, page 169.
SPELLING,
forward millions spirit
commander position democracy
System assistance
thousands direction
READING}.
Turk., page 208. (Use dictionaries.)
DICTATION.
(a) Any six-sentence illustrations of the spelling words.
(b) Any 10 words selected from assignments 9, 10, 11.
ASSIGNMENT XIV.
CONVERSATION (DISCUSSION).
(a) Washington: The Father of His Country.
1. This discussion to bring out the important facts of the birth of our
Republic; the causes and effects of the Revolutionary War and
the size of the Thirteen Colonies in comparison with our area and
population to-day.
(b) Insist on sentence answers. Encourage by definite directions as to the
books out of class work in history.
24
PEIONICS.
O. B. II, page 131. Review lists in assignments 9 and 10.
WRITTEN ENGLISH.
(a) Personal business letter:
1. Content. Write a short letter to the editor of local paper in the
student’s home town describing very briefly his opportunities for
reeducation in the hospital and in the Schools controlled by the
Federal Board for Vocational Education.
SPELLING,
Te2SOIn Vacation necessary
interest Whole System.
received language
thanking months
READING,
(a) O. B. II, page 32. (Directed use of dictionary.)
(b) Newspaper reading. Editorial Comment on news item.
DICTATION.
Any five-sentence illustrations of Spelling words (provided by students.
ASSIGNMENT XV.
CoNVERSATION (DISCUSSION).
(a) Abraham Lincoln. Discussion to bring out the important facts in Lin-,
coln's life and achievements; his problems in the Civil War; its cause
and effectS. *
(b) Correct in drill exercises:
1. He is afraid of go to a doctor.
2. They were all working to once.
3. EIe was there yesterday night.
PHONICS.
O. B. II, page 172.
Review phonic lists in assignments 10, 11, 12.
WRITTEN ENGLISEI.
(a) Personal business letter:
1. Content. Have student write a letter to the Federal Board for Wo-
cational Education, Washington, D. C., asking for information as
to the opportunities for special trade instruction in his home State
after his discharge from the hospital.
2. Form. Drill on short sentences which begin with a Capital letter and
end with a period.
(b) Formal study in exercises of prepositions. O. B. II, page 201.
SPELLING.
decide. training. Settle.
C8 U1862, expense. Willing.
heard. tuition.
chanceS. recommendation.
READING.
(a) O. B. II, page 40. (Directed use of dictionary in silent reading.)
(b) Newspaper reading. Short editorial comment on news items.
25
DICTATION,
Six sentence illustrations of spelling presented by student.
ASSIGNMENT XVI.
CoNVERSATION (DISCUSSION).
President Wilson, the Champion of World Democracy.
(Discussion to bring out the President’s leading importance in the
world's greatest war and the reasons why the United States entered
the war, i. e., “To make the world safe for democracy.”
PEIONICS.
O. B. II, pages 120 and 131. Review phonics lists in assignments 12, 13, 14.
wºrtres ENGLISEI.
(a) Personal business letter:
1. Content. Have the student write a letter to any Mail-order house
asking for their catalogues for food and clothing. -
2. Form. Special attention to the Spacing and arrangement on letter
paper and envelope.
(b) Penmanship. Practice Writing, book 7, page 18.
(c) Formal study of simple quotations. O. B. II, page 198.
SPELLING,
Catalogue. stockings. buying.
clothing. OverShoeS. address.
Suit.S. meeting.
underwear. Inecessary.
READING.
(a) Turk., page 171.
(b) Newspaper reading. Editorial comment on Some politigal issue.
(c) Directed use of dictionary.
DICTATION.
Any 20 words in assignments 14, 15, 16.
FINAL TEST.
Test the student's penmanship by a standard Scale, his composition by
Hillegas Scale as suggested and “Standards" in this manual. Report the
results in the records. Samples of penmanship and letter composition if sent
to the Committee on Course of Study, English III, Division of Reconstruction,
Surgeon General’s Office, will be appreciated and helpful in revising this
course. Before and after records and Samples will be doubly valuable.
STATEMENT AUTHORIZED BY THE BUREAU OF WAR-RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
Service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war-risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War-Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War-
Risk Insurance or the chief medical advisor of the Bureau of War-
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man’s own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
Service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
(26)
27
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurrent in the line of
duty, the Bureau of War-Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War-Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the Subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the Service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife, and one child, $55.
For a man, wife, and two children, $65.
For a man, wife, and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each addi-
tional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as to
be in constant need of a nurse or attendant, an additional sum not
exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
paid.
28
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man's earning capacity, and, secondly, by the number of per-
Sons in his family on whose account he is entitled to receive compensa-
tion, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who
is totally disabled is entitled to compensation for total disability,
which may be $30 a month, $45 a month, $55 a month, etc., ac-
cordingly as he is a single man, a married man with no child, or a
married man with a child, etc. When his total disability becomes a
partial disability and his earning capacity is diminished 50 per cent
the compensation to which he is entitled from that time on is only 50
per cent of the compensation to which he was entitled when he was
totally disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil Occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis.
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such exam-
ination or in any way obstructs such examination, his right to com-
pensation is suspended until such refusal or obstruction ceases, and
every person in receipt of compensation for disability shall submit
to any reasonable medical or surgical treatment furnished by the
bureau whenever requested by the bureau, and the consequences of
29
unreasonable refusal to submit to any such treatment shall not be
deemed to result from the injury compensated for.
In addition to the aforementioned compensation, the injured per-
son is entitled to reasonable governmental, medical, surgical, and
hospital services, and will be furnished such suppplies, including arti-
ficial limbs, trusses, and similar appliances as may be useful and rea-
sonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child’s
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the per-
son entitled to receive compensation may be required to assign to
the United States any right of action he may have to enforce such
liability of such other person or to prosecute the action in his own
Ila,IIl62.
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training Schools, they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife, or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be $30.
The Vocational Board, however, allows a certain monthly amount to
a man for board and subsistence. The amount allowed a single man
for subsistence by the Vocational Board monthly is $35. Thus a
single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
monthly payment of $65. An officer who accepts vocational training
would of course receive a monthly payment equal to his last month’s
30
pay in the service and would not receive any allowance for subsistence
from the Vocational Board, nor would any allotment be required as
in the case of an enlisted man.
It is of prime importance that all men who are discharged from the
service disabled should continue the payment of the premiums due on
their insurance by check, draft, or money order payable to the Treas-
urer of the United States, and sent to the disbursing clerk, Bureau of
War-Risk Insurance, Washington, D. C. Unless such payment is
made, their insurance will lapse and they will be deprived of its
benefits. Care should be taken to continue these payments of pre-
miums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical advisor of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently dis-
abled, his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensa-
tion, he may not be entitled to the benefits of his insurance, as insur-
ance is payable only in case of death or in the event that the insured
becomes totally and permanently disabled.
foLSTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD
FOR WOCATIONAL EDUCATION.
All disabled soldiers, sailors, and marines, whether in or out of the
bospital, should address their communications either to the Federal
Board for Vocational Education, Washington, D. C., or to the dis-
trict offices of the Federal Board of the district in which they are
located. The district offices of the Board are located at the following
points, respectively:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass.
District No. 2.-Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York, N. Y. g
District No. 3.-Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6.—Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7.-Ohio, Indiana, and Kentucky. Office: 1212–14
Mercantile Library Building, Cincinnati, Ohio.
District No. 8.—Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.—Iowa, Nebraska, Kansas, and Missouri. Office:
517 Chemical Building, St. Louis, Mo.
District No. 10-Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11,–Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 12.—California, Nevada, and Arizona. Office: Room
997, Monadnock Building, San Francisco, Cal.
District No. 13.—Montana, Idaho, Oregon, and Washington. Office:
Room 539 Central Building, Seattle Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O
(31)
Rººn Monograph * JOINT SERIES No. 7
& Sº .. — U 13
* Sº 35 34 3
. . $ UNIT COURSE—ENGLISHIW . A 2, 2–
*
*
ementary Writing and Reading
for English-Speaking
Illiterates
*x
.*
~ * º
*~.
ISSUED BY THE
ū S. FEDERAL BOARD FOR WOCATIONAL EDUCATION
* > IN COOPERATION WITH THE
SURGEON GENERAL’S OFFICE
AND THE
--- WAR-RISK INSURANCE BUREAU
January, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE


1919

As a disabled soldier, sailor, or marine you should remémber that
the Office of the Surgeon General, War Department, the Bureau of
War-Risk Insurance, Treasury Department, and the Federal Board for
Vocational Education are mutually interested in your welfare solely.
They have arranged a definite plan of cooperation to help you in every
possible way. You can not afford to leave the hospital until the media
cal officers have done everything that they can for you to restore you
to physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportnnities which the hospital has
provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos=
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the Hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
wiłł advance you in the direction of the occupation which you expect
to fołlow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career.
Ali disabied soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hos=
pital Educational Service or the representative of the Federal Board
for Vocational £ducation.
Men discharged from the inilitary or naval service who want infor=
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the District Office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas, St.
Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco, and
Seattle. For addresses, see page 26.
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
4}.
DAVID F. HousTON, Secretary of Agri- || P. P. CLAxton, Commissioner of Edu-
culture, Chairman. .. t cation. *
WILLIAM. C. REDFIELR, . Secretary of JAMEs P. MUNRoº, TVice Chairman.
Coſmºmerce. CHARLEs A. GREATHOUSE, Agriculture.
WILLIAM B. WILSON, Secretary of | ARTHUR E. HOLDER, Labor.
Labor.
ExECUTryE STAFF.
C. A. PROSSER, Director.
LAYTON S. HAWKINS, Chief of the Vocational Education Division.
CHARLES H. WINSLow, Chief of the Research Division. §
J. A. C., CHANDLER, Chief of the Rehabilitation Division.
98663–19—1 (3). . . . . " ge
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in the general
hospitals and after their discharge, the Surgeon General’s Office and
the Federal Board for Vocational Education cooperated in the prep-
aration of a series of courses of study. These courses are tentative
and suggestive. They may, however, be accepted as models so far
as their form and principles which govern their organization are
concerned, for all courses whether academic or vocational, where the
adjustment of materials is intended to be made to suit the individual
capacities and attainments of students.
The courses of study were prepared under the immediate supervi-
sion of a committee consisting of-
Prof. DAVID SNEDDEN, President of the Wational Society for
the Promotion of Industrial Education.
Maj. M. W. MURRAY, Surgeon General's Office.
Prof. GEO. A. WoRKs, Federal Board for Vocational Education.
M. W. HAYNES, Secretary of Committee.
The committee was assisted by a large number of specially quali-
fied experts. Special mention should be made of the service of Maj.
A. G. Crane, Sanitary Corps, who is responsible for the formulation
of the specifications of the courses.
LOTUS D. COFFMAN, Surgeon General's Office.
CHARLESH.WINSLow, Federal Board for Vocational Education.
(5)
PREFACE.
This unit course was prepared under the direction of the Joint
Committee on Courses of Study for Disabled Soldiers by Second
Lieut. Charles M. Herlihy, in collaboration with Maj. A. G. Crane,
both of the Sanitary Corps. It is largely the outgrowth of experi-
ence in instructing men of this class in Walter Reed Hospital, Wash-
ington, D. C.
The committee realizes that this course as here presented is sus-
ceptible of improvement both in form and content. The committee
particularly desires suggestions for more alternate exercises in con-
nection with each lesson in order to provide a wider range of material
from which instructors may select exercises adapted to the indi-
vidual needs and capacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criticisms
and suggestions for improving it. These criticisms will be greatly
appreciated and will receive careful editorial attention.
Criticism by instructors in Army service should be addressed:
To: Surgeon General of U. S. A., Division of Reconstruction.
Attention of Committee on Courses of Study.
Subject: Revision of the Unit Course of Study, English IV.
Criticism by instructors under Supervision of the Federal Board
should be addressed:
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, English IV.
(7)
|UNIT COURSE—ENGLISH IV.
ELEMENTARY WRITING AND READING FOR ENGLISH-
SPEAKING ILLITERATES.
TEACHER'S MANUAL.
A. QUALIFICATIONS OF STUDENTS.
This course is prepared for use with those men who were born in
an English-speaking country but who have never attended school
and can not read or write.
The most urgent need of such men is to learn how to write their
names and the simplest facts of personal identification. They are
also keenly desirous of learning how to read in the shortest possible
time. This elementary training in reading must provide them with
independent power over the printed page.
B. AIMS OF COURSE FOR TIIE STUDENT.
1. Writing.—This course provides such training in writing English
as will enable the student to write—
(1) His name and address.
(2) His age and place of birth.
(3) A description of his present status and physical condition in
a military hospital.
(4) The simplest facts of his occupational history.
2. Reading.—This course provides the student with such training
in reading as will enable him to read simple short sentences, to
recognize the fundamental phonic sounds in common words, to know
the letters of the alphabet, and to have independent power in recog-
nizing a vocabulary of common words.
C. TIME REQUIREMIENT.
This course is brief and necessarily delimited to meet the special
needs of the English-speaking illiterate.
The course provides 12 assignments, each of which requires at least
75 minutes for instruction, recitation, and directed practice work.
The student is generally willing to do considerable study and prac-
tice work out of class, and the instructor should encourage this work
by providing simple, definite assignments based on the pupil’s in-
dividual ability.
98663°–19
2 º (9)
10
Each assignment in this course is divided according to subject mat-
ter and time allotment, as follows:
Reading, 25 minutes.
Phonics, 20 minutes.
Penmanship, 20 minutes.
Copying and dictation, 10 minutes.
D. EQUIPMENT.
1. Ruled paper.
2. Soft pencils.
3. Stub pens.
4. Reading cards, viz:
(a) Purpose: These cards must be prepared by the instructor as
lesson material for the formal teaching of reading to English-speak-
ing illiterates. No primer for young children will suffice.
(b) Form: Each assignment provides several short sentences for
use in the reading lesson. The instructor must stamp each of these
sentences on a strip of cardboard, 6 by 15 inches. A good rubber
stamp outfit containing one-half inch letters may be secured from any
school supply concern for $5. The sentences stamped cn the cards
must be the same, except in size, as the printed Sentences in a book.
Capitals, small letters, and periods must be used, but no unusual
signs, marks, or punctuation.
5. Textbooks.-No textbook is to be used during the work of the
first eight assignments. The student will be anxious to read from a
book and the book work may be started in assignment nine. No text-
book is now on the market which is suited to the special needs of this
adult student. Primers should not be used on account of the ex-
tremely childish appeal of their contents. Good work can be done
with a few of the so-called supplementary readers in history, geogra-
phy, and general science now used in the intermediate grades of the
elementary schools. The following are recommended:
(1) Tappan, “Makers of Many Things,” Houghton Miſtlin Co.
(2) Elson and Macmillan, “The Story of Our Country,” Book I,
World Book Co.
(3) Blaisdell and Ball, “Hero Stories from American History,”
Grinn & Co. º
6. Penmanship books.--(1) Spencer, “Practical Writing,” Book
III, American Book Co.; (2) Smith, “Intermedial Penmanship,”
Book II., Macmillan Co. A more extensive bibliography will be
found in the bulletin on Books for Instructors and Students in Re-
construction Camps, Hospitals, and Schools.
E. SUGGESTIONS TO TEACHERS.
1. Reading.—The science and art of teaching elementary reading
must receive careful study by the instructor who has had no experi-
11
ence in this work. The following books provide excellent sugges-
tions for the teaching of elementary reading to children:
(1) Briggs and Coffman, “Reading in Public Schools,” Row-Pet-
erson Co.
(2) Huey, “The Psychology and Pedagogy of Reading.” Mac-
millans, New York.
(3) Monroe, De Voss and Kelly, “Educational Tests and Measure-
ments,” Chapter 3. Houghton Mifflin Co.
The reading lessons in this course are to be presented by a method
which combines the accepted “sentence,” “word,” and “phonic ’’
methods of teaching primary reading. Evidently, no one method
which is successful in teaching reading to little children may prove
equally successful in teaching reading to an adult man. The differ-
ence in mental development between children and men, such as abil-
ity to concentrate and to memorize, must be recognized by the in-
structor. The oral vocabulary of the adult is much larger than that
of the child. The adult appreciates the significance of the printed
symbols and senses a real need for an understanding of them. No
extended elaboration of these psychological distinctions will be pre-
Sented here.
In general, we may say that the most prominent characteristic of
the mental attittide of the adult English-speaking illiterate is the
conscious desire for those devices which give him independent power
over the printed page. The instructor is constantly faced with the
question from the student, “What does this say?” (as he points to :
phonic combination or phonogram). This mental trait can be recog-
nized most profitably and the answer is, abundant phonic practice
on sounds and combinations carefully organized.
The “sentence,” as the natural unit in language, is used as a hasis
for the reading in the first eight assignments. The card is shown to
the student after the instructor has pronounced the sentence. The
student recognizes the sentence—whole, even though he can not dis-
tinguish the individual words or letters. He is positively desirous of
learning the words individually, and these must be taught next.
Then he wants to know the letters, and these can best be taught as
they occur in the reading sentence.
2. Phonics.-The phonic sounds are selected from the reading
lesson of each assignment and from an organized list of independent
sounds which covers the whole field. Care must be exercised by the
instructor in his model pronunciations. The sounds are “caught °
more frequently than “taught.” A record of the special phonetic
difficulties of each student must be kept for review work by the in-
structor. In fact, review work is most essential for all the sounds,
and must be provided in each day’s work.
12
The following books provide excellent material for the under-
standing and teaching of phonics: - -
(1) “Elements of Phonetics,” J. M. Dent & Sons.
(2) Jones, “The Pronunciation of English,” Cambridge Uni-
versity Press. -
3. Penmanship.–The illiterate student is very conscious of his in-
ability to write his name. He is anxious to learn how to write so
that he can sign the pay roll, clothing requisitions, etc., and he does
want to learn how to write a letter to the folks at home. The
problem in this unit course is that of training a man to write the
letters of the alphabet in a very short time.
Several conditions, of which extreme time limitation is the most
important, require the use of a strictly imitative method for these
men learning to write. The instructor may provide the model for
each lesson’s work. Good results have been secured in this type of
work with the use of the copy books now not generally used in school
work where adequate time allows for a more careful study of process.
But the adult man in the hospital school is conscious of time limita-
tions and demands such training as will result in immediate product.
Two copy books are recommended (see equipment list). The extent
of their use must be left to the judgment of the instructor.
F. STANDARDS.
1. Oral reading.—The student should be able to read slowly a para-
graph equivalent in degree of difficulty to paragraph 6 of the
“Standardized Reading Paragraphs,” William S. Gray (School
of Education, University of Chicago).
2. Penmanship.–The student should be able to write the following
sentences with form equivalent to grade 8 on the Thorndike scale
(Bureau of Publications, Teachers’ College, Columbia University,
New York).
(1) My name is Private —.
(2) I am a soldier in the United States Army.
(3) I am a patient in general hospital —.
(4) My home address is 2
9 o
NOTE.-The standards which have been noted above were prepared for use
with young people. There exists a real need for similar standards in this
type of work with the adult. Any instructor who has had a professional train-
ing along these lines is urged to collect and prepare such material from the
actual conditions of work, and to Submit his Conclusions to the Committee on
Courses of Study, in re Revision of Standards in Unit Course English IV.
13
AssignMENT 1–(TOPIC: WHERE I AM).
SIGHT READING,
I am a soldier.
I am in the Army.
I am in the hospital.
I am in the school.
(NotE.-Read manual for instructions in presenting this type of elementary
reading. Each assignment provides a series of simple sentences whiiclı (levelop
a topic. When the ability of the pupil will allow the use of more ambitious
sentences, the instructor should present them.)
IPHONICS.
8–8,1]]. I—I.
a—army. - i—hospital.
a—hospital. - - i—in.
e—the. o—soldier.
er—soldier. OO–school.
º
- PEN MANSIIIP.
1. Position.—Teach correct position of feet, back, head, arms,
hand.
2. IIand.—Teach correct position of the hand; insist on freedom
and watch for tenseness; show by demonstration that freedom is
necessary for good letter formation.
3. Student’s name.--Have student trace over the instructor's model
copy of the student’s name. The first attempts will be slow and la-
borious. Avoid excessive criticism, but insist on light relaxed con-
dition in student's hand.
4. Practical Writing, Book III, page 2; Intermedial Penmanship,
Book III, page 1. -
5. Alphabet study.—Teach the student the form and the name of
these letters:
a, c, d, g.
6. Copying.—Have the student attempt one independent copy of
his name in his notebook.
(NotE.—The instructor should correct this attempt, date the page, and use
this first attempt as a basis for comparison in judging in provement in later
work. If more ambitious test is possible take a sample of penmanship to be
compared with later One at end of course. Grade both before and after samples
on Thorndike or Ayres Scale and report the grade in the records. Such reports
and Samples Will be welcomed by the Committee on Courses of Study as noted
in the “Foreword.”) -
14
ASSIGNMENT II—(TOPIC: WHO I AM).
(TO BE PRESENTED ON READING CARDS.)
SIGHT READING.
I am a soldier in the United States Army.
I am a patient in this hospital.
I shall be paid on the first of the month.
PIHONICS.
b—be. th—month.
p—paid. thi—this.
d—United. s—States.
t—States. sh—shall.
PEN MANSIHIP.
1. Position.—Teach correct position of feet, back, head, arms, and
hand.
2. Hand.—Teach by demonstration the necessity of holding the
pencil or pen lightly.
3. Student’s name.—Have the student trace over the instructor’s
model copy of the student’s name. Have the student attempt an in-
dependent copy of the instructor's model.
4. Practical Writing, Book III, page 3; Intermedial Penmanship,
Book III, page 2.
5. Alphabet study.—Teach the student the form and the names of
these letters:
e, l, b, f.
COPYING.
Have the student attempt independent copies of his name in his
notebook.
ASSIGNMENT III—(TOPIC: BREAKFAST).
(TO BE PRESENTED ON BLACKBOARD AND READING CARDS.)
SIGHT READING.
We get up at seven o’clock.
We eat at the mess hall.
The food is cooked by steam.
We use clean dishes.
PHONICS.
a—at. ea—eat, steam.
(2—1.06SS. all—hall.
l—cl 'clock
u—up, use. Cl–Clean, o'clock.
y—by.
15
PENIMANSHIP.
1. Position.—Teach correct position as a necessity for good writing.
2. Hand.—Teach by demonstration the advantages of holding the
pencil or pen freely.
3. Student's name.—Have student copy his name from the instruc-
tor's model. Have the student attempt to writ his name without the
use of a model copy.
4. Practical Writing, Book III, page 4; Intermedial Penmanship,
Book III, page 2.
5. Alphabet study.--Teach the student the form and the names of
these letters:
h, k, i, j. .
Teach the student to recite the first 13 letters in alphabetical order.
COPYING.
Have the student attempt to write his name in his notebook with-
out the use of a model copy.
ASSIGNMENT IV—(TOPIC : GETTING CURED).
(TO BE PRESENTED ON BLACKBOARD AND READING CARDS.)
SIGIHT READING.
The doctors are fair and kind to us.
A lazy man gets well very slowly.
It is not too late to learn how to read and write English.
PHONICS.
a—late. e—gets.
al—are. i—English.
O—not. i—Write.
o—doctor. W–well.
OO—too. . ly—slowly.
PENIMAIN SHIP.
1. Position.—Teach correct position as a necessity and an advan-
tage for good writing.
2. Student's name and present address, viz:
Private
General Hospital
5
*
Have the student trace the instructor's copy of his present address.
3. Practical Writing, Book III page 5; Intermedial Penmanship,
Book III, page 6.
16
4. Alphabet study.—Teach the student the names and form of
these letters:
m, n, S, t
Teach the student to recite the second half of the letters of the
alphabet.
COPYING.
Have the student trace his copy of the instructor's model of the
name and address into his note book.
ASSIGNMENT V-(TOPIC: RED CROSS HOUSE).
(TO BE PRESENTED ON BLACKBOARD AND READING CARDS.)
SIGHT READING.
We like to go to the Red Cross house.
The men can play cards and pool. *
We enjoy the shows which are given in the evening.
PEIONICS.
l—like. pl—play.
Iſl—IſleIl. c—cards.
Il—C8 (1. g—go.
r—red
PENMANSI-III’.
1. Position.—Train for correct habits in writing position.
2. Student’s name and address.-Have the student trace and at-
tempt an independent copy of the instructor's model of his name and
present address.
3. Practical Writing, Book III., page 6; Intermedial Penmanship,
Book III, page 8.
4. Alphabet study.—Teach the student the names and forms of
these letters:
O; p, Q, r
Drill on correct recital of the letters of the alphabet.
COPYING.
Have the student attempt an independent copy of his name and
present address in his note book. (Compare with work in Assign-
ment I.)
ASSIGNMENT WI–(TOPIC: CANTEEN).
(To BE PRESENTED on BLACKBOARD AND READING CARDs.)
SIGIHT READING,
Every camp has a canteen.
Ice cream costs ten-cents.
Some candy costs six cents a bar.
17
PHONICS.
h—h à.S. & x—si X.
C—cents. S—costS.
Review phonics in Assignments I and II.
PENIMAN SHIP.
Position.—Train for correct habits in writing position.
Student’s name and address.-Have the student trace the instruct-
or's copy of his name and home address:
Alphabet study.—Teach the names and form of these letters:
u, V, W, X, y, Z.
Drill on the correct recital of the letters of the alphabet.
COPYING.
Have the student trace the instructor's model copy of his name
and home address in his notebook.
ASSIGNMENT VII—(TOPIC: A LETTER).
(TO BE PRESENTED ON BLACKBOARD AND READING CARDS.)
SIGIHT READING.
Our letters come to the postoffice.
Every soldier enjoys a letter.
I joined this class to learn how to write a letter.
PIHONICS.
j—joined. Oy—enjoys.
ow—how. oi—joined.
ou—our.
Review phonics in Assignments I, II, III, IV.
PEN MANSIHIP.
Position.—Train for correct habits in writing pocition.
Student’s name and address.-Have the student write his name
and home address. Have the student correct his copy by comparison
with instructor’s model.
Alphabet study.—Teach the names and forms of these capital let-
ters:
A, B, C, D, E.
Drill on the correct recital of the letters of the alphabet.
COPYING.
Have the student copy into his notebook the phonics in Assign-
ments I, II, III, and IV.
18
ASSIGNMENT VIII—(TOPIC: MY HOME).
*
(TO BE PRESENTED ON BLACKBOARD AND READING CARDS.)
SIGIIT READING.
Where were you living last year?
I shall be able to go home soon.
The physician will help to send me home quickly.
I shall laugh when I see my friends.
PIHONICS.
wh—where. ph—physician.
gh—laugh. ng—living.
sh—shall. qu–quickly.
Review phonic lists in Assignments V and VI.
PEN MANSIHIP.
Have the student write his name and home address and correct to
the form of the instructor's model.
Alphabet study.—Teach the following capitals:
F, G, H, I, J.
COPYING.
Have the student copy into his notebook the phonic lists in As-
signments V, VI, VII, and VIII.
ASSIGNMENT IX.
SIGIHT READING.
Toview drill on sight reading work in assignments I, II, and III.
BOOIX READING.
*
Select one or two paragraphs from one of the following:
(NOTE:-The instructor must select the most difficult words in any passage
for study and explanation of pronunciation before the study attempts any
orial reading. The progress in this work will generally be very slow. The aim
of the Work, however, is to help in developing independent reading power.
Much silent study and reading of the passage must be done by the student
before be attempts to read aloud.)
1. Story of Our Country, page 77.
2. Makers of Many Things, page 6.
3. Hero Stories from American History, page 77.
19
PHONICS.
Review “lip sounds.”
1. Consonants: b, p, m, w, v, f.
2. Vowels: y, u, o.
PEN MAN SHIP.
Position.—Train for correct habits in writing position.
Name and address.-Have the student write his name and home
address and correct from instructor's model. Have the student copy
from instructor's model the name and address of his nearest relative.
Alphabet study.—Teach the forms of the following capitals:
IQ, L, M, N, O, P, Q, R.
COPYING.
Have the student copy into his note book the phonic lists and illus-
trations in this assignment.
ASSIGNMENT X.
SIGHT READING.
Review sight-reading lessons in Assignments IV, V, and VI.
READING FROAL BOOKS-
Select two or three paragraphs from one of the following texts:
1. Story of Our Country, page 78.
2. Makers of Many Things, page 7.
3. Hero Stories from American History, page 78.
PHONICS.
1. Review “tongue sounds,” d, t, n, l, r, s, z.
2. Select special phonic difficulties from the reading in the text-
book.
PEN MIAIN SHIP.
Position.—Train for correct habits in writing position.
Name and address.-Have the student write his name and present
address, and his name, home address, age, and former occupation, viz:
Private
General Hospital
2 ©
My name is Mr. —,
My address is — Street,
3 º
My age is — years.
My CCCupation was —.
20
Alphabet study.—Teach the names and the forms of the following
capitals:
S, T, U, V, W, X, Y, Z.
COPYING.
Copy plionic lists in note book.
Copy the alphabet of capital letters from the instructor's model
into note book.
ASSIGNMENT XI.
SIGIHT READING.
Review sight-reading lessons in Assignments VII and VIII.
Word study of sight-reading lessons in Assignments I and II.
READING FROM BOOIK.
Select two paragraphs from one of the following:
1. Story of Our Country, page 79.
2. Makers of Many things, page 8.
3. Hero Stories From American History, page, 79.
(NOTE.-The instructor must avoid giving the student too much help in this
roading. The student must be taught to puzzle out difficult words with his
“ phonic tools.” Do not be disturbed by the Small number of sentences which
can be read. Train the student for Silent reading power.) #
IPEIONICS.
1. Review “tongue sounds,” g, k, j, c, g, x.
2. Select special phonic difficulties from the reading in the text-
book.
PEN MIANSFHIP.
Position.—Train for correct habits in writing position. Have the
student copy and learn the following:
My name is Private
I am a soldier in the United States Army.
I am a patient in General Hospital
Alphabet study.—Have the student write parallel columns of small
and capital letters.
COPYING.
Copy phonic lists into note book.
Copy penmanship exercise into note book.
ASSIGNMENT XII.
SIGIIT READING.
Review sight reading Assignments I to VIII.
Word study of sight reading lessons I to VIII.
21
READING FROM BOOK.
Select two or three paragraphs from one of the following:
1. Story of Our Country, page 80.
2. Makers of Many Things, page 119.
3. Hero Stories from American History, page 81.
(NOTE.—The student must be taught to refer to the lists of fundamental
phonic sounds in his notebook for help in puzzling out difficult sounds.)
PHONICS.
Review “tongue sounds,” a, e, i, o, u.
Select special phonic difficulties from the reading in the textbook.
PENMAN SHIP.
Position.—Train for correct habits in writing position. Have the
student copy and learn the following:
My home address 5 g
3 º
My father's name is Mr. —.
I worked as a before I joined the army.
Alphabet study.—Have the student write parallel columns of small
and capital letters, and compare with his first written work in his
notebook record.
COPYING.
Copy phonic lists into notebook.
Copy penmanship exercise into notebook.
(NOTE:-The instructor should test the man's ability in reading and writing
as Suggested in the Teacher’s Manual. Report the ratings of before and after
and send samples as requested in “ForeWord.”)
STATEMENT AUTHORIZED BY THE BUREAU OF WAR-RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war-risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War-Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War-
Risk Insurance or the chief medical advisor of the Bureau of War-
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
Sulting from an injury or disease caused by a man’s own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the Service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in Sound condition when examined, accepted, and enrolled for
Service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
Sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
(22).
23
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
Though no compensation is payable on account of disability re-
sulting from an injury or disease that was not incurrent in the line of
duty, the Bureau of War-Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War-Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof. -
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the Service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent. **
The monthly compensation payable while disability is total shall
be the following amounts: --
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife and one child, $55.
For a man, wife and two children, $65.
For a man, wife and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each addi-
tional child up to two. -
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition, so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
paid.
24
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man’s earning capacity, and, secondly, by the number of per-
sons in his family on whose account he is entitled to receive compensa-
tion, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who is
totally disabled is entitled to compensation for total disability, which
may be $30 a month, $45 a month, $55 a month, etc., accordingly
as he is a single man, a married man with no child, or a married
man with a child, etc. When his total disability becomes a partial
disability and his earning capacity is diminished 50 per cent the
compensaton to which he is entitled from that time on is only 50 per
cent of the compensation to which he was entitled when he was totally
disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
or reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil Occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the Schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
‘United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such exam-
ination or in any way obstructs such examination, his right to com-
pensation is suspended until such refusal or obstruction ceases, and
every person in receipt of compensation for disability shall submit
to any reasonable medical or surgical treatment furnished by the
bureau whenever requested by the bureau, and the consequences of
25
unreasonable refusal to submit to any such treatment shall not be
deemed to result from the injury compensated for.
In addition to the aforementioned compensation, the injured per-
Son is entitled to reasonable governmental, medical, surgical, and
hospital services, and will be furnished such supplies, including arti-
ficial limbs, trusses, and similar appliances as may be useful and rea-
Sonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child’s
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon Some person other than
the United States or the enemy to pay damages therefor, the per-
son entitled to receive compensation may be required to assign to
the United States any right of action he may have to enforce such
liability of such other person or to prosecute the action in his own
}}}}}}{2.
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training Schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife, or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allow ance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be $30.
The Vocational Board, however, allows a certain monthly amount to
a man for board and subsistence. The amount allowed a single man
for subsistence by the Vocational Board monthly is $35. Thus a
single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
monthly payment of $65. An officer who accepts vocational training
would of course receive a monthly payment equal to his last month’s
26
pay in the service and would not receive any allowance for subsistence
from the Vocational Board, nor would any allotment be required as
in the case of an enlisted man.
It is of prime importance that all men who are discharged from the
Service disabled should continue the payment of the premiums due on
their insurance by check, draft, or money order payable to the Treas-
urer of the United States, and sent to the disbursing clerk, Bureau. of
War-Risk Insurance, Washington, D. C. Unless such payment is
made, their insurance will lapse and they will be deprived of its
benefits. Care should be taken to continue these payments of pre-
miums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical advisor of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently dis-
abled, his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensation,
he may not be entitled to the benefits of his insurance, as insurance
is payable only in case of death or in the event that the insured be-
comes totally and permanently disabled.
DISTRICT WOCATIONAL OFFICERS OF THE FEDERAL BOARD
FOR WOCATIONAL EDUCATION.
All disabled soldiers, Sailors, or marines, whether in or out of the
hospital, should address their inquires about their specific cases either
to the Federal Board for Vocational Education, Washington, D. C.,
or to the district office of the Federal Board of the district in which
they are located. The district offices are located at the following
points: -
District No. 1.-Maine, New Hampshire, Vermont, Massachuetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass. &
District No. 2.-Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York. t
District No. 3.-Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa. - -
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virgina. Office: 606 F Street N. W., Washington, D. C.
District No. 5–North Carolina, South Carolina, Georgia, Flor-
ida, and Tennessee. Office: 823 Forsyth Building, Atlanta, Ga.
District No. 6.-Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7.-Ohio, Indiana, and Kentucky. Office: 1912–14
Mercantile Library Building, Cincinnati, Ohio.
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.-Iowa, Nebraska, Kansas, and Missouri. Office:
517 Chemical Building, St. Louis, Mo.
Džstrict No. 10.—Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11–Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 12.-California, Nevada, and Arizona. Office: 997
Monadnock Building, San Francisco, Cal.
District No. 13–Montana, Idaho, Oregon, and Washington. Of-
fice: Room 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: S10
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O
(27) -
LEFT-HAND WRITING
FOR MEN WITH RIGHT-HAND AMPUTATIONS
3
ISSUED BY THE
v. S FEDERAL BoARD FOR WOCATIONAL EDUCATION
- IN COOPERATION WITH THE -
SURGEON GENERAL’S OFFICE
AND THE
WAR-RISK INSURANCE BUREAU ,
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#:-
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J anuary, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE
| Rehabilitation Mºnth Joint Series No. 8
h oºz & — --
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tº a". Sº
3 UNngºurse—PENMANSHIP 1
UC 13
3 (2 3
ovo, 3



1919

As a disabled soldier, sailor, or marine you should remember that
the Office of the Surgeon General, War Department, the Bureau of
War=Risk Insurance, Treasury Department, and the Federal Board for
Vocational Education are mutually interested in your welfare solely.
They have arranged a definite plan of cooperation to help you in every
possible way. You can not afford to leave the hospital until the medi-
cal officers have done everything that they can for you to restore you
to physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital has
provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the host.
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, aričybt; should consult them early in
your hospital career. ; : " '
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hos=
pital Educational Service or the representative of the Federal Board
for Vocational Education.
Men discharged from the military or naval service who want infor-
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the District Office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas, St.
Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco, and
Seattle. For addresses, see page 24.
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
DAVID F. Houston, Secretary of Agri- || P. P. CLAxTon, Commissioner of Edu-
culture, Chairman. cation.
WILLIAM C. REDFIELD, Secretary of || JAMES P. MUNROE, Vice Chairman.
Commerce. CHARLES A. GREATHOUSE, Agriculture.
WILLIAM B. WILSON, Secretary of ARTHUR E. HoLDER, Labor.
Labor.
zºº’
EXECUTIVE STAFF.
C. A. PROSSER, Director.
LAYTON S. HAWKINS, Chief of the Vocational Education Division.
CHARLES H. WINSLOW, Chief of the Research Division.
J. A. C. CHANDLER, Chief of the Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in the general
hospitals and after their discharge, the Surgeon General’s Office and
the Federal Board for Vocational Education cooperated in the prep-
aration of a series of courses of study. These courses are tentative
and suggestive. They may, however, be accepted as models so far
as their form and principles which govern their organization are
concerned for all courses, whether academic or vocational, where the
adjustment of materials is intended to be made to suit the individual
capacities and attainments of students.
The courses of studies were prepared under the immediate super-
vision of a committee consisting of:
Prof. David Snedden, president of the National Society for the
Promotion of Industrial Education. &
Maj. M. W. Murray, Surgeon General’s Office.
Prof. George A. Works, Federal Board for Vocational Education.
M. W. Haynes, secretary of committee.
The committee was assisted by a large number of specially qualified
experts. Special mention should be made of the service of Maj. A.
G. Crane, Sanitary Corps, who is responsible for the formulation of
the specifications of the courses.
| LOTUs D. CoFFMAN,
Surgeon General’s Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(5)
PREFACE.
This unit course was prepared under the direction of the Joint
Committee on courses of Study for Disabled Soldiers by Second
Lieut. Charles M. Herlihy in collaboration with Maj. B. T. Baldwin,
both of the Sanitary Corps. It is largely the outgrowth of experi-
ence in instructing men of this class in Walter Reed Hospital, Wash-
ington, D. C.
The committee realizes that this course as here presented is
susceptible of improvement both in form and content. The com-
mittee particularly desires suggestions for more alternate exercises
in connection with each lesson in order to provide a wider range of
material from which instructors may select exercises adapted to the
individual needs and capacity of the student. !
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criticisms
and suggestions for improving it. These criticisms will be greatly
appreciated and will receive careful editorial attention.
Criticism by instructors in army Service should be addressed—
To: Surgeon General of U. S. A., Division of Reconstruction. (At-
tention of Committee on Courses of Study.)
Subject: Revision of Unit Course of Study, Penmanship I.
Criticism by instructors under supervision of the Federal Board
should be addressed—
To: Federal Board for Vocational Education, Washington, D. C.
(Attention of Division of Rehabilitation.)
Subject: Revision of Unit Course of Study, Penmanship I.
(7)
PENMANSHIP I.
TEACHERS’ MANUAL.
A—QUALIFICATIONS OF STUDENTS.
This course is prepared for a man who has had his right arm
amputated and who must be trained to write with his left hand.
The content and arrangement of the course are such as to allow
for a flexible adaptation to the varying abilities and needs of in-
dividual men. The illiterate or the student with an inferior ele-
mentary education will not progress as rapidly nor attempt as am-
bitious work as the man who has had a thorough elementary or sec-
ondary education. This condition is met by providing two sets of
exercises in the latter part of the course—one for “beginners” (men
with little or no education) and a second Set for men who may be
classed as “advanced,” i. e., men who have had a good common-
school education.
Experience with this type of penmanship instruction has shown
that there is a much wider variability in the rate of progress of
these men in this course than in any other. Some attempt at organi-
zation of unit course material is necessary, however. The instructor
must adapt the tentative division of the work outlined here to meet
the special abilities of each student.
B—AIMS OF COURSE FOR STUDENTS.
This course provides instruction material which will train a man
to write legibly with his left hand, and with some degree of freedom.
t
C–TIME REQUIREMENTS.
This course provides 24 assignments of introductory and prac-
tice material. Each assignment requires 40 minutes for instruction
and directed practice.
These men. are willing to do considerable practice work “out of
class.” The instructor should provide the student with the proper
writing materials and assignments for such extra work. Care must
be exercised during the work of the first ten assignments in prevent-
ing wrong habits of writing position, especially the position of the
hand.
Ten minutes of each assignment may well be given over to testing
exercises. No better incuntive for interest and for more intensive
work can be provided than that of comparison of the lesson’s work
with examples of former lessons and with several of the accepted
objective standard tests in penmanship. l
9.SS11°–19—2 (9)
10
D–EQUIPMENT.
Instruction work in this course requires the use of the following
equipment:
1. Large blackboard.
Table with smooth surface.
Ruled paper.
Medium pencils.
Stub or ball-point pen points.
Thumb tacks.
Paper weights.
i
E-TEACHER'S HELPS,
Modern educational psychology on penmanship instruction
strongly favors the use of the word and sentence method rather than
the so-called “letter method.” The worth of the former method is
accepted generally for penmanship instruction in which conditions
allow of careful training and study of process. Not infrequently
in the instruction given to the disabled soldier, conditions of time
limitations do not allow of any instruction other than that which
is directly concerned with actual product. The student does not have
the time nor the slightest desire to specialize on work which requires
abundant practice on formal exercises which aim to develop right
habits of writing movement. When time limitations and other con-
ditions render the use of any method of writing inexpedient, the in-
structor should not attempt to force this type of instruction on the
student. As a matter of fact, the adult man will not take it, will
lose interest, and will not attend class. A disabled soldier who ex-
pects to be discharged in a few weeks must be provided with that
type of penmanship instruction which, regardless of method, will
train him to write his name and to form correctly the Small and cap-
ital letters, and the integers.
On the other hand, there are men who realize that they must spend
8 or 10 weeks in the hospital and who are desirous of learning how
to write with their left hands with what might be styled “profes-
sional’’ skill. Very often these men are preparing to do clerical
work of some kind. The teaching problem with them resembles that
in ordinary school work with young people. Attention to method
and process as the best preparation for right product is the only
sensible procedure under these circumstances.
The choice of the type of instruction best suited to the individual
student can be made by the instructor only when he knows the facts
of the case for each student. The more important of these facts may
be summed up as follows:
1. Educational history.
2. Occupational history.
3. Plans for future vocation.
4. I’robable extent of his use of penmanship.
11
F–BLACKBOARD WORK.
The first and most important need of a man who must learn to
make his “unused" left arm function in the place of the lost right
member is that of training and developing automatic coordination
between the muscles and the nerves of his left arm and fingers. The ,
nerves which control these muscles were never used to any great ex-
tent on “fine work” when he had his right arm. This sense of ab-
solute control is fundamentally necessary for him now, not only
in writing but in the hundred and one movements which he has al-
ways unconsciously made with his right hand—e.g., dressing and
tieing his cravat and shoe strings. Left-hand writing has a direct
curative value for this man in developing this sense of control.
The first actions should center around the use of the large move-
ments requiring control. Blackboard work is especially helpful in
this regard. The student should be given daily practice in copying
or tracing, if necessary, the instructor's model of the common straight
line and large oval drills. Considerable friendly encouragement and
approval are necessary during the first amateurish attempts. The
progress in control is generally rapid, however, and the blackboard
work becomes a valuable aid in developing the necessary confidence
for further progress.
The first attempts at short word—or letter—formation should also
be made at the blackboard and with large letters. The board should
be ruled off with large spaces, as the lines are essential for the de-
velopment of control in letter formation.
G—WORK WITH PENCIL OR PEN.
The choice between pencil or pen is generally determined by the
student's capabilities. In general it may be said that the pencil
should be used at first by those men who lack all confidence. The
pen should be used, however, just as soon as the student is ready for
it. The ball-pointed pen point is recommended because it runs more
smoothly and is less apt to tear the paper or prevent free movement.
The student should be provided with a good fountain pen just as soon
as he is able to know which type of pen point is best suited to his
needs. i
The table on which the writing is done must have a smooth sur-
face; and when the stump of the right arm is so short as to prevent
holding the paper firmly, the paper must be held in place by a
weight or by thumbtacks.
H–STANDARDS.
The best standards for measuring this unique type of penmanship
must be selected and prepared from the work of the students them-
selves. Each instructor is urged to save the copies of the writing of
12
the men at the end of the tenth, fifteenth, twentieth, and twenty-
fourth assignments. This material is invaluable for reference data
in the establishment of the necessary objective standards for measur-
ing left-hand writing. o *
The student's writing sheets during the course should be saved in
individual folders and referred to frequently for comparison in per-
sonal improvement. tº a
Grade 8 of the Thorndike scale is recommended as a tentative
standard at the completion of the course. -
Samples of penmanship together with reports of first and final
tests will be very helpful if sent to the Committee on Course of
Study as requested in “Foreword.”
LESSON I.
Blackboard work.
1. Eacercises for control.—The instructor must write a line of compact circles
10 inches high on the board. (NOTE: An instructor “should practice writing
with his left hand and considerable proficiency has been developed by instruc-
tors engaged in this work. The model for the student must be correct, how- -
ever, and the instructor should not provide a copy written by his left hand,
unless it is uniformly standard in its appearance.) The student will then
attempt to make a copy of these circles on a line 10 inches beiow the model.
The first attempts will be extremely poor in form and laboriously drawn.
Friendly, cheery criticism and approval by the instructor are helpful.
2. Letter form.—The instructor must write the words: at—add—ago—age
On the board in letters which are vertical in form, and from 4 to 5 inches in
height.
The student will attempt to Write these words On a line 4 inches below the
instructor’s model.
Table work. z
1. Words.--The instructor provides the student with a sheet of ruled paper on
which are legibly written these words: at—add—age—ago.
The student will attempt to make his COpy resemble the instructor's,
2. Letters.--When the student has special difficulty with certain letters, the
instructor must provide him with a model Copy of these letters, which the
student will imitate when trying to Correct his difficulties and to establish the
right habit of the letter formation.
These letters may require special study : a-d—g—O—t.
3. Eacercise.—The student's name. The man is anxious to learn to write his
name first. This may be done in the first lesson. The student should attempt
to make his copy resemble the instructor's model.
LESSON II.
Board Work.
*
. Ten-inch Circles.
. Be—badl—bit—body—been.
:
Table Work.
. Two-space circles. (Avoid excessive back slant.)
Copy from instructor’s model : be—bad—bit—body—been.
. New letters.--Drill, if necessary, on correct habit in forming b–e—i—y—n.
. Eacercise.—Student’s name. (Select for drill exercises those letters which
cause most difficulty.) t
:
13
LESSON III.
Board Work.
. Copy instructor's model of compact vertical lines 10 inches high.
. Attempt independent line of 10-inch circles.
. New words.-Call—cab–can—card—candy (written in 5-inch letters).
:
Table Work.
1. Copy instructor's model of two-space circles.
2. Copy instructor's model of these words: call—cab–can—Card—candy.
3. New letters.--Special study, if necessary, on the correct formation of :
C—l—r.
4. Review : d-g.
5. Eaxercise.—Student’s name.
LESSON IV.
Board Work.
1. Copy instructor's model of a line of 5-inch compact circles.
2. New words.-Copy instructor's model of these words: face—fill—fool—
fear—fun.
Table Work.
1. Copy instructor's model of a line of one-space compact circles.
2. Copy instructor's model of these words: face—fill—fool—fear—fun.
3. Attempt an independent copy of: add—body—candy.
4. Eacercise.—Drill on student’s signature.
LESSON V.
Board Work.
1. Attempt a line of 5-inch compact vertical lines.
2. New words.-Copy instructor's model of : hill—his—home—chair (5 inch
letters).
Table Work.
1. One-space compact vertical lines. {
2. Copy instructor's model of : hill—his—home—chair.
3. New letters.-Drill, if necessary, on correct formation of : h-s—m.
4. Review : C–V—f—u.
. Eacercise.—Student’s name. Compare with work done in assignments 1
and 2.
5
LESSON VI.
Board Work.
1. Attempt a line of 5-inch compact circles.
2. New words.-Copy instructor's model of the following words, written with
3-inch letters: joke—job—jaw—jewel.
Table Work.
1. One line of one-Space circles. r
2. One line of one-space vertical lines. (NotE.-Watch for improvement in
uniformity.)
3. Copy from instructor's model : joke—job—jaw—jewel.
4. New letters.--Drill, if necessary, on the correct formation of: j—lº—w.
5. Review: h-S—l—f.
6. Eacercise.—Students' name.
14
LESSON VII.
Board Work.
1. Copy from instructor's model : One line of compact circles 3 inches high.
2. New words.—Put—prove—pity—pipe.
Table Work.
1. Write one line of one-space circles and one line of compact vertical lines.
(Watch for improvement in uniformity.)
2. News letters.-Drill, if necessary, on the correct formation of : p—V. At-
tempt independently : put—pity—prove—pipe.
3. Review : h-j—k.
4. Eaxercise.—Student’s name.
LESSON VIII.
Board Work.
1. One line of 3-inch circles—30 in a group—four groups.
2. Wew words.-Copy from instructor's model : quick—fix—size—miles.
Table Work.
1. Two lines of one-space circles—50 in a group—two groups.
2. New letters.--Drill, if necessary, on the correct formation of q—X—Z.
3. Review : p—v-w—r.
4. Ea’ercise.—Student’s name.
LESSON IX.
Board Work.
1. Compact circles 3 inches high—30 in a group—four groups.
2. New words.-Copy from instructor's model: America—Asia—Alsace—
Austria.
Table Work.
1. One space compact circles—50 in a group—two groups. (Compare with
previous work for improvement in uniformity.)
2. Write : America—Asia—Alsace—Austria.
3. New letter.—A.
4. Eacercise.—Copy from instructor's model: Student’s name and present
address in a military hospital.
LESSON X.
Board Work.
1. Compact vertical lines—2 inches high—50 in a group—three groups.
2. Wew words.-United States—General Hospital. *
Table Work.
1. One space compact vertical lines—50 in a group—two groups.
. 2. Write: United States—General hospital.
3. New letters.-U—S—G—H. *
4. Ea:ercise.—Copy from instructor's model: Student's name and present
address. £
(NotE.—At the completion of the work of this assignment, the instructor and
student should make a careful Comparison of the grade of penmanship of the
exercise in this assignment with that in assignments 1, 4, and 8, to detect
}
15
improvement. The penmanship of this assignment might then be compared
with the lower grade on the Thorndike or Ayres scale. The grade should be
noted on the assignment. A higher standard may then be selected as the goal
for the grade of penmanship at the end of the twentieth assignment.)
LESSON XI.
Board Work.
1. Compact circles—two inches high—twenty in a group—five groups.
2. New words.-Buenos Aires—Boston—Cleveland—Denver.
t Table Work.
1. One space compact circles—10 in a group—10 groups.
2. New words.-Buenos Aires—Boston—Cleveland—Denver.
3. New letters.-B—C—D.
4. Eajercise.--Study corrections on exercise in assignment 10. Rewrite stu-
dent's name and present address.
LESSON XII.
Board Work.
1. Compact vertical lines—2 inches high—20 in a group—five groups.
. New words.--Georgia—Holland—Iowa–Japan—Kansas.
3. New integers.-1—2—3—4—5.
2
Table Work.
1. One-Space compact lines—10 in a group—10 groups.
2. Copy under instructor's model: Japan — Holland — Iowa — Georgia —
Kansas.
3. New letters.-G–H–I—J—K.
4. Eajercise.—Student’s name and present address.
LESSON XIII.
Board Work.
1. Movement drills on circles and vertical lines. (NoTE: The instructor must
Select the Special difficulties of each student as the basis for intensive drill of
this type.)
2. New words.--Liverpool—Maine—New England—New Orleans—Philip-
plnes.
Table Work.
1. Movement drills on circles and vertical lines to develop speed and free
COntrol.
2. Copy from infector's model Short sentences illustrating these words:
Liverpool–Maine—New England—New Orleans—Philippines.
3. Ea'ercise—Copy from instructor's model: (a) Father's name, (b) mother's
{{line.
LESSON XIV.
Board Work.
1. Movement drills on 2-inch circles and vertical lines.
2. New words.-Quebec—Russia—San Francisco—Tennessee–Utica.
:
:
:
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16
Table Work.
1. Movement drills on one-space lines and circles. Copy 6—7—8–9—10.
Short-sentence illustrations of the following words: Quebec—Russia—San
Francisco—Tennessee—Utica.
2. Special-review drills on correct formation of the following capital letters:
A—B—C—D—E-–F–G–H.
3. Eacercise.—Copy from instructor's model: Parents’ names and address.
LESSON XV.
Board Work.
1. Movement drills on compact 2-inch circles and vertical lines.
2. New words.—-Vermont—Washington—Xmas–New York—New Zealandf
Table Work.
1. Movement drills on one space circles and vertical lines. (Compare with
assignments 5, 6, 11, and 12 for improvement. Use comparisons as basis for
further intensive drill.)
2. Special study.—V—W–X—Y—Z.
3. Review for special correction : I—J—K—L—M—N—O—P—Q—R—S—
T–U.
4. Ea:ercise.—Copy from instructor's model: Former employer's name and
address.
LESSON XVI.
Board Work.
1. Movement drills for speed and uniformity.
Table Work.
1. Movement drills Selected to meet the special, need Of the individual.
A. Beginners.-Copy from instructors' model:
What is this? This is paper.
What is that? That is a wall.
*What are these? These are pencils.
What are those? Those are pens.
B. Advanced.—Write a short letter (not more than One paragraph) to his
mother telling her that he has been learning to write with his left hand.
Eaxercise.—-Movement drills timed and Corrected by the student.
LESSON XVII.
Board Work.
Movement drills—4-inch spaces—circles and vertical lines. Record time.
Table Work. 3.
A. Beginners.-Copy from instructor's model:
I hold a pen. I take this pen in my hand. I write my name with this
pen. I am learning to write with my left hand.
B. Advanced.—Write a letter to a parent describing his daily program in the
hospital.
Eaxercise.—Write and time five lines of Small “a's"—five in a group—four
groups on a line.
:
:
17
49. LESSON XVIII.
Board Work.
Movement drills—2-inch spaces—selected to meet special needs for uniformity
and COntrol.
Table Work.
Movement drill, if necessary.
Review formation of the integers.
A. Beginners.-Copy from instructor's model:
I can write well with my left hand. Reconstruction work has helped
IQ6.
B. Advanced.—Write a letter to a friend asking him to come and visit him at
the hospital.
Eaxercise.—Write and time five lines of small “e’s ”—five in a group—four
groups on a line.
LESSON XIX.
Board Work.
Movement drills if necessary.
Table Work.
A. Beginners.-Copy from instructor’s model:
Whose chair is this? This chair is used by the teacher. This coat be-
longs to the instructor. I know that I can improve my writing by
practice.
B. Advanced.—Write a letter home describing the Opportunities in the recon-
Struction Service in the hospital.
Elaercise.—Spelling lists of common words selected from the Ayres list.
LESSON XX.
Board Work.
Movement drills Selected to meet the Special needs of the individual student.
Table Work.
A. Beginners.-Copy from instructor's model:
Have you a watch? I have a wrist watch. Does the watch keep good
time? This watch does not keep very good time.
B. Advanced.—Write a letter to the Office of the Federal Board for Vocational
Education inquiring about opportunities for further education after discharge.
Eacercise.—Test in dictation the Sentences taught in assignments 16 and 17.
LESSON XXI.
Board Work.
Movement drills as required.
Table Work.
A. Beginners.-Copy from instructor's model:
I am a soldier in the United States Army. I am a patient in general
hospital I am trying to use an artificial arm.
B. Advanced.—Write a letter to a friend with whom he worked before he
joined the Army, asking about possibilities of obtaining work.
Eaxercise.—Compare written work with Thorndike or Ayres scale; grade; note
improvement by comparison with work of assignment 10.
18
LESSON XXII.
Board Work.
Movement drills as required.
Table Work.
A. Beginners.-Copy from instructor's model:
I was born in the town (city) of 3. , Oll , 18__. I am
DOW ------ years Of age. Before I joined the Army I worked as a
B. Advanced.—Write a letter to a former employer describing present con-
ditions and asking for information about the opportunities for reemployment.
LESSON XXIII.
Board Work.
Movement drills as required.
Table Work.
A. Beginners.—Write a short letter (one paragraph) to his parents telling
that he is learning to write with his left hand. 4 *
B. Advanced.—Write a letter to the Secretary of the inquiry office of the
Department of Labor in Washington, D. C., asking for information about the
opportunities for work for men with a right-arm amputation.
Eäercise.—One-space compact circles and vertical lines. Time, and compare
with all previous work to show progress.
LESSON XXIV.
Board Work.
Movement drills as required.
Table Work.
A. Beginners.-Write a short letter to the Federal Board for Vocational
Education, asking for information about the educational opportunities in his
home district after discharge.
B. Advanced.—Write a letter to the editor of his home paper describing the
opportunities for reeducation which he has experienced in a military hospital.
Eaxercise.—Measure the grade of writing by means of the Thorndike or Ayres
penmanship scales, and estimate the improvement for the whole course. Re-
port the grade in the records and in suggestions to the committee on courses of
study as requested in the “Forword.” t
STATEMENT AUTHORIZED BY THE BUREAU OF WAR-RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war-risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War-Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War-
Risk Insurance or the chief medical advisor of the Bureau of War-
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man's own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
i
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:
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(19)
20
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0 & ºn e e
º
&
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurrent in the line of
duty, the Bureau of War-Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War-Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the Service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the Service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife and one child, $55.
For a man, wife and two children, $65.
For a man, wife and three or more children, $75.
|For a man with no wife but one child, $40, with $10 for each addi-
tional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the Service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
paid.
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
o
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21
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man's earning capacity, and, Secondly, by the number of per-
sons in his family on whose account he is entitled to receive compen-
sation, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who
is totally disabled is entitled to compensation for total disability,
which may be $30 a month, $45 a month, $55 a month, etc., ac-
cordingly as he is a single man, a married man with no child, or a
married man with a child, etc. When his total disability becomes a
partial disability and his earning capacity is diminished 50 per cent
the compensation to which he is entitled from that time on is only 50
per cent of the compensation to which he was entitled when he was
totally disabled. gº
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such exam.
ination or in any way obstructs such examination, his right to com-
pensation is suspended until such refusal or obstruction ceases, and
every person in receipt of compensation for disability shall submit
to any reasonable medical or surgical treatment furnished by the
bureau whenever requested by the bureau, and the consequences of
unreasonable refusal to submit to any such treatment shall not be
deemed to result from the injury compensated for.
22
In addition to the aforementioned compensation, the injured per-
Son is entitled to reasonable governmental, medical, surgical, and
hospital services, and will be furnished such supplies, including arti.
ficial limbs, trusses, and similar appliances as may be useful and rea.
Sonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday. o
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the per-
son entitled to receive compensation may be required to assign to
the United States any right of action he may have to enforce such
liability of such other person or to prosecute the action in his own
I] &l Iſle. &
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training Schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife, or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be $30.
The Vocational Board, however, allows a certain monthly amount to
a man for board and subsistence. The amount allowed a single man
for subsistence by the Vocational Board monthly is $35. Thus a
single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
monthly payment of $65. An officer who accepts vocational training
would, of course, receive a monthly payment equal to his last month's
pay in the service and would not receive any allowance for subsistence
from the Vocational Board, nor would any allotment be required as
in the case of an enlisted man.
23
It is of prime importance that all men who are discharged from
the service disabled should continue the payment of the premiums
due on their insurance by check, draft, or money order payable to
the Treasurer of the United States, and sent to the disbursing clerk,
Bureau of War-Risk Insurance, Washington, D. C. Unless such
payment is made, their insurance will lapse and they will be deprived
of its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical advisor of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to
make the payments and is not found to be totally and permanently
disabled, his insurance will have lapsed.
The benefits of compensation and insurance as provided by the
act above referred to are entirely separate and distinct provisions,
and although the claimant may be entitled to the benefits of com-
pensation, he may not be entitled to the benefits of his insurance, as
insurance is payable only in case of death or in the event that the
insured becomes totally and permanently disabled.
* . . . . " ",
DISTRICT VOCATIONAL OFFICES OF THE FEDERAL BOARD
FOR WOCATIONAL EDUCATION. - ſº
. All disabled soldiers, sailors, or marines, whether in or out of the
hospital, should address their inquiries about their specific cases eithe:
to the Federal Board for Vocational Education, Washington, D. C.
or to the district office of the Federal Board of the district in which
they are located. The district offices are located at the following
points. - |
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts
and Rhode Island. Office: Room 433, Tremont Building, Boston
Mass. -
District No. 2.—Connecticut, New York, and New Jersey. Office;
Room 711, 280 Broadway, New York. |
District No. 3.-Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5–North Carolina, South Carolina, Georgia, Florida;
and Tennessee. Office: Room 1404 Candler Building, Atlanta, Ga. §
District No. 6.—Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La. -
District No. 7.—Ohio, Indiana, and Kentucky. Office: 906 Mer-
cantile Library Building, Cincinnati, Ohio. ...
District No. 8.—Michigan, Illinois, and Wisconsin. Office: 1600;
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.-Iowa, Nebraska, Kansas, and Missouri. Office:
517 Chemical Building, St. Louis, Mo. - - * *
District No. 10.—Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.-Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo. º * ,
District No. 12.—California, Nevada, and Arizona. Office: 997;
Monadnock Building, San Francisco, Cal. º
District No. 13.—Montana, Idaho, Oregon, and Washington. Of-
fice: Room 539 Central Building, Seattle, Wash. -
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810 :
Western Indemnity Building, 1000 Main Street, Dallas, Tex. .
(24)
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Rehabilitation Monograph JOINT SERIES No. 9
\ **. R à R y º
… bNii Quasi-rºmanshir I
$’. Q
LEGſäE HANDWRITING
º MEN OF INFERIOR ELEMENTARY
SCHOOL TRAINING
ISSUED BY THE
c
‘‘, FEDERAL BoARD FOR vocationAL EDUCATION
* > IN COOPERATION WITH THE
SURGEON GENERAL’S OFFICE
AND THE
WAR-RISK INSURANCE BUREAU
ºs-
January, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE
(J 8
3 4 3
A 22-

1919
As a disabled soldier, sailor, or marine you should remember that
the Office of the Surgeon General, War Department, the Bureau of War
Risk, Treasury Department, and the Federal Board for Vocational
Education are mutually interested in your welfare solely. They have
arranged a definite plan of cooperation to help you in every possible
way. You can not afford to leave the hospital until the medical officers
have done everything that they can for you to restore you to physical
health and strength. Any other course will interfere with your voca-
tional success later. Furthermore, you should by all means take ad-
vantage of the educational opportunities which the hospital has pro-
vided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos-
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career. Y.
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hos-
pital Educational Service or the representative of the Federal Board
for Vocational Education.
Men discharged from the military or naval service who want infor-
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas, St.
Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco, and
Seattle. (See addresses on p. 21.) *
FEDERAL BOARD FOR WOCATIONAL EDUCATION,
MEMBERS.
DAVID F. HousToN, Chairman, Secretary of Agriculture.
WILLIAM C. REDFIELD, Secretary of Commerce.
WILLIAM B. WILson, Secretary of Labor.
P. P. CLAxTon, Commissioner of Education.
JAMES P. MUNRoE, Vice Chairman, Manufacture and Commerce.
CHARLEs A. GREATHouse, Agriculture.
ARTHUR E. HoLDER, Labor.
EXECUTIVE STAFF,
C. A. PRossER, Director.
LAYTON S. HAwkINs, Chief Vocational Education Division.
CHARLES H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in the
general hospitals and after their discharge, the Surgeon General’s
Office and the Federal Board for Vocational Education cooperated
in the preparation of a series of courses of study. These courses
are tentative and suggestive. They may, however, be accepted as
models so far as their form and principles which govern their
organization are concerned, for all courses, whether academic or
vocational, where the adjustment of materials is intended to be
made to suit the individual capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of Prof. David Snedden, president
of the National Society for the Promotion of Industrial Education;.
Maj. M. W. Murray, Surgeon General's Office; Prof. George A.
Works, Federal Board for Vocational Education; M. W. Haynes,
secretary of committee.
The committee was assisted by a large number of specially quali-
fied experts. Special mention should be made of the service of
Maj. A. G. Crane, Sanitary Corps, who is responsible for the formu-
lation of the specifications of the courses.
LOTUs D. CoFFMAN,
Surgeon General’s Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(4)
PREFACE.
This unit course was prepared under the direction of the Com-
mittee on Courses of Study for Disabled Soldiers by Lieut. Charles
M. Herlihy, of the Sanitary Corps.
It is realized that this trial edition as here presented is susceptible
of improvement both in form and content. The committee particu-
larly desires suggestions for alternate exercises in connection with
each lesson in order to provide a wider range of material from which
teachers may select exercises adapted to the individual needs and
capacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criti-
cisms and to offer suggestions for improving it. These criticisms
and suggestions will be greatly appreciated and will receive careful
editorial attention.
Criticism by instructors in Army service should be addressed:
To: Surgeon General of U. S. A., Division of Reconstruction.
Attention of Committee of Course of Study.
Subject: Revision of Unit Course of Study, Penmanship II.
Criticism by instructors under supervision of the Federal Board
should be addressed:
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Penmanship II.
(5)
UNIT COURSE—PENMANSHIP II.
LEGIBLE HANDWRITING COURSE—INSTRUCTOR'S
MANUAL.
1. Qualifications of students.-This course is intended for those
men who have had one, two, or three years of elementary school edu-
cation. These men are able to sign their names but are such bad
penmen that they are generally unwilling to write a letter on account
of this handicap. Many of them are willing to take some formal
instruction in penmanship provided that they know that they are
definitely progressing in the work and are not required to specialize
on any rigid course which aims at training for what might be
styled professional penmanship.
2. Aims of course for students.-This course aims to provide the
adult (beginner in penmanship) with such exercises in sentence,
word, and letter formation as will train him to write legibly with
some degree of free movement.
3. Approa'imate time.--Forty minutes is the maximum period of
time during which a man of this type may be expected to work con-
tinuously at penmanship. The course is divided into 30 assignments
which total 20 hours of instruction. The variability in the rate of
progress in this course with different men will be very great.
The time assignment is tentative. The instructor must adapt the
length of the lesson period and the amount of work laid down under
each assignment to the special interests and needs of the individual
student. tº
4. Equipment.—Blackboard, ruled paper, stub pen points. “Prac-
tical Writing.” Books IV and V, American Book Co. “New graded
System of Penmanship,” Books IV and V, Charles Merrill Co.
5. Suggestions to teachers on method.—Muscular movement writ-
ing is generally accepted as offering the best method of teaching
penmanship in our schools. The average man with an inferior ele-
mentary-school education, however, who has a very limited amount
of time for penmanship instruction in hospital schools will not bene-
fit from this type of penmanship instruction. Moreover, his utter
lack of experience in penmanship and the probable limited use of it
in the future render the use of this method inexpedient. The course
is based on the principle that a man of this type needs that kind of
instruction in which he will learn to write legibly in the shortest
space of time. Very often a student will progress rapidly enough
(6)
7
in his course and will make such progress as will warrant further
penmanship instruction of the type which emphasizes movement as
the fundamental requisite for legibility, plus speed and beauty of
form.
The penmanship manuals recommended for use in this course
provide excellent teacher's instructions. No elaboration of these is
offered here. The instructor who uses this course should study the
teaching pointers carefully and base his work on them.
The board work outlined will be valuable to develop full move-
ment and afford the instructor an opportunity to criticize the forma-
tion of the letters but the board work is not indispensable. It can
be dispensed with if conditions make it inconvenient. It also has
merit as a rest exercise to break long periods of desk practice. In
the later lessons of the course it may be wise to shorten the length
of the blackboard work or even eliminate it altogether.
6. Measuring, rating, and recording student’s work.-Upon the
completion of this unit course, the student will be given a certifi-
cate stating his rating for the course. Duplicates of all certificates
granted should be kept on file by the School for future reference.
It is intended that all certificates given for completion of the unit
courses issued by the Committee on Courses of Study for Disabled
Soldiers under the direction of the Surgeon General’s Office and the
Federal Board for Vocational Education shall be honored by all
schools under the supervision of either of these agencies, so that the
student transferring from a hospital School to another school may
receive due credit for the work done in the former school and may
take additional units in the second School. It is therefore desirable
to establish some uniformity or standardization in the methods of
rating and recording of the work of students.
The student who completes the work of this course should be able
to present a copy which will compare favorably with that in grade
13 of the Thorndike scale or grade 50 of the Ayres handwriting
scale. The use of either or both of these scales by the instructor and
student offers the best possible incentive to conscious, definite prog-
ress. Careful rating of student's penmanship at the beginning and
at the close of this course will be valuable to both student and in-
structor. Report these first and final ratings in the records. They
will be valuable when revising this course. Samples of penmanship
showing the progress of the men will be welcome if forwarded with
criticism as requested in the “Preface.” g
It is expected that a student will continue his work in reviewing
this course until he is able to present a copy which will measure up
to the standards established. The certificate will state that the
student has “passed” the work in the course of Penmanship II.
8
STUDENT'S INSTRUCTION SHEETS.
ASSIGNMENT I.
A. BOARD WORK.
1. Copy the instructor's model of a line of compact ovals 10 inches high.
B. TABLE WORK.
1. Copy instructor's model of the student's name and present address.
2. “Practical Writing,” Book IV, page 1; or “Merrill's Penmanship,” Book
IV, page 1.
ASSIGNMENT II.
A. BOARD WORK.
1. Copy instructor's model of a line of compact ovals 4 inches high.
B. TABLE WORK.
1. Copy instructor's model of student's name and present address.
2. Special drill exercises on the correct formation of those letters in the
signature and address which give the most trouble.
3. “Practical Writing,” Book IV, page 2 ; or “Merrill's Penmanship,” Book
IV, page 2.
& ASSIGNMENT III.
A. BOARD WORK.
1. Copy instructor’s model of a line of Compact ovals 4 inches high and a line
of ovals 2 inches high.
B. TABLE WORK.
1. Copy instructor's model of a line of two-space Ovals.
Note.—This exercise is given solely as an aid in the development of freedom
in the student's hand.
2. Copy instructor's model of student’s name and present address.
3. Special drill exercises on the correct formation of the “troublesome "
letters in the name and address.
4. “Practical Writing,” Book IV, page 3; or “Merrill's Penmanship,” Book
IV, page 3.
ASSIGNMENT IV.
A. BOARD WORK.
1. Copy instructor's model of 2-inch compact ovals.
B. TABLE WORK.
1. Copy instructor's model of a line of two-space compact ovals.
2. Copy instructor's model of student's name, age, and present address.
3. Special drill exercises on the correct formation of the difficult letters in
the name and address.
4. “Practical Writing,” Book IV, page 4; or “Merrill's Penmanship,” Book
IV, page 4. .*
ASSIGNMENT V.
A. BOARD WORK.
1. Copy instructor's model of compact ovals, both 4 inches and 2 inches high.
9
B. TABLE WORK.
1. Copy instructor's model of two-space compact ovals. &
NOTE.-Comparisons with the work of Assignment III should be madé to
detect improvement in uniformity.
2. Copy instructor's model of student’s name, age, and present address.
Preserve a copy of this for rating and for future comparisons.
3. Special drill exercises on correct formation of difficult letters.
4. “Practical Writing,” Book IV, pages 5–6; or “Merrill’s Pennanship,”
Book IV, pages 5–6.
ASSIGNMENT WI.
A. BOARD WORIK.
1. Copy instructor's model of compact lines, 4 inches high.
NOTE.-The instructor Should explain to the student that these movement
exercises are given for the special purpose of developing freedom and COntrol
in the arm muscles necessary in the handwriting at the table.
B. TABLE WORK,
1. Copy instructor's model of two-Space lines.
2. Copy instructor’s model of student’s name and home address.
3. Special drill exercises on correct formation of those letters in the home
address which give difficulty to the student.
4. “Practical Writing,” Book IV, pages 7–8; or “Merrill's Penmanship,”
Book IV, pages 7–8.
ASSIGNMENT WII.
A. BOARD WORK.
1. Copy instructor's model of compact lines 4 inches high.
B. TABLE WORTY.
1. Copy instructor's model of two-space lines.
2. Copy instructor's model of student's name and home address.
3. Special drill exercises on the correct formation of the difficult letters
in the home address.
4. “Practical Writing,” Book IV, pages 8–9 ; or “Merrill’s Penmanship,”
Book IV, pages 8–9.
ASSIGNMENT VIII.
A. BOARD WORK.
1. Attempt independent lines of compact ovals and straight lines, 4 inches
high, and straight lines correct according to instructor's model written under
the student's attempt.
B. TABLE WORK-
1. Attempt independent lines of two-Space compact ovals and straight lines.
2. Write independently name and bome address.
3. Special drill exercises on the correct formation of the difficult letters in
the home address.
4. “Practical Writing,” Book IV, review pages 1–10; or “Merrill's Penman-
ship,” Book IV, review pages 1–10.
989899–19—2
10
ASSIGNMENT IX.
º A. BOARD WORIK.
1. Attempt independent lines of 2-inch compact ovals. Correct and rewrite
aCCOrding to teacher’s model.
B. v TABLE WORK.
1. Copy instructor's model of one-space compact ovals and lines.
2. Copy instructor's model of parent's name and address.
3. Special drill exercises on difficult letters in parent’s name.
4. “Practical Writing,” Book IV, pages 10–11; or “Merrill’s Penmanship,”
Book IV, pages 10–11.
ASSIGNMENT X.
A. BOARD WORK.
1. Attempt independent lines of compact lines. Correct and rewrite accord-
ing to instructor's model.
B. TABLE WORIK.
. Copy instructor's model of two-space reversed ovals.
. Copy instructor’s model of brother's name and address.
. Drill exercises on Correct formation of difficult letters in brother’s name.
. “Practical Writing,” Book IV, pages 10–11; or “Merrill's Penmanship,”
Book IV, pages 10–11.
:
ASSIGNMENT XI.
A. BOARD WORIK.
1. Copy instructor's model of 2-inch compact reversed ovals.
B. TABLE WORFC.
. Attempt independent lines of two-space reversed ovals.
. Copy instructor's model of sister's name and address.
. Drill exercises on difficult letters in Si ter's name.
4. “Practical Writing,” Book IV, pages 14–15; or “Merrill's Penmanship,”
Book IV, pages 14–15.
:
ASSIGNMENT XII.
A. BOARD WORK.
. Review movement drill.
. Copy from instructor's model of the following words: at, do, go, queer.
. Special study of these letters: a, d, g, q.
:
B. TABLE WORK.
1. Review movement drill.
2. Copy from instructor's model of the student's former employer's name
and address.
3. Drill exercises on difficult letters in employer's name.
4. “Practical Writing,” Book IV, pages 16–17; or “Merrill's Penmanship,”
Book IV, pages 16–17. \
Assign MENT XIII.
A. BOARD WORK.
1. Review movement drill.
2. Write the following words independently and then correct and rewrite
according to instructor's model: at, d0, 90, queer.
3. Special study of these letters: a, d, 9, q.
11
P B. TABLE WORK.
1. Review movement drill.
2. Write independently former employer’s name and address. Correct and
rewrite.
3. “Practical Writing,” Book IV, pages 18–19; or “Merrill’s Penmanship,”
Book IV, pages 18–19. s
ASSIGNMENT XIV.
A. BOARD WORK.
1. Review movement drills.
2. Write the following words independently and then correct with the in-
structor’s model: Cod, oa.
3. Special study of : c, o, a.
B. TABLE WORE,
, 1. Review movement drill.
2. Practice writing former employer's name and address.
3. “Practical Writing,” Book IV, review pages 10–19; or “Merrill's Penman-
ship,” Book IV, review pages 10–19.
ASSIGNMENT XV.
A. BOARD WORK.
1. Movement drill on 2-inch ovals and compact lines.
2. Write these words: boa, foa, had, kill.
3. Drill, if necessary, on the correct formation of b, f, h, k.
B. TABLE WORE.
--
1. Movement drill on One space ovals and lines.
2. Copy instructor’s model of a letter of application for a position.
NoTE.—Whenever a student is able to compose this letter independently he
should be encouraged to do so. The aim in this work is not that of language,
however, but of practice in penmanship. Preserve a copy of this for rating
and future comparisons.
3. “Practical Writing,” Book IV, pages 20–21; or “Merrill's Penmanship,”
Book IV, pages 20–21.
ASSIGNMENT XVI.
A, BOARD WORK.
1. Movement drill, if necessary.
2. Write these words using letters Studied in previous assignments: dog,
ago, quick, boa, had, knob. -
B, TABLE WORK.
N.
1. Movement drill as required.
2. Write a letter of application for a job; correct with instructor's model
and rewrite.
3. “Practical Writing,” Book IV, pages 22–23; or “Merrill's Penmanship,”
Book IV, pages 22–23.
ASSIGNMENT XVII.
A. BOARD WORR.
1. Movement drills as required.
2. Write these words and correct with teacher’s model : bag, foa, had.
^
12
B. TABLE WORIK.
1. Movement drill as required.
2. Practice work on a letter of application for a job. (Use newspaper
advertisement.)
3. “Practical Writing,” Book IV, pages 23–24; or “Merrill's Penmanship,”
Book IV, pages 23–24.
ASSIGNMENT XVIII.
A. BOARD WORK.
1. Movement drill as required.
2. Write these words and correct with teacher's model: light, lack, fat, job,
3. Special study, if necessary, on l, t, j.
B. TABLE WORK,
1. Movement drill as required.
2. Practice work on a letter of application for a job. (Use newspaper
advertisement.)
3. “Practical Writing,” Book IV, review pages 20–24; or “Merrill's Penman-
ship,” Book IV, pages 20–24.
ASSIGNMENT XIX.
A. BOARD WORK.
1. Movement drill as required.
2. Write these words and correct with teacher's model: tight, fight, load,
jacket.
3. Special study, if necessary, on the correct formation of l, t, j.
B. TABLE WORK.
1. Movement drill as required.
2. Practice work on a letter of application for a job. (Use newspaper
advertisement.)
3. Write and correct with teacher’s model the following: tight, had, knob,
fight, lack, dog, kill, load, fat, ago, Cod, jacket, job, quick, Oa, bag, boa, ago,
foa, had, queer.
4. “Practical Writing,” Book V, pages 1–2; or “Merrill's Penmanship,”
Book V, pages 1–2. t
ASSIGNMENT XX.
A. BOARD WORIK.
1. Movement drill as required.
NOTE.-Watch for improvement in uniformity and lightness of line as a test
of free control
2. Copy the following from the instructor's model: eat, if, is, usual, with.
3. Special study, if necessary, of e, i, u, w.
IB. TABLE WORIK,
1. Movement drill as required.
2. Copy instructor's model of a letter ordering a bill of foodstuffs from a
mail-order house .
3. “Practical Writing,” Book V, pages 3–4; or “Merrill's Penmanship,”
Book 5, pages 3–4.
13
Assign MENT XXI.
A. BOARD WORK.
1. Movement drill.
2. Write the following words: made, need, remain, 8econd.
B. TABLE WORK.
1. Movement drill.
2. Write a letter to a mail-order house ordering a bill of goods. Correct with
instructor’s model.
3. “Practical Writing,” Book V, pages 5–6; or “Merrill's Penmanship,” Book
V, pages 5–6.
ASSIGNMENT XXII.
A. BOARD WOREC.
1. Movement drill as required.
2. Write the following words: promise, visitor, dizzy.
3. Special drill, if necessary, on p, v, 2.
B. TABLE WORK.
1. Movement drill as required.
2. Copy instructor's letter to a mail-order house ordering several articles
of clothing.
3. “Practical Writing,” Book V, pages 7–8; or “Merrill's Penmanship,” Book
V, pages 7–8.
ASSIGNMENT XXIII.
A. BOARD WORK.
1. Movement drill as required.
2. Write the following words and correct from instructor's model : Akron,
Ohio.
B. TABLE WORK.
1. MOVement drills.
2. Write a letter to a mail-Order house Ordering a pair of shoes. Correct
and rewrite from instructor’s model.
3. “Practical Writing,” Book V, pages 9–10; or “Merrill's Penmanship,”
Book V, pages 9–10.
ASSIGNMENT XXIV.
A. BOARD WORK,
1. Movement drills as required.
2. Write the following words: Boston, Denver, Pittsburgh, Rochester.
B. TABLE WORE,
1. Movement drills. (Select that type of drill on ovals or lines over which the
student lacks control.)
2. Write a letter to a publishing house ordering a year's subscription to a
current periodical. Correct with instructor's model.
3. Write from model: Akron, Ohio, Boston, Denver, Pittsburgh, Rochester.
4. “Practical Writing,” Book V, pages 11–12; or “Merrill's Penmanship,”
Book V, pages 11–12.
ASSIGNMENT XXV.
A. BOARD WORK.
1. Movement drills as required.
NoTE.—Point out student's improvement over previous work.
2. Write the following words: Cambridge, Eazeter, Farragut, Georgia.
14
B. TAIBLE WORK,
1. Movement drills as required.
2. Write a letter to a landlord asking for certain improvements and repairs in
a tenement or house. Peserve this for rating and for future Comparisons.
3. Write and correct from instructor’s model: Cambridge, Eazeter, Farragut,
Georgia.
4. Special study, if necessary, on A, O, B, D, P, R, C, E, F, G. -
5. “Practical Writing,” Book V, pages 13–14; or “Merrill’s Penmanship,”
Book V, pages 13–14.
ASSIGNMENT XXVI. º
A. BOARD WORK.
1. MOvement drills.
2. Write from instructor's model: Hanover, Italy, Jamaica, Klondilce.
B. TABLE WORK.
1. Movement drills as required.
2. Write from instructor's model: Hanover, Italy, Jamaica, Klondike.
3. Special study, if necessary, on the correct formation of C, E, F, G, H, I,
J, K. º
4. “Practical Writing,” Book V, pages 16–17; or “Merrill’s Penmanship,”
Book V, pages 16–17.
ASSIGNMENT XXVII.
A. BOARD WORK.
1. Movement drills.
2. Write from instructor's model: Lincoln, Maine, Nebraska, Quebec.
B. TABLE WORK.
1. Movement drills as required.
2. Write Lincoln, Maine, Nebraska, Quebec. Correct from instructor's model.
3. Write a letter to a former employer asking for reemployment. Correct
from instructor’s model.
4. “Practical Writing,” Book V, pages 18, 19, 20; or “Merrill's Penmanship,”
Book V, pages 18, 19, 20.
ASSIGNMENT XXVIII.
A. BOARD WORK.
1. Movement drills, if necessary. -
2. Write Savannah, Trentor, Utica, Venice. Correct from instructor's model.
B. TABLE WORK.
1. Movement drills, if necessary.
2. Write Savannah, Trenton, Utica, Venice.
3. Special study, if necessary, on correct formation of L, M, N, Q, S, T, U, 7.
4. Write a letter of acceptance of an offer of employment. Correct and re-
write from instructor's model.
5. “Practical Writing.” Book V, pages 24, 25, 26; or “Merrill's Penmanship,”
Book V, pages 24, 25, 26. *
15
ASSIGNMENT XXIX.
A. BOARD WORK.
1. Movement drills, if necessary.
2. Write: Washington, Christmas, New York, New Zealand. Correct from
instructor’s model.
B. TABLE WORK.
1. Movement drills, if necessary.
2. Write and correct: Washington, Christmas, New York, Néw Zealand.
3. Write a letter to the Federal Board for Vocational Education, Washing-
ton, D. C., asking about the opportunities for reeducation in his home district.
Correct and rewrite.
4. “Practical Writing,” Book V, pages 27, 28, 29, 30; or “Merill's Penman-
ship,” Book V, pages 15–20.
AsSIGNMENT XXX.
A. BOARD WORK,
1. Movement drills as required.
2. Special review exercises of those capital letters which give the man the
most difficulty.
B. TABLE WORK.
1. Movement drills as required. (Compare the ovals written in this assign-
ment with those written in assignments 15–10–15–20.)
2. Special review study of any capital letters which give the student special
difficulties.
3. Write a letter to the Federal Board for Vocational Education describing
his condition and stating his preference for an occupation after discharge.
Rate this on a standard Scale and compare with earlier copies. Report the
amount of progress.
4, “Practical Writing,” Book V, review pages 20–24; or “Merrill's Penman-
ship,” Book V, review pages 20–24.
STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war-risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War-Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution. |
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War-
Risk Insurance or the chief medical advisor of the Bureau of War-
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man's own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
as having been incurred in the line of duty, and the man is entitled
to compensation therefor. *
(16)
17
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurrent in the line of
duty, the Bureau of War-Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War-Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife, and one child, $55.
For a man, wife, and two children, $65.
For a man, wife, and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each addi-
tional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
paid.
The monthly compensation.payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
18
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man’s earning capacity, and, secondly, by the number of per-
sons in his family on whose account he is entitled to receive com-
pensation, and that such compensation may diminish or increase
accordingly as these factors may change. That is to say, a man who
is totally disabled is entitled to compensation for total disability,
which may be $30 a month, $45 a month, $55 a month, etc., ac-
cordingly as he is a single man, a married man with no child, or a
married man with a child, etc. When his total disability becomes a
partial disability and his earning capacity is diminished 50 per cent,
the compensation to which he is entitled from that time on is only 50
per cent of the compensation to which he was entitled when he was
totally disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of rat-
ings of reductions in earning capacity based as far as practicable
upon the average impairments of earning capacity resulting from
such injuries in civil occupations, and not upon the reduction in
earning capacity in each individual case, so that there shall be no
reduction in the rate of compensation for individual success in over-
coming the handicap of a permanent injury. For instance, a man
who has suffered the loss of a leg or an arm is awarded a certain
percentage of the amount of compensation that would be payable
for total disability, this percentage being determined by the sched-
ule of ratings above referred to, and the compensation payable for
such an injury is not in any way affected by his individual earning
capacity. He will receive a fixed amount monthly during the re-
mainder of his life without reference to the reduction in his earning
capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places
as may be reasonably required. If he refuses to submit to such ex-
amination or in any way obstructs such examination, his right to
compensation is suspended until such refusal or obstruction ceases,
and every person in receipt of compensation for disability shall
submit to any reasonable medical or surgical treatment furnished
by the bureau whenever requested by the bureau, and the conse-
quences of unreasonable refusal to submit to any such treatment
shall not be deemed to result from the injury compensated for,
19
In addition to the aforementioned compensation, the injured per-
son is entitled to reasonable governmental, medical, surgical, and
hospital services, and will be furnished such supplies, including
artificial limbs, trusses, and similar appliances as may be useful and
reasonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused
under circumstances creating a legal liability upon some person
other than the United States or the enemy to pay damages therefor,
the person entitled to receive compensation may be required to as-
sign to the United States any right of action he may have to en-
force such liability of such other person or to prosecute the action
in his own name.
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife, or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be $30.
The Vocational Board, however, allows a certain monthly amount to
a man for board and subsistence. The amount allowed a single man
for subsistence by the Vocational Board monthly is $35. Thus a
single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
monthly payment of $65. An officer who accepts vocational training
would of course receive a monthly payment equal to his last month’s
pay in the service and would not receive any allowance for subsist-
ence from the Vocational Board, nor would any allotment be required
as in the case of an enlisted man.
20
It is of prime importance that all men who are discharged from the
service disabled should continue the payment of the premiums due on
their insurance by check, draft, or money order payable to the Treas-
urer of the United States, and sent to the disbursing clerk, Bureau of
War-Risk Insurance, Washington, D. C. Unless such payment is
made, their insurance will lapse and they will be deprived of its
benefits. Care should be taken to continue these payments of pre-
miums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical advisor of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently dis-
abled, his insurance will have lapsed.
The benfits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensa-
tion, he may not be entitled to the benefits of his insurance, as in-
surance is payable only in case of death or in the event that the in-
sured becomes totally and permanently disabled.
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD FOR
WOCATIONAL EDUCATION.
All soldiers, sailors, or marines, whether in or out of the hospital,
should address their communications either to the Federal Board
for Vocational Education, Washington, D. C., or to the district office
of the Federal Board in which the correspondent resides. Informa-
tion concerning these districts and their respective offices follows:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass.
District No. 2.-Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York.
District No. 3.-Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 1404 Candler Building, Atlanta, 6a.
District No. 6.-Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7.-Ohio, Indiana, and Kentucky. Office: 906 Mer-
cantile Library Building, Cincinnati, Ohio.
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.-Iowa, Nebraska, Kansas, and Missouri. Office:
517 Chemical Building, St. Louis, Mo.
District No. 10–Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11–Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 13–California, Nevada, and Arizona. Office: 997
Monadnock Building, San Francisco, Cal.
District No. 13–Montana, Idaho, Oregon, and Washington.
Office: Room 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
21
O
Rehabilitation Monograph JOINT SERIES No. 10
TYPEWRITING I, II, III, IV, V ,
FOR
PROFESSIONALS AND AMATEURS
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN COOPERATION WITH THE
SURGEON (GENERAL’S OFFICE
AND THE
WAR-RISK HNSURANCE BUREAU
January, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFIC.
*~~ - kº * *** *** - ºxº ºvºvar-srºx - , ºft.


$939
As a disabled soldier, sailor, or marine you should remember that the
Office of the Surgeon General, War Department, the Bureau of War-
Risk Insurance, Treasury Department, and the Federal Board for Voca-
tional Education are mutually interested in your welfare solely. They
have arranged a definite plan of cooperation to help you in every pos=
sible way. You can not afford to leave the hospital until the medical
officers have done everything that they can for you to restore you to
physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital has
provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos=
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which 1, ~!
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them Ҽ in
your hospital career. - º;
All disabled soldiers, sailors, and marines in hospitals who wº
information about reeducation should ask any instructor of the Hosº
pital Educational Service or the representative of the Federal Board,
for Vocational Education.
Men discharged from the military or naval service who want infore
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas, St.
Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco, and
Seattle. (For addresses see p. 37.)










Uſº
365
A22.
No, lo
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
- MEMBERS. y te
DAVID F. HousTon, Chairman, Secretary of Agriculture.
WILLIAM G. REDFIELD, Secretary of Commerce.
WILLIAM B. WIESON, Secretary of Labor.
P. P. CLAxTon, Commissioner of Education.
JAMES P. MUNROE, Vice Chairman, Manufacture and Commerce.
CHARLEs A. GREATHOUSE, Agriculture
ARTHUR E. HoLDER, Labor.
EXECUTIVE STAFF. g
C. A. PROSSER, Director.
LAYTON S. HAWKINS, Chief Vocational Education Division.
CHARLEs H. WINSLOW, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education for
the wounded and sick soldiers during the time they are in the gen-
tral hospitals and after their discharge, the Surgeon General’s Office
and the Federal Board for Vocational Education cooperated in the
preparation of a series of courses of study. These courses are tenta-
tive and suggestive. They may, however, be accepted as models so
far as their form and principles which govern their organization are
concerned, for all courses, whether academic or vocational, where the
adjustment of materials is intended to be made to suit the individual
capacities and attainments of students. *
The courses of study were prepared under the immediate supervi-
sion of a committee consisting of:
Prof. David Snedden, President of the National Society for
the Promotion of Industrial Education;
Maj. M. W. Murray, Surgeon General's Office;
Prof. George A. Works, Federal Board for Vocational Edu-
cation; . *
M. W. Haynes, Secretary of Committee.
The committee was assisted by a large number of specially qualified
experts. Special mention should be made of the service of Maj. A. G.
Crane, Sanitary Corps, who is responsible for the formulation of the
specifications of the courses.
LOTUs D. CoFFMAN,
Surgeon General’s Office.
* CHARLEs H. WINSLow,
Federal Board for Vocational Education.
|
(5)
PREFACE.
These unit courses were prepared under the direction of the Com-
mittee on Courses of Study for Disabled Soldiers by Harry C. Spill-
man of the Federal Board for Vocational Education in collaboration
with Horace G. Healey, Rupert So Relle, Charles E. Smith, Dr. Ed-
ward Eldridge, and Sergt. Alexander Brody, Sanitary Corps. The
suggestions comprising the Teachers’ Manual is the composite contri-
bution of the committee mentioned above, but the outline courses of
study accompanying this manual were compiled by Mr. So Relle, Mr.
Smith, and Dr. Eldridge, each using as a basis for his outline the
typewriting text of which he is the author. The committee desires
to make this Teachers’ Manual a valuable contribution not only to the
teaching of typewriting in hospitals but to the general profession of
typewriter teaching, and with this end in view further suggestions
and contributions are invited from those who have occasion to use
these tentative courses. &
, Instructors are therefore urged to make notes of their experience
with the course as a basis for criticisms and suggestions for improv-
ing it.
Criticism by instructors in army service should be addressed:
To: Surgeon General of United States Army, Division of Recon-
struction. Attention of Committee on Course of Study.
Subject: Revision of Unit Course of Study, Typewriting I, II, III,
IV, and W.
Criticism by instructors under supervision of the Federal Board
should be addressed: *
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Typewriting I, II, III,
IV, and W.
(7)
TEACHERS’ MANUAL.
QUALIFICATIONS OF STUDENTS.
These units (1 to 5) provide for two types of learners.
(1) Vocational user.—The man who is physically and educationally
qualified to devote a portion of each day to serious mastery of the
typewriter with vocational aim and with the idea of articulating his
hospital training with an agency of later instruction.
(2) Amateur user.—The man who wishes to acquire sufficient skill
in the operation of the typewriter to type his personal mail in the
conduct of his individual business affairs, address envelopes, and
make carbon copies.
NoTE.—There will be a third group of beginning typewriter users in the hOS-
pital—those who may profitably be permitted to experiment with the typewriter
for therapeutic advantage, this class of patients being given the same demon-
stration of the machine provided in unit 1 for the professional and amateur
students. This will acquaint them with the mechanics of the machine and the
proper method of its operation. They may then be left to their own devices as
to plan of procedure and mastery.
METHOD TO BE USED.
1. The plan of instruction for the professional and amateur groups
should be uniform, the only difference being in the amount of time
devoted to the subject and the number of units covered.
2. In all cases learners should be trained in the use of all the fingers
of each hand by the touch method.
NOTE.-In Case of the amateur group, it may be well to eliminate the use of
shields and blanked keyboards, at the same time insisting upon the use of all
fingers and directing progress continuously along the lines of touch.
3. A combination of class and individual instruction plan should
be followed, points of general interest being covered in class, after
which the student’s progress and instruction will be individual.
4. The instructor may base his work on any one of three standard
texts, special outline courses for which are being prepared as noted
in preface and later referred to under “Equipment.”
TIME AND CHARACTER OF UNITS.
First unit.—Mastery of keyboard and a working familiarity with
the typewriter mechanism, estimated sufficient to qualify the operator
99.135°–19—2 (9)
10
to write simple business letters. Estimated time required, two 45-
minute periods a day for 30 days.
NOTE.-At end of first unit envelope addressing and carbon copying should
be taught to those who have no time available for later units.
Second unit.—Drills in technique: Speed practice from simple
printed matter with a speed of at least 125 strokes per minute is at-
tained with a margin of error of one stroke. No estimate as to time
required; personal equation varies.
Third writ.—Practice on letter forms and copying simple literary
articles. Time required, two 45-minute periods for 10 days.
Fourth unit.—Practice on business and legal documents. Time
required, two 45-minute periods for 10 days.
Fifth unit.—Tabulating, rough draft, and office practice. Time re-
quired, two 45-minute periods for 10 days.
EQUIPMENT.
(a) Typewriters.--All standard makes of typewriters having uni-
versal keyboards are available, but the following alphabetical list
gives the machines most generally used for instruction purposes:
T. C. Smith.
Monarch.
Remington.
Royal.
Underwood.
(b) Teatbooks.--The following texts in typewriting are used as
the basis for the five unit courses outlined in this Manual:
Charles E. Smith, “A Practical Course in Touch Typewriting,” Isaac Pitman
& Sons, 2 West Forty-fifth Street, New York. $0.60.
Fritz & Eldridge, “Essentials of Expert Typewriting,” American Book Co.,
100 Washington Square, New York. $0.85.
Rupert P. So Relle, “Rational Typewriting,” Gregg Publishing Co., 77 Madli-
Son Avenue, New York. $1.
(c) Blank keys, shields, aprons.—Such mechanical devices have a
value in teaching with certain classes of students. Their principal
value is to be found in the following:
Blank keys are valuable only in forcing the student to memorize
the keyboard. They have no value beyond that, and can not be
considered as a substitute for teaching typewriting.
Shields are a better device than the blank keys, but they have
many disadvantages. They force the student to write by “touch’”
but do not offer an opportunity to observe the method of operation
followed by the student.
Aprons serve the same purpose as shields. They have the ad-
vantage of giving the student freer play in handling the machine.
11
GENERAL SUGGESTIONS FOR MAKING THE TEACHING OF TYPE-
WRITING INTERESTING AND EFFECTIVE.
INTRODUCTION.
In selecting and discussing the points to be considered in the teach-
ing of typewriting the interest value of each point is considered of
supreme importance. With interest awakened and maintained, the
other problems will be found to be easy of solution. The teacher
who would secure the greatest and the most lasting results, therefore,
will need to devote his attention to this feature of his work. Many
of the topics have been introduced specifically for this purpose. All
of them are susceptible of individual variation.
HISTORY OF THE TYPEWRITER.
No student should be allowed to master the typewriter without
knowing a bit of its interesting history.
The first record of an attempt to produce a typewriter is found
in the British patent office in the year 1714, when a patent was
granted to Henry Mills on a device intended “for the impressing or
transcribing of letters singly or progressively, one after another as
in writing.” Mills's impractical model was followed by many futile
efforts on both sides of the Atlantic, but it was more than 150 years
before a practical typewriter was invented. During the winter of
1866–67 C. Latham Sholes, Samuel W. Soule, and Carlos Glidden
produced in a small printing shop in Milwaukee the first practical
typewriter. It was, of course, a very crude and unsatisfactory instru-
ment and passed through various stages of failure until the year
1873. E. Remington & Sons, the great gunmakers at Ilion, N. Y.,
undertook the refinement and perfection of the typewriter which
became known as the Remington typewriter. It began to gain favor
when placed on exhibition at the Centennial Exposition in Philadel-
phia in the year 1876. Thereafter its success was assured. As late
as the year 1882 there were not more than 15,000 typewriters in actual
use in this country, whereas to-day more than one of the great type-
writer companies manufactures a machine a minute and maintains
an agency in every civilized nation on earth. The Remington No. 1
was followed by later models, and many other popular makes have
now established reputations and have been referred to in an earlier
paragraph of this Manual.
THE TECHNIQUE OF TYPEWRITING.
The machine itself a factor of interest.—The typewriting machine
possesses an inherent fascination to the average student. It makes
an appeal like every other instrument that “works.” At first a
mystery, the student at once wants to solve its mechanical functions—
wants to write upon it—and this desire should be satisfied as soon as
12
practicable. The first lesson should contain some drill which en-
ables the student to operate the keys, even though in a primitive
way, but not to such an extent as to start the formation of habits
that can not become a fixed feature of the instructions in operating
the machine even in the most advanced stages of writing. Interest
in the mechanics of the machine can be kept alive by progressive
studies in the functioning of the various parts, and by demonstrat-
ing the usefulness of each feature.
Gymnastics.-Well thought out finger gymnastics can be used with
great advantage because of their interest value. They undoubtedly
have some value in helping certain students to make their hands
and fingers more flexible. They will appeal to the student because
he will be able to see at once that such exercises may have a bearing
on the question of effective keyboard manipulation. The most im-
portant of these are given in “Weise & Smith's Seven Speed Secrets,”
published by Harold Smith, State College, Pullman, Wash.
Music and rhythm.—The importance of rhythm in typewriting
can not be overemphasized. Rhythm simply means tapping the keys
in even time. Rhythm enables the typist to finger each key properly
and to deliver the same amount of energy on each stroke. The re-
sult is clean-cut impressions and greater speed. Rhythm can be
taught in several ways. By tapping the desk at regular intervals as
the class practices a given, exercise; by dictating a list of words in
even time or by the use of a Victrola or other phonograph. Much
success has been acquired by the use of the Victrola. The stimulat-
ing effect of music is well recognized. The chief difficulty about this
method is to secure the proper records. At the beginning of the
work in typewriting the teacher should demonstrate the proper
method of acquiring rhythm. As most students have a natural con-
ception of “time” as applied to music there will be little difficulty in
driving the idea home. The theme should be constantly iterated,
however, until each member of the group has acquired a rhythmic
touch.
Dictation direct to the machine.—This is a valuable device to
use from the very beginning in typewriting and can be continued
throughout the course with advantage. The particular advantages
of dictation directly to the machine are: It forces the student to keep
up with the pace of the teacher rather than to rely upon his own
volition. It prevents him from falling into sluggish habits of typing.
It cultivates his hearing—which is a very valuable training for both
shorthand and typewriting. In giving dictation the teacher can
require the students to look directly at him, thus keeping their eyes
off the keyboard. g
At the beginning of the work the best method of giving dictation
is to dictate a letter of a word at a time—not pronouncing the word.
13
This is a valuable exercise in testing the student's ability and giving
him practice in finding keys quickly. The words can be written on
the board a letter at a time as they are dictated. The object of this
is to let the student see the letter as well as hear it and to prevent
confusion. By not pronouncing the word the student is kept alert to
catch each letter, otherwise he would proceed with the entire word as
soon as he anticipated what it was. Dictation on the machine has a
very great attraction for most students.
Practice away from the machine.--This is a form of exercise
which may be made to yield excellent results and it also stimulates
an interest in the work from a different angle. It can only be used,
however, after the student has visualized the keyboard fairly well.
It consists in simply locating mentally the positions of keys while
reading and going through the mental process of striking them.
Students generally reach a stage when this kind of practice comes
involuntarily. They find themselves spelling out on an imaginary
keyboard the advertising signs they see in cars, the signs on the
street, etc.
Mechanics of the machine.—Students at times tire of the purely
manipulative part of typewriting. The introduction of studies about
the mechanism of the machine will be welcomed as a pleasing and
valuable diversion. A study of the complete instruction books issued
by the makers of the various machines with diagrams on the board
or a personnal demonstration of the functions of the various parts of
the machine will prove a valuable aid in teaching.
THE MAIN PARTS OF THE TYPEWRITER A STUDENT SHOULD RNOW.
1. Paper table.
2. Platen (cylinder or rubber roller).
3. Thumb wheels.
4. Feed rolls (three in front, three in back).
5. Paper guides or fingers.
6. Marginal scale.
7. Marginal stops.
8. Marginal release.
9. Line-Space gauge.
10. Line-Space lever.
11. Paper-release key.
12. Carriage.
13. Carriage-release key.
14. Finger keys.
15. Space bar.
16. Type bars.
17. Type keys—upper Case, lower Case.
18. Shift keys.
19. Shift lock.
20. Back spacer.
21. Ribbon-crank handle.
22. Printing point.
23. Ribbon reels or spools.
14
Eachibits of students’ work.-There is nothing more encouraging
to a student than to find that he has produced something which is
worthy of the notice of his fellow classmates. Good specimens of
students’ work should be kept constantly on the bulletin board. It
will stimulate others to try to excel. Specimens of correct forms of
various letters and documents can also be used to advantage. For
example: The teacher may prepare a series called, “The evolution
of the business letter,” showing the shorthand notes, the typed
letter ready for the signature, the letter signed, and the envelope.
Eachibits of easperts’ work.-Many specimens of this can be ob-
tained either from the typewriter companies or from business houses.
It will serve as a stimulus. These specimens, however, should be
selected with very great care. Much of the work that comes from
business houses which is acceptable perhaps in the office from which
they come would not be accepted by others.
Records—A great deal of uniformity can be exercised by the
teacher in preparing records of the work of the various students
which will appeal to the group as a class. These may be in the form
of progress on the formal lessons of the textbook used. The use of
graphs has been found to be of value in stimulating interest in the
subject and of bringing to the student’s notice the features of his
work that need attention. The graphs may include such informa-
tion as “speed development” as outlined in a previous paragraph;
graphs of errors; graphs of progress in lessons; graphs on “speed
studies,” etc.
Friendly competition; desire to eacel; sportsmanship.–By devel-
oping the “speed drills” into class events much upon the plan of
athletic events a very strong spirit of sportsmanship can be developed.
This has been found to be an excellent idea in securing results in
typewriting. The principle can be extended also to all kinds of
work done on the machine. Speed can be made an inexhaustible
capital by the teacher. The following suggestions will serve to open
up the possibilities of the subject:
In early stages: •
1. Speed drills in writing certain frequently recurring com-
binations or sequences of letters.
2. Speed drills in writing the alphabet.
3. Speed drills in writing alphabetic sentences.
4. Speed drills on any repeated practice material from the
textbook.
In the advanced stage:
1. Speed drills on practice material; connected matter.
2. Speed drills on new matter; at first on matter of low-stroke
intensity.
15
Another excellent speed test is one which determines which pupil
can hold out longest without making a single error. In order not
to waste any time in this contest the pupils are asked to write for 10
minutes. At the end of the time, the pupils who have made any
errors proceed with the regular work of the day, while those with
perfect papers continue the test until they make an error. When a
pupil makes an error he stands and the teacher writes his name on
the board and the length of the time he wrote without making an
error. The last student to stand wins the contest. Exhibit this
paper with the words “ wrote 15 minutes before making one
error.”
Typewriter awards.-The leading typewriter companies maintain
awards or credential departments through which worth-while prizes
are given to those students who attain certain proficiency in type-
writing. Test material of standardized intensity is mailed to the
schools requesting it. Write the typewriter companies whose ma-
chines you use and ask to be put on the mailing list and for full
particulars about the award plan.
Further cooperation from typewriter companies.—Both the Un-
derwood and the Remington typewriter companies maintain a de-
partment for training expert typists. Some of the fastest typists
in the world are now in the employ of these companies and are prob-
ably available for a free demonstration before your classes upon
request. Nothing would inspire your students more than a visit
from these experts.
Slides and moving pictures.—If your hospital is equipped with
picture paraphernalia, write the typewriter companies for interest-
ing slides featuring the typewriter and its mastery. The Remington
Typewriter Co. has filmed 3,000 feet of motion pictures on the man-
ufacture of the typewriter and the proper method of using it. Their
instructive films will be sent free upon your request.
Artistic features of typewriting.—The beauty of the correctly
written, artistically balanced page, with even impression of the type,
can be utilized as an interest awakening feature. This can be very
greatly increased by having all examples of typewriting from which
copies are to be made or which are to be used as models conform to
the best taste. The teacher can point out the reasons, and state the
artistic principles employed. Illustrations of printed matter, ap-
plicable to typewriting, can be used with great advantage. The
constructive abilities of the student can be awakened through this
Iſlea, IlS.
Getting accuracy.—The student should not think too much about
speed in the early stages of his work. He should follow the instruc-
jons of his teacher and look upon speed as a growth to be noted
16
only at intervals of a few weeks apart. To expect to see an increase
in speed from day to day is like expecting to See a tree grow. When
the student is able to write from ten to twenty words a minute on the
typewriter the most potent influence to increase his speed is judicious,
accurate repetitiën. The value of repetition decreases as the speed
of the student increases. h
Fingering exercises should be considered in the light of first aid.
If they are practiced until they become subconscious they will smooth
away many difficulties and make the student's task lighter. They
should never be practiced carelessly.
The following fingering exercise has been much used by speed
operators as a warming up exercise. The student who practices
this exercise will find it of much assistance in learning to hold his
hands in the correct position at the keyboard. It applies to the
second row of keys only. Similar exercises should not be practiced
on the first or the third row of keys, as to do so nullifies the benefits
of this exercise. Here it is:
a;sldkfjghfjdksl
Note that the fingers of each hand are used alternately. The exer-
cise should be repeated over and over again, at least four times to
each line. The student should be careful and not write this exercise
too often at any one time, a few lines at a time being helpful, whereas
too many times may do more harm than good.
One-hand operation.—In some cases it will be desirable to teach
one-handed men to operate the typewriter and this should be com-
paratively easy. The position at the machine will be slightly
modified—if the right hand is missing the student will sit slightly
to the right of the center of the keyboard; if the left hand is gone,
reverse the position. When the right hand is used let the index
finger rest on the lever “s” as a pivot or guide key. All keys to
the left and including 3, e, d, and c are operated by the index finger;
the next two rows by the second, the next two by the third, and the
remaining keys by the fourth. The thumb is used for spacing.
In case of left-hand operation use “k” for the pivot key for index
finger and allocate the keyboard to the fingers as follows: All keys
to the right and including 9, i, j, n, should be operated by index
finger; the first two rows to left by Second finger; the next two to the
third; and the remaining keys to fourth. Of course, in one-handed
operation the touch system can not be completely followed, but each
finger should do its share of the work. It is important that a one-
armed student be assigned to a machine having a carriage return
suited to his handicap.
Using the blackboard.-Make regular use of the blackboard in aid-
ing the students to visualize the keyboard. We do not believe in
17
the use of a wall chart as that gives the student too many letters to
look at at the same time. It is desirable that he should have in front
of him only the letters he is going to use. The instructor points to a
letter at the same time naming it, and the student writes it. This
keeps the student's eyes away from the machine and by this method
the teacher is able to develop a rhythm in striking the various letters.
After the keys have been learned the teacher uses the same method
in writing words. The student is told, “We are now going to write
the word “lass.” Ready | 1 a. ss, space,” pointing to each letter on
the board as the letter is pronounced. The same method is also used
with short phrases and sentences, and even in using a text where
phrases were not taught in the first lesson effort should be made
to include some in the board practice. In this first lesson we call at-
tention to the fact that the letter “1” may be used for the figure “1,”
and we have the student write such phrase as “11 sad lads.”
Points to remember.—(a) Have each student assigned to a definite
machine and keep a seating chart.
(b) Have a blindfolded test occasionally.
(e) Teach the sharp staccato blow for striking the keys.
(d) The stop watch is a great little teacher.
(e) Say “Good” when it is good.
ADAPTED TO “A PRACTICAL COURSE IN TOUCH TYPEWRITING.”
By the author, CHARLEs E. SMITH.
OUTLINE OF COURSE.
A thorough mastery of the keyboard is the most important element in the
future progress of the student. The lessons in the first 21 budgets of “A
Practical Course" have been so arranged that the student who follows the
instructions in the text will have not only a thorough mastery of the keyboard
but also considerably more Speed than is necessary to meet the requirements
Of the first unit of the suggested course.
The first unit allows the student 90 minutes a day for 30 days. This gives
him 45 hours practice in all. In order to accomplish the required results in
this period of time the teacher should confine the work of the student to the
first 12 budgets, covering the first 22 pages of the textbook.
Before commencing the work of budget 1, the student should read all the
instructions in the textbook contained in the first six pages and should prac-
tice the first fingering exercise until he has thoroughly mastered it.
BUDGET 1.
Budget 1, on page 6, contains 20 words in all. These 20 words cover the
second row of keys. As the time of the student is limited, the teacher need
not require the student to do any of the supplementary words on page 7, but
should teach the student the Second fingering exercise as soon as he has com-
pleted the 20 Words of the first budget, shown on page 6.
99.135°–19—3
18
BUDGET 2.
The student should now examine carefully the diagram at the bottom of
page 8 and note the relation of the letters U, I, O, P to J, K, L ; and of Q, W,
E, R to A, S, D, F. The guide key for Q is A ; the guide key for W is S, etc.
Notice that each new letter is above and slightly to the left of its corresponding
guide key. If the student will keep this simple fact in mind, it will prove
a wonderful help in learning the location of the new keys.
When the student leaves a guide key to strike a key On the third row, the
required finger should reach forward and upward, going slightly to the left.
The movement should be almost entirely a finger movement. The forearms and
wrist should be held as nearly as possible in the original position assumed when
the fingers were placed on the guide keys.
The supplementary words on page 9 may be omitted, the third fingering exer-
cise on that page being taught as soon as the student has finished the regular
work of the second budget, shown on page 8.
BUDGET 3.
THE CENTRAL IREYS.
The letters T and G are struck with the first finger of the left hand and the
letters Y and H with the first finger of the right hand. As these letters are in
the center of the keyboard there is a tendency, When Striking them, to move
the other fingers out of the normal position.
To strike G the typist should “stretch " the first finger of the left hand from
its position over F until it is over G, and after striking G, the finger should be
instantly returned to its normal position over F. A similar method should be
followed when striking H with the first finger of the right hand.
It is apparently easier for the typist to move the whole hand over when
striking one of the central letters. If he does this it results in a wrist move-
ment instead of a finger movement and gets the other fingers out of position,
making the typist inaccuñate. If the typist will keep in mind that he must cul-
tivate a finger movement when striking these letters and “stretch " the fingers
to the right and left respectively, he will have little, if any, difficulty in master-
ing them.
To strike T the first finger of the left hand should be stretched to the right
and in addition should reach forward and upward. Similarly to strike Y the
first finger of the right hand should be stretched to the left and should reach
forward and upward. When striking these particular letters there is a slight
forward movement of the whole hand. After the letters are struck, however,
the fingers should all come back instantly to their respective positions over the
guide keys.
SHIFT REYS.
After finishing the 20 words of the third budget on page 10, the teacher may
omit the supplementary words and at once instruct the student in the use
of the shift key, having him write one line each of the four words shown on
page 11.
SENTENCES.
The teacher should now require the student to do each of the five Sentences
on page 11 at least four times, using a half sheet of paper for each sentence.
As some of the sentences are shorter than others, the teacher may use this
fact to show the student how to set the marginal stops, SO as to display the
work to the best advantage.
19
BUDGET 4.
Before beginning the work of budget 4 the teacher should require the stu-
dent to read carefully the instructions on page 12 with reference to the fourth
fingering exercise. This fingering exercise should be practised until the Stu-
dent can do it readily and accurately.
The teacher may be asked why he requires the student to strike the B. With
the first finger of the right hand. The fingering indicated in “A Practical
Course” for the first row of keys tends, first, to equalize the amount of Work
done by the fingers of each hand; second, to allow the student to do his Work
with the least amount of finger movement; and, third, to prevent the clashing
of keys, thus eliminating many of the errors which the student would otherwise
make.
THE REASON WIFIY.
The vast majority of students are right handed so that it is easier for them
to learn to Strike B with the first finger of the right hand.
Not counting B, the fingers of the left hand have to take care of 14 letters
of the alphabet, among which are the frequently occurring letters E, S, R, T, A,
D, and C, whereas the fingers of the right hand take care of only 11 letters,
or 12, if we include B. As a result, even if B is given to the right hand, the
fingers of the left hand have to do a great deal more work than those of the
right hand. The striking of B with the first finger of the right hand, there-
fore, tends to equalize the amount of work done by the fingers of each hand.
Then again, if B is struck with the first finger of the right hand, it permits
the typist to use the first finger of the left hand on C and V, making it much
easier and swifter to write the frequently occurring combinations EC, CE, NCE.
Another reason for striking B with the first finger of the right hand is its
distance from R and U. While the distance of B from F is practically the
Same as from J, it should be noted that it is much farther from B to R than
from B to U, so that those who strike B with the first finger of the left hand
have a very awkward combination when striking the frequently occurring
double consonant BR. If, however, B is struck with the first finger of the right
hand, the double consonant BR is much easier to write and may be written
more speedily, since the first fingers of the right and of the left hand will be
used alternately.
When B is struck with the first finger of the right hand it naturally follows
that C and W are struck with the first finger of the left hand, and hence X
with the second finger of the left hand and Z with the third finger of the left
hand. As a result the little, or fourth, finger of the left hand is not used for
any of the letters on the first row of keys and SO is not overworked when used to
hold down the left shift key and to strike the frequently occurring vowel A.
Sufficient reasons have, perhaps, been given to make it plain why it is most
important to strike B with the first finger of the right hand. There is, however,
another reason which arises from the construction of the typewriter itself.
Press the keys B and Y gently and note that these two keys lie side by side in
the basket of the machine. Because of this fact there is danger of these keys
clashing when B is struck With the first finger of the left hand and Y with the
first finger of the right hand. If, however, both keys are struck with the first
finger of the right hand this danger is entirely obviated. Likewise the letters
E and X, as well as I and M lie Side by side in the basket of the machine and
hence the danger of these letters clashing with each other is entirely overcome
by striking them with the second fingers of the left hand and of the right hand,
respectively.
20
COMPLETING THE ALPEIABET.
The 20 Words of the fourth budget, shown at the bottom of page 13,
Complete the alphabet. As soon as the student has finished these 20 words the
teacher may allow him to omit the supplementary words on the same. page
and proceed at once with the sentences at the top of page 13. Each sentence
should be Written accurately on a half sheet of paper at least four times.
BUDGET 5.
After practicing the fifth fingering exercise in accordance with the instruc-
tions on page 14 the teacher should have the student complete the 20 words
of the fifth budget on page 15. As with the preceding budgets, the supplemen-
tary Words On page 16 may be omitted.
ALPEIABETIC SENTENCES.
The alphabetic sentences on pages 16 and 17 should next be practiced. Each
Sentence Should be written correctly at least four times. The student will
Complete these Sentences more quickly if the teacher permits him to use a
Separate half sheet for each sentence. When this plan is followed the student
should use double spacing.
BUDGETs 6, 7, 8, 9, AND 10.
Budgets 6 to 10, inclusive, should now be practiced by the student. For the
purpose of the first unit the teacher should at present require the student to
practice the work of each of these budgets about five times.
BUDGET 1.1.
The instructions and practice work for budget 11 will be found on pages
20, 21, and 22.
The Arabic numerals have been the bete moir of many a student who other-
wise would have been enrolled in the ever increasing army of touch typists.
We have often heard typists remark that they wrote by the touch method
except that they looked at the keys whenever they wished to strike one of the
figures. Of course, such operators are not touch typists at all, as the term
touch typist can only be applied to the typist who is able to strike every key
with facility and without looking or desiring to look at the keyboard. The
fourth row of keys can be mastered as thoroughly as any other part of the
keyboard, and no typist should stop in his efforts to become a real touch typist
until he has conquered the figures and special characters as well as the letters
Of the alphabet.
Note that the small I (el) is used for the figure 1. On some machines the
capital O is used for the cipher, while others have an extra character for the
cipher on the fourth row of keys. When the capital O is used for the cipher it
should, of course, be struck with the third finger of the right hand. When
there is an extra character for the cipher on the fourth row of keys, it should
be struck with the little, or fourth, finger of the right hand. The typist should
now carefully study the diagram of the keyboard and note that the figure 2 is
struck with the fourth finger of the left hand, 3 with the third, 4 with the
second, and 5 with the first. The first finger of the right hand should be used
to strike both 6 and 7, the second finger for 8 and the third finger for 9,
The typist should always endeavor to eliminate waste motion. It is for that
reason that the fingers should be kept close to the keyboard and the finger
movement employed as far as possible when writing. The figures, however.
21
are so far from the guide keys that it is necessary to move the hand slightly
forward when striking a character in the fourth row. The forward movement
of the hand should be just sufficient to enable the typist to strike the desired
key and the hand should then be instantly returned to its position over the
guide keys. *
The typist should now place his fingers in the proper position on the guide
keys and then write 12345, after which the fingers should be instantly returned
to the normal position over the guide keys. Then write 0.9876 and bring the
fingers of the right hand back to the proper position over the guide keys. The
typist should, at first, keep his eyes on the diagram when writing these exer-
cises. He should, however, discard the diagram as soon as possible and Con-
tinue his practice with his eyes on the exercises themselves, or he may simply
look straight ahead, writing the exercises from memory.
BUDGET 12.
As soon as the student has finished the work of budget 11 he should practice
the work of budget 12 five times.
SIMPLE LETTERs, CARBON COPIES, ENVELOPES.
Instructions relating to letters will be found on page 30 of “A Practical
Course.” Directions for addressing envelopes and using carbon Sheets Will
be found on pages 50 and 51, respectively.
For the purposes of the first unit the teacher may now ask the student to
write budgets 6 and 7 five times each, using one or two carbon sheets for the
purpose and making duplicates. To make the letters complete the teacher
may require the student to use the following addresses with these budgets:
Budget 6:
Mr. James Kay,
Plainfield, N. J.
Budget 7:
Mr. Arthur Lewis,
99 State Street,
º Chicago, Ill.
For the date line the student should use the name of the place in which
he resides and date the letter On the day on which it is written.
|UNIT 2.
After finishing the work of unit 1 the teacher should have the student con-
tinue the regular work of the textbook until he has done the remainder of the
budgets to the end of budget 21. *
The repetition of the work of these budgets should furnish more than suffi-
cient drill to attain the rate of speed required. Budget 17 is not a speed drill
in the same sense as the other budgets, but the work of this budget will give
the student greater facility in the use of the figures.
If additional material is required the printed typewriting tests on pages 6S
to 74, inclusive, may be used for repetition practice.
UNIT 3.
Ample practice material for the third unit will be found on pages 30 to 45,
inclusive. There is, perhaps, too much material for the time allowed so that
the teacher may omit some of the letters involving tabulated exercises and
these may be practiced later on when the student takes up the regular practice
material provided for practice in making tabulations. (See Unit 5.)
The teacher may instruct the student to address an envelop for each practice
letter.
22
UNIT 4,
Instructions and exercises for centering headings will be found on pages 55
and 56. After practicing the exercises for centering headings the student may
proceed with the work of the fourth unit, which will be found on pages 56
to 62, inclusive.
|UNIT 5.
Exercises on rough draft will be found on pages 48 and 49.
Material for tabulating will be found on pages 63 to 67, inclusive.
If the teacher allowed the student to omit the letters involving tabulations
in Connection with the work of unit 3, these may now be done by the student.
Such letters will be found on pages 40, 43, 44, 45, and 46.
ADAPTED TO “ESSENTIALS OF EXPERT TYPEWRITING.”
By the associate author, EDWARD E. ELDRIDGE.
OUTLINE OF COURSE.
The new text entitled “Essentials of Expert Typewriting,” written by Miss
Rose L. Fritz and Edward H. Eldridge, assisted by Miss Gertrude W. Craig,
has been prepared especially for short courses. The keyboard development in
this book is based in general upon the method which has proved so successful
in the authors’ earlier and larger book known as “Expert Typewriting,”
although in the new book phrases and Sentences are introduced in the first
leSSOnS. º
The book will fit admirably with very slight changes into the plan adopted
by the Committee for Instruction of Soldiers. &
In the text there are 26 lessons, and in each lesson 15 pieces of work to be
accomplished. In the first 16 lessons the work to be done consists of 15 half-
size sheets. From the seventeenth lesson on full-sized sheets are used.
UNIT 1.
Unit 1 as described by the committee calls for a mastery of the keyboard, a
working familiarity with the various parts of the machine sufficient to qualify
the operator to write simple letters, make carbon copies, and direct envelopes.
The authors of “Expert Typewriting ” recommend for this unit the following
lessons in the “Essentials of Expert Typewriting ”:
Lesson, 1.-Keyboard drill (asdf ;lkj), words, phrases. In this lesson the
use of all the fingers, placed in their proper position on the guide keys, is
taught. In the judgment of the authors it is very desirable that this position
row should be taught at the very beginning, for in all of the future work of the
typist his fingers must hover over these eight keys.
Lesson 2.—Keyboard drill (er iu ), words, phrases. In this lesson the
fingers continue to keep their positions on the guide keys and to operate these
keys, but the first and second fingers learn also how to operate four letters
(one for each finger) on the third row of keys.
Lesson 3.—Keyboard drill (CV ,m), WOrds, phrases. In this lesson the first
and second fingers are taught how to write properly letters on the first row
Of keyS.
Lesson 4.—Keyboard drill (g h), Words, phrases. Only two new characters
are taught in this lesson and both of these are written with the first finger.
Lesson 5.—Keyboard drill (th yn), Words, phases. The first fingers are
taught how to reach by the sense of touch the remaining letters which they
23
must operate. It will be noticed that throughout these five lessons the third and
fourth fingers, which because of their relative weakness need special training,
have been used in each lessOn, but they have been used all the time each On a
single key and have not had the additional burden of hunting around the
keyboard for other keys.
Lesson 6.--Keyboard drill (w:x O.), words, capitals, sentences. The third
fingers having now been somewhat strengthened by their preliminary practice
On the guide keys are taught how to move up and down the keyboard to reach
the other keys which they must operate.
Lesson 7–Keyboard drill (qZ ;/), words, capitals, sentences. In this lesson
the fourth fingers are taught how properly to operate the keys which belong to
their section of the keyboard.
These seven lessons (which should be properly written in about 35 class
periods of 45 minutes) teach the location and operation of all the letters on
the three lower banks Of keys.
Lesson, 8.-This consists of a keyboard review with Words especially selected
to exercise the fingers of the right hand and of the left hand separately. The
lessOn also contains drills On Capitals and Sentences.
Lesson, 9.-In this lesson each of 75 Words which have been Selected because
they contain common letter combinations, is written several times. The object
of the lesson is to fix in the Student’s mind the proper fingering of the keyboard
and to give drills in the writing of many useful letter combinations.
Lessons 12 and 13.—These lessons include drills On the figures and other
characters of the upper row of keys. In the text these are preceded by two
lessons which are designed to give additional facility in the use of the three
lower rows; but in order to complete unit 1 in the time required, it is desirable
to omit lessons 10 and 11 in this unit and include them in the second. *
Lesson, 14.—In this the student is taught how to write a number of short
letters, each of which contains all the letters of the alphabet and some of the
characters on the upper row. The lesson also includes a number of alphabetic
sentences. Before the student writes this lesson he should be taught how to use
the tabulator in making paragraphs. This is described in the instructions to
lesson 11, to which reference should be made.
The work of the first unit is now completed and consists of 12 lessons, which
the average student should complete in about 60 periods.
If the Student does not expect to COntinue his Work beyond this unit it would
be desirable to Omit lesson 9 and use the extra five periods to give information
regarding the arrangement of addresses on letters, addresses on envelopes,
writing with carbon paper, etc. Information as to how to teach these will be
found in later lessons in the book. If, however, the student is to continue his
course, it would be much wiser to postpone these subjects until he has gained
more facility in his work.
UNIT 2.
The committee describes this as speed drill. Practice from simple printed
matter until a speed of at least 125 strokes a minute is attained with a margin
of error of one stroke. No estimate of time is given for this, as the personal
equation varies.
For this unit the authors of “Essentials of Expert Typewriting ” recommend'
the following lessons:
Lesson 10 (to be preceded by lesson 9, unless this was included in unit 1).
This lesson is an exceedingly important drill on sentence practice. It is made
up of 30 sentences, which are composed exclusively of the most commonly
24
used words in the English language. These sentences contain less than 150
separate words and yet these words, because of their frequent repetition, will
comprise practically one-half of all the matter which the typist is likely to
be called upon to write. The importance of gaining skill in the writing of
such words, especially when they are combined in Sentences, will be readily
recognized.
Lesson 11.-Fifteen short articles to be copied by the student, in order to
give practice in copying from typewritten copy.
Lessons 15 and 16.-Two lessons, which include alphabetic sentences and
Short letters, each of which Contains all the letters of the alphabet. These will
give additional facility in Writing from typewritten matter.
These four lessons should be supplemented by copying from printed matter.
In the judgment of the authors it is Wise at this stage to have the student write
for single minutes from new copy. The Speed tests published by the Remington
and the Underwood typewriter companies give excellent material for this prac-
tice. These tests may be obtained from the companies without charge.
The work from the textbook outlined for this unit will take approximately
20 periods. In most Cases it will be found that by this time the student
has the necessary Speed, while in other cases it may be necessary to continue
the practice of copying from printed matter for a somewhat longer time. If it is
necessary So to continue, it is recommended that the student use the alphabetic
sentences in lessons 15 and 16 at the beginning of the period for review of the
keyboard and that the sentences in lesson 10 be written and rewritten, in order
to increase the finger dexterity. Care should be taken that the student does not
at this stage Write SO rapidly as to become inaccurate.
|UNIT 3.
Practice on various letter forms, addressing envelopes, and copying Simple
literary articles. Time allowed, 20 periods.
Lessons 17, 18, 19, 20, 21, and 22 in the “Essentials of Expert Typewriting "
contain letters on full-sized sheets to be copied from typewritten copy, other
letters to be arranged and Written from printed copies, envelopes to be ad.
dressed ; Garbon Copies to be written, etc. Two of the lessons contain facsimile
illustrations of letters Showing the Style recommended by prominent business
concerns. Included in the lessons are drills in centering, words commonly mis-
spelled, Roman numerals, busineSS terms, and business abbreviations. Articles
printed in ordinary type to be typewritten by the student include folding of
letters, use of carbon paper, filing letters, card Systems, typewriter ribbons,
and semisocial letters.
These lessons if written as instructed in the text will take 30 periods. As
the time allowed for this unit is 20 periods, it is recommended that in doing
the work only one copy be made of exercises 2, 3, and 4 in each of the lessons,
and that if necessary exercise 7 be Omitted.
UNIT 4.
Practice on business and legal documents. Time allowed, 20 periods.
Lesson 23 includes writing on postal cards, on index cards, on library cards,
writing on ruled lines, preparing telegrams, Writing letters confirming tele-
grams, preparing stencils and running them off, etc.
Lesson 26 contains 15 legal and corporation forms and includes the backing
and indorsing of the legal documentS.
These lessons can be completed in from 15 to 20 periods.
25
LINIT 5.
Tabulating and rough draft. Time allowed, 20 periods.
Lesson 24.—Bills, tabulations, balance sheet, problems. This lesson gives
a number of examples of tabulation and of bill forms, together with problems
in plain type which are to be properly tabulated.
Lesson 25.-In this lesson are included examples of rough draft, a title-
page, a page Showing arrangement of table of contents, practice in making
borders, etc.
In these two lessons are given all the essentials necessary for this unit.
Time required from 15 to 20 periods.
In the five units as given above have been included all the lessons which are
given in the “Essentials of Expert Typewriting,” and in the judgment of the
authors this includes all that is necessary in order to teach the essentials.
The committee recommends that in all the units from 3 to 5, inclusive, there
Should be speed practice given. This speed practice may be varied as the
teacher desires. The tests supplied by the typewriter companies give good
practice material. Repetition work on sentences is also valuable. The
authors recommend that the sentences in lesson 10 be used frequently through-
out the course. In the text it is suggested that perfect copies be required. In
the judgment of the authors it would be unwise to require this with the class
of students the committee is providing for, but it is desirable to insist upon a
high standard of accuracy and not to accept papers which contain too large a
number Of errorS. -
If any teacher using the “Essentials of Expert Typewriting ” for this Work
desires additional information on any point, the authors will be glad to give
what assistance they Can.
ADAPTED TO “RATIONAL TYPEWRITING" (MEDAL OF HONOR
EDITION).
By the author, RUPERT P. So RELLE.
OUTLINE OF COURSE.
FIRST UNIT.
Sixty periods of 45 minutes each. (Mastery of the keyboard, and a working
familiarity with the various parts of the machine; simple letters; Carbon copies;
directing envelopes.)
Period 1 :
(a) Explanation of machine and necessary working parts mentioned on
page, 5.
(b) Explanation of keyboard using charts on page 4, and the machine
itself for further illustration.
(c) “Position at machine,” pages 5, 6.
(d) “Touch and fingering,” page 6.
(e) “How to begin,” pages 6, 7.
(f) Explanation of finger divisions in a general way with special reference
to Central division. º
(g) Preliminary practice in acquiring touch (striking keys).
Period 2:
(d) Review previous period’s work.
(b) Drill on memorizing central division.
(c) Writing, first exercise, page 8.
26
Period 3:
(a) Review on location of keys.
(b) Drills on striking different keys.
(C) Second exercise, page 8.
Period 4:
(a) Drills in locating keys.
(b) Rhythm drills. r
(c) Words of high frequency, page 7.
(d) Third exercise, page 8.
Period 5: &
(a) Explanation of second finger division.
(b) Memorizing new keys.
(c) Preliminary drills in locating keys.
(d) First exercise, page 10.
Period 6:
(a) Location and rhythm drills.
(b) Second exercise, page 10.
Period 7:
(a) Features of machine, page 9.
(b) Third exercise, page 10.
Period 8:
(d) High frequency Words, page 9.
(b) Supplementary exercise, page 9.
Period 9 :
(a) Explanation of third finger division.
(b) Preliminary drill on third finger keys.
(c) First exercise, page 12.
Period 10:
(Q) Location and rhythm drills.
(b) Second exercise, page 12.
(c) Words Of high frequency, page 11.
Period 11:
(a) Features of machine, page 11.
(b) Third exercise, page 12.
(C) Special third finger exercise, page 11, writing one line of each word
Only.
Period 12:
(a) Instruction and preliminary exercise, page 13.
(b) First exercise, page 14.
Period 13:
(a) Location and rhythm drills. C
(b) Second exercise, page 14.
(c) High frequency words, page 13.
Period 14:
(a) Features of machine, page 13.
(b) Third exercise, page 14.
(c) Supplementary exercise, page 13, one line of each word only.
Period, 15:
(a) Instructions and suggestions, page 15.
(b) Capital letters, page 15.
(c) First exercise, page 16.
Period 16:
(a) Rhythm drills. -
(b) Words of high frequency, page 15.
(c) Second exercise, page 16.
t
27
Period 17:
(a) Features of machine, page 15.
(b) Third exercise, page 16.
(c) Supplementary exercise, page 15, one line of eacIl word only.
Poriod 18 :
(a) Instructions and suggestions, page 17.
t (b) First exercise, page 18.
(c) Words of high frequency.
Period 19:
(a) Supplementary exercise, page 17.
(b) Second exercise, page 18.
Period 20 :
(a) Parts of machine, page 17.
(b) Third exercise, page 18. “
Period 21:
(a) Study “Instructions and Suggestions,” page 19.
(b) First exercise, page 20.
Period 22 :
(a) Second exercise.
Period 23 :
(a) Location and rhythm drills.
(b) Third exercise, first two sentences.
(NOTE.-Beginning with the third exercise, an effort should be made to
increase speed. Each of the, sentences should be written at least 10 times.
The exercise can be completed in the 45-minute period if the student can
average 10 words a minute. The first group of figures in the parentheses
indicates the number of words in the sentence; the figures following the
hyphen the average number of strokes in a word. The sentences may be used
for speed drills. It would be well for the student to practice each of the long
words in each sentence a few times before writing the complete sentence.)
(c) Assign for study “Numerals,” page 19. The class group should be
questioned On this at the next recitation.
Period 24 :
(a) Quiz On numerals, page 19.
(b) Words of high frequency, page 19.
(c) Third exercise, third sentence, page 20.
Period 25:
(a) Study “Eighth lesson,” page 21.
(b) First exercise, page 22.
Period 26 :
(a) Words of high frequency, page 21.
(b) Dictation drills on words of high freqeuncy, page 21.
Period 27:
(a) Second exercise, page 22. Repeat as many times as the time permits.
(b) Study numerals, page 21.
Period 28: \
(a) Quiz on numerals, page 21.
(b) Speed drills On third exercise, page 22.
Period 29:
(a) “Instructions and Suggestions,” page 23.
(b) Words of high frequency, page 23.
Period 30 :
(a) Dictation drills on words of high frequency, page 23.
(b) First exercise, page 24.
Af
28
Period 31 :
(a) Second exercise, page 24.
(b) Study of “Spacing after punctuation marks,” page 23.
Period 32:
(a) Quiz on “Spacing after punctuation marks,” page 23.
(b) Speed drills on third exercise, page 24.
Period 33 :
(a) “Instructions and suggestions,” page 25.
(b) Words of high frequency, page 25.
Period 34:
(a) Dictation drills on words of high frequency.
(b) First exercise, page 26.
Period 35: Second exercise, page 26.
Period 36: Third exercise, page 26.
Period 37:
(a) Study “Things you ought to know,” page 25.
(b) Speed drills on fourth exercise, page 26.
Period 38:
(a) “Instruction and suggestions,” page 27.
(b) Words of high frequency, page 27.
Period 39: First exercise, page 28.
Period 40:
(a) Dictation drills on words of high frequency, page 27.
(b) Second exercise, page 28. -
Period 41: Third exercise, page 28.
Period 42:
(a) Study “Things you ought to know,” page 27.
(b) Speed drills on fourth exercise, page 28.
Period 43:
(a) “Instructions,” page 29.
(b) First section, words of high frequency, page 29.
Period 44: First exercise, page 30.
Period 45: Second exercise, page 30.
Period 46: Third exercise, page 30.
Period 47:
(a) Second section, words of high frequency, page 29.
(b) Fourth exercise, page 30.
Period 48: One correct copy of “Spacing after punctuation marks,” page 23.
Period 49: One copy of “Things you ought to know,” page 25.
Period 50 :
(a) Copy the following from “Things you ought to know,” page 27, para-
graphs 1, 2, 7, 8, 10.
(b) Make copy of “Things you ought to know,” page 29.
Period 51:
(a) Study “Introduction to business correspondence,” page 41.
(b) Study and make One correct copy of letter on page 45.
Period 52 :
(a) Study “ Folding letters,” page 42.
(b) Using style study I, page 45, as a model, copy letters given in first and
second exercise, page 46. Repeat, if necessary, until well arranged,
correct copies are produced.
Period 53 :
(a) Study self-starter and tabulator keys, and uses, pages 42, 43.
(b) Using style study I as a guide, rearrange exercises 3, 4, 5, page 46.
29
Period 54 : tº
(a) Study “Manifolding,” page 43.
\ (b) Study style study II, page 44, and make one copy. Make One Carbon
copy of each.
Period 55: Using style study II as a guide, rearrange exercises 1 and 2, page
48. Make One carbon Of each.
Period 56: Prepare exercises 3 and 4 in accordance with instructions for
period 55.
Period 57:
(a) The teacher will instruct the class group as to the proper form for a
personal letter.
(b) Write a personal letter of your own composition to a friend.
Period 59:
(a) Study “Directing envelopes,” pages 70–71.
(U) Direct envelopes according to addresses given, page 72.
Period 60 :
(a) Study illustrations of finished letter, page 63.
(b) Write a personal letter, making one carbon copy.
SECOND UNIT.
(Speed drills. Practice from simple matter until a speed of at least 125
strokes a minute is attained, With a margin of error of one stroke.) Time :
Indefinite, as personal equation varies. (Note: Probably a majority of the
students who intelligently have gone Over the part of the textbook Outlined in
the foregoing will have acquired a speed approximating the standard estab-
lished. The following speed drills will be valuable, chiefly in greatly increasing
that Speed.)
OUTLINE OF PROGRAM.
1. The student should make a study of the points covered in “Introduction
to speed studies,” beginning page 31. This will prepare the student for the
problem before him. The work for speed drills is presented fully in lessons
13–17, inclusive, of “Rational Typewriting,” medal of honor edition.
METHOD OF HANDLING THE SPEED STUDIES.
Beginning with the first exercise On page 34, the work should be assigned for
copying practice, and the exercise repeated until the indicated speed is reached.
On this section the teacher will have an opportunity to put into operation the
competitive speed drills mentioned in the Teachers' Manual.
Thirty to 40 periods profitably can be put on this section of “Rational Type-
writing.” The value of emphasis on this part of the technique of typewriting
is not altogether appreciated by teachers. The object of introducing the “speed
studies’’ at this time is to develop a smooth, flowing style of Operation of the
keyboard—to transfer this operation, in fact, to the reflex—before the student’s
attention is diverted to the matter of arrangement of business letters and vari-
ous documents. The tendency, when the student reaches letters and matter
requiring judgment in arrangement, is to slow down. If he has already acquired
automatism or approximate automatism—in Operating the keyboard, the problem
of arrangement is greatly simplified.
THIRD UNIT.
Practice on various letter forms, addressing envelopes, and copying simple
literary articles. Time required, two 45-minute periods for 10 days (20
periods).
30
\ OUTLINE.
Period 1 :
(a) Review the “Introduction to business correspondence,” page 41.
(b) Copy Style study II, page 47.
(c) First and second exercises, page 48,
Period 2: Third and fourth exercises, page 48.
Period 3:
(a) Style study III, page 49.
(b) First exercise, page 50.
Period 4: First and Second exercises, page 50.
Period 5: Style study IV, page 51. e
Period 6: First and Second exercises, page 52.
Period 7: Style study V, page 53.
Period 8: First, Second, third, and fourth exercises, page 54.
Period 9:
(a) Style study VI, page 55.
(b) First exercise, page 56.
Period 10: Second and third exercises, page 56.
Period 11:
(a) Style study VII, page 57.
(b) Second exercise, page 58.
Period 12: First and third exercises, page 58.
Period 13: Style study VIII, pages 59–60.
Period 14 : First exercise, page 61.
Period 15: Second exercise, page 61.
Period 16: Third exercise, page 62.
Period 17: Telegraphic meSSages, pages 64–65.
Period 18 :
(a) Review “Carbons,” “Folding letters,” “Postal cards.”
(b) Original letterS.
I?eriod 19 :
(a) Review “Tabulator,” and “Self-starter.”
(b) Review “Directing envelopes,” pages 70–71.
(c) Address envelopes, page 72.
Period 20:
(a) Study “Characters not on the keybord,” page 72.
(b) Write the following letters, making one carbon of each, prepare en-
velope, get them signed by the teacher, properly fold, ready for
mailing. Pages 47, 49, 51.
FOURTH UNIT.
Practice on business and legal documents. Time, two 45-minute periods for
10 days (20 periods).
w
OUTLINE,
(NOTE.-In order to avoid the slowing up of speed on this kind of matter, it
is recommended that alternate periods be devoted to speed work. Magazine
articles or any suitable material may be used. . “Shorthand Dictation Drills”
contains specially selected material for this purpose. It is printed in large type
to make copying easy.)
Period 1 :
(a) Study page 85, 86.
(b) Copy page 87.
Period 2: Speed drills.
31
Period 3: Page 88.
Period 4: Speed drills,
Period 5: Page 89.
Period 6: Speed drills.
Period 7: Page 90.
Period 8: Speed drills.
Period 9: Page 91.
Period 10: Speed drills.
Period 11: Page 92.
Period 12:Speed drills.
Period 13:Page 93.
Period 14:Speed drills.
Period 15: Page 94.
Period 16: Speed drills.
Period 17: Pages 95–96.
Period 18: Speed drills.
Period 19: Speed drills.
Period 20: Speed drills.
FIFTH UNIT. *
Tabulating and rough draft. Time, two 45-minute periods for 10 days (20
periods).
OUTLINE.
Period 1: Page 66.
Period 2: Page 67.
Period 3: Page 68.
Period 4: Page 69.
Period 5: -
(a) Study and discuss pages 73, 74, 75.
(b) Copy illustration No. 3, page 74.
Period 6: First exercise, pages 81–82.
Period 7:
(a) Second exercise, page 82.
(b) First exercise, page 83.
Period 8: Second, third, and fourth exercises, page 83.
Period 9: Fifth and sixth exercises, page 84.
Period 10: Seventh and eighth exercises, page 84.
Period 11:
(a) Study “Tabulation studies,” “Bills and statements,” methods of bill-
ing, page 76.
(b) Copy page 77.
Period 12: Exercises 2, 3, page 78.
Period 13: Exercises 4, 5, page 78.
Period 14: Exercises, 6, 7, page 78.
Period 15: Exercises 8, 9, 10, page 78.
Period 16: Exercises, 11, 12, 13, page 78.
Period 17:
(a) Page 79.
(b) Exercise 9, page 80.
Period 18: Exercises 6, 7, 8, page 80.
Period 19: Exercises 3, 4, 5, page 80.
Period 20: Exercise 2, page 80.
NOTE.-Ten minutes of each of the periods to be devoted to “Speed drills.”
g
STATEMENT AUTHORIZED BY THE BUREAU OF WAR-RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war-risk insur-
ance act approved by Congress October 6, 1917, and every person so
discharged should immediately get in touch with the compensation-
claims section, Bureau of War-Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War-
Risk Insurance or the chief medical advisor of the Bureau of War-
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the Service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained-within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man's own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or dis-
ease which subsequently disables him, such injury or disease is
(32)
33
considered as having been incurred in the line of duty, and the
man is entitled to compensation therefor.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War-Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War-Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife and one child, $55.
For a man, wife and two children, $65.
For a man, wife and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each
additional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each. -
For a man who is totally disabled and in addition so helpless as to
be in constant need of a nurse or attendant, an additional sum not
exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month
is paid.
34
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man's earning capacity, and, Secondly, by the number of per-
sons in the family on whose account he is entitled to receive compen-
sation, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who is
totally disabled is entitled to compensation for total disability, which
may be $30 a month, $45 a month, $55 a month, etc., accordingly
as he is a single man, a married man with no child, or a married man
with a child, etc. When his total disability becomes a partial dis-
ability and his earning capacity is diminished 50 per cent the com-
pensaton to which he is entitled from that time on is only 50 per cent
of the compensation to which he was entitled when he was totally
disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such
injuries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has suf-
fered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his life
without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such exami-
nation or in any way obstructs such examination, his right to com-
pensation is suspended until such refusal or obstruction ceases, and
every person in receipt of compensation for disability shall submit
to any reasonable medical or surgical treatment furnished by the
bureau whenever requested by the bureau, and the consequences of
35
unreasonable refusal to submit to any such treatment shall not be
deemed to result from the injury compensated for.
It is of prime importance that all men who are discharged from
the service disabled should continue the payment of the premiums
due on their insurance by check, draft, or money order payable to the
Treasurer of the United States, and sent to the disbursing clerk,
Bureau of War-Risk Insurance, Washington, D.C. Unless such pay-
ment is made, their insurance will lapse and they will be deprived of
its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical advisor of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently dis-
abled, his insurance will have lapsed. tº
The benefits of compensation and insurance as provided by the act,
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensa-
tion, he may not be entitled to the benefits of his insurance, as insur-
ance is payable only in case of death or in the event that the insured
becomes totally and permanently disabled.
In addition to the aforementioned compensation, the injured per-
son is entitled to reasonable governmental, medical, surgical, and
hospital services, and will be furnished, such supplies, including
artificial limbs, trusses, and similar appliances, as may be useful and
reasonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child’s
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the per-
son entitled to receive compensation may be required to assign to
the United States any right of action he may have to enforce such
liability of such other person, or to prosecute the action in his own
Ila,IOle.
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and Secure the training desired. If accepted by the Federal Board
36
and admitted to one of the training schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or the
amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be $30.
The Vocational Board, however, allows a certain monthly amount
to a man for board and subsistence. The amount allowed a single
man for subsistence by the Vocational Board monthly is $35. Thus
a single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
monthly payment of $65. An officer who accepts vocational training
would, of course, receive a monthly payment equal to his last month's
pay in the service and would not receive any allowance for subsist-
ence from the Vocational Board, nor would any allotment be re-
quired as in the case of an enlisted man.
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD FOR
WOCATIONAL EDUCATION.
All Soldiers, sailors, or marines, whether in or out of the hospital, should ad-
dress their communuications either to the Federal Board for Vocational Educa-
tion, Washington, D. C., or to the district office of the Federal Board in which
the correspondent resides. Information concerning these districts and their
respective Offices follows:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts, and Rhode
Island. Office: Room 433 Tremont Building, Boston, Mass.
District No. 2.-Connecticut, New York, and New Jersey. Office: Room 711,
280 Broadway, New York.
District No. 3.-Pennsylvania and Delaware. Office: 1000 Penn Square Puild-
ing, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and West Virginia.
Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida, and Ten-
nessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6.-Alabama, Mississippi, and Louisana. Office : 822 Maison
Blanche Annex, New Orleans, La. e
District No. 7.-Ohio, Indiana, and Kentucky. Office: 1212–14 Mercantile
Library Building, Cincinnati, Ohio.
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600 The West-
minster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.—Iowa, Nebraska, Kansas, and Missouri. Office: 517 Chemical
iding, St. Louis, MO.
§trict No. 10–Minnesota, North Dakota, and South Dakota. Office: Room
743 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.-Wyoming, Colorado, New Mexico, and Utah. Office: 909
Seventeenth Street, Denver, Colo.
District No. 12.-California, Nevada, and Arizona. Office : 997 Monadnock
Building, San Francisco, Cal.
District No. 13.−Montana, Idaho, Oregon, and Washington. Office: Room
539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810 Western In-
demnity Building, 1000 Main Street, Dallas, Tex.
O


(37)

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4 tinIT COURSE—PHYSICAL EDUCATION I
CALISTHENICS FOR CURATIVE
- PURPOSES
i º —
.' Issued by The
WSFEDERAL BOARD FOR voCATIONAL EDUCATION
s: IN COOPERATION WITH THE -
SURGEON GENERAL’S OFFICE
AND THE
WAR RISKINSURANCE BUREAU
}
January, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE
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1919
As a disabled soldier, sailor, or marine you should remember that
the Office of the Surgeon General, War Department, the Bureau of War
Risk Insurance, Treasury Department, and the Federal Board for
Vocational Education are mutually interested in your welfare solely.
They have arranged a definite plan of cooperation to help you in
every possible way. You can not afford to leave the hospital until
the medical officers have done eveything that they can for you to re-
store you to physical health and strength. Any other course will
interfere with your vocational success later. Furthermore, you
should by all means take advantage of the educational opportunities
which the hospital has provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos-
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career. -
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hos=
pital Educational Service or the representative of the Federal Board
for Vocational Education.
Men discharged from the military or naval service who want infor=
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district
offices of the board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas, St.
Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco, and
Seattle. (See addresses on p. 20.)
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
DAVID F. Houston, Chairman, Secre-
tary of Agriculture.
WILLIAM C. REDFIELD, Secretary of
Commerce.
WILLIAM B. WILSON, Secretary of
Labor.
P. P. CLAxTON, Commissioner of Edu-
cation. &
JAMES P. MUNROE, Vice Chairman,
Manufacture and Commerce.
CHARLEs A. GREATHouse, Agriculture.
ARTHUR. E. HoLDER, Labor.
EXECUTIVE STAFF.
• * * C. A. PRossER, Director.
LAYTON S. EIAWKINS, Chief Vocational Education Division.
CHARLEs H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in the gen-
eral hospitals and after their discharge, the Surgeon General’s Office
and the Federal Board for Vocational Education cooperated in the
preparation of a series of courses of study. These courses are tenta-
tive and suggestive. They may, however, be accepted as models so
far as their form and principles which govern their organization are
concerned, for all courses whether academic or vocational, where the
adjustment of materials is intended to be made to suit the individual
capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of Prof. David Snedden, president
of the National Society for the Promotion of Industrial Education;
Maj. M. W. Murray, Surgeon General’s Office; Prof. Geo. A. Works,
Federal Board for Vocational Education; M. W. Haynes, secretary
• of committee.
The commitee was assisted by a large number of specially quali-
fied experts. Special mention should be made of the service of Maj.
A. G. Crane, Sanitary Corps, who is responsible for the formulation
of the specifications of the courses.
LOTUs D. CoFFMAN,
Surgeon General’s Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(5)
PREFACE.
This unit course was prepared under the direction of the Joint
Committee on Courses of Study for Disabled Soldiers by Lieut. Jesse
Feiring Williams, M. C., U. S. A. It is largely the outgrowth of
experience in instructing men of this class in Walter Reed Hospital,
Washington, D. C.
The committee realizes that this course as here presented is sus-
ceptible of improvement both in form and content. The committee
particularly desires suggestions for more alternate exercises in con-
nection with each lesson in order to provide a wider range of ma-
terial from which instructors may select exercises adapted to the in-
dividual needs and capacity of the student. ©
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criti-
cisms and suggestions for improving it. These criticisms will be
greatly appreciated and will receive careful editorial attention.
Criticism by instructors in Army service should be addressed:
To: Surgeon General of U. S. A., Division of Reconstruction. At-
tention of Committee on Courses of Study. *
Subject: Revision of Unit Course of Study, Physical Education I.
Criticism by instructors under Supervision of the Federal Board
should be addressed:
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Physical Education I.
(6)
UNIT COURSE—PHYSICAL EDUCATION I.
CALISTHENICS FOR CURATIVE PURPOSES.
1. For whom intended.—The exercises proposed are for that class
of patients certified as able to engage in exercise. It may logically
include convalescents from injury to bone, muscle, and nerve, or from
infectious disease, as pneumonia, or, in instances, heart and tuber-
cular patients.
The process of convalescence from disease or injury is hastened
by using at the proper time a judicious selection of exercises which
may be taught in class formation, preferably out of doors.
2. Advantages to be derived by the student.—These exercises are
intended:
(a) To increase the tone of the muscles of the body, including,
naturally, the cardiac or involuntary muscles as well as the voluntary.
(b) To restore certain body control, poise, and balance, so valuable
to the soldier. -
(c) To help overcome the tendency to “hospitalization.”
(d) As the most important hygienic procedure not provided by
the medical or surgical services.
The hospital in its organization will provide all that is essential
in proper food, adequate nursing, sanitary control, and skilled medi-
cal and surgical attention. Daily exercise of the right kind will give
the hygienic benefits of exercise—the removal of waste, the renewal
of the lymph and blood supply, the increased tone of the musculature,
the feeling of strength and power that results from the performance
of physical acts.
3. The selection of natural movements.-The most desirable types
of physical activity are sports and games in which the individual is
freed from all thought of self and engages in activity with an ob-
jective mind. But practically, in a large number of convalescents,
we find a decided lack in skill, strength, and even desire for activity.
They may be prepared for the playing of games by daily exercise in
movements that can be regulated and controlled with reference to
their convalescence. -
The following arguments have guided the choice of exercises:
(a) The movements which man has made in developing from
lower forms of life into the being that he is are more suited to his
biologic needs than are the movements which are unrelated wholly
to his phylogenetic inheritance.
(7)
8
(b) Formally taught movements which are similar in type and
quality to the movements of life are more interesting than move-
ments which are artificial.
(6) Movements should not cause strain or soreness of the part
used. That physical education is most scientific which provides in-
creasing amounts of physical activity and hence increasing capacity
for activity, without at any time producing Soreness, stiffness, and
strains. The idea that an exercise must be felt in order to be valuable
is similar to the idea, and as erroneous, that medicine must have a
nasty taste and a mysterious color in order to be potent.
4. Outline of lessons.—(1) Standing, (2) stretching, (3) throw-
ing, (4) lifting, (5) climbing, (6) walking, (7) jumping, (8) run-
ning.
5. Points to be remembered in teaching the easercises.—(a) Teach
the exercise at first by imitation, in which the instructor and class
perform the exercise. Directions should be given while the in-
structor and class are in the positions. The learner of the exercise
in this way obtains stimuli from his eyes (seeing the instructor), his
ears (hearing the directions), and his muscles (kinesthesia, correcting
and testing his own position by his other senses).
(b) Teach with enthusiasm. Believe in what you are doing.
Have some conviction about the values of the movements.
(c) Indicate in commands the kind of action you want. Don’t be
phonographic. -
(d) Keep clearly in mind the difference between an exercise of
“command ” and an exercise of “rhythm.” Do not confuse them.
(e) Know the exercises so that you do not require a lesson card.
(f) Be as nearly perfect as possible in execution of the exercises
yourself.
6. Progression with natural movements.--The formal artificial
movements of the Swedish and German systems based their progres-
sion on anatomic and kinesiologic facts. The extended series for
several years of school life is not required here. Most patients will
be discharged as soon as they have recovered. Moreover, they should
be introduced to the game program as rapidly as possible, and with
their increased participation in that part of the program their
practice in this part may cease.
The lesson, however, provides a physiological progression in pro-
ceeding from the simple to the complex, from the easy to the difficult.
As the patient grows in endurance, the amount of exercise should be
increased and the speed of the movements likewise. Endurance and
speed are therefore to guide and are to be emphasized in accordance
with the condition of the patient.
7. Modification of ea:ercises for individual needs.-In certain pa-
tients it will be necessary to modify the lesson. For example, in flat
9
foot patients with symptoms the jumping exercise should not be
used; the carrying exercise must be omitted with certain other or-
thopedic patients. There is nothing sacred in the lesson. Fit the
lesson to the patient and not the patient to the lesson.
8. Tests to apply in determining value.— (a) The work is well
done if the posture improves. There should be continual, emphasis
on the up strokes of movement and none on the down. Work for
upliftſ Even the jumping exercise must be accented upward and
the landing should be light and noiseless. With this as a guide the
jump will be made only as high as is compatible with this control.
Work for the parallel foot position with weight on outer edges
of foet.
(b) Is there more control and balance? Increased ability to re-
sponse to changes in the center of gravity will indicate this con-
trol. Is there lagging in the command part of the exercises? Work
for alert response, accuracy in movement and control.
(c) Sense of improved well-being will show in the attitude and
remarks of your patient. Watch for them. Talk with him.
(d) Rapidity of convalescence should guide. If his convalescence
is prolonged, watch for signs of fatigue, breathlessness, and exhaus-
tion. Is he using any more energy in this work than he can spare?
(e) Presence or absence of untoward symptoms. Watch for signs
of undue fatigue. Does he seem tired at the end of the lesson Is
he unduly breathless? Is he dizzy' Keep his participation within
the limit of his present power. *
9. References.—(1) Health Exercises for Everyday Use, Lieut.
Jesse Feiring Williams, M. C., U. S. A., Teachers' College Record,
November, 1918; (2) Diseases of the Heart and Aorta (pp.
185–194), H. O. Hirschfelder, M. D., J. B. Lippincott & Co., 1913;
(3) Reclaiming the Maimed, R. Tait McRenzie, M. D., Macmillan,
1918; (4) Exercise in Education and Medicine, R. Tait McKenzie,
M. D., W. B. Saunder, 1916; (5) Ninth Year Book of the W. E. A.
T. D. Wood, M. D., Chicago University Press.
5
LESSON I.
STANDING.
NOTE.-The following lesson should be taught twice a day and should be of
from 20 to 30 minutes' duration. Itest periods must be permitted between each
exercise. -
The standing exercise is used to help in achieving a good standing posture.
Much of the posture work is bad on account of the rigid and unnatural position
attained. The body is too frequently put into such a posture that the relation
Of parts prevents quick and Controlled action. One should seek to attain in
standing an erect position without rigidity, thus insuring healthful functioning
of abdominal Organs, proper use of joints, and efficient use of the musculature
Of the body.
98.991°–19—2
10
EXERCISE.
Stand with the feet parallel to each other and 12 to 18 inches apart. Place
one foot (either one) 3 to 4 inches in front of the other. Have weight on both
feet disposed to their Outer edges. This position of the feet produces balance,
pivot, and control. Push the trunk upward and lift the abdominal Wall upWard.
Retain a feeling of relaxation in the shoulders, but secure a sensation of exten-
sion and lengthening of the body without contracting or tensing the muscles.
GUIDES IN PERFORMANCE, {
. Avoid l’igidity. * |
. Secure straightening of the spine but keep the shoulder muscles relaxed.
. Keep the Weight Off the heels. .
. Pull the abdominal Wall upward and keep the lower half of the abdominal
Wall constantly flattened. -
:
COMIMAND.
For individual performance of the exercises no commands are required. Di-
rections are given, however, for use in group instruction where Commands are.
necessary. The commands have two parts separated by a pause. The length of
the pause should vary according to the needs of the group and the exercise. The
first part of the command is preparatory ; the Second is executive. These parts
should be spoken in such a way as to convey in the voice the manner of action
expected. The command for this first exercise is: “Class—Stand ’’
LESSON II.
STRETCHING.
This is a natural movement that straightens the spine, lifts the chest, and
overcomes the sagging of the abdominal muscles so commonly seen in adults.
EXERCISE.
On the Columnland “One !” push the arms easily upward and rise on the toes
as far as possible, Reach up as far as possible as if trying to get an object
from a high place. - * I
"On “Two ” let the arms sink and the heels touch the floor, but retain as
long as possible the sensation of extension. Do not let the body droop. The
development of the proper muscle sensation is important.
GUIDES IN PERFORMANCE,
1. Avoid tenseness and rigidity.
2. DO not bendl backward.
3. Avoid angular movement of the arms. Do not swing them up; push
them up.
4. Perform with a feeling Of relaxation rather than contraction.
5. Repeat the movement 10 times. (In the beginning, two or three times is
sufficient, for all the movements which are to be repeated.)
6. Do not execute the movement rhymthically for in rhythmical exercises it is
more difficult to get the correct form at the end of the movement. The form
in this movement is important.
COMMAND. '
1. Ready for stretching.—“Stand 1 ''
2. Stretching.—“One !” “Two ”
11
LESSoN III. ,
THROWING,
This is a natural movement used by man in throwing a ball at an object. In
learning movements that involve complex coordinations, do not think of the
end of the movement, but keep clearly in mind the means to that end. FolkoW
closely the directions for arm, leg, and trunk movement, and the Coordination
Will COme.
This movement is a powerful trunk exercise. It uses the back and side
muscles and brings into play the large muscles of both arms and both legs.
The first part of the movement corresponds to the second part in position of
trunk and legs. -
EXERCISE.
Stand with feet about 24 inches apart and with the left foot about 6 inches
in front of the right.
On “One !” clasp hands lightly, waist high ; shift weight to the right foot,
bend the right knee, draw both hands to the right, twist the trunk to the right,
and turn thé head to the right. The left leg is straight and relaxed and the
left heel is off the floor. The trulnk is inclined forward.
On Two : ” throw with the right hand, twisting the trunk sharply to the
left. The left knee is bent and the right knee is straight with the heel off the
floor. Notice that the body forms a straight line from lead to right beel.
The weight has been transferred to the left leg. The right arm is forward
and the left arm back.
GUIDES IN PERIFORMANCE.
1. Avoid angles and sharp tensions in the movement.
2. Make all movements ſlowing, Smooth, and harmonious.
3. Avoid conscious contractions. Do not try to contract the unuscles. Der-
form the movement and the muscles will contract to carry out your desires.
4. Repeat the exercise 10 times. At first separate it into two parts. After
it is learned make it continuous.
5. After strength and power are developed, the movement may be performed
rhythmically 20 times.
COMMAND.
* 1. Ready for throwing.—“Stand 1’ Stand with feet about 24 inches apart
and with the left foot about 6 inches in front of the right.
2. Throwing.—“One ſ” “Two "
3. To command the rhythmical throwing, set the rhythm that is desired.
Then command, Throwing in rhythm, “Begin ” Count 1, 2, 1, 2, to mark the
rhythm.
4. To halt the group, command, “Class—Halt '' inserted in the series of 1, 2.
5. “Class–Stand 1 ° Standing position as given in “Standing * is taken.
LESSON IV.
LIFTING.
This is a natural movement used in lifting an object from one side of the body
to the other, or from a low level to a higher one. It is an exercise of the back
* and legs and may be made very vigorous by reaching low and and lifting high,
The movement as given has two phases—low lifting and high lifting.
12
IXERCISE OF LOW LIETING.
On command “One " bend the right knee and reach with arms to the right of
the right foot about 12 inches from the floor. The left leg is straight, the back
is flat, and the movement occurs in the hip and knee joints. On “Two ſ” trans-
fer the weight to the left foot and liſt the object secured in command “one '' to
the left and into the same relative position. Then the left knee will be bent;
the right leg straight and the arms will be to the left of the foot about 12 inches
from the floor.
EXERCISE OF IIIG II T.I.TTING.
On “One !” assume the position of low lifting. The hands reach the floor
and thore is greater bending in the right knee almd hip jointS. The back re-
mains flat and the left leg is essentially in the Same position.
On “Two " lift the object to the left and place it high above the head. Wig-
orous muscular extension should occur in this part of the movement while the
weight is being shifted to the left foot and the right leg is relaxed with the
right heel Off the ground.
GTXIDES IN PERFORMANCE.
1. Avoid tenSeness in the movement. Seek Smoothness and Constantly adjust
tho body to the different parts of the exercise.
2. Secure uplift of the body in the high lifting and gct the complete extonsion
that WOuld COme in placing a box on a high shelf.
3. Itepeat 10 times with each lift.
COMMAND.
1. Ready for lifting.—“Stand , ” Stand, with feet 24 to 28 inclies apart
parallel and with the weight disposed to their outer edges.
2. Low lifting.—“One : " “Two ’’
3. High lifting.—“One !” “Two : ” Start the high lifting part of the time
on the left and part of the time on the right.
IESSON V. --
C.I.I.M.IIBING. dº
Climbing has always played a prominent part in the history of, man. Our
arboreal ancestors excelled in it and our children to-day, at an early age, seek
to recapitulate their racial history in the same action. This movement is a
powerful exercise for the legs and secures strong contraction of the abdominal
muscles. It represents reaching upward and grasping an object; as a limb of a
tree or ladder rung, and pulling up one leg to obtain support preparatory to
pushing up the body. The arm movement is identical with the stretching ex-
ercise.
EXERCISE,
On “One !” reach upward with the arms, raise the right knce forward, and
push the body upward on the ball of the left foot. Secure vigorous stretching
upward. This is to be the accented part of the movement. On “Two : ” re-
turn to standing position.
GTUIDES IN PERFORMANCE.
1. Be careful not to droop on “Two.” ICeep the erect position.
2. Accent the Count “One ! ”
3. The movement may be performed rhythmically but the rhythm should be
slow and the accent always on the upward movement.
*.
13
COMMAND.
1. Ready for climbing.—“Stand "
2. Climbing.—“One " “Two : "
LESSON VI.
WALIKING.
The walking movement represents a natural exercise performed with move-
ment of the opposite arm and leg. The act should be executed with the feet
parallel and with the weiglut on their Outer edges.
Walking can be something more than a means of progression. Smooth arm
movement and vigorous leg action will bring exhilaration into an act that is
frequently rendered difficult by improper habits and clothing.
EXERCISE.
On “One : * raise the left knee forward and swing the right arm forward.
The body remains poised on the ball of the right foot. On “Two : ” reverse the
position of arms and legs.
GUIDES IN PIERFORMANCE.
1. Keep the accent upward.
2. In walking avoid the pounding of the heels On the floor. The heels Strike
first always, but the accent of the movement should be upward and forward,
never dOWnward.
3. This movement is not to be confused with the aimless strolling that is seen
So frequently. -
4. The rythmical and COntinuous Walk is used as soon as the idea of the arm
and leg movement is comprehended.
COMMAND.
1. Ready for walking.—“Stand ”
2. Walking.—“One " “Two "
3. Walking in rhythm.—“Begin ” See directions for commanding a
rhythmical exercise in “Throwing.”
LESSON VII.
JUMPING,
To clear an obstacle or grasp an object above one's standing reach, one
resorts to jumping. This is therefore a natural movement and it should be
performed naturally. The first part of the movement uses the muscles of the
entire body and in the Second part the body is thrown into the air by the
vigorous contraction of leg, back, and arm muscles. In the continuous jump,
the landing position Serves as the start for the next jump. At first the move-
ment should be practiced without the jump.
EXERCISE.
On “One !” bend the knee and hip joints and incline the body forward.
Swing the arms downward and backward, elevating the heels slightly. The
trunk should be inclined and not held in the upright and unnatural position
sought in Some gymnastic systems. On “Two : ” swing arms forward and up-
Ward, and Spring into the air. The landing follows as a result of the move-
ment and Should assume the starting position shown.
14
GUIDES IN PERFORMANCE.
1. At first, practice the knee bending and arm swinging without the jump.
This should be practiced daily for a week at least. When the jump is used,
Člo not stimulate the patients too much and try to get a high jump. Work for
that later. ... '
2. Keep the accent upward. Secure a light landing.
3. Let the trunk incline, forward when the knees bend. The angle at the
hip joint should equal the angle at the knee joint.
| COMMAND.
1. Preparation to jump.–“One !” “Two ”
2. Ready for jumping.—“One !” “Two ” “Three l’”
3. Continuous jumping.—“One !” “Jump !” “Jump 1 Jump !”
4. Stand.
LESSON VIII.
Tun NING.
This is a natural exercise performed on the balls of the feet with vigorous
thrusting upward of the knees and free and vigorous Swinging of the arms.
It will be noticed that the right arm is forward when the left knee is forward.
This opposition in walking and running is a fundamental Compensation in
the movement of the body to secure proper balance, direction, and Control.
This exercise vigorously stimulates the circulatory and respiratory systems,
and will aid in improving all the functions of the Organs supplying the body
with energy. It should be possible for one to run and enjoy the movement.
EXERCISE.
On “One !” swing the right arm forward and thrust the left knee upward
and forward, at the same time pushing the body upward on the ball of the
right foot.
On “Two l’’ reverse the position of the arms and legs and push the body
up on the ball of the left foot.
GUIDES IN PERFORMANCE.
1. Run a few times at first. After power and endurance are developed, the
run should be continued for several minutes.
2. Accent the upward movement. Do not strike the floor hard on the down
stroke.
3. After the coordination is learned, the run should be executed in rhythm.
COMMANDS.
1. Ready for running.—“Stand l’”
2. Running.—“One !” “Two ”
3. Running in rhythm.—“Begin ”
See directions for rhythmical movements in “Throwing.”
STATEMENT AUTHORIZED BY THE BUREAU OF WAR-RISK
INSURANCE.
Men discharged from the Service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active Service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War
Risk Insurance or the chief medical advisor of the Bureau of War
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man's own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the Service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to Say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
(15)
16
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurrent in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the Service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the Service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife and one child, $55.
For a man, wife and two children, $65.
For a man, wife and three or more children, $75.
For a man with no wife but one child, $10, with $10 for each addi-
tional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as to
be in constant need of a nurse or attendant, an additional sum not
exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
paid.
17
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man's earning capacity, and, secondly, by the number of per-
sons in his family on whose account he is entitled to receive compensa-
tion, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who
is totally disabled is entitled to compensation for total disability,
which may be $30 a month, $45 a month, $55 a month, etc., ac-
cordingly as he is a single man, a married man with no child, or a
married man with a child, etc. When his total disability becomes a
partial disability and his earning capacity is diminished 50 per cent
the compensation to which he is entitled from that time on is only 50
per cent of the compensation to which he was entitled when he was
totally disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of rat-
ings of reductions in earning capacity based as far as practicable
upon the average impairments of earning capacity resulting from
such injuries in civil occupations, and not upon the reduction in
earning capacity in each individual case, so that there shall be no
reduction in the rate of compensation for individual success in over-
coming the handicap of a permanent injury. For instance, a man
who has suffered the loss of a leg or an arm is awarded a certain per-
centage of the amount of compensation that would be payable for
total disability, this percentage being determined by the schedule of
ratings above referred to, and the compensation payable for such
an injury is not in any way affected by his individual earning ca-
pacity. He will receive a fixed amount monthly during the re-
mainder of his life without reference to the reduction in his earning
capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to Submit to such exam-
ination or in any way obstructs such examination, his right to com-
pensation is suspended until such refusal or obstruction ceases, and
every person in receipt of compensation for disability shall submit
to any reasonable medical or surgical treatment furnished by the
bureau whenever requested by the bureau, and the consequences of
18
unreasonable refusal to submit to any such treatment shall not be
deemed to result from the injury compensated for.
In addition to the aforementioned compensation, the injured per-
Son is entitled to reasonable governmental, medical, surgical, and
hospital Services, and will be furnished such supplies, including
artificial limbs, trusses, and similar appliances as may be useful and
reasonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday.
If the inquiry for which compensation is payable was caused
under circumstances creating a legal liability upon some person
other than the United States or the enemy to pay damages therefor,
the person entitled to receive compensation may be required to as-
sign to the United States any right of action he may have to enforce
such liability of such other person or to prosecute the action in his
OWI). Tl2][I]62.
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training Schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife, or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be $30.
The Vocational Board, however, allows a certain monthly amount to
a man for board and subsistence. The amount allowed a single man
for subsistence by the Vocational Board monthly is $35. Thus a
single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
monthly payment of $65. An officer who accepts vocational training
would of course receive a monthly payment equal to his last month's
pay in the service and would not receive any allowance for subsistence
19
from the Vocational Board, nor would any allotment be required as
in the case of an enlisted man.
It is of prime importance that all men who are discharged from the
Service disabled should continue the payment of the premiums due on
their insurancé by check, draft, or money order payable to the Treas-
urer of the United States, and sent to the disbursing clerk, Bureau of
War Risk Insurance, Washington, D. C. Unless such payment is
made, their insurance will lapse and they will be deprived of its
benefits. Care should be taken to continue these payments of pre-
miums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical advisor of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently dis-
abled, his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be éntitled to the benefits of compensation,
he may not be entitled to the benefits of his insurance, as insurance
is payable only in case of death or in the event that the insured be-
comes totally and permanently disabled.
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD FOR
WOCATIONAL EDUCATION.
All soldiers, sailors, or marines, whether in or out of the hospital,
should address their communications either to the Federal Board for
Vocational Education, Washington, D. C., or to the district office of
the Federal Board in which the correspondent resides. Information
concerning these districts and their respective offices follows:
District Wo. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass. *
District No. 2.—Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York.
District No. 3.—Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6.-Alabama, Mississippi, and Louisiana. Office: 822
Maison HBlanche Annex, New Orleans, La.
District No. 7.-Ohio, Indiana, and Kentucky. Office: 1212–14 Mer-
cantile Library Building, Cincinnati, Ohio.
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.-Iowa, Nebraska, Kansas, and Missouri. Office:
517 Chemical Building, St. Louis, Mo.
District No. 10.-Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.-Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 12.—California, Nevada, and Arizona. Office: 997
Monadnock Building, San Francisco, Cal.
District No. 13.—Montana, Idaho, Oregon, and Washington. Of-
fice: Room 539 Central Building, Seattle, Wash. & “
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O
(20)
U B
Rehabilitation Monograph JOINT SERIES No. 13 3 (2 3
, , e&#r f i-smº - I - A a 2–
...” 2-’
"'UNErcourse—ARITHMETIC I
2% FOR
... ºf
| MEN OF LIMITED ELEMENTARY
EDUCATION
. Issued by the
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN COOPERATION WITH THE
SURGEON GENERAL’S OFFICE
AND THE
WAR RISK INSURANCE BUREAU
January, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE

1919
As a disabled soldier, sailor, or marine you should remember that the
Office of the Surgeon General, War Department, the Bureau of War Risk
Insurance, Treasury Department, and the Federal Board for Vocational
Education are mutually interested in your welfare solely. They have
arranged a definite plan of cooperation to help you in every possible way.
You can not afford to leave the hospital until the medical officers have
done everything that they can for you to restore you to physical health
and strength. Any other course will interfere with your vocational
success later. Furthermore, you should by all means take advantage of
the educational opportunities which the hospital has provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hospital.
When once you have made up your mind as to the employment you want
to enter or the kind of training you want the Federal Board to give you
after you leave the hospital, you should ask the vocational officers at the
hospital to provide for you the kind of training which will advance you
in the direction of the occupation which you expect to follow or for which
you expect to be trained after you leave the hospital. You will find the
educational officers at the hospital eager to render this service for you,
and you should consult them early in your hospital career.
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hospital
Educational Service or the representative of the Federal Board for Voca-
tional Education.
Men discharged from the military or naval service who want informa -
tion should write to or call at the office of the Federal Board for Vocational
Education, Washington, D. C., or the district office of the Federal Board
of the district in which they are located. The district offices of the Board
are located at the following points: Boston, New York City, Phila=
delphia, Washington, Atlanta, New Orleans, Dallas, St. Louis, Cincin-
nati, Chicago, Minneapolis, Denver, San Francisco, and Seattle. (See
address on p. 19.)
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
DAVID F. HousTon, Chairman, Secretary of Agriculture.
WILLIAM C. REDFIELD, Secretary of Commerce.
WILLIAM B. WILson, Secretary of Labor.
P. P. CLAxTon, Commissioner of Education.
JAMES P. MUNROE, Vice Chairman, Manufacture and Commerce.
CHARLEs A. GREATHOUSE, Agriculture.
ARTHUR E. HoDDER, Labor.
EXECUTIVE STAFF.
*
C. A. PRossER, Director.
LAYTON S. HAwkINs, Chief Vocational Education Division.
CHARLEs H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
98.992°–19 (3)
FOREWORD.
For the purpose of insuring a continuous program of education for
wounded and sick soldiers during the time they are in the general
hospitals and after their discharge, the Surgeon General's Office and
the Federal Board for Vocational Education cooperated in the prepa-
ration of a series of courses of study. These courses are tentative
and suggestive. They may, however, be accepted as models so far as
their form and principles which govern their organization are con-
cerned, for all courses whether academic or vocational, where the
adjustment of materials is intended to be made to suit the individual
capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of: Prof. David Snedden, president
of the National Society for the Promotion of Industrial Education;
Maj. M. W. Murray, Surgeon General's Office; Prof. George A. Works,
Federal Board for Vocational Education; M. W. Haynes, secretary
of committee. •
The committee was assisted by a large number of specially qualified
experts. Special mention should be made of the service of Maj. A. G.
Crane, Sanitary Corps, who is responsible for the formulation of the
specifications of the courses. tº
LOTUs D. CoFFMAN,
Surgeon General's Office.
CHARLEs H, WINSLow,
Federal Board for Voćational Education.
(5)
PREFACE.
This unit course was prepared under the direction of the Committee
on Courses of Study for Disabled Soldiers by Sergt. Alexander Brody,
Medical Department, in collaboration with Maj. A. G. Crane, of the
Sanitary Corps. It is largely the outgrowth of experience in instruct-
ing men of this class in United States Army General Hospital No. 16,
New Haven, Conn.
It is realized that this trial edition as here presented is susceptible
of improvement both in form and in content. The committee
particularly desired suggestions for alternate exercises in connection
with each lesson in order to provide a wider range of material from
which teachers may select exercises adapted to the individual needs
and capacity of the student. This is a trial edition and it is planned
to make an early revision based upon actual experience. Instructors
are therefore urged to make notes of their experience with the course
as a basis for criticisms and suggestions for improving it. These
criticisms and suggestions will be greatly appreciated and will receive
careful editorial attention.
Criticism by instructors in Army service should be addressed:
To: Surgeon General of United States Army, Division of Recon-
struction.
Attention of Committee on Course of Study.
Subject: Revision of Unit Course of Study, Arithmetic I.
Criticism by instructors under supervision of the Federal board
should be addressed: p
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Arithmetic I.
(6)
|UNIT Course.
ARITHMETIC 1.
TEACHER'S MANUAL.
1. QUALIFICATIONS OF STUDENT.
This course is intended for two groups of men: First, those who
have had practically no training in number work, and second, those
who have studied only the fundamental operations. For the first
group the course provides an introduction to arithmetic; for the
latter group it furnishes review of the fundamental operations and
advanced instruction in fractions and decimals.
2. ADVANTAGES TO BE DERIVED BY THE STUDENT.
At the end of this course the student should have a practical
knowledge of the fundamental processes in whole numbers, fractions,
and decimals.
Problems will be selected from the student's actual experience to
illustrate the various processes. The different mathematical opera-
tions will be presented under conditions similar to those that con-
front him in life.
3. LENGTH OF COURSE.
This unit course is divided into 24 assignments. The average
student should complete each assignment in one hour. The time
assignment may be varied, however, to suit individual conditions.
4. EQUIPMENT AND MATERIALs.
Paper: Unruled, 6 by 9 inches.
Pencils: Soft lead.
Blackboards.
Rulers.
Textbooks:
Essentials of Arithmetic, Primary Book T.
Essentials of Arithmetic, Intermediate Book II.
Wentworth-Smith, Ginn & Co., New York city.
Primary Arithmetic I.
Intermediate Arithmetic II.
Samuel Hamilton, American Book Co., New York city.
(7)
Textbooks—Continued.
Arithmetic for Evening Schools. *
William E. Chancellor, American Book Co., New York
city.
Woody Tests in Arithmetic, Series B.
Clifford Woody, Teacher's College, Columbia University,
New York.
Courtis Standard Practice Tests.
World Book Co., Yonkers, New York.
One hospital outfit of the Courtis tests will consist of:
10 envelopes A. gº
10 envelopes B.
15 pads.
2 manuals.
Arithmetic tests in fundamental operations, fourth to
eighth grade.
Use these Courtis tests as teaching aids and for test purposes.
These lesson sheets and tests were made for children, but they may
be used successfully for adults.
While an abundance of problems have been given in the various
references, the teacher should seek problems which are applicable
to the particular field with which the student is acquainted. Vary
the problems according to the student's ability.
5. MEASURING, RATING, AND RECORDING STUDENT's WoRK.
Upon the completion of this unit course the student will be
given a certificate stating his rating for the course. Duplicates of
all certificates granted should be kept on file by the school for future
reference.
It is intended that all certificates given for completion of the
unit courses issued by the Committee on Courses of Study for Dis-
abled Soldiers under the direction of the Surgeon General’s Office
and the Federal Board for Vocational Education shall be honored
by all schools under the supervision of either of these agencies, so
that the student transferring from a hospital school to another school
may receive due credit for the work done in the former school, and
may take additional units in the second school. It is therefore
desirable to establish some uniformity or standardization in the
methods of rating and recording of the work of students.
Upon completion of this course, the student should be able to do
number work involving the fundamental operations, fractions and
decimals, with accuracy and speed. He should be skillful in solving
problems of everyday affairs, involving the different processes.
Men whose early school training has not gone beyond the third
or fourth grades should be expected, at the end of this course, to
9
attain a skill in addition, subtraction, multiplication and division
represented by the sixth grade standard on the Woody Arithmetic
Test, Series B. This would mean that in addition the men should
be able to work out 16 problems correctly; in subtraction, 12 prob-
lems; in multiplication, 15 problems, and in division, 10 problems,
in the specified time.
Accurate reports of first and final tests will be valuable in revis-
ing this course. Take them carefully and report them in the
records.
The Courtis Standard Practice Tests should be given throughout
the course. No better incentive for progress can be offered to a
student than the definite knowledge of his rate of improvement as
shown by the results of the tests. i
The final rating for this course may be given on a percentage
scale, determined by a test similar to the following. No student
should be given a certificate for this course if he can not attain a
rating of 70 per cent on this test in 15 minutes:
I. Add 4,076 II. Subtract 7, 403 III. Multiply 947
927 5, 869 68
8, 503 *E=-º-º-º-º- <-º-º-º-
49
9,681
IV. 49)60,348 V. Add 74
5%
14%
*m-.
VI. Out of his salary of $30 a soldier must pay $7.10 for insurance,
$10 allotment, $2 for Liberty bonds, and $1.60 for a pane of glass
which he broke. How much does he have left 7
VII. In a company of 360 men one-fifth were killed in battle.
How many were left?
VIII. If a uniform costs $14.75, what will it cost for uniforms for
a company of 280 men 3
IX. A basket containing 34 pounds of meat and 2% pounds of
sugar weighs 6% pounds. What is the weight of the basket 7
X. What is the cost of a piece of land 48 feet wide and 90 feet
long at $6.25 a square foot!
98.992°–19—2
OUTLINE OF LESSONS.
LESSON I.
Topic. Page. Book.
Numeration and notation.------------------. 5 | Chancellor.
Addition----------------------------------- 30, 37 | Wentworth-Smith, I.
6, 7 | Chancellor.
tº a º * ;" 31, 48 || Hamilton, I.
Writing and adding money.................. 112,113, 118 || Wentworth-Smith, I.
LESSON II.
Subtraction.------------------------------- 33 || Hamilton, I.


66, 67 || Wentworth-Smith, I.
8 | Chancellor.
/
LESSON III.
Subtraction-------------------------------- 69 | Wentworth-Smith, I.
& 53 || Hamilton, I.
Making change and subtracting money....... 121, 122, 123 Wentworth-Smith, I.
LESSON IV.
Multiplication.----------------------------- 56, 59, 61 | Hamilton, I.
85–87 | Wentworth-Smith, I.
The Instructor must select those types of illustrative
problems which appeal to the individual man be-
cause of their direct correlation. With his special
vocational interests.
LESSON V.
Multiplication.----------- ...--------------- 143, 180 | Wentworth-Smith, I.
9 | Chancellor.
161 || Hamilton, I.
Multiplying money- - - - - - - - - - - - - - - - - - - - - - - - 172,173 | Wentworth-Smith, I.
LESSON VI.
Short division.----------------------------- 128, 129 | Wentworth-Smith, I.
73, 74, 75 | Hamilton, I.
LESSON VII.
Short division------------------------------ 133, 187, 188 | Wentworth-Smith, I.
101, 105, 147, Hamilton, I.
156,157
Measures. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 80, 81 | Hamilton, I.





11
Outline of lessons—Continued.
LESSON VIII.
Topic. Page. Book.
Long division.-----------------------------. 191, 192, 193 | Wentworth-Smith, I.
165, 167 || Hamilton, I.
Introduce §§ division hy having 1 in the unit's
place of the divisor, as 879-4-21, 588-4-31.

LESSON IX.
Long division.------------------------------ 194, 195 || Wentworth-Smith, I.
168, 169 || Hamilton, I.
Measures.---------------------------------- 82, 83, 84 || Hamilton, I.
LESSON X.
Long division.------------------------------ 10 | Chancellor.
196 || Wentworth-Smith, I.
Dividing money. -------------------------- 198 || Wentworth-Smith, I.


Courtis Standard Practice Tests: Lessons 8, 9, 10,
11, 12, 13.
º Lesson xi.
Review and application of fundamental | 132, 136, 176 || Hamilton, I.
operations—Problems selected from.
197,218 Wentworth-Smith, I.
13 | Chancellor.
Select simple applications, avoiding involved
problems and ones in which the nonmathematical
content is strange to the student. Concentrate
upon the mathematical difficulties.
LESSON XII.
Common fractions-------------------------- 22, 23, 24 || Hamilton, II.
$ 47, 48, 49 | Wentworth-Smith, II.
ll | Chancellor.
Q
LESSON XIII.
Reducing fractions.--------------------------- 50–57 | Wentworth-Smith, II.
31, 32, 33 || Hamilton, II.
Do not give any fractions that can not be reduced by
inspection.
LESSON XIV.
Adding fractions----------------------------- 35, 36, 37 || Hamilton, II.
61, 62 | Wentworth-Smith, II.
17 | Chancellor.



In addition and subtraction of fractions, use simple
fractions which will permit the student to obtain
the L. C. D. by inspection. The simple fractions
as 3%, 34, #. */e, 9% are the ones the student will
use in his daily experiences.
12
Outline of lessons—Continued.
LESSON XV.
Topic. Page. BOOk.
Subtracting fractions.-------................. 63, 64, 65 | Wentworth-Smith, II.
37–41 || Hamilton, II.
LESSON XVI.
Subtracting fractions.------------------------ 18 Chancellor.
Problems: Addition and subtraction of frac- e
tions-------------------------------------- 67 | Wentworth-Smith, II.
41–43 || Hamilton, II.
LESSON XVII.
Multiplication of fractions by whole numbers. 70, 71 | Wentworth-Smith, II.
43–46 | Hamilton, II.
Use simple fractions in multiplication and division
of fractions, never employing fractions like ºr or
LESSON XVIII.
Multiplication of fractions by fractions; mul-
tiplication of mixed numbers............... 71–74 | Wentworth-Smith, II.
48,49, 50, Hamilton, II.
5
'ió | Chancellor.
If necessary, special attention may be given to the
study of cancellation as a short-cut method. See
Wºrth-smith II, pp. 96, 97, and Hamilton II,
p. 139.
LESSON XIX.
Division of fractions.------------------------ 82–89 Wentworth-Smith, II.
57–65 | Hamilton, II.
20 | Chancellor.
Select very simple examples in the division of frac-
tions.
9.
I,ESSON XX.
Reading and writing of decimals-------------. 141, 142,143 | Wentworth-Smith, II.
72–75 | Hamilton, II.
25 | Chancellor.
The writing of decimals should be based on United
States money. Limit, it to ten thousandths.
Show how to write decimals as fractions and per
CentS.
LESSON XXI.
Addition and subtraction of decimals........ 147–149 Wentworth-Smith, II.
77–80 | Hamilton, II
26–27 | Chancellor.




These operations should be based on United States
money.
13
f Outline of lessons—Continued.
LESSON XXII.

Topic, Page. Book.
Multiplication of decimals, including finding 150–157 | Wentworth-Smith, II.
per cent of money.
81, 82,83 || Hamilton, II.
28 Chancellor.
Cº., Standard Practice Tests, Lessons 27, 28, 29,
j
LESSON XXIII.

Division of decimals......................... 166-17 | Wentworth-Smith, II.
84–87 | Hamilton, II
29 | Chancellor.
LESSON XXIV.
Problems in decimals.--------------------- 175—177 | Wentworth-Smith, II.
Select simple applications------------------- 88–91 | Hamilton, II.
30 | Chancellor.
Woody, Arithmetic Tests, Series B. Give the test
carefully and compare with the student’s initial
record. It will be interesting to see what progress
has been made in such a short intensive course.
STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War
Risk Insurance or the chief medical advisor of the Bureau of War
Risk Insurance, giving his full name, his rank, and Organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man's own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
(14)
15
as having been incurred in the line of duty, and the man is entitled
to compensation therefor. O
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
lease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof. fº
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife, and one child, $55.
For a man, wife, and two children, $65.
For a man, wife, and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each ad-
ditional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exeeeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
paid.
16
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage of the reduction
in the man's earning capacity, and, secondly, by the number of per-
sons in his family on whose account he is entitled to receive compensa-
tion, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who is
totally disabled is entitled to compensation for total disability,
which may be $30 a month, $45 a month, $55 a month, etc., ac-
cordingly as he is a single man, a married man with no child, or a
married man with a child, etc. When his total disability becomes a
partial disability and his earning capacity is diminished 50 per cent
the compensation to which he is entitled from that time on is only 50
per cent of the compensation to which he was entitled when he was
totally disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States, or by a duly qualified physician designated or ap-
pointed by the director, as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such examina-
tion or in any way obstructs such examination, his right to compensa-
tion is suspended until such refusal or obstruction ceases, and every
person in receipt of compensation for disability shall submit to any
reasonable medical or surgical treatment furnished by the bureau
whenever requested by the bureau, and the consequences of unreason-
able refusal to submit to any such treatment shall not be deemed to
result from the injury compensated for.
17
In addition to the aforementioned compensation, the injured person
is entitled to reasonable governmental, medical, surgical, and hospi-
tal services, and will be furnished such supplies, including artificial
limbs, trusses, and similar appliances, as may be useful and reasonably
necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday.
*If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the per-
son entitled to receive compensation may be required to assign to
the United States any right of action he may have to enforce such
liability of such other persons, or to prosecute the action in his own
Ila,Iſle.
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training schools, they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be
$30. The Vocational Board, however, allows a certain monthly
amount to a man for board and subsistence. The amount allowed
a single man for subsistence by the Vocational Board monthly is
$35. Thus a single man receiving vocational training would receive
$30 monthly from the bureau and $35 from the Vocational Board,
making a total monthly payment of $65. An officer who accepts voca-
tional training would, of course, receive a monthly payment equal to
his last month's pay in the service and would not receive any allow-
ance for subsistence from the Vocational Board, nor would any
allotment be required as in the case of an enlisted man.
18
}
It is of prime importance that all men who are discharged from
the service disabled should continue the payment of the premiums
due on their insurance by check, draft, or money order payable to the
Treasurer of the United States, and sent to the disbursing clerk,
Bureau of War Risk Insurance, Washington, D.C. Unless such pay-
ment is made, their insurance will lapse and they will be deprived of
its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical advisor of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently disabled,
his insurance will have lapsed. . . * * --->
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensation,
he may not be entitled to the benfits of his insurance, as insurance
is payable only in case of death or in the event that the insured
becomes totally and permanently disabled.
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD FOR
WOCATIONAL EDUCATION.
All soldiers, sailors, or marines, whether in or out of the hospital,
should address their communications either to the Federal Board for
Vocational Education, Washington, D.C., or to the district office of
the Federal Board in which the correspondent resides. Information
concerning these districts and their respective offices follows:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass.
District No. 2. —Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York.
District No. 3.-Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6.—Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7. –Ohio, Indiana, and Kentucky. Office: 1212–14
Mercantile Library Building, Cincinnati, Ohio.
District No. 8. –Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.—Iowa, Nebraska, Kansas, and Missouri. Office:
517 Chemical Building, St. Louis, Mo.
District No. 10.—Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.—Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 12.-California, Nevada, and Arizona. Office: 997
Monadnock Building, San Francisco, Cal.
District No. 13.-Montana, Idaho, Oregon, and Washington.
Office: Room 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O
\ (19)
Rehabilitation Mo JOINT SERIES No. 14
€ abilision Monograph
** e * AQ
... ' , º,
, a. cº" *
s” yºff COURSE—ARITHMETIC II
tº
Foºie • : © tº & &
or Men with Limited Common School
Education
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN COOPERATION WITH THE
SURGEON GENERAL’S OFFICE
, AND THE
WAR RISK INSURANCE BUREAU
January, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE
;
:
2–

1919
e
As a disabled soldier, sailor, or marine you should remember that the
Office of the Surgeon General, War Department, the Bureau of War Risk
Insurance, Treasury Department, and the Federal Board for Vocational
Education are mutually interested in your welfare solely. They have
arranged a definite plan of cooperation to help you in every possible way.
You can not afford to leave the hospital until the medical officers have
done everything that they can for you to restore you to physical
health and strength. Any other course will interfere with your voca-
tional success later. Furthermore, you should by all means take advan=
tage of the educational opportunities which the hospital has provided
for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hospital.
When once you have made up your mind as to the employment you want
to enter or the kind of training you want the Federal Board to give you
after you leave the hospital, you should ask the vocational officers at the
hospital to provide for you the kind of training which will advance you
in the direction of the occupation which you expect to follow or for which
you expect to be trained after you leave the hospital. You will find the
educational officers at the hospital eager to render this service for you,
and you should consult them early in your hospital career.
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hospital
Educational Service or the representative of the Federal Board for Voca-
tional Education.
Men discharged from the military or naval service who want informa-
tion should write to or call at the office of the Federal Board for vocational
Education, Washington, D. C., or the district office of the Federal Board
of the district in which they are located. The district offices of the Board
are located at the following points: Boston, New York City, Phila=
delphia, Washington, Atlanta, New Orelans, Dallas, St. Louis, Cincin-
nati, Chicago, Minneapolis, Denver, San Francisco, and Seattle. (See
addresses on p. 19.)
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
DAVID F. HousTon, Chairman, Secretary of Agriculture.
WILLIAM C. REDFIELD, Secretary of Commerce.
WILLIAM B. WILson, Secretary of Labor.
P. P. CLAxTon, Commissioner of Education.
JAMES P. MUNROE, Vice Chairman, Manufacture and Commerce.
CHARLEs A. GREATHOUSE, Agriculture.
ARTHUR E. HoDDER, Labor.
EXECUTIVE STAFF,
# C. A. PRossER, Director.
LAYTON S. HAwkINs, Chief Vocational Education Division.
CHARLEs H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
98.993°–19 (3)
FOREWORD.
For the purpose of insuring a continuous program of education for
wounded and sick soldiers during the time they are in the general
hospitals and after their discharge, the Surgeon General's Office and
the Federal Board for Vocational Education cooperated in the prepa-
ration of a series of courses of study. These courses are tentative
and suggestive. They may, however, be accepted as models so far as
their form and principles which govern their organization are con-
cerned, for all courses whether academic or vocational, where the
adjustment of materials is intended to be made to suit the individual
capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of: Prof. David Snedden, president
of the National Society for the Promotion of Industrial Education;
Maj. M. W. Murray, Surgeon General's Office; Prof. Geo. A Works,
Federal Board for Vocational Education; M. W. Haynes, secretary
of committee.
The committee was assisted by a large number of specially qualified
experts. Special mention should be made of the service of Maj. A. G.
Crane, Sanitary Corps, who is responsible for the formulation of the
specifications of the courses.
LOTUs D. CoFFMAN,
Surgeon General's Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(5)
PREFACE,
This unit course was prepared under the direction of the Committee
on Courses of Study for Disabled Soldiers by Sergt. Alexander Brody,
Medical Department, in collaboration with Lieut. Charles M. Herlihy,
of the Sanitary Corps. It is largely the outgrowth of experience in
instructing men of this class in Walter Reed Hospital, Washington,
D. C., and in United States Army General Hospital No. 16, New
Haven, Conn.
It is realized that this trial edition as here presented is susceptible
of improvement, both in form and in content. The committee
particularly desired suggestions for alternate exercises in connection
with each lesson in order to provide a wider range of material from
which teachers may select exercises adapted to the individual needs
and capacity of the student. This is a trial edition and it is planned
to make an early revision based upon actual experience. Instructors
are therefore urged to make notes of their experience with the course
as a basis for criticisms and suggestions for improving it. These
criticisms and suggestions will be greatly appreciated and will receive
careful editorial attention.
Criticism by instructors in Army service should be addressed:
To: Surgeon General of United States Army, Division of Recon-
struction.
Attention of Committee on Courses of Study.
Subject: Revision of Unit Course of Study, Arithmetic II.
Criticism by instructors under supervision of the Federal Board
should be addressed:
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Arithmetic II.
{
(6)
UNIT COURSE.
ARITHMETIC II.
PART ONE–TEACHER'S MANUAL.
1. QUALIFICATIONS OF STUDENT.
This course is intended for those men who have not had any
training in arithmetic beyond the sixth grade of the elementary
school, who have been long out of school and have forgotten much of
their training. These men will need a review of the fundamental
processes, simple fractions and decimals, and advanced instruction in
percentage and its applications, measurement, and interest.
. 2. ADVANTAGES TO BE DERIVED BY THE STUDENT.
At the end of this course the students should have a thorough and
practical knowledge of the fundamental operations of fractions,
decimals, and percentage. The purpose will be to present only the
essential arithmetical processes and to emphasize the application of
these essentials to the social and business life of the men.
3. LENGTH OF THE COURSE.
This unit course is divided into 24 assignments. The average
student should complete each assignment in one hour. SIHowever,
the time assignment may be varied to suit individual conditions.
4. EQUIPMENT AND MATERIALS.
Paper—Unruled 6 by 9 inches.
Pencils—Soft lead.
Blackboards.
, Bulers.
Textbooks:
Essentials of Arithmetic—Intermediate book (W. S. int.).
Essentials of Arithmetic—Advanced book (W. S. adv.).
Wentworth-Smith, Ginn & Co., New York City.
Durell’s Advanced Arithmetic (D).
Fletcher Durell, Charles E. Merrill Co., New York City.
Woody Tests in Arithmetic, Series B.
Clifford Woody, Teacher's College, Columbia University,
New York.
*. (7)
Textbooks—Continued.
A Community Arithmetic (H).
Brenelle Hunt, American Book Co., New York.
Courtis Standard Practice Tests,
World Book Co., Yonkers, N. Y.
One hospital outfit of Courtis Standard Practice Tests will consist of
10 envelopes A.
10 envelopes B.
15 pads.
2 manuals, Arithmetic Tests in Fundamental Operations,
Fourth to Eighth Grade.
Use these Courtis tests as teaching aids and for test purposes.
These lesson sheets and tests were made for children but they may be
used successfully with adults.
While an abundance of problems has been given in the various
references, the teacher must present those problems which are
applicable to the particular occupation with which the student is
acquainted. Vary the problems according to the student's ability
and future needs. *
5. MEASURING, RATING, AND RECORDING STUDENT's WoRK.
Upon the completion of this unit course, the student will be given
a certificate stating his rating for the course. Duplicates of all
certificates granted should be kept on file by the school for future
reference.
It is intended that all certificates given for completion of the
unit courses issued by the Committee on Courses of Study for Disabled
Soldiers under the direction of the Surgeon General's Office and the
Federal Board for Vocational Education, shall be honored by all
schools under the supervision of either of these agencies, so that the
student transferring from a hospital school to another school may
receive due credit for the work done in the former school, and may
take additional units in the second school. It is therefore desirable
to establish some uniformity or standardization in the methods of
rating and recording of the work of students.
The student should be able, upon completion of this course, to
handle, with accuracy and facility, number work involving the
fundamental processes, fractions, decimals, and percentage. He
should be skillful in solving problems of every-day affairs involving
the different operations.
The student should be expected to attain a skill in addition, sub-
traction, multiplication, and division represented by the eighth grade
standard on the Woody Arithmetic Test, Series B. This would
mean that he would be able to work out correctly in the specified
time 18 problems in addition, 14 problems in subtraction, 18 prob-
9
lems in multiplication, and 14 problems in division. This test should
also be given at the beginning of the course in order to permit the
teacher to locate the weaknesses of the individual students. Accu-
rate reports of first and final tests will be welcome in revising this
course. Take them carefully and report them in the records.
Several testing exercises should be given throughout the course.
No better incentive for progress can be offered to a student than
the definite knowledge of his rate of improvement as shown in the
results of the tests.
The final rating for this course may be given on a percentage
scale, determined by a test similar to the following. No student
should be given a certificate for this course if he can not attain a
rating of 70% on this test in 15 minutes.
I. Add 4869 II. Subtract 485302 III. Multiply 8057
583 396574 39
7064 *mº
58
976
6391
IV. 69)45083 W. Add 8%
7%
14%
VI. In a company of 240 soldiers, 15% were killed in battle. How
many were left'.
VII. A farm cost me $3,500.00. I sold it, making a profit of 18%.
How much did I make? What did I receive for the farm 3
VIII. I bought some furniture for $475.00. Because I paid cash,
I received a discount of 8%. How much did I pay for the furniture?
IX. I bought $200.00 worth of Liberty bonds paying 434% inter-
est. What interest will the bonds pay in 3% years?
X. How many cubic feet of dirt would be required to fill up a
trench 138 feet long, 4 feet wide, and 6 feet deep?
98993°–19—2
OUTLINE OF ASSIGNMENTS.
ASSIGNMENT I.

Topic. Page. • Book.
Addition------------------------------------------------ 21–24 D.
Subtraction--------------------------------------------- 26–28 D.
Multiplication. ---------------------------------------- 32–34 D.
Woody Tests in Arithmetic, Series B.
ASSIGNMENT II.

sy-



Long division------------------------------------------ 39, 40 D.
Short method in multiplication and division...... . . . . . . . . 11, 17 | W. S. adv.
sº 5
Industry Review: Telegraph and telephone........... . . . . 64–66 D
Select simple applications; avoid involved problems.
ASSIGNMENT III.
Addition and subtraction of fractions..................... 21, 23 W. S. adv.
77–80 D.
Use simple fractions which will permit the student to obtain the
L. C. T). by inspection. Fractions 3%, § %, ºr, 3% are the Ones the
student Will use most frequently in his daily experiences.
ASSIGNMENT IV.
Multiplication of fractions------------------------------- 22, 23 W. S. adv.
81–85 D.
Do not select examples which involve unusual fractions, as #4, .
If necessary, special attention may be given to the study of cancel-
lation as a short-cut method. See D, page 55, and W. S. int. pages 96, 97.
ASSIGNMENT V.
Division of fractions----------------------------------. 22, 23 W. S. adv.
i.e. tº ºn 2 & 86–89 D.
Industry review: Government activities.................. 98–102 D.
Select the simple problems.
ASSIGNMENT VI.
Long and square measures------------------------------ 143–145 D.
108, 109 || W. S. int.
The instructor must select those types of illustrative problems which
appeal to the individual man because of their direct correlation with
his special vocational interests. For suggestions on problems see
Book D, pages 179–212.
(10)
11
Outline of Assignment—Continued.
ASSIGNMENT VII.

Topic Page. Book.
Decimals—Numeration and notation........ ------------- 103–107 D.
Decimals—Addition and subtraction. . . . . . . . . . . . . . . . . . . . . 108–112 D.
These operations should be based on United States money.
ASSIGNMENT VIII.
Decimals—Multiplication and division................... 112–117 D.
9, 16, 24 || W. S. adv
ASSIGNMENT IX.
Aliquot parts.------------------------------------------ 10 . S. adv
º - 123–125 D.
Industry review: Railroads.... . . . . . . . . . . . . . . . . . . . . . . . . . . 136–139 D.
The student should receive daily drill work on the table of fractional
equivalents. See D, page 123 and W. S. adv., page 10.
ASSIGNMENT X.
Cubic measure----------------------------------------- 112 . S. int.
146, 147 D.
See note to Assignment VI.
ASSIGNMENT XI.
Tables of weight---------------------------------------- 113 || W. S. int.
141, 142 D
ASSIGNMENT XII.
Liquid and dry measures....... º º º ºs º e º a tº we ºr º e º e º - - - - º ºs º is e 114, 115 W. S. int.
147,148 D.
Courtis's Standard Practice Tests. Lesson No. 13, Test A.
ASSIGNMENT XIII.
Percentage—Case 1. ----------------------------------- 81, 82 | W. S. adv.
216, 221 D.
Select simple applications, avoiding involved problems and those
in which the nonmathematical content is strange to the man. Con-
centrate upon the mathematical difficulties.
ASSIGNMENT XIV.
Percentage—Case 2........ dº º ºs e º ºn tº us sº ºn e º 'º me a s e º 'º e º º ºs tº e º ſº a 85–87 || W. S. adv.
224–226 D




Cases 2 and 3 are relatively much less important than Case 1.
12
Outline of Assignments—Continued.
ASSIGNMENT XV.
Topic. Page. Book.
Percentage—Case 3-------------------------------------- 88, 89, 228, W. S. adv.
229, 230,239,
240, 241. D.
Select the simple and direct cases in profit and loss examples.
ASSIGNMENT XVI.
Discount------------------------------------- is * * * * * * * * * 95–97 || W. S. adv.
241–243 D.
ASSIGNMENT XVII.
Bills with discount-------------------------------------- 99, 100, 102 || W. S. adv.
125, 128 D.
161, 162 H.
ASSIGNMENT XVIII.
Commission and brokerage------------------------------- 244–247 D.
21, 211 H.
Select the simple and direct cases.
Courtis's Standard Practice Tests. Lessons 30, 31, test B. Compare
the results with the records in Assignment XII.
ASSIGNMENT XIX.
Taxes—Municipal and income--------------------------- 169–173 || W. S. adv.
178–185 H.
248—251 D.
Give a brief explanation of the methods of computing each kind.
Attempt to show only the principle of taxation, because the rates
will change rapidly in the next few years.
ASSIGNMENT XX.
Insurance--------------------------------------------- .. 178–182 W. S. adv
254–257 D.
ASSIGNMENT XXI.
Simple interest.-------------------------------------- gº 103, 104 || W. S. adv.
270–274 D.





Illustrate with several problems involving Liberty bond transac-
tions. Avoid all unusual rates and times.
13
Outline of Assignments—Continued.
ASSIGNMENT XXII.
Topic. . Page. Book.
Simple interest.--------------------------------------- 105,106, 107 || W. S. adv
247–279 D.
Teach direct case º wº
z Courtis's Standard Practice Tests, Lesson 44, Test C. Compare the
results with the records in Assignments XII and XVIII.
ASSIGNMENT XXIII.
Savings banks------------------------------------------- 135–141 || W. S. adv
309, 310 D.
218–240 H.
Explain briefly the system operating in cooperative banks, building
and loan associations, and postal banks.
ASSIGNMENT XXIV.
Investing money–Stocks, bonds, mortgages............. 189–197 || W. S. adv.
wº 258–262,312 D.
246–258 EI.

Woody Tests in Arithmetic, Series B.
STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty, when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war-risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War
Risk Insurance or the chief medical adviser of the Bureau of War
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man’s own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition, and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
f (14)
15
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife not child living, $30.
For a man with a wife but no child, $45.
For a man, wife and one child, $55.
For a man, wife and two children, $65.
For a man, wife and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each ad-
ditional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
paid.
16
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduc-
in the man's earning capacity; and, secondly, by the number of per-
sons in his family on whose account he is entitled to receive compensa-
tion, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who is
totally disabled is entitled to compensation for total disability,
which may be $30 a month, $45 a month, $55 a month, etc., ac-
cordingly as he is a single man, a married man with no child, or a
married man with a child, etc. When his total disability becomes a
partial disability and his earning capacity is diminished 50 per cent,
the compensation to which he is entitled from that time on is only 50
per cent of the compensation to which he was entitled when he was
totally disabled. -
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such examina-
tion or in any way obstructs such examination, his right to compensa-
tion is suspended until such refusal or obstruction ceases, and every
person in receipt of compensation for disability shall submit to any
reasonable medical or surgical treatment furnished by the bureau
whenever requested by the bureau, and the consequences of unreason-
able refusal to submit to any such treatment shall not be deemed to
result from the injury compensated for.
17
In addition to the aforementioned compensation, the injured person
is entitled to reasonable governmental, medical, surgical, and hospi-
tal services, and will be furnished such supplies, including artificial
limbs, trusses, and similar appliances, as may be useful and reasonably
necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the per-
son entitled to receive compensation may be required to assign to
the United States any right of action he may have to enforce such
liability of such other persons, or to prosecute the action in his own
Ila,Iſle.
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be
$30. The Vocational Board, however, allows a certain monthy
amount to a man for board and subsistence. The amount allowed
a single man for subsistence by the Vocational Board monthly is
$35. Thus a single man receiving vocational training would receive
$30 monthly, from the bureau and $35 from the Vocational Board,
making a total monthly payment of $65. An officer who accepts voca-
tional training would of course receive a monthly payment equal to
his last month's pay in the service and would not receive any allow-
ance for subsistence from the Vocational Board, nor would any
allotment be required as in the case of an enlisted man.
z'
#
18
It is of prime importance that all men who are discharged from
the service disabled should continue the payment of the premiums
due on their insurance by check, draft, or money order payable to the
Treasurer of the United States, and sent to the disbursing clerk,
Bureau of War Risk Insurance, Washington, D.C. Unless such pay-
ment is made, their insurance will lapse and they will be deprived of
its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical adviser of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently disabled
his insurance will have lapsed. ---
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensation,
he may not be entitled to the benfits of his insurance, as insurance
is payable only in case of death or in the event that the insured
becomes totally and permanently disabled.
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD FOR
WOCATIONAL EDUCATION.
All soldiers, sailors, or marines, whether in or out of the hospital,
should address their communications either to the Federal Board for
Vocational Education, Washington, D. C., or to the district office of
the Federal Board in which the correspondent resides. Information
concerning these districts and their respective offices follows:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass.
District No. 2. —Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York.
District No. 3.-Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6. –Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7.—Ohio, Indiana, and Kentucky. Office: 1212–14
Mercantile Library Building, Cincinnati, Ohio.
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.-Iowa, Nebraska, Kansas, and Missouri. Office:
517 Chemical Building, St. Louis, Mo.
District No. 10. –Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.—Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 12.-California, Nevada, and Arizona. Office: 997
Monadnock Building, San Francisco, Cal.
District No. 18.-Montana, Idaho, Oregon, and Washington.
Office: Room 539 Central Building, Seattle, Wash. *.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O
(19)
gº
*...* ºr ºr: à : Ay ***
28th lºss
* .
MAY : 1916
Rehabilitation Monograph JOINT SERíºs ºf 18; ‘tº
UNIT COURSE—MACHINE SHOP PRACTICE
STRAIGHT TURNING BETWEEN
CENTERS
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN COOPERATION WITH THE
SURGEON GENERAL's office
AND THE
BUREAU OF WAR RISKINSURANCE
February, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE
U 3
3 & 3
‘A 2 2-
I

1919

As a disabled soldier, sailor, or marine you should remember that
the Office of the Surgeon General, War Department, the Bureau of
War Risk Insurance, Treasury Department, and the Federal Board for
Vocational Education are mutually interested in your welfare. They
have arranged a definite plan of cooperation to help you in every pos=
sible way. You can not afford to leave the hospital until the medical
officers have done everything that they can for you to restore you
to physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital
has provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hospi-
tal. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career. N-
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hospi-
tal Educational Service or the representative of the Federal Board for
Vocational Education.
Men discharged from the military or naval service who want infor-
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and Seattle. For addresses, see p. 28.
(2)
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
* MEMBERS. _
*
DAVID F. Houston, Chairman, JAMES P. MUNROE, Vice Chairman,
Secretary of Agriculture. Manufacture and Commerce.
WILLIAM C. REDFIELD, CHARLEs A. GREATEIOUSE,
Secretary of Commerce. Agriculture.
WILLIAM B. WILSON, ARTHUR E. HoLDER,
Secretary of Labor. Labor.
P. P. CLAxTon,
Commissioner of Education.
EXECUTIVE STAFF,
C. A. PROSSER, Director.
Y LAYTON S. HAWKINS, Chief Vocational Education Division.
CHARLES H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
100288–19—1 (3)
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in the general
hospitals and after their discharge, the Surgeon General’s Office and
the Federal Board for Vocational Education cooperated in the prep-
aration of a series of courses of study. These courses are tentative
and suggestive. They may, however, be accepted as models so far as
their form and principles which govern their organization are con-
cerned, for all courses whether academic or vocational, where the ad-
justment of materials is intended to be made to suit the individual
capacities and attainments of students.
The courses of study were prepared under the immediate Super-
vision of a committee consisting of:
Prof. David Snedden, President of the National Society for
Vocational Education;
Maj. M. W. Murray, Surgeon General’s Office;
Prof. George A. Works, Federal Board for Vocational Edu-
cation;
M. W. Haynes, Secretary of Committee.
The committee was assisted by a large number of specially quali-
fied experts. Special mention should be made of the service of Maj.
A. G. Crane, Sanitary Corps, who is responsible for the formulation
of the specifications of the courses.
LOTUs D. CoFFMAN,
Surgeon General’s Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(5)
PREFACE.
This unit course was prepared under the direction of the Com-
mittee on Courses of Study for Disabled Soldiers by Mr. J. H. Gill
and Mr. L. W. Goben.
It is realized that this trial edition as here presented is susceptible
of improvement both in form and in content. The committee particu-
larly desires suggestions for alternate exercises in connection with
each lesson in order to provide a wider range of material from which
teachers may select exercises adapted to the individual needs and
capacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criticisms
and suggestions for improving it. These criticisms and suggestions
will be greatly appreciated and will receive careful editorial atten-
tion.
Criticism by instructors in army service should be addressed:
To : Surgeon General of U. S. A., Division of Reconstruction.
Attention of Committee on Course of Study.
Subject: Revision of Unit Course of Study, Machine Shop Prac-
tice I.
Criticism by instructors under supervision of the Federal Board
should be addressed:
To: Federal Board for Vocational Education, Washington,
D. C. *
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Machine Shop Prac-
tice I. *.
(7) .
DNIT CoursF, MACHINE SHOP PRACTICE 1.
STRAIGHT TURNING BETWEEN CENTERS.
PART ONE.
TEACHER2S MANUAL.
1. QUALIFICATIONS OF THE STUDENT.
The unit in straight turning between centers is intended for those
who have had no experience on the engine lathe but who have a de-
sire to become engine lathe operators or to prepare for general
machine work. Students should be capable of following simple
oral and printed instructions and be familiar with the elementary
processes in arithmetic.
2. ADVANTAGES TO BE DERIVED BY THE STUDENT.
The unit course is intended to serve as a foundation for subsequent
courses in machine shop practice. The engine lathe is the funda-
mental machine in the modern machine shop, and the man who un-
derstands the lathe can readily master any of the other machines in
COIſl]][1OI). USé.
3. APPROXIMATE TIME REQUIRED.
The student should be able to master the work of this course in 25
to 30 hours of study and practice. More practice will give increased
accuracy and Speed.
It is of prime importance that the student not only be taught the
proper use and care of all machines and tools but that he take such
care of them when he uses them. “Safety first" methods should also
be strongly impressed on him.
Judgment will have to be used as to the limit of accuracy and the
time necessary for each exercise. Always bear in mind that the stu-
dent is being trained for future work, and he must be taught right
principles and approved shop methods if he is to compete with other
workmen in industry. For this reason do not hesitate to have him
repeat a job if it is not up to what you think it should be.
100288–19—2
(9)
10
Make sure, by frequent questions, that the student understands the
reasons for the methods used. Check his work in his presence and
explain the criticisms you make.
Impress on him the cost of stock and materials used so that he may
know the importance of the conservation of such material. Many
mechanics spoil or waste material without knowing its value or
caring for it.
In Lesson 4 the 3-inch bolt with square head is made from 1-inch
square stock. This is not the commercial practice, but the man is the
object, not the bolt. The length of the bolt may vary as desired.
When the bolt is turned to the correct diameter, it will be laid aside
to be used later in the unit on thread cutting.
The center punch in Lesson 5 may become the property of the stu-
dent. The tempering may be done by the instructor or any other
person familiar with the process.
4. EQUIPMENT NECESSARY.
The following equipment is recommended as being adequate for
this course:
Engine lathe, 14 inches by 6 feet is a desirable size.
Set of lathe tools or patent tool holders.
Outside and inside Calipers, 5-inch.
Steel scale, 6-inch, No. 4 graduation.
Center gauge.
Lathe file, 12-inch mill, bastard.
Dogs for driving the work, selected according to the size of work.
Six-inch monkey wrench, or dog Wrench.
Hack saw, 10 or 12 inch.
Tools used for centering work but not included in above list:
Hermaphrodite calipers, 5-inch; center square; surface gauge; bell
center; V-block; center punch; hammer; sensitive drill press with
chuck, or speed lathe fitted with drill chuck, or centering machine.
5. MEASURING, RATING, AND RECORDING STUDENT'S WORK.
Upon the completion of this unit course, the student will be given
a certificate stating his rating for the work of the course. Duplicates
of all certificates granted will be kept on file by the school for future
reference.
It is intended that all certificates given for completion of the unit
courses issued by the Committee on Courses of Study for Disabled
Soldiers under the direction of the Surgeon General's Office and the
Federal Board for Vocational Education, shall be honored by all
schools under the supervision of either of these agencies, so that the
student transferring from a hospital School to another School may
receive due credit for the work done in the former School, and may
take additional units in the second School.
11
It is therefore desirable to establish some uniformity or standardi-
zation in the methods of rating and recording of the work of students.
A record should be kept of each job, project, or lesson performed
by the student throughout the course. At the discretion of the in-
structor, a test may be given at the close of the course, but the final
rating should represent the work of the student throughout the
course as well as his standing in the final test or examination.
Until more definite scales for rating shop work are available, it is
recommended that final rating of the work of students be recorded as
follows: The average student will be rated good; the student of
exceptional ability will be rated eacellent; while the student of lesser
ability will be rated fair. The student producing work of a quality
that would be rejected in the commercial shop should be rated poor.
Out of justice to the student, his rating should be more than a
mere guess or Snap judgment on the part of the instructor, nor should
this rating be influenced by personal feelings, such as dislike or
grudge. In order that the rating may be just and of value both as
a credential for the student and a record for the school, the instructor
is requested to consider carefully the following factors in arriving at
the rating:
(1) EXECUTION OF WORK :
(a) Time.—Is the student rapid, moderate, or slow in executing his
WOrk?
(b) Technique.—Does the student use workmanlike methods?
Does he exercise reasonable economy in use of materials?
Is he neat and orderly in care of tools?
(2) FINISHED PRODUCT :
(a) Accuracy.—Should be determined by the record kept of errors in
measurement, fit, etc.
(b) Quality.—Consider the finished product in other respects than
accuracy, such as finish, neatness, etc.
(3) INTEREST:
(a) Attitude toward work.--Does the student love his work or does
he watch the clock?
Is he likely to continue in this line of work?
(b) Studiousness.--Does the student show disposition to study the
printed literature related to his work?
Does he express a desire to take advanced unit courses in this or
related subjects?
(c) Possibilities of growth.-Is the student likely in due time to re-
ceive promotion to positions of greater responsibility?
6. OUTLINE OF LESSONS.
Lesson, 1.—The lathe, directions for work.
Lesson 3–Centering.
Lesson 3–Turning shoulder bolt.
Lesson 4.—Making bolts with square heads.
Lesson 5–Making center punch.
12
7. SUGGESTIONS FOR INSTRUCTORS.
The exercises suggested are designed to teach the fundamental
principles of lathe work. Whenever possible, however, have all
exercises lead toward the completion of machines or parts which
have some value in themselves. This may be done more easily as
the student becomes more proficient in the use of the lathe.
It is estimated that the work of this unit may be done in 30
hours. This is determined largely by the student himself. Some
may take much longer. Hence individual instruction should be given
at all times, so far as it is practicable. - .
Encourage the student to work on the machine whenever he has
spare time at his disposal after he has completed his unit. Skill
in the operation of the various machines comes only by practice and
it is to the student's advantage that he acquire as much skill as pos-
sible before he quits the course. -
Encourage the student also to study the references given and
others that you may supply. The more general and technical in-
formation he gets, the better mechanic he should be. It will not be
possible to enter into a detailed study of all the technical informa-
tion that would be of value, but much of it can be given from time
to time as questions are raised by the student about his work.
Use drawing as much as possible in your work whether it be me-
chanical, drawing on the blackboard, blueprint, or free-hand shop
sketches. Encourage the student to make shop sketches of his work.
The drawing by the instructor should always be correct as to prin-
ciple so that the student may become familiar with mechanical
drawings. Ability to read drawings should be cultivated as much
as possible. -
8. REFERENCES.
International Correspondence School Texts. Lathe Work, Sections 15–20,
International Text Book Co., Scranton, Pa. (This is a text written for the
beginner, well illustrated and clear in explanation.)
Machinery Handbook, Industrial Press, New York. $6. (One of the
standard reference books on shop work.) -
American Machnists' Handbook, "McGraw-Hill Book Co., New York. $3.
(A standard reference book for use by machinists.) *
First Year Lathe Work, 10 cents; How to Run a Lathe, 10 cents. South Bend
Lathe Works, South Bend, Ind. (Small instruction books on the lathe with
directions for making a small bench grinder.)
The Starrett Book. L. S. Starrett Co., Athol, Mass. 75 cents. (A good book
for apprentices and others in machine work.)
Starrett's General Catalogue. L. S. Starrett Co., Athol, Mass. (Small tools,
calipers, scales, gauges, etc.) *
Micrometer Catalogue and Measuring Book, No. 15. J. T. Slocomb Co.,
Providence, R. I. (Good instructions on reading micrometers, verniers, and
accurate measuring.)
PART TWO. \
STUDENT'S INSTRUCTION SHEETS.
GENERAL DIRECTIONS TO STUDENTS.
The student should realize that a lathe is an expensive tool which
can be easily injured. Care must be exercised in using the lathe to
see that it is handled properly.
On going to a lathe that has been used by another man, be sure to
turn the spindle by hand and make certain that everything is free
before throwing on the power.
LESSON I.-STUDY OF LATEIE.
1. Read:
I. C. S. Lathe Work, Sec. 15, pp. 2–29. South Bend Lathe Book, “How
to Run a Lathe,” pp. 4–8.
American Machinists' Handbook, pp. 616–619.
Dictionary of Shop Terms. American Machinists' Handbook, pp. 563–
656. *
f CAUTION.
Do not start the lathe by power during this lesson.
2. Locate the following parts.—Back gear, stud, lead screw, apron, tool post,
tool post chip, head stock spindle, reverse gears, compound rest, split nut,
horizontal feed Clutch handle, feed rod, CrOSS feed Clutch handle, Carriage lock
screw, tail stock hand-wheel, live center, dead Center, face plate, tail stock,
spindle lock, Saddle, face-gear lock.
ſº
LESSON II.-CENTERING.
1. Redd:
I. C. S. Lathe Work, sec. 17, pp. 14–21.
The most common method of centering work for turning in the lathe is with
hermaphrodite Calipers, as shown in figure 1.
2. Laying out the center.—The ends of the work are chalked. The caliper
is opened to approximately half the diameter of the piece and three or four
short arcs described on the end of the piece as shown in the figure. The inter-
section of these arcs shows the center. If they do not intersect exactly, the
center can readily be located by the eye or by resetting the calipers.
The experienced machinist will “pop the center ’’—that is, by training he
can place the center punch very accurately by eye. A light blow with the ham-
mer is given and if the mark does not look right it is “drawn " slightly as
shown in I. C. S. Lathe Work, Section 17, page 17, paragraph 34. This saves
time and a man SOOn becomes Very expert in this method.
(13)
G)
Gº)
G)
FIG. 1.-Centering.
FIG. 2.


15
gº
Figure 3 shows the use of a surface gauge and V blocks in centering Work.
FIG. 3.
Figure 4 the use of the bell center and the errors due to incorrect use.
d
º|
FIG. 4.—Bell-center punch.
After using the method best adapted to the Work in hand it is necessary to
mark the center permanently with a Center punch. This gives a start for the
Center drill.
3. Center drilling.—This may be done by the use of a small drill (about
3/32 inch) followed by a countersink, or by using a combination drill and


16
countersink. The standard angle for lathe centers on small lathes is 60°, and
the Centers in the work should be the same angle.
Care should be exercised in forming these centers, as it is very bad practice
to have an unnecessarily large Center in Small work or Small Centers in heavy
WOrk.
This center drilling may be done on any convenient machine, usually a Sensi-
tive drill press, a speed lathe provided with a drill Chuck, or on a special
“centering machine.”
4. Driving devices.—There are several ways of driving work between Centers.
The most common is some form of lathe dog. The Common forms of dogs are
known as bent tail, single straight tail, double straight tail, and Clamp dog.
Other special forms of drivers will be discussed later. (See I. C. S. Lathe
Work, sec. 15, p. 22.) &
5. Placing work on centers.-After drilling and thoroughly cleaning both
center holes the work is ready for the lathe. A dog is slipped on One end of
the work and the screw tightened ; some machine oil or a mixture of oil and
white lead is put in the center hole of the other end. The work is placed on the
live center with the tail of the dog in the face plate slot. The tail stock is
adjusted to hold the Work. In adjusting the tail Stock On the lathe bed it
should be clamped in a position that will not require the spindle to be run out
very far to reach the work. This insures maximum rigidity. Care must be
taken not to jab the end of the work with the dead center. Adjust the dead
Center SO that the WOrk is free to turn and at the same time is held SO tightly
that there is no lost motion. The Operator must also see that the tail of the
dog fits loosely in the slot of the face plate. Sometimes the dog is too small
and the tail of the dog bottoms in the face plate slot. This holds the Work
away from the live center as shown in Fig. 5. The Work is thus prevented
from running true.
FIG. 5.

17
6. QUESTIONS.
(1) How can the lathe be locked so the face plate or chuck can be loosened
most easily?
(2) What would happen if two feeds were put in gear at the same time?
(3) Is there any way to prevent this being done?
(4) How many speeds are available on a lathe with a 4-step cone pulley?
(5) Why is the reverse pulley on the line shaft larger than the other pulley?
(6) Where is the split nut? What is it for?
(7) Why is the screw cutting feed always driven by gearing while the turn-
ing feeds may be driven by a belt?
LESSON III.-TURNING A BLANK “SHOULDER BOLT.”
f * - -N 2% —-


||
F- 1% —
|
tº-
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F.— 2+" —--
FIG. 6.-Shoulder bolt.
1. Cut off the stock-Always cut stock from 's to 4% inch longer than the
required length to allow for finishing the ends.
2. Center as directed in Lesson I.
3. Put on the dog and adjust between centers.

**-m-
==
<-->
…t-mºmº
**mºm.
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FIG. 7.
4. Select a right-hand side tool for facing the end of the work. This is
called a right-hand tool because it is used to WOrk On the right-hand end of the
piece, or the right side of a shoulder. This tool is set in the lathe, with the
cutting edge on a level with the lathe Center, as Shown in figure 7.
18
The tool is fed into the work until the tool is cutting deep enough to finish
the end true. Then it is fed Out radially by means of the Cross slide Screw.
This will leave a burr at the center. To remove this burr set the tool as in
Fig. 8, loosen the tail-Stock Spindle enough to allow the point of the tool to
cut into the Center hole and feed by hand in the direction of the arrow.
sº-º-º-º:
cº- Lº
&
e cºmmº
*=m, - esmº
sºmº
ºmmºnsº
_*=
FIG. 8. *
5. The piece is now turned end for end and faced to the required length, 5
inches. If the stock being worked on is cast iron or other material that has
a hard scale, a round nose tool should be used first to cut under and break the
Scale. The side tool is used to finish the Operation.
6. Turning the cylindrical Surface.—This is usually accomplished by Some
form of a round nose tool. Patent tool holders are often used because they
save the expense of redressing and avoid the large amount of expensive Steel
required for solid tools. A common form is shown in figure 9.
FIG. 9.
7. Set the tool for turning.—The round nose tool is set approximately perpen-
dicular to the work and as far above the center line as the diameter of the WOrk
and the clearance of the tool will permit, and still have the cutting edge in
Contact With the WOrk.
8. Malce a roughing cut over the entire length of the piece before any finish-
ing is done. Turn the large end of the bolt (g-inch diameter) first So that
if there is a mistake in Calipering the first size the bolt may be reversed and
the student have another Chance to get the Correct size.
9. Calipering.—I. C. S. Lathe Work, Sec. 17, paragraph 58, 61, and 62.
The Outside calipers are set to the exact size, $ inch, by the steel Scale.
This is most easily done by putting One leg of the Calipers against the end of
the scale and near one corner. Open or close the Calipers until Only half the

19
width of the 4-inch graduation line shows between the caliper legs. The line
between the two legs of the Calipers must be parallel with the edge of the Scale
to get a correct setting. After a little practice a man can set calipers by the
scale within a very few thousandths of an inch. The calipers are not sprung
when set to size on the scale. Therefore, they must not be sprung by forcing
them over the work when testing it for size. This means that they must be
held lightly and the “touch" be as delicate as possible. Calipering is an art
to be cultivated. Caliper any finished piece, then put a single piece of Ciga-
rette paper under one leg of the calipers and note the difference in “feel.” The
thickness of the cigarette paper is very close to 1/1000 inch. This is easily
detected by one who has educated his touch. AS SOOn as a roughing cut is
taken over the piece, test with calipers to see if it is cutting parallel. If it is
not, adjust the tailstock.
10. Finish.-After roughing all over, the diameter of the work can be brought
to a caliper size by a series of short trial cuts at the end of the piece. (See
I. C. S. Lathe Work, Sec. 17, p. 29, par. 59.) When the proper size is obtained
the cut is continued the desired distance along the piece. The rough caliper-
ing may be done with the lathe in motion, but all close calipering must be done
while the work is not revolving. If both caliper legs touch the work, but so
lightly that the friction will not support the weight of the calipers, the diameter
will be found to be very near the size for which the cailpers are set. Cultivate
a delicate touch and accurate Setting of CaliperS.
11. Turn the #-inch end of the work using the same method as just described
to a point about 3% inch less than the required length of 23 inches. The side
tool is then used as in facing the ends and the shoulder is Squared out to the
required length.
Great care must be taken in doing this work to make the shoulder square
and to see that the pressure On the tool does not CauSe it to Spring and reduce
the ſº-inch diameter. (Don't cut a “necktie" around the piece.) This piece
is to be kept for thread cutting a little later.
QUESTIONS.
Why is it best to take a roughing Cut Over the entire piece before any finish-
ing is done?
What precautions should be taken in placing work between centers?
Why is it necessary to have the bottom of the center holes in work deeper
than the point of the lathe center?
If a piece that has been turned for part of its length is reversed, the turned
part often does not run true. If this happens, where do you look for the
trouble?
LESSON IV.-A PAIR OF BIANK MILLING-MACHINE BOLTS.
As the bolts are to be short, we can make two together and then cut them
apart.
1. Determine the length of stock.-In this problem we will make a pair of
bolts to clamp the dividing head to the platen of the milling machines. The
T-slot where the head of the bolt is to fit will take a bolt with a head 93-inch
thick (shown at fig. 11). The lip of slot ##-inch, the base of the dividing head
1-inch, the washer ś-inch, the faced nut ſº-inch. Our stock must be 33-inch
plus ##-inch plus 1-inch plus $3-inch plus *-inch equals 233 inches for one
bolt. In making the pair we will allow #2-inch on each end for finish and
20
%-inch for cutting in two with the parting tool. The required stock for the
two bolts will be :
#2-inch plus 283-inches plus 34-inch plus 283-inches plus #3-inch equals 5% inches.
(Bolts for other purposes may be substituted by the instructor.)
tfire,
:
HH
tººtº
gºmº sº* -
gºº gº
gºtº-
tºº ...”
ºtº Lº
sºgº
gº* -º
fº
º
*sº
gºgº
*gº
*s, ºrwº-
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* * * * * * * * * * * = &ºm º º ſº
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5td. V.Thread. l
FIG. 10.-Milling machine bolt.
+-
3
wº
t
32
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T
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-:
;
* * * * *
sº->
sº-
arºº
* * * * * * * * *-*-*ºº" tº sºme smº, sºme ammº-
#
%
2. Centering.—We are to use 1-inch Square stock. The centering must be ac-
curate in Order that the body of the bolts may be in the center of the heads.
The center can be found easily by drawing the diagonals as in figure 10. Punch,
drill, and countersink, as in previous lesson.
3. Face the ends.-Face the ends to length as in Lesson 2.
4. Start the parting cut.—The parting tool is equidistant from the ends with
the cutting edge on a level with the center. One form of parting tool is shown
in figure 12.
This tool must be fed into the work very slowly by hand and kept well
lubricated with lard oil or a good cutting compound. Care must be taken at
all times while using this tool, as it is very apt to catch and bind in the work.
Never try to cut the work entirely in two with this tool. After Setting the
tool, cut down to about #-inch diameter at C, figure 10.
FIG. 11.


21
5. Using the round-nosed tool.—Take the corners off of the first bolt, using
the round-nosed tool, then reverse the work on centers and finish the second
bolt, leaving stock for the 36-inch heads.
6. Finish the body of each bolt.—Finish the body of each bolt to size and
square out the angles under the heads as in facing the shoulder bolt in the
previous exercise.
7. Finish the flats of the heads.-Finish the flats of the heads with a hand
file. Do not cut in two until the threads are cut. This Will come later.
~.
/


FIG. 12.-Parting tool.
QUESTIONS.
How do you tell whether a lathe is turning parallel?
If it is not turning parallel, what can be done to make it turn parallel?
(Read I. C. S. Lathe Work, Sec. 17, pars. 52, 53, 54, 55, 56, and sec. 18, par. 5.)
Have Some assorted Steel balls. Set the Calipers by the steel Scale and test
by the balls: How closely can the calipers be set by the scale?
Why do you not cut the bolts in two with the parting tool?
How are the bolts to be cut in two?
Why turn only the corners of the first bolt before finishing the other end?
LESSON V.-CENTER PUNCH.
Read: “How to Run a Lathe,” p. 34; Starrett Book, pp. 89–91.
Stock: §-inch tool steel 5; inches long.
1. Center and turn to the required size for the full length. (Caution: Do
not have the center deeper than necessary.) The stock must be centered very
accurately, as there is only & inch to be turned off. As the centers are both
to be cut off, it will not be necessary to face the ends.
2. Knºurl.—The knurling is done with a knurling tool. This tool has one or
more steel rolls or knurls which have Special teeth or designs cut on their faces,
The tool is held in the tool post of the lathe. The piece to be knurled is driven
slowly in the lathe While the knurling tool is fed against the work till the
knurls make their imprint on the work. It is usual to feed the knurl across the
piece with the longitudinal feed. Several passes over the work may be neces-
Sary to cut the knurling as deep as desired. Knurl the piece a little farther
than is required at each end.
3. Turn the knurled part to the required length.-B, figure 13, shows the ends
turned to the finished size leaving the knurled part.
4. Turn the tapered end by use of both feeds at once. (See I. C. C. Lathe
Work, Sec. 18, par. 19.) Set the lathe so the carriage feeds toward the tailstock
When the feed is thrown in. Run the carriage away from the tailstock about
half the length of the taper. Turn the cross-feed screw till the tool just touches
22
After
(XXXXX)
OXXXXX)
Ķ
s"
Why?
Start the lathe, throw in the feed, and as the tool travels toward the
tailstock, feed it in slowly but evenly by hand with the cross-slide screw.
the Work.
C, figure 13, shows the punch finished except cutting off the centers.
t-a-— --
a little practice a fairly accurate taper can be cut in this way. This is good
practice where the taper does not have to fit a socket, particularly if only a few
pieces are to be turned. Other methods of turning tapers will be taken up later.
FIG. 13.−Center punch, stock g-inch tool steel.
QUESTIONS.
1. We always cut toward the live center where possible.
2. What is the object of knurling?
4. Why do we cut toward the tailstock in turning the taper as above?
3. Will knurling increase the diameter of the piece?






STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his dicharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering any
disability as a result thereof at the time of his discharge, in order to
preserve his right to compensation he should immediately communi-
cate with the compensation section of the Bureau of War Risk insur-
ance or the chief medical advisor of the Bureau of War Risk In-
surance, giving his full name, his rank, and organization in the
service, the date of his discharge from the Service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man's own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition, and if, as a matter of fact, he was not in
(23)
24
Sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
as having been incurred in the line Óf duty, and the man is entitled
to compensation therefor.
Though no compehsation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty' may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent disa-
bility is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
'For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man with a wife and one child, $55.
For a man with a wife and two children, $65.
For a man with a wife and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each ad-
ditional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
25
for a nurse or attendant where compensation of $100 per month is
paid.
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It
should be borne in mind that the amount of compensation payable
for ordinary disability is determined, first, by the percentage or the
reduction in the man's earning capacity, and, secondly, by the num-
ber of persons in his family on whose account he is entitled to
receive compensation, and that such compensation may diminish or
increase accordingly as these factors may change. That is to say,
a man who is totally disabled is entitled to compensation for total
disability, which may be $30 a month, $45 a month, $55 a month,
etc., accordingly as he is a single man, married man with no child,
or a married man with a child, etc. When his total disability be-
comes a partial disability, and his earning capacity is diminished
50 per cent, the compensation to which he is entitled from that time
on is only 50 per cent of the compensation to which he was entitled
when he was totally disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil Occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has suf-
fered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction of his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such exami-
nation or in any way obstructs such examination, his right to com-
pensation is suspended until such refusal or obstruction ceases, and
every person in receipt of compensation for disability shall submit
to any reasonable medical or surgical treatment furnished by the
26
bureau whenever requested by the bureau, and the consequences of
unreasonable refusal to submit to any such treatment shall not be
deemed to result from the injury compensated for.
In addition to the aforementioned compensation, the injured per-
Son is entitled to reasonable governmental, medical, Surgical, and
hospital services, and will be furnished such supplies, including
artificial limbs, trusses, and similar appliances as may be useful and
reasonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the person
entitled to receive compensation may be required to assign to the
United States any right of action he may have to enforce such lia-
bility of such other person, or to prosecute the action in his own
Ila,IOle.
Men entitled to receive compensation on account of disability who
require vocational training or education in order to enable them to
resume employment should communicate with the Federal Board
for Vocational Education, Washington, D. C., to ascertain their
rights and Secure the training desired. If accepted by the Federal
Board and admitted to one of the training schools they will receive
a monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or the
amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or
child who accepts vocational training is required to make the regular
compulsory monthly allotment to such wife or child, to which the
Government adds the usual allowance. Thus a man with a wife
would receive $45 compensation, $15 of which he would be required
to allot to his wife, who would receive a Government allowance of
$15 more, so that the payment received by the man from the bureau
would be $30 and the payment received by the wife monthly would
also be $30. The Vocational Board, however, allows a certain
monthly amount to a man for board and subsistence. The amount
allowed a single man for subsistence by the Vocational Board
monthly is $35. Thus a single man receiving vocational training
would receive $30 monthly from the bureau and $35 from the Voca-
tional Board, making a total monthly payment of $65. An officer
who accepts vocational training would, of course, receive a monthly
27
payment equal to his last month's pay in the service and would not
receive any allowance for subsistence from the Vocational Board,
nor would any allotment be required as in the case of an enlisted
Iſla,Il.
It is of prime importance that all men who are discharged from
the service disabled 'should continue the payment of the premiums
due on their insurance by check, draft, or money order payable to
the Treasurer of the United States, and sent to the disbursing clerk,
Bureau of War Risk Insurance, Washington, D.C. Unless such pay-
ment is made, their insurance will lapse and they will be deprived
of its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical advisor of the bureau, the
overpayment of premiums will be refunded to him; but if he fails
to make the payments and is not found to be totally and perma-
nently disabled, his insurance will have elapsed.
The benefits of compensation and insurance as provided by the
act above referred to are entirely separate and distinct provisions,
and although the claimant may be entitled to the benefits of compen-
sation, he may not be entitled to the benefits of his insurance, as in-
surance is payable only in case of death or in the event that the in-
sured becomes totally and permanently disabled.
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD FOR
* WOCATIONAL EDUCATION.
All disabled soldiers, sailors, or marines, whether in or out of the
hospital, should address their communications either to the Federal
Board for Vocational Education, Washington, D. C., or to the dis-
trict office of the Federal Board in which the correspondent resides.
Information concerning these districts and their respective offices
follows:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass.
District No. 2.-Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York.
District No. 3.—Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6.—Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7.-Ohio, Indiana, and Kentucky. Office: 1212–1214
Mercantile Library Building, Cincinnati, Ohio.
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.-Iowa, Nebraska, Kansas, and Missouri. Office:
815–824 Chemical Building, St. Louis, Mo.
District No. 10.—Minnesota, North Dakota, and South Dakota.
Office: Room 742, Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.-Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 12.—California, Nevada, and Arizona. Office: 997
Monadnock Building, San Francisco, Cal.
District No. 13.—Montana, Idaho, Oregon, and Washington.
Office: Room 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O
(28)
****L Liss,
cº ^4,
MAY
ºr
Rehabilitation Monograph JOINT S Nöß M
UNIT COURSE—MACHINE SHOP PRACTICE II
ELEMENTARY THREAD CUTTING
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN COOPERATION WITH THE
SURGEON GENERAL’S OFFICE
AND THE
BUREAU OF WAR RISK INSURANCE
FEBRUARY, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE
1910
te?.
O 3
3 4 3
A-2. 2.

1919
As a disabled soldier, sailor, or marine you should remember that the
Office of the Surgeon General, War Department, the Bureau of War
Risk Insurance, Treasury Department, and the Federal Board for Voca-
tional Education are mutually interested in your welfare solely. They
have arranged a definite plan of cooperation to help you in every pos-
sible way. You can not afford to leave the hospital until the medical
officers have done everything that they can for you to restore you to
physical health and strength. Any other course will interfere with
your vocational sincCess later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital
has provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hospi-
tal. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career.
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hospi-
tal Educational Service or the representative of the Federal Board for
Vocational Education.
Men discharged from the military or naval service who want infor=
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and Seattle. (For addresses, see p. 20.)
(2)
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
DAVID F. HousTon, Chairman, JAMES P. MUNROE, Vice Chairman,
Secretary of Agriculture, Manufacture and Commerce.
WILLIAM C. REDFIELD, CHARLES A. GREATHOUSE,
Secretary of Commerce. Agriculture.
WILLIAM B. WILSON, ARTHUR E. HoLDER,
Secretary of Labor. Labor. *
P. P. CLAxTon,
Commissioner of Education.
EXECUTIVE STAFF-
C. A. PROSSER, Director.
LAYTON S. HAWKINS, Chief Vocational Education Division.
CHARLES H. WINSLOW, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in the general
hospitals and after their discharge, the Surgeon General’s Office
and the Federal Board for Vocational Education cooperated in the
preparation of a series of courses of study. These courses are tenta-
tive and suggestive. They may, however, be accepted as models so
far as their form and principles which govern their organization are
concerned, for all courses, whether academic or vocational, where the
adjustment of materials is intended to be made to suit the individual
capacities and attainments of students. t
The courses of study were prepared under the immediate super-
vision of a committee consisting of Prof. David Snedden, president
of the National Society for Vocational Education; Maj. M. W.
Murray, Surgeon General's Office; Prof. George A. Works, Federal
Board for Vocational Education; M. W. Haynes, secretary of
committee. -
The committee was assisted by a large number of specially quali-
fied experts. Special mention should be made of the service of Maj.
A. G. Crane, Sanitary Corps, who is responsible for the formulation
of the specifications of the courses.
LOTUs D. CoFFMAN,
Surgeon, General’s Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(4)
PREFACE.
This unit course was prepared under the direction of the Com-
mittee on Courses of Study for Disabled Soldiers by Mr. J. H. Gill
and Mr. L. W. Goben.
It is realized that this trial edition as here presented is susceptible of
improvement both in form and in content. The committee particu-
larly desires suggestions for alternate exercises in connection with
each lesson, in order to provide a wider range of material from which
teachers may select exercises adapted to the individual needs and
capacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criticisms
and suggestions for improving it. These criticisms and suggestions
will be greatly appreciated and will receive careful editorial at-
tention.
Criticism by instructors in Army Service should be addressed—
To Surgeon General of United States Army, Division of Recon-
struction. Attention of Committee on Course of Study.
Subject: Revision of Unit Course of Study, Machine Shop
Practice II.
Criticism by instructors under supervision of the Federal Board
should be addressed—
To Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Machine Shop
Practice II.
(5)
|UNIT CoursF—MACHINE SHOP PRACTICE II.
CUTTING W THREADS BETWEEN CENTERS.
PART 1. TEACHER’S MANUAL.
1. QUALIFICATIONS OF STUDENTS.
The student should have had Unit I on straight turning or its
equivalent. Many persons will be found with experience in a ma-
chine shop who want special instruction in thread cutting to supple-
ment their general training on the lathe.
2. ADVANTAGE TO BE DERIVED BY THE STUDENT.
Thread cutting is a very general requirement for a lathe operator.
One who has learned to produce good standard V threads has greatly
increased his value, and his services are much more in demand than
without this ability. Skill in thread cutting often opens the door also
to a chance of getting advanced work.
3. APPROXIMATE TIME REQUIRED,
This course is intended to cover 30 hours of study and practice by
the pupil.
4. EQUIPMENT NECESSARY.
"Same as for Unit I on straight turning.
5. STANDARDS FOR RATING STUDENTS.
In addition to the standards proposed for Units Course I on
straight turning, the student should become able to calculate the
gearing for standard or special threads based on the inch measure-
ment, to cut good Smooth V threads, and make good fits in tapped
holes or nuts. This work should also increase his ability to caliper
and work to size on a lathe.
6. OlúTLINE OF LESSONS.
Lesson 1. Threading the shoulder bolts made in Unit I.
Lesson 2. Threading the milling-machine bolts made in Unit I.
Lesson 3. Miscellaneous practice.
Lesson 4. Kinds of threads and their standards (study).
(6)
7
7 SUGGESTIONS FOR INSTRUCTORS.
See General Suggestions in Instructors’ Manual for Unit I. For
the work of Unit II the following points should be emphasized:
(1) Familiarity with the lathe.
(2) Grinding and setting the tool.
(3) Figuring change gears for any standard lathe.
(4) Cutting smooth threads.
(5) Fit.
(6) Methods of “catching ” the thread to avoid reversing the
lathe.
(7) Use of lubricant.
8. REFERENCES.
Same as in Unit I.
PART 2. STUDENT'S INSTRUCTION SHEETS.
LESSON I.
1. Read I. C. S. Lathe Work, section 19, pages 1–62. The Starrett
Book, pages 77–85. Smith: Advanced Machine Work, pages 318–
356. Note the way calipers may be ground to caliper the root diam-
eter of threads, Starrett Book, page 85. Be sure you understand how
to guard against throwing two feeds in action at one time.
2. Thread the shoulder bolt made in Unit I. This is a nine-six-
teenths-inch bolt and is to have a standard V thread.
The standard for nine-sixteenths-inch bolts is 12 threads per inch.
(The student should at this point familiarize himself with the dif-
ferent kinds of threads and their standards. References: I. C. S.,
section 19, page 9; Starrett Book, page 78.)
If the kathe is of the change-gear type, the proper gears must be
selected in accordance with the index plate on the headstock of
the lathe. See that the gears mesh properly and that the carriage
moves in the right direction to cut, a right-hand thread.
At the top of this index plate will be found the words “Thread,”
“Stud,” and “Screw,” each heading a column of figures,
Thread refers to the number of threads per inch which the oper-
ator may wish to cut. -
Stud means the small shaft which projects through the headstock
of the lathe on which one of the change gears is mounted. The stud
is driven by the gear on the spindle, through the idler, or reversing
gears.
Screw means the lead screw which drives the carriage. The other
change gear goes on the end of this screw.
8
Under each of these words will be found a column of figures, as
shown:

Thread. Stud. Screw.
2 72 24
3 72 36
4 72 48 t
12 24 48
Suppose that we are required to cut 12 threads per inch. In the
column under “Thread” we find 12, the number of threads we wish
to cut. Opposite 12 we find under the word “Stud’” the figure 24,
which means that we must have a 24-tooth gear on the stud. Look-
ing under “Screw'' we find that the figure 48 is opposite 12 and 24,
which means that we must have a 48-tooth gear on the Screw.
Some workmen depend entirely on this index plate, but as a man
who can think things out is more valuable than one who has to be
told, we will take up the methods for making simple gear calcula-
tions.
Suppose we wish to select change gears to cut 12 threads per inch
without depending on the index plate. From the fact that 12 threads
must be cut to each inch, we know that the spindle and the work
must revolve exactly 12 times while the tool travels 1 inch.
The tool and carriage are moved by the lead screw. If the lead
screw has 6 threads per inch it must turn 6 times to move the car-
riage and tool 1 inch. That is, the screw must turn 6 times while the
work turns 12 times. This is a ratio of 6 to 12, or, as it is often
º 6
Writton 12
If we use gears of this ratio, we will get the thread desired, but
there are no gears of 6 or 12 teeth in the set. If we multiply each
of these numbers (6 and 12) by a common multiplier, the ratio or
relation between the two numbers remains the same—ºx4 =##;
24 and 48 have the same ratio to each other as 6 and 12. We prob-
ably have a 24 and a 48 tooth gear in the set. 30 and 60, 36 and 72,
or 42 and 84 would do as well.
Now the only thing to decide is which gear goes on the stud, and
which on the lead screw. The ratio is expressed as:
Number of threads on the lead screw_6
Number of threads to be cut =13.
This is for lathes where the stud is geared to turn at the same
speed as the spindle or work.
Always place the number of threads of the lead screw above the
number of threads to be cut, #3. Now, if we use our common multi-
9
plier 4, as above, we get the equivalent ratio, 44. Put 24 on the stud
and 48 on the screw. The 24 is above 48. The stud is above the
SCI'e W.
Another way to decide which gear goes on the stud is this: If the
thread being cut is finer than the lead screw, the smaller gear goes on
the stud. If coarser than the lead screw, the larger gear goes on the
stud.
Many lathes are so made that the stud turns at a different (usually
at less) speed than the spindle. On the gear table of all lathes there
will be found some one thread that can be cut with gears of the same
number of teeth. For example, 44 on the stud and 44 on the screw
may cut 8 threads.
Let us call this number of threads, whatever it may be, the “effec-
tive pitch" of the screw. Some call it the “lathe screw constant.”
If we use this “effective pitch" in calculating change gears it will
make no difference what the stud-spindle ratio actually is—we can
use the method described above.
* ~ * . G
g- }/
/
g **:
* |
f : 'd
FIGURE 1.
In our first problem 12 threads were required, and six was the
number of threads on the lead screw. If we find from the index plate
that 44 and 44 cut 8 threads, we will use 8 as the effective pitch of the
lead screw, and our problem becomes:
8×4=32=gear on stud.
12×4=48=gear on screw.
If the lathe is the quick-change gear type, the student will consult
the table on the lathe for the proper position of the levers. |
Thread-cutting tools are made in a number of different styles. Two
of the most common thread tools are shown in figure 1.
The cutting edge of the tool is ground to a 60 degree angle for
cutting a V thread.
The point of the thread tool must be set exactly the height of
the line of centers. The tool must be clamped firmly in the tool post
so that the cutting edges a-b and c-d (Fig. 2) make equal angles
with the axis of the work.
1002929–19—2

10
To cut the threads on the nine-sixteenths-inch shoulder bolt pro-
ceed as follows:
1. Select the gears and place them on the lathe in the proper place,
as described above. Have the gears mesh properly, not too tightly.
Fasten the intermediate gear bracket so that it will not drop.
2. Grind the thread tool to 60° by the center gauge and set it in
the tool post according to directions given in Smith's Advanced
Machine Work, pages 323–324. The tool must be clamped firmly
in the tool post so that the cutting edges fit the center gauge when
tested, as in figure 2.
3. Run the carriage back toward the tailstock until the point of
the tool is near the end of the work.
4. Feed the tool in by means of the cross-feed screw till the point
just touches the work; then run the carriage toward the tailstock
until the tool is free from the work.
5. Feed the tool in about 0.002 of an inch. Close the split nut.
&P
FIGURE 2,
Turn the lathe over by hand to make sure the tool will feed toward
the headstock.
6. Start the lathe by power and let the tool scratch the bolt lightly
for a little more than 1 inch. Count the threads as marked to be sure
that there are the required number per inch. This will tell whether
the lathe is geared properly.
7. After taking the first cut the tool must be withdrawn. With-
out loosening the split nut, reverse the machine and allow the tool
to travel back to the end of the piece of work, where it is adjusted
for the second cut. This method is usually employed in cutting short
threads with a belt-driven machine.
8. Feed the tool in about 0.005 deeper than before and take another
cut. Use lard oil, a good thread-cutting oil, or a cutting compound
on the work and tool, when cutting wrought iron or steel. Always
turn the tool out of the work at the end of the cut while the work
is revolving. If the lathe is stopped and the tool withdrawn while

11
the pressure of the cut is still on the tool, the point of the tool is
very apt to be broken.
In cutting threads the operator usually stands with his right hand
on the shifter handle and his left on the cross-feed screw handle.
The motions become almost automatic with a little practice. Back
out the tool with the left hand and then reverse the lathe with the
right hand. The lathe speed should be slow—about half the usual
speed used for turning—until the motions are learned.
The finished thread should continue the required depth up to its
last quarter of a turn. Then the tool is gradually turned out until
it clears the work. These cutting operations should be repeated, ad-
vancing the tool a few thousandths of an inch for each cut, gradually
decreasing the depth of the cut as the thread nears completion.
9. Test for size by standard nut or calipers.
RESETTING THE THIREADING TOOL,
If it is necessary to remove the tool from the tool post for any
reason before the thread has been completed, the tool is reset in the
lathe as per the previous instruction, no notice being taken of the
relation of the tool to the part of the thread already cut. The tool
is set to the proper height. It is squared up with a center gauge.
The half nut is closed and the lathe is started, to take up all lost mo-
tion in the machine. The machine is stopped and the tool tried for
alignment. If it is found that the point of the tool does not exactly
enter the V formed by the previous cut, the idler gears are very care-
fully thrown to their neutral position. This disconnects the spindle
from the lead screw. Revolve the work in the forward direction until
the bottom of the thread being cut is exactly opposite the point of the
tool. If by chance the work is revolved too far, do not turn the lathe
backward, but continue the revolution until the thread comes exactly
opposite the point of the tool. Reengage the idler gears, start the
lathe, and see if the tool exactly follows the thread. If it does not,
the lathe must be stopped and the operation repeated. Successive
cuts are taken until the thread will fit a standard gauge. If a stand-
ard gauge is not available, or if the screw is to fit an inaccessible
nut or tapped hole, it is often necessary to depend on calipering the
root diameter of the thread. This diameter may be obtained by
calipering the tap that produced the thread, taken from a table of
screw threads, or found by subtracting double the depth of the thread
from the diameter of the work. This double depth is usually found
stamped on the center gauge.
In the making of this shoulder bolt the principles, operation, and
tools used have already been fully described. These principles will
be employed in all work between the centers of the lathe.
12
QUESTIONS.
1. Explain the index plate and its use.
2. What is meant by the term change gear lathe?
3. What is meant by the term quick change gear lathe?
4. Name three things to look out for in setting a threading tool.
5. How would you cut a left-hand thread on a lathe? g
LESSON 2. THREADING THE MILLING MACHINE BOLTS, FRGM MACHINE-SHOP
PRACTICE I. d
1. Calculation of gearing same as for lesson 1, but for 11 threads
per inch.
2. Grind and set tool as before.
3. Mount the bolts in the lathe and cut the thread on the first
bolt, as in lesson 1. -
4. Test with a standard nut.
5. Secure two tapped nuts and jam them together on the thread
of the first bolt. Place a dog on these nuts and mount the work in
the lathe for cutting the threads on the second bolt. (The nuts are a
protection for the first threads while cutting the threads on the
second bolt.)
6. Saw the bolts in two and file off the rough projections. Avoid
rounding the top of the heads with the file.
QUESTIONS.
1. If the pitch of the lead screw is 6, what gears will be required
to cut 13 threads per inch! (Stud—spindle ratio-1 to 1.)
2. If 36 gear on stud and 36 gear on screw will cut 8 threads;
what gears will be required to cut 16 threads?
3. In calculating change gears, how can you tell which gear goes
on the stud and which on the screw Ż
LESSON 3. KINDS OF THREADS AND THEIR STANDARDS.
REFERENCES.
1. I. C. S. Lathe. Work, section 19, pages 1 to 62; also American
Machinists' Handbook, pages 4 to 77.
2. I. C. S. Lathe Work, section 19, pages 37 and 38; also Smith's
Advanced Machine Work, page 532.
3. I. C. S. Lathe Work, section 19, pages 39 to 43; also Smith's
Advanced Machine Work, pages 506 to 510. *
4. I. C. S. Lathe Work, section 19, pages 24 to 32; also Smith's
Advanced Machine Work, pages 333 to 335.
5. I. C. S. Lathe Work, section 19, pages 48 to 49; also Smith's
Advanced Machine Work, page 336, -
13
Definition.—A machine screw thread is the ridge left on a cylin-
drical piece by cutting a helical groove around the piece with a tool
which at each turn of the work advances regularly in the direction
of the axis through a distance equal to the lead of the Screw.
When a single groove is cut it is known as a single thread. If two
or more grooves are cut they are known as a multiple thread. (See
reference No. 1.)
Kinds.-There are a great many kinds of threads, and each thread
has a standard of its own. The threads that are the most commonly
used are the V, United States standard, Square, and acme.
The acme is a modified form of the V and the square threads, and
is used most frequently in lead screws of lathes, and as a thread on
WOI’IY)S.
Besides these there are the British standard and buttress threads.
Standard-By the term standard is meant the number of threads
per inch of a given diameter for the kind of thread being used. The
standard V, or United States standard thread for a 3-inch bolt, is 11
to the inch. This means that we can ask anywhere in this country
for a 3-inch bolt, and find that it has 11 threads to the inch, because
11 has been adopted as the standard for 3-inch diameter. -
The terms “V,” “United States Standard,” “Acme,” “Square,”
etc., refer to the shape of the thread. Each shape has a standard
number of threads of its own.
The cutting of a V thread and gear calculation have already been
explained. If the student has thoroughly understood the cutting of
this thread he will have no difficulty in cutting any of the other
threads. The only difference is that he will be using a different
shaped tool; and that on some of the threads where he is using a
broad-nosed tool (such as square or acme), the depth of the cut must
be more carefully adjusted.
Multiple threads are cut the same as single threads. The only
difference is in the proper setting for the separate threads. (See
reference No. 2 above.)
In cutting threads on a taper, as in making a gas-pipe tap, the
tool is always set at right angles to the line of centers, and is never
set perpendicular to the face of the taper.
The principles in thread cutting are always the same, no matter
what kind of thread is being cut, or whether it is a straight, taper,
or internal thread.
Inside thread cutting.—When cutting inside threads the work is
usually held in a chuck. The piece is faced off and bored out to the
root diameter of the thread it is to fit. The tool used for internal
threading is similar to a boring tool, the only difference being that
the cutting edge is of the same shape as the desired thread.
14
The lathe is geared in the usual manner. The tool is set to the
height of the center of the piece, and squared up to the inside face
of the hole with a center gauge. Proceed as in previous instruction.
(See reference No. 3.)
For Gear Calculation, see reference No. 4.
For use of Tread Indicator, see reference No. 5.
There are several different ways of producing internal threads.
They may be cut on an engine lathe, as described. They may be cut
by hand—“Hand tapping.” They may be cut in a special machine—
“Tapping machine’’ or “Nut tapper.” º
On fairly large work, such as face plates, the threads are usually
cut almost to size on a lathe, and brought to the size with a tap. This
tap is known as a sizing tap.
Additional practice should be arranged if time permits. Examples
are to be selected by the instructor and given as above.
Practice cutting threads of various sizes. Aim at smooth threads
and a good fit. Keep the thread tool sharp.
QUESTIONS.
. Name five different kinds of threads.
. What does the term standard mean?
. In cutting threads on a taper, how should the tool be set?
Name four ways of producing internal threads.
. What is the angle of a V thread? An Acme thread?
. How is the threading tool Squared up with the work?
. What is the function of the split nut?
. What precautions should be taken in resetting threading tools?
. How can you tell when a thread is finished? -
STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims Section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War
Risk Insurance or the chief medical adviser of the Bureau of War
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
Sulting from an injury or disease caused by a man's own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the Service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in Sound condition when examined, accepted, and enrolled for
service. That is to Say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
- (15) -
16
which subsequently disables him, such injury or disease is considered
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in So far as the right
to receive payments of compensation is concerned. A man may
receive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the Service, nor is any compensation
payable for disability that does not result in a reduction in earning
capacity of at least 10 per cent. l
The monthly compensation payable while disability is total shall
be the following amounts: V
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife and one child, $55.
For a man, wife and two children, $65.
For a man, wife and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each
additional child up to two. *
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the Service of the United States,
the monthly compensation shall be $100, but no allowance is made
17
for a nurse or attendant where compensation of $100 per month is
paid. t
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man's earning capacity, and, secondly, by the number of per-
Sons in his family on whose account he is entitled to receive compen-
sation, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who is
totally disabled is entitled to compensation for total disability, which
may be $30 a month, $45 a month, $55 a month, etc., accordingly as
he is a single man, a married man with no child, or a married man
with a child, etc. When his total disability becomes a partial dis-
ability and his earning capacity is diminished 50 per cent the com-
pensation to which he is entitled from that time on is only 50 per cent
of the compensation to which he was entitled when he was totally
disabled. *
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such
injuries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his life
without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such examina-
tion or in any way obstructs such examination, his right to compensa-
tion is suspended until such refusal or obstruction ceases, and every
person in receipt of compensation for disability shall submit to any
18
reasonable medical or surgical treatment furnished by the bureau
whenever requested by the bureau, and the consequences of unreason-
able refusal to submit to any such treatment shall not be deemed to
result from the injury compensated for.
In addition to the aforementioned compensation, the injured per-
son is entitled to reasonable governmental, medical, Surgical, and
hospital services, and will be furnished such supplies, including
artificial limbs, trusses, and similar appliances as may be useful and
reasonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child’s
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon Some person other than
the United States or the enemy to pay damages therefor, the person
entitled to receive compensation may be required to assign to the
United States any right of action he may have to enforce such
liability of such other person or to prosecute the action in his own
Il 8,1][162.
Men entitled to receive compensation on account of disability who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be $30.
The Vocational Board, however, allows a certain monthly amount to
a man for board and subsistence. The amount allowed a single man
for subsistence by the Vocational Board monthly is $35. Thus a
single man receiving vocational training would receive $30 monthly.
from the bureau and $35 from the Vocational Board, making a total
19
monthly payment of $65. An officer who accepts vocational training
would of course receive a monthly payment equal to his last month's
pay in the service and would not receive any allowance for subsistence
from the Vocational Board, nor would any allotment be required as
in the case of an enlisted man. •e
It is of prime importance that all men who are discharged from
the service disabled should continue the payment of the premiums
due on their insurance by check, draft, or money order payable to the
Treasurer of the United States and sent to the disbursing clerk,
Bureau of War Risk Insurance, Washington, D.C. Unless such pay-
ment is made, their insurance will lapse and they will be deprived
of its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical advisor of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently disabled
his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensation,
he may not be entitled to the benefits of his insurance, as insurance
is payable only in case of death or in the event that the insured
becomes totally and permanently disabled.
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD FOR
WOCATIONAL EDUCATION.
All disabled soldiers, sailors, or marines, whether in or out of the
hospital, should address their communications either to the Federal
Board for Vocational Education, Washington, D. C., or to the dis-
trict office of the Federal Board in which the correspondent resides.
Information concerning these districts and their respective offices
follows:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts, and Rhode
Island. Office: Room 433 Tremont Building, Boston, Mass.
District No. 2.-Connecticut, New York, and New Jersey. Office: Room 711,
280 Broadway, New York.
District No. 3.-Pennsylvania and Delaware. Office; 1000 Penn Square Build-
ing, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and West Virginia.
Office: 606 F Street NW., Washington, D. C.
District No. 5.—North Carolina, South Carolina, Georgia, Florida, and Ten-
nessee. Office : Boom 823 Forsyth Building, Atlanta, Ga.
District No. 6.-Alabama, Mississippi, and Louisiana. Office: 822 Maison
Blanche Annex, New Orleans, La.
District No. 7.-Ohio, Indiana, and Kentucky. Office: 1212–1214 Mercantile
I library Building, Cincinnati, Ohio.
District No. 8.—Michigan, Illinois, and Wisconsin. Office: 1600 The West-
minster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.—Iowa, Nebraska, Kansas, and Missouri. Office: 815–824
Chemical Building, St. Louis, MO.
District No. 10.—Minnesota, North Dakota, and South Dakota. Office: Room
742 Metropolitan Bank Building, Minneapolis, Minn. g
District No. 11.—Wyoming, Colorado, New Mexico, and Utah. Office: 909
Seventeenth Street, Denver, Colo.
District No. 12.—California, Nevada, and Arizona. Office: 997 Monadnock
Building, San Francisco, Cal.
District No. 13.−Montana, Idaho, Oregon, and Washington. Office: Room
539 Central Building, Seattle, Wash.
District No. 1/.-Arkansas, Oklahoma, and Texas. Office: 810 Western In-
demnity Building, 1000 Main Street, Dallas, Tex.
O
(20)
* {
}
UNIT COURSE—MACHINE SHOP PRACTICE III
CHUCKS AND CHUCK WORK
Issued by THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN COOPERATION WITH THE
SURGEON GENERAL'S OFFICE
AND THE
BUREAU OF WAR RISK INSURANCE
January, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE
~ : E → * – t f : ..
*...
MAY 6 1910
(ºw w *-
Rehabilitation Monograph JOINT serſ; % ºf Mic”
-- O 3
3 4-3
*A*2 2-

1919
As a disabled soldier, sailor, or marine you should remember that
the Office of the Surgeon General, War Department, the Bureau of
War Risk Insurance, Treasury Department, and the Federal Board for
Vocational Education are mutually interested in your welfare. They
have arranged a definite plan of cooperation to help you in every pos-
sible way. You can not afford to leave the hospital until the medical
officers have done everything that they can for you to restore you
to physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital
has provided for you. - j
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hospie
tal. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career.
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hospi=
tal Educational Service or the representative of the Federal Board for
Vocational Education.
Men discharged from the military or naval service who want infore
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and Seattle. For addresses, see p. 19.
| (2)
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
DAVID F. Houston, Chairman, JAMES P. MUNROE, Vice Chairman,
Secretary of Agriculture. Manufacture and Commerce.
WILLIAM C. REDFIELD, CHARLES A. GREATHOUSE,
Secretary of Commerce. Agriculture.
WILLIAM B. WILSON, ARTHUR E. HoLDER,
Secretary of Labor. Iabor.
P. P. CLAxTon,
Commissioner of Education.
EXECUTIVE STAFF,
C. A. PRossER, Director.
LAYTON S. HAwKINs, Chief Vocational Education Division.
CHARLES H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in the gen-
eral hospitals and after their discharge, the Surgeon General’s Office
and the Federal Board for Vocational Education cooperated in the
preparation of a series of courses of study. These courses are ten-
tative and suggestive. They may, however, be accepted as models
So far as their form and principles which govern their organization
are concerned, for all courses whether academic or vocational, where
the adjustment of materials is intended to be made to suit the indi-
vidual capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of-
Prof. David Snedden, president of the National Society for
Vocational Education.
Maj. M. W. Murray, Surgeon General’s Office.
Prof. George A. Works, Federal Board for Vocational
Fducation. -.
M. W. Haynes, secretary of committee.
The committee was assisted by a large number of specially quali-
fied experts. Special mention should be made of the service of
Maj. A. G. Crane, Sanitary Corps, who is responsible for the formu-
lation of the specifications of the courses. *.
g LOTUs D. CoFFMAN,
Surgeon General's Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(5)
PREFACE.
This unit course was prepared under the direction of the Commit-
tee on Courses of Study for Disabled Soldiers by Mr. J. H. Gill and
Mr. L. W. Goben.
It is realized that this trial edition as here presented is susceptible
of improvement both in form and in content. The committee par-
ticularly desires suggestions for alternate exercises in connection with
each lesson in order to provide a wider range of material from which
teachers may select exercises adapted to the individual needs and
capacity of the student. *
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criticisms
and suggestions for improving it. These criticisms and suggestions .
will be greatly appreciated and will receive careful editorial atten-
tion.
Criticism by instructors in Army service should be addressed:
To: Surgeon General of United States Army, Division of Recon-
struction.
Attention of Committee on Course of Study.
Subject: Revision of Unit Course of Study, Machine Shop
Practice III.
Criticism by instructors under supervision of the Federal Board
should be addressed:
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Machine Shop
Practice III.
(6)
UNIT Course—MACHINE Shor Practice III.
CHUCKS AND CHUCK work.
PART ONE.
TEACHER'S MANUAL.
1. QUALIFICATIONS OF THE STUDENT.
In order to do the work of this course the student should have
had experience in operating the engine lathe equivalent to the work
covered in Machine Shop Practice I, “Straight Turning Between
Centers.”
2. ADVANTAGES TO BE DERIVED BY THE STUDENT.
This unit is intended to teach the use of the more common chucks
and give practice in mounting work correctly. If a man can do ordi-
nary straight turning, thread cutting, and chuck work he is able to
handle a large part of the work that is called for in a machine shop.
3. APPROXIMATE TIME REQUIRED.
Thirty hours for an average man.
4. EQUIPMENT NECESSARY.
The list of equipment specified for Unit Courses 1 and 2 will be
needed for this course, and in addition, a four-jaw independent
chuck.
N.
5. STANDARDS FOR RATING.
(See “Measuring, Rating, and Recording Student's Work,” in
Teacher's Manual for Unit Course, Machine Shop Practice I.)
6. OlúTLINE OF LESSONS.
Lesson 1–Classification of chucks, description and use.
Lesson 2.—Chucking and finishing of a cast-iron washer.
Lesson 3.−Chucking and finishing of a flywheel.
(7)
8
The projects suggested above are not necessarily mandatory. The
teacher may use any other projects that involve the main principles
included in the lessons. . .
7. SPECIAL SUGGESTIONS.
(See “Suggestions to Instructors” in Teacher's Manual for Unit
Course, Machine Shop Practice I.) 3.
Caution the student against mutilating the chuck.
Have the chuck thread and spindle thread clean before screwing
the chuck onto the spindle. The cleaner (fig. 1) is a convenience.
-*—0-~
t
Drill Rod
V
FIG. 1.-Chuck thread cleaner.
Caution against running the chuck on at high speed.
Emphasize the need of properly centering pieces that are to revolve
at high speed, so as to secure good “balance.”
In a talk with the students, explain the difference between “stand-
ing ” and “running” balance.
Several washers should be made by each student.
8. REFERENCES.
Same as in Unit II.
Encourage reading mechanical papers.

PART Two.
LESSON I.-CLASSIFICATION OF CHUCKS.
References:
I. C. S., “Lathe Work.”
Section 15, pages 29 to 38.
“Advanced Machine Work,” Robert H. Smith.
Pages 401 to 409 and 440 to 510.
Chucks are classified as drill, independent, universal, and combina-
tion. There are also several kinds of special chucks.
Many pieces are so shaped that they can not be held between the
centers of the lathe and so must be held in some other manner.
Chucks are designed to take care of a large part of this class of work.
QUESTIONS.
Describe a combination chuck.
. What is meant by the term “reversible jaw"?
. Describe two types of reversible jaws used in chucks.
Describe an independent chuck.
Describe a universal chuck.
. What is meant by the face plate of a chuck?
. What is meant by the term “drill chuck’?
LESSON II.-A CAST-IRON WASHER TURNED IN A CHUCK.
It will be readily seen that this piece could not be turned between
the centers of a lathe. The different steps in chucking will be as
follows: -
1. Select either a three or four jaw independent chuck. (This
work may be done in any common form of engine lathe chuck of
sufficient capacity. The independent chuck is most universally used.
It is a much stronger chuck than the universal, and is always used
where accuracy is required.) The universal chuck is used for the
most part on duplicate work, and where the part to be gripped in
the chuck has been previously machined. The piece referred to in
the figure is to be machined all over. The two sides must be par-
allel with each other.
2. Chuck this piece with the face (a) away from the chuck.
3. Adjust the piece until it runs true. This must be done so that
the edge and face will both run true. Any piece that requires facing
must project far enough beyond the jaws of the chuck to allow the
tool to pass, while taking the cut, without hitting the jaws.
100290°–19—2 (9)
i
10
4. Caution.—Care should be exercised to see that the piece runs
true and that it is clamped tightly enough to resist the force of the
cut. In light work, the piece must not be sprung out of shape by
the clamping. -
5. Use the round nose tool for facing. Set the tool to the center
of the work, and at right angles to it.
6. Run the tool into the work to the depth of the cut.
7. Lock the carriage with the locking screw, or hold the carriage
wheel, so that the force of the cut will not push the tool and carriage
away from the work. e
3"
→ jāh-
-R mºsºm
→ jã
• H
‘-le
i-ſº
(\!
— — 4— — — — —
|- - d.
F. A. O * -
— #—
FIG. 2.
8. Feed the tool outward across the work, and produce a perfectly
flat face. This is known as radial facing. Radial facing should
always be done before drilling and boring.
9. The hole is next bored out to within ºr inch of the size. (De-
scription of tools used for this kinds of work will be found in I. C. S.,
“Lathe Work,” sec. 16, pp. 21–24, and “Advanced Machine Work,”
by Robert H. Smith, pp. 504–510.)
10. Ream to size. (The most common form of chucking reamer is
shown in I. C. S., “Lathe Work,” Sec. 16, p. 35, fig. 56. Also read
p. 36.) ;’
Reaming is done to produce smooth holes, of exact size, and with
parallel sides. The less stock that is left for the reamer to ramove
the more true to size the hole will be.

11
11. Press the work on a hardened steel mandrel. (Mandrels are
described in I. C. S., “Lathe Work,” sec. 15, pp. 41–50, and “Ad-
vanced Machine Work,” by R. H. Smith, pp. 420–423 and 1202–1211.)
12. Mount the mandrel between the lathe centers in the usual way.
Great care must be exercised in using a hardened steel mandrel be-
tween centers that it is not put in too tightly. The mandrel and cen-
ters are both tool steel and hardened. If too much pressure is put
on the center it will generate heat, thus causing the mandrel to ex-
pand (get longer) and the center will “gall” and be burned off.
The balance of the work will be performed as in plain center
turning. The slant of the collar may be turned with a compound
rest. Set the compound rest to 174°. (For compound rest see “Ad-
vanced Machine Shop Work,” by R. H. Smith, pp 1131 and 1132;
also I. C. S., “Lathe Work,” sec. 18, pp. 9–11.)
QUESTIONS.
1. What precaution should be taken in putting a hardened steel
mandrel between the centers of a lathe? Why?
2. Why should radial facing always be done before boring and
reaming?
3. Name three things to guard against in chucking a piece that
is to be faced.
4. What precaution should be taken in chucking a thin piece?
A heavy one? g
5. What kind of chuck is best suited to general work? Why?
6. What is meant by the term “compound rest.”? To what kind
of work is it best suited ? .
LESSON III.-CHUCK AND FINISH A FLYWHEEL.
1. The flywheel must be machined all over except the spokes and
rim between the spokes.
2. The machining operations are practically the same as those al-
ready explained, except that the piece is larger, heavier, and requires
greater care.
3. In chucking a piece of work of this kind it should always be
trued up by the inside of the rim as at (a) in the figure. This in-
sures the approximate “balance ’’ of the wheel.
The chuck jaws are reversed so as to chuck the wheel by contact
with the inside of the rim at 1, 2, and 3.
This method of chucking makes the work more rigid, reduces
“chattering” to a minimum, and permits of a great amount of
work being done on the piece before rechucking or putting on a
mandrel.
4. A flywheel chucked in this way should have the hub faced, the
center hole bored and reamed, and the parts a, b, c, and d machined,
before being removed from the chuck.
12
5. It will require a special attachment to face “d.”
6. It will be necessary to put the piece on a mandrel to face the end
of the hub and the part that was next to the chuck.
FIG. 3.−Flywheel.
7. To drive the work while it is on the mandrel, it is essential that
the driving force be applied as far out on the wheel as possible, and
from opposite points at m, n.
FIG. 4.—Face platedriver.
|
8. The driving is usually accomplished by bolting pins or drivers
through the faceplate so that they will catch the spokes on opposite
sides of the wheel. One form of such a driver is shown in figure 4.



13
QUESTIONS.
1. What is meant by the term “balance”?
2. What is “chattering”? How would you overcome it?
3. Why is it better to chuck a fly wheel under the rim.”
4. What is the objection to chucking this piece on the face “c”?
5. How should you true up a piece of this kind?
STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active Service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War
Risk Insurance or the chief medical advisor of the Bureau of War
Risk Insurance, giving his full name, his rank, and organization in
the Service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man’s own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the Service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in Sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
(14) \
15
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife and one child, $55.
For a man, wife, and two children, $65.
For a man, wife, and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each addi-
tional child up to two. &
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
paid. -
16
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It
should be borne in mind that the amount of compensation payable
for ordinary disability is determined, first, by the percentage or the
reduction in the man’s earning capacity, and, secondly, by the number
of persons in his family on whose account he is entitled to receive
compensation, and that such compensation may diminish or increase
accordingly as these factors may change. That is to say, a man who
is totally disabled is entitled to compensation for total disability,
which may be $30 a month, $45 a month, $55 a month, etc., ac-
cordingly as he is a single man, a married man with no child, or a
married man with a child, etc. When his total disability becomes a
partial disability and his earning capacity is diminished 50 per cent
the compensation to which he is entitled from that time on is only
50 per cent of the compensation to which he was entitled when he was
totally disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such exam-
ination or in any way obstructs such examination, his right to com-
pensation is suspended until such refusal or obstruction ceases, and
every person in receipt of compensation for disability shall submit
to any reasonable medical or Surgical treatment furnished by the
bureau whenever requested by the bureau, and the consequences of
17
unreasonable refusal to submit to any such treatment shall not be
deemed to result from the injury compensated for.
In addition to the aforementioned compensation, the injured per-
son is entitled to reasonable governmental medical, surgical, and ,
hospital services, and will be furnished such supplies, including
artificial limbs, trusses, and similar appliances as may be useful and
reasonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau. -
The compensation payable for a child terminates upon the child’s
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the person
entitled to receive compensation may be required to assign to the
United States any right of action he may have to enforce such liabil-
ity of such other person or to prosecute the action in his own name:
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training Schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife or child, to which the Gov-
ernment adds the usual allowance. , Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be $30.
The Vocational Board, however, allows a certain monthly amount to
a man for board and subsistence. The amount allowed a single man
for subsistence by the Vocational Board monthly is $35. Thus a
single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
monthly payment of $65. An officer who accepts vocational training
would of course receive a monthly payment equal to his last month's
pay in the service and would not receive any allowance for subsistence
18
from the Vocational Board, nor would any allotment be required as
in the case of an enlisted man.
It is of prime importance that all men who are discharged from the
service disabled should continue the payment of the premiums due on
their insurance by check, draft, or money order payable to the Treas-
urer of the United States, and sent to the disbursing clerk, Bureau of
War Risk Insurance, Washington, D. C. Unless such payment is
made, their insurance will lapse and they will be deprived of its
benefits. Care should be taken to continue these payments of pre-
miums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical advisor of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently dis-
abled, his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensation,
he may not be entitled to the benefits of his insurance, as insurance
is payable only in case of death or in the event that the insured be-
comes totally and permanently disabled.
All disabled soldiers, sailors, or marines, whether in or out
of the hospital should address their communications either to
the Federal Board for Vocational Education, Washington, D. C.,
or to the district office of the Federal Board of the district in which
the correspondent resides. Information concerning these districts
and their respective offices follows:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass.
District No. 2–Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York.
District No. 3.−Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6.-Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7.—Ohio, Indiana, and Kentucky. Office: 1212–1214
Mercantile Library Building, Cincinnati, Ohio.
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.-Iowa, Nebraska, Kansas, and Missouri. Office:
815–824 Chemical Building, St. Louis, Mo.
District No. 10.—Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.—Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo. '
District No. 12.-California, Nevada, and Arizona. Office: 997
Monadnock Building, San Francisco, Cal. t &
District No. 13–Montana, Idaho, Oregon, and Washington.
Office: Room 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O
(19)
~ & Ek & # 1 r.
§ {{* { *1932
<> Aººl.
~ © -- º WTA Y §liº // 3
Rehabilitation Monograph. Jol jº No.
sºmºsºmºmºmºmºmºmºs % of Mical 3. 3
‘A c. 2–
UNIT COURSE—MACHINE SHOP PRACTICE TV
TAPER TURNING
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN COOPERATION WITH THE
SURGEON GENERAL’S OFFICE
AND THE
BUREAU OF WAR RISK INSURANCE
JANUARY, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE

1919
As a disabled soldier, sailor, or marine you should remember that
the Office of the Surgeon General, War Department, the Bureau of
War Risk Insurance, Treasury Department, and the Federal Board for
Vocational Eduaation are mutually interested in your welfare. They
have arranged a definite plan of cooperation to help you in every pos=
sible way. You can not afford to leave the hospital until the medical
officers have done everything that they can for you to restore you to
physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital has
provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos=
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career.
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hospi-
tal Educational Service or the representative of the Federal Board for
Vocational Education.
Men discharged from the military or naval service who want infor=
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the District Office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and Seattle. For addresses, see page 20.
(2)
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
DAVID F. HousTon, Chairman, JAMES P. MUNBOE, Vice Chairman,
Secretary of Agriculture. Manufacture and Commerce,
WILLIAM C. REDFIELD, CHARLES A. GREATHOUSE,
Secretary of Commerce. Agriculture.
WILLIAM B. WILSON, ARTHUR E. HoLDER,
Secretary of Labor. Labor.
P. P. CLAxTon,
Commissioner of Education.
EXECUTIVE STAFF,
C. A. PROSSER, Director.
LAYTON S. HAwKINs, Chief Vocational Education Division.
CHARLES H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief of Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in the general
hospitals and after their discharge, the Surgeon General’s Office and
the Federal Board for Vocational Education cooperated in the prepa-
ration of a series of courses of study. These courses are tentative and
suggestive. They may, however, be accepted as models so far as their
form and principles which govern their organization are concerned,
for all courses, whether academic or vocational, where the adjustment
of materials is intended to be made to suit the individual capacities
and attainments of students.
The courses of study were prepared under the immediate supervi-
sion of a committee consisting of-
Prof. David Snedden, President of the National Society for
Vocational Education. *
Maj. M. W. Murray, Surgeon General’s Office.
Prof. George A. Works, Federal Board for Vocational Edu-
cation.
M. W. Haynes, Secretary of Committee.
The committee was assisted by a large number of specially qualified
experts. Special mention should be made of the service of Maj. A. G.
Crane, Sanitary Corps, who is responsible for the formulation of the
specifications of the courses. &
LOTUs D. CoFFMAN,
Surgeon General’s Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(5)
PREFACE.
This unit course was prepared under the direction of the Commit-
tee on Courses of Study for Disabled Soldiers by Mr. J. H. Gill and
Mr. L. W. Goben.
It is realized that this trial edition as here presented is susceptible
of improvement both in form and in content. The committee par-
ticularly desires suggestions for alternate exercises in connection
with each lesson in order to provide a wider range of material from
which teachers may select exercises adapted to the individual needs
and capacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criti-
cisms and suggestions for improving it. These criticisms and Sug-
gestions will be greatly appreciated and will receive carefull editorial
attention.
Criticism by instructors in army service should be addressed:
To: Surgeon General of United States Army, Division of Recon-
struction.
Attention of Committee on Course of Study.
Subject: Revision of Unit Course of Study Machine Shop Prac-
tice IV.
Criticism by instructors under supervision of the Federal Board
should be addressed:
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Machine Shop Prac-
tice IV.
(7)
UNIT Course—MACHINE SHOP PRACTICE IV.
TAPER TURNING.
PART ONE.
TEACHER'S MANUAL.
1. QUALIFICATIONS OF THE STUDENT.
It is assumed that the student, before taking the unit course on
taper turning, has previously taken the unit course on straight turn-
ing or has had an equivalent experience.
2. ADVANTAGES TO BE DERIVED BY THE STUDENT.
The use of tapers is so common in machine shop practice that the
good machinist must be able to make these tapers of perfect fit. This
course is therefore designed to give the student the necessary instruc-
tion on this important topic.
3. LENGTH OF THE COURSE.
The average student should complete the work herein outlined in
30 hours of study, instruction, and practice.
4. EQUIPMENT.
The same tools are used as in the unit on straight turning. It is
also desirable to have in the school shop at least one lathe equipped
with a taper-turning attachment.
5. STANDARDS FOR MEASURING AND RECORDING PROFICIENCY
OF STUDENTS.
See “Measuring, Rating, and Recording Student's Work” in
Teacher's Manual for Unit Course, Machine Shop Practice I.
6. OUTLINE OF LESSONS.
1. Center punch. 3. Nut mandrel.
2. Lathe center. 4. Selected job.
100462°–19—2 (9)
10
7. SUGGESTIONS FOR CONDUCTING THE WORK.
See “Suggestions to Instructors” in Teacher's Manual for Unit
Course Machine Shop Practice I.
(1) Calculations for setting lathe to be made by student.
(2) Difference between taper per foot and taper given by differ-
ence in diameter.
(3) The taper attachment is always set by taper per foot.
(4) In setting over the tailstock, the taper must be reduced to
equivalent taper for the length of the piece. --
(5) Accurate setting for taper is a matter of cut and try.
(6) The point of the tool must be level with the lathe center.
(7) When using the taper attachment the tool must be run well
back beyond the end of the taper so as to take up all lost motion
before beginning to cut.
8. REFERENCES.
I. C. S. Lathe Work. International Correspondence School, Scranton, Pa.
The Starrett Book. L. S. Starrett Co., Athol, Mass. Price, $0.75.
Machinery Reference Books—Operation of the Lathe, Parts I and II. Indus-
trial Press, New York. Price, $0.25 each. *
American Machinist Hand Book. McGraw Hill Book Co., New York. Price, $3.
Machinery Hand Book. Industrial Press, New York. Price, $6.
Robert H. Smith, Advanced Machine Work. Industrial Education Book Co.,
Boston, Mass. Price, $3. /*
A Hand Book for Apprenticed Machinists, Brown & Sharpe Manufacturing Co.,
Providence, R. I. Price, $0.50.
PART Two.
STUDENT'S INSTRUCTION SHEETS.
GENERAL DIRECTIONS.
Read I. C. S. Lathe Work, section 18, pages 1–12; Smith, Advanced Machine
Work, page 226.
When a taper is to be turned the line of travel of the tool must be parallel
with the side of the taper.
In figure 1 we obtain this by means of the taper attachment.
IZ"
_s= * *
_ = a- -º
*II. of tool have!
Tool travel parallel to the side of the tapet,
a • Set-over of 3-ude
FIG. 1.-Taper turning. Taper attachment.
If a taper attachment is not available, the tailstock center is set over until
the side of the work is parallel with the line of tool travel.
LESSON 1.-CENTER PUNCH.
As an illustration of the method of turning tapers, a center punch of the
same dimensions as that in Unit I may be made. (It can be used as nail set,
prick punch, or plain round punch by a slight modification of the shape of the
point.)
For sketch and dimensions see Unit I. *
1. The stock will be gotten out and centered as in Unit I. .
2. A roughing cut is taken over the piece.

(11)
12
3. Taper is calculated.
Explanation: This is figured in taper per foot if a taper attachment is to be
used. The graduations on the taper attachment indicate taper per foot. The
taper to be given to the punch is #–$=# inch in 1% inches. The taper in 1
inch is ſº inch-i-1}=# inch. The taper per foot is 12 times the taper per inch
or 12X3 inch=3 inches. This means that the end of the guide of the taper
attachment must be moved over 1% inches (a, Fig. 1) to bring the tool travel
parallel to the taper. The graduations are made to read direct in inches per
foot. Instead of reading 1% inches, as on a standard scale, they will read 3
inches per foot on the graduated end of the guide. The distance from the center
of the pivot e to scale 8, Fig. 1, is usually 12 inches.
If this taper is beyond the limits of the taper attachment or if a taper at-
tachment is not available the job must be done by setting over the tailstock
Tool travel paraWel to the side of the oper
a • 5e) - over: .
FIG. 2.-Taper turning.
center. The only difference between this method and the use of the taper at-
tachment is that the actual amount of Set-Over of the Center depends On the
length of the work between centers. In the case of the punch the taper was
found to be # inch per inch of length. The taper in 55 inches is 5; X} inch=
45/32 inches. The center must be set over one-half of this amount or 45/64
inch (a, Fig. 2).
Caution.—In this case care must be taken that the tail of the dog is free in
the faceplate slot at all parts of its revolution.
In turning duplicate tapers on several pieces of equal length by setting over
the tailstock, the centers in all the pieces must be of the same depth or the
same setting will not produce the same taper.
4. Set the tool exactly on level with the lathe center and proceed as in
Straight turning.
w
QUESTIONS.
1. If two pieces of equal length are to have duplicate tapers, what Will be
the effect if one has centers drilled deeper than the other?
2. What will be the result of having the tool above the center line?

13
3. What if the tool is below the center?
4. How much will the centers have to be set over On a piece 9 inches long to
obtain three-fourths inch taper per foot?
5. What will be the taper, per foot, of a taper that is 4 inches long and calipers
nine-sixteenths inch at one end and three-fourths inch at the other end of the
taper?
LESSON 2.—LATHE CENTER.
Read I. C. S. Lathe Work, section 17, pages 11–93; I. C. S. Lathe Work, sec-
tion 17, page 9; I. C. S. Lathe Work, section 18, pages 11–12.
Turn a lathe center from tool steel to fit the spindle of the lathe.
1. Center carefully.
(Caution.—Tool steel has a decarbonized surface and a skin tension. If
more is taken from one side than the other, due to improper centering, the piece
is almost sure to warp in hardening.) *
2. Calculate the taper as in, Lesson 1 and set the lathe accordingly.
3. Turn the taper and test in the Spindle.


6O°
Taper to fit lathe spindle *
I- 5% for No. 3 taper
FIG. 3.-Lathe center.
~I
(Caution.—This testing must be done before the taper is too near the final
size to allow for correction. The fit must be on the full length of the taper
Be sure that the tool is on a level with the centers.)
Turn to finished size.
4. Place the center solidly in the spindle of the lathe.
(Caution.—Whenever a center or taper Shank is placed in a lathe spindle or
taper socket both must be clean. If the lathe has been used for Cnuck work
there is always danger of chips and dirt in the hollow spindle.)
5. Turn the 60° point by setting the compound rest to the proper angle to
give the line of tool travel parallel to the surface to be cut.
6. Test the center by the center gauge.
Read I. C. S. Lathe Work, section 15, pages 19–21.
QUESTIONS.
1. Why is 60° selected for threads and centers?
2. How would you make a 60° gauge or template if you had no way of meas-
uring 60° 7
3. Through how many degrees do you turn the compound rest to cut the 60°
point? Why?
Read I. C. S. Lathe Work, section 18, pages 9–10, paragraphs 17 and 18.
LESSON 3.−NUT MANDREL.
The sizes given are for a Morse No. 3 taper and to fit a §-inch nut. Stock,
mild steel, 1% inches square, 5% inches long. Other sizes for standard nuts may
be assigned so as to accumulate a full Set for shop use.
1. Center and Square the ends.
2. Cut down at A slightly below the taper.
14
3. Turn the taper to fit the lathe spindle. For sizes of taper see Machinery .
Hand Book, pages 1108–1110; American Machinist's Hand Book, pages 346–868;
The Starrett Book, page 88; and in most small tool Catalogues.
(Caution.—Use care in fitting so that there is no Shake and a good bearing
is assured the full length of the taper.)
4. Seat the mandrel in the live Spindle of the lathe. *
5. Turn the thread end to size, leaving the square head of proper thickness.
6. Face the head and turn B to a diameter equal to the root diameter of the
thread to be cut. (See I. C*S. Lathe Work, Section. 19, page 6.)
(Explanation.—This groove is to avoid the incomplete thread next to the
shoulder.)
7. Remove the mandrel from the lathe by means of a wrench and finish the
head with a file.
8. Stamp the size on the side of the head with steel stencils.
NoTE.—The thread is to be cut in connection with the work of Unit Course
No. 2, “Thread Cutting.” *
$º # k— H. —-
++E ASH #

* Ağa
If |
ºC)
Taper to fit lathe spindle *
FIG. 4.—Nut mandrel.
QUESTIONS.
1. When do you use nut mandrels?
2. How are the threads cut in standard nuts?
3. Why maintain the standard number of threads per inch for each size?
4. What is the difference between V threads and United States standard
threads?
I. C. S. Lathe Work, Section 19, pages 5–14.
LESSON 4.—SELECTED JOB.
A piece of work that involves taper turning, selected by the instructor.
The student should be put on his own resources to apply what he has learned
in previous leSSOnS.
QUESTIONS.
1. What are the Objections to Setting Over the tailstock Center when turning
short pieces with a great deal of taper? See I. C. S. Lathe Work, Section 18,
pages 7–12.
2. What precautions should be taken when using the taper attachment?
STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War
Risk Insurance or the chief medical advisor of the Bureau of War
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man’s own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in Sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
Sound physical condition and if, as a matter of fact, he was not in
(15)
16
Sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the Service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife, and one child, $55.
For a man, wife, and two children, $65.
For a man, wife, and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each addi-
tional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
17
i
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
paid.
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man's earning capacity, and, Secondly, by the number of per-
sons in his family on whose account he is entitled to receive compen-
sation, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who
is totally disabled is entitled to compensation for total disability,
which may be $30 a month, $45 a month, $55 a month, etc., ac-
cordingly as he is a single man, a married man with no child, or a
married man with a child, etc. When his total disability becomes a
partial disability and his earning capacity is diminished 50 per cent
the compensation to which he is entitled from that time on is only 50
per cent of the compensation to which he was entitled when he was
totally disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the Schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall Submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at Such times and places as
may be reasonably required. If he refuses to submit to such exam-
ination or in any way obstructs such examination, his right to com-
pensation is suspended until such refusal or obstruction ceases, and
18
every person in receipt of compensation for disability shall submit
to any reasonable medical or surgical treatment furnished by the
bureau whenever requested by the bureau, and the consequences of
unreasonable refusal to submit to any such treatment shall not be
deemed to result from the injury compensated for.
In addition to the aforementioned compensation, the injured per-
Son is entitled to reasonable governmental, medical, Surgical, and
hospital services, and will be furnished such supplies, including arti-
ficial limbs, trusses, and similar appliances as may be useful and rea-
Sonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child’s
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the per-
son entitled to receive compensation may be required to assign to
the United States any right of action he may have to enforce such
liability of such other person or to prosecute the action in his own
Iname.
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the Service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be $30.
The Vocational Board, however, allows a certain monthly amount to
a man for board and subsistence. The amount allowed a single man
for subsistence by the Vocational Board monthly is $35. Thus a
single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
19
monthly payment of $65. An officer who accepts vocational training
would, of course, receive a monthly payment equal to his last month's
pay in the service and would not receive any allowance for subsistence
from the Vocational Board, nor would any allotment be required as
in the case of an enlisted man.
It is of prime importance that all men who are discharged from
the Service disabled should continue the payment of the premiums
due on their insurance by check, draft, or money order payable to
the Treasurer of the United States and sent to the disbursing clerk,
Bureau of War Risk Insurance, Washington, D. C. Unless such
payment is made, their insurance will lapse and they will be deprived
of its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical advisor of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to
make the payments and is not found to be totally and permanently
disabled, his insurance will have lapsed.
The benefits of compensation and insurance as provided by the
act above referred to are entirely separate and distinct provisions,
and although the claimant may be entitled to the benefits of com-
pensation he may not be entitled to the benefits of his insurance, as
insurance is payable only in case of death or in the event that the
insured becomes totally and permanently disabled.
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD FOR
WOCATIONAL EDUCATION.
All disabled soldiers, sailors, or marines, whether in or out of the
hospital should address their communications either to the Federal
Board for Vocational Education, Washington, D. C., or to the dis-
trict office of the Federal Board of the district in which the corre-
spondent resides. Information concerning these districts and their
respective offices follows:
District No. 1.—Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass.
District No. 2–Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York. -
District No. 3.-Pennsylvania and Delaware, Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6.—Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7.-Ohio, Indiana, and Kentucky. Office: 1212–1214
Mercantile Library Building, Cincinnati, Ohio.
District No. 8.—Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.—Iowa, Nebraska, Kansas, and Missouri. Office:
815–824 Chemical Building, St. Louis, Mo,
District No. 10.—Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.—Wyoming, Colorado, New Mexico, and Utah. Of-
fice: 909 Seventeenth Street, Denver, Colo.
District No. 12.-California, Nevada, and Arizona. Office: 997
Monadnock Building, San Francisco, Cal.
District No. 13–Montana, Idaho, Oregon, and Washington. Of-
fice: Room 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O
(20)
SeWAL LIB&
cº **,
= MAY 29–1949
B Rehabilitation Mondºtº. of Mac” JOINT SERIES No. 19
2| UNIT course—MACHINE SHOP PRACTICE v
DRILL PRESS work
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN COOPERATION WITH THE
SURGEON GENERAL's OFFICE
AND THE
BUREAU OF WAR RISKINSURANCE
FEBRUARY, 1919
(TRIAL EDITION)
WASHINGTON w
GOVERNMENT PRINTING OFFICE


1919
As a disabled soldier, sailor, or marine you should remember that the
Office of the Surgeon General, War Department, the Bureau of War
Risk Insurance, Treasury Department, and the Federal Board for Voca-
tional Education are mutually interested in your welfare solely. They
have arranged a definite plan of cooperation to help you in every pos=
sible way. You can not afford to leave the hospital until the medical
officers have done everything that they can for you to restore you
to physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital
has provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hospi-
tal. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career.
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hospi-
tal Educational Service or the representative of the Federal Board for
Vocational Education.
Men discharged from the military or naval service who want infor=
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and Seattle. For addresses, see page 20.
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
DAVID F. Houston, Chairman, JAMES P. MUNROE, Vice Chairman,
Secretary of Agriculture. Manufacture and Commerce.
WILLIAM C. REDFIELD, CHARLEs A. GREATHOUSE,
Secretary of Commerce. Agriculture.
WILLIAM B. WILSON, ARTHUR E. HoDDER,
Secretary of Labor. Labor.
P. P. CLAXTON,
Commissioner of Education.
EXECUTIVE STAFF.
C. A. PROSSER, Director.
LAYTON S. HAWKINS, Chief Vocational Education Division.
CHARLEs H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in the gen-
eral hospitals and after their discharge, the Surgeon General’s Of-
fice and the Federal Board for Vocational Education cooperated in
the preparation of a series of courses of study. These courses are
tentative and suggestive. They may, however, be accepted as models,
So far as their form and principles which govern their organization
are concerned, for all courses, whether academic or vocational, where
the adjustment of materials is intended to be made to suit the indi-
vidual capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of:
Prof. David Snedden, president of the National Society for
Vocational Education.
Maj. M. W. Murray, Surgeon General's Office.
Prof. George A. Works, Federal Board for Vocational Edu-
cation.
M. W. Haynes, secretary of committee.
The committee was assisted by a large number of specially quali-
fied experts. Special mention should be made of the service of Maj.
A. G. Crane, Sanitary Corps, who is responsible for the formulation
of the specifications of the courses.
LOTUs D. CoFFMAN,
Surgeon General’s Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(5)
PREFACE.
This unit course was prepared under the direction of the Com-
mittee on Courses of Study for Disabled Soldiers by Mr. J. H. Gill
and Mr. L. W. Goben.
It is realized that this trial edition as here presented is susceptible
of improvement both in form and in content. The committee par-
ticularly desires suggestions for alternate exercises in connection with
each lesson in order to provide a wider range of material from which
teachers may select exercises adapted to the individual needs and
capacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criti-
cisms and suggestions for improving it. These criticisms and sug-
gestions will be greatly appreciated and will receive careful editorial
attention.
Criticism by Instructors in army service should be addressed:
To: Surgeon General of United States Army, Division of Recon-
struction.
Attention of Committee on Course of Study.
Subject: Revision of Unit Course of Study, Machine Shop Prac-
tice V.
Criticism by instructors under supervision of the Federal Board
should be addressed:
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Machine Shop Prac-
tice V.
(6)
UNIT Course—MACHINE SHOP PRACTICE. W.
DRILL PRESS WORK.
PART ONE.
TEACHER’S MANUAL.
1. QUALIFICATIONS OF THE STUDENT.
This unit may be taken without previous shop experience, by any
one who is interested in mechanical work, and who can make intelli-
gent use of English. An ability to handle common and decimal frac-
tions is very desirable.
2. ADVANTAGES TO BE DERIVED BY THE STUDENT.
Ability to use the drill press is one of the first requirements of the
machine shop. This unit will give the man a startin general machine-
shop work.
3. APPROXIMATE TIME REQUIRED.
Twenty hours is required for an average man. More time is ad-
visable if possible.
4. EQUIPMENT NECESSARY.
A standard drill press, 20 or 24 inches, with back gear, hand and
power feeds.
Taper shank drills # to 14 by ſº of an inch.
Drill sockets No. 3 to No. 2 and No. 3 to No. 1.
Mounted drill chuck to hold from 0 to 4-inch drills.
Drill-press wise.
Bolts, clamps, parallel strips, V blocks and angle plates.
Dividers, 5 inches.
Outside and inside calipers.
Center punch and prick punch.
Hammer, 1 pound.
Monkey wrench, 10 inches.
Cold chisels: Flat, cape, and round nose.
Machinist's hand taps and tap wrench.
(7)
8
5. STANDARDS FOR RATING.
See “Measuring, Rating and Recording Student's Work” in
Teacher's Manual for Unit Course, Machine-Shop Practice I.
Ability to lay out and drill holes within reasonable limits of accu-
racy in reasonable time should be considered as a standard for this
course. The more experience and the more mechanical ability, the
closer the limits. For the first work ºr inch may be as close as can
be expected. Some may not be able to reach this limit in the time
allowed.
6. OUTLINE OF LESSONS.
1. Drills and drill presses.
2. Drilling two 3-inch holes 1 inch apart.
3. Drilling six #-inch holes equidistant in a circle.
4. Side-hill drilling.
5. Tapping by hand, through hole and blind hole.
7. SUGGESTIONS TO INSTRUCTOR.
See “Suggestions to Instructors” in Teacher's Manual for Unit
Course, Machine Shop Practice I. The following are special points
for emphasis in connection with this course: *
1. Ability to lay off and drill accurate holes where they are called
for in the drawing or sample.
2. “Drawing the drill.” This requires practice and judgment.
3. Speed of the drill. This can be gotten from the various reference
books till the student becomes experienced in choosing the proper
speed for different sizes of drill in different metals.
4. Practice in side-hill drilling and drilling into blow holes is im-
portant. This requires careful use of the cold chisel. An end mill or
sweep cutter is often used to level a place to start the drill.
5. Cast-iron and brass do not require a lubricant. A lubricant,
lard oil, or cutting compound, should be used for steel and wrought
II’OI). *
6. Caution to run slower when drilling thin plate, particularly if
placed on a piece of wood as is often done to protect the drill press
table.
7. A flat drill or a twist drill with the edge ground so as to remove
the “rake ’’ is desirable for brass or thin plate.
8. Caution the student not to try to hold a piece by hand that is
liable to catch and swing on the table. Such accidents are especially
liable with pieces of flat plate and often result in painful injury to
the hands.
9. In using taps, particularly in blind holes, use care not to break
the tap. Cultivate the “feel” which indicates the strain on the tap.
9
10. Jig drilling is very simple and is not touched upon here. The
man who can do a good job of drilling without the jig will have no
trouble with this fixture.
8. REFERENCES. ^.
I. C. S. “Drilling,” section 13, 14, International Text Book Co. (Detailed
instructions for apprentices and others.)
Starrett Book, L. S. Starrett Co., Providence, R. I. Price 75 cents. (Good
practical directions for machine shop work of various kinds. Directions for
Calipering, drill speeds, etc.)
Machinery Hand Book, Industrial Press, New York. Price $6. (Standard
mechanics’ reference book.)
American Machinist's Hand Book, McGraw-Hill Book Co., New York. Price
$3. (Standard Machinists’ reference book.)
Hand Book for Apprenticed Machinists, Brown & Sharpe Manufacturing Co.
Providence, R. I. Price 50 cents.
{
PART Two.
STUDENT'S INSTRUCTION SHEETS.
GENERAL DIRECTIONS.
The drill press is one of the most universally used machines of
the -general machine shop. It is probably the machine on which
most apprentices are started.
As in every other machine tool the first thing is to become familiar
with the machine, its speeds, feeds, and the methods of handling.
There are various kinds of drill presses described in I. C. S.,
“Drilling,” section 14, pages 1–9. The most common are sensitive
drill, common drill, radial drill, multiple spindle drill.
Drills are of various kinds as in I. C. S., section 13, pages 1–21.
The most common are the flat and twist drills.
LESSON I.-DRILLS AND DRILL PRESSES.
1. Read I. C. S., “Drilling,” sections 13 and 14. “Starrett Book,” pages
47–63.
2. Learn the parts and their uSes by inspection Of all the drill presses
available. *
3. Methods of holding drills:
(a) Flat drills, generally used on Chuck work in a lathe. The drill is
supported on the dead center and prevented from turning by a
drill dog clamped in the tool post.
(b) Straight-shank drills, held in a drill chuck.
(c) Taper-shank drills, held in a taper socket in the drill press spindle.
(d) Square taper shank. For use in ratchets and bit braces.
4. MOSt Work requires Strapping to the table or platen of the press. The
method of holding Work Varies with the character and shape of the work and
often calls for much ingenuity. Very often the proper mounting of the work
will require a large per cent of the time required for the job.
100291°–19—2
10
V-blocks, angle plates, parallel strips, clamps, jigs, and fixtures are used in
such variety that it is impossible to cover the field in this bulletin.
5. Grinding drills.-The angle of the cutting edge to the axis of the drill is
about 60 degrees or the included angle 120 degrees. Each edge should have the
same angle and be of the same length. For directions for grinding, See I. C. S.,
“Drilling,” section 14, pages 31–34. If one lip is longer than the other, the
drill will make a hole larger than the body of the drill.
QUESTIONS.
1. Can a drill make a hole larger than the size of the drill?
2. If so, how is it done? Why?
3. What is the advantage of a twist drill over a flat drill?
LESSON II.-DRILLING Two #-INCH HOLES 1 INCH APART.
Refer to the Starrett Book," pages 47–63 for methods of laying off.
1. Lay out the holes.—The distance between holes refers to the distance be-
tween centers. Chalk the surface where the holes are to be. Prick punch the

FIG. 1.
center (a) of the first hole. (A prick punch has a more acute angle at the point
and is usually lighter than the center punch. Keep it sharp.) With the dividers
set at #-inch, scribe a circle as at (a) figure 1. With (a) as a center and a
radius of 1 inch, scribe an arc (d). A center anywhere in this arc will be
1 inch from (a). Scribe a 3-inch circle with center in (d) for the second
hole. , With the prick punch make proof marks in each circle as shown. An
easy method of measuring the distance between two holes with a scale is to
measure between the same side of each hole, as (c) to (e) (Fig. 1).
2. Start the drill for the first hole.—Enlarge the center by using the center
punch. Start the drill in the center punch mark. Before the corner of the
lip is down to the surface of the work lift the drill and see if the cut is con-
centric with the layout. If not, the drill must be “drawn.” This is done by
cutting the metal away on the side toward which the drill should go, as at (b).
(See Fig. 2.) Then feed the drill in slowly and it will shift in the direction
desired. The groove in the side of the conical hole may be cut with a small
round nose chisel, but most mechanics use their center punch for this, as it is
generally at hand. The “drawing ” must be done before the corner of the lip
of the drill is cutting. After the drill is properly located it is, fed through
the piece. f
11
3. Drill the second hole in the same manner. Check for distance apart with
Calipers at e f or with the steel scale at C e.
When finished, the drill should have cut away half of each proof mark.
For accurate layouts on finished surfaces it is customary to clean the Surface
of the metal and wet it with copper sulphate (blue vitriol Solution). When
this dries it leaves a coppered surface that shows the scribed lines clearly
and accurately.
QUESTIONS.
. What is meant by “drawing ” a drill?
. HOW is it done?
. How should a piece of work be mounted to prevent drilling into the table?
Name three different kinds of drill presses.
. How should you hold a flat drill? w
. What is the difference between countersinking and counterboring?
. What is a drill Collet?
i
FIG. 2.--Starting and drawing a drill.
LESSON III.-DRILL SIX #-INCH Holes IN A CAST-IRoN WASHER.
NOTE:-These Washers are stock articles and not expensive. If they can be
faced in a lathe they will be better for this work.
Review references for previous lesson.
1. Fit a block of wood tightly in the center hole and tack a piece of tin on
this block on which to locate the center of the washer. Center carefully.
Prick punch this center in the tin very lightly. From this Center, with a pair
of Sharp dividers, scribe the 23-inch circle on which the holes are to be located,
chalk the surface carefully, and rub the chalk well into the surface of the
iron with the fingers. (If the washer has been faced, it may be Coppered with
blue Vitriol.) Measure off the center distances on this circle and lay Out the
#-inch holes with care. Make the proof marks exactly On the circles.
2. Knock out the center and use the hole to bolt the washer onto the drill
preSS table. Drill with care, as directed in Lesson II,
3. Test for accuracy.
QUESTIONS.
1. How do you lay off six holes on a circle equidistant from each other?
2. By drawing lines from the center of two adjacent holes to the center of
the large circle, what angle is formed, as at (B), figure 3?

12
3. If we connect the centers of three adjacent holes, what angle is formed, as
at (A), figure 3?
* * * * * * * *
* * * * * * =
*
FIG. 3.
4. To test, turn the washer face down on a piece of tin and scribe the holes,
then turn through one or two spaces. If the holes have been accurately laid
Off and drilled, the holes will exactly coincide with the Circles drawn. On the
tin, whichever holes are put in register.
LESSON IV.-SIDE-HILL DRILLING.
To drill into a surface when the drill makes an acute angle with the surface.
(See fig. 4.)
F— " —
T-
. d
tºlo
| \ ou
2" ~I V-----
+-)—
4" & - → ; k-
Chip out at "a before
starting drill
FIG. 4.—Side-hill drilling.
Review references for previous lessons, I. C. S. Drilling, section 13, pages
30–35.
1. The holes are laid out by cross lines as shown. Mark the centers and
Scribe Circles.


13
2. Carefully chip out the metal at (a) until a level surface is formed on
which to Start the drill.
3. Drill as in Lessons II and III.
If a number of holes of this kind are to be drilled, it is often a saving of
time to chip off a smaller surface than is required; locate the center, drill
a smaller lead hole and sweep off the surface with some form of counterbore.
As the counterbore is guided by the projection that fits the lead hole, it is
necessary to locate this lead hole with Care.
QUESTIONS.
1. Will a circle scribed on a surface be followed by the drill that goes in
at an acute angle to the surface? - s
2. Why do we have difficulty in starting a drill accurately on a side-hill
Surface?
DESSON V.—TAPPING.
Read : I. C. S., “Drilling,” section 14, pages 49–52.
TAPPING A BT,IND HOT.E.
1. Select the proper tap drill. The diameter of the tap drill is the root di-
ameter of the thread on the top.
2. LOcate and drill the hole. Gauge the depth from the point where the
Corner of the lip begins to cut. The depth can be measured on the sleeve of
the drill press. Do not scratch this sleeve to give a line to measure from. A
lead-pencil mark is usually sufficient. Many drill presses have graduated
sleeves for this purpose.
3. Clean out the drill chips before tapping. If the work can not be turned
Over, the chips may be removed by blowing with a small bellows or removed
With a Small bar magnet. Do not blow Out with the mouth.
4. Tap, first with a taper tap, then with a plug tap, and finally with a bot-
toming tap if it is necessary to have the thread extend to the bottom of the hole.
Before bottoming it is necessary again to remove the chips. Use great care
not to break the tap when it strikes bottom. With Small sizes there is con-
siderable danger of breaking the tap. This is particularly true in backing out
the tap. A broken tap may often be backed out with a punch or a dull cold
chisel. Sometimes the temper must be drawn by heat and the tap drilled out.
In tapping through holes the plug and bottoming taps are often not used at all.
QUESTIONS.
1. Describe taper, plug, and bottoming taps.
2. If you have no table showing tap drill sizes, how will you find the size of
drill to use before tapping? (See Hand Book for Apprenticed Machinists,
Brown & Sharpe, p. 57.) Double the depth of standard threads is usually
stamped on the 60° center gauge.
3. Why run the drill slower when drilling thin plate, especially when the
work is resting on a Wooden block?
4. What is a tap drill?
LEsson VI.—REMOVING BROKEN STUDs, SCREws, AND TAPS.
If the Stud Or Screw extends above the surface into which it is screwed it can
usually be removed by the use of a pipe wrench or sometimes by the skillful
use of the hammer and chisel or punch.
14
If the stud or screw is broken off flush with the surface or even below this
surface it is more difficult to remove.
For SOft Screws and Studs:
1. Center punch the Screw.
2. Drill out the center as nearly concentric with the Screw as possible, using
a drill about two-thirds the diameter of the Screw to be removed.
3. Make a four-sided taper punch that can be driven lightly into the hole
and then back the screw out by a wrench applied to the punch.
If the punch is given a left-hand twist in making it, the act of turning the
screw out will cause the punch to seat more firmly in the hole.
Such a left-hand twisted tool is on the market and will be found of great
help.
If the broken Screw is hard or is a broken tap, it will be necessary to draw
the temper before drilling. This is usually done by heating the piece in a forge,
if the piece is small, or by torches, blowpipes, or other methods of local heating.
After SOftening, drill and remove as described above.
STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
Service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War
Risk Insurance or the chief medical adviser of the Bureau of War
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man's own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
(15)
16
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may receive
compensation for disability resulting from injury or disease other
than that for which he was discharged, provided it appears from all
the evidence in the case that he actually suffered such an injury or
disease while in the service and that the subsequent disability is the
result thereof. º
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the Service, nor is any compensation pay-
able for disability that does not result in a reduction in earning ca.
pacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife and one child, $55.
For a man, wife and two children, $65.
For a man, wife and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each addi-
tional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum not
exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
paid.
17
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man's earning capacity, and, secondly, by the number of per-
Sons in his family on whose account he is entitled to receive compen-
sation, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who is
totally disabled is entitled to compensation for total disability, which
may be $30 a month, $45 a month, $55 a month, etc., accordingly as
he is a single man, a married man with no child, or a married man
with a child, etc. When his total disability becomes a partial dis-
ability and his earning capacity is diminished 50 per cent the com-
pensation to which he is entitled from that time on is only 50 per
cent of the compensation to which he was entitled when he was totally
disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such examina-
tion or in any way obstructs such examination, his right to compen-
sation is suspended until such refusal or obstruction ceases, and every
person in receipt of compensation for disability shall submit to any
reasonable medical or surgical treatment furnished by the bureau
whenever requested by the bureau, and the consequences of unrea-
18
sonable refusal to submit to any such treatment shall not be deemed to
result from the injury compensated for.
In addition to the aforementioned compensation, the injured per-
son is entitled to reasonable governmental, medical, surgical, and
hospital services, and will be furnished such supplies, including arti-
ficial limbs, trusses, and similar appliances as may be useful and reas-
onably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the person
entitled to receive compensation may be required to assign to the
United States any right of action he may have to enforce such li-
ability of such other person or to prosecute the action in his own
Il 8.II]6.
Men entitled to receive compensation on account of disability who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be $30.
The Vocational Board, however, allows a certain monthly amount to
a man for board and subsistence. The amount allowed a single man
for subsistence by the Vocational Board monthly is $35. Thus a
single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
monthly payment of $65. An officer who accepts vocational training
would of course receive a monthly payment equal to his last month's
pay in the Service and would not receive any allowance for subsistence
19
from the Vocational Board, nor would any allotment be required as
in the case of an enlisted man.
It is of prime importance that all men who are discharged from
the service disabled should continue the payment of the premiums
due on their insurance by check, draft, or money order payable to the
Treasurer of the United States and sent to the disbursing clerk,
Bureau of War Risk Insurance, Washington, D.C. Unless such pay-
ment is made, their insurance will lapse and they will be deprived of
its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical advisor of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently disabled
his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensation,
he may not be entitled to the benefits of his insurance, as insurance
is payable only in case of death or in the event that the insured
becomes totally and permanently disabled.
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD FOR
WOCATIONAL EDUCATION.
All disabled soldiers, sailors, or marines, whether in or out of the
hospital, should address their communications either to the Federal
Board for Vocational Education, Washington, D. C., or to the dis-
trict office of the Federal Board in which the correspondent resides.
Information concerning these districts and their respective offices
follows: $
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass.
District No. 2–Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York.
District No. 3.−Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5–North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6.-Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7.-Ohio, Indiana, and Kentucky. Office: 1212–14
Mercantile Library Building, Cincinnati, Ohio.
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600
The Westminister, 110 South Dearborn Street, Chicago, Ill.
District No. 9.—Iowa, Nebraska, Kansas, and Missouri. Office:
815–824 Chemical Building, St. Louis, Mo.
District No. 10.-Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.—Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 12.—California, Nevada, and Arizona. Office: 997
Monadnock Building, San Francisco, Cal.
District No. 13–Montana, Idaho, Oregon, and Washington.
Office: Room 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
(20).
O
• * * *
x < * * * * {_ f : .
***
Rehabilitation Monograph - Joint seaſºno. 2, ...
..lº A.
UNIT course—MACHINE SHOP PRACTICE VI 343
AccuRATE MEASURING
* * * * * *
s' f... . . -
- } ... **
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN cooperation witH THE . .
SURGEON GENERAL’S OFFICE
AND THE
BUREAU of WAR-RISK INSURANCE
zºº
FEBRUARY, 1919
' . . . . . . . . (TRIAL EDITION)
WASHINGTON
GoverNMENT PRINTING OFFICE

1919 -

As a disabled soldier, sailor, or marine you should remember that the
Office of the Surgeon General, War Department, the Bureau of War-
Risk Insurance, Treasury Department, and the Federal Board for Voca-
tional Education are mutually interested in your welfare solely. They
have arranged a definite plan of cooperation to help you in every pos-
sible way. You can not afford to leave the hospital until the medical
officers have done everything that they can for you to restore you to
physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital
has provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos-
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career.
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hos-
pital Educational Service or the representative of the Federal Board
for Vocational Education.
Men discharged from the military or naval service who want infor-
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and Seattle.
For addresses, see page 28.
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
DAVID F. Houston, Chairman, JAMES P. MUNROE, Vice Chairman,
Secretary of Agriculture. Manufacture and Commerce,
WILLIAM C. REDFIELD, CHARLEs A. GREATHOUSE, ge
Secretary of Commerce. Agriculture.
WILLIAM B. WILSON, ARTHUR E. Hold ER,
Secretary of Labor. *. Labor.
P. P. CLAxTon,
Commissioner of Education,
EXECUTIVE STAFF.
C. A. PRossER, Director.
LAYTON S. HAWKINs, Chief Vocational Education Division.
CHARLEs H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education for
wounded and sick soldiers during the time they are in the general
hospitals and after their discharge, the Surgeon General’s Office and
the Federal Board for Vocational Education cooperated in the prepa-
ration of a series of courses of study. These courses are tentative
and suggestive. They may, however, be accepted as models So far
as their form and principles which govern their organization are
concerned, for all courses, whether academic or vocational, where the
adjustment of materials is intended to be made to suit the individual
capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of:
Prof. David Snedden, president of the National Society for
Vocational Education; Maj. M. W. Murray, Surgeon Gen-
eral’s Office; Prof. George A. Works, Federal Board for
Vocational Education; M. W. Haynes, secretary of the com-
mittee.
The committee was assisted by a large number of specially qualified
experts. Special mention should be made of the service of Maj.
A. G. Crane, Sanitary Corps, who is responsible for the formulation
of the specifications of the courses.
LOTUs D. CoFFMAN,
Surgeon General’s Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(5)
PREFACE.
This unit course was prepared under the direction of the commit-
tee on courses of study for disabled soldiers by Mr. J. H. Gill.
It is realized that this trial edition as here presented is susceptible
of improvement both in form and in content. The committee par-
ticularly desires suggestions for alternate exercises in connection
with each lesson in order to provide a wider range of material from
which teachers may select exercises adapted to the individual needs
and capacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criti-
cisms and suggestions for improving it. These criticisms and sug-
gestions will be greatly appreciated and will receive careful editorial
attention.
Criticism by instructors in army service should be addressed—
To: Surgeon General of U. S. A., Division of Reconstruction.
Attention of Committee on Course of Study.
Subject: Revision of Unit Course of Study, Machine Shop Prac-
tice VI.
Criticism by instructors under supervision of the Federal Board
should be addressed— t
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Machine Shop Prac-
tice VI.
(7)
|UNIT Course—MACHINE SHOP PRACTICE VI.
ACCURATE MEASURING.
. PART ONE.
TEACHER’S MANUAL.
1. QUALIFICATION OF STUDENTS.
Anyone with a desire to become familiar with measuring tools and
learn to measure accurately may take this course with profit. He
should be able to work with common fractions and decimals.
2. ADVANTAGES TO BE DERIVED BY THE STUDENT.
This is a good preliminary training for inspectors, tool, or instru-
ment makers.
3. TIME REQUIRED.
Twenty-five hours or more. The more time given the more skill
attained.
4. EQUIPMENT.
Tray 54 by 84 by 14 inches inside. Figure A.
1-inch micrometer calipers (graduated to ten-thousandths).
4-inch outside spring calipers.
4-inch inside spring calipers.
6-inch steel scale.
Assorted steel balls # to 1 inch by sixteenths.
5 by 8 inch cards. (See pp. 12 and 13.)
Pencil.
Small pieces of rolled brass of various thicknesses (have the brass
cut to about # by 1% inches and all burr removed from the edges).
Short pieces of cold-drawn tubing 1 inch, 1+ inches, 1% inches,
13 inches, 2 inches diameter. Have these thimbles cut from fairly
... (9)
100463°–19—2
10
heavy gage tubing (steel or brass) and the burrs removed. Caution
that they are not mashed or dented.
5. STANDARDS FOR MEASURING AND RECORDING PROFICIENCY
OF STUDENTS.
See “Measuring, Rating, and Recording Student's Work” in
Teacher's Manual for Unit Course, Machine Shop Practice I.

A --> e; § p-
y *—
Assorted
Shee?
Meral Wicrometer
*-i-f.
cr)
t-ſt * d t ſ }.
up Assorted -} + * |
Balls " I t k &
---. ? **k, 3# #H-z; †—#H-
ºis Fº !; ~f~, ~f~,
*—lºr **
+ * t
4'Spring Calipers º
y =–H 6 scale - r-R f i
Eºs -º-º-º: '-º' *s
A -- t
N -, Tº Nºt
N N ||
* = . intº
§. % § ºil
* !-IN N
§§
k 53. &
u 4.
Section on line A-A
Fig. A.—Measuring outfit.
6. OUTLINE OF LESSONS.
Lesson 1. Outside calipers. Lesson 8. “Feel” 1/1000 inch with in-
Lesson 2. Inside Calipers. side Calipers.
Lesson 3. Reading micrometer calipers. Lesson 9. Transferring sizes,
Lesson 4. Use of the micrometer. Lesson 10. Inside calipering.
TeSSon 5. Measuring tubing. Lesson 11. Decimal equivalents.
Lesson 6. Measure tubing with the Lesson 12. Reading the “Mike” closer
“Mike.” than 1/1000 inch,

Lesson 7. “Feel” 1/1000 inch with
Outside CaliperS.
ll
7. SUGGESTIONS FOR INSTRUCTORS.
In Lesson 6, the thickness of the wall of tubing is called for as
measured by the “Mike.” Let the man find out by trying, that he
can not measure the wall of small pipe with the “Mike” without
error due to the curvature of the tube. If he does not see the trouble,
show him, and let him figure a way of overcoming the difficulty.
The use of a steel ball is an easy way out of the trouble, as indicated
in the Figure B.
The student and the instructor will think of many additional
problems in measuring. It is suggested that the instructor measure
FIG. B.
the pieces that are found in the regular outfit and record them for
use in checking the results of the students. The pieces can be num-
bered so they need not be the same in each set.
Have the student record his measurements on the 5 by 8 inch cards
and turn them in for inspection.
A vernier caliper can be added to the outfit and increase the range
of work possible.
If this work is given in the hospital, the tray containing the outfit
can be given to the student, and by the help of the instruction sheets
he should be able, with a little help, to secure very valuable practice
in measuring.

12

ACCURATE MEASUREMENTS.
(See Instruction Sheets.)
LESSON I. Outside Calipers.
Number of trials
Question 1
2
LESSON II. InSide Calipers.
Question 1
2
LEsson III. Reading the micrometer caliper.
Question 1
2
LESSON IV. Using the “Milce.”
Thickness Of
Cigarette paper Penny
POStal Card Nickel (1895)
Student’s hair Buffalo nickel
Student’s eyebrow------------. Dime (1905)
Neighbor's hair-------------- Dime (1918)
Question 1
2
3
LESSON W. Measure tubing-plain Calipers.
Outside diameter Double thickness Of Wall_________.
Inside diameter Single thickness of Wall----------.
LESSON VI. Measure tubing “Mike.”
Thickness plus ball
Diameter of ball
Thickness Of Wall
Question 1
2
LEsson VII. Thickness of cigarette paper, etc.
Question 1
2
13

(Reverse side of card.)
LESSON VIII. “Feel ” 1/1000 inch.
Question 1. Number of trials -- *
2. Lines correct
LESSON IX. T'ram.8fer limes.
Case 1. Case 2.
Inside caliper by “Mike” - *- - - - - - - * * * * * = ** = - - - - - - - - * = * = - - - - - - -
Diameter of ball by “Mike”––––––––––––––––––––––––––––– ––––––––––
Frror---------------------------------------------- ----------
Lesson X. Inside calipering.
Inside diameter by inside caliper and “Mike ’’--__________ __________
Outside diameter by “Mike ’’ or spring caliper____________ ––––––––––
Thickness of Wall with “Mike ’’------------------------- ––––––––––
Calculated diameter:
o Error With inside caliper---------------------------- ––––––––––
LeSSOn XI. Decimal equivalents.
Inside caliper Calculated
Fraction. Set to Scale. €I’I’OI’. -
% inch----------------------------------- ---------- ----------
# inch----------------------------------- ---------- ----------
% inch----------------------------------- ---------- ----------
# inch ––––––––––––––––––––––––––– –––––––––– ––––––––––
% inch * ---------- ----------
* inch----------------------------------- ---------- ----------
% inch –––––––––––––––––––––––––––– –––––––––– ––––––––––
# inch----------------------------------- ---------- ----------
% inch----------------------------------- ---------- ----------
# inch----------------------------------- ---------- ----------
% inch----------------------------------- ---------- -- - - - - - - - -
## inch - - - - - * * * * - ----------
Lesson XII. Reading ten thousandths.
|
Question
*
Student’s name
Ward
NoTE.-Cards 5 x 8 inches in size (not furnished by the Federal Board for
Vocational Education) should be printed as above and form part of the equip-
ment. One or more of these cards should be in the tray when handed to the
student. He will record the results of his work on the card to be inspected
and graded by the teacher. *
14
8. REFERENCES.
Machinery Hand Book: Industrial Press, New York, $6.
One of the standard reference books on machine shop Work.
American Machinists' Hand Book: McGraw Hill Book Co.,
New York, $3. *
A standard reference book for the use of machinists,
The Sterrett Book: L. S. Sterrett Co., Athol, Mass., 75 cents.
A good book for apprentices and others in machine work.
J. T. Slocomb Co.'s Catalog and Measuring Book No. 15: J. T.
Slocomb Co., Providence, R. I.
Gages, Gaging and Inspection, Douglas T. Hamilton: The In-
dustrial Press, New York, $2.50.
A Comprehensive treatment of inspection. Good for those who have
had shop experience.
Combination Gage Blocks, Johansson: The Swedish Gage Co.
(Inc.), 245 West 55th Street, New York.
A Very interesting and instructive catalog on accurate measuring and
measuring tools.
PART TWO.
STUDENT INSTRUCTION SHEETS.
INTRODUCTION.
Measuring has become almost a fine art. Such units as the “hand”
and “span’” are still in use but they have had a definite value as-
signed to them. The standard foot at one time was the length of
King Arthur's foot—rather indefinite and hard to use. Now we
measure to 1/10,000 of an inch in much work and for some work
very much finer than this. Gages may be purchased that are correct
to 1/100,000 of an inch. See “Johansson Gages,” Swedish Gage
Company's catalog. Many persons think 1/64 inch is a very small
, amount. It depends on the work being measured. If the height
of a brick wall was measured to 1/64 inch it would be very close.
If the fit of a gas engine piston was no closer than 1/64 inch it
would not do at all.
1. GENERAL DIRECTIONS.
Measurements that are to be accurate are usually taken in decimals.
Our old standard division of the inch into 4's, 1/8's, 1/16's, 1/32's,
1/64's, etc., is inconvenient. The micrometer reads in thousandths
or ten thousandths. A table of decimal equivalents is convenient.
See Slocomb Catalog and Measuring Book, page 113. Read Machin-
ery Reference Book No. 21, pages 3–10. Delicate touch is very
necessary in using the ordinary calipers and this is to be cultivated.
IESSON 1. OUTSIDE CALIPERS.
1. Set the outside calipers to 1-inch size by the steel scale.
To do this place one leg of the outside caliper against the end of the scale
and adjust the calipers so the other leg is at the 1-inch graduation. The gradu-
ation line is several thousandths thick. The eye must be trained to Set the leg
so just half of the graduation line shows between the legs. See figure 1. The
points of the legs must be in a line parallel to the edge of the scale.
2. Test by the 1-inch steel ball. These balls are very accurate considering
their price, probably with much less than 1/1000 inch error.
3. Continue to practice setting the calipers to various sizes and test as above.
The calipers are not forced when placed on the scale. They must not be
forced when placed on the ball. Have them just touch at both legs. Here is a
(15)
16
chance to cultivate a delicate sense of touch. Hold the calipers very lightly
with the tips of the fingers. The tips of the fingers are much more sensitive.
In Calipering the 1-inch ball, if the calipers come in contact at a and b (fig. 2),
| \, ITT TTTTTT
2 |
t
FIG. 1. &
we measure a true diameter. If the calipers touch # inch before the diameter is
reached, as at a'b', instead of ab, they can easily be sprung over the ball, but
when tested on the scale will read less than the diameter. The length of a 'b',
9.
b
b
FIG. 2.
# inch away from a diameter on a 1-inch ball is 0.992.15 inch instead of 1 inch,
an error of 0.00785 inch, or nearly 0.008 inch, due to Spring of calipers.
In calipering Cylindrical Work with Outside Calipers it is necessary to measure
© Öl C
\ /
FIG. 3.
a diameter and not some other dimension. In figure 3 it is the diameter ab
and not ca, or cf that is to be measured. To Secure this hold the CaliperS very
lightly by the head and swing them from side to side until the least dimension

17
is found. Then set the calipers so the contact can just be felt. (This error is
more apt to be made when calipering large pieces.)
Que&tion 8:
1. Why are we more apt to make an error with large pieces than with small
ones?
2. Why are small, light calipers more accurate than large Ones?
LEsson 2. INSIDE CALIPERS.
Caliper the inside of the 13’’ thimble.
1. Set the inside calipers approximately to size.
2. Try in the tube. Swing from side to side as in figure 4, a 5, ae, and ad, and
move one leg back and forth as at a' d', a 'b', and a 'c', adjusting the calipers
until they just touch at a diameter a 'b'. Set so you can “feel ” contact very
lightly at this point.
3. Measure this setting by the steel scale. In doing this the end of the scale
is usually held perpendicularly against Some convenient finished surface. One
leg of the caliper is rested against the finished surface close to one corner of
the scale. The scale is read at the position of the other leg. See figure 6. The
line Connecting the measuring points must be parallel with the edge of the
Scale as with the Outside Calipers.
e' b' d'
Fig. 4.
If the scale is not held perpendicular to the surface an error is introduced as
shown in figure 5.
To avoid this chance of error, a good method is to place the scale on the
blade of a steel Square as shown in figure 6. Then the calipers may be placed
With One toe against the head of the Square and the other on the scale, figure
6. This insures that the Scale is perpendicular to the Surface and that there
is a good finished Surface to rest both the scale and Calipers against.
QuestionS.
1. What errors are liable to be made in using the inside calipers?
2. What is the necessary line of sight When reading, by a scale, the set of a
pair of calipers?
LEsson 3. READING MICROMETER CALIPER.
The micrometer Caliper is an instrument used to make accurate measurements
by use of a graduated screw. j
The range of adjustment of a micrometer Caliper is usually 1 inch. The
Caliper we will use has a range from 0 inch to 1 inch.
Read J. T. Slocomb's Catalog and Measuring Book, pages 83–84; also, The
Starrett's Book, pages 19–22.
The Screw in the micrometer has 40 threads per inch. One turn of the Screw
will advance the spindle 1/40 inch or 0.025 of an inch. There are 25 spaces

18 §
On the edge of the thimble C, figure 7, by which the screw is turned. Each of
these spaces is therefore 1/25 of a turn or 1/25 of 1/40, or 1/1000 inch. Thus
Inside
Calipers
Fig. 5.
the micrometer gives direct readings to the nearest 1/1000 of an inch. The
sleeve B is graduated in fortieths to COrrespond to the threads of the screw.
f
Square
E- is
4=
2
+
Fig. 6.
Every fourth graduation mark is made longer and numbered 1, 2, 3, etc. Four
of the short spaces measure 4/40 inch or 1/10 inch.



19
f
To use the micrometer.
1. Adjust the screw until the caliper will pass over the piece being measured
With an easy friction.
2. Reading the caliper. Suppose the setting is as in figure 7. The thimble has
uncovered 4 long graduation marks and 3 short ones on the sleeve B, also passed
12 graduations from 0 on the thimble C.
The 4 long graduations on the sleeve indicate 0.4 inch.
The 3 short graduations on the sleeve indicate 3 x .025 . 075 inch.
The 12 graduations on the thimble indicate . 012 inch.
Total i– . 487 inch.
With a little practice the caliper can be read without putting the separate
figures down and adding them.
Practice reading miscellaneous settings until you can read the “Mike ’’ accu-
rately and quickly.
Questions. tº
1. What is the pitch of the screw used in the micrometer caliper?
2. Why is this pitch used?

B
& |||ſ|| || ||
s
Fig. 7.
LESSON 4. USE OF THE MICROMETER.
Measure the following and record the thickness: Cigarette paper, postal card,
hair from your head, eye brow, hair from your neighbor, penny, dime, quarter,
etc.
Questions.
1. DO human hairs vary in size?
2. What is the range of size?
3. Are dark hairs coarser or finer than light hairs?
LESSON 5. MEASURE TUBING.
1. Measure the thickness of wall in the short pieces of tubing in your set.
Use outside and inside CaliperS and Steel Scale.
2. Calculate the thickneSS Of the Wall from OutSide and inside diameters as
measured.
3. Compare with a sheet metal gage. (See American Machinist’s Hand
Book, p. 411, or other reference table.)
Questions.
Is No. 16 gage steel thicker or thinner than No. 18?
Is No. 16 gage wire larger or smaller than No. 18 wire?
20
LEsson 6. MEASURE TUBING WITH MICROMETER.
1. Measure the thickness of wall by calipering with the “Mike.”
2. Compare with the thickness found in lesson 5.
Questions.
What difficulty is met particularly with the small sizes of tube?
EHOW is it Overcome?
LESSON 7. “FEEL "Tºotſ of AN INCH WITH OUTSIDE CALIPERS.
1. Measure a cigarette paper with the “Mike.”
2. Caliper a steel ball or other finished piece with outside calipers.
3. Place one thickness of cigarette paper between one leg of the calipers
and the ball or piece being measured and note the difference in “feel.”
Question.
How small a difference can you detect with the spring calipers?
FIG. 8.
LEsson 8. “FEEL "Tºo '' witH INSIDE CALIPERs.
1. Open the “Mike ’’ to any convenient size.
2. Set the inside calipers carefully to fit the “Mike.”
3. Pass the “Mike" to your neighbor with instructions to change it 1/1000
inch.
4. See if you can tell which way it has been changed by testing with the
inside Calipers. (This is fine practice to educate the touch.)
LEsson 9. TRANSFERRING SIZEs.
1. Caliper a £-inch ball with the Outside Calipers.
2. Transfer the size to the inside calipers. (See fig. 8.)
3. Test the inside calipers with the “Mike.”
4. Caliper the ball with the “Mike ’’ and compare to see what errors have
been made in calipering and transferring sizes. (Skill in transferring is very
important.)

21
LESSON 10. INSIDE CALIPERING.
1. Caliper the inside diameter of a piece of steel tube with the inside calipers.
2. Measure the inside, caliper with the scale and then with the “Mike.”
3. Measure the Outside diameter with the Outside CaliperS and test for ac-
curacy with the “Mike.”
4. Measure the thickness of Wall with the “Mike.”
5. Calculate the inside diameter and check the measure taken with the inside
CaliperS. &
LESSON 11. DECIMAL EQUIVALENTs.
1. Set the inside calipers to 4-inch, ſº-inch, 3-inch, #3-inch, 3-inch, etc.,
by the Steel Scale.
2. Test each setting by the “Mike ’’ and record the readings.
3. Figure out the decimal equivalents for these fractions and compare with
the “Mike ’’ readings in (2).
20
LESSON 12. READING THE “MIKE” CLOSER THAN Tºro -INCH.
FIG. 9. O
1. Divide the thimble graduations of the micrometer caliper by eye into
fourthS and read quarter thousandths.
Micrometers are often provided with a vernier to read to rºom -inch.
This vernier reading is secured by the use of 11 parallel lines drawn on the
sleeve of the caliper. These lines are numbered 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 0.
The 10 equal Spaces formed by these lines are together equal in size to nine
Spaces on the thimble. Each space on the vernier is therefore smaller by ºs
Of a Space than the Space on the thimble. As the thimble space indicates 1/1000
inch the space on the vernier is 1/10000 inch smaller.
Read The Starrett Book, page 23. Read J. T. Slocumb's Catalog and Meas-
uring Book, page 98. -
For example, in the Figure B, Slocomb's Catalog, and Measuring Book, page
98, the 0 line on the thimble coincides with the base line of the longitudinal
Scale on the Sleeve. The 0 line of the vernier coincides with a 3d line on the
thimble. If the Caliper is opened 1/10000 inch the No. 1 line of the vernier will
Correspond to the fourth line in the thimble. If opened 2/10000 inch the No.

22
\
2 line on the sleeve will coincide with the fifth line of the thimble, etc. For
a setting shown in Figure 9 we have Opened the Caliper tWO spaceS past the .6
mark on the sleeve, 6 spaces on the thimble, and No. 6 line On the Vernier coin-
cides with a line on the thimble. . This setting will then read .6+2X.025+
.006–H.0006=,6566 inch. &
A little practice with the caliper will enable the operator to read this readily.
Read Swedish Gage Company's Catalog of Johansson Gages. These gages
are acknowledged as the most accurate gages in every-day commercial use.
QuestionS.
1. What is meant by “Limit gages”?
2. What is “Tolerance ’’’
8. What tolerance is allowed in the Johansson gages?
4. What holds the blocks together when they are slid one over the other in
combining them?
5. What is the range of sizes possible with the 81 block set?
STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his dicharge. Immediately upon the receipt of
such information, the compensation-claims Section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering any
disability as a result thereof at the time of his discharge, in order to
preserve his right to compensation he should immediately communi-
cate with the compensation section of the Bureau of War Risk insur-
ance or the chief medical advisor of the Bureau of War Risk In-
surance, giving his full name, his rank, and organization in the
service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man’s own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in Sound condition when examined, accepted, and enrolled for
Service. That is to say, he is conclusively presumed to have been in
sound physical condition, and if, as a matter of fact, he was not in
(23)
24
which subsequently disables him, such injury or disease is considered
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurrent in the line of
duty, the Bureau of War-Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War-Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged, provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but not child, $45.
For a man, wife and one child, $55.
For a man, wife and two children, $65.
For a man, wife and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each addi-
tional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
25
for a nurse or attendant where compensation of $100 per month is
paid. - -
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man's earning capacity, and, secondly, by the number of per-
sons in his family on whose account he is entitled to receive compen-
sation, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who is
totally disabled is entitled to compensation for total disability,
which may be $30 a month, $45 a month, $55 a month, etc., ac-
cordingly as he is a single man, a married man with no child, or a
married man with a child, etc. When his total disability becomes a
partial disability and his earning capacity is diminished 50 per cent
the compensation to which he is entitled from that time on is only 50
per cent of the compensation to which he was entitled when he was
totally disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such examina-
tion or in any way obstructs such examination, his right to compen-
sation is suspended until such refusal or obstruction ceases, and every
person in receipt of compensation for disability shall submit to any
26
reasonable medical or surgical treatment furnished by the bureau
whenever requested by the bureau, and the consequences of unreason-
able refusal to submit to any such treatment shall not be deemed to
result from the injury compensated for.
In addition to the aforementioned compensation, the injured per-
son is entitled to reasonable governmental, medical, surgical, and
hospital services, and will be furnished such supplies, including arti-
ficial limbs, trusses, and similar appliances as may be useful and
reasonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the person
entitled to receive compensation may be required to assign to the
United States any right of action he may have to enforce such
liability of such other person or to prosecute the action in his own
Il 8, Iſle.
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife, or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be $30.
The Vocational Board, however, allows a certain monthly amount to
a man for board and subsistence. The amount allowed a single man
for subsistence by the Vocational Board monthly is $35. Thus a
single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
monthly payment of $65. An officer who accepts vocational training
27
would, of course, receive a monthly payment equal to his last month's
pay in the service and would not receive any allowance for subsistence
from the Vocational Board, nor would any allotment be required as
in the case of an enlisted man.
It is of prime importance that all men who are discharged from
the service disabled should continue the payment of the premiums
due on their insurance by check, draft, or money order payable to
the Treasurer of the United States, and sent to the disbursing clerk,
Bureau of War-Risk Insurance, Washington, D. C. Unless such
payment is made, their insurance will lapse and they will be deprived
of its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical adviser of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to
make the payments and is not found to be totally and permannently
disabled, his insurance will have lapsed.
The benefits of compensation and insurance as provided by the
act above referred to are entirely separate and distinct provisions,
and although the claimant may be entitled to the benefits of com-
pensation, he may not be entitled to the benefits of his insurance, as
insurance is payable only in case of death or in the event that the
insured becomes totally and permanently disabled.
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BoARD FOR
VOCATIONAL EDUCATION.
All disabled soldiers, sailors, or marines, whether in or out of the hospital,
Should address their Communications either to the Federal Board for Voca-
tional Education, Washington, D. C., or to the district office of the Federal
Board in which the correspondent resides. Information concerning these dis-
tricts and their respective Offices follows:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts, and Rhode
Island. Office: Room 433 Tremont Building, Boston, Mass.
District No. 2.-Connecticut, New York, and New Jersey. Office: Room 711,
280 Broadway, New York.
District No. 3.—Pennsylvania and Delaware. Office: 1000 Penn Square Build-
ing, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and West Virginia,
Office: 606 F Street NW., Washington, D. C.
District No. 5.—North Carolina, South Carolina, Georgia, Florida, and Ten-
nessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6.-Alabama, Mississippi, and Louisiana. Office: 822 Maison
Blanche Annex, New Orleans, La.
District No. 7...—Ohio, Indiana, and Kentucky. Office: 1212–14 Mercantile
Library Building, Cincinnati, Ohio.
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600 The West-
minster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.-Iowa, Nebraska, Kansas, and Missouri. Office: 815–824
Chemical Building, St. Louis, MO.
District No. 10.—Minnesota, North Dakota, and South Dakota. Office: Room
742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.-Wyoming, Colorado, New Mexico, and Utah. Office: 909
Seventeenth Street, Denver, Colo.
District No. 12.-California, Nevada, and Arizona. Office: 997 Monadnock
Building, San Francisco, Cal.
District No. 13.-Montana, Idaho, Oregon, and Washington. Office: Room
539 Central Building, Seattle, Wash.
District No 14.—Arkansas, Oklahoma, and Texas. Office: 810 Western In-
demnity Building, 1000 Main Street, Dallas, Tex.
O
(28)
gaseº! “sa. *
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$º e MA Y 6 19; d. ºr
Rehabilitation Monograph JOINT sºft No. 2i 'I'' ''
º-mºmº- '% of Mlow.
t U13
UNIT COURSE—MACHINE SHOP PRACTICE WII * 4 3
A 22-
MATHEMATICS FOR THE ENGINE
LATHE
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN COOPERATION WITH THE
SURGEON GENERAL's OFFICE
AND THE
BUREAU OF WAR RISK INSURANCE
January, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE

1919

|
As a disabled soldier, sailor, or marine you should remember that
the Office of the Surgeon General, War Department, the Bureau of
War Risk Insurance, Treasury Department, and the Federal Board
for Vocational Education are mutually interested in your welfare.
They have arranged a definite plan of cooperation to help you in every
possible way. You can not afford to leave the hospital until the medi-
cal officers have done everything that they can for you to restore you
to physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital
has provided for you. *.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos-
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you, leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them' early in
your hospital career.
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hospi-
tal Educational Service or the representative of the Federal Board for
Vocational Education.
Men discharged from the military or naval service who want infore
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and Seattle. For addresses, see p. 28.
(2)
FEDERAL BOARD FOR WOCATIONAL EDUCATION,
MEMBERS.
DAVID F. Houston, Chairman,
Secretary of Agriculture.
WILLIAM C. REDFIELD,
Secretary of Commerce.
WILLIAM B. WILSON,
Secretary of Labor.
P. P. CLAxTON,
Commissioner of Education.
JAMES P. MUNROE, Vice Chairman,
Manufacture and Com/merce.
CHARLES A. GREATHOUSE,
Agriculture.
-ARTHUR E. HoLDER,
. Labor.
ExECUTIVE STAFF.
C. A. PROSSER, Director.
LAYTON S. HAWKINS, Chief Vocational Education Division.
CHARLEs H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in the gen-
eral hospitals and after their discharge, the Surgeon General’s Office
and the Federal Board for Vocational Education cooperated in the
preparation of a series of courses of study. These courses are tenta-
tive and suggestive. They may, however, be accepted as models so
far as their form and principles which govern their organization are
concerned, for all courses whether academic or vocational, where the
adjustment of materials is intended to be made to suit the individual
capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of- *
Prof. David Snedden, president of the National Society for
vocational education.
Maj. M. W. Murray, Surgeon General’s Office.
Prof. George A. Works, Federal Board for Vocational Edu-
cation.
M. W. Haynes, secretary of committee.
The committee was assisted by a large number of specially quali-
fied experts. Special mention should be made of the service of Maj.
A. G. Crane, Sanitary Corps, who is responsible for the formulation
of the specifications of the courses.
LOTUs D. CoFFMAN,
Surgeon General’s Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(5)
PREFACE.
This unit course was prepared under the direction of the Committee
on Courses of Study for Disabled Soldiers by Mr. R. W. Burnham.
It is realized that this trial edition as here presented is susceptible
of improvement both in form and in content. The committee par-
ticularly desires suggestions for alternate exercises in connection
with each lesson in order to provide a wider range of material from
, which teachers may select exercises adapted to the individual needs
and capacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criticisms
and suggestions for improving it. These criticisms and suggestions
will be greatly appreciated and will receive careful editorial atten-
tion.
Criticism by instructors in Army service should be addressed:
To: Surgeon General of United States Army, Division of Recon-
struction.
Attention of Committee on Course of Study.
Subject: Revision of Unit Course of Study, Machine Shop
Practice VII.
Criticism by instructors under supervision of the Federal Board
should be addressed: *
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Machine Shop
Practice VII.
(7)
|UNIT Cours E–MACHINE SHOP PRACTICE VII.
MATHEMATICS FOR THE ENGINE LATHE.
PART ONE.
- TEACHER'S MANUAL.
QUALIFICATIONS OF THE STUDENT.
This series of lessons is intended for men who have had a fair
amount of experience in lathe work. The lessons may also be given
contemporaneously to beginners in a course of instruction in lathe
practice. If so given, the order of presentation of topics should be
such that the calculations will supplement actual lathe practice.
It is supposed that the student has received the usual training in
arithmetic given in the grammar School. This training is generally
so far removed from practice in the trade that most of it has been
forgotten. The foundation in arithmetic has already been laid, how-
ever, and a little review will bring the student to the stage where
he will profit by further instruction.
The student should always be approached from the practical side.
For example, the instructor should not emphasize fractions as such,
but he should impress upon the student the necessity for calculating
the right length of a piece of stock in order to avoid waste of
material. a
ADVANTAGES TO BE DERIVED BY THE STUDENT.
A good working knowledge of the calculations involved in lathe
practice will enable the machinist to perform the greater part of all
necessary machine shop calculations. With the exception of a few
problems in gears and milling machine practice, there is little calcu-
lation outside of lathe work that need claim the attention of the
average machinist. This course is planned to give this fundamental
training in lathe calculations.
LENGTH OF THE COURSE.
There are 20 lessons in the course, each planned to occupy about
1 hour of the student's time. A sufficient number of practice prob-
lems have been listed in each lesson to enable the instructor to regu-
late the amount of work for the needs of the individual student.
100289°–19—2 (9)
10
MATERIALS AND EQUIPMENT.
Most of the lessons require only the text-book, paper, and pencil.
For lesson No. 4 a ruler and an ordinary school compass should be .
provided. Lesson No. 9 requires a machinist's bevel protractor like
that described in the text. Lesson No. 20 requires a micrometer
caliper.
STANDARDS FOR MEASURING AND RECORDING,
The progress of the student may be tested at intervals by a writ-
ten examination. The percentage basis may be used for rating and
recording results.
OUTLINE OF LESSONS.
Lesson No. 1.-Calculation of stock (addition, subtraction of
fractions). &
Lesson No. 3.-Calculation of stock (multiplication, division of
fractions).
Lesson No. 3.-Calculation of stock (decimal fractions).
Lesson No. 4.—Laying out work (simple geometry).
Lesson No. 5–Cutting speed.
Lesson No. 6.—Cutting feed; time for cuts.
Lesson No. 7.-Tapers. &
Lesson No. 8.-Taper turning (offset method).
Lesson No. 9.—Compound rest; angles; bevel protractor.
Lesson No. 10.—Square root (preparation for threads).
Lesson No. 11.-Right angle triangle.
Lesson No. 13.—Sharp or V thread.
Lesson No. 13.—United States standard thread.
Lesson No. 14.—Calculation of drill sizes for taps.
Lesson No. 15.-Square, Acme, Brown & Sharpe, worm threads.
Lesson No. 16–Change gears for thread cutting (simple).
Lesson No. 17–Change gears for thread cutting (compounding).
Lesson No. 18.-Ratio and proportion; gear trains.
Lesson No. 19.-Pulley trains; belting.
Lesson No. 20.—Micrometer caliper.
TEXT AND REFERENCE BOOKS.

Author. Title. Publisher. Price.
Burnham...... Mathematics for machinists..... Jº X. § Sons, 432 Fourth Avenue, $1.25
OW YOTK Ulty.
Colvin..........] Machine-shop calculations. ...... McGraw Hill Book Co., 239 West Thirty- |........
ninth Street, New York City.
Marsh. --------- Industrial mathematics......... John Wiley & Sons-------------------------|--------
11
LESSON SUGGESTIONS.
Lesson No. 1–Experience has shown that the best starting point
for men in the machine trades, who wish to study the applied mathe-
matics of their trade, is a review of common fractions. This lesson
is intended for review and practice in addition and subtraction of
common fractions and mixed numbers. An attempt has been made
to select practical problems; quite a number of them are taken from
shop drawings. The instructor should keep the attention of the
student focused on the practical rather than on the theoretical side of
the lesson. &
Lesson No. 2.-This lesson is a continuation of lesson No. 1, and
deals specifically with the multiplication and division of fractions
and mixed numbers. As in lesson No. 1, the attention of the student
should be directed toward the practical side of the work.
Lesson No. 3.−This lesson is intended for review and practice in ,
decimal fractions; also for practice in conversion of common frac-
tions to decimals and vice versa. Particular attention should be
given to the placing of the decimal point. In making measurements,
the machinist frequently deals with dimensions in thousandths of
inches; he should, therefore, acquire facility in converting eighths,
sixteenths, thirty-seconds, and sixty-fourths into corresponding deci-
mals.
Lesson No. 4.—It is difficult in a lesson of this kind to have the
teaching “carry over” into practical application. The student ap-
parently understands a construction on paper, but fails to recognize
the same construction when it is applied to laying out work in the
shop. Turning the figures at different angles helps some. A good
method is to have the student lay out work on circular and rectangu-
lar blocks of wood if nothing better is available.
Lesson No. 5.-The average machinist has learned by experience
about what cutting speed to use on a piece of work. The teacher
should impress upon the student that cutting speeds are not to be
found by guesswork; that there are efficient speeds for different
metals; and that the work is being done more efficiently when the
proper speed is maintained. Speeds given in handbooks have been
determined by tests; they are a safe guide for the man who can not
make tests for himself.
Lesson No. 6.-In many shops it is a common practice to feed a
machine as much as it will stand. The student should know that
the man who “jams” a piece of work through is often doing much
harm to the machine. It may not show at the moment, but sooner
or later some part of the machine will break under the strain and
the repair bill will more than offset the value of any time that has
12
been saved on the job. The combination problems in speeds and
feeds and the calculation of the time necessary for a given cut, will
serve to turn the thoughts of the student to the subject of cost pro-
duction.
Lesson No. 7–Two ideas in this lesson are hard for the student
to grasp: First, that the same taper may be cut on different diam-
eters; Second, that the same taper may be cut to any desired length.
The student should be taught to express a taper with equal facility,
as inches per foot or inches per inch. -
Lesson No. 8.-The instructor must constantly emphasize the state-
ment that “the set-over of the tailstock is always reckoned on the
entire length of the piece between centers.” The student persists
in thinking that the length of taper cut has something to do with
the set-over. The student must be taught to think about the prob-
lems and not attempt to use in some way every number that is stated
in the problem.
Lesson No. 9.-In using the bevel protractor, the machinist is
Sometimes obliged to use a complementary angle to the one stated on
a drawing. The student should know how to set the protractor for
both complementary and Supplementary angles. The same thing is
true for the compound rest. Some difficulty will be experienced in
getting the student to read the vernier properly, also in getting him
to use the bevel protractor in different positions.
Lesson No. 10–The aim of this lesson is to teach only the process
of finding the square root of a number. Mechanics always display
considerable interest in square and cube root. A knowledge of square
root is essential to the understanding of Some of the lessons that
follow.
Lesson No. 11.-This lesson also appeals strongly to mechanics.
This is due perhaps not so much to the fact that it has so many prac-
tical applications as to the fact that most of the men consider it a
mathematical stunt.
Lesson No. 13.—Three elements of interest appear in this lesson—
square root, the right triangle, and a touch of the algebraic equation.
After mastering the lesson, the mechanic feels that he is getting a
real grip on mathematics. -
Lesson No. 13.—The difficulty in this lesson is to have the student
understand how much of the thread is taken away at the top and
bottom. He usually gets confused and persists in thinking that one-
eighth of an inch is taken away from each part. A good way of cor-
recting the error is to let the student make calculations on a small
thread. He soon discovers that one-eighth of an inch would take
away nearly the whole thread.
Lesson No. 14.—In this lesson, proper placing of the decimal point
becomes troublesome. There is also the difficulty of knowing how
*
13
many decimal places to keep in getting results. If the student com-
pares his results with those given in handbook tables, he is doubtful
about his work. The instructor should make clear to the student the
reason for any variation in answers to problems.
Lesson Mo. 15.-This lesson offers an opportunity for teaching the
use of formulas. The average mechanic learns how to use a few
formulas just as they are given in a handbook. He frequently does
not know the real meaning of the letters and has no conception of
constants.
Lesson No. 16.—Impress upon the student that he must know the
“lead " of a lathe before he can make any calculations for change
gears. He needs also to avoid confusion by carefully labeling
“stud’’ and “screw "gears at each stage of his calculations.
Lesson No. 17.—The method of compounding in this lesson deals
mainly with the 2-to-1 ratio. No attempt is made to teach the method
of splitting ratios. There is very little need for machinists to go
much beyond the problems outlined in this lesson, as far as thread
cutting is concerned.
Lesson No. 18–The subject of ratio and proportion has been care-
fully avoided up to this point. Problems in gear trains can not be
easily handled without proportion, so that the lesson is necessary.
An attempt has been made to keep the problem as practical as
possible.
Lesson No. 19–After the lesson on gear trains, there is nothing
new to teach on the subject of pulley trains. The problems in belting
require only the application of formulas.
Lesson No. 30–The micrometer gives an opportunity for practice
in handling decimals.
PART Two.
STUDENT'S INSTRUCTION SHEETS.
GENERAL DIRECTIONS TO THE STUDENTS.
The careful mechanic always keeps his tools in good order. Not
only should the tools themselves be kept in good condition but they
should also be put away in orderly fashion So that they can be found
when needed. The machinist should learn to keep his ideas in the
same way.
The making of mathematical calculations affords an excellent op-
portunity for clear thinking. To form the habit of keeping his ideas
in order, the student is urged to have a systematic way of making
his calculations. Do not figure all over the paper, but always have
your work arranged neatly and not occupying too much space. Pro-
ceed step by step, arranging the work in columns. Label all partial
results and indicate the answer clearly at the end of the problem.
Reep the work that you do and write out each finished problem with
ink in a notebook.
Do not be discouraged if you happen to forget how to make some
calculation. Look it up in the book as often as you need to. The
only way to become thoroughly familiar with any process is by
repetition.
In the trade the machinist who can make his own calculations does
not have to depend on the foreman or superintendent.
LEsson No. 1. CALCULATION OF STOCK.
The object of this lesson is to give the student practice in making
calculations for length of stock, length of cuts, and similar prob-
lems which arise in machine-shop work, where the dimensions are
given in fractions or mixed numbers.
Teatboole.—Burnham : Mathematics for MachinistS.
Study.—Pages 4 to 7, Sections 5, 6, 7, 8, and 9.
Problems to be dome by student.—Page 5, problem No. 7; page 6, problem
No. 8; page 11, problem No. 4; page 13, problem No. 15; page 7, problem No. 9;
page 7, problem No. 10; and page 13, problem No. 18.
Problems for further study and practice.—Burnham: Mathematics for Ma-
chinists, page 12, problem No. 13; page 6, problem No. 5; and page 12, problem
No. 8.
(14)
15
LEsson No. 2. CALCULATION OF STOCK.
The object of this lesson is to give the student practice in making
calculations for quantity of stock, where measurements are stated in
common fractions or mixed numbers.
Teatbook.-Burnham: Mathematics for Machinists.
Study.-Pages 8 to 11; sections 10, 11, 12, 13, and 14.
Problems to be done by 8tudent.—Page 9, problem No. 3; page 9, problem No.
4; page 11, problem No. 3 (bottom); page 12, problem No. 12; page 13, problem
No. 17; page 11, problem No. 2 (bottom); page 13, problem No. 20; page 13,
problem No. 16; page 13, problem No. 14; page 12, problem No. 10.
Problems for further study and practice.—Colvin : Machine Shop Calcula-
tions, page 7, problems Nos. 1, 2, 3, 4, 5, and 6.
LESSON No. 3. CALCULATION OF STOCK.
The machinist is frequently called upon to make measurements and
calculations in thousandths of inches; also to change fractional
measurements to equivalent decimal readings (such as # to 0.625).
The object of this lesson is to give practice in conversion of common
fractions to decimals and vice versa; also to give practice in calcula-
tions involving the use of decimals.
Teactbook.-Burnham : Mathematics for Machinists.
Study.—Pages 14 to 19; sections 15, 16 (a) (b), 17, 18, 19, and 20.
Problems to be dome by student.—Page 15, problem No. 3 (top) ; page 15,
problem No. 5 (top); page 15, problem No. 1 (bottom) ; page 15, problem No. 2
(bottom); page 16, problem No. 3 (bottom) ; page 16, problem No. 6 (bottom):
page 16, problem No. 7 (bottom); page 17, problem No. 7; page 18, problem No.
1; page 19, problem No. 7; page 19, problem No. 8; page 20, problem No. 4.
Problems for further study and practice.—Burnham : Mathematics for Ma-
chinists, page 21, problem No. 17; page 20, problem 13. -
Colvin : Machine Shop Calculations, page 15, problems Nos. 1, 2, 3, 4, and 5.
LESSON No. 4. LAYING OUT WoRK; CENTERING.
This lesson is intended to bring out a few simple constructions
that are of value to the machinist in laying out work.
Teactbook.-Burnham : Mathematics for Machinists. -
Study.—Pages 64 to 66; sections 51, 52, 53, 54; pages 68 to 69; sections 56,
57, cases 1 and 2; pages 84 to 85; section 65. f
Problems to be done by the student.—Page 65, problem No. 1; page 65, prob-
lem No. 2; page 70, problem No. 2; page 71, problem No. 3; page 71, problem
No. 4.
Get a piece of broom handle sawed to about 6 inches in length and find the
center of each end. º
Draw a circle with a radius of 13 inches and divide the circumference into
6 equal parts. Draw a triangle in the circle by connecting alternate points on
the circumference.
Find the middle point of One side of the triangle drawn in the circle in the
preceding problem.
16
Draw a circle 2% inches in diameter and divide the circumference into four
equal parts. Draw a square in the circle by using the points marked on the
circumference. § k *
Draw a straight line 3 inches long. At the end of the line erect a perpendicu-
lar 3 inches long. With the meeting point of the perpendicular and the
straight line as a center, draw an arc of 1% inches radius cutting both lines.
Find the center of the arc thus made.
Construct a rectangle 3 inches long and 1% inches wide. Find the Center of
the rectangle by the meeting point Of the diagonals. -
Given a circle 3% inches in diameter. Draw any two chords and find the
center of the circle by drawing perpendiculars to the chords.
LESSON No. 5. CUTTING SPEED.
}
The efficiency of the work done by a machinist depends to a great
extent upon having cutting tools do their work at proper speed.
Speed that is too high injures the cutting edge of the tool or 'strains
the machine; while speed that is too low wastes valuable time. This
lesson is intended to show how the actual speed of machining work
may be calculated.
Teatbook-Burnham: Mathematics for Machinists.
Study.—Pages 86 to 87; sections 66, 67, 68.
• Problems to be dome by the student.—Page 88, problem No. 1; page 88, prob-
lem No. 2; page 88, problem No. 3; page 88, problem No. 4; page 88, problem
No. 5; page 95, problem No. 2 (bottom); page 95, problem No. 3 (bottom);
page 96, problem No. 9; page 96, problem No. 11.
Problems for further study and practice.—Burnham: Mathematics for Ma-
chinists, page 95, problem 4; page 96, problem 10; page 96, problem 16; page
96, problem 17.
LEsson No. 6. CUTTING FEED–TIME FOR CUTs.
On old-fashioned lathes, with belt and cone pulley on the feed rod,
there was not much choice in the matter of feeds. Modern lathes,
especially those equipped with quick-change gears, provide for a
greater variety of feeds. This lesson is intended to show how feeds
may be calculated, and how long it ought to take to make a given
cut when the speed and feed are known.
Teartboole.—Burnham : Mathematics for Machinists.
Study.—Pages 88 to 89, sections 69 and 70.
Problems to be dome by the Student.—Page 90, problem No. 1; page 90, prob-
lem No. 2; page 90, problem No. 3; page 90, problem No. 4; page 90, problem
No. 5; page 96, problem No. 12; and page 96, problem No. 13.
Problems for further study and practice.—Colvin : Machine Shop Calcula-
tions, page 73, problems 1, 2, 3, and 4. t
LEsson No. 7. TAPERs.
The average machinist knows tapers by name or number only. He
machines them according to Sample or by the cut and try method.
17
This lesson attempts to point out some of the characteristics of the
tapers in common use.
Teartbook.-Burnham : Mathematics for Machinists.
Study.—Pages 90 to 92, sections 71 and 72.
Problems to be dome by the 8tudent.—Page 94, problem No. 2; page 94, prob-
lem No. 3; page 94, problem No. 4; page 95, problem No. 6 (top); page 95, prob-
lem No. 7 (top); page 95, problem No. 5 (bottom) ; page 95, problem No. 6.
(bottom); page 95, problem No. 7 (bottom); page 96, problem No. 8; page 96,
problem No. 14; page 96, problem No. 15; and page 97, problem No. 20.
Problems for further study and practice.—Marsh : Industrial Mathematics,
page 141, problem No. 2; page 142, problem No. 6; page 142, problem No. 7; page.
143, problem No. 8 ; and, page 146, problem No. 18.
LESSON No. 8. TAPER TURNING.
The method of turning a taper by offsetting the tailstock of the
lathe is considered in this lesson. This method is the one most com-
monly used in shop practice. The student should be careful to note.
that the calculation for offset is always made on the entire length of
the piece between centers, without regard to the actual length of the
taper itself. -
Teactbook.-Burnham : Mathematics for MachinistS.
Study.—Pages 92 to 94, section 73.
Problems to be done by student.—Page 94, problem No. 1 : page 95. problem.
No. 5 (top); page 95, problem No. 8 (top).
The Sellers taper is # inch per foot. How much should the tailstock be set-
over for cutting this taper on a piece of work 16 inches long?
Find the set-over of the tailstock for a No. 1 Morse taper (0.6 inches per-
foot) on a piece of work 14 inches long.
The American taper is ſº inch per foot. Calculate the amount of offset-
of the tailstock for a taper 3% inches long on a piece of work whose total length
is 8 inches. w
Page 97, problem No. 18; page 97, problem No. 19.
A piece of stock, measuring 9 inches over all, is tapered for a distance of 4.
inches. The large end of the taper is 23 inches in diameter, and the small end
is 21% inches. Find the taper per inch and the amount of set-over used in
turning the taper.
Problems for further study and practice.—Marsh : Industrial Mathematics,
page 143, problem 10; page 144, problem 12; page 144, problem 13; page 146,
problem 21. -
LESSON No. 9. CoMPOUND REST-ANGLES; BEVEL PROTRACTORs.
Short tapers and angles are sometimes cut by using the compound
rest on the lathe. The machinist's bevel protractor is used to test the
taper or angle. The object of this lesson is to give practice in the
calculation of angles and the setting of the bevel protractor. The
student should have a bevel protractor.
Teatbook.-Burnham : Mathematics for Machinists.
Study.—Page 94, Section 73 (2) ; page 67, section 55; pages 56 to 61, sections,
45, 47, 48, 49 (a) (b).
18
Problems to be done by student.—Page 68, problem No. 1; page 68, problem
No. 2; page 68, problem No. 3; page 68, problem No. 4; page 68, problem No. 5;
page 71, problem No. 5; page 71, problem No. 7; page 71, problem No. 9; page
62, problem No. 1; page 62, problem No. 2; page 62, problem No. 3; page 62,
problem No. 4; page 62, problem No. 5.
Problems for further study and practice.—Colvin : Machine Shop Calculations.
Study pages 68 and 69 ; page 71, problem 4.
LESSON No. 10. SQUARE ROOT.
In order to understand thread calculations, the machinist must
have some knowledge of square root. This lesson deals with the
process of finding the square root of a number.
Teactbook..—Burnham : Mathematics for MachinistS.
Study.—Pages 73 to 75, sections 60, 61.
Problems to be done by student.—Page 76, problem No. 1; page 76, problem
No. 2; page 76, problem No. 3; page 76, problem No. 4; page 76, problem No. 5;
page 76, problem No. 6; page 76, problem No. 7; page 76, problem No. 8.
Problems for further study and practice.—Marsh : Industrial Mathematics,
page 47, problem No. 14; page 48, problem No. 23; page 48, problem No. 25;
page 48, problem No. 30. -
LESSON No. 11. RIGHT-ANGLE TRIANGLE.
A number of problems in laying out work call for a knowledge of
the simple mathematical relations of the sides of the right-angled
triangle. The machinist should know how to apply the rule that:
“The square on the hypotenuse of a right triangle is equal to the
sum of the squares on the other two sides.” The aim of this lesson is
to show some applications of the above rule. w
Teactbook.-Burnham : Mathematics for Machinists.
Study.—Pages 80 to 82, sections 63 and 64.
Problems to be done by student.—Page 81, problem No. 1; page.81, problem
No. 2; page 81, problem No. 3; page 81, problem No. 4; page 81, problem No. 5;
page 82, problem No. 9; page 83, problem No. 10; page 83, problem No. 15.
Measure the length and Width of the top of a rectangular table and calcu-
late the length of the diagonal. º
Draw a square measuring 4 inches On a Side, Calculate the length of its di-
agonal, and verify your result by measuring the diagonal.
Problems for further study and practice.—Measure the diagonal of some
square object and see if you can calculate the length of its side.
Draw an equal-sided triangle measuring 3 inches on each side. Divide it
into two right triangles by drawing a line from the middle of the base to the
Vertex. Calculate the length Of the line thus drawn.
LESSON No. 12. SHARP OR “V” THREAD.
The V thread is mostly theoretical, although what is called a V
thread is used on small sizes of screws in the machine shop. As this
thread is cut at an angle of 60° it serves as a basis of the calculations
19
used on other threads. The calculations in this lesson have to do
mainly with the depth and root diameter of V threads.
Teactbook.-Burnham : Mathematics for Machinists.
Study.—Pages 98 to 102, sections 74, 75.
Problems to be dome by 8tudent.—Page 103, problem No. 1; page 103, problem
No. 2; page 103, problem No. 3; page 103, problem No. 5; page 103, problem
No. 6; page 103, problem No. 7; page 110, problem No. 1; page 110, problem
No. 2; page 111, problem No. 18; page 111, problem No. 19.
Problems for further study and practice.—Colvin : Machine Shop Calculations,
page 61, problems 1, 2, and 3.
Find the single depth, double depth, and root diameter of the following V
threads: Eight threads per inch, 9 threads per inch, 10 threads per inch, 14
threads per inch, 18 threads per inch.
LESSON No. 13. UNITED STATES STANDARD THREAD.
This thread is the one most commonly used in machine work. It
is cut at the same angle as the V thread, but is made flat at the top
and bottom. The student should avoid the common error of think-
ing that one-eighth of an inch is taken from the depth of the thread
instead of one-eighth of the depth of the thread itself.
Teastboole.—Burnham : Mathematics for Machinists.
Study.—Pages 103 to 104, section 76.
Problems to be done by student.—Page 105, problem No. 1; page 105, prob-
lem No. 2; page 110, problem No. 5; page 105, problem No. 3; page 105, prob-
lem NO. 4.
The root diameter of a United States standard thread of #-inch pitch is
0.7307 inch. What is the outside diameter of the thread 2
The root diameter of a United States standard thread of 11 threads per inch
is 0.5695 inch. What is the Outside diameter of the thread 2
A 43-inch tap with United States standard thread has 9 threads per inch.
Find the root diameter of the thread.
If the single depth of a United States standard threads is 0.1299.inch, what
is the pitch of the thread?
If the double depth of a United States standard thread is 0.7216 inch, what
is the pitch of the thread? *
Problems for further study and practice.—Colvin : Machine Shop Calcula-
tions, page 55: Make the calculations for any five threads of different pitch
given in the table and compare your results with those in the table.
LESSON No. 14. CALCULATION OF DRILL SIZES FOR TAPs.
The root diameter of a thread is parctically the same size as the
hole to be bored for tapping the thread. In practice a drill slightly
larger than the calculated size is used. The student should always
check the results of his calculations with the sizes given in drill tables.
These tables can be found in any machinist's handbook.
Teactbook.-Burnham : Mathematics for Machinists.
Study.—Page 104, Section 77; page 102, section 76 (4).
t
20
Problems to be done by student.—Page 105, problem No. 5; page 105, problems
No. 6; page 110, problem No. 8; page 111, problem No. 17; page 110, problem,
NO. 7.
Calculate the size of drill to be used for a ſº-inch V tap, 18 threads per inch.
Calculate the size of drill to be used for a 3-inch V tap, 16 threads per inch.
Find the size of drill to be used for a #-inch United States standard tap, 11
threads per inch. *
Find the size of drill to be used for a 4-inch United States standard tap, 9.
threads per inch.
Calculate the size of drill to be used for a 13-inch United States standard tap,
6 threads per inch.
Problems for further study and practice.—Colvin : Machine Shop Calculations,
page 64, problems 1, 2, 3, 4, and 5.
LESSON No. 15. SQUARE THREAD; ACME THREAD; BRow N & SHARPE
WoRM THREAD.
With the exception of the square thread, for which there is no.
definite standard of pitch, the calculation of sizes of the parts of
threads given in this lesson is made by formula. The student should
become familiar with this form of calculation which is so often used
in the handbooks of the trade.
Teactbook.-Burnham : MathematicS for Machinists.
Study.—Pages 105 to 110, sections 78, 79, 81, and 82. ^
Problems to be dome by Student.—Page 107, problem No. 1; page 107, problem
No. 2; page 110, problem No. 6; page 110, problem No. 10; page 111, problem
No. 11; page 111, problem No. 13; page 111, problem No. 14; page 111, problem
No. 16.
Problems for further study and practice.—Marsh : Industrial Mathematics,
page 249, problem 1 ; page 249, problem 2; page 249, problem 4; page 249,
problem 5; page 249, problem 6; page 250, Section 203, problem 1.
LESSON No. 16. CHANGE GEARS FOR THREAD CUTTING (SIMPLE).
The student should be careful to note that the pitch on the “lead"
screw of the lathe does not always indicate the lead of the machine.
In making calculations the student should always label “stud” and
“screw 'gears in each problem in order to avoid confusion. Use the
sizes of gears that are likely to be furnished with each lathe.
Teastboolc.—Burnham : Mathematics for Machinists.
Study.—Pages 112 to 115, sections 83, 84, 85, 86, and 87.
Problems to be dome by Student.—Page 118, problem No. 1; page 118, problem
No. 2; page 118, problem No. 3; page 118, problem No. 7 ; page 123, problem
No. 1 (bottom) ; page 123, problem No. 3 (bottom) ; page 124, problem No. 15.
Problems for further study and practice.—Marsh : Industrial Mathematics,
page 262, problem No. 3; page 262, problem No. 4; page 263, problem No. 1; page
263, problem No. 2; page 263, problem No. 3; page 263, problem No. 4.
Colvin : Machine Shop Calculations, page 52, problem No. 1; page 52, problem,
No. 2; page 52, problem No. 3.; page 52, problem No. 4.
21
LESSON No. 17. CHANGE GEARs For THREAD CUTTING (CoMPOUNDING).
The machinist is sometimes puzzled when he observes that on some
lathes the gears listed as stud and Screw for cutting 24 threads are
the same as those for cutting 12 threads. In the case of the 24 threads
the gears are compounded. This lesson is given to show the use of
the compound (usually 2 to 1).
Teartbooks.-Burnham : Mathematics for Machinists.
Study.—Pages 116 to 117, sections 88, 89.
Problems to be done by student.—Page 118, problem No. 4; page 118, problem
No. 5; page 123, problem No. 8; page 123, problem No. 9.
Suppose that a lathe has a gear progression of 4 and a “lead " of 6. The
smallest gear on the lathe is 24 and the largest 96. Fill out the following
table for cutting the threads indicated by Compounding, using as few gears as
possible.
sº
COMPOUND.
Thread. Stud. Screw
20 º 7
22 º 7
24 7 7
26 •) 2
28 7 7
30 2 º
32 º 7
36 º 7
LEsson No. 18. RATIO AND PROPORTION.—GEAR TRAINs.
In order to solve problems in gear trains the student must have
some knowledge of ratio and proportion. A proper understanding
of this useful process of arithmetic will furnish the student with the
means of solving many problems that arise in trade practice.
Teastbook.-Burnham : Mathematics for Machinists.
Study.—Pages 146 to 150, sections 112 to 113.
Problems to be done by student.—Page 151, problem No. 1; page 151, problem
No. 2; page 151, problem No. 3.; page 151, problem No. 4; page 151, problem No.
5; page 151, problem No. 6; page 152, problem No. 8; page 156, problem No. 1
(bottom); page 156, problem No. 2 (bottom); page 156, problem No. 3 (bot-
tom); page 157, problem No. 17; page 157, problem No. 19.
Problems for further stºldy and practice.—Colvin : Machine-Shop Calcula-
tions, page 25, problem No. 1; page 25, problem No. 2; page 36, problem No. 1;
page 36, problem No. 2; page 36, problem No. 3.
* LEsson No. 19. PULLEY TRAINs: BELTING.
Calculations for pulley trains are essentially the same as those for
gear trains. Instead of using the number of teeth on a gear as in
gear calculations, the diameter of a pulley is used. Since the pulleys
are connected by belts, there is some slipping and the results are not
22
as accurately figured as for gears. There is an added problem in
calculating lengths of belts.
Teactbook—Burnham : Mathematics for Machinists.
Study.—Pages 150 to 154, sections 114, 115; page 152, problem No. 7; page
156, problem No. 6 (bottom) ; page 156, problem No. 3 (top); page 157, prob-
lem No. 18; page 156, problem No. 1 (top); page 156, problem No. 2 (top);
page 156, problem No. 5 (bottom); page 157, problem No. 8.
Problems for further study and practice.—Marsh : Industrial Mathematics,
page 283, problem No. 2; page 281, problem No. 8; page 283, problem No. 3.
Colvin : Machine Shop Calculations, page 32, problem No. 1; page 32, prob-
lem No. 2; page 33, problem No. 1.
LESSON No. 20. MICROMETER CALIPER.
The use of the micrometer caliper involves a certain amount of
mathematical calculation. While the student is concerned mainly
with the manipulation of the instrument in taking measurements, he
should understand its construction thoroughly and should study the
mathematical relation between its parts.
Teactbook.-Burnham : Mathematics for Machinists.
Study.—Pages 44 to 46, Sections 37. 38. 4
Problems to be done by Student.—Page 46, problem No. 1; page 46, problem
No. 2; page 46,. problem No. 3; page 46, problem No. 4; page 46, problem No.
5; page 46, problem No. 6; page 46, problem No. 7; page 47, problem No. 8;
page 47, problem No. 9; page 47, problem No. 10.
Problems for further study and practice.—Marsh : Industrial Mathematics,
page 125, problem No. 7; page 125, problem No. 8; page 125, problem No. 9;
page 125, problem No. 10; page 125, problem No. 11. *
STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war risk insurance
act approved by Congress October 6, 1917, and every person So dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims Section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering any
disability as a result thereof at the time of his discharge, in order
to preserve his right to compensation he should immediately com-
municate with the compensation section of the Bureau of War Risk
Insurance, or the chief medical adviser of the Bureau of War Risk
Insurance, giving his full name, his rank, and organization in the
service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the Service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man, will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man's own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the Service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
(23)
24
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
Though no compensation is payable on account of disability re-
Sulting from an injury or disease that was not incurrent in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of a least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife, and one child, $55.
For a man, wife, and two children, $65.
For a man, wife, and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each addi-
tional child up to two. v.
If he has a mother or father, either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and, in addition, so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
paid.
25
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It
should be borne in mind that the amount of compensation payable
for ordinary disability is determined, first, by the percentage or the
reduction in the man’s earning capacity, and, Secondly, by the num-
ber of persons in his family on, whose account he is entitled to
receive compensation, and that such compensation may diminish or
increase accordingly as these factors may change. That is to say,
a man who is totally disabled is entitled to compensation for total
disability, which may be $30 a month, $45 a month, $55 a month,
etc., accordingly as he is a single man, married man with no child,
or a married man with a child, etc. When his total disability be-
comes a partial disability and his earning capacity is diminished
50 per cent, the compensation to which he is entitled from that time
on is only 50 per cent of the compensation to which he was entitled
when he was totally disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil Occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has suf-
fered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction of his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such exami-
nation or in any way obstructs such examination, his right to compen-
sation is suspended until such refusal or obstruction ceases, and every
person in receipt of compensation for disability shall submit to any
reasonable medical or surgical treatment furnished by the bureau
whenever requested by the bureau, and the consequences of unreason-
26
able refusal to submit to any such treatment shall not be deemed to
result from the injury compensated for.
In addition to the aforementioned compensation, the injured person
is entitled to reasonable governmental, medical, Surgical, and hospi-
tal services, and will be furnished such supplies, including artificial
limbs, trusses, and similar appliances as may be useful and reasonably
necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the person
entitled to receive compensation may be required to assign to the
United States any right of action he may have to enforce such liabil-
ity of such other person, or to prosecute the action in his own name.
Men entitled to receive compensation on account of disability who
require vocational training or education in order to enable them to
resume employment should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be
$30. The Vocational Board, however, allows a certain monthly
amount to a man for board and subsistence. The amount allowed a
single man for subsistence by the Vocational Board monthly is $35.
Thus a single man receiving vocational training would receive $30
monthly from the bureau and $35 from the Vocational Board, mak-
ing a total monthly payment of $65. An officer who accepts voca-
tional training would, of course, receive a monthly payment equal to
his last month's pay in the Service and would not receive any allow-
27
ance for subsistence from the Vocational Board, nor would any allot-
ment be required as in the case of an enlisted man.
It is of prime importance that all men who are discharged from
the service disabled should continue the payment of the premiums
due on their insurance by check, draft, or money order payable to
the Treasurer of the United States, and sent to the disbursing clerk,
Bureau of War Risk Insurance, Washington, D. C. Unless such
payment is made, their insurance will lapse and they will be deprived
of its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical adviser of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently dis-
abled, his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensation,
he may not be entitled to the benefits of his insurance, as insurance
is payable only in case of death or in the event that the insured be-
comes totally and permanently disabled.
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD FOR
WOCATIONAL EDUCATION.
All disabled soldiers, sailors, or marines, whether in or out of the
hospital, should address their communications either to the Federal
Board for Vocational Education, Washington, D. C., or to the dis-
trict office of the Federal board of the district in which they are
located. The district offices of the Board are located at the following
points:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass.
District No. 2.-Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York, N. Y.
District No. 3.-Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: 823 Forsyth Building, Atlanta, Ga.
District No. 6.-Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La. *
District No. 7.-Ohio, Indiana, and Kentucky. Office, 1212–1214
Mercantile Library Building, Cincinnati, Ohio.
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.--—Iowa, Nebraska, Kansas, and Missouri. Office:
815–824 Chemical Building, St. Louis, Mo.
District No. 10.—Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.-Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 13.−California, Nevada, and Arizona. Office: 997
Monadnock Building, San Francisco, Cal.
District No. 13.—Montana, Idaho, Oregon, and Washington.
Office: Room 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O
(28)
< * R § { 1 & s
cº" £it *** lf .2% *'.
*—"
- - 24, -
Rehabilitation Monograph Joint SERíºs Nº. 23. J., .
- tº-mºmºmºmº- - O2 .
3 & 3
242 2.
UNIT COURSE—PENMANSHIP III
FOR
MEN WITH COMMON SCHOOL
EDUCATION
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN COOPERATION WITH THE
SURGEON GENERAL’S OFFICE
AND THE
BUREAU OF WAR RISK INSURANCE
FEBRUARY, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE

1919

As a disabled soldier, sailor, or marine you should remember that the
Office of the Surgeon General, War Department, the Bureau of War
Risk Insurance, Treasury Department, and the Federal Board for Voca-
tional Education are mutually interested in your welfare solely. They
have arranged a definite plan of cooperation to help you in every pos=
sible way. You can not afford to leave the hospital until the medical
officers have done everything that they can for you to restore you to
physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital has
provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos=
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career.
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hos-
pital Educational Service or the representative of the Federal Board
for Vocational Education.
Men discharged from the military or naval service who want infor.
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and Seattle. For addresses see page 23.
(2)
FEDERAL BOARD FOR voCATIONAL EDUCATION,
MEMBERS.
DAVID F. Houston, Chairman, JAMES P. MUNRoE, Vice Chairman,
Secretary of Agriculture. Manufacture and Commerce.
WILLIAM C. REDFIELD, CHARLES A. GREATHOUSE,
Secretary of Commerce, Agriculture.
WILLIAM B. WILSON, ARTHUR E. HoDDER,
Secretary of Labor. * Labor,
P. P. CLAXTon,
Commissioner of Education.
EXECUTIVE STAFF,
C. A. PRossER, Director,
LAYTON S. HAwRINs, Chief Vocational Education Division.
CHARLES H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in the general
hospitals and after their discharge, the Surgeon General’s Office and
the Federal Board for Vocational Education cooperated in the prepa-
ration of a series of courses of study. These courses are tentative and
suggestive. They may, however, be accepted as models so far as their
form and principles which govern their organization are concerned,
for all courses whether academic or vocational, where the adjustment
of materials is intended to be made to suit the individual capacities
and attainments of students. •
The courses of study were prepared under the immediate super-
vision of a committee consisting of Prof. David Snedden, president
of the National Society for Vocational Education; Maj. M. W. Mur-
ray, Surgeon General’s Office; Prof. George A. Works, Federal
Board for Vocational Education; M. W. Haynes, secretary of
committee.
The committee was assisted by a large number of specially qualified
experts. Special mention should be made of the Service of Maj. A. G.
Crane, Sanitary Corps, who is responsible for the formulation of the
specifications of the courses.
LOTUs D. CoFFMAN,
Surgeon General's Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
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PREFACE.
This unit course was prepared under the direction of the Com-
mittee on Courses of Study for Disabled Soldiers, by Second Lieut.
Charles M. Herlihy, of the Sanitary Corps.
It is realized that this trial edition, as here presented, is suscepti-
ble of improvement both in form and in content. The committee par-
ticularly desires suggestions for alternate exercises in connection
with each lesson in order to provide a wider range of material from
which teachers may select exercises adapted to the individual needs
and capacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are, therefore, urged to
make notes of their experience with the course as a basis for criti-
cisms and suggestions for improving it. These criticisms and Sug-
gestions will be greatly appreciated and will receive careful editorial
attention. *
• Criticism by instructors in Army service should be addressed—
To: Surgeon General of the United States Army, Division of Re-
construction. Attention of committee on course of study.
Subject: Revision of Unit Course of Study, Penmanship III.
Criticism by instructors under the Supervision of the Federal
Board should be addressed—
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Penmanship III.
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TEACHER'S MANUAL.
QUALIFICATIONS OF STUDENTS.
This course is prepared for use with those men who have com-
pleted the Seventh or eighth grade work in elementary school.
It is expected that this course will appeal to those men who desire
to improve their handwriting for distinct business or social pur-
poses. - -
AIMS OF COURSE FOR STUDENTS.
This course provides such training in penmanship exercises as
will specialize on the improvement of the ordinary man's hand writ-
ing. This improvement will center around the development of
legibility, speed, and beauty of form.
These exercises have been worked out carefully in several of the
standard courses in muscular movement penmanship. This course
Will not attempt to provide any duplication of this material. This
course does provide a tentative and suggestive outline of exercises
Selected from these texts on the basis of meeting the conditions of
Severe time limitations in the schools for the disabled soldiers.
TIME REQUIREMENTS.
F orty minutes is the maximum time which any student may profit-
ably spend on one assignment. The course is divided into 30 as-
signments; thus totaling 20 hours of study and directed practice.
Obviously variations can be made in this time schedule to fit indi-
vidual needs.
EQUIPMENT.
Ruled paper, base lines only; medium pen points; large black-
board.
References are made in each assignment to three penmanship man-
uals. The instructor should review each of these cases fully and
decide which manual is best adapted to the abilities and needs of
the individual student. One of the following manuals must be
selected for the student:
1. Palmer Writing System, A. N. Palmer Co., New York.
2. Business Penmanship, Mills-American Book Co.
3. Kirby Rhythmic Method, J. A. Kirby, Newson & Co.
SUGGESTIONS TO TEACHERS.
The fundamental principles of muscular movement writing apply
in each of the three penmanship manuals which are recommended in
this course. The special applications of these principles for each
method are clearly and definitely stated in the teachers’ suggestions
outlined in the preface of each book. The instructor must study
103.963°–19—2 (9)
10
these suggestions carefully. The teaching of muscular movement
penmanship is largely dependent on the choice of devices which the
instructor uses in the actual teaching work.
The instructor must determine the special needs of the individual
student by general testing exercises during the first two or three as-
signments. In certain instances the student will have had some train-
ing in muscular movement exercises. No time should be wasted on
the elementary movement drill exercises with this man. He will
need Some review work, of course, but the instructor must guard
against losing his interest during the early part of the course by an
overinsistence on work with which he is familiar and experienced.
Board work is especially helpful in the first work on movement
exercises and in later work in which special study of certain tech-
nicalities in the formation of a letter is required. It is not, however,
indispensable. It can be dispensed with if conditions make it con-
venient. It also has merit as a rest exercise to break long periods of
desk practice. Blackboard work should be decreased whenever it
ceases to function in improvement.
An excellent opportunity for the use of the standard scales for
measuring a student's ability and progress is offered in the work of
this course. The Ayres Gettysburg Scale and the Thorndike scale
afford a variety of grades of penmanship which can be used in meas-
uring any student’s ability. A test with one of these scales should
be given in the first assignment. Tests may be repeated to excellent
advantage in assignments 5, 10, 15, 20, 25, 30. The joint, use of the
scale by instructor and student provides excellent help for maintain-
ing interest and assures definite knowledge of progress.
| It is intended that all certificates given for completion of the unit
courses issued by the Committee on Courses of Study for Disabled
Soldiers under the direction of the Surgeon General’s Office and the
Federal Board for Vocational Education shall be honored by all
schools under the supervision of either of these agencies, so that the
student transferring from a hospital School to another school may
receive due credit for the work done in the former School and may
take additional units in the second School. It is therefore desirable
to establish some uniformity or standardization in the methods of
rating and recording of the work of students.
Upon completion of this unit course, the student will be given a
certificate stating his rating for the course. Duplicates of all certifi-
cates granted should be kept on file by the school for future reference.
STANDARDS.
A student should be able to write a specimen which will measure
up to the following:
Grade 16.—Thorndike Scale.
Grade 90.—Ayres Gettysburg Scale.
STUDENT'S INSTRUCTION SHEETS.
ASSIGNMENT 1.
BOARD WORK.
Four-inch compact ovals. (NOTE.-Train for light free line first and uni-
formity later.)
TABLE WORK.
Position, feet, back, arms, wrist, hand. (NoTE.—See teacher's helps in each
manual for specific instructions and models for correct position.) Show the
Student by actual demonstration why good position is so vitally important for
correct writing, and how bad position does not allow the writer to do his work.
The instructor should train the student intensively in the right habit of correct
position during the work of the first five assignments. The student will do
his best work only when position is taken and held unconsciously as a habit.
Each manual provides the instructor with, suggestions for developing looseness
and freedom in the student’s writing hand. Use these exercises whenever neces-
saly. Do not overemphasize their importance with any student who naturally
assumes a relaxed free writing position. Many devices which are effective in
training a class of children or young people have no place in the work of
individual instruction with an adult man.
Mills : Pages 5 and 6.
Palmer : Drills 1 and 3.
IXirby : Page 1.
Assign MENT 2.
BOARD WORK.
Four-inch compact ovals. Train for free light line. Train for uniformity.
Count for proper Speed.
w
TABLE WORK,
Position : See note under assignment 1.
Mills: Page 7.
Palmer : Drills 7, 8, 9, and 10.
Kirby : Page 2. *
Test and measure specimen of student’s handwriting with one of the three
scales recommended.
ASSIGNMENT 3.
BOARD WORK.
Four-inch compact ovals. Train for free movement. Train for uniform
size, Train for Slant. Train for Speed.
(11)
12
TABILE WORK,
Position: (See note under assignment 1.)
Mills: Page 9.
Palmer: Drills 11, 12, 13, and 14.
Kirby: Page 4.
Drill on Special difficulties in correct formation of capital letters in student's
Signature.
ASSIGNMENT 4.
BOARD WORIC.
Four-inch compact lines. Train for free movement.
TABLE WORIK.
Position : (See note under assignment 1.)
Mills: Page 10.
Palmer.
ICirby.
ASSIGNMENT 5.
BOARD WORK.
Four-inch compact lineS. Train for light line. Train for uniform size.
Train for correct slant. Train for correct speed.
TABLE WORK.
Position: Work for improvement in free control of hand based on right
position.
Mills: Page 11.
Palmer : Drills 15, 17, 19.
Rirby : Review, pages 1 to 4.
ASSIGNMENT 6.
BOARD WORK,
Two-inch compact ovals. (Copy instructor's model.)
TABLE WORK,
POSition.
Mills: Page 12.
Palmer : Drills 5, 6, 21, 113.
Kirby: Page 5.
ASSIGNMENT 7.
BOARD WORK.
Two-inch compact ovals. (Train for uniformity in size and slant.)
TABILE WORK.
Copy instructor's model of student’s name and present address; insist on arm
movement while writing this even at the sacrifice of form.
Mills: Page 3.
Palmer : Drills 28, 29, 31, 32.
Kirby: Page 6. ,
13
AsSIGNMENT 8.
BOARD WORK.
Two-inch compact lines. (Copy instructor's model.)
TABLE WORK.
Practice on signature and address Written with arm movement.
Mills: Page 16.
Palmer: Drills 33, 34, 36, 116.
Kirby: Pages 7 and 8.
ASSIGNMENT 9.
BOARD WORK.
Two-inch compact lines. (Train for uniformity in size and slant.)
TABLE WORFC.
Copy instructor's model of the student's name and home address, written with
arm movement.
Mills: Page 17.
Palmer: Drills 38, 39, 154, 156.
Iširby: Pages 9 and 10.
ASSIGNMENT 10.
BOARD WORK.
Two-inch compact reverse ovals. (Correct from instructor's model.)
TABLE WORE.
Drill. On Signature and home address, written with arm movement.
Mills: Review pages 16 and 17.
Palmer : Drills 40, 42, 43, 44.
Eirby: Pages 11 and 12.
ASSIGNMENT 11.
BOARD WORK.
Two-inch compact reverse ovals. (Train for uniformity in size and slant.)
TABLE WORK.
Mills: Page 18.
Palmer: Drills 46, 47, 48, 157, 158.
Eirby: Pages 13 and 14.
Assign MENT 12.
BOARD WORK.
Selected exercises to develop free control in the lateral movement. (See
“Teacher's Instructions" in penmanship manual.)
TABLE WORK.
Mills: Page 19.
Palmer: Drills 51, 52, 53, 161.
Kirby: Pages 15 and 16.
Assign MENT 13.
BOARD WORK.
Selected exercises to develop skill in the lateral movement.
14
TABLE WORK,
Mills: Review pages 18 and 19.
Palmer : Drills 54, 55, 56, 128.
Rirby: Pages 17 and 18.
Copy from instructor's model:
“I like the man who faces what he must
With step triumphant and a heart of cheer,
Who fights his daily battle without fear,
Sees his hopes fall, yet keeps unfaltering trust
That God is God, that somehow true and just
His plans work out for mortals.” &
(NOTE:-The instructor must urge the student to write this verse (or some
Other) with muscular movement. The aim is movement first and attention to
the finer details of letter formation later. The student’s copy of this verse
Should be graded and kept for reference in rating improvement.) l
ASSIGNMENT 14.
BOARD WORIK.
Lateral movement exercises.
TABLE WORK,
Mills: Page 20.
Palmer : Drills 57, 58, 59, 60, 127.
Rirby: Pages 19 and 20.
Copy exercise noted in assignment 13.
Assign MENT 15.
BOARD WORK.
Lateral movement exercises.
Special study of those letters in signature and address of the student which
give the most difficulty.
TABLE WORK,
Mills: Page 21.
Palmer : Drills 52, 53, 136, 137.
Kirby : Pages 21, 22.
Drill work on exercise noted in assignment 13. Time the student's work,
Compare results with Copy made in assignment 13.
ASSIGNMENT 16.
BOARD WORIK.
Lateral movement exercises. &
Special study of those letters in student’s signature and home address which
give difficulty.
TABLE WORK,
Mills: Page 24.
Palmer : Drills 61, 62, 63, 64, 138, 139.
Eirby: Pages 23, 24, 25, 26.
Practice on exercise noted in assignment 13.
ASSIGNMENT 17,
BOARD WORK,
Movement drills as required.
TABLE WORK,
Mills: Pages 8, 15.
Palmer: Drills 65, 66, 67, 69.
Eirby: Pages 27, 29, 31, 32.
Practice on exercise noted in assignment 13.
15
ASSIGNMENT 18.
BOARD WORK,
Movement exercises.
Special study of capital letters which the student finds difficult.
TABLE work.
Mills: Pages 25, 26.
Palmer : Drills 72, 140, 141.
Kirby: Pages 33, 36, 37, 39.
AsSIGNMENT 19.
BOARD WORK.
Special study of difficult letters in this assignment.
TABLE WORK.
Mills: Page 28. -
Palmer: Drills 74, 76, 121, 163.
Kirby: Pages 40, 43, 44.
AssIGNMENT 20.
BOARD WORK.
Special study of correct formation of the three most difficult letters in this
assignment.
TABLE WORK,
Mills: Pages 30, 31, 58.
Palmer: Drills 77, 78, 79, 80, 81.
Kirby: Pages 45, 46, 47, 48, 49.
ASSIGNMENT 21.
BOARD WORK,
Special study of difficult letters.
TABLE WORK,
Mills: Pages 32, 33, 59.
Palmer: Drills 82, 83, 84.
Kirby: Pages 51, 52, 53.
AsSIGNMENT 22.
º BOARD WORK.
Selected exercises to meet Special needs of the individual student.
TABLE WORK,
Mills: Pages 34, 35, 36, 60.
Palmer: Drills 86, 129.
Kirby: Pages 56, 58, 60, 61.
ASSIGNMENT 23.
BOARD WORK,
Special exercises as required.
16
TABLE WORKs
Mills: Pages 37, 38.
Palmer : Drills 88, 89, 91, 93, 94.
Kirby: Pages 62, 63, 65.
AsSIGNMENT 24.
BOARD WORIX,
Special exercises as required.
TAT3LE WORK,
Mills: Pages 39, 40, 41, 42.
Palmer : Drills 95, 96, 164, 165.
IXirby: Pages 66, 68, 69.
Assign MENT 25.
BOARD WORIK,
Special exercises as needed.
TABLE WORK,
Mills: Pages 45, 62.
Palmer : Drills: 98, 99, 100.
IXirby: Pages 70, 71, 72, 90.
Assign MENT 26.
BOARD \VORIX.
Special exercises as required.
TABLE WORIK,
Mills: Pages 46, 66.
Palmer : Drills 101, 102, 166, 167.
Kirby: Pages 73, 74, 75, 77.
AsSIGNMENT 27.
BOARD WORK-
Special exercises as required.
TAT.I.E WORK,
Mills: Pages 48, 67.
Palmer : Drills 103, 104, 105, 106.
Kirby: Pages 78, 82, 83.
Assign MENT 28.
BOARD WORIC.
Selected exercises in movement and letter formation to meet the needs of the
individual student as shown in the last five assignments,
TABLE WORI.
Mills: Pages 49, 70, 71.
Palmer : Drills 109, 111.
Kirby: Pages 84, 85, 86, 90.
..l. i.
Assign MENT 29,
BOARD WORK,
Selected exercises as needed.
TABLE WORIº,
Mills: Pages 53, 65.
Palmer : Drills 130, 131, 132.
Kirby : Pages 87, 88,89.
Assign MENT 30.
TABLE WORK,
Mills: Pages 57, 59.
Palmer: Drills: 170, 172.
Kirby: Page 91.
TEST.
The student should be able to write in such form and time as will measure up
to the following scales:
1. Thorndike Scale, grade 16.
2. Ayres Gettysburg Scale, grade 90.
Test his skill, grade his productions and report it in records. First and final
ratings will be needed to show his progress. Include such records and convenient
samples of students' Writing With any criticisms on this course as requested in
* ForeWord.”
STATEMENT AUTHORIZED BY THE BUREAU OF WARRISK INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims Section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering any
disability as a result thereof at the time of his discharge, in order
to preserve his right to compensation he should immediately com-
municate with the compensation section of the Bureau of War Risk
Insurance or the chief medical adviser of the Bureau of War Risk
Insurance, giving his full name, his rank, and organization in the
service, the date of his dicharge from the Service, and if possible the
date of his injury or disability, and request a certificate that at the
time of his discharge or resignation from the service he was suffer-
ing from injury likely to result in death or disability. This certifi-
cate must be obtained within one year from the date of discharge,
and in order to obtain it the man will have to submit to a medical
examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active Service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man's own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
/ (18)
19
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in So far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in So far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife, and one child, $55.
For a man, wife, and two children, $65.
For a man, wife, and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each ad-
ditional child up to two. -
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
20
for a nurse or attendant where compensation of $100 per month is
paid.
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man’s earning capacity, and, secondly, by the number of per-
sons in his family on whose account he is entitled to receive compen-
sation, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who is
totally disabled is entitled to compensation for total disability, which
may be $30 a month, $45 a month, $55 a month, etc., accordingly
as he is a single man, a married man with no child, or a married
man with a child, etc. When his total disability becomes a partial
disability and his earning capacity is diminished 50 per cent the
compensation to which he is entitled from that time on is only 50 per
cent of the compensation to which he was entitled when he was totally
disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil Occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the Schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such examina-
tion or in any way obstructs such examination, his right to compensa-
tion is suspended until such refusal or obstruction ceases, and every
person in receipt of compensation for disability shall submit to any
reasonable medical or surgical treatment furnished by the bureau
21
whenever requested by the bureau, and the consequences of unreason-
able refusal to submit to any such treatment shall not be deemed to
result from the injury compensated for.
In addition to the aforementioned compensation, the injured per-
son is entitled to reasonable governmental, medical, Surgi, al, and
hospital services, and will be furnished such supplies, including
artificial limbs, trusses, and similar appliances as may be useful and
reasonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child’s
marriage or on his eighteenth birthday. .
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
, the United States or the enemy to pay damages therefor, the per-
son entitled to receive compensation may be r quired to assign to
the United States any right of action he may have to enfor, e such
liability of such other person, or to prosecute the action in his own
Il 3.II 162.
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training schools they will receive a
monthly payment of compensation equal to the annount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be (ntitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be
$30. The Vocational Board, however, allows a certain monthly
amount to a man for board and subsistence. The amount allowed a
single man for subsistence by the Vocational Board monthly is $35.
Thus a single man receiving vocational training would receive $30
monthly from the bureau and $35 from the Vocational Board, mak-
ing a total monthly payment of $65. An officer who accepts voca-
tional training would of course receive a monthly payment equal to
22
º
his last month's pay in the service and would not receive any allow-
ance for subsistence from the Vocational Board, nor would any
allotment be required as in the case of an enlisted man.
It is of prime importance that all men who are discharged from
the service disabled should continue the payment of the premiums
due on their insurance by check, draft, or money order payable to the
Treasurer of the United States, and sent to the disbursing clerk,
Dureau of War Risk Insurance, Washington, D.C. Unless such pay-
ment is made, their insurance will lapse and they will be deprived of
its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical adviser of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently dis-
abled, his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensation,
he may not be entitled to the benefits of his insurance, as insurance
is payable only in case of death or in the event that the insured
becomes totally and permanently disabled.
DISTRICT VOCATIONAL OFFICES OF THE FEDERAL BOARD
FOR WOCATIONAL EDUCATION.
All disabled soldiers, sailors, or marines, whether in or out of the
hospital, should address their communications either to the Federal
Board for Vocational Education, Washington, D. C., or to the dis-
trict office of the Federal Board of the district in which they are
located. The district offices of the Board are located at the following
points:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass.
District No. 2.-Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York, N. Y.
District No. 3.-Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District Mo. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.—North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District Mo. 6.—Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7.-Ohio, Indiana, and IXentucky. Office 1212–1214
Mercantile Library Building, Cincinnati, Ohio.
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.-Iowa, Nebraska, Ransas, and Missouri. Office:
815–824 Chemical Building, St. Louis, Mo.
District No. 10–Minnesota, North Dakota, and South Dakota.
Office: Room 742, Metropolitan Bank Building, Minneapolis, Minn.
District Mo. 11.-Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 12.—California, Nevada, and Arizona. Office: Room
997 Monadnock Building, San Francisco, Cal.
District No. 13–Montana, Idaho, Oregon, and Washington. Of-
fice: 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O
(23)
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Rehabilitation Monograph Joint sº Negºgº
*ww.of widº, (8
UNIT COURSE—ARITHMETIC III 34 3
A2, A-
VOCATIONAL ARITHMETIC FOR
AGRICULTURISTS
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
in cooperation with the
SURGEON GENERAL’S OFFICE
and the
BUREAU OF WAR RISK INSURANCE
FEBRUARY, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE

1919

As a disabled soldier, sailor, or marine you should remember that the
Office of the Surgeon General, War Department, the Bureau of War
Risk Insurance, Treasury Department, and the Federal Board for Voca-
tional Education are mutually interested in your welfare solely. They
have arranged a definite plan of cooperation to help you in every pos-
sible way. You can not afford to leave the hospital until the medical
officers have done everything that they can for you to restore you to
physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital has
provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos-
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career.
All disabled soldiers, sailors, and , marines in hospitals who want
information about reeducation should ask any instructor of the Hos-
pital Educational Service or the representative of the Federal Board
for Vocational Education.
Men discharged from the military or naval service who want infor-
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and Seattle. For addresses see page 16.
(2)
FEDERAL, BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
DAVID F. Houston, Chairman, JAMES P. MUNROE, Vice Chairman,
Secretary of Agriculture. Manufacture and Commerce.
WILLIAM C. REDFIELD, CHARLEs A. GREATHOUSE,
Secretary of Commerce. * Agriculture.
WILLIAM B. WILSON, § ARTEIUR. E. HoLDER,
Secretary of Labor. Labor.
P. P. CLAxTON,
Commissioner of Education.
* sº
EXECUTIVE STAFF,
C. A. PRossER. Director.
LAYTON S. HAWKINS, Chief Vocational Education Division.
CHARLEs B. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
103964°–19 (8)
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in the general
hospitals and after their discharge, the Surgeon General’s Office and
the Federal Board for Vocational Education cooperated in the
preparation of a series of courses of study. These courses are tenta-
tive and suggestive. They may, however, be accepted as models so
far as their form and principles which govern their organization are
concerned, for all courses whether academic or vocational, where the
adjustment of materials is intended to be made to suit the individual
capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of:
Prof. David Snedden, president of the National Society for
the Promotion of Industrial Education.
Maj. M. W. Murray, Surgeon General’s Office.
Prof. George A. Works, Federal Board for Vocational Edu-
cation.
M. W. Haynes, secretary of committee.
The committee was assisted by a large number of specially quali-
fied experts. Special mention should be made of the service of Maj.
A. G. Crane, Sanitary Corps, who is responsible for the formulation
of the specifications of the courses.
LOTUs D. CoFFMAN,
Surgeon General's Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(4)
PREFACE.
This unit course was prepared under the direction of the Com-
mittee on Courses of Study for Disabled Soldiers by Second Lieut.
Charles M. Herlihy of the Sanitary Corps.
It is realized that this trial edition as here presented is susceptible
of improvement both in form and in content. The committee par-
ticularly desires suggestions for alternate exercises in connection
with each lesson in order to provide a wider range of material from
which teachers may select exercises adapted to the individual needs
and capacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criti-
cisms and suggestions for improving it. These criticisms and sug-
gestions will be greatly appreciated and will receive careful editorial
attention.
Criticism by instructors in army service should be addressed:
To: Surgeon General of United States Army, Division of Recon-
struction. Attention of Committee on Course of Study.
Subject: Revision of Unit Course of Study, Arithmetic III.
Criticism by instructors under supervision of the Federal Board
should be addressed:
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Arithmetic III.
(5)
UNIT COURSE—ARITHMETIC III. $
TEACHER'S MANUAL.
1. Qualifications of students.--This course is prepared for men
who have had a common-school education and who are experienced
or prospective farmers.
The course presupposes a working knowledge of the fundamental
operations. If the instructor finds that a student is hampered in the
work of the first assignments on account of his inability to add,
subtract, multiply, and divide quickly and accurately, he should give
the student a rapid review of the work outlined in Unit Courses
Arithmetic I and II.
2. Aims of course for student.—This course provides a student
with such training in arithmetical calculations applicable to common
situations on a general commercial farm of average size, as will
enable him to compute rapidly and accurately, and to understand
readily, the common arithmetical problems which are met in a farm
experience. - t
This course is intended to serve as a model for those unit courses
in Arithmetic which are to be prepared to meet the special vocational
interests of other types of industry.
3. Time requirements.-The course is divided into 15 assignments,
each of which may require one hour's work in instruction and di-
rected practice.
The student will be willing to do some work out of class if the
instructor reaches his interests, especially in those types of problems
which have an intimate correlation with actual farming conditions,
in his own home environment. The instructor must see to it that
the type problems suggested be adapted to the local special condi-
tions of each man.
The assignment of problems for “out-of-class” work must be care-
fully selected and so presented as to reach the apperceptive bases of
the men who are to work them out.
4. Equipment.—(1) Note books (for permanent records of com-
mon tables of weights and measures and for type problem work).
(2) Text books.-I. Thomas, “Rural Arithmetic,” American Book
Co. II. Vincent, “Wocational Arithmetic,” Houghton-Mifflin Co. .
(6)
7
5. Measuring, rating, and recording student's work.-Upon the
completion of this unit course, the student will be given a certificate
stating his rating for the course. Duplicates of all certificates granted
should be kept on file by the school for future reference.
It is intended that all certificates given for completion of the
unit courses issued by the Committee on Courses of Study for Dis-
abled Soldiers under the direction of the Surgeon General’s Office
and the Federal Board for Vocational Education shall be honored by
all schools under the supervision of either of these agencies, so that
the student transferring from a hospital school to another school
may receive due credit for the work done in the former school, and
may take additional units in the second school. It is therefore desir-
able to establish some uniformity or standardization in the methods
of rating and recording of the work of students.
The student should be examined frequently throughout the course
with sets of type problems similar in content and degree of difficulty
to the examples listed under the assignments which he has completed.
At the close of the course a test of 10 problems similar to the follow-
ing should be given:
(1) A farm sale totaled $3,225.00. A clerk was paid $15.00, an auctioneer
received 1% commission and a bonus of $10.00. How much did the farmer
realize from the Sale?
(2) The capacity of a freight car is 36,000 lbs. How many bushels of wheat
will it hold and what is its value at $1.20 per bushel?
(3) Find the capacity of a cistern 5’ x 5' x 12'.
(4) At 65% per ton (50 cu. ft.) how much will it cost to fill a silo 12 ft. in
diameter and 20 ft. high 2
(5) Rural Arithmetic, p. 103, example 34.
(6) Rural Arithmetic, p. 107, example 14.
(7) Rural Arithmetic, p. 97, example 17.
(8) An apple orchard has 60 trees and each tree produces 23 bushels which
sell at $1.00 net. Find the value of the land if this crop yields 20% on the
investment. -
(9) Rural Arithmetic, p. 131, example 16.
(10) Rural Arithmetic, p. 155, example 35.
The final rating for the course should be based on the record of
the student's work throughout the course and on the rating which he
obtains in this final examination using a percentage basis of rating.
The student's final rating is to be expressed as follows:
Excellent 90%–100% Fair 70%– S0%
Good 80%–90% | Poor below 70%
STUDENTS’ INSTRUCTION SHEETS.
These Students' Instruction Sheets are planned to be given out to
the students one lesson at a time, withholding the new lesson until
the one in hand is satisfactorily completed. For convenience in
printing, the Students’ Instruction Sheets have not been printed
separately as was originally intended, but have been included in one
pamphlet. Enough copies will be furnished to permit cutting out
the sheets and using them separately. With some students there may
be no objection to using the complete bulletin at one time.
ASSIGNMENT I.
Test the student in short exercises to learn his abilities in adding whole
numbers.
The Courtis Standard Practice Tests afford very convenient material for this
type of work. These cards can be used to best advantage only when the in-
structor understands the arrangement, form, and purposes of these cards.
The “Teacher’s Manual for use with the Card Envelope Edition,” S. A.
Courtis, contains full instructions for the proper use of the Standard Practice
TestS.
The “Student’s Record and Practice Pad’’ may be used to good advantage
with those men who are interested in a formal and technical Cumulative record
of their progress. This material, however, must be used with discretion as time
limitations in this course exclude any extended work of this type during the
period of instruction. The student should be encouraged to use the record in
“out-of-class '' work.
A practical working review test in the fundamental operations, with stand-
ard time requirements for each set of examples, is offered in “Rural Arith-
metic,” pages 29 to 33.
This material is in such form as to allow for practical measurement of the
abilities of most of the Students.
Process.-Test for speed and accuracy in addition. (a) Courtis Tests (se-
lected). (b) Rural Arithmetic, pages 29, 30, 31.
Problems.-Farm sales. (a) Rural Arithmetic, pages 46, 47, 48. (b) Voca-
tional Arithmetic, pages 50, 51.
ASSIGNMENT II.
Process.-Tests for speed and accuracy in subtraction. (a) Courtis Tests
(selected). (b) Rural Arithmetic, page 31.
Problems.-Measurement of Capacities of bin, corncrib, silo. Rural Arithme-
tic, pages 74, 75, 76, 85.
(8)
9
ASSIGNMENT III.
Process.-Tests for speed and accuracy in multiplication. (a) Courtis Tests
(selected). (b) Rural Arithmetic, page 32.
Problems.-Measurement of capacities of tanks, cisterns, haystacks. Rural
Arithmetic, pages 78, 79, 80, 81, 82. -
ASSIGNMENT IV.
Process.-Tests for speed and accuracy in division. (a) Courtis Tests (se-
lected). (b) Rural Arithmetic, pages 32, 33.
Problems.-Standard rations for horses and milch cows. Rural Arithmetic,
pages 86, 87, 89, 90, 91.
ASSIGNMENT V.
Process.-Review work on addition and subtraction of fractions. Rural
Arithmetic, pages 9, 10.
Problems.-Business with the bank. (a) Bank accounts. (b) Payment by
check. (c) Pass book. (d) Interest. (e) Loans. Rural Arithmetic, pages
175, 176, 177, 178.
ASSIGNMENT VI.
Process.-Review work on multiplication and division of fractions. Rural
Arithmetic, page 12.
Problems.-Poultry. (a) Rural Arithmetic, pages 102, 103. (b) Vocational
Arithmetic, page 67.
ASSIGNMENT VII.
Process.-Work with denominate numbers. Rural Arithmetic, page 18.
Problems.-Hogs. Rural Arithmetic, pages 105, 106.
ASSIGNMENT VIII.
Process.-Review addition and subtraction of decimals. Rural Arithmetic,
page 12.
Problems.-Milk industry. (a) Rural Arithmetic, pages 97, 98. (b) Voca-
tional Arithmetic, page 51.
ASSIGNMENT IX.
Process.-Review four processes with denominate numbers. Rural Arith-
metic, pages 18, 19, 20.
Problems.-Fruit growing. Rural Arithmetic, pages 69, 70, 71. Vocational
Arithmetic, page 64.
ASSIGNMENT X.
Process.-Review Percentage. Special attention to the applications of Case I.
Problems.-Labor costs. Rural Arithmetic, pages 51–53.
ASSIGNMENT XI.
Process.-Discount. Rural Arithmetic, page 24.
Problems.-Light, Fuel, Water. Rural Arithmetic, pages 128, 129, 130, 131–
135.
ASSIGNMENT XII.
Process.-Review Profit and Loss. Rural Arithmetic, page 25.
Problems.-Building problems. Rural Arithmetic, pages 153, 154, 155, 157, 158.
10
ASSIGNMENT XIII.
Process.-Review work on Interest. Rural Arithmetic, page 26.
Problems.-Land measurements. Rural Arithmetic, pages 39, 40, 41, 42, 43.
Vocational Arithmetic, page 98. * w
ASSIGNMENT XIV.
Process.-Review work on Ratio. Rural Arithmetic, page 27.
Problems.-Farm machinery. Rural Arithmetic, pages 60, 61. Vocationak
Arithmetic, page 49.
ASSIGNMENT XV.
Process.-Review work on Proportion. Rural Arithmetic, page 28.
Problems.-General business problems. Rural Arithmetic, pages 172, 173, 180,
181, 182, 184.
STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
º/ader the War Department or Navy Department are entitled
to the enefits of compensation as provided by the war risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War
Risk Insurance or the chief medical adviser of the Bureau of War
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man's own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge from
the service bars and terminates all right to any compensation. As far
as the payment of compensation is concerned, an officer, enlisted man,
or other member of the forces is held and taken to have been in sound
condition when examined, accepted, and enrolled for service. That
is to say, he is conclusively presumed to have been in sound physical
(11)
12
condition and if, as a matter of fact, he was not in sound physical
condition but was suffering from an injury or disease which subse-
quently disables him, such injury or disease is considered as having
been incurred in the line of duty, and the man is entitled to com-
pensation therefor.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife, and one child, $55.
For a man, wife, and two children, $65.
For a man, wife, and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each ad-
ditional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
..For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the Service of the United States,
13
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
paid.
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage of the reduc-
tion in the man’s earning capacity; and, secondly, by the number of
persons in his family on whose account he is entitled to receive com-
pensation, and that such compensation may diminish or increase
accordingly as these factors may change. That is to say, a man who
is totally disabled is entitled to 'compensation for total disability,
which may be $30 a month, $45 a month, $55 a month, etc., accord-
ingly as he is a single man, a married man with no child, or a married
man with a child, etc. When his total disability becomes a partial
disability and his earning capacity is diminished 50 per cent, the
compensation to which he is entitled from that time on is only 50
per cent of the compensation to which he was entitled when he was
totally disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such examina-
tion or in any way obstructs such examination, his right to compen-
sation is suspended until such refusal or obstruction ceases, and every
person in receipt of compensation for disability shall submit to any
14
reasonable medical or surgical treatment furnished by the bureau
whenever requested by the bureau, and the consequences of unreason-
able refusal to submit to any such treatment shall not be deemed to
result from the injury compensated for. -
In addition to the aforementioned compensation, the injured person
is entitled to reasonable governmental, medical, surgical, and hospi-
tal services, and will be furnished such supplies, including artificial
limbs, trusses, and similar appliances, as may be useful and reason-
ably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau. -
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the per-
son entitled to receive compensation may be required to assign to
the United States any right of action he may have to enforce such
liability of such other persons, or to prosecute.the action in his own
Il 8,11063. *
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal board
and admitted to one of the training Schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be
$30. The Vocational Board, however, allows a certain monthly
amount to a man for board and subsistence. The amount allowed
a single man for subsistence by the Vocational Board monthly is
$35. Thus a single man receiving vocational training would receive
$30 monthly, from the bureau and $35 from the Vocational Board,
15
making a total monthly payment of $65. An officer who accepts voca-
tional training would of course receive a monthly payment equal to
his last month's pay in the service and would not receive any allow-
ance for subsistence from the Vocational Board, nor would any
allotment be required as in the case of an enlisted man.
It is of prime importance that all men who are discharged from
the service disabled should continue the payment of the premiums
due on their insurance by check, draft, or money order payable to the
Treasurer of the United States, and sent to the disbursing clerk,
Bureau of War Risk Insurance, Washington, D.C. Unless such pay-
ment is made, their insurance will lapse and they will be deprived of
its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical adviser of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently dis-
abled, his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensation,
he may not be entitled to the benefits of his insurance, as insurance
is payable only in case of death or in the event that the insured
becomes totally and, permanently disabled.
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD
FOR WOCATIONAL EDUCATION.
All disabled soldiers, sailors, or marines, whether in or out of the
hospital, should address their communications either to the Federal
Board for Vocational Education, Washington, D.C., or to the district
office of the Federal Board of the district in which the correspondent
resides. Information concerning these districts and their respective
offices follows:
District No. 1.—Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass. - -
District No. 3.-Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York. s
District No. 3.-Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6.-Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7.-Ohio, Indiana, and Kentucky. Office: 1212–1214
Mercantile Library Building, Cincinnati, Ohio.
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.—Iowa, Nebraska, Kansas, and Missouri. Office:
815–824 Chemical Building, St. Louis, Mo.
District No. 10.—Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11–Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 13.−California, Nevada, and Arizonia. Office: 997
Monadnock Building, San Francisco, Cal.
District No. 13–Montana, Idaho, Oregon, and Washington.
Office: Room 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O
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3 ºf Jºy
& St. r-
G
^ ºf
SPECTION OF MACHINE PARTS I
FOR
MEN WITHOUT MACHINE SHOP
* EXPERIENCE
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION "
in cooperation with the
SURGEON GENERAL’S OFFICE
and the
BUREAU OF WAR RISK INSURANCE
FEBRUARY, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE
,”
MAY 6 || ||
ehabilitation Monograph Joint sº No. 24
sº-ºººººººº-ºº- /V. of hºlic?”
U 3
º 34 3
UNIT COURSE—MACHINE SHOP PRACTICE VIII A 2.2




1919
As a disabled soldier, sailor, or marine you should remember that
Office of the Surgeon General, War Department, the Bureau of War Ri
Insurance, Treasury Department, and the Federal Board for Wogatio
Education are mutually interested in your welfare solely, They h
arranged a definite plan of cooperation to help you in every possible w
You can not afford to leave the hospital until the medical ºcers h
done everything that they can for you to restore you to ºsical heal
and strength. Any other course will interfere with yºur vocation
success later. Furthermore, you should bºah ineans take advantage
the educational opportunities which the hospital has provided for yo
While you are making up your mind what line of work you want
follow you should take advantage of the opportunities to try yours
out in the different lines of activities which are provided at the hospit
When once you have made up your mind as to the employment you wa
to enter or the kind of training you want the Federal Board to give yo
after you leave the hospital, you should ask the vocational officers at t
hospital to provide for you the kind of training which will advance yo
in the direction of the occupation which you expect to follow or for whic
you expect to be trained after you leave the hospital. You will find th
educational officers at the hospital eager to render this service for yo
and you should consult them early in your hospital career. -
All disabled soldiers, sailors, and marines in hospitals who wan
information about reeducation should ask any instructor of the Hospita
Educational Service or the representative of the Federal Board for Voca
tional Education.
Men discharged from the military or naval service who want informa
tion should write to or call at the office of the Federal Board for Vocationa
Education, Washington, D.C., or the district office of the Federal Boar
of the district in which they are located. The district offices of the Board
are located at the following points: Boston, New York City, Phila=
delphia, Washington, Atlanta, New Orleans, Dallas, St. Louis, Cincins
nati, Chicago, Minneapolis, Denver, San Francisco, and Seattle. (Sº.
address on p. 27.)















(2)
FEDERAL BOARD FOR vocationAL EDUCATION.
MEMBERS.
DAVID F. Houston, Chairman, Secretary of Agriculture.
WILLIAM C. REDFIELD, Secretary of Commerce.
WILLIAM B. WILSON, Secretary of Labor.
P. P. CLAxTon, Commissioner of Education.
JAMES P. MUNROE, Vice Chairman, Manufacture and Commerce.
CHARLEs A. GREATHOUSE, Agriculture.
ARTHUR E. HoLDER, Labor.
EXECUTIVE STAFF.
C. A. PRossER, Director.
LAYTON S. HAWKINS, Chief Vocational Education Division.
CHARLEs EI. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education for
wounded and sick soldiers during the time they are in the general
hospitals and after their discharge, the Surgeon General's Office and
the Federal Board for Vocational Education cooperated in the prepa-
ration of a series of courses of study. These courses are tentative
and suggestive. They may, however, be accepted as models so far
as their form and principles which govern their organization are con-
cerned, for all courses, whether academic or vocational, where the
adjustment of materials is intended to be made to suit the individual
capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of Prof. David Snedden, president
of the National Society for Vocational Education; Maj. M. W. Mur-
ray, Surgeon General's Office; Prof. George A. Works, Federal Board
for Vocational Education; M. W. Haynes, secretary of committee.
The committee was assisted by a large number of specially qualified
experts. Special mention should be made of the service of Maj. A. G.
Crane, Sanitary Corps, who is responsible for the formulation of the
specifications of the courses.
LOTUs D. CoFFMAN,
/ Surgeon General's Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(5)
PREFACE.
This unit course was prepared under the direction of the Committee
on Courses of Study for Disabled Soldiers by Mr. William R. Hamilton.
It is realized that this trial edition as here presented is susceptible
of improvement both in form and content. The committee particu-
larly desires suggestions for alternate exercises in connection with
each lesson, in order to provide a wider range of material from which
instructors may select exercises adapted to the individual needs and
capacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criticisms
and suggestions for improving it. These criticisms and suggestions
will be greatly appreciated and will receive careful editorial attention.
Criticism by instructors in Army service should be addressed:
To: Surgeon General of United States Army, Division of Recon-
struction. Attention of Committee on Course of Study.
Subject: Revision of Unit Course of Study, Machine Shop Prac-
tice VIII.
Criticism by instructors under supervision of the Federal Board
should be addressed:
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Machine Shop Prac-
tice VIII.
(6)
UNIT COURSE.-MACHINE SHOP PRACTICE VIII.
INSPECTION OF MACHINE PARTS I.
PART 1. TEACHER's MANUAL.
1. DESCRIPTION OF QUALIFICATIONS OF STUDENTS FOR WHOM THE COURSE IS
INTENDED. p
This unit course is intended for the student who has been long out
of school or has a rather limited amount of education, with no previous
experience in machine shop practice but with an interest in things
mechanical. Such a man can be taught to understand and use the
necessary tools and apply the proper judgment for the inspection of
the many small and simple machine parts which do not require a fine
degree of exactness, but yet do require rigid inspection.
2. ATTAINMENT OF ADVANTAGE EXPECTED TO BE DERIVED BY THE STUDENT.
It is expected that the student who finishes this course will be
competent to accept employment as an inspector of machine parts,
to perform his work in a satisfactory manner, and to gain a livelihood
in a light, clean, and lucrative field. He may advance to a still higher
degree of proficiency by taking the succeeding unit courses covering
the inspection of machine parts of a more complicated character and
requiring a higher degree of exactness in inspection; for example,
such tools as jigs, fixtures, and gauges.
The student should be advised to take some of the other unit
courses available which are closely related to the work of this course,
such as—
Arithmetic (fractions and mensuration).
Blue-Print Reading for Machinists.
Mechanical Drawing for Machinists.
3. LENGTH OF THE COURSE.
This course is planned to cover 15 hours of study and practice
by the student. A distribution of this time is suggested as follows:
- EIrS. Min.
Teaching how to read the machinists' steel scale. ..... ---------............ 45
Drill in inches and fractions thereof, including the addition and subtraction
(mentally) of such fractions as 3, 4, #, I's, º, ºr-------------------------- 1 30
Elementary explanation of the mechanical drawing or blue print. . . . . . . . . . . . 45
Elementary explanation of the simple measuring of tools used in this course. - 1 45
Elementary explanation of the number of threads per inch, their diameter and
type - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 45
Tesson sheet— Hrs. Min.
No. 1.----------------------------------------------------------------- 30
No. 2.---------------------------------------------------------------- 30
No. 3.-------------------------------------------- --------------------- 30
No. 4.---------------------------------------------------------------- 45
No. 5----------------------------------------------------------------- 45
No. 6----------------------------------------------------------------- 45
No. 7.....------------------------------------------------------------ 1.
No. 8----------------------------------------------------------------- l
No. 9----------------------------------------------------------------- 1
No. 10---------------------------------------------------------------- 1.
No. 11:... ------------------------------------------------------------ 1.
No. 12---------------------------------------------------------------- l
15
4. EQUIPMENT AND MATERIALS.
The following list of equipment is recommended for the work of
this course. The number of each kind of tool to be furnished will be
determined by the number of students in the class.
Inches
Steel scale------------------------------------------------------------------- 12
Spring calipers-------------------------------------------------------------- 5
Try Square, with hardened blade. --------------------------------------------- 6
Combination Square, with bevel protractor head. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Lathe indicator.
Bench centers.
Plug gauges:
Plain, sizes ; and 1.
Threaded, sizes 4x20 U. S. std., #x18 U. S std., 3x16 std. V.
Ring gauges:
Plain, sizes 3 Stå., § std., 3 stol., ; std., l’’ sta.
Threaded, sizes 3x13 U. S. std., #x13 std. W, right and left. º
These tools may be obtained from any dealer in machinists’ tools.
The student should be advised to provide himself with the first four
items mentioned above.
For materials it is desirable to have sets of the models as shown on
the Students’ Instruction Sheets in part 2 of this course. If the
school has a machine shop these parts can be produced in sufficient
quantity to accommodate a class of any size. No doubt many schools
with machine shops would be willing to furnish outfits of these models
for other schools having no shops at a nominal charge sufficient to
cover the cost of materials. -
In addition to this list of models the instructor should secure other
machine parts, incorporating the same principles, for additional prac-
tice by the student. Obsolete or discarded parts can be secured from
almost any machine shop, and will serve admirably for this purpose.
As the tools used and limits of exactness allowed cover a great
range of commercial products, the parts selected for concrete examples
should be of such a nature as to involve a number of principles in one
piece; and as the attached drawings are suggestive only, parts of a
similar character can be substituted if more easily accessible.
9
5. MEASURING, RATING, AND RECORDING STUDENT'S WORK.
Upon the completion of this unit course the student will be given
a certificate stating his rating for the course. Duplicates of all cer-
tificates granted should be kept on file by the school for future
reference. -
It is intended that all certificates given for completion of the unit
courses issued by the committee on courses of study for disabled
soldiers, under the direction of the Surgeon General's office and the
Federal Board for Vocational Education, shall be honored by all
schools under the supervision of either of these agencies, so that the
student transferring from a hospital school to another school may
receive due credit for the work done in the former school, and may
take additional units in the second school. It is therefore desirable
to establish some uniformity or standardization in the methods of
rating and recording of the work of students. s
A record should be kept of each lesson performed throughout the
course. At the discretion of the instructor, a test may be given at
the close of the course, but the final rating should represent the work
of the student throughout the course as well as his standing in the
final test or examination.
For this course the student may be rated on a percentage scale,
according to the accuracy in his measurements within his given
limits, and the time in accomplishment. These are the two prime
factors in commercial practice in machine inspection.
6. REFERENCES FOR STUDY.
(1) Machine Shop Primer, by Colvin & Stanley. Published by
McGraw-Hill Co., 239 West Thirty-ninth Street, New York. The
following topics are well treated in this book: Calipers, page 87;
combination square, page 128; indicator, page 111; scale rule, page
130; square (try), page 138; plug and ring gauges, page 105; mandrel,
page 117; bevel protractor, page 126.
(2) Smith's Advanced Machine Work. Published by Industrial
Education Book Co., Boston. This book provides material of
particular value to the student who expects to take advanced courses
in this subject.
7. GENERAL SUGGESTIONS FOR CONDUCTING THE WORK.
Where general specifications have been omitted it will be found
that they have been used and explained in some preceding sheet or
lesson. The reason for such omissions is therefore obvious. The
references given and the rºated courses mentioned will be of great
assistance to the instructor in this course as well as in the succeeding
COUITSOS. -
104968°–19—2
10
In measuring parts for which the drawings give only scale
measurements, such as 3, 4, #, #3, #3, and ºr, it is the common
practice to get as close as the eye can perceive and in no case to allow
an error greater than a half of one sixty-fourth, unless a greater
tolerance be specifically allowed.
The presentation of the problem should be along practical lines,
as shown by the instruction sheet which accompanies the drawing
sheet for each task. When the student is able to add and subtract
mentally in inches and to use such fractions as are commonly used by
machinists; when he has been instructed in the use of the measuring
tools used in this course, and when some elementary facts concerning
blue prints or mechanical drawings have been imparted to him, he
may then proceed with his practical tasks, beginning with Lesson
Sheet No. 1. He should be given sufficient parts and specific informa-
tion as to the limits of exactness required to enable him to pass or
accept the fit and condemn or reject the unfit.
8. LEsson NoTEs.
(1) The 12-inch scale and its application.—This unit course being
intended for the student who has been long out of school or has had a
rather limited amount of education and with no previous experience
in machine-shop practice, it may be necessary to teach him the
principles of linear measurement in inches and their fractions. He
should first be taught the 12-inch scale, each inch being divided into
fractions of $ inch, 3 inch, inch, His inch, #3 inch, ºr inch, which are
the common measurements used by the machinist. He should be
well drilled in the addition and subtraction of these fractions of an
inch, so that he may be able to perform these operations mentally and
rapidly.
(2) The use and application of machinists’ fractions.—Having ac-
quired some knowledge of the scale, he should then be given some
small blocks of various sizes, the measurements of which are recorded
and which are numbered for reference and convenience in checking
the student's work. The sizes of these blocks should include the
common fractions of an inch used by the machinist in order to provide
the exercises in the addition and subtraction of fractional parts of the
inch. Length, width, and thickness of one block can be compared
with another and results noted.
(3) The caliper and diametral measurement.—The second step might
be to introduce and explain the use of the Ordinary spring caliper and
how to set the same to a desired measurement, having for examples
and practice some small cylindrical shaped pieces of various diam-
eters, the same to be numbered and their diameters recorded for the
purpose of checking the student's work. §:
(4) Introducing the drawing and plug gauge with caliper and scale.—
Select a number of simple machine parts, such as shaft collars which
have standard holes in them which will require for their inspection
11
the scale to determine the length, the calipers to measure their
diameter, and the standard plug gauge which is here introduced for
the first time in one of the most elementary forms. We might at
this time also begin to acquaint the student with the reading of
mechanical drawings or blue prints, so he should be furnished with a
drawing or print of the collars which he is to inspect. He should be
taught the necessary refinement of measurements required, which in
this case would be the length, diameter and size of hole, the sizes of
length and diameter to be closely approximate. The hole, which is
standard, therefore, must meet a certain degree of exactness. He
should be taught that degree by fineness of feeling in inserting the
standard plug in the hole. If the plug does not go in or goes in too
tightly the piece is to be rejected; on the other hand, if too loose, it
should likewise be rejected. Several collars would be required so
that the student might have the experience of passing the fit and
rejecting the unfit, comparing the part with the drawing.
The student, being familiar with linear measurements, must consult
the drawing for his sizes, also see that the piece meets other specifica-
tions called for by the drawing. See that the parts are stamped with
the identifying number or symbol, general finish, such as all sharp
edges and burrs being removed, and verify the count, as the inspector's
count is usually final. -
(5) Demonstrating the use of the ring gauge.—The next exercise
might consist of a number of small round shafts of varying lengths
and diameters, together with blue prints or drawings, these parts to
be inspected much the same as in the previous lesson. This exercise
introduces another type of gauge called the ring gauge, which should
go over and along the shaft and have a certain degree of exactness
in the manner in which it goes on the shaft. The student must be
instructed in the use of ring gauge so that he may determine what
to pass or reject within the limits of his instruction. He should also
be taught to watch for general appearance, finish, length of shaft,
and other simple specifications required by the drawing, as in No. 3.
With a pair of bench centers and indicator he can test the concen-
tricity of shaft, or, in shop parlance, see if shafts run true.
(6) Demonstrating the use of standard threads and screw-plug gauge.—
As this exercise will include another type of gauge—namely, the
thread or screw-plug gauge—together with the plug gauge already
used, the student must be taught that a thread is known, first, by its
diameter, which is measured across the top and not the bottom of
the thread; also by the type or style of thread. Use only the ordinary
commercial standards of number of threads and type, such as 1’’—
8 U. S. Std.; #’’–10 U. S. Std., etc., meaning 1 inch diameter, 8
threads per inch, United States standard type, etc. Another
common type of thread should be called to his attention and used
in this exercise, known as the Standard V. Thread, and classified
ſ 12
in a similar way, namely, 1”—8 Std. V; #”—10 Std. V; #’’—11
Std., V; #’’—13 Std. V, etc., referring to their diameters, number
of threads per inch, and type. This exercise might consist of a
number of retaining collars having tapped holes for set screws, these
collars to be inspected, as in previous cases, with the addition of
inspecting the tapped holes with screw-plug gauges, care being taken
to compare the gauge with drawing as to style and number of
threads. -
(7) Demonstrating the use of the screw-ring gauge.—Having taken
up the common thread, and having gained some elementary infor-
mation concerning the same, the threaded stud, screw, or bolt may
now be taken up. This will involve the use of another type of gauge,
the ring-thread gauge or screw-ring gauge, together with the plain
ring gauge.
(8) Demonstrating the use of right and left hand thread gauges.—
The shouldered shaft and shouldered and threaded stud may be
taken up now, and should include some shafts or studs with left-
hand as well as right-hand thread. In this case the scale, ring gauge,
and ring-thread gauge will be used. The student will be given a
step in advancement in reading a blue print, although still of a very
elementary nature. The use of fractions of an inch will be involved
in the inspection of parts of this nature, as length from shoulder to
shoulder must be passed upon as well as diameters of the body and
thread, wherein the ring and thread gauges are applied as before.
(9) Demonstrating the use of the scale, combination square, or scale
depth gauge, also the try square.—Some exercises may now be given in
linear measurement in plain surfaces, also pieces with slots in which
the depth and location of slots are to be determined, using the scale
and scale depth gauge or combination square. The steel try square
may be introduced here to see that the ends are square with sides
and sides square with each other.
(10) Using the bevel protractor together with the scale, plug gauge,
screw-plug gauge and calipers.-A number of pulleys may now be
taken for an exercise. The student should first be taught some facts
about the circle and its subdivision into degrees, minutes, and sec-
onds. Usually the fractions of a degree, such as half or quarter
degrees, will be of sufficient refinement.
Explain the bevel protractor which is here used for the first time
on work of a simple character, as it is required to determine the angle
of crown in pulley. Other instruments used are the standard plug
for hole, Scale for length of hub and face, spring calipers for diameter
of pulley, and thread plug gauge for tapped hole in cases where the
pulley requires a set screw. f
PART 2. STUDENTS’ INSTRUCTION SHEETS.
[These Students' Instruction Sheets are planned to be given out to the students one lesson at a time,
withholding the new lesson until the one in hand is satisfactorily completed. For convenience in printing
the Students’ Instruction Sheets have not been printed separately, as was originally intended, but have
been included in one pamphlet. Enough copies will be furnished to permit cutting out the sheets and
using them separately. With some students there may be no objection to using the complete bulletin
at One time.]
INTRODUCTION.
INFORMATION AND ABBREVIATIONS COMMON TO ALL THE INCLUDED DRAWINGS.
Top of sheet: “Rough size and kind of material,” such as # inch Rd. (Round) to
finish # inch. No. 1 O. H. steel, meaning No. 1 (carbon contents) O. H. “Open
hearth.”
C. R. or B. D. “Cold rolled ” or “Bright drawn,” no finish required or allowed.
“F” or “f,” finish all over.
C. L., meaning “Collar list” (common to many machines) and listed under C. L.,
given number.
Std. L., “Stud list.”
P. L., “Pin list.”
L. N., machine symbol, usually the initials of machine name, as “Loose nailer,”
or S. N. S., “Straight needle stitcher.”
2586-H, or any plus number signifies another piece is assembled to part before being
sent to stock room.
NoTE.—Parts are stamped with number only. They are ordered under their specific
list or symbol.
LESSON I.-INSPECTION OF A BUILD-UP BLOCK.
. Measure with scale the length 23 inches.
. Measure with scale the width and thickness # inch.
. Set combination Square to 1% inches and test length of step.
. Set combination Square to 4 inch and test drop.
. Try Sides for Square with bottom, using combination square or steel try square.
See that all sharp edges are removed and parts are stamped with list or identifying
Inumber.
i
EQUIPMENT NECESSARY FOR INSPECTION.
12-inch machinist’s scale.
12-inch combination square.

|
—#}
#
;
/ " / “
-— /# —º-º- /á, —º-
FIG. 1.-Build-up block. No. 1 O. H. steel, g-inch Sq. “f” all over.
(13)
14
LESSON II.-INSPECTION OF A BOLT HOLDER.
. Try length with scale 3% inches.
. Try width with scale 2 inches.
. Set combination square to $ inch and try this depth of slot.
. Set spring calipers to $ inch and try thickness through bottom of slot.
. Set spring calipers to # inch and try each side of slot to see if slot is central.
. Test sides with bottom for squareness, using combination Square or try Square.
. Test width of slot with #-inch plug.
. See that all sharp edges are removed and parts are stamped with list or identifying
number. -
EQUIPMENT NECESSARY FOR INSPECTION.
12-inch scale.
12-inch combination Square.
Spring calipers.
§-inch standard plug.
A. | º
g
yº tº º -> --> ºr sº º ---------------------|-- ' w
-*. #
A o
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-: -34 -] T Ajg->
FIG. 2.-Bolt holder. No. 1 O. H. steel, 1%; by 2i; inches “f” all over.
&# orºzz
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7.
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EIG. 3.-Slide gib. Stock 1% by § inches, B. D. No. 1 O. H. steel. Make two.

15
1
2.
3
4
:
:
LESSON III.-INSPECTION OF A SLIDE GIB.
With scale measure length, width, and thickness. 9
Measure distance between holes “A” measuring from inside edge of one hole to
outside edge of other hole which will equal center distance, using scale.
Approximate distance of all holes from the edges and ends with Scale reading
# inch, # inch, and 1% inch.
See if oil hole is approximately 24% inches from one end (using scale); also see if
hole is countersunk to receive and hold oil.
See if corners are removed as per drawing and all sharp corners and burrs are
removed and parts are stamped with identifying number.
EQUIPMENT NECESSARY FOR INSPECTION.
Machinist's scale.
LESSON IV.-INSPECTION OF A COLLAR.
. Try hold with # standard plug gauge and have free fit (not loose).
. Set spring calipers by scale to 13 inches and test diameter.
. Set spring calipers by Scale to # inch and test length.
. See that sides are square with hole by inserting plug in hole, allowing to extend
out of hole, and test with Small steel try Square.
. See that all sharp corners are removed and parts are properly stamped with list or
identifying number; also see that entrance of tapped hole is countersunk to
remove sharp edge.
EQUIPMENT NECESSARY FOR INSPECTION.
6-inch scale
#-inch standard plug gauge.
Spring calipers.
13-inch steel try square.
H
-----
|
amº sº amº ºr wº
—
-4-
FIG. 4.—1}-inch Rd. No. 1 C. R. O. H. steel.
LESSON W.—INSPECTING A COLLAR WITH TWO DIAMETERS.
. Try hole with # rod or plug, which must go in loose; no fit required.
. Test tapped hole with # inch x 18 United States standard plug thread gauge.
. Set combination Square to 1% inches and test the length from small end.
. Set spring calipers to $ inch and try # dimension.
. Measure to center of hole # inch from end (approximate).
. Note #3 radius on four corner only approximate; also see that all sharp corners
and burrs are removed and parts stamped with proper list or identifying number.

16
l
-—Z * —-
EQUIPMENT NECESSARY FOR INSPECTION.
6-inch scale.
6-inch combination Square.
# inch x 18 United States standard thread plug gauge.
*ar
wº- J’
A.324/ZZ 3*.*
Vº2 /


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—4
- ze y”
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FIG. 5.-13-inch Rd. No. 1 O. H. steel “f” all over.
LESSON VI.-INSPECTING A SMALL COLLAR FINISHED ALL OVER.
. See that the number 101 J is stamped clearly on part.
. Try hole with 5-inch standard plug gauge, which should fit free, but not so free as
to shake. Finish should be Smooth.
. Try diameter with 4-inch standard ring gauge, collar to push freely through ring
gauge without being loose, and should fit the same all of its length, and finish
should be smooth.
. Set spring calipers to # inch by scale, and test length, feeling lightly and not
Springing calipers over.
. Push on lathe mandrel by hand, place on bench centers, and with indicator test
for concentricity.
. See that ends are Square with sides, using try-square.
. Note if one edge around hole is slightly rounded.
J//3/4/y, zoozza & A/3 coz-zzez

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#364 F-H
3. Sta_ f
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FIG. 6.-C. I.-101 J. Material # inch Rd. No. 1 O. H. steel “f” all over.
17
2
i
EQUIPMENT NECESSARY FOR INSPECTION.
#-inch standard plug gauge.
#-inch standard ring gauge.
3-inch or 6-inch scale.
1%-inch or 3-inch try-square.
Spring calipers.
Bench centers.
Lathe mandrel or arbor.
Lathe indicator.
LESSON VII.-INSPECTION OF COLLAR WITH ROUNDED EDGES.
. Test hole with g standard plug gauge (good fit). -
. Test 4 inchk 20 United States standard tapped hole, with # inch x 20 United States
Standard thread plug gauge.
. Set spring calipers to 1 inch on scale and try outside diameter.
. Set spring calipers to # inch on scale and try length.
. See that tapped hole is approximately in center, using Scale.
. See that corners are rounded ſº inch radius, as per drawing (approximately).
. See that parts are stamped properly with the list or identifying number.
EQUIPMENT NECESSARY FOR INSPECTION.
§-inch standard plug gauge.
# inch x 20 United States standard thread plug gauge.
Spring calipers.
6-inch scale.
*_rs. (ZJ J Za.
*-*
FIG. 7.-C. L.-97 J., 1 inch Rd. B. D. No. 1 O. H. steel.
LESSON VIII.-INSPECTION OF SELIPPER ROD.
. Test diameter “A” with # inch standard ring gauge. (See that gauge goes up to
shoulder.) *
. Test thread at “B” with # inch x 13 United States standard thread ring gauge.
. Test length of “A” 1 # inches with scale.
. Measure length from shoulder “C” to pin “D” (6% inches—# inch-H6; inches, ob-
tained by subtracting one-half the diameter of pin).
. Set combination Square to 8% inches and measure over all. (NOTE.-It will not be
necessary to measure the # dimension, as it has been taken care of by the other
measurements.)
. See that pin is tight by tapping on hard wooden block.
. Note if end is beveled, all burrs and sharp corners are removed, and parts properly
stamped with list number on end “E.”

18
4l
:
EQUIPMENT NECESSARY FOR INSPECTION.
#-inch standard ring gauge.
} x 13 United States standard thread ring gauge.
12-inch combination square.
6-inch scale.
-
#sed R 6
C
f
j
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-
d
3"
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/A# 6#
8 #
& # -/3 assed
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FIG. 8.-Shipper rod. Material 13 inches square. No. 1 O. H. steel 1 P. L.-65 P.
©e
LESSON IX.-INSPECTING A SLIDE GUIDE GIB.
. Test holes “A” with #-inch rod or plug (to go in free).
. Scale 13-inch distance between holes with scale measuring from inside edge of hole
to outside edge of other hole, which will equal center distance.
. Measure over all dimension 3 inches with scale.
. Measure # dimension from one end only, as length measurement takes care of the
other end.
. Try width with scale— I's plus # equal #3 or 14.
. Measure thickness with scale.
. Measure 3-inch distance from edge of bevel to holes (approximately).
. Set bevel protractor to 45 degrees and test bevel, which should be quite accurate.
(3)
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Fig. 9.—Slide guide gib. 1–13 by , inch. No. 1 O. H. Steel.











19
EQUIPMENT NECESSARY FOR INSPECTION.
#-inch rod or plug.
Bevel protractor.
6-inch scale.
LESSON X.-INSPECTION OF BRAKE GUIDE ROD.
. Test diameter of body with #-inch standard ring gauge (to go on but not loose).
. Test thread with 4 x 13 United States standard thread ring gauge.
. Measure with scale the 64-inch length from head.
. Measure length of thread 5 inches with scale.
. Measure length of shoulder # inch with scale.
. Measure thickness of head 4 inch with scale.
. Set spring calipers to 1*; on scale and test diameter of head.
. Test # diameter with 3-inch standard ring gauge (to be free).
. Note that all sharp corners and burrs are removed and parts are properly stamped
with list or identifying number.
EQUIPMENT NECESSARY FOR INSPECTION.
3-inch standard ring gauge.
# inch x 13 United States standard thread ring gauge.
#-inch standard ring gauge.
Spring calipers.
12-inch scale.
(º)
Ns)
&
*
7–4– * *
*
FIG. 10.—Brake guide rod. 1;-inch Rd. No. 1 O. EI. steel.
LESSON XI.-INSPECTION OF A SHAFT PULLEY.
1. Test 1-inch hole with 1-inch standard plug gauge; plug gauge to be a wringing fit.
2. Test tapped hole with $–16 standard W. thread plug gauge.
3. Set spring calipers to 3 inches on scale and try largest diameter.
4. Set spring calipers to 2 inches on scale and try diameter of hub (tolerance ºr inch).
5. Set spring calipers to 2 # inches on scale and try length over all.
6. Set combination square to #3 inch and test length of hub.
7. Push on 1-inch lathe mandrel or arbor place between bench centers, and with
lathe indicator test for concentricity (should run reasonably true).
8. Set bevel protractor at 2 degrees and test angle of crown.
9. Set combination square to lºs inches and see if tapped hole is approximately in the
Center.
10. See that the proper list number is stamped thereon and that all sharp edges are
removed.

20
EQUIPMENT NECESSARY FOR INSPECTION.
1-inch standard plug gauge.
# inch x 16 standard W thread plug gauge.
6-inch scale.
Combination square.
1-inch lathe mandrel or arbor.
Bench centers.
Lathe indicator.
Bevel protractor.
:
8
10.
4- CA s7-//row z' a/ over

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º © 2:
=HH
| 2.
| "Zg
* * * * * * -ºº º|= * * * * * * * *-
Trr "—ll— — ,2TS • - –2 —?"— -
tº = | 2 sº
#ºesnazz ----- - - -7 --- - - - - - -

FIG. 11.-Shaft pulley.
LESSON XII.-INSPECTION OF A GRINDER SHAFT.
. Test thread on one end with 3-inch x 13 standard thread ring gauge and the
other end with 3-inch x 13 standard thread ring gauge. NoTE: Right-hand
thread is always understood if not otherwise specified.
. Measure length of threads +} inch with scale.
. Measure from ends to shoulders with scale—# plus 1's equals 1} inches.
. Test 3-inch diameters with 4-inch standard ring gauge.
. Test #-inch diameters with #-inch standard ring gauge.
. Set combination square to 6% inches and test length from shoulder to shoulder.
. Set combination square to 3 inches and test from shoulder to set spot (34 inches
minus + equals 3).
. Set spring calipers on scale to # inch and test thickness through set spot.
. Place “V” block on surface plate and roll shaft and test for concentricity with
lathe indicator, or place between bench center and test for same with lathe
indicator.
Note if sharp corners and all burrs are removed and parts are properly stamped
with identifying number.
21
« »
EQUIPMENT NECESSARY FOR INSPECTION.
#-inch x 13 standard V ring gauge.
3-inch x 13 standard V ring gauge, left-hand.
3-inch standard ring gauge.
12-inch combination square.
#-inch standard ring gauge.
6-inch scale.
“V” blocks and surface plate or bench centers.
Lathe indicator.
Spring calipers.
4×724.szzºz.) aware-
J -4.
# :*~~~~. If l Elf.4%
–(3)-ſº º *—- -j-Hº Hig gº tº
|# /s" —3#"— . . . Z. % #:
_º’ &
tºº.
~/
FIG 12.-Grinder shaft.







STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
&
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
Service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims Section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War
Risk Insurance or the chief medical adviser of the Bureau of War
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man's own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
(22)
23
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in the line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the Service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife, and one child, $55.
For a man, wife, and two children, $65.
For a man, wife, and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each ad-
ditional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
paid.
24
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the precentage or the reduc-
tion in the man’s earning capacity; and, secondly, by the number of
persons in his family on whose account he is entitled to receive com-
pensation, and that such compensation may diminish or increase
accordingly as these factors may change. That is to say, a man
who is totally disabled' is entitled to compensation for total disa-
bility, which may be $30 a month, $45 a month, $55 a month, etc.,
accordingly as he is a single man, a married man with no child, or a
married man with a child, etc. When his total disability becomes a
partial disability and his earning capacity is diminished 50 per cent,
the compensation to which he is entitled from that time on is only 50
per cent of the compensation to which he was entitled when he was
totally disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such
injuries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or appointed
by the director as frequently and at such times and places as may
be reasonably required. If he refuses to submit to such examina-
tion or in any way obstructs such examination, his right to compensa-
tion is suspended until such refusal or obstruction ceases, and every
person in receipt of compensation for disability shall submit to any
reasonable medical or surgical treatment furnished by the bureau
whenever requested by the bureau, and the consequences of unrea-
25
sonable refusal to submit to any such treatment shall not be deemed
to result from the injury compensated for.
In addition to the aforementioned compensation, the injured person
is entitled to reasonable governmental, medical, Surgical, and hospital
services, and will be furnished such supplies, including artificial
limbs, trusses, and similar appliances, as may be useful and reason-
ably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday. -
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the person
entitled to receive compensation may be required to assign to the
United States any right of action he may have to enforce such
liability of such other persons, or to prosecute the action in his own
D.8, Iſle. *
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be
$30. The Vocational Board, however, allows a certain monthly
amount to a man for board and subsistence. The amount allowed
a single man for subsistence by the Vocational Board monthly is
$35. Thus a single man receiving vocational training would receive
$30 monthly, from the bureau and $35 from the Vocational Board,
making a total monthly payment of $65. An officer who accepts
vocational training would of course receive a monthly payment equal
to his last month's pay in the service and would not receive any
26
sº
allowance for subsistence from the Vocational Board, nor would any
allotment be required as in the case of an enlisted man.
It is of prime importance that all men who are discharged from
the service disabled should continue the payment of the premiums
due on their insurance by check, draft, or money order payable to
the Treasurer of the United States, and sent to the disbursing clerk,
Bureau of War Risk Insurance, Washington, D.C. Unless such pay-
ment is made, their insurance will lapse and they will be deprived of
its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical adviser of the bureau, the
Overpayment of premiums will be refunded to him; but if he fails to
make the payments and is not found to be totally and permanently
disabled, his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensation,
he may not be entitled to the benefits of his insurance, as insurance
is payable only in case of death or in the event that the insured
becomes totally and permanently disabled.
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD FOR
WOCATIONAL EDUCATION.
All disabled soldiers, sailors, or marines, whether in or out of the
hospital, should address their communications either to the Federal
Board for Vocational Education, Washington, D.C., or to the district
office of the Federal Board of the district in which the correspondent
resides. Information concerning these districts and their respective
offices follows:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass.
District No. 2.-Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York.
District No. 3.−Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6.-Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7.-Ohio, Indiana, and Kentucky. Office: 1212–14
Mercantile Library Building, Cincinnati, Ohio.
District No. 8.—Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.-Iowa, Nebraska, Kansas and Missouri. Office:
815–824 Chemical Building, St. Louis, Mo.
District No. 10.—Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.—Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 12.-California, Nevada, and Arizona. Office: 997
Monadnock Building, San Francisco, Cal.
District No. 18.-Montana, Idaho, Oregon, and Washington.
Office: Room 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O
(27)
- . . . * ; ,
º * ; * -
… ?, ?” “* : . ;
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* ‘. ...’,
C’ :*
*
A-"
-vrºſ TT1,
Rehabilitation Monograph Joint&Series No. 25 | .
- p Swſ: c; hºck"
Č
/
:
*~3
f
SPECIFICATIONS AND PROSPECTUS
Joint Series of Rehabilitation Courses
for Disabled Soldiers
* ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
- IN COOPERATION WITH THE
SURGEON GENERAL’S OFFICE
AND THE
BUREAU of war RISK INSURANCE
February, 1919
(FIRST EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICR
1919 Af

As a disabled soldier, sailor, or marine you should remember that the
Office of the Surgeon General, War Department, the Bureau of War
Risk Insurance, Treasury Department, and the Federal Board for Voca-
tional Education are mutually interested in your welfare solely. They
have arranged a definite plan of cooperation to help you in every pos=
sible way. You can not afford to leave the hospital until the medical
officers have done everything that they can for you to restore you to
physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital has
provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos=-
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult thein early in
your hospital career.
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hos=
pital Educational Service or the representative of the Federal Board
for Vocational Education.
Men discharged from the military or naval service who want infor= .
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and Seattle. (See addresses on p. 31.)
**
(2)
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
MEMBERS. *
DAVID F. Houston, Chairman, JAMES P. MuNROE, Vice Chairman,
Secretary of Agriculture. Manufacture and Com/merce.
WILLIAM C. REDFIELD, CHARLEs A. GREATHOUSE,
Secretary of Commerce. Agriculture.
WILLIAM B. WILSON, ARTEIUE E. HoLDER,
Secretary of Labor. - Labor.
P. P. CLAxTON,
Commissioner of Education. f} * Q
EXECUTIVE STAFF.
/ C. A. PROSSER, Director.
LAYTON S. HAWKINS, Chief Vocational Education Division.
CHARLEs H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in the general
hospitals and after their discharge, the Surgeon General’s Office
and the Federal Board for Vocational Education cooperated in the
preparation of a series of courses of study. These courses are tenta-
tive and suggestive. They may, however, be accepted as models so
far as their form and principles which govern their organization are
concerned, for all courses, whether academic or vocational, where
the adjustment of materials is intended to be made to suit the
individual capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of:
Prof. David Snedden, president of the National Society for
Vocational Education.
Maj. M. W. Murray, Surgeon General’s Office.
Prof. George A. Works, Federal Board for Vocational Educa-
tion.
M. W. Haynes, secretary of committee.
The committee was assisted by a large number of specially quali-
fied experts. Special mention should be made of the service of Maj.
A. G. Crane, Sanitary Corps, who is responsible for the formulation
of the specifications of the courses.
LOTUs D. CoFFMAN, Ҽ
Surgeon General's Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(5)
PREFACE.
This bulletin was prepared under the direction of the Joint Com-
mittee on Courses of Study for Disabled Soldiers by Maj. A. G.
Crane, Sanitary Corps, from the Division of Physical Reconstruc-
tion, Surgeon General’s Office.
These specifications were originally issued in mimeographed form
for the guidance of collaborators who were preparing courses for the
committee. By publishing the specifications for more general dis-
tribution it is desired that anyone who is engaged in similar lines
of instruction will feel inspired to submit suggestions, outlines, or
manuscripts for Some of the courses listed or even for new lines and
courses. The field of usefulness for these courses evidently will not
be limited to the war emergency but will find many applications in
peace times; in night schools, continuation classes, civil hosiptals, and
in many forms of vocational training.
All criticisms and suggestions will be greatly appreciated.
Criticism by instructors in Army service should be addressed:
To: Surgeon General of the United States of America, Division of
Reconstruction. Attention of Committee on Course of Study.
Subject: Revision of Unit Course of Study, Specifications and
Prospectus. :
Criticism by instructors under supervision of the Federal Board
should be addressed:
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Specifications and
Prospectus.
(6)
SPECIFICATIONS AND PROSPECTUS FOR THE JOINT
SERIES OF REHABILITATION COURSES FOR DISABLED
SOLDIERS.
Profiting by the experience of European countries, America un-
dertook to provide curative work for the men in the Army hospitals.
The primary purpose of such work is to hasten the physical and
mental functional restoration of the disabled and sick soldiers.
Curative effects are of two kinds—specific and general. In many
cases the activity has a direct therapeutic effect upon the disability.
Stiff joints and weakened muscles are made to function by exercise
on the typewriter, on treadle and crank machines, by knitting, basket
making, carving, weaving, planing, hammering, gardening, etc.
Erratic and weak hearts are strengthened and steadied by regulated
exercise. In other cases the therapeutic effect is more general, but
*none the less valuable. The disability is such that exercise can not
reach it directly, but the general improvement in physical tone will
stimulate all bodily processes and hasten recovery.
The therapeutic effect of any activity depends almost directly upon
its appeal to the man, upon the degree to which it enlists the man’s
interest and effort. To the extent that it engrosses his attention,
occupies him completely, and calls forth his best cooperation, it will
bring forgetfulness of disabilities, give hope instead of despair, and
improve the chances for full functional restoration. In some cases
the activity farthest removed from the man's ordinary vocation will
present the strongest and most immediate appeal. With most men
during the time of greatest weakness, perhaps while still confined to
the wards, the activities which are merely diversional, novel, simple,
and without exacting standards will present the greatest appeal.
Other men will be most interested in things which have an appeal
because of their future usefulness. Most men as their strength re-
turns will turn away from the merely momentary diversional occupa-
tions to those which have more promise for future usefulness. No
man should be allowed to continue in trivial temporary employment
when something more useful and likely to call out greater effort
can be provided. For most men, then, the things likely to be useful
will make the greatest appeal and hence exert the greatest curative
effect. It is this that makes vocational education so valuable an
Q
(7)
8
agency in restoring men to full physical and functional activity.
The curative workshops, fields, and classrooms exert therapeutic
value because they give useful knowledge and skill which appeal to
the men as well worth while.
Great variety of activities in unlimited amounts and adapted to
peculiar limiting physical conditions are required. To find occupa-
tions suitable for men warying not only in physical disability, but
in natural equipment, in social, educational, and vocational acquire-
ments is a difficult task. To supply these varied activities in proper
quantities educational activities are enlisted. Properly devised, a
school can furnish curative diversional and useful activities in great
variety, capable of full control and suitable for men of all degrees
and conditions.
A factor which greatly increases the future usefulness of educative
activities for the disabled man in Army hospitals is the possibility
of continuing his education after his discharge under the direction
of the Federal Board for Vocational Education. To be able to make
real progress toward his vocational education while still in hospital
makes a strong appeal to an ambitious man. It is a stimulus for
effort, a sure hope of future success which will exert wonderful in-
fluence in hastening and improving his chances for recovery. It is
the best tonic to cause the man, discouraged by physical disability,
lulled into lethargy by unwonted attention and idleness to “buck up "
and determine that he will recover and fight his own fight and ask
no odds from charity and benevolence. The hospital school then
must plan to become the preparatory department, giving the men
full functional restoration and inspiring them with a desire to con-
tinue their rehabilitation after discharge with the Federal Board for
Vocational Education. -
It is evident that an educational agency to meet these conditions
will presant many variations from conventional instruction. Its
limitations are definite and determinative. Its activities must always
be so planned and conducted as to exert a curative effect upon each
man's disability. To be of greatest curative value it must give great-
est appeal, which means it must be of greatest use to each man. This
requires that the instruction must take into account the mental,
physical, social, educational, and vocational history and future of
each man. The men represent quite fairly the young men of the
United States. They come from all sections of the country, repre-
senting many nationalities, with all varieties of social inheritance,
industrial and commercial experience. Whatever is true of Ameri-
can young men everywhere is true of these men. The majority of
them have only a limited common-school education. An alarming
number can not read and write English. Many can not even speak
9
English, though all have some understanding of oral English.
Mental tests show a surprising number of men low in general intelli-
gence. The future of such men present perplexing problems.
Trained vocational teachers are scarce and instructors are often
recruited either from craftsmen lacking in training for teaching or
from teachers lacking craftsmanship in the vocation. For either of
these guidance is needed. These courses aim to be real helps to in-
structors and by defining, well-planned, expertly selected subject mat-
ter give maximum progress to the students within their limitations.
Visualize, if you will, the woodshop instructor who is confronted
with a group of men planning to be farmers. The time of each is
very limited. The type of farm to which each plans to return may
be known. The instructor has for his help three short, elementary
unit courses for three common types of farms—poultry, dairy, and
general farms. Men can be given instruction in the use of common
woodworking tools through some common applications directly bear-
ing upon the chief vocational interest. This increases the appeal to
the men with a resulting increase in effort and curative value.
Or consider the instructor in English who has a dozen different
short unit courses to fit the needs of prevailing types of men. His
students may be non-English-speaking illiterates, non-English-speak-
ing men educated in their native languages, English-speaking illit-
erates, men with elementary education or men with higher schooling.
English is probably not greatly different for them all, but effective
instruction in English will present many variations. The variety of
courses offered aims to help the instructor to make suitable adjust-
ments. The same might be said of the series of arithmetic units, each
with its vocational setting for its motivating principle.
Such manuals did not exist. They had to be prepared. To pre-
pare them a joint committee from the Surgeon General’s Office and
the Federal Board for Vocational Education was created. Funds
for the expenses of the committee and the collaborators were pro-
vided by the Red Cross. The committee operated by engaging ex-
perts to assist in their several lines. Each collaborator advised in
making the list of unit courses necessary to cover his field. This
is called the “break up ’’ in that field. Certain units were then se-
lected by the committee as the first ones to be prepared by the collabo-
rators. It was not planned to prepare all the units listed in any field
of instruction but to outline the field by a list of proposed unit
courses and use the few that are prepared as samples which with
these “Specifications' will serve as guides for anyone interested to
prepare the others later. It thus becomes a great cooperative plan
which can be extended to cover the entire field of this short-course
type of vocational instruction.
103965°–19—2
10
To prepare such manuscripts it soon became evident that very
definite directions would be needed for the guidance of collabora-
tors. Thus the Specifications were created. Like the builder of a
house who is not an architect himself still defines the task for his
architect, so the committee set the task for the expert. The expert
employs his knowledge in Selecting and grouping the matter for in-
struction and in suggesting the methods.
As the “Specifications * themselves are necessarily in mechanical
form it may be well to call attention briefly to some of their dis-
tinguishing characteristics. Each unit course states very definitely
the type of man for whom it is intended, the length of time that will
be required by an average student to complete the course and the goal
which he should reach at the completion of the course. There is some
danger in thus setting up the target because it makes failure to
achieve the purpose of the course more evident. They are in no sense
general courses but each is definite and pointed, aimed at some stated
target.
The courses are not textbooks or even syllabi, but really manuals
referring wherever possible to published texts. Bibliographies are
limited purposely to a small critical list of books which the author
thinks will best serve the particular purpose of that unit.
Each unit tries to give some definite knowledge and skill in some
specific task. This is not a logical, historical, chronological, or ortho-
dox method in making textbooks. Many short, simple courses may
include many processes some of which are really quite advanced and
no attempt can be made to give more than a smattering of such
processes. Each unit aims to fit the man to do something for which
there is use in life. If he finishes but one unit he has something com-
plete rather than a fragment of a more ambitious course. It may be
but a penny, but it is coin of the realm rather than the promise of a
fraction of a dollar, valueless until the phole is earned.
Most courses present distinct student-lesson sheets telling the stu-
dent in detail the steps he must take in that lesson. The aim is two-
fold, to train the student in self help and to relieve the instructor,
thus making possible more individual instruction. The nearest
analogy to these lesson sheets are the lessons sent out in correspon-
dence instruction. The aim is to make the instructor the advisor and
helper of the student when difficulties present themselves.
Each unit aims to provide alternate exercises, supplemental read-
ing, etc., for individual adjustment to needs of differing students.
In some respects the courses may seem to be mechanically following a
rather formal outline but in these opportunities for variation they
provide for initiative and play of student and teacher's curative
powers.
11
Whenever they existed, use has been made of practical tests and
scales for measuring progress of students. Preference is given to
objective standards. To work out standards for the industrial
courses is an attractive problem for the users of these manuals. Ob-
jective, practical standards will be real contributions to vocational
education. Wherever such standards exist and first and final ratings
are made it will be interesting to note what adults can accomplish in
short intensive training. -
The future application of these manuals can only be determined
by trial, but many possibilities are apparent. The crippled in indus-
try need rehabilitation as much as disabled soldiers. If the plan
proves helpful for one, why not for the other? Adults and adole-
scents everywhere need vocational training to replace the vanishing
apprenticeship. Night schools, continuation classes, short courses
everywhere might profitably use these or similar manuals. Perhaps
public-school curricula making can profit from some of the lessons
that will result from this governmental experiment in education.
OUTLINE OF SPECIFICATIONS.
Definition: A unit course of study shall be defined in these speci-
fications as an organized unit of instruction comprising suggestions
for teachers and instruction sheets for students.
All unit courses must conform to standards 1 to 8, inclusive.
1. All courses are to be adapted to the needs of disabled soldiers.
2. All material is to be written in short-unit courses.
3. Each unit must be reasonably complete within itself.
4. Each unit must be related to the other units of the course.
5. Each unit should be correlated with agencies of later instruc-
tion.
6. Each unit must provide for modification to suit individual
needs. *
7. Each unit must be adapted to individual instruction rather
than class work.
8. Each unit should be divided into definite lessons, jobs, or tasks.
Manuals for instructors must conform to standards 9 to 14, in-
clusive.
9. Each manual for instructors must provide directions for con-
ducting the work. 4.
10. Each manual must include description of qualifications of
student for whom the course is intended.
11. Each manual must state the attainment or advantage expected
to be derived by the student. -
12. Each manual must state the approximate time required to
complete the unit course.
12
13. Each manual must list the necessary equipment and materials.
14. Each manual should suggest standards for measuring, rating,
and recording the work of the student. *
Students’ instruction sheets must conform to standards 15 to 18.
15. Students’ instruction sheets should be provided to be used
separately, lesson by lesson. J 4
16. Each lesson sheet must give references for required study, giv-
ing book and pages for each lesson, job, or task.
17. Each lesson sheet must give a specific statement of the task,
job, problem, or experiment constituting each lesson.
18. Each lesson sheet must provide questions for further study.
SPECIFICATIONS.
(Revised, December, 1918.)
1. All courses are to be adapted to the needs of disabled soldiers.-
| These specifications are all devised for instruction in Army hospitals ---
and in schools approved by the Federal Board for Vocational Educa-
tion for training disabled soldiers.
Collaborators should confer with the committees of their respec-
tive fields for further specific information relating to their special
fields.
2. All materials are to be written in the form of short-unit
courses.—The short-unit plan is fully explained in the following:
(1) “Short Unit Courses for Wage Earners,” Bulletin No. 159,
United States Department of Labor, Bureau of Labor Statistics.
(2) “Evening Industrial Schools,” Bulletin No. 18, Federal Board
for Vocational Education.
3. Each unit must be reasonably complete within itself-The task
involved in the instruction of disabled Soldiers is to give each man
as complete a mastery of the project selected as is possible in his
available time. However elemental the project selected may be, it
should be a whole rather than a fragment. Each unit course must
give the man some usable unit of knowledge or skill. Another
reason for requiring that each unit be complete is that each may be
printed separately.
4. Each wnit must be related to the other units of the series or
group so that the student may pursue cumulatively any other units
desirable or possible within his limitations of time or physical con-
dition.
5. Each unit should correlate with units that may be offered by
agencies of later instruction.—The Federal Board for Vocational
Education has been designated by Congress as the agency to reedu-
cate all soldiers and sailors after their discharge whom the Bureau
of War Risk Insurance decides have suffered a disability of 10 per
cent or more. Prior to their discharge all sick and disabled men
in general hospitals are in charge of the Surgeon General of the
United States Army. In order to insure continuous progress for the
men it is necessary that the work before and after discharge should
\
(13)
14
be carefully integrated. It is to effect this that these agencies have
cooperated in the preparation of these courses.
6. Each unit course must provide for modification to suit indi-
widual needs.-The men present every conceivable variation in social
and industrial background, in schooling, in mental ability, in phys-
ical condition, in needs, aims, and purposes. The course of study
must provide for fitting the individual’s needs. One device for this
will naturally be a supply of alternate exercises, graduated in diffi-
culty so that men of varying ability may still use the same course
but vary in the amount and degree of work mastered.
Supplemental reading and suggested projects for individual varia-
tion will be helpful. Above all it must be made clear to the in-
structor that such wealth of material is not for all students, but
that he must select the material suitable in degree and amount for
each student’s need. t
7. Each unit course must be adapted to individual instruction
'rather than class work.-Because of the diversity in physical con-
dition, capacity, aims, and attainments of the students instruction
must necessarily be on an individual basis. The possibility for class
instruction must be left largely to the judgment of each instructor,
according to the conditions existing in his particular group.
8. Each unit course should be divided into definite lessons, jobs, or
tasks.-A “lesson’ does not necessarily mean an amount of work
to be completed in one session or any definite period of time. The
time required for the different jobs or tasks comprising the unit may
vary considerably. One lesson might be accomplished in one hour
while another might require five hours; also the number of such
lessons in a unit will vary with the content of the unit. There might
be three lessons or there might be 25.
9. Manual for instructors.--This should include general direc-
tions or suggestions for conducting work. These should be definite
and helpful, applying specifically to the particular unit course.
They should be written sufficiently clear and complete to enable
the instructor to conduct the work to the best advantage. All parts
of the course which might be included in the instructors’ manual
should be so prepared that they can, if desired, be printed sepa-
rately from the students’ instruction sheets. The manual will also
specifically include items 10 to 15 following.
10. A description of the qualifications of students for whom the
course is intended, is necessary with each unit course.—It is prob-
able that in many subjects several courses will have to be prepared
in order to meet differences in student attainments, capacities, time,
and purposes. For example, in English, courses in friendly letter
writing may be needed for several types of men, such as non-English-
speaking men, English-speaking iliterates, men with lower elemen-
15
tary education, men with grammer-grade education, men with Sec-
ondary education, and perhaps men studying to become teachers of
English.
In tractor operation, courses might be made for men with farming
experience, and for men without it, for men was gas-engine experi-
ence, and for the novice.
In auto mechanics, courses might contain units like the following:
Carburetors, their care and adjustment, for men without experi-
ence who wish to become car owners and amateur mechanics.
Carburetors, their care and adjustment, for men with drivers’ and
amateur mechanic's experience who wish to become garage men.
Carburetors, their care and adjustment and repair, for men with
general garage experience who wish to become carburetor specialists.
11. A statement of the specific aims of the course, or the attain-
onents and advantages to be derived by the student by reason of com-
pleting the course is also important. In some cases this is implied in
the title of the unit, as in “lettering for printers”; it is desirable,
however, to have this more fully explained in some such form as:
“This unit is intended to train the printer to sketch title pages or
other display work in such a manner as to show the use of the vari-
ous forms of letters and the arrangement of mass to the best ad-
vantage.”
English friendly letter writing for non-English-speaking men
mentioned in No. 9 might have as its purpose: “This course aims to
prepare the man to carry on very simple friendly correspondence
in English and to acquaint him with helps and manuals for further
study and improvement.”
12. Approa'imate time required to complete the unit course.—Most
of the men for whom these unit courses are intended will not be able
to complete long courses. While in the hospitals they will be limited
to the period of convalescence and after their discharge from the
Army they will desire short, intensive, vocational preparation. The
man's circumstances will determine the extent of his instruction.
The instructor must advise work for each man such that he can
properly complete one or more definite unit courses during the time
at his disposal. To enable instructor and student to make proper
choices requires that the length of time needed for the completion
of each unit be definitely stated. Such statement should be made
in total number of hours including instruction, study, recitation, and
practice necessary for an average student of the grades for whom
the course is prepared. In most courses the topic itself will de-
termine the length. In some subjects such as penmanship the time
available for the course may determine the content. The possi-
16
bilities for cumulative work in several unit courses permits of more
extended study by those who can avail themselves of it.
In general, short unit courses are preferable to long ones. From
15 to 30 hours of instruction, study, recitation, and practice will be
suitable.
13. Necessary equipment, materials, and working conditions.—The
teacher of the course and the hospital or School authorities must
have a definite statement of the equipment and materials necessary
to carry out the work of the unit course. The list should be suffi-
ciently definite and complete to serve as a guide for the school which
intends to introduce the course and must secure the necessary equip-
ment and materials.
14. Standards for rating students.-Upon the completion of any
unit course the student should be given a certificate stating his rating
for the course. Duplicates of all certificates granted should be kept
on file by the school for future reference.
It is intended that all certificates given for completion of the unit
courses issued by the Committee on Courses of study for Disabled
Soldiers under the direction of the Surgeon General’s Office and the
Federal Board for Vocational Education, shall be honored by all
schools under the supervision of either of these agencies, so that the
student transferring from a hospital School to another School may
receive due credit for the work done in the former school, and may
take additional units in the second School. It is, therefore, desirable
to establish some uniformity or standardization in the methods of
rating and recording of the work of students.
Each subject will require its own peculiar method of testing and
rating the achievement of the student. Wherever possible, the
standard tests already in common use should be employed. For ex-
ample, in penmanship, use the Thorndike or Ayres Penmanship
Scale. Civil-service tests might be employed for some subjects. In
subjects for which no such standard tests are available, the writer
of each unit is requested to propose standards of achievement or
proficiency to be attained by students, together with methods of
rating and recording the students’ work.
15. Students’ instruction sheets.-In most cases separate lesson or
instruction sheets for students must be provided. These, if prop-
erly planned, will conserve the instructor's time and give the student
valuable training. It is desirable that each unit course also include
in the introductory section ample directions to students for proceed-
ing with the work. These directions should be written in language
within the students’ comprehension. It should be borne in mind
that a large percentage of the men who will take these courses have
never gone beyond the sixth or seventh grades of the elementary
schools. All directions to students should therefore be very definite
17
-
and explicit. Each lesson sheet should specifically include items
16 to 18 following.
16. References for required study.—It is the purpose of these
courses to utilize existing material as far as it is available. There-
fore, standard textbooks are preferred where practicable. It is also
desirable to acquaint the student with the best sources of informa-
tion on his specialty, and to develop his faculty for self-help and self-
culture.
Care should be taken, however, to avoid using too many reference
books for any given unit. Two or three of the most available books
or bulletins used as basic tests will be better than a larger number.
The reference should contain the specific information necessary
for the student to understand and perform the task immediately
before him, and should give author or title and page, so that he can
turn readily to it. For example, “Smith, Modern Gasoline Automo-
bile,” pages 117–124.
It is frequently feasible to list the reference books by number
rather than to give full name and author and title every time. In
this case if the book above mentioned is numbered 3 in the list of
reference books, the reference would read: 3: 117–124. This means
and the student will turn in book No. 3 (Smith, Modern Gasoline
Automobile) to pages 117–124 and study the same before proceed-
ing with the practice manual or experimental part of the lesson.
Collaborators in providing reference lists will indicate, in addi-
tion to author, titles of books, bulletins, or trade plublications, also
place and date of publication, publisher, and price, and where de-
sirable a brief statement of the content and particular usefulness
of the publication. º
17. Specific statement of the task.--—This should tell the student
exactly what to do, with sufficient directions as to how to do it, and
the results to be expected.
For many of the unit courses contemplated, excellent detailed
lesson sheets have already been produced by correspondence schools,
by extension departments of colleges, and by manufacturers of vari-
ous lines. Wherever such lessons are found to comply with the
specifications herein given, they may be used without attempting to
rewrite the material, when not copyrighted, in which case due credit
should be given.
References can be made to copyrighted phaterials when it is be-
lieved that such materials can be procured for the use of students.
18. Questions for further study should be inserted at frequent
intervals, preferably as a concluding part of each lesson. These
questions should be formulated with the idea of directing the mind
of the student to the essential and important points in the lesson
or immediately related thereto.
18
SUMMARY.
In order to conform with the intent of these specifications, each
unit course should be written according to the following outline:
PART ONE–TEACHER’s MANUAL.
Qualifications of student (Item 10).
Advantages to be derived by the student (Item 11).
Length of the course (Item 12).
Equipment and materials (Item 13).
Standards for measuring and recording (Item 14).
. Outline of lessons, projects, or tasks in form of table of contents.
In connection with each lesson give specific suggestions for con-
ducting the work, points for review, new points to explain, etc.
(Item 9). g
8. List of all books or references used in either teacher's or student's
manual. Describe each book as follows: Author, title, publisher, ad-
dress of publisher, price (Item 16).
i
{
PART Two—STUDENT's INSTRUCTION SHEETs.
1. General instructions to students (Item 15).
2. Lesson sheets arranged in proper order, according to table of
contents in teacher's manual, using a separate sheet for each lesson.
3. Each lesson sheet to be arranged as follows: (1) References for
study (Item 16). (2) Statement of the task (Item 17). (3) Ques-
tions for further study (Item 18).
The Federal Board and the Surgeon General invite all to whom this
bulletin comes to criticize and suggest improvements in these specifi-
cations and to cooperate in extending this series of monographs until
it reaches its greatest possible service to the education of our
democracy.
LIST OF FIELDS OF INSTRUCTION IN WHICH COURSES HAVE
BEEN PREPARED.
©
1. General education: Civics, English, mathematics, penmanship.
2. Commercial subjects: Bookkeeping and accounting, telegraphy,
typewriting.
3. Industrial and technical subjects: Automobile mechanics, draft-
ing, electricity, leather work, machine-shop practice, oxy-acetylene
welding and cutting, painting and decorating, power-plant operating,
printing, woodworking. J -
4. Agricultural subjects: Agricultural specialties, dairy husbandry,
dairy industry, farm mechanics, fruit growing, forestry, hog raising,
poultry husbandry, vegetable gardening.
5. Physical education.
LIST OF UNIT COURSES.
GENERAL EDUCATION.
\ CIVICS.
**Unit 1.-Practical Civics. Joint Series No. 32.
ENGLISH.
**Unit 1.-For non-English-Speaking Men Illiterate in Their Native Lang-
uages. Joint Series No. 4. t
**Unit 2.-For non-English-Speaking Men Literate in Their Native Languages.
Joint Series No. 5.
**Unit 3.−Advanced Course in English for Foreign-Born Men Literate in
Their Native Languages. Joint Series No. 6.
**Unit 4.—Elementary Writing and Reading for English-Speaking Illiterates.
Joint Series No. 7. *
*Unit 5.-Friendly Letter Writing for Men of Limited Elementary Educa-
tion.
Unit 6.-Personal Business Letter Writing for Men of Limited Elementary
Education.
Unit 7.-Friendly Letter Writing for Men with Common-School Education.
Unit 8.-Personal Business Letter Writing for Men with Common-School
Education.
Unit 9.-Commercial Business Letter Writing for Men with Common-School
Education.
Unit 10,—News Writing for Men with Some Secondary-School Education.
Unit 11.-Sales Letter Writing for Men with Some Secondary-School Educa-
tion.
Unit 12.-Oral English for Business Men with Thorough Elementary Educa-
tion.
I MATHEMATICS.
ARITEIMIETIC,
**Unit 1.-For Men of Limited Elementary Education. Joint Series No. 13.
**Unit 2.-For Men with Limited Common-School Education. Joint Series
No. 14.
**Unit 3.−Vocational Arithmetic for Agriculturists. Joint Series No. 15.
**Mathematics 1.-The Use of the Slide Rule. Joint Series No. 25.
, PENMANSHIP.
**Unit 1.-Left-Hand Writing for Men with Right-Hand Amputations. Joint
Series No. 8. $.
**Unit 2.-Legible Handwriting for Men of Limited Elementary-School Edu-
cation. Joint Series No. 9.
**Unit 3.−For Men with Common-School Education. Joint Series No. 33.
(19) - \
20
COMMERCIAL SUBJECTS.
BOOKIKEEPING AND ACCOUNTING,
Farm bookkeeping.
*Unit 1.-Farm Bookkeeping, Including Only a Single-Entry Record of
Receipts and Expenditures.
*Unit 2.-Farm Bookkeeping, Including an Annual Inventory.
*Unit 3.−Farm Bookkeeping, Including a Simple System of Cost Accounting.
Professional booklceeping.
**Unit 1.--Small Retail Business in Single Entry. Joint Series No. 35.
*Unit 2.—Calculating and Bookkeeping Machines for Small Retail Dealers.
*Unit 3.—Introductory Course for Professional Accountants.
*Unit 4.—Retail Business in Double Entry for Professional Accountants.
*Unit 5.—Partnership Business for Professional Accountants.
*Unit 6.--Wholesale Corporation Business for Professional Accountants.
*Unit 10,–Introductory Course in Cost Accounting for Professional AC-
COuntantS.
TELEGRAPHY,
Units 1 and 2.-Elementary Sending and Receiving. Parts 1 and 2.
Unit 3.−Train Dispatching.
Unit 4.—Commercial Telegraphy.
Unit 5.--Typewriting for the Telegrapher.
Unit 6.-Electricity as applied to Telegraphy.
Unit 7.-Railway-Station Management.
TYPEWRITING. |
**Units 1, 2, 3, 4, 5.—Typewriting for Professionals and Amateurs. Joint
Series No. 11.
**Unit 6.-Sight Typewriting for Amateurs. Joint Series No. 12.
Unit 7.-Duplicating Devices, Extension Course.
Unit 8.-Simple Office Practice for Small Offices.
Unit 9.-An Extension Course in Office Practice.
INDUSTRIAL AND TECHNICAL SUBJECTS,
AUTOMOBILE MECHANICS.
Standard passenger Cars.
**Unit 1.-Engines, Part 1. Joint Series No. 39.
*Unit 2–Engines, Part, 2. }
Unit 3.−Carburetors.
Unit 4.—Ignition.
Unit 5.—Cooling-Systems.
Unit 6.-Starting and Lighting Systems. O
Unit 7.-Clutch.
Unit 8.-Transmission.
Unit 9.-Rear-Axle Drive.
Unit 10.—Running Gear.
Unit 11.-Tire Repair.
Unit 12.-Radiator Repair.
Unit 13.—Gas-Engine Science.
21
§
Unit 14.—Storage Batteries.
Unit 15.-Garage, Organization and Management.
Unit 16.-Garage Records and Cost Systems.
Unit 17.-English for Automobile Workers.
*Unit 18.—Upkeep and Repair of the Passenger Car for the Owner.
Ford passenger cars.
Unit 1.-Engine.
Unit 2.--Carburetor.
Unit 3.−Ignition.
Unit 4.—Cooling System.
Unit 5.-Starting and Lighting.
Unit 6.-Clutch and Transmission.
Unit 7.-Rear-Axle Drive.
Unit 8.—Running Gear.
*Unit 9.—Upkeep and Repair for the Owner.
Light truck.8.
List of units not yet prepared.
Heavy trucks.
List of units not yet prepared.
Automobile upholstery.
Automobile Painting and Refinishing.
DRAFTING.
Machine drafting.
**Unit 1.-Elementary Machine Drawing. Joint Series No. 36.
*Unit 2.-Free-Hand Machine Sketching.
*Unit 3.−Detail and Assembly Drawing.
Unit 4.—Threads.
Unit 5.—Spur Gears.
Unit 6.—Bevel Gears.
Unit 7.-Worm and Wheel Gears.
Unit 8.—Spiral Gears.
Unit 9.-Cams.
Unit 10,-LinkS.
Unit 11.-Machine Construction.
Unit 12.—Design of Cutters.
Unit 13.−Jigs.
Unit 14.—Isometric Drawing.
Unit 15.—Perspective.
Unit 16.-Inking.
Unit 17.-Theory of Projection.
'Unit 18.-InterSections.
Unit 19.-Oblique Projection.
Carpen ters' drafting.
*Unit 1.-Plan Reading and Drawing.
Unit 2.—Simple Plan Making.
Unit 3.−Cabinet Drawing.
22
Electricians' drafting.
Unit 1.-Home Wiring Diagrams.
Unit 2.-Reading Building Plans.
Plumbers’ drafting.
Unit 1.-Plan Reading and Drawing.
Pattern makers’ drafting.
Unit 1.—Geometrical Construction.
ELECTRICITY.
**Unit 1.-Bell Wiring. Joint Series No. 31.
Unit 2.—Principles of Direct Current Motors and Generators.
Unit 3.−Principles of Alternating Current Motors and Generators,
Unit 4.—Principles of Electricity.
*Unit 5.—Annunciator Wiring.
Unit 6.—Burglar-Alarm Wiring.
Unit 7.—Fire-Alarm Wiring.
Unit 8.—Interior Electric-Light Wiring.
Unit 9.—Switchboard Wiring.
Unit 10.—Storage Batteries.
Unit 11.--Care of Motors and Generators.
Unit 12.—Armature Winding.
Unit 13.−Transformers.
Unit 14.—Use of Electrical Testing Instruments.
Unit 15.—Electric-Meter Repairing.
Unit 16.—Installation of Customer's Telephone Sets.
Unit 17.-Installation of Small Telephone Exchanges.
'Unit 18.-Telephone Trouble Hunting on Line Work.
Unit 19.-Telephone Trouble Hunting on Switchboards.
Unit 20.—Telephone Inspecting.
LEATHER WORK.
**Unit 1.-Shoe Repairing I, Hand Work. Joint Series No. 29.
*Unit 2.—Shoe Repairing II, Machine Work. Joint Series No. 30.
Unit 3.—Shoemaking.
Unit 4.—Orthopedic Shoe Fitting.
Unit 5.—Harness Repair for the Small Craftsman.
Unit 6.—Harness Repair with Machinery.
Unit 7.—HarneSS Making.
Umit 8.-Saddlery.
Unit 9.-Fancy Leather Goods Manufacture as a Home Industry.
Unit 10,–Designing of Fancy Leather Goods.
Unit 11.-Bedside Work in Leather.
MACHINE-SHOP PRACTICE,
++ Unit 1.-Straight Turning Between Centers. Joint Series No. 16.
**Unit 2.-Thread Cutting. Joint Series No. 17.
** Unit 3.−Chucks and Chuck Work. Joint Series No. 18.
**Unit 4.—Taper Turning. Joint Series No. 19.
++Unit 5.-Drill-Press Work. Joint Series No. 20. i
** Unit 6.-Accurate Measuring. Joint, Series No. 21.
**Unit 7.-Mathematics for the Engine Lathe. Joint Series No. 22.
23
**Unit 8.—Inspection of Machine Parts for Men without Mechanical Train-
ing. Joint Series No. 23. g
*Unit 9.—Inspection of Machine Parts for Men with Mechanical Training.
*Unit 10.—Inspection of Machine Parts, Advanced Course.
Unit 11.—Face-Plate Turning.
Unit 12.-Milling Machine.
Unit 13,-Shaper.
Unit 14.—Planer.
Unit 15.-Grinder.
Unit 16.-Hardening, Tempering, and Annealing for General Machinists.
Unit 17.-Horizontal Boring Mill.
Unit 18.-Bench Lathe.
Unit 19.—Bench Work for Small Machine Shop.
Unit 20.—Production Estimating, Speed Setting, and Cost Systems.
Unit 21.-English for Machinists.
Unit 22.—Mathematics for the Milling Machine.
*Unit 23.—Machine-Shop Science.
OXY-ACETYLENE WELDING AND CUTTING.
*Unit 1.-Thin Sheet Steel Welding.
*Unit 2.- Thick Sheet Steel Welding.
Unit 3.−Light Cast-Iron Welding.
Unit 4.—Heavy Cast-Iron Welding.
Unit 5.-Sheet Aluminum Welding.
Unit 6.-Cast Aluminum Welding.
Unit 7.-Brazing Aluminum Welding.
Unit 8.-Malleable-Iron Welding.
Unit 9.-Welding Dissimilar Metals.
Unit 10.-Pressure ContainerS.
Unit 11.-Cutting Iron and Steel.
Unit 12.-Job Practice.
PAINTING AND DECORATING.
** Unit 1.-Treatment of New Walls and Ceilings. Joint Series No. 38.
*Unit 2–Treatment of Old Walls and Ceilings.
Unit 3.—Treatment of New Woodwork.
Unit 4.—Treatment of Brickwork.
Unit 5.-Treatment of IronWork.
*Unit 6.-Kalsomining and Whitewashing.
Unit 7.-Mixing Colors.
Unit 8.-Stencils, Ornaments, and Designs.
Unit 9.--Furniture Finishing.
Unit 10,–Furniture Painting.
Unit 11.-Sign Painting.
Unit 12.-Show-Card Lettering.
Unit 13.−Scenic Painting.
*Unit 14.—Paper Hanging.
POWER-PLANT OPERATING.
**Unit 1.-Starting Up and Shutting Down the Steam Plant. Joint Series
No. 37.
*Unit 2.-Starting Up and Closing Down the Electric Plant.
Unit 3.−Pump Injectors and Water Heaters.
Unit 4.—Firing with Different Grades of Fuel.
24
Unit 5.--Types of Boilers and Their Construction.
Unit 6.-Refrigeration Plants.
Unit 7.-Elevators.
PRINTING.
*Unit 1.-Elementary Composition.
*Unit 2.-Punctuation and Spelling.
*Unit 3.−Proof Reading.
*Unit 4.—Principles of Design.
Unit 5.-Study of Type Faces Design.
*Units 6, 7, 8.-Job Composition. e
*Units 9 to 16.-Book Composition. \,
Unit 17.-Imposition and Stone Work.
Unit 18.-Freehand Lettering.
Unit 19.-Color Harmony.
Unit 20.-Technical Terms.
Unit 21.—Advertising Composition.
Unit 22.—Tabular Composition.
Unit 23.−Papers.
Unit 24.—Inks.
*Unit 25.—Linotype Operation.
Unit 26.-Monotype Operation.
Unit 27.-Cost ACCOunting.
Unit 28.-Estimating.
Unit 29.--Stock Cutting.
Unit 30,—Multigraph Printing.
Unit 31.-MultiColor Printing.
WOODWORKING,
Unit 1.-Elementary Hand Woodwork.
Unit 2.-House Carpentry.
Unit 3.−Wood Pattern Making.
Unit 4.—Cabinetmaking.
Unit 5.-Therapeutic Woodworking.
*Unit 6.--Care of Common Woodworking Tools.
**Unit 7.—Use of Steel Square in House Framing. Joint Series No. 40.
AGRICULTURAL SPECIALTIES,
Vegetable gardening.
Units 1 and 2.-Kitchen Gardening under Village and Suburban Conditions,
Basic and Extension Courses.
Units 3 and 4.—Market Gardening, Basic and Extension Courses.
Unit 5.-Home Gardening for Farmers, Extension Course.
Fruit Growing.
Unit 1.-Orchard Fruits as a Side Line for Farmers.
Unit 2.--Small Fruits as a Side Line for Farmers.
Forestry.
Unit 1.-Forestry for Prospective Forest Wardens.
Unit 2.-Forestry for Prospective Forest Rangers.
Unit 3.—Forestry for Prospective Forest Superintendents.
25
Hog Raising. .
*Units 1 and 2.-Pig Raising as a Side Line, Basic and Extension Courses.
*Unit 3.—Pork Production as a Primary Industry.
Poultry Raising.
*Units 1 and 2–Poultry Raising as a Side Line for Farmers, Basic and
Extension Courses.
Units 8 and 4.—Poultry Raising as a Side Line for Village Residents, Basic
and Extension Courses. &
Unit 5.-Poultry Raising as a Primary Industry.
Beekeeping.
Unit 1.—Beekeeping as a side line.
Bookkeeping.
Units 1, 2, 3.—Farm bookkeeping. See bookeeping list.
f Farm mechanics.
**Unit 1.—Woodworking for the general farm. Joint series No. 26.
**Unit 2.—Woodworking for the poultry farm. Joint series No. 27.
**Unit 3.−Woodworking for the dairy farm. Joint series No. 28.
Unit 4.—Woodworking for the fruit farm.
• *Unit 5.—Ropework, basic course.
Unit 6.-The farm tractor, small type.
Unit 7.-The stationary gas engine.
Unit 8.-Care and upkeep of farm machinery.
*Unit 9.-Concrete work for the farmer.
Dairy husbandry. *
Units 1 and 2.—Dairy husbandry as a side line.
Unit 3.−Feeds and feeding.
Unit 4.—Care and management.
Unit 5.-Dairying as a primary business.
Unit 6.-Course for dairy herdsmen.
Units 7 and 8.—Farm dairying, basic and extension courses.
Units 9 and 10.-Commercial butter making, basic and extension courses.
Unit 11.—Cheese making, basic and extension courses.
Unit 12.--Babcock tester On the farm.
Unit 13.−Advanced registry work.
PHYSICAL EDUCATION.
**Unit 1.—Calisthenics for curative purposes. Joint series No. 33.
** Unit 2.—Exercises for Orthopedic cases. Joint Series No. 34.
*Unit 3.−Free exercises for cardiac cases.
Unit 4.—Exercises for amputation cases.
Unit 5.-Attachments for games for amputation cases.
Unit 6.-Games for convalescents.
Unit 7.-Games for Ward patients.
Unit 8.-Stunt programs.
Unit 9.--Tournaments in quoits, checkers, and chess.
Unit 10.-Use of commands and teaching new exercises.
Unit 11.—Active games for psychopaths.
Unit 12.-Music in reconstruction education.
STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
Service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War
Risk Insurance or the chief medical adviser of the Bureau of War
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability
resulting from an injury or disease caused by a man's own willful
misconduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition, and if, as a matter of fact, he was not in
(26)
27
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof. wº
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the Service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife, and one child, $55.
For a man, wife, and two children, $65.
For a man, wife, and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each addi-
tional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as to
be in constant need of a nurse or attendant, an additional sum not
exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
28
for a nurse or attendant where compensation of $100 per month is
paid.
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It
should be borne in mind that the amount of compensation payable
for ordinary disability is determined, first, by the percentage or the
reduction in the man’s earning capacity, and, secondly, by the num-
ber of persons, in his family on whose account he is entitled to re-
ceive compensation, and that such compensation may diminish or in-
crease accordingly as these factors may change. That is to say, a
man who is totally disabled is entitled to compensation for total
disability, which may be $30 a month, $45 a month, $55 a month, etc.,
accordingly as he is a single man, a married man with no child, or a
married man with a child, etc. When his total disability becomes a
partial disability and his earning capacity is diminished 50 per cent
the compensation to which he is entitled from that time on is only 50
per cent of the compensation to which he was entitled when he was
totally disabled. . g:
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of each earning capacity resulting from
such injuries in civil occupations, and not upon the reduction in earn-
ing capacity in each individual case, so that there shall be no reduc-
tions in the rate of compensation for individual success in overcom-
ing the handicap of a permanent injury. For instance, a man who
has suffered the loss of a leg or an arm is awarded a certain percent-
age of the amount of compensation that would be payable for total
disability, this percentage being determined by the schedule of
ratings above referred to, and the compensation payable for such an
injury is not in any way affected by his individual earning capacity.
He will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such exam-
ination or in any way obstructs such examination, his right to com-
pensation is suspended until such refusal or obstruction ceases, and
every person in receipt of compensation for disability shall submit
to any reasonable medical or surgical treatment furnished by the
29
bureau whenever requested by the bureau, and the consequences of
unreasonable refusal to submit to any such treatment shall not be
deemed to result from the injury compensated for.
In addition to the aforementioned compensation, the injured per-
son is entitled to reasonable governmental, medical, surgical, and
hospital services, and will be furnished such supplies, including arti-
ficial limbs, trusses, and similar appliances as may be useful and rea-
sonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child’s
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the per-
son entitled to receive compensation may be required to assign to
the United States any right of action he may have to enforce such
liability of such other person or to prosecute the action in his own
Ila,IIl€. -
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training schools, they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, which ever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife, or child, to which the Gov-
ernment addes the usual allowance. Thus, a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be $30.
The Vocational Board, however, allows a certain monthly amount to
a man for board and subsistence. The amount allowed a single man
for subsistence by the Vocational Board monthly is $35. Thus a
single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
monthly payment of $65. An officer who accepts vocational training
would of course receive a monthly payment equal to his last month's
K
30
pay in the service and would not receive any allowance for subsistence
from the Vocational Board, nor would any allotment be required as
in the case of an enlisted man. *
It is of prime importance that all men who are discharged from
the service disabled should continue the payment of the premiums .
due on their insurance by check, draft, or money order payable to
the Treasurer of the United States, and sent to the disbursing clerk,
Bureau of War-Risk Insurance, Washington, D.C. Unless such pay-
ment is made, their insurance will lapse and they will be deprived
of its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical adviser of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to
make the payments and is not found to be totally and permanently
disabled, his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensa-
tion, he may not be entitled to the benefits of his insurance, as insur-
ance is payable only in case of death or in the event that the insured
becomes totally and permanently disabled.
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD
FOR WOCATIONAL EDUCATION.
All disabled soldiers, sailors, and marines, whether in or out of the
hospital, should address their communications either to the Federal
Board for Vocational Education, Washington, D. C., or to the dis-
trict offices of the Federal Board of the district in which they are
located. The district offices of the Board are located at the following
points, respectively:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass.
District No. 2–Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York, N. Y.
District No. 3.−Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6.-Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7.-Ohio, Indiana, and Kentucky. Office: 1212–1214
Mercantile Library Building, Cincinnati, Ohio.
District No. 8.—Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.-Iowa, Nebraska, Kansas, and Missouri. Office:
815–824 Chemical Building, St. Louis, Mo.
District No. 10.—Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.-Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 13.−California, Nevada, and Arizona. Office: Room
997 Monadnock Building, San Francisco, Cal.
District No. 13–Montana, Idaho, Oregon, and Washington. Office:
Room 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O
(31)
*** Łſ * ** A. f :
© g-
MAY-3–9–49 it:
REHABILITATION yº . JOINT
MONOGRAPH (ºvºv. of NYC SERIES No. 27
UNIT COURSE—FARM MECHANICS I
WOODWORKING
FOR THE GENERAL FARM
sº ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
in cooperation with the
SURGEON GENERAL’S OFFICE
and the
BUREAU OF WAR RISK INSURANCE
February, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE
O/3
34 3
A 22-

1919
As a disabled soldier, sailor, or marine you should remember that the
Office of the Surgeon General, War Department, the Bureau of War
Risk Insurance, Treasury Department, and the Federal Board for Voca-
tional Education are mutually interested in your welfare solely. They
have arranged a definite plan of cooperation to help you in every pos=
sible way. You can not affort to leave the hospital until the medical
officers have done everything that they can for you to restore you to
physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital has
provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos=
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career.
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hos=
pital Educational Service or the representative of the Federal Board
for Vocational Education.
Men discharged from the military or naval service who want infor=
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and Seattle. For addresses see page 27.
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
DAVID F. Houston, Chairman, JAMES P. MUNROE, Vice Chairman,
Secretary of Agriculture. Manufacture and Commerce.
WILLIAM C. REDFIELD, CHARLES A. GREATHOUSE,
Secretary of Commerce. Agriculture.
WILLIAM B. WILSON, , ARTHUR E. HoLDER,
Secretary of Labor. Labor.
P. P. CLAxTon,
Commissioner of Education.
EXECUTIVE STAFF.
C. A. PROSSER, Director.
LAYTON S. HAwKINs, Chief Vocational Education Division.
CHARLEs H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
-*. (3)
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in general
hospitals and after their discharge, the Surgeon General’s Office
and the Federal Board for Vocational Education cooperated in the
preparation of a series of courses of study. These courses are tenta-
tive and suggestive. They may, however, be accepted as models so
far as their form and principles which govern their organization are
concerned, for all courses whether academic or vocational, where the
adjustment of materials is intended to be made to suit the individual
capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of:
Prof. David Snedden, president of the National Society for
Vocational Education.
Maj. M. W. Murray, Sanitary Corps, Surgeon General's Office.
Prof. George A. Works, Federal Board for Vocational Edu-
cation.
M. W. Haynes, secretary to the committee. }
The committee was assisted by a large number of specially quali-
fied experts. Special mention should be made of the service of Maj.
A. G. Crane, Sanitary Corps, who is responsible for the formulation
of the specifications for the courses.
- LOTUs D. CoFFMAN,
Surgeon General’s Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(5)
PREFACE.
This unit course was prepared under the direction of the Commit-
tee on Courses of Study for Disabled Soldiers by Mr. Louis M. Roehl.
It is realized that this trial edition as here presented is susceptible
of improvement both in form and content. The committee particu-
larly desires suggestions for alternate exercises in connection with
each lesson in order to provide a wider range of material from which
instructors may select exercises adapted to the individual needs and
capacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criti-
cisms and suggestions for improving it. These criticisms and Sug-
gestions will be greatly appreciated and will receive careful edi-
torial attention.
Criticism by instructors in Army service should be addressed:
To: Surgeon General of United States Army, Division of Recon-
struction. Attention of Committee on Course of Study.
Subject: Revision of Unit Course of Study, Farm Mechanics I, Gen-
eral Farm. e
Criticism by instructors under supervision of the Federal Board
should be addressed:
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Farm Mechanics I,
General Farm. &
(6)
TJNIT Course—FARM MECHANICs I.
WOODWORKING FOR THE GENERAL FARM.
PART I.
TEACHER's MANUAL.
1. QUALIFICATIONS OF STUDENT.
This course is planned for the man who lives or expects to live on
a farm devoted to general farming. No previous experience in
woodworking is required, but a common-school education is desirable.
2. THE AIMS OF THE COURSE.
The aims of the course are: (1) To give a balanced practice in all
of the carpentry tool operations involved in farm woodworking.
(2) To make as large a number of practical farm necessities of a
diversified nature as time will permit. (3) To develop judgment,
by actual use, in the selection, use, and care of a kit of woodworking
tools for farm use. (4) To become familiar with the various kinds
of lumber used for agricultural purposes.
3. LENGTH OF THE COURSE.
This course is intended to cover about 30 hours of instruction,
study, and practical work by the student. In order to bring the
course within this time, the instructor will make necessary modifi-
cations or substitutions in the problems for construction by the
student.
4. OUTLINE OF LESSONS.
The following problems, selected because of interest to the general
farmer, are suggested for this course. These problems are all
worked out in “Agricultural Woodworking,” to which book the
pages given refer. The instructor is at liberty, however, to modify
the problems or substitute others according to conditions prevailing
with the class and student.
1. Nail and staple box.
2. Stepladder.
3. Flat hay rack.
4. Folding bench.
5. Wagon jack.
6. Workbench as on page 85 “Agricultural Woodworking” with
homemade wise as on bench in Industrial Arts Magazine, January
1918.
(7)
8
5. GENERAL SUGGESTIONS TO THE TEACHER FOR CONDUCTING THIS WORK.
1. Make a list of the tool operations involved in each article to be
made and give the class a demonstration of each operation.
2. Give as much individual instruction as possible but never do
work for an individual.
3. See to it that each student gets practice in doing those opera-
tions which are hardest for him. This is to counteract the tendency
of students doing those operations which they have already mastered
just because they are easy. $ *.
4. Teach the student to examine cutting tools before beginning
work, and if not in perfect cutting order, to sharpen them.
5. Demonstrate the proper position to stand at bench for planing
and sawing, and also of holding tools. (Observe individuals care-
fully to see that instructions are understood and carried out.)
6. If circumstances make it possible, have each student measure
out his required pieces on the board to be used and saw it out as he
will have to do in actual experience on a farm.
Suggestions for the teacher in teaching Lesson 1, Nail and Staple
Boa.—Bring out the fact that lightness is one desirable essential
of the box and for this reason cypress, redwood, or basswood is
preferable to oak, maple, or other hardwood.
2. Bring out the point that the kind of wood to use is in a large
measure determined by the section of the country where the box is
made; cypress may be available in the South and redwood in the
far West, but not the reverse. See “Lumber and Its Uses,” Kellog.
3. Point out the method of construction in the box; that good
construction requires that the sides and ends project down past the
bottom instead of nailing the bottom under the sides and ends.
4. Teach the class kinds of screws and how kinds and sizes are
specified and when to use flat head and when round head screws.
5. Teach the class the kinds and sizes of nails and how specified.
See “Problems in Carpentry,” Roehl.
6. In placing flat head wood screws, holes are bored for screws at
least half the length of the Screw and the hole countersunk. In
hardwood, the holes are bored deeper. The screw driver should be
held parallel to the screw so as not to mar the slot in the screw.
7. In driving nails care should be taken not to mar the wood with
hammer marks. The nails should be set below the surface with the
hammer and nail set.
Suggestions for the teacher in teaching Lesson 2, Stepladder.—
1. Demonstrate the method of Setting the T bevel by use of the steel
square as called for in direction 2.
2. Demonstrate the cutting of a gain for the steps, pointing out
particularly that chiseling all way across board will split out the
9
wood and can be prevented by working from both edges toward
the center.
3. Point out and demonstrate that a dado can be cut most easily
and quickly by making a series of saw cuts as close together as
possible; that the stock will not chisel out evenly if only one saw
kerf is made at each side of the dado.
4. Refer to figure 20, page 23, for position to hold chisel.
5. Call attention to the advantage of bringing the strap around
the bottom brace as shown in figure 31.
6. Call attention to other cases of construction where one member
is gained into another. See pages 62, 64, 68, 75, 84, 107.
7. Teach the class kinds of hinges, sizes, and how specified. See
any hardware catalogue.
8. Give a demonstration of placing the hinge and fastening it in
place. The screw which is used in the top part of the hinge on the
outside should be of the same diameter as the others but longer—at
least 1% inches—so as to help hold the top brace to the standard.
Suggestions to the teacher in teaching Lesson 3, Flat Hay Rack-
1. Tack a piece of scrap lumber temporarily across both ends of the
stringers to hold them in position while fastening the cross ties and
arms in their positions.
2. Unless the Wenzelmann hay-rack clamp is available in the local
hardware store, it is advisable to make the homemade clamp so that
it will straddle the sill instead of boring through the sill. The ordi-
nary bit is not long enough to reach through the sill and the sill is
also considerably weakened by boring two holes through it at each
CIOSS 8.I’Iſl.
3. It is suggested that a demonstration be given of laying out and
cutting a mortise and tenon joint, and that a student be given two
pieces of scrap lumber to practice making the joint before working
on the joints used in the standards.
4. Bring out the point that it is necessary that the back standard
be easily removed as it can not be in place when the rack is to be
used with a hay loader.
5. Emphasize the desirability of clear, straight-grained lumber for
the sill and arms, and show samples of desirable and undesirable
lumber for such purposes.
6. It is necessary to nail blocks under the sills, at points immedi-
ately in front and back of the rear axle of the wagon to prevent
the rack from sliding back or forward on the wagon.
7. An arrangement should also be provided to prevent the rack
from slipping from side to side at front which it might do, owing to
the fact that it is not as wide as the space between the wagon stakes.
This may be accomplished by use of a false bolster which is com-
103966°—19—2 *
10
posed of three pieces of 2 by 4 inches; one piece as long as the regular
bolster with notches at the ends to fit on both sides of the stake, and
two pieces of 2 by 4 inches nailed onto the top of the long piece and
long enough to fit between the stake and side of the sill. This false
bolster is placed on the regular bolster before the rack is placed on
the wagon.
Suggestions to the teacher in teaching Lesson 4, Folding Bench-
1. Call attention to the fact that the bench when in use is subjected
to continuous wetting and drying and that cypress is a desirable wood
to use because it is least affected by moisture or change of moisture
content in the wood.
2. Explain the construction of a simple, homemade miter box, and
demonstrate its practicability in cutting to length such stock as
here used.
3. Teach the students to saw pieces accurately at the ends so that
no planing will be required. In doing this, have each student test
his work with the try square and see where the fault lies. Show
him how to apply muscular pressure on the saw to overcome the par-
ticular difficulty which is evidenced.
4. It should be noted that the lower crosspieces are not so placed
that the braces fit into a perfect square, hence they do not cross at the
half-lap joint at a perfect right angle. It is suggested that accurate
measurements be taken at the end before the braces are cut to length
and the joint laid out.
Suggestions for the teacher in teaching Lesson 5, The Wagon
Jack—1. Call attention of the students to the fact that the plane bit
must have a very keen edge to work well in oak. A student should
early learn to feel a pride in the condition of his cutting tools. He
should sharpen them himself. Enough demonstrations of sharpening
should be given to make this possible. Tool sharpening should be
considered a very important part of the course.
2. It is very essential that the upper end of the handle work
freely between the iron plates. This may be accomplished by mak-
ing the round end of the handle slightly thinner than the top mem-
ber of the jack, and when riveting the handle end of the plates plac-
ing small pieces of sheet metal between the plate and the handle.
The pieces of sheet metal may be removed when the riveting is com-
pleted. Q
3. Call attention to the wagon jacks in problems in “Farm Wood-
work,” Blackburn, pages 104–105, and point out that the wagon jack
No. 2 is designed for heavier work than the No. 1 or the one in
“Agricultural Woodworking.”
4. Refer to Kellog, “Lumber and Its Uses,” page 280, and speak
to the class of the great diversity of uses of oak.
{}
11
Suggestions for the teacher in teaching Lesson 6, Workbench-
1. If the six-student, double workbench is built, the directions as
given in the January issue of The Industrial Arts Magazine may
be followed explicitly.
2. Call attention of the students to the desirability of having the
jaw of the vise work up to the side of the bench in a position parallel
to the leg as is done by use of the commercial rapid acting or screw
vise or the vise shown in the magazine.
3. It should be noted that if the vise shown in the magazine is used
in preference to the one in the book, that the sill or cross rest which
is at the vise end should be gained into the leg its full thickness So as
to permit the vise braces to project up against the top.
4. Teach the class drawer construction as is usually employed in
drawers of this kind. Bring out the point that if no machines or
grooving planes are available that very satisfactory drawers may be
made employing only plain butt joints for all parts excepting the
front which may be constructed as shown with saws and chisel.
5. Refer to the magazine for detail of method of fastening the top.
6. Note that a flush drawer pull is preferable as the others project
out and do not permit boards to rest smoothly against the bench.
7. Suggest arrangements whereby the bench may be permanently
fastened to a wall. In such case the sill or cross rests may project
through and be nailed to studding or wall and the back legs and
apron omitted.
8. See Kellog, “Lumber and Its Uses,” and make a list of lumber
which is available in your locality suitable for a bench.
5. MEASURING, RATING, AND RECoRDING STUDENT's work.
Upon the completion of this unit course, the student will be given
a certificate stating his rating for the course. Duplicates of all cer-
tificates granted should be kept on file by the school for future ref-
.0I’OIACé. r
It is intended that all certificates given for completion of the unit
courses issued by the Committee on Courses of Study for Disabled
Soldiers under the direction of the Surgeon General’s Office and the
Federal Board for Vocational Education, shall be honored by all
schools under the Supervision of either of these agencies, so that the
student transferring from a hospital School to another school may
receive due credit for the work done in the former school, and may
take additional units in the second school.
It is therefore desirable to establish some uniformity or standard-
ization in the methods of rating and recording of the work of
students. * - p
A record should be kept of each lesson performed throughout the
course. At the discretion of the instructor, a test may be given at
12
the close of the course, but the final rating should represent the work
of the student throughout the course as well as his standing in the
final test or examination. *
Until more definite scales for rating shop work are available, it
is recommended that final rating be recorded as follows: The aver-
age student will be rated “good,” the student of exceptional ability
will be rated “excellent,” while the student of lesser ability will be
lated “fair.” The student producing work of a quality that would
be rejected in the commercial shop, should be rated “poor.”
Out of justice to the students, his rating should be more than a
mere guess or snap judgment on the part of the instructor. In order
that the rating may be just and of value both as a credential for the
student and as a record for the school, the instructor is requested to
consider carefully the following factors in arriving at the rating:
1. Ea’ecution of work.-(a) Time. Is the student rapid, moder-
ate, or slow in executing his work?
(b) Technique. Does the student use workmanlike methods?
Does he exercise reasonable economy in use of materials? Is he neat
and orderly in care of tools?
2. Finished product.— (a) Accuracy. Should be determined by
the record kept of errors in measurement, omissions of dimensions
or lines, etc.
(b) Quality. Consider the finished product in other respects than
accuracy, such as finish, neatness, etc. . .
(c) Mastery of principles. Does the work indicate that the
student has sufficiently mastered the principles involved in the lesson,
or is there still some deficiency that should be made up?
3. Interest.— (a) Attitude toward work. Does the student love
his work or does he watch the clock? Is he likely to continue in this .
line of work?
(b) Studiousness. Does the student show disposition to study the
printed literature related to this work. Does he express a desire to
take advanced unit courses in this or related subjects?
(c) Possibilities of growth. Is the student likely in due time to
receive promotion to positions of greater responsibility?
4. Test problem.—A test problem might be given at the conclusion
of the course which would involve all or most of the points covered
by the course.
8. REFERENCE BOOKS FOR TEACHERS.
1. Agricultural Woodworking (Roehl). The Bruce Publishing
Co., Milwaukee, Wis. 60 cents per copy in quantity.
2. Problems in Carpentry (Roehl). Webb Publishing Co., St.
Paul, Minn. $1 per copy. º
3. How to File a Hand Saw. Simons Hardware Co., Fitchburg,
Mass. Trade literature free of charge.
13
4. Disston Handbook on Saws. Henry Disston & Sons, Philadel-
phia, Pa. Trade literature free of charge.
5. Why a Saw Cuts. Henry Disston & Sons, Philadelphia, Pa.
Trade literature free of charge.
6. Atkins' Silver Steel Saws. E. C. Atkins & Co., Indianapolis,
Ind. Trade literature free of charge.
7. The Steel Square and Its Uses (Radford). The Radford
Architectural Co., 178 West Jackson Boulevard, Chicago, Ill. $1.25.
8. Disston's Saw Chart. Henry Disston & Sons, Philadelphia,
Pa. Trade literature free of charge.
9. Lumber and Its Uses (R. S. Kellog). The Radford Archi-
tectural Co., Chicago, Ill. $1.
10. Problems in Farm Woodwork (Samuel Blackburn). The
Manual Arts Press, Peoria, Ill. $1.
11. Farm Shop Work (Brace and Mayne). American Book Co.
(It is suggested that drawings and directions be studied carefully
before beginning the construction of any problem.)
12. Workbench (homemade, six-student) (Roehl). January issue
of the Industrial Arts Magazine. Bruce Publishing Co., Mil-
waukee, Wis.
8. EQUIPMENT AND MATERIALS.
The following list of wood working equipment is recommended
for a general farm. The tools in this list should therefore be pro-
vided by the hospital or school shop.
1. INDIVIDUAL EQUIPMENT FOR GROUP OF FIVE STUDENTS.
5 hammers, 16-ounce, bell face, adze eyes.
5 planes, jack, 14-inch, iron, 2-inch cutter.
5 saws, cross cut, 24-inch, 10-inch point.
5 squares, try, 8-inch blade, wood handle.
5 1-inch iron Screws for homemade wise or bench vises (1 for each wise
needed).
5 bench stops.
5 2-foot rules four-fold.
5 bench hooks (homemade).
2. GENERAL EQUIPMENT.
1 set each bits, 3-inch, is-inch, #-inch, ſº-inch, 3-inch, ś-inch, #-inch, 4-inch,
1-inch.
2 screw driver bits, 3-inch and is-inch tip.
1 Countersink, rose.
1 bit brace, 8-inch sweep.
6 chisels, socket, firmer, 13-inch, 13-inch, 13-inch, 13-inch, 14, 2-inch.
1 dividers, 8-inch, loose leg, Wing.
1 set twist drills, 3-inch, ś-inch by 32ds, straight shank.
1 file, mill cut, 6-inch.
1 file, mill cut, 10-inch.
1 file, slim taper, triangular, 6-inch.
14
1 file, slim taper, 5-inch.
1 file, auger bit.
1 file, card (cleaner).
1 12-inch half-round wood file.
1 gauge, marking, plain.
1 glass cutter, turret head.
1 grindstone, 2 by 24 inches, ball bearing, mounted with foot pedal.
1 drawing knife, 8-inch.
1 level and plumb, wood, 26-inch.
1 mallet.
3 nail Sets, assorted.
1 Oil Can, 3-pint.
4 Wood hand screws (adjustable), 2 to 8 inches, 2 to 12 inches.
2 4-foot steel bar carpenter's clamps.
1 OilStone, Coarse and fine face, carborundum.
1 pair pliers.
1 punch, center.
1 knife, putty.
1 Saw, rip, 26-inch, 5-point.
1 Saw-compass, 16-inch.
1 saw, hack, 10-inch, with one dozen blades.
1 Saw, COping, metal handle, With One dozen blades.
1 Saw, Set.
1 saw, wise (homemade).
1 each screw drivers, 4-inch, 8-inch, and 10-inch.
1 square, sliding T bevel, §-inch.
1 square, steel, 18 by 24 inches, polished, No. 100, rafter framing.
1 blacksmith's wise, 3%-inch jaw.
1 10-inch monkey Wrench.
1 expansion bit, # to 3 inches.
1 bit brace, 12-inch sweep (ratchet with jaws holding straight shank).
1 gouge, 3-inch, inside firmer.
1 hand axe.
1 crosscut saw, 4-foot, one or two man.
1 CrOSSCut Set gauge.
1 CrOSSCut Saw Set.
1 plane, fore, 18-inch, iron, 2-inch Cutter.
2 planes, block, 6-inch, adjustable.
1 spokeshave, two cutters—one straight, one curved.
HARDWARE RECOMMENDED FOR THIS • COURSE.
This list must be varied according to the number of students and the projects
to be COnStructed.
Nails—
10 pounds 4d finishing nails.
10 pounds 6d finishing nails.
10 pounds 8d finishing nails.
10 pounds 10d finishing nails.
10 pounds 3d fine common nails.
10 pounds 6d fine Common nails.
10 pounds 8d fine Common nails.
10 pounds 10d fine Common nails.
10 pounds 16d fine Common nails. .
10 pounds 200 fine Common nails.
15
5 pounds 1-inch brads No. 16.
5 pounds 14-inch brads No. 16.
5 pounds 14-inch brads No. 18.
1 pound #-inch lining nails.
Screws— *
(a) Flat-head bright wood screws:
gross 4-inch No. 7.
grOSS #-inch No. 7.
gross each 1-inch No. 7 ; 1-inch No. 8.
grOSS each 13-inch No. 7 ; 14-inch No. 8 ; 14-inch No. 9. -
gross each 13-inch No. 8 ; 13-inch No. 9 ; 13-inch No. 10.
gross each 13-inch No. 8; 13-inch No. 10; 13-inch No. 12.
gross each 2-inch No. 10; 2-inch No. 12; 2-inch No. 14.
gross each 24-inch No. 10; 24-inch No. 12; 23-inch No. 14.
grOSS 3-inch No. 14.
(b) Round-head blued wood screws:
1 gross 3-inch No. 6.
1 gross 13-inch No. 10.
Bolts—
Machine bolts:
1 package, each of 50, # by 2% inches, # by 3 inches, # by 4 inches.
1 package, each of 50, # by 5 inches, # by 6 inches, # by 6% inches, # by 8%
inches.
1 package each of 3 by 9 inches, # by 14 inches.
Carriage bolts:
1 package each of 50 # by 2 inches, # by 2% inches, # by 3 inches, # by 3%
inches, # by 4 inches, # by 4% inches, # by 5 inches, § by 6% inches, # by 7 inches.
1 package each of 100 # by 1% inches, # by 2 inches, # by 2% inches, # by 3
inches, # by 3% inches, # by 4 inches, # by 5 inches, # by 5% inches.
Thumbnuts, 1 pound.
Washers, 1 pound, #-inch.
Nuts, 1 pound, 3-inch.
Hinges—
1 box riveted Steel-butt hingeS.
1 dozen 6-inch light T hinges.
1 (lozen Screw hook and Strap hinges for gates.
Rivets—
1 pound 3 by 1% inches, # by 3% inches, 3 by 3% inches, # by 53 inches.
Poultry metting staples—
1 box, 10 pounds each, #-inch, 4-inch, 1-inch.
Quantity 1-inch mesh chicken wire.
Quantity of canvas strap for ladders.
Quantity #-inch rod, 20 inches for each milk record sheet case.
Quantity 3-inch rod, for fruit ladders and hay-rack clamps.
BILL OF LUMBER RECOMIMENDED FOR THIS COURSE.
This bill of lumber must be varied according to the number of projects to
be constructed. &
200 feet of 3-inch lumber, Cypress, poplar, Soft pine, basswood, red pine, sugar
pine, white pine, western white pine, Spruce, redwood, or cedar (red), width 10
inches and over, length 12 feet and Over. -
16
500 feet of 1-inch lumber, kind same as above, width 10 inches and over,
length 12 feet and over.
100 feet of 2 by 6-inch lumber, same as above.
50 feet Of 1-inch red Oak.
50 feet Of 2-inch White Oak,
200 feet of 2 by 8 inches by 16 feet, hard pine or cypress.
100 feet of 2 by 4 inches by 16 feet, hard pine or cypress.
100 feet ## by 6 inches by 16 feet, hard pine flooring.
200 feet of 2 by 10 inches by 16 feet, yellow pine.
º
PART II.
STUDENTS’ INSTRUCTION SHEETS.
These Students’ Instruction Sheets are planned to be given out
to the students one lesson at a time, withholding the new lesson until
the one in hand is satisfactorily completed. For convenience in
printing, the Students’ Instruction. Sheets have not been printed sep-
arately as was originally intended, but have been included in one
pamphlet. Enough copies will be furnished to permit cutting out
the sheets and using them separately. With some students there may
be no objection to using the complete bulletin at one time.
1. GENERAL INSTRUCTIONS TO STUDENTS.
1. Have only necessary tools at your bench.
2. Keep the bench clean of shavings and scrap lumber.
3. Label each piece neatly with pencil and keep them according to
some system on the bench when at work.
4. Do not begin the making of a project until you are able to reduce
a piece of stock to the dimensions, length, width, and thickness.
5. Have clearly in mind just what you aim to accomplish by each
effort.
6. Work carefully and try to attain accuracy. Accuracy at slow
rate of work is preferable to the reverse.
7. In using the saws as illustrated in figures 15 and 16, let the
body assume a comfortable position so that you could saw all day
without undue strain.
8. When using the plane as in figure 2, stand with the right hip
against the bench and look at the plane from the top and back; not
from the side.
9. When learning to square an end or edge, the try-square should
be used very often as shown in figure 6. Try to “sense the feel” of
the proper position of the tool.
10. Bear in mind that an assembled object such as a nail and staple
box, stepladder, hayrack, or other articles, which is made up of sev-
eral pieces, has to have each piece reduced to the dimensions called
for in the bill of material or drawing in order that they can fit to-
gether into a finished article with a workmanlike appearance. Hence
the importance of learning how to reduce a piece of stock to given
dimensions accurately.
(17)
18
LESSON I.
Problem.—Construct a nail and staple boat.
(a) Study drawings and directions on pages 18 and 19 in “Agricultural
Woodworking.”
In this lesson, the student is expected to learn to reduce stock to required
dimensions in length, width, and thickness. Read pages 6 and 7.
Before proceeding with the construction of the box, study the following:
1. Position of holding tools, illustrations pages 7 to 19, inclusive.
. Method of holding hammer, page 21.
. Light stroke when starting saw, pages 7 and 13.
. Setting plane, page 11.
. Use of bit, page 9.
. Method of cutting chamfer, page 19.
7. Setting nail with nail set, page 21.
(b) Construct the box, following carefully the directions on page 19.
(c) Questions:
1. What is the essential difference between the rip saw and cross-cut saw Ż
See “Why a Saw Cuts,” pages 5 and 6.
. Why hold the plane at a slant as shown in figures 1 and 22
. What is the advantage of using a bench hook?
. In figure 10, why feel for the point of the bit?
How are sizes of bits designated?
. What is the advantage of the ratchet in a brace?
. How are sizes of Saws designated ? See Atkin’s “Silver Steel Saws.”
. How is a plane bit or chisel sharpened? See “Agricultural Woodworking,”
page 24.
:
i
LESSON II.
Problem.—Construct a Stepladder.
(a) Study drawing and directions on pages 54 and 55 in “Agricultural
Woodworking.”
Before proceeding with construction, study the following points carefully :
1. How to set the T bevel at a desired bevel from the steel square. Direc-
tion 2.
. Difference between chamfer and bevel.
. Methods of cutting gains and mortises.
. Kinds of hinges and particular use for each kind.
. Methods Of fastening hingeS.
. Why screws are better than nails for the ladder.
. Screws—kinds, sizes, and how Specified.
(b) Construct the stepladder according to directions given on page 55.
(c) Questions:
1. What are the advantages of a folding ladder over one which is rigid 2
2. What is the purpose of gaining the ends of the steps into the standards?
. 3. In stair building what is meant by the run and rise, and what dimensions
of run and rise make an easy stair? See “Steel Square and Its Uses,” page
153, also pages 76 and 77, “Problems in Carpentry.”
4. Why is the stair placed in the barn on page 122 where it is? What de-
termines the run and rise?
5. What are suitable dimensions for a general farm ladder and a tall fruit
ladder? See page 63, “Agricultural WOOdworking.”
6. What other woods than the One you are using would be desirable for the
stepladder? See Kellogg, “Lumber and Its Uses,” uses of cypress, western
white pine, etc.
:
19
LESSON III.
Problem.—Construct a flat hayracle.
(a) Study drawing and directions, pages 82 and 83 of “Agricultural Wood-
working.”-
Special points for study before proceeding with construction :
1. Yellow pine, Kellog.
2. Mortise and tenon joint used in standards.
3. Methods of fastening standards; study detail drawing.
4. Direction 5. Reason for building platform in sections.
5. How to lay out and cut slant on arms.
(b) Construct the hayrack according to directions given on page 83.
(c) Questions: -
1. How wide should the hayrack be to be used in the driveway of the barn
shown in plan on page 123 of “Agricultural Woodworking ” 2 For the one
shown on page 126? -
2. What is the maximum width of hayrack that should be used under ordi-
nary Conditions?
3. When would you use a basket rack? When a flat rack?
4. Find specimens of each kind of nails: Common, Casing, finishing. See
Nails, page 107, “Problems in Carpentry.”
5. How are nails usually specified or mentioned as to length'? As to size
(diameter) 2
6. How many nails of each size are there in a pound? How can this be de-
termined without referring to a table of sizes and weights?
7. How many nails would you order to use in 1,000 feet of sheathing? Of
clapboards, etc.? Problems in Carpentry,” page 107.
8. What sizes of nails are ordinarily used for given purposes in carpentry?
“Problems in Carpentry,” page 108.
9. Make out a bill for the nails needed for implement shed shown on page
120 of “Agricultural Woodworking.”
10. Which rack is easier to store when not in use, the One on page 82 or the
one on page 98, and why?
11. What is the advantage of having the front standard drop down onto the
rack, as is the case with the one on page 98?
12. In fastening floor boards, which is the better method, screws or nails,
and which is the more expensive?
13. What is the reason for painting a hayrack. How many coats of paint
should be used and how much time is required to dry?
14. What other wood may be used for hayracks? See ICellog, “Ilumber and
Its Uses.”
15. Why have a tight floor in a hayrack?
16. How would you store the rack in the implement shed shown on page 120?
17. What advantage is there in driving into a barn with a load of hay on
driveways, as shown in the barn on page 125, over unloading hay into a barn
from the end?
LESSON IV.
Problem.—Construct a folding bench.
(a) Study drawing and directions on pages 16 and 17 in “Agricultural Wood-
working.”
Study the following points carefully before starting construction :
1. Proper method of holding the dividers for SWinging an arc ; figure 7, page 9.
2. Proper method of holding chisel for rounding ends of legs; figure 8, page 9.
20
3. Proper position of holding screw driver in hand; figure 14, page 13.
4. Proper method of guiding a saw in starting a Saw cut; figure 15, page 13.
5. Laying out a half-lap joint.
(b) Construct the folding bench according to directions on pages 16 and 17.
(c) Questions: *
1. What are the uses that the bench may be put to on a farm?
2. What are the advantages of the folding feature of the bench 3
3. How and where would you stand it when not in use?
4. What dimensions would you change if you wished to use the bench for
unusually heavy purposes?
5. Why is cypress a good wood to use for this purpose? See “Bald Cypress”
in Kellog, “Lumber and Its Uses.”
6. Why are flat-head screws preferable to round heads in constructing the
bench 2
7. What is the Objection to the use of nails in assembling the bench 2
8. What would be the Objection to throwing the legs still farther from a
vertical position?
9. Give instances where the bench On page 42 would be better than the One
on page 16. *
10. Refer to Kellog, “Lumber and Its Uses,” and list the various kinds of
lumber Suitable for benches.
11. Where in the various pieces of which the bench is made would a knot
be the least objectionable?
12. Where in a platform member of the bench would a knot be the most ob-
jectionable; near the upper or near the lower edge?
13. Of the lumber available in your locality, which is most free from knots?
14. In constructing the barn on pages 122–125, where is clear lumber essential
and where may knotty lumber be used without marring the strength of the
structure? See Rellog, page 65, concerning knots.
LESSON W.
Problem—To construct a wagon jack.
(a) Study drawing and directions on pages 30 and 31 of “Agricultural
Woodworking,” and pages 104 and 105 in “Problems in Farm Woodworking,”
Blackburn.
Before proceeding with the construction, study the following points carefully:
1. How to cut the WOOd for the wheel.
2. Method of laying out the lower end of the main brace.
3. Method of laying out and removing stock for the end of the main brace
to fit into the upper side of the foot.
4. Rivets and methods of riveting.
5. How to cut the iron pieces to length and how to centerpunch for and
drill holes.
(b) Construct the wagon jack according to the drawing and directions on
pages 30 and 31.
(c) Questions:
1. Why is a hardwood preferable for a wagon jack?
2. Why are machine bolts better than carriage bolts for this purpose?
3. Enumerate the uses for a wagon jack on a farm.
4. What other agricultural devices require oak or other hardwood? See
pages 38 and 39, 66 and 67, 100 and 101; also see Kellog, page 269, hickory;
page 277, elm ; page 282, Oak.
21
LESSON VI.
Problem—To construct a workbench.
(a) Study carefully the following before starting the construction of the
WOrkbench :
. Farm shop, homemade workbench. Industrial Arts Magazine, January, 1918.
. Workbench, pages 26 and 27, “Problems in Farm Woodwork,” Blackburil.
. Workbench, pages 138–145. “Farm Shop Work,” Brace and Mayne.
. Carpenter's workbench, pages 84 and 85, “Agricultural Woodworking.”
. Methods of bracing.
. Methods of fastening top. Industrial Arts Magazine.
. How braces are fastened to legs. Industrial Arts Magazine.
. The two types of homemade vises.
. Length of bench.
10. Height of bench.
(b) Construct a workbench according to drawings and directions in the
Industrial Arts Magazine for January, 1918, if the bench is to be used for a
group to WOrk at.
Construct a workbench according to directions and drawings on pages 84 and
85, “Agricultural Woodworking,” if it is to be used for the farm shop or for
Only One perSon to WOrk at.
Question3:
1. What factors determine the length of a bench for a farm shop? See floor
plan of farm wood shop, page 89.
2. Why is it preferable to have the front plank of maple?
3. What other hardwood may be substituted for maple?
4. Why is the bench stop shown in the Industrial Arts Magazine preferable
to the One in “Agricultural WoodWorking ”?
5. What advantages has the type of wise shown in the Industrial Arts Maga-
zine over the One in “Agricultural WOOdWorking ”?
6. What tools or supplies would you keep in the drawer ?
7. What would you store on the shelf at the end of the bench?
8. What advantage is it to use One end of the implement shed?
9. What advantage is it to have a farm wood shop as shown on page 88?
10. How would you partition off an end of the implement shed on page 120
for a shop?
11. How would you construct a door SO that you could go in and out without
rolling open the big door at front?
12. What use may be made of the second floor of the farm shop as shown on
pages 88 and 89?
13. Where on the Workbench would you place the metal wise?
14. What farm use is there for a metal wise?
15. Why have a stove in the wood shop?
16. What farm. tools may be stored in the farm workshop? See pages 91
and 87.
17. What places in a farm building other than a special building for a farm
wood shop or the implement shed are suitable for a workbench 2
18. What repair work can the average farmer do with such a shop as illus-
trated on pages 88 and 89?
19. When is it advisable to do repair work on a farm?
20. What farm implements may be drawn into the farm wood shop and over-
hauled?
STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war risk insur-
ance act approved by Congress October 6, 1917, and every person so
discharged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims Section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War
Risk Insurance or the chief medical adviser of the Bureau of War
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active Service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man's own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or dis-
ease which subsequently disables him, such injury or disease is
(22)
23
considered as having been incurred in the line of duty, and the
man is entitled to compensation therefor.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife and one child, $55.
For a man, wife and two children, $65.
For a man, wife and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each
additional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as to
be in constant need of a nurse or attendant, an additional sum not
exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month
is paid.
24
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man's earning capacity, and, Secondly, by the number of per-
Sons in the family on whose account he is entitled to receive compen-
sation, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who is
totally disabled is entitled to compensation for total disability, which
may be $30 a month, $45 a month, $55 a month, etc., accordingly
as he is a single man, a married man with no child, or a married man
with a child, etc. When his total disability becomes a partial dis-
ability and his earning capacity is diminished 50 per cent the com-
pensation to which he is entitled from that time on is only 50 per cent
of the compensation to which he was entitled when he was totally
disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such
injuries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for indvidual success in overcoming the
handicap of a permanent injury. For instance, a man who has suf-
fered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his life
without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such exami-
nation or in any way obstructs such examination, his right to com-
pensation is suspended until such refusal or obstruction ceases, and
every person in receipt of compensation for disability shall submit
to any reasonable medical or surgical treatment furnished by the
bureau whenever requested by the bureau, and the consequences of
25
unreasonable refusal to submit to any such treatment shall not be
deemed to result from the injury compensated for.
It is of prime importance that all men who are discharged from
the Service disabled should continue the payment of the premiums
due on their insurance by check, draft, or money order payahie to the
Treasurer of the United States, and sent to the disbursing clerk,
Bureau of War Risk Insurance, Washington, D. C. Unless such
payment is made, their insurance will lapse and they will be deprived
of its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical adviser of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently dis-
abled, his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensa-
tion, he may not be entitled to the benefits of his insurance, as insur-
ance is payable only in case of death or in the event that the insured
becomes totally and permanently disabled.
In addition to the aforementioned compensation, the injured per-
son is entitled to reasonable governmental, medical, surgical, and
hospital services, and will be furnished such supplies, including
artificial limbs, trusses, and similar appliances, as may be useful and
reasonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau. º
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon Some person other than
the United States or the enemy to pay damages therefor, the per-
son entitled to receive compensation may be required to assign to
the United States any right of action he may have to enforce such
liability of such other person, or to prosecute the action in his own
Ila Iſle.
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
26
and admitted to one of the training schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or the
amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be $30.
The Vocational Board, however, allows a certain monthly amount
to a man for board and subsistence. The amount allowed a single
man for subsistence by the Vocational Board monthly is $35. Thus
a single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
monthly payment of $65. An officer who accepts vocational training
would, of course, receive a monthly payment equal to his last month's
pay in the service and would not receive any allowance for subsist-
ence from the Vocational Board, nor would any allotment be re-
quired as in the case of an enlisted man.
DISTRICT VOCATIONAL OFFICES OF THE FEDERAL BOARD
FOR WOCATIONAL EDUCATION. -
All disabled soldiers, sailors, and marines, whether in or out of the
hospital, should address their communications either to the Federal
Board for Vocational Education, Washington, D. C., or to the dis-
trict offices of the Federal Board of the district in which they are
located. The district offices of the Board are located at the following
points, respectively: ... • -
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass. .*
District No. 2.-Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York, N. Y. -
District No. 3.-Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6.-Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7–Ohio, Indiana, and Kentucky. Office: 1212–14
Mercantile Library Building, Cincinnati, Ohio.
District No. 8–Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9–Iowa, Nebraska, Kansas, and Missouri. Office:
815–824 Chemical Building, St. Louis, Mo.
District No. 10–Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11–Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 13.—California, Nevada, and Arizona. Office: Room
997 Monadnock Building, San Francisco, Cal. -º- *
District No. 13–Montana, Idaho, Oregon, and Washington.
Office: Room 539 Central Building, Seattle, Wash. f
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
(27)
…”
O
- . … i ; : -
º, 2 **
Cy’. *-
*—tº 1910
©º & , , Ø JOINT SE o. 28
Rehabilitation Monograph Kº, • GF #,C*A.
l/B
3 4 3
UNIT COURSE—FARM MECHANICS II 'A 22.
| WOODWORKING
| FOR THE POULTRY FARM
/
* ISSUED BY THE
FEDERAL BoARD FOR vocationAL EDUCATION
in cooperation with the
SURGEON GENERAL’S OFFICE
and the
BUREAU OF WAR RISKINSURANCE
FEBRUARY, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE

1919
As a disabled soldier, sailor, or marine you should remember that the
Office of the Surgeon General, War Department, the Bureau of War
Risk Insurance, Treasury Department, and the Federal Board for Voca-
tional Education are mutually interested in your welfare solely. They
have arranged a definite plan of cooperation to help you in every pos=
sible way. You can not afford to leave the hospital until the medical
officers have done everything that they can for you to restore you to
physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital has
provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself,
out in the different lines of activities which are provided at the hos=
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career. -
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hos=
pital Educational Service or the representative of the Federal Board
for Vocational Education.
Men discharged from the military or naval service who want infor-
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, ... New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and Seattle. For addresses see page 24.
(2)
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
DAyID F. Houston, Chairman, JAMES P. MUNROE, Vice Chairman.
Secretary of Agriculture. Manufacture and Commerce.
WILLIAM C. REDFIELD, º CHARLES A. GREATHOUSE,
Secretary of Commerce. Agriculture.
WILLIAM B. WILSON, ARTHUR E. BIOLDER,
Secretary of Labor. Labor. T ~ - - -
P. P. CLAxTON,
Commissioner of Education.
EXECUTIVE STAFF,
C. A. PROSSER, Director.
LAYTON S. HAWKINS, Chief Vocational Education Division.
CHARES H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in general
hospitals and after their discharge, the Surgeon General’s Office
and the Federal Board for Vocational Education cooperated in the
preparation of a series of courses of study. These courses are tenta-
tive and suggestive. They may, however, be accepted as models
so far as their form and principles which govern their organization
are concerned, for all courses, whether academic or vocational, where
the adjustment of materials is intended to be made to suit the in-
dividual capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of: Prof. David Snedden, president
of the National Society for Vocational Education; Maj. M. W. Mur-
ray, Sanitary Corps, Surgeon General’s Office; Prof. George A.
Works, Federal Board for Vocational Education; M. W. Haynes,
secretary to the committee.
The committee was assisted by a large number of specially quali-
fied experts. Special mention should be made of the service of Maj.
A. G. Crane, Sanitary Corps, who is responsible for the formula-
tion of the specifications for the courses. . .
LOTUs D. CoFFMAN,
Surgeon General’s Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(4)
PREFACE.
This unit course was prepared under the direction of the Com-
mittee on Courses of Study for Disabled Soldiers by Mr. Louis M.
Roehl.
It is realized that this trial edition as here presented is susceptible
of improvement both in form and content. The committee par-
ticularly desires suggestions for alternate exercises in connection
with each lesson in order to provide a wider range of material from
which instructors may select exercises adapted to the individual
needs and capacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criti-
cisms and suggestions for improving it. These criticisms and Sug-
gestions will be greatly appreciated and will receive careful editorial
attention.
Criticism by instructors in Army service should be addressed:
To: Surgeon General of United States Army, Division of Recon-
struciton. Attention of Committee on Course of Study.
Subject: Revision of Unit Course of Study. Farm Mechanics II,
Poultry Farm. *
Criticism by instructors under supervision of the Federal Board
should be addressed: t
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study. Farm Mechanics II,
Poultry Farm. (5)
UNIT COURSE.—FARM MECHANICS II.
WOODWORKING FOR THE POULTRY FARM
PART 1.-TEACHER'S MANUAL.
1. QUALIFICATIONS OF STUDENT.
This course is planned for the man who lives or expects to live on
a farm devoted to poultry farming. No previous experience in
woodworking is required, but a common-school education is desirable.
2. THE AIMS OF THE COURSE.
.1. To give a balanced practice in all of the carpentry tool opera-
tions involved in farm woodworking.
2. To make as large a number of practical poultry necessities of
a diversified nature as time will permit.
3. To develop judgment, by actual use, in the selection, use, and
care of a kit of woodworking tools for farm use.
4. To become familiar with the various kinds of lumber used for
agricultural purposes.
3. LENGTH OF THE COURSE.
This course is intended to cover about 30 hours of instruction,
study, and practical work by the student. In order to bring the
course within the specified time, the instructor will make necessary
modifications or substitutions in the problems for construction by
the student.
4. OUTLINE OF LESSONS.
The following problems, selected because of interest to the poultry
farmer, are suggested for this course. These problems are all
worked out in “Agricultural Woodworking,” to which book the
pages given refer. The instructor is at liberty, however, to modify
the problems or substitute others according to conditions prevailing
with the class and student: f
1. Chicken feed hopper. 4. Oats sprouter.
2. Chicken brooder coop and run. 5. Colony poultry house.
3. Trap nest.
(6)
7
5. GENERAL SUGGESTIONS TO THE TEACHER FOR CONDUCTING THE WORK.
1. Make a list of the tool operations involved in each article to be
made and give the class a demonstration of each operation.
2. Give as much individual instruction as possible, but never do
work for an individual.
3. See to it that each student gets practice in doing those operations
which are hardest for him. This is to counteract the tendency of stu-
dents doing those operations which they have already mastered just
because they are easy.
4. Teach the students to examine cutting tools before beginning
work, and if not in perfect cutting order to sharpen them.
5. Demonstrate the proper position to stand at bench for planing
and Sawing and also of holding tools. Observe individuals carefully
to see that instructions are understood and carried out.
6. If circumstances make it possible, have each student measure out
his required pieces on the board to be used, and saw it out as he will
have to do in actual experience on a farm.
LESSON 1–CHICREN FEED EIOPPERS.
1. Bring out the point that the kind of wood to use is in a large measutre
determined by the Section of Country where the chicken feed hopper is made;
Cypress Imay be available in the South and redwood in the far West, but not the
reverse. (See “Lumber and Its Uses,” Kellog.)
2. In driving nails care should be taken not to mar the surface of the wood
with hammer marks. Explain the difference between the bell face and plain
face hammer in this particular. -
3. One of the main points to keep in mind in constructing a poultry feed
hopper of any design is to prevent waste of feed. The hens will flip feed out
of a box and waste it unless provision is made to Overcome it. One method is to
place a piece of 1-inch mesh wire on the feed which allows fowl to eat all there
is in the hopper but prevents flipping. Another method is to nail a piece of
quarter round or similar strip of wood on the inside of the front piece of the
trough at the top. The feed strikes against this and is forced back into the
box instead of going over the front and Out.
With one or the other of the above arrangements the balance and door may
be omitted without marring the efficiency of the hopper.
4. Look up “Chicken feed box,” page 56, Brace and Mayne, and plate 12 in
Problems in Farm Woodwork, Blackburn.
LESSON 2.—THE CEIICEEN BROODER COOP AND RUN.
1. EIave each student take pieces of Scrap lumber and practice making such
a joint as is shown in the detail drawing for the corners of the finished job.
Bring out the advantage of long, thin finishing nails over common nails in such
a place. Call attention to the fact that the corners are very largely held in
place by the chicken wire and but little strain is placed on the joint.
2. Both coop and run may be held together at the corners with hooks similar
to the method used for holding on the top. Discuss the Construction and point
out the advantage of such construction to facilitate storage when not in use.
All members may then be laid flat On One another.
8
3. Discuss the advantage of having a coop and run constructed according to
Some pNan. Over an ordinary dry-goods box or old barrel.
4. Point out that the height of the run may be varied somewhat with different
breed of hens, but in all cases should be high enough to permit the hen to stand
and Walk in a natural position.
5. Study may well be made of laying out the various pieces from a board.
The clear part of the board is to be used for the long, narrow pieces, and the
knotty part of the board may be used for the floor and side boards.
LESSON 3.−TEIE TRAP NEST.
1. In constructing an article such as the trap nest some students are apt to
get the idea that it is only crude construction and accuracy of measurement
and work is not very important. This must be carefully guarded against and
the student must be made to realize that absolute accuracy of measurement and
work are indispensable in the construction of an article to insure workmanlike
finished appearance.
2. The Construction and successful Operation of the trigger depends largely
on the ingenuity of the workman. It is suggested that the instructor familiarize
himself with said construction and Operation by experimentation.
3. There are many kinds of trapping devices in use. It is often advisable to
have different devices tried by members of the class and their merits learned by
their simplicity of COnstruction and actual Operation.
LESSON 4.—TEIE OATS SPROUTER.
1. Call attention to the fact that lumber is sawed to the dimensions which it
is specified by at the yard, but when it is “dressed all round "-that is, planed
On both sides and edges—it is reduced below specified dimensions; SO that what
is called a 2 by 4 is only about 1% by 3% inches, and in many instances even
Smaller.
2. In any framing work the lumber is usually left as it comes from the lumber
yard, as far as thickness and width are concerned. It is suggested that the
framework of the oats sprouter be built of lumber just as it comes from the
yard ; that is, dressed all round.
3. The bottom of the flats may be constructed of narrower pieces and drain-
age brought about leaving one-fourth inch spaces between the strips.
4. Point out that the ends and sides of the flats must project down Over the
!
bottom for good Construction.
5. Point out that a poor grade of lumber is quite as serviceable as a high
grade in such a problem as this, and its use is therefore permissible and even
advisable.
6. MEASURING, RATING, AND RECORDING STUDENT'S WORK.
Upon the completion of this unit course the student will be given
a certificate stating his rating for the course. Duplicates of all cer-
tificates granted should be kept on file by the school for future refer-
©IlC62. t
It is intended that all certificates, given for completion of the unit
courses issued by the Committee on Courses of Study for Disabled
Soldiers under the direction of the Surgeon General’s Office and the
Federal Board for Vocational Education shall be honored by all
schools under the supervision of either of these agencies, so that the
9
student transferring from a hospital school to another school may
receive due credit for the work done in the former school, and may
take additional units in the second School.
It is therefore desirable to establish some uniformity or standardi-
zation in the methods of rating and recording of the work of students.
A record should be kept of each lesson performed throughout the
course. At the discretion of the instructor, a test may be given at the
close of the course, but the final rating should represent the work of
the student throughout the course, as well as his standing in the
final test or examination. &
Until more definite scales for rating shop work are available, it is
recommended that final rating be recorded as follows: The average
student will be rated good; the student of exceptional ability will be
rated eacellent, while the student of lesser ability will be rated fair.
The student producing work of a quality that would be rejected in
the commercial shop should be rated poor. -
Out of justice to the student, his rating should be more than a mere
guess or Snap judgment on the part of the instructor. In order that
the rating may be just and of value both as a credential for the student
and as a record for the school, the instructor is requested to consider
carefully the following factors in arriving at the rating:
! , ;
y
1. EXECUTION OF WORE. s - -
(a) Time.—Is the student rapid, moderate, or slow in executing his work?
(b) Technique.—Does the student use workmanlike methods? Does he exer-
cise reasonable economy in use of materials? Is he neat and orderly in care of
tools?
2. FINISHED PRODUCT.
(a) Accuracy.—Should be determined by the record kept of errors in measure-
ments, Omissions Of dimensions or lines, etc.
(b) Quality.—Consider the finished product in other respects than accuracy,
Such as finish, neatness, etc.
(c) Mastery of principles.—Does the work indicate that the student has suffi-
Ciently mastered the principles involved in the lesson, or is there still some
deficiency that should be made up?
3. INTEREST.
(a) Attitude toward work.-Does the student love his work, or does he watch
the clock? Is he likely to continue in this line of work?
(b) Studiousness.--Does the student show disposition to study the printed
literature related to this Work? Does he express a desire to take advanced unit
courses in this or related subjects?
(c) Possibilities of growth.-Is the student likely in due time to receive pro-
motion to positions of greater responsibility?
4. TEST PROBLEM.
A test problem might be given at the conclusion of the course which would
involve all or most of the points covered by the course.
103967°–19—2
10
7. REFERENCE BOOKS FOR TEACHERS.
1. Agricultural Woodworking. Roehl. The Bruce Publishing Co., Milwaukee,
Wis. $0.60 per copy in quantity.
2. Problems in Carpentry. Roehl. Webb Publishing Co., St. Paul, Minn. $1
per Copy.
3. How to File a Hand Saw. Simons Hardware Co., Fitchburg, Mass. Trade
literature free of charge.
4. Disston Handbook on Saws. Henry Disston & Sons, Philadelphia, Pa.
Trade literature free of charge.
5. Why a Saw Cuts. Henry Disston & Sons, Philadelphia, Pa. Trade litera-
ture free of charge.
6. Atkin's Silver Steel Saws. E. C. Atkins & Co., Indianapolis, Ind. Trade
literature free of charge. *.
7. The Steel Square and Its Uses. Radford. The Radford Architectural Co.,
178 West Jackson Boulevard. Chicago, Ill. $1.25.
8. Disston’s Saw Chart. Henry Disston & Sons, Philadelphia, Pa. Trade
literature free of charge. e
9. Lumber and Its Uses. R. S. Kellogg. The Radford Architectural Co.,
Chicago, Ill. $1.
10. Problems in Farm Woodwork. The Manual Arts Press, Peoria, Ill.
Samuel Blackburn. - -
11. Farm Shop Work. American Book Co. Brace and Mayne. (It is sug-
gested that drawings and directions be studied carefully before beginning the
construction of any problem.)
12. Workbench (Home-made, Six-Student). January Issue of The Industrial
Arts Magazine. The Bruce Publishing Co., Milwaukee, Wis. Roehl.
8. EQUIPMENT AND MATERIALS.
The following list of woodworking equipment is recommended for
a poultry farm. The tools in this list should therefore be provided by
the hospital or school shop : k s
1. INDIVIDUAL EQUIPMENT FOR GROUP OF FIVE STUDENTS.
5 hammers, 16 ounce, bell face, adze eyes.
5 planes, jack, 14 inch, iron, 2-inch cutter.
5 saws, crosscut, 24 inch, 10-inch point.
5 squares, try, 8-inch blade, wood handle.
5 1-inch iron screws for home-made wises or bench wiseS (1 for each wise
needed). -
5 bench stops.
5 2-foot rules, four fold.
5 bench hooks (home made).
2. GENERAL EQUIPMENT.
1 set each bits, 4 inch, # inch, # inch, ſº inch, # inch, ſº inch, # inch, 4 inch,
1 inch. -
2 screw-driver bits, # inch and is inch tip.
1 countersink, rose.
|
11
1 bit brace, 8-inch sweep.
6 chisels, socket, firmer, 14 inch, 13 inch, 1% inch, 1% inch, 1% inch, 2 inch.
1 dividers, 8 inch, loose leg, wing.
1 set twist drills, inch to $ inch by 32ds, straight shank.
1 file, mill cut, 6 inch.
1 file, mill cut, 10 inch,
1 file, slim taper, triangular, 6 inch.
1 file, slim taper, 5 inch.
1 file, auger bit.
1 file, card (cleaner).
1 12-inch half-round wood file.
1 gauge, marking, plain.
1 glass cutter, turret head.
1 grindstone, 2 by 24 inches, ball bearing, mounted with foot pedal. .
1 drawing knife, 8 inch.
1 level and plumb, wood, 26 inch.
1 mallet.
3 nail sets, assorted.
1 oil can, 3 pint.
4 wood hand screws (adjustable), two 8 inch, two 12 inch.
2 4-foot steel-bar Carpenter's clamps. r
1 oilstone, coarse and fine face Carborundum.
1 pair pliers.
1 punch, Center.
1 putty knife.
1 saw, rip, 26 inch, 5 point.
1 saw, 30mpass, 16 inch.
1 saw, hack, 10 inch, with One dozen blades.
1 Saw, Coping, metal handle, with One dozen blades.
1 Saw Set.
1 saw, wise (home made).
1 each screw drivers, 4-inch, 8-inch, and 10-inch.
1 Square, sliding T bevel #-inch.
1 square, steel, 18 by 24 inches, polished, No. 100 rafter framing.
1 blackSmith’s Vise, 3%-inch jaw.
1 10-inch monkey wrench.
1 expansion bit # to 3 inches. -
1 bit brace, 12-inch sweep (ratchet with jaws holding straight shank drills).
1 gouge, 3-inch, inside firmer.
1 hand ax.
1 crosscut Saw, 4-foot, one or two man.
1 CrOSSCut Set gauge.
1 CrOSSCut Set.
1 plane fore, 18-inch iron, 2-inch cutter.
2 planes, block, 6-inch, adjustable.
1 spoke shave, 2 Cutters, 1 Straight, 1 curved,
1 breast drill and set of drills.
BILL OF HARDWARE FOR THIS COURSE.
The instructor should modify this list to Suit the number of students and the
projects to be constructed.
12
Nails :
10 pounds fourpenny finishing nails.
10 pounds Sixpenny finishing nails.
10 pounds fivepenny finishing nails.
10 pounds tenpenny finishing nails.
10 pounds threepenny fine Common nails.
10 pounds sixpenny fine common nails.
10 pounds eightpenny fine common nails.
10 pounds tenpenny fine common nails.
10 pounds sixteenpenny fine common nails.
10 pounds twentypenny fine common nails.
5 pounds 1-inch brads No. 16.
5 pounds 13-inch brads No. 16.
5 pounds 13-inch brads No. 18.
1 pound 4-inch liming nails.
Screws:
(a) Flathead bright wood screws—
1 gross #-inch No. 7.
1 gross 4-inch No. 7.
1 gross each 1-inch No. 7, 1-inch No. 8.
1 gross each 13-inch No. 7, 13-inch No. 8, 13-inch No. 9.
1 gross each 13-inch No. 8, 13-inch No. 9, 14-inch No. 10.
1 gross each 13-inch No. 8, 13-inch No. 10, 1}-inch No. 12.
1 gross each 2-inch No. 10, 2-inch No. 12, 2-inch No. 14.
1 gross each 23-inch No. 10, 23-inch No. 12, 23-inch No. 14.
1 gross 3-inch No. 14.
(b) Roundhead blued wood screws.
1 gross #-inch No. 6.
1 gross 13-inch No. 10.
Bolts :
Machine bolts—
1 package each of 50–3 by 2% inches, # by 3 inches, § by 4 inches, # by 5
inches, # by 6 inches, # by 6% inches, # by 8% inches, # by 9 inches,
.# by 14 inches.
Carriage bolts—
1 package each of 50—# by 2 inches, # by 2% inches, # by 3 inches, # by 3%
inches, # by 4 inches, # by 4% inches, # by 5 inches, # by 6% inches,
# by 7 inches. *
1 package each of 100—# by 1% inches, # by 2 inches, # by 2% inches, # by
3 inches, # by 3% inches, 3 by 4 inches, # by 5 inches, # by 5% inches.
Thumbnuts, 1 pound.
Washers, 1 pound, # inch.
Nuts, 1 pound, # inch.
Hinges—
1 box riveted Steel butt hinges.
1 dozen 6-inch light Thinges.
1 dozen screw hook and strap hinges for gates.
Rivets, 1 pound—4 by 1% inches, # by 3% inchés, # by 3% inches, # by 54 inches.
Poultry netting staples, 1 box of 10 pounds, each, # inch, $ inch, 1 inch.
Quantity 1-inch mesh chicken wire.
Quantity of canvas strap for ladders. * º
Quantity 3-inch rod, 20 inches for each milk record sheet case.
Quantity #-inch rod, for fruit ladders and hay rack clamps.
13
BILL OF LUMBER FOR THIS COURSE.
The instructor must modify this list to suit the particular plans for his
group of students.
200 feet of 3-inch lumber, Cypress, poplar, Soft pine, basswood, red pine,
sugar pine, white pine, western white pine, spruce, redwood, or cedar (red);
width 10 inches and over, length 12 feet and over.
500 feet of 1-inch lumber, kind, same as above, width 10 inches and over,
length 12 feet and over.
100 feet of 2 by 6 inch lumber, Same as above.
50 feet of 1-inch red Oak.
50 feet of 2-inch white Oak.
200 feet 2 by 8 by 16 inch hard pine or cypress.
100 feet 2 by 4 by 16 inch hard pine or cypress.
100 feet ## by 6 by 16 inch hard pine flooring.
200 feet 2 by 10 by 16 inch yellow pine.
PART 2...—STUDENTS’ INSTRUCTION SHEETS.
These student’s instruction sheets are planned to be given out to
the students one lesson at a time, withholding the new lesson until
the one in hand is satisfactorily completed. For convenience in
printing, the student's instruction sheets have not been printed sepa-
rately, as was originally intended, but have been included in one
pamphlet. Enough copies will be furnished to permit cutting out
the sheets and using them separately. With some students there may
be no objection to using the complète bulletin at one time.
GENERAL INSTRUCTIONS TO STUDENTS.
1. Have only necessary tools at your bench.
2. Keep the bench clean of shavings and scrap lumber. 3.
3. Label each piece neatly with pencil and keep them according to Some
System on the bench when at WOrk.
4. Don’t begin the making of a project until you are able to reduce a piece of
stock to the dimensions, length, width, and thickness.
5. Have clearly in mind just what you aim to accomplish by each effort.
6. Work carefully and try to attain accuracy. Accuracy at slow rate of work
is preferable to the reverse. -
7. In using the saws as illustrated in figures 15 and 16 let the body assume a
comfortable position, so that you could saw all day without undue strain.
8. When using the plane as in figure 2 Stand with the right hip against the
bench and look at the plane from the top and back; not from the side.
9. When learning to square an end or edge the try Square should be used
very often, as shown in figure 6. Try to “sense the feel ” of the proper position
of the tool. *.
10. Bear in mind that an assembled object, Such as will be made in this course,
which is made up of several pieces, has to have each piece reduced to the dimen-
sions called for in the bill of material or drawing, in order that they can fit
together into a finished article with a workmanlike appearance. Hence the
importance of learning at the beginning how to reduce a piece of stock to given
dimensions accurately.
LESSON I.
PROBLEM : CONSTRUCT A CHICKEN-FEED HoPPER.
(Pages 34–35, Agricultural Woodworking.)
A. In this lesson the student is expected to learn to reduce stock to required
dimensions in length, Width, and thickness. Read and study, pages 6, 7.
Before beginning with the construction of the box study the following:
1. Position of holding tools. See illustrations, pages 7 to 19, inclusive.
(14)
15
2. Method of holding hammer, page 21.
3. Light stroke when starting saw, pages 7 and 13.
4. Setting plane, page 11.
5. Position to hold wood on a saw horse, figures 15 and 16.
B. Construct the chicken-feed hopper, following the drawing and directions
On pages 34 and 35.
C. Questions.
1. What is the advantage of using a bench hook? (See fig. 4.)
2. Why hold the plane on a slant as shown in figure 22
3. What is the essential difference between a ripsaw and a crosscut Saw?
(See Why a Saw Cuts, pp. 5, 6.)
4. How are sizes of Saws designated ? (See Atkins Silver Steel Saws.)
5. How is a plane, bit, or chisel sharpened? (See Agricultural Woodwork-
ing, p. 24.) *
6. How are nails specified as to kind, size, and length? (See Problems in
Carpentry, p. 107.)
7. How many nails are there of each kind to a pound? (See Problems in
Carpentry, p. 107.) -
8. How many nails would you order to use for 1,000 feet of sheathing, etc.?
(See Problems in Carpentry, p. 107.)
9. What sizes and kinds of nails are usually used for given purposes in
Carpentry? (See Problems in Carpentry, p. 108.)
10. Enumerate the various kinds and sizes of hinges and tell why the T
hinge is preferable here.
11. What arrangement can you suggest for fastening the hopper to the
Wall?
LESSON II.
PROBLEM : TO CONSTRUCT A CHICKEN BROODER COOP AND RUN.
A. Study drawing and directions on pages 49, 50, 51, and pages 36, 37, Agri-
cultural Woodworking, also plate 11 in Problems in Farm Woodwork, Black-
burn. sº -
Study carefully the following points before beginning the construction of
the one on pages 49, 50, 51.
1. Method of Construction of top and bottom of Coop So as to be remov-
able.
2. Method of assembling post, Side, and end of run as shown in detail
drawings.
3. How to fasten in place the wire door which is at the side of the run.
B. Construct a chicken brooder coop and run according to drawing and di-
rections on pages 49, 50, 51.
C. Questions.
1. What is the advantage of a removable bottom?
2. What use would you make of the fact that the top of the coop is re-
movable?
3. What method can you suggest for fastening the run to the coop so as to
make it more easily removable for Storage when not in use?
4. Why have a screen Over the door at front?
5. Where would you place a brace between the sides of the run at top to
prevent the wire from drawing them together? How would you fasten the
brace to the side members? Would you place it flat or on edge?
6. Why are finishing nails suggested for assembling the run at corners?
7. Where about a farmstead would you store the coop when not in use?
16
LESSON III.
IPROBLEM : CONSTRUCT A TRAP NEST.
A. Study the drawing and directions of pages 58 and 59 in Agricultural
Woodworking; plate 10 in Problems in Farm Woodwork; pages 61–65 in Farm
Shop Work, by Brace and Mayne. *
Study carefully the following points before beginning the construction:
1. Position in the box of each piece listed in the Stock bill. *
2. How the angle iron which is shown in the detail drawing is fastened to
the top of the doors. w
3. Detail of the trigger construction.
4. Note the position of the mail which prevents the door from being
forced Out.
B. Construct a trap nest according to the drawing and directions on pages
58 and 59 in Agricultural Woodworking.
C. Questions:
1. What is the reason for using a trap nest?
2. Why is oak, maple, or other hardwood preferable to pine, basswood, or
Other Softwood for the trigger?
3. Why use one-half-inch lumber for the doors?
4. Note that the ends, floor, and partition are made of two pieces 9 inches
wide. Wouldn’t pieces of other dimensions do just as well?
5. What would you suggest as a means of preventing fowl from roosting
on the top of the box? -
6. Is it necessary that clear lumber be used for the trap nest?
7. In cutting the door would you have the grain of the wood run horizon-
tally or vertically? Why?
8. Should the trap nest rest on the floor of the poultry house or should it
be fastened up against the wall?
9. How high would you place it and how would you fasten it?
10. If you wish greater trap-nest facilities, would you build a number of
nests to the dimensions of this one, or would you build one long nest?
LESSON IV.
PROBLEM : CONSTRUCT AN OATS SPROUTER.
A. Study drawing and directions, pages 75–76–77 in Agricultural Woodwork-
ings. Study carefully the following points before beginning the construction:
1. That the framework is constructed of the common 2 by 4 inch lumber.
2. That the cross bars are gained into the posts one-fourth inch.
3. Study direction 4, which explains how to use the steel square for laying
out 45° cuts. In rafter framing the figures 12 and 12 are usually used for the
rafters of a one-half-inch pitch roof. See page 54, Problems in Carpentry.
4. Note that the bottoms of the flats are set up instead of being nailed on
to the bottom edges Of the Sides and ends.
B. Construct an oats Sprouter a CCOrding to the drawing and directions on
pages 75, 76, 77 in Agricultural Woodworking.
C. Questions:
1. Why is cypress the most desirable lumber for flats? (See Cypress and
its Uses, Kellogg.)
2. What is the actual width and thickness of the lumber called 2 by 4
inches as found in the Ordinary lumber yard?
3. What is the reason for setting the Crossbars into the posts?
17
, 4. What grades of lumber would you recommend for the oats 'Sprouter?
5. The stock bill calls for two pieces 7# inches wide for the bottom of each
flat. Is it necessary that the bottom be of two pieces only, or may it be made
Of any available widths?
6. Why bore holes in the bottom of the flats, as shown in the detail
drawing?
7. Why is it very essential that the framework be perfectly square?
8. Where about the ordinary farmstead would you suggest keeping the oats
Sprouter when in use?
LESSON V.
º
PROBLEM : CONSTRUCT A COLONY POULTRY HOUSE.
The colony poultry house is suggested as a class problem, though it is a
problem which One man can readily build.
A. Study carefully the drawing and bill of material on pages 115, 116 of
Agricultural Woodworking. Find on the drawing the various members listed
in the bill of material, i. e., skids, joists, studding, rafters, sole piece, door
Casing, etc. -
1. Cut the skids and crossties to length, cut the ends of the skids at bottom
as shown in the front view, cut gains into the top edges of the skids to receive
the crossties and bolt them firmly together with one # by 6% inch carriage bolt at
each joint. The Skids should be placed on a floor or piece Of level ground, as
they become the foundation. On which to COnStruct the building.
2. There are seven joists; place them on the skids on edge, space them at
equal distances On Center, and toenail them to the skids.
3. Lay the floor so that it covers the entire floor space 8 by 12 feet.
4. Lay pieces of 2 by 4 inch flat on the floor at the outer edge all around and
Securely spike to the floor at the joists. This member is called the sole piece.
5. Study the floor plan carefully for placing the studding. For larger build-
ings studding is doubled at corners and at sides of doors and windows. In a
Small building, Such as this, doubling is unnecessary. -
6. To place the studding for the windows it is necessary to find the over-all
width of the Sash and two window jambs plus at least one-half inch for getting
the window plumb. The studdings are toenailed to the sole piece with sixteen-
penny Common nails from both sides.
7. It may be noted in the cross-section drawing that girts are placed between
studding above and below the windows; these are fastened with sixteenpenny
nails to the Studding at either side.
8. There are seven rafters, spaced the same as the joists. It may be noted
in the cross section that the rafters project the width of the plancher plus the
thickness of the drop Siding. The rafters are toenailed to plate from each side.
9. The window and door frames are placed in position, and the drop siding is
cut to butt against the frame at each side. -
10. The kind of lumber to use for roof boards depends on the roof covering.
If shingles are to be used, common boards may be used, and the joints need not
be tight. If roofing paper is used, matched and dressed lumber must be used,
so that the roofing paper will lay flat and smooth. The roof boards should be
nailed on before the drop siding, so that the siding when placed may be made to
fit up tight against the roof or lookout blocks. The roof boards should be cut
to a straight edge, so that the roofing paper can be tacked evenly over the edge.
See Problems in Carpentry, pages 82, 83, 95, for method of nailing lookout blocks.
11. Note in the floor plan that the door jamb is nailed to the studding and
18 J
comes out flush with the outside of the drop siding. The door casings are then
set back to the center of the jamb, which brings the door flush with the casing.
This permits the door to be fastened with hinges on the Outside and the door
in closing to slam up against the edge of the jamb. It may be noted in the pic-
ture on page 115 that the dOOr has two straps and a diagonal brace. The brace
is essential to keep the door from Sagging at the edge opposite the hinges.
12. Corner boards are usually nailed together into trough shape and then
fastened in, place instead of nailing piece at a time.
13. The windows are hinged at top so as to swing out and should be provided
with a hook and Screw eye at inside at bottom, so they may be fastened when
shut.
14. The house is finished with two coats of paint. The first coat should have
several days to dry before the Second Coat is applied.
STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war risk insur-
ance act approved by Congress October 6, 1917, and every person So
discharged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War
Eisk Insurance or the chief medical advisor of the Bureau of War
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the Service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was suf-
fering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man's own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition, but was suffering from an injury or dis-
º (19) -
20
ease which subsequently disables him, such injury or disease is con-
sidered as having been incurred in the line of duty, and the man is
entitled to compensation therefor."
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged, provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof. f
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent. * r
The monthly compensation payable while disability is total shall
be the following amounts: -
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife and one child, $55.
For a man, wife and two children, $65.
For a man, wife and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each
additional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as to
be in constant need of a nurse or attendant, an additional sum not
exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
º
21
for a nurse or attendant where compensation of $100 per month is
paid. * ,
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man's earning capacity, and, secondly, by the number of per-
Sons in the family on whose account he is entitled to receive com-
pensation, and that such compensation may diminish or increase
accordingly as these factors may change. That is to say, a man who
is totally disabled is entitled to compensation for total disability,
which may be $30 a month, $45 a month, $55 a month, etc., accord-
ingly as he is a single man, a married man with no child, or a
married man with a child, etc. When his total disability becomes a
partial disability and his earning capacity is diminished 50 per cent
the compensation to which he is entitled from that time on is only
50 per cent of the compensation to which he was entitled when he
was totally disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such
injuries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total
disability, this percentage being determined by the schedule of
ratings above referred to, and the compensation payable for such
an injury is not in any way affected by his individual earning
capacity. He will receive a fixed amount monthly during the
remainder of his life without reference to the reduction in his
earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such exami-
nation or in any way obstructs such examination, his right to compen-
sation is suspended until such refusal or obstruction ceases, and every
person in receipt of compensation for disability shall submit to any
22
reasonable medical or surgical treatment furnished by the bureau
whenever requested by the bureau, and the consequences of unreason-
able refusal to submit to any such treatment shall not be deemed to
result from the injury compensated for.
It is of prime importance that all men who are discharged from
the service disabled should continue the payment of the premiums
due on their insurance by check, draft, or money order payable to the
Treasurer of the United States, and sent to the disbursing clerk,
Bureau of War Risk Insurance, Washington, D.C. Unless such pay-
ment is made, their insurance will lapse and they will be deprived of
its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical advisor of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently disabled,
his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensation,
he may not be entitled to the benefits of his insurance, as insurance is
payable only in case of death or in the event that the insured becomes
totally and permanently disabled.
In addition to the aforementioned compensation, the injured person
is entitled to reasonable governmental, medical, surgical, and hospital
services, and will be furnished such supplies, including artificial
limbs, trusses, and similar appliances, as may be useful and reason-
ably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the person
entitled to receive compensation may be required to assign to the
United States any right of action he may have to enforce such liability
of such other person, or to prosecute the action in his own name.
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
e Gov-
nce. Thus, a man wife would
of which he would be required to allot
ve a Government allowance of $15 more,
ed by the man from the bureau would be
ved by the wife monthly would also be $30.
ard, however, allows a certain monthly amount
;I, II.Nº oard and subsistence. The amount allowed a single
n for subsistence by the Vocational Board monthly is $35. Thus
a single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
monthly payment of $65. An officer who accepts vocational training
would, of course, receive a monthly payment equal to his last month’s
pay in the service and would not receive any allowance for subsist-
ence from the Vocational Board, nor would any allotment be re-
quired as in the case of an enlisted man.













Board of the district in which the correspondel'ſ
cerning these districts and their respective offices
District No. 1.-Maine, New Hampshire, Vermpit, Massa
Island. Office : Room 433 Tremont Building, Boston, Mass.
District No. 2.-Connecticut, New York, and New Jersey. Oº
280 Broadway, New York.
District No. 3.-Pennsylvania and Delaware. Office: 1000 Penn Square Build-
ing, Philadelphia, Pa. w -
District No. 4.—District of Columbia, Maryland, Virginia, and West Virginia.
Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida, and Ten-
nessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6.—Alabama, Mississippi, and Louisiana. Office: 822 Maison
Blanche Annex, New Orleans, La.
District No. 7.-Ohio, Indiana, and Kentucky. Office: 1212–1214 Mercantile
Library Building, Cincinnati, Ohio.
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600 The West-
minster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.—Iowa, Nebraska, Kansas, and Missouri. Office : 815–824
Chemical Building, St. Louis, MO.
District No. 10.—Minnesota, North Dakota, and South Dakota. Office: Room
742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.-Wyoming, Colorado, New Mexico, and Utah. Office : 909
Seventeenth Street, Denver, Colo.
District No. 12.—California, Nevada, and Arizona, Office : 997 Monadnock
Building, San Francisco, Cal. •
District No. 13.−Montana, Idaho, Oregon, and Washington. Office: Room
539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office : 810 Western In-
demnity Building, 1000, Main Street, Dallas, Tex. w
(24)
O




RERAL Llsº
cº *4,
MAY 29 1914
Rehabilitation Monºph JOINT SERIES No. 29 .
Wiv. of Macy”
UNIT COURSE—FARM MECHANICS III
WOODWORKING FOR THE
DAIRY FARM
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN COOPERATION WITH THE
SURGEON GENERAL's OFFICE
AND THE
BUREAU OF WAR RISK INSURANCE
FEBRUARY, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE
º
º3.

1919
As a disabled soldier, sailor, or marine you should remember that the
Office of the Surgeon General, War Department, the Bureau of War
Risk Insurance, Treasury Department, and the Federal Board for Voca-
tional Education are mutually interested in your welfare solely. They
have arranged a definite plan of cooperation to help you in every pos=
sible way. You can not afford to leave the hospital until the medical
officers have done everything that they can for you to restore you to
physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital has
provided for you. *:
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos=
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career.
* |
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hos-
pital Educational Service or the representative of the Federal Board
for Vocational Education.
Men discharged from the military or naval service who want infor-
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston. New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and Seattle. For addresses see page 27.
*
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
DAVID F. Houston, Chairman, JAMES P. MUNROE, Vice Chairman,
Secretary of Agriculture. Manufacture and Commerce.
WILLIAM C. REDFIELD, CHARLEs A. GREATHOUSE,
Secretary of Commerce. Agriculture.
WILLIAM B. WILSON, , ARTEIUR E. EIOLDER,
Secretary of Labor. Labor.
P. P. CLAxTon,
Commissioner of Education.
EXECUTIVE STAFF,
C. A. PRossER, Director.
LAYTON S. HAwkINs, Chief Vocational Education Division.
CHARLEs H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education for
wounded and sick soldiers during the time they are in general hos-
pitals and after their discharge, the Surgeon General’s Office and
the Federal Board for Vocational Education cooperated in the
preparation of a series of courses of study. These courses are tenta-
tive and suggestive. They may, however, be accepted as models so
far as their form and principles which govern their organization are
concerned, for all courses, whether academic or vocational, where the
adjustment of materials is intended to be made to suit the individual
capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of Prof. David Snedden, president
of the National Society for Vocational Education; Maj. M. W.
Murray, Sanitary Corps, Surgeon General’s Office; Prof. George A.
Works, Federal Board for Vocational Education; M. W. Haynes,
secretary to the committee.
The committee was assisted by a large number of specially quali-
fied experts. Special mention should be made of the service of Maj.
A. G. Crane, Sanitary Corps, who is responsible for the formulation
of the specifications for the courses.
- IOTUs D. CofFMAN,
Surgeon General’s Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
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PREFACE.
This unit course was prepared under the direction of the Com-
mittee on Courses of Study for Disabled Soldiers by Mr. Louis M.
Roehl.
It is realized that this trial edition as here presented is susceptible
of improvement both in form and content. The committee particu-
larly desires suggestions for alternate exercises in connection with
each lesson in order to provide a wider range of material from which
instructors may select exercises adapted to the individual needs and
capacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criti-
cisms and suggestions for improving it. These criticisms and sug-
gestions will be greatly appreciated and will receive careful editorial
attention.
Criticism by instructors in army service should be addressed:
To: Surgeon General of United States Army, Division of Recon-
struction. Attention of Committee on Course of Study.
Subject: Revision of Unit Course of Study, Farm Mechanics III,
Dairy Farm.
Criticism by instructors under supervision of the Federal Board
should be addressed:
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Farm Mechanics III,
Dairy Farm.
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UNIT COURSE.-FARM MECHANICS III.
WOODWORKING FOR THE DAIRY FARM.
PART I.-TEACHER'S MANUAL.
1. QUALIFICATIONS OF STUDENT.
º
This course is planned for the man who lives or expects to live on
a farm devoted to dairy farming. No previous experience in wood-
working is required, but a common school education is desirable.
2. THE AIMS OF THE COURSE.
1. To give a balanced practice in all of the carpentry tool opera-
tions involved in woodworking for the dairy farm.
2. To make as large a number of practical farm necessities for the
particular use of the dairy farm as time will permit.
3. To develop judgment, by actual use, in the selection, use, and
care of a kit of woodworking tools for farm use.
4. To become familiar with the various kinds of lumber used for
agricultural purposes.
3. LENGTH OF THE COURSE.
This course is intended to cover about 30 hours of instruction,
study, and practical work by the student. In order to bring the
course within this time, the instructor will make necessary modifica-
tions or substitutions in the problems for construction by the student.
4. ouTLINE of LEssons.
The following problems, selected because of interest to the dairy
farmer, are suggested for this course. These problems are all worked
out in “Agricultural Woodworking,” to which book the pages given
refer. The instructor is at liberty, however, to modify the problems
or substitute others according to conditions prevailing with the class
and student.
1. Folding bench. 4. Silo form.
2. Milk record Sheet Case, 5. Dairy barn.
3. Hay rack.
103968°–19—2
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10
5. MEASURING, RATING, AND RECORDING STUDENT'S WORK.
Upon the completion of this unit course, the student will be given
a certificate stating his rating for the course. Duplicates of all
certificates granted should be kept on file by the School for future
reference.
It is intended that all certificates given for completion of the unit
courses issued by the Committee on Courses of Study for Disabled
Soldiers under the direction of the Surgeon General’s Office and the
Federal Board for Vocational Education, shall be honored by all
schools under the supervision of either of these agencies, so that the
student transferring from a hospital School to another School may re-
ceive due credit for the work done in the former School, and may
'take additional units in the second school.
It is therefore desirable to establish some uniformity or standardi-
zation in the methods of rating and recording of the work of students.
A record should be kept of each lesson performed throughout the
course. At the discretion of the instructor, a test may be given at
the close of the course, but the final rating should represent the work
of the student throughout the course as well as his standing in the
final test or examination. ſ
Until more definite scales for rating shop work are available, it is
recommended that final rating be recorded as follows: The average
student will be rated good; the student of exceptional ability will be
rated eacellent, while the student of lesser ability will be rated fair.
The student producing work of a quality that would be rejected in
the commercial shop should be rated poor.
Out of justice to the student, his rating should be more than a
mere guess or Snap judgment on the part of the instructor. In order
that the rating may be just and of value both as a credential for the
student and as a record for the school, the instructor is requested to
consider carefully the following factors in arriving at the rating:
1. EXECUTION OF WORK.
(a) Time.—Is the student rapid, moderate, or slow in executing his work?
(b) Technique.—Does the student use workmanlike methods? Does he exer-
cise reasonable economy in use of materials? Is he neat and orderly in care of
tools? º
2. FINISHED PRODUCT.
(a) Accuracy.—Should be determined by the record kept of errors in meas-
urement, Omissions of dimensions Or lines, etc.
(b) Quality.—Consider the finished product in other respects than accuracy,
Such as finish, neatness, etc.
(c) Mastery of principles.—Does the work indicate that the student has
sufficiently mastered the principles involved in the lesson, or is there still some
deficiency that should be made up?
11
! 3. INTEREST.
(a) Attitude toward work.--Does the student love his work or does he watch
the clock? Is he likely to continue in this line of work?
(b) Studiousness.--Does the student show disposition to study the printed
literature related to this work? Does he express a desire to take advanced
unit courses in this or related subjects?
(c) Possibilities of growth.-Is the student likely in due time to receive
promotion to positions of greater responsibility?
4. TEST PROBLEM.
A test problem might be given at the conclusion of the course which would
involve all or most of the points covered by the course.
6. GENERAL SUGGESTIONS TO THE TEACHER FOR CONDUCTING THE WORK.
1. Make a list of the tool operations involved in each article to be
made and give the class a demonstration of each operation.
2. Give as much individual instruction as possible but never do
work for an individual.
3. See to it that each student gets practice in doing those opera-
tions which are hardest for him. This is to counteract the tendency
of students doing those operations which they have already mas-
tered just because they are easy.
4. Teach the students to examine cutting tools before beginning
work and if not in perfect cutting order, to sharpen them.
5. Demonstrate the proper position to stand at bench for planing
and sawing and also of holding tools, and observe individuals care-
fully to see that instructions are understood and carried out.
6. If circumstances make it possible, have each student measure
out his required pieces on the board to be used and saw it out as he
will have to do in actual experience on a farm.
LESSON I.--THE FOLDING BEN CH.
1. Call attention to the fact that the bench when in use is subjected to con-
tinuous wetting and drying, and that cypress is a desirable wood to use,
because it is least affected by moisture or change of moisture content in the
WOOd.
2. Explain the construction of a single, homemade miter box, and demon-
strate its practicability in cutting to length such stock as here used.
3. Teach the students to saw pieces accurately at the ends so that no plan-
ing will be required. In doing this, have each student test his work with the
try-square and see where the fault lies. Show him how to apply muscular
pressure Jn the saw to overcome the particular difficulty which is evidenced.
4. It should be noted that the lower crosspieces are not so placed that the
braces fit into a perfect square, hence they do not cross at the half-lap joint
at a perfect angle. It is Suggested that accurate measurements be taken at
the end ')efore the braces are cut to length and the joint laid out.
LESSON II.--THE DAILY MILR RECORD SEIEET CASE.
1. Secure perfectly clear lumber if possible.
2. Read direction 7. Bend the 3-inch of a 16:4-inch edge before bending the
sheet into the cylindrical form shown in the detail drawing.
12
* \
3. The fourpenny finishing nails may be too thick for such wood as is
available for your shop and brads may serve better for assembling the box.
4. Point out the difference in cleavability of different woods, that some
Woods take nails without Splitting much better than otherS. *
5. Be sure and lock the cylinders Securely onto the rod by means of the
nuts and washers.
6. If not familiar with use of sheet metal, Secure Small pieces and bend to
desired forms previous to bending the big pieces.
7. Make a milk record sheet and insert it into a completed box to show it
COmplete.
LESSON III—THE FLAT. EIAYRACK.
1. Tack a piece of scrap lumber temporarily across both ends of the stringers
to hold them in position while fastening the crossties and arms in their
positions.
2. Unless the Wenzelmann hayrack clamp is available in the local hardware
store, it is advisable to make the homemade clamp so that it will straddle the
sill instead of boring through the sill. The ordinary bit is not long enough
to reach through the sill and the sill is also considerably weakened by boring
two holes through it at each CrOSS arm. . ¥
3. It is suggested that a demonstration be given of laying out and cutting a
mortise and tenon joint and that a student be given two pieces of Scrap lumber
to practice making the joint before working on the joints used in the standards.
4. Bring out the point that it is necessary that the back standard is easily
removed, as it can not be in place when the rack is to be used with a hay
loader.
5. Emphasizes the desirability of clear, straight-grained lumber for the sill
and arms and show samples of desirable and undesirable lumber for such
purposes. &
6. It is necessary to nail blocks under the sills at points immediately in front
and back of the rear axle of the Wagon to prevent the rack from sliding back
Or forward On the Wagon. s
7. An arrangement should also be provided to prevent the rack from slippin
from side to side at front which it might do, Owing to the fact that it is not
as wide as the space between the wagon stakes. This may be accomplished by
use of a false bolster, which is composed of three pieces of 2 by 4 inches, one
piece as long as the regular bolster with notches at the ends to fit on both sides
of the stake, and two pieces of 2 by 4 inches nailed to the top of the long pieces
and long enough to fit between the stake and side of the sill. This false bolster
is placed on to the regular bolster before the rack is placed on the wagon.
7. REFERENCE BOOKS FOR TEACHERS.
1. Agricultural Woodworking. Roehl. Bruce Publishing Co., Milwaukee,
Wis. $0.60 per copy in quantity.
2. Problems in Carpentry. Roehl. Webb Publishing Co., St. Paul, Minn.
$1 per Copy. *
3. How to File a Hand Saw. Simons Hardware Co., Fitchburg, Mass. Trade
literature free of charge.
4. Disston Handbook on Saws. Henry Disston & Sons, Philadelphia, Pa.
Trade literature free of Charge.
5. Why a Saw Cuts. Henry Disston & Sons, Philadelphia, Pa. Trade litera-
ture free of charge.
13
6. Atkins' Silver Steel Saws. E. C. Atkins & Co., Indianapolis, Ind. Trade
literature free of charge.
7. The Steel Square and Its Uses. Radford. Radford Architectural Co., 178
West Jackson Boulevard, Chicago, Ill. $1.25.
8. Disston's Saw Chart. Henry Disston & Sons, Philadelphia, Pa. Trade
literature free of charge.
9. Lumber and Its. Uses. R. S. Kellog. Radford Architectural Co., Chicago,
Ill. $1. - *
10. Problems in Farm Woodwork. Samuel Blackburn. Manual Arts Press,
Peoria, Ill. -
11. Farm Shop Work. Brace and Mayne. American Book Co. (It is sug-
gested that drawings and directions be studied carefully before beginning the
Construction of any problem.)
12. Workbench (homemade, six student). Roehl. January issue of Indus-
trial Arts Magazine, Bruce Pubishing Co., Miwaukee, Wis.
8. EQUIPMENT AND MATERLALS.
The following list of woodworking equipment is recommended for
a general farm. The tools in this list should therefore be provided
by the hospital or school shop. f
1. INDIVIDUAL EQUIPMENT FOR GROUP OF FIVE STUDENTS.
t
5 hammers, 16 ounce, bell face, adz eyes.
5 planes, jack, 14 inch, iron, 2-inch cutter.
5 saws, crosscut, 24 inch, 10-inch point.
5 try squares, 8-inch blade, wood handle.
5 iron screws, 1 inch for homemade Wises or bench wises (1 for each wise
needed).
5 bench stops.
5 rules, 2 foot, four fold.
5 bench hooks (homemade).
2. GENERAL EQUIPMENT.
1 set each bits 3 inch, is inch, # inch, ſº inch, # inch, # inch, # inch, g inch,
1 inch. - *
2 screw-driver bits # inch and is inch tip.
1 COunterSink, rose.
1 bit brace, 8-inch sweep.
6 chisels, socket, firmer, 14 inch, 1% inch, 1% inch, 1% inch, 1% inch, 2 inch.
1 dividers, 8 inch, loose leg, wing.
1 set twist drills # to § inch by 32ds, straight Shank.
1 file, mill cut, 6 inch.
1 file, mill cut, 10 inch.
1 file, Slim taper, triangular, 6 inch.
1 file, Slim taper, 5 inch.
1 file, auger bit.
1 file card (cleaner).
1 half-round wood file, 12 inch.
1 gauge, marking, plain.
1 glass cutter, turret head.
1 grindstone, 2 by 24 inch, ball bearing, mounted with foot pedal.
1 drawing knife, 8 inch.
/ 14
1 level and plumb, wood, 26 inch.
1 mallet.
3 nail sets, assorted.
1 Oil can, ; pint.
4 wood hand screws (adjustable) 2–8 inch, 2–12 inch.
2 4-foot steel bar carpenter's clamps.
1 oilstone, coarse and fine face carborundum.
1 pair pliers.
1 punch, center.
1 putty knife.
1 saw, rip, 26 inch, 5 point.
1 Saw, compass, 16 inch.
1 Saw, hack, 10 inch, with one dozen blades.
1 saw, coping, metal handle, with One dozen blades.
1 saw, Set.
1 saw, Wise (homemade).
1 each, screw drivers, 4 inch, 8 inch, and 10 inch.
1 square, sliding T-bevel, 1 to 8 inch.T
1 square, steel, 18 by 24 inch, polished, No. 100 rafter framing.
1 blacksmith's wise, 3%-inch jaw.
1 monkey wrench, 10 inch.
1 expansion bit, # to 3 inch.
1 bit brace, 12-inch sweep. (Ratchet with jaws holding straight shank.)
1 gouge, $ inch, inside firmer.
1 hand ax.
1 crosscut saw, 4 foot one or two man.
1 CrossCut Set gauge.
1 CrOSSCut Saw Set.
1 plane, fore, 18 inch, iron, 2-inch cutter.
2 planes, block, 6 inch, adjustable.
1 spoke shave, two cutters, 1 straight, 1 Curved.
1 breast drill and Set of drills.
3. BILL OF EIARDWARE FOR THIS COURSE.
The instructor must modify this list according to the number of students
and the projects to be constructed. \
Nails :
10 pounds fourpenny finishing nails.
10 pounds sixpenny finishing nails.
10 pounds eightpenny finishing nails.
10 pounds tenpenny finishing nails.
10 pounds threepenny fine common nails.
10 pounds sixpenny fine Common nails.
10 pounds eightpenny fine common nails.
10 pounds tenpenny fine Common nails.
10 pounds sixteenpenny fine common nails.
10 pounds twentypenny fine Common nails.
5 pounds 1-inch brads No. 16.
5 pounds 13-inch brads No. 16.
5 pounds 13-inch brads No. 18.
1 pound #-inch lining nails.
15
Screws:
A—flathead bright wood screws.
1 gross #-inch No. 7.
1 groSS £-inch No. 7.
1 gross each 1-inch No. 7, 1-inch No. 8.
1 gross each 13-inch No. 7, 14-inch No. 8, 14-inch No. 9.
1 gross each 13-inch No. 8, 13-inch No. 9, 13-inch No. 10.
1 gross each 14-inch No. 8, 13-inch No. 10, 1}-inch No. 12.
1 gross each 2-inch No. 10, 2-inch No. 12, 2-inch No. 14.
1 gross each 24-inch No. 10, 2%-inch No. 12, 2}-inch No. 14.
1 gross each 3-inch No. 14.
B—Round head blued wood screws.
1 gross #-inch No. 6.
1 gross 13-inch No. 10.
Bolts :
Machine bolts.
1 package each of 50 by 24-inch, ; by 3-inch, 3 by 4-inch, 50 by 5-inch,
# by 6-inch, # by 6%-inch, # by 8%-inch, # by 9-inch, # by 14-inch.
Carriage bolts. \
1 package each of 50 # by 2-inch, # by 24-inch, ; by 3-inch, ; by 3%-ºfich,
§ by 4-inch, # by 43-inch, # by 5-inch, # by 6%-inch, # by 7-inch.
1 package each of 100 # by 13-inch, # by 2-inch, # by 23-inch, # by 3-inch,
# by 3%-inch, # by 4-inch, # by 5-inch, # by 5%-inch.
Thumbnuts, 1 pound.
Washers, 1 pound, 4-inch.
Nuts, 1 pound, #-inch.
Hinges:
1 box riveted Steel butt hinges.
1 dozen 6-inch light Thinges.
1 dozen screw hook and strap hinges for gates.
Rivets: 1 pound 3 by 13-inch, # by 3%-inch, # by 33-inch, # by 53-inch.
Poultry Netting Staples: 1 box, 10 pounds, each #-inch, 3-inch, 1-inch.
Quantity 1-inch mesh chicken wire.
Quantity of canvas strap for ladders.
Quantity 4-inch rod—20-inch for each milk record sheet case.
Quantity #-inch rod—for fruit ladders and hay rack clamps.
BILL OF LUIMBER.
This bill of lumber must be modified to fit the projects actually to be con-
structed by the students.
200 feet of 4-inch lumber—Cypress, poplar, soft pine, basswood, red pine,
sugar pine, white pine, Western white pine, Spruce, redwood (or cedar) red—
width 10 inches and over, length 12 feet and Over.
500 feet of lumber, 1-inch, kind same as above, width 10 inches and over,
length, 12 feet and over.
100 feet of 2 by 6-inch lumber, Same as above.
50 feet, of 1-inch red Oak.
50 feet of 2-inch White Oak. -
200 feet 2 by 8 by 16-inch hard pine or Cypress.
100 feet 2 by 4 by 16-iſſeh hard pine or cypress.
100 feet ## by 6 by 16-inch hard pine flooring.
200 feet 2 by 10 by 16-inch yellow pine.
PART II—STUDENT's INSTRUCTION SHEETs.
These Students’ Instruction Sheets are planned to be given out to
the students one lesson at a time, withholding the new lesson until
the One in hand is satisfactorily completed. For convenience in
printing, the Students’ Instruction Sheets have not been printed
separately as was originally intended, but have been included in one
pamphlet. Enough copies will be furnished to permit cutting out
the sheets and using them separately. With some students there may
be no objection to using the complete bulletin at one time.
GENERAL INSTRUCTIONS TO STUDENTS.
1. Have only necessary tools at your bench.
2. Keep the bench clean of shavings and Scrap lumber.
3. Label each piece neatly with pencil and keep them according to some sys-
tem. On the bench When at Work. s
4. Don’t begin the making of a project until you are able to reduce a piece
of Stock to the dimensions, length, width, and thickness.
5. Have clearly in mind just what you aim to accomplish by each effort.
6. Work carefully and try to attain accuracy. Accuracy at slow rate of work
is preferable to the reverse. *
7. In using the saws as illustrated in figures 15 and 16 let the body assume
a comfortable position so that you could saw all day without undue strain.
8. When using the plane as in figure 2 stand with the right hip against the
bench and look at the plane from the top and back ; not from the Side.
9. When learning to square an end or edge, the try Square should be used
very often as shown in figure 6. Try to “sense the feel ” of the proper position
Of the tool. -
10. Bear in mind that an assembled Object such as a folding bench, milk
record sheet case, hay rack, or other articles which is made up of several pieces
has to have each piece reduced to the dimensions called for in the bill of ma-
terial or drawing, in order that they can fit together into a finished article with
a workmanlike appearance. Hence the importance Of learning at the beginning
how to reduce a piece of Stock to given dimensions accurately.
LESSON 1.
PROBLEM : constRUCT A FoEDING BENCH.
A. Study drawing and directions on pages 16 and 17 in Agricultural Wood-
working.
In this lesson the student is expected to learn to reduce stock to required
dimensions in length, width, and thickness. Read pages 6 and 7.
Before proceeding with the construction of the bench, study the following:
. Position of holding tools, illustrations, pages 7 to 19 inclusive.
. Method of holding hammer, page 21. x º'
. Light stroke when starting saw, pages 7 and 13.
. Setting plane, page 11.
. Use of bit, page 9.
. Method of cutting chamfer, page 19.
:
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17
7. Setting nails with nail set, page 21.
8. ºver method of holding the dividers for swinging an arc, figure 7,
page 9.
9. Proper method of holding a chisel for rounding ends of legs, figure 8,
page 9. *
10. Proper position of holding screw driver in hand, figure 14, page 13.
11. Propér method of guiding a saw in starting a saw cut, figure 15,
page 13.
12. Laying out a half-lap joint.
B. Construct the folding bench according to directions on pages 16 and 17.
C. Questions:
1. What is the essential difference betwewen the ripsaw and crosscut saw?
See Why a Saw Cuts page 5 and 6.
. Why hold the plane at a slant as shown in figure 22
. What is the advantage of using a bench hook? See page 7.
. In figure 10, why feel for the point of the bit?
. How are sizes Of bits designated?
. What is the advantage of the ratchet in a brace?
How are sizes of saws designated? See Atkins's Silver Steel Saws.
. How is a plane bit or chisel sharpened? See Agricultural Woodworking,
page 24.
9. What are the uses that the bench may be put to on a farm?
10. What are the advantages of the folding feature of the bench?
11. How and where would you hang it when not in use?
12. What dimensions would you change if you wished to use the bench for
unusually heavy purposes?
13. Why is cypress a good wood to use for this purpose? See “Bald
Cypress" in Kellog, Lumber and Its Uses, page 253. -
14. Why are flat-head screws preferable to round heads in constructing
the bench 2
15. What is the objection to the use of nails in assembling the bench 2
16. What would be the objection to throwing the legs still farther from a
vertical position?
17. Give instances where the bench on page 42 would be better than the
One On page 16.
18. Refer to Kellog, Lumber and its Uses, and list the various kinds of
lumber Suitable for benches.
19. Where, in the various pieces of which the bench is made, would a knot
be the least Objectionable? -
20. Where, in a platform member of the bench, would a knot be most
objectionable, near the upper or near the lower edge? w
21. Of the lumber available in your locality, which is most free from
knots? º
22. In constructing the barn on pages 122–125, where is clear lumber
essential and where may knotty lumber be used without marring strength of
the structure? See Kellog, page 65, Concerning knots.
LESSON 2.
i
PROBLEM : CONSTRUCT A DAILY MILK RECORD SHEET CASE.
A. Study drawings and directions on pages 72, 73, and 74 of Agricultural
Woodworking.
Special points to study before proceeding with the construgtion:
1. Method of locking the cylinder on to the rod.
2. Method of locking the cylinder in position at any place in the box.
18.
3. How to lay out and cut the bevel on bottom side of the two top pieces.
4. Direction 7, how to bend an edge of a sheet of tin.
5. How to bend tin to a cylindrical form without kinking it.
B. Construct the daily milk record sheet case according to directions given
on pages 72 and 73.
C. Questions:
1. What are the reasons for keeping a milk record?
2. What advantage is it to make a record on a sheet which is inclosed as
this One over the wall method?
3. What method of keeping records is employed in creameries and cheese
factories?
4. How does the tinsmith bend tin into cylindrical form 2
5. Which is the better tool for removing kinks from sheet metal, the wooden
mallet or the metal hammer ?
6. Where would you suggest keeping the record case?
7. If you set it on brackets, which would be preferable, to build the brackets
SO as to hold the top of the box level or at a Slant?
8. How would you construct the brackets? -
9. How would you measure off and line record sheets as shown on page 74?
LESSON 3.
PRORLEM CONSTRUCT A FLAT BIAYRACK.
A. Study drawing and directions, pages 82 and 83 of Agricultural Wood-
Working. s
Special points for study before proceeding with construction:
. Yellow pine, Kellogg.
. Mortise and tenon joint, used in standards.
. Methods of fastening standards, study detail drawing.
. Direction 5, reason for building platform in sections.
. How to lay Out and cut Slant On arms.
B. Construct the hayrack according to directions given on page 83.
C. Questions:
1. How wide should the hayrack be to be used in the driveway of the barn
shown in plan on page 123 of Agricultural WOOdworking? For the One shown
On page 126? -
2. What is the maximum width of hayrack that should be used under
ordinary conditions?
3. When would you use a basket rack? When a flat rack?
4. Find Specimens of each kind of nails; Common, Casing, finishing.
5. How are nails usually specified or mentioned as to length? As to size
(diameter) Ž -
6. How many nails of each size are there in a pound? How can this be
determined without referring to a table of sizes and weights?
7. How many nails would you order to use in 1,000 feet of sheathing? Of
clap-boards, etc.? (Problems in Carpentry, p. 107.)
8. What sizes of nails are ordinarily used for given purposes in carpentry?
(Problems in Carpentry, p. 108.)
9. Make out a bill for the nails needed for implement shed shown on page
120 of Agricultural Woodworking. -
10. Which rack is easier to store when not in use, the one on page 82 or
the one on page 98, and why?
11. What is the advantage of having the front standard drop down onto the
rack, as is the case with the One on page 98?
:
19
12. In fastening the floor boards which is the better method, screws or
nails, and which is the more expensive?
13. What is the reason for painting a hayrack? How many coats of paint
should be used and how much time is required to dry?
14. What other wood may be used for hayracks? (See Kellogg, Lumber
and Its Uses.)
15. Why have a tight floor in a hayrack?
16. How would you store the rack in the implement shed shown on page 120?
17. What advantage is there in driving into a barn with a load of hay
Onto driveways, as shown in the barn on page 125 over unloading hay into
a barn from the end?
LESSON 4.
STUDY OF TEIE SILO FORMI.
(Pages 111–112, Agricultural Woodworking. May be undertaken as a group
problem if circumstances make it advisable.)
. What woods would be suitable for ribs, splices, and braces?
. How would you swing an arc with a 6-foot radius for laying out the ribs?
. Which do you prefer in a Silo, a Continuous door or a series of doors?
Why is matched lumber preferable for the Outside of the inside form 2
. What kind of nails are used for nailing the flooring?
. Note the holes in the ribs for 2 by 4 inch posts on which to elevate the
forms when in use.
7. What would you suggest for keys through the 2 by 4 inch pieces under the
lower rib to hold the form up? g
8. See figure 41 and note the method of holding the outside and inside forms
exactly 6 inches apart.
9. In figure 41 note the lugs and bolts on the extreme left for drawing the
Outside form up tight.
10. Also note that the Splices at the joints are numbered, so that when the
form is reassembled for different silos each Splice will be placed in the original
position.
11. Notice in the door construction that the pieces of 2 by 6 inches which
are the uprights and are in the position of the door frame are hinged to the
outside of one inside form. The hinges permit these pieces of 2 by 6 inches
to swing inward when the concrete is dry and the form elevated, and slide past
the rods which have been placed across the door opening for tying the Silo
across the Opening, and act as Tungs of the ladder. The 2 by 6 inch pieces are
held apart by the 2 by 2 inch brace which is forced between them. The 2 by
2 inch pieces which are at the Outside of the 2 by 6 inch pieces form a recess in
the concrete wall where 2-inch planks or a 2-inch door fit into as the silo is
filled.
i
LESSON 5.
QUESTIONS ON THE DAIRY BARN.
(Pages 122–125, Agricultural Woodworking.)
. Why is 36 feet the best width for a dairy barn?
. What is the width of a COW Stall?
. What is the best length for the average cow Stall?
. What is the maximum and minimum length of stall?
. What are the most satisfactory dimensions of a gutter?
. How much incline should be given a cow stall?
:
20
7. Why should the space between gutters be crowned and how much crown
should there be?
8. In building, how may the crown be obtained?
9. What should be the distance between gutters in a barn in which the eattle
face Out?
10. What should be the width of a cow manger?
11. How much space should be provided for the feeding alley in front of the
manger? -
12. What shape or shapes of manger have been found by experience the most
satisfactory?
13. What thickness of concrete wall is usually used ?
14. What are the advantages of the arrangement of a barn where the cattle
face Out, and what advantages has the arrangement where the cattle face in 2
15. What should be the position of the litter carrier in relation to the gutter?
16. What provision should be made in the barn for box stalls and calf pens?
17. Should the main gutter extend through the calf pens and box stalls?
18. Tell of a satisfactory way of draining the pens.
19. What direction should the doors of pens swing?
20. What is a satisfactory size of a box stall?
21. What is a satisfactory width of manger for a calf pen?
22. What feeding arrangement would you suggest" for a box stall?
23. What Should be the width of dOOr of a box Stall?
24. What width and height of door do you recommend for the feed room?
25. What Size Of timber is used for main floor beam 7
26. What should be the Size of post for supporting the main floor beam if
wooden post is used? - º
27. If the barn is arranged for driving through, what should be the width of
the end door? *
28. What should be the height of ceiling of dairy barn?
29. How do you figure the amount of window pane to be used in a dairy
barn? .
30. What is a satisfactory size and shape of window?
31. How should the windows be hung?
32. How far from the floor should the windows be placed?
33. How would you place the dOOrS in the partition between the horse and
COW barn? *.
34. What should be the dimensions of these doors? sº
35. Should the partition doors be rolling or swinging, and which way should
they roll or swing? -
36. Why should the milk house be a separate building?
37. Why should the engine room be separate from the milk room?
38. What method is satisfactory for transmitting the power from engine to
milk room? * - -
39. What dimensions would you recommend for the milk room and engine
room?
40. What arrangement can be made so that the milk house and engine room
are in a separate building, yet So arranged that One may go from the barn
to milk house without going outside?
41. Where would you place the milk house in relation to the rest of the barn?
42. How should the fresh-air intakes be placed in the wall, and what should
be their size and how many ?
43. What should be the Size of the foul-air flues, and what should be their
location and how many?
21
44. How should the foul-air flues be constructed?
45. How near to the floor shall the intake of the foul-air flues be placed?
46. How near to the ceiling shall the outlet of the fresh-air intake be placed?
47. What may be the construction of the fresh-air intake?
48. How may a driveway and approach be arranged so as not to exclude light
from the barn?
49. What use may be made of the space under the bridge?
50. If the space under the bridge is used for a bull pen, what door and window
arrangement is advisable?
51. Where would you place the stairway in a barn?
52. How do you obtain the run and rise of a stair?
53. Explain how to lay out a stair?
54. What width of stair should be used in a barn?
55. What may be the width of driveway on the second floor?
56. What should be the floor construction of the driveway?
57. What size of timbers should be used for joists and how close on center?
58. What is a good method of Sill construction?
59. What flooring should be used in the mow and granary 2
60. Explain the method of laying the sill and fastening it to the wall.
61. Where is the header placed and how fastened?
62. How much bridging should there be, what size and how fastened?
63. Explain a satisfactory granary arrangement on the second floor.
64. How would you build partitions between grain bins?
65. How would you construct openings into the bins from the alley?
66. Explain the construction of a hopper.
68. Where should the hay chutes be placed and how built?
69. How high should the roof plate be from the wall plate?
70. what shall be the construction of the roof plate?
71. What shall be the construction of the corner post?
72. What size of timbers are used for posts or studs, where are they placed
and how braced ?
73. What size of timber is used for girts and how are they placed?
74. What are the advantages Of a gambrel roof?
75. What size of timber shall be used for the main brace in the truss?
76. What size of timbers are used for the purline plate? Explain the con-
Struction.
77. What size of timber is used for the main strut? How is it fastened to
the post below the roof plate?
78. What size of timbers are used for the upper and lower rafters?
79. How do you lay out the upper and lower rafters on a gambrel roof?
80. What size of timber is used for the false rafters and at what pitch is
it cut?
81. Explain the construction of the lookout at the end of the barn?
82. How should the roof boards be laid 2
83. How much should shingles be laid to the weather?
84. Explain the construction and hanging of the driveway doors.
85. How do you lay out the plate for the silo?
STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War
Risk Insurance or the chief medical adviser of the Bureau of War
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the Service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within One year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man's own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
(22)
23
which subsequently disables him, such injury or disease is considered
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may
receive compensation for disability resulting from injury or disease
other than that for which he was discharged, provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the service, nor is any compensation
payable for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife and one child, $55.
For a man, wife and two children, $65.
For a man, wife and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each
additional child up to two. -
If he has a mother or father, either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
24
for a nurse or attendant where compensation of $100 per month is
paid. -
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man’s earning capacity, and, Secondly, by the number of per-
sons in his family on whose account he is entitled to receive compensa-
tion, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who is
totally disabled is entitled to compensation for total disability, which
may be $30 a month, $45 a month, $55 a month, etc., accordingly as
he is a single man, a married man with no child, or a married man
with a child, etc. When his total disability becomes a partial dis-
ability and his earning capacity is diminished 50 per cent the com-
pensation to which he is entitled from that time on is only 50 per
cent of the compensation to which he was entitled when he was totally
disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has suf-
fered the loss of a leg or an arm is awarded a certain percentage of
the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at Such times and places as
may be reasonably required. If he refuses to submit to such examina-
tion or in any way obstructs such examination, his right to compensa-
tion is suspended until such refusal or obstruction ceases, and every
person in receipt of compensation for disability shall submit to any
25
reasonable medical or surgical treatment furnished by the bureau
whenever requested by the bureau, and the consequences of unreason-
able refusal to submit to any such treatment shall not be deemed to
result from the injury compensated for.
In addition to the aforementioned compensation, the injured person
is entitled to reasonable governmental, medical, Surgical, and hospital
services, and will be furnished such supplies, including artificial
limbs, trusses, and similar appliances as may be useful and reasonably
necessary. -
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child’s
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the person
entitled to receive compensation may be required to assign to the
|United States any right of action he may have to enforce such liability
of such other person or to prosecute the action in his own name.
Men entitled to receive compensation on account of disability who
require vocational training or education in order to enable them to
resume employment should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training schools, they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be $30.
The Vocational Board, however, allows a certain monthly amount to
a man for board and subsistence. The amount allowed a single man
for subsistence by the Vocational Board monthly is $35. Thus a
single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
monthly payment of $65. An officer who accepts vocational training
26
would of course receive a monthly payment equal to his last month's
pay in the service and would not receive any allowance for subsistence
from the Vocational Board, nor would any allotment be required as
in the case of an enlisted man.
It is of prime importance that all men who are discharged from
the service disabled should continue the payment of the premiums
due on their insurance by check, draft, or money order payable to
the Treasurer of the United States and sent to the disbursing clerk,
Bureau of War Risk Insurance, Washington, D.C. Unless such pay-
ment is made, their insurance will lapse and they will be deprived of
its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical adviser of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to
make the payments and is not found to be totally and permanently
disabled his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensa-
tion, he may not be entitled to the benefits of his insurance, as in-
surance is payable only in case of death or in the event that the in-
sured becomes totally and permanently disabled.
|
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD FOR
WOCATIONAL EDUCATION.
All disabled soldiers, sailors, or marines, whether in or out of the
hospital, should address their communications either to the Federal
Board for Vocational Education, Washington, D.C., or to the district
office of the Federal Board of the district in which they are located.
The district offices of the Board are located at the following points:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass.
District No. 2.-Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York, N. Y.
District No. 3.—Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6.—Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7.-Ohio, Indiana, and Kentucky. Office: 1212–1214
Mercantile Library Building, Cincinnati, Ohio.
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.-Iowa, Nebraska, Kansas, and Missouri. Office:
815–824 Chemical Building, St. Louis, Mo.
District No. 10.—Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.—Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 12.—California, Nevada, and Arizona. Office: Room
997 Monadnock Building, San Francisco, Cal.
District No. 13–Montana, Idaho, Oregon, and Washington.
Office: 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O
(27)
WAL LIRRA,
*******
CŞ
Rehabilitation Monography • 919ts on series No.3"
"ww.of Micº º
UNIT course–SHOE REPAIRING I
HANDWORK NECESSARY TO
PREPARE SHOES FOR
MACHINE FINISHING
*====
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN COOPERATION WITH THE
SURGEON GENERAL’S OFFICE
AND THE
BUREAU of WARRISKINSURANCE
February, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE
* ~ 2.

1919

As a disabled soldier, sailor, or marine you should remember that the
Office of the Surgeon General, War Department, the Bureau of War
Risk Insurance, Treasury Department, and the Federal Board for Voca-
tional Education are mutually interested in your welfare solely. They
have arranged a definite plan of cooperation to help you in every pos=
sible way. You can not afford to leave the hospital until the medical
officers have done everything that they can for you to restore you to
physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital has
provided for you. g
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos=
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career. -
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hos=
pital Educational Service or the representative of the Federal Board
for Vocational Education. *
Men discharged from the military or naval service who want infor-
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and Seattle. For addresses see page 27.
(2)
FEDERAL BOARD FOR voCATIONAL EDUCATION.
MEMBERs.
DAVID F. HousTon, Chairman, ' JAMES P. MUNBoE, Vice Chairman,
Secretary of Agriculture. Manufacture and Com/merce.
WILLIAM C. REDFIELD, CHARLES A. GREATHOUSE,
Secretary of Commerce. Agriculture.
WILLIAM B. WILSON, ARTHUR E. HoLDER,
Secretary of Labor. Labor.
P. P. CLAXTON,
Commissioner of Education.
EXECUTIVE STAFF.
C. A. PROSSER, Director.
LAYTON S. HAwkINs, Chief Vocational Education Division.
CHARLES H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education for
wounded and sick soldiers during the time they are in general hos-
pitals and after their discharge, the Surgeon General's Office and the
Federal Board for Vocational Education cooperated in the prepara-
tion of a series of courses of study. These courses are tentative and
suggestive. They may, however, be accepted as models so far as .
their form and principles which govern their organization are con-
cerned, for all courses, whether academic or vocational, where the
adjustment of materials is intended to be made to suit the individual
capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of:
Prof. David Snedden, president of the National Society for
Vocational Education.
Maj. M. W. Murray, Sanitary Corps, Surgeon General's office.
Prof. George A. Works, Federal Board for Vocational Educa-
tion.
M. W. Haynes, secretary to the committee.
The committee was assisted by a large number of specially quali-
fied experts. Special mention should be made of the service of Maj.
A. G. Crane, Sanitary Corps, who is responsible for the formulation
of the specifications for the courses. -
LOTUs D. CoFFMAN,
Surgeon General's Office.
CHARLEs H. WINSLow,
Federal Board for Vocationql Education.
(5)
PREFACE.
This unit course was prepared under the direction of the Com-
mittee on Courses of Study for Disabled Soldiers by Mr. L. W.
Rollins.
It is realized that this trial edition as here presented is susceptible
of improvement both in form and content. The committee particu-
larly desires suggestions for alternate exercises in connection with
each lesson in order to provide a wider range of material from which
instructors may select exercises adapted to the individual needs and
capacity of the student.
This is a trial edition, and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience, with the course as a basis for criti-
cisms and suggestions for improving it. These criticisms and sug-
gestions will be greatly appreciated and will receive careful editorial
attention.
Criticism by instructors in Army service should be addressed:
To: Surgeon General of United States Army, Division of Recon-
struction. Attention of Committee on Course of Study.
Subject: Revision of Unit Course of Study, Shoe Repairing I.
Criticism by instructors under supervision of the Federal Board
should be addressed: g
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Shoe Repairing I.
(6)
UNIT COURSE, SHOE REPAIRING I.-HANDWORK NECES-
SARY TO PREPARE SHOES FOR MACHINE FINISHING.
PART I.
TEACHER'S MANUAL.
1. QUALIFICATIONS OF STUDENT.
This unit is designed for those who have never had any experience
in shoe repairing or those who have had shoemaking experience but
not in the shoe-repairing line, such as machine operator in shoe fac-
tory.
2. ADVANTAGES TO THE STUDENT.
This unit course will give a foundation which will prepare the
student to hold a position as “benchman’’ in shoe-repair shops.
There is a great demand for help of this kind at present and at
good wages. g
The subsequent unit to consist of machine work will prepare stu-
dent to become a proprietor of a shoe-repair shop which can be es-
tablished with a very small outlay of capital. It will also fit him to
become manager or head operator of a shoe-repair shop at an excel-
lent salary.
3. TIME REQUIRED.
This unit should be completed in approximately 30 hours, divided
into 15 lessons of study and practice. Speed should not be attempted
in these lessons; accuracy and neatness should be insisted upon.
After completing these lessons and tasks, means should be provided
for the pupil to continue the practice so that the foundation laid here
may not be lost.
This is extremely important, as it is useless to suppose that great
skill can be acquired in the time allowed for these lessons.
4. EQUIPMENT NECESSARY.
The following unit of equipment should be obtained for each stu-
dent:
1 pound 8/8-13 shoe nails. 1 ball brown hand Wax.
1 pound 6/8-13 shoe nails. 1 ball Barbour's No. 10 hand thread.
# pound 4/8 curl nails. 1 rasp, 6 inch.
3 pound 43/8 curl nails. 1 Bernard nipper, 6 inch.
1 pound 53/8 curl nails. 1 heel remover.
1 pound 6/8 curl nails. 1 heel pincer, 8 inch.
(7)
8
2 No. 1 square-point knives. 1 spool 500–20–4 white soft finish
1 No. 3 Square-point knife. thread.
1 McKay sewing knife. § pint Climax Cement.
1 knife Sharpener. 3 ounce bottle Union leather cement.
1 lap stand with lasts. # sheet of tarred felt.
1 cobbler's hammer, No. 3, knurled 1 yard of welt, grooved and beveled
face. # by #
1 No. 3 OED heel shave. # pound heeling.
1 No. 0 Oil Stone. e 12 pair top lifts.
1 nail Set. 12 pair half Soles
1 package (12) bristles. 3 º whole SOleS } or 9 blockS.
1 No. 3 Sewing-awl haft. § pound patching leather (upper).
2 No. 4 Sewing awls. 1 tipper stitching machine for each 5
2 No. 8 Sewing awls. pupils in the class.
1 pegging-awl haft, No. 2, Star brand. | 1 dozen needles for same.
2 No. 2 pegging awls. 1 dozen NO. O Shoe StretcherS.
2 No. 4 pegging awls. 1 Sit-down bench.
This equipment can be purchased from reliable dealers and could be
assembled and packed in a separate box with hinges, for each stu-
dent, or it may be purchased in bulk, simply providing the above
unit for each pupil.
There should also be secured a supply of shoes to be repaired.
These may sometimes be obtained from the quartermaster's depart-
ment of the military post, from near-by charitable institutions, or
from the public through advertising. ſº
5. MEASURING, RATING, AND RECORDING STUDENT'S WORK.
Upon the completion of this unit course, the student will be given a
certificate stating his rating for the course. Duplicates of all certifi-
cates granted should be kept on file by the school for future reference.
It is intended that all certificates given for completion of the unit
courses issued by the Committee on Courses of Study for Disabled
Soldiers under the direction of the Surgeon General’s Office and the
Federal Board for Vocational Education shall be honored by all
schools under the supervision of either of these agencies, so that the
student transferring from a hospital School to another school may re-
ceive due credit for the work done in the former School and may take
additional units in the second school. It is therefore desirable to
establish some uniformity or standardization in the methods of rating
and recording of the work of students. {}
A record should be kept of each lesson performed throughout the
course. At the discretion of the instructor, a test may be given at the
close of the course, but the final rating should represent the work of
the student throughout the course as well as his standing in the final
test or examination.
Until more definite scales for rating shopwork are available, it is
recommended that final rating be recorded as follows: The average
9
student will be rated “good,” the student of exceptional ability will
be rated “excellent,” while the student of lesser ability will be rated
“fair.” The student producing work of a quality that would be re-
jected in the commercial shop should be rated “poor.” -
Out of justice to the student, his rating should be more than a mere
guess or snap judgment on the part of the instructor. In order that
the rating may be just and of value both as a credential for the stu-
dent and as a record for the school, the instructor is requested to con-
sider carefully the following factors in arriving at the rating:
1. Ea:ecution of work.-(a) Time: Is the student rapid, moderate,
or slow in executing his work? (b) Technique: Does the student use
workmanlike methods? Does he exercise reasonable economy in use
of materials? Is he neat and orderly in care of tools?
2. Finished product.— (a) Accuracy: Should be determined by the
record kept of errors in measurement, omissions of dimensions or
lines, etc. (b) Quality: Consider the finished product in other re-
spects than accuracy, such as finish, neatness, etc. (c) Mastery of
principles: Does the work indicate that the student has sufficiently
mastered the principles involved in the lesson, or is there still some
deficiency that should be made up?
3. Interest.— (a) Attitude toward work: Does the student love his
work or does he watch the clock? Is he likely to continue in this line
of work? (b) Studiousness: Does the student show disposition to
study the printed literature related to this work? Does he express
a desire to take advanced unit courses in this or related subjects?
(c) Possibilities of growth: Is the student likely in due time to re-
ceive promotion to positions of greater responsibility?
4. Z'est problem.—A test problem might be given at the conclusion
of the course which would involve all or most of the points covered
by the course.
OUTLINE OF LESSONS.
Lesson No. 1.-Show detail construction of shoes of different
types—Goodyear welt, McKay, and nailed.
Explanation of articles and tools furnished in each unit equip-
ment.
Lesson No. 3.-Repairing worn heels.
Lesson No. 3.−Practical work on heels.
Lesson No. 4.—Preparing welt shoes for half soles to be sewed
and finished on machine.
Lesson Wo. 5–Sewing in new welt and preparing waxed ends.
Lessons Nos. 6 and 7–Practical work on subjects contained in
lesson Nos. 4 and 5.
Lesson No. 8-Preparing welt shoes for whole soles to be sewed
and finished on machines.
103969°–19—2
10
Lesson No. 9.-Practical work on lesson No. 8.
Lesson No. 10–Preparing McKay or welt shoes for half soles to
be nailed on by hand and finished on machine.
Lesson, No. 11.-Practical work on lesson No. 10.
Lesson No. 13.−Preparing rips in the uppers, putting in new back-
stays and counterlining, etc.
Lesson No. 13.−Practical work on lesson No. 12.
Lessons Wos. 14 and 15–Should be devoted to practical work, and
student should be given the tasks that appear most difficult for him
to perform.
SUGGESTIONS TO INSTRUCTORS.
Lesson No. 1.-The instructor should have at hand shoes of Good-
year welt, McKay Sewed, and nailed constructions.
These should be ripped up before the class and the different com-
ponent parts explained thoroughly, such as upper, counter, box toe,
welt seams, McKay Seam, outer seam, fair stitching, etc.; also method
of construction of each type should be explained.
Explain the use of each tool in the equipment, giving also points
on tempering leather and the use of cement, both sole sticking and
upper leather. It would also be well for pupils to rip up shoes, as
by so doing they will be better able to comprehend the method of
construction. -
Lesson No. 2.-This lesson should be confined wholly to ripping off
of worn portion of heels and rebuilding them. -
First explain the method of rebuilding by wedges, having the
pupils do the work.
Next explain the method of cutting off the portion of the lift that
is worn and filling it out with new stock. See that no more of the
old heel is removed than is necessary to do the work properly.
Insist on perfect spacing of nails, and impress upon the pupils the
importance of each heel being the same height, and have top lift
level, not bunched up in the middle or higher on one side than the
other. -
Use peg awl to insure perfect driving of nails.
Lesson, No. 3.-Should be a lesson continuing the practical work
of lesson No. 2.
Lesson No. 4.—This lesson should embrace the ripping off of the old
sole and fitting on a new half sole.
The importance of Smooth, even Scarfing of the old shank portion
should be pointed out.
The matter of tempering stock having been taken up in the first
lesson, it should now be put in practice.
The half sole should be skived at the butt and the half sole and welt
cemented and then nailed across the butt.
11
)
Impress upon the pupil that care should be taken in selecting the
length of nail used in this operation and insist on careful spacing of
nails.
Have the new half sole trimmed up to the old welt. This work
should be carried out on shoes, the heels of which have been prepared
in the early lessons.
Lesson No. 5.-For this lesson the instructor should pick out shoes
with weak or broken welts and after ripping off the old sole the in-
structor should point out to the pupil why the welt must be reinforced,
or a new piece sewed on.
The pupil should be instructed in making waxed ends and in attach-
ing bristles to same, and this lesson will call for personal instruction
in this work.
Lessons Nos. 6 and 7.—Devoted to a continuation along practical
working lines as laid down for lessons Nos. 5 and 6.
Lesson, No. 8-This lesson embraces the preparing of the welt shoe
for a whole sole.
The system most commonly used is splicing the new sole just back
of the breast of the heel. This does not disturb the original heel seat.
The whole heel should first be removed; the splicing cut should not
be at too great an angle, and a neat joint must be insisted on. If prop-
erly done this joint is almost invisible when the job is completed.
Cement should be used to attach the new sole; be sure that the heel
when put back is straight. This should not be done, however, until
after the new sole is sewed on.
Lesson No. 9.—Devoted to doing the work outlined in lesson No. 8.
Lesson No. 10.-This lesson should proceed as on the welt shoe. If
McKay or nailed shoes are not at hand, the work can be done on a
Goodyear-welt shoe by carefully selecting shoes on which a tap or half
sole can be nailed on over the old sole.
Insist on careful spacing of nails, and have pupils use a peg awl
to start nails to insure proper clinch.
Instruct pupil on selecting the proper length nail and guard against
using nails too long. -
Have them inspect shoes on the inside to be sure each nail is clinched.
Explain that too many nails make a shoe stiff and have them use
just enough nails to hold the half sole tightly around the edges.
Lesson No. 11.-Continuing practical work contained in lesson
No. 8. *
Lesson No. 12.—The instructor should have all the shoes used in
previous lessons, and which require upper patching or rips to be
sewed up, saved for this lesson.
This lesson will call for a lot of personal instruction, as each job
will require instruction peculiar to itself,
12
The use of the patching machine should be explained and how to
thread and oil same.
Many shoe repairers are known through their ability to do a neat
patching job, and this work requires practice. Insist on neatness
and small stitches, and in the case of sewing rips try to have the new
stitches follow the old needle holes.
Lesson No. 13.—Practical work on lesson No. 12 and assort the
work so that each pupil will get a variety of jobs.
This work can be carried on by having one patching machine for
each five pupils. While some are inserting and preparing patches,
one at a time can use the machine.
While explaining the use of the machine, the whole class can be
assembled around it and general instructions given which will be
of benefit to all.
Lessons Nos. 14 and 15–These lessons should be working lessons,
and the work assigned to each pupil should embrace the work which
has previously been covered and which, in the instructor’s mind, the
pupil needs further training on.
PART II.
STUDENTS’ INSTRUCTION SHEETS.
These Students' Instruction Sheets are planned to be given out to
the students one lesson at a time, withholding the new lesson until
the one in hand is satisfactorily completed. For convenience in
printing, the Students' Instruction Sheets have not been printed
separately, as was originally intended, but have been included in one
pâmphlet. Enough copies will be furnished to permit cutting out
the sheets and using them separately. With Some students there may
be no objection to using the complete bulletin at One time.
Students taking this course should realize that the instructions con-
tained here are laid out as a guide, that all work may be done in a
uniform manner.
The lessons will give a general idea as to how the different tasks .
should be performed and the student will be better prepared to do
the tasks outlined if he will follow directions as given in each lesson.
Practice, however, is the essential thing and the student will ad-
vance fastest who arranges to put in the greatest amount of time to
the actual work of performing the tasks given.
Have in mind that in the time allowed for these lessons you have
had the work only outlined, and that much time must be given over
to practice before the tasks can be performed in a thoroughly satis-
factory way.
LESSON No. 1.
The instructor will provide each pupil with shoes of different construction to
rip up so as to learn the way different shoes are made.
Take the Goodyear-welt shoe and study the chart below which outlines clearly
the different parts of this type of shoe.
Notice that the insole is smooth With no nails Or tacks except at the heel seat.
Pay particular attention to the Way the upper, lining, Welt, and insole are
brought together. This is called the inseam.
When ripping up a shoe to be repaired this seam should always be looked over
to see that no threads are broken and that the Welt is in good Condition.
The Goodyear-welt shoe is the type most commonly worn and you will have
more work to do on this type shoe than On any other, SO let us now rip One up
and see how it is made.
Take your sharp-pointed knife and insert it between the outsole and welt and
cutting away from you, cut the Stitches which hold the outsole and welt together
from ball to ball, lay back the Old Sole and cut it off straight across, exposing
the Cork filling. Next remove the COrk filling and expose the channel which
holds the inseam.
Notice how this seam holds the upper Welt and insole together. You Can now
see why it is necessary to use a filler in the forepart of this type of shoe.
(13)
14
If the OutSole were put on without filling up the space between the insole and
the welt seam, the shoe would not have a flat bottom or keep in shape.
Notice how the Shank piece is put in place; this is used to give shape and
strength to the Shank Of the Shoe.
In order to properly repair a welt shoe the new sole or half sole should be
Sewed On in the same way as the Original Sole Was Sewed On.
In the McKay and nailed type of sloes the upper, lining, and insole are fas-
tened together with lasting tacks which go through the insole and clinch.
In the McKay shoe the outsole is Sewed to the insole by a stitch that goes
through both Outsole and insole.
In the nailed shoe the outsole is fastened on by nails, machine driven, which
go through both OutSOle and insole and Clinch. *
Neither of these types of shoes are as smooth inside as the Goodyear-welt
Shoe.
Rip up shoes Of these types and notice the different Construction, and also
See the difference between these types and the Goodyear-Welt shoe.
Separation of stitches.
YNelf.
ºi
à
ºº
É
Weſt. §
º, #-ºº ºl.
O Weir, —a- º
outsºle channel? Cork fºung’ \ \ Outsole channel.
Lip of insole.
FIG. 1.
Now take the outfit of tools and equipment and let us determine the use of
the more important tools.
Shoe mailS.—Used in repairing heels.
Curl nails.-Used in nailing on Soles or the butts of taps.
Brown hand waa..—Used to wax hand threads in making waxed ends.
No. 12 haſrud thread.—This is the unit which is used in making waxed
threads. The waxed end is made up of as many Strands as is needed of the
No. 10 thread twisted together and Waxed.
Bernard nipper, 6-inch.-Used in Cutting Old nails.
Sia'-inch rasp.–Used for evening up uneven places in old leather before put-
ting On new. *
Heel remover.—For starting and removing old top lifts and worn lifts on
heels.
Heel pincer, 8-inch.-Used to assist in ripping off old heels, top lifts, etc.
No. 1 Square-point lcmife.—For trimming up and cutting new leather.
No. 3 square-point knife.—For skiving use.
McKay Sewing Icnife.—For cutting Stitches in ripping off old soles.
I(nife Sharpener.—For Sharpening knives.












1 & 15
Lap last and 8tand.--This style last and Stand was selected for this course
because of the small space taken up and the ease with which it can be moved
from place to place. Used in nailing and heeling to give solid foundation and
for Clinching nails.
FI eel Shave.—Used in trimming up Smooth the new lifts used in repairing
Ineels. s
No. 0 Oil Stone.—Flat sides for knife sharpening ; the Oval side for sharpen-
ing blades for the heel shave.
Bristles.—Used in making Waxed ends.
Sewing awl and haft.—Used in hand Sewing to make the hole in the leather
through which the waxed threads are passed.
Peg awl and haft.—Used to make holes for nailing so that the nail will be
sure to go in the direction desired. Without the use of these tools the novice
Will have much difficulty in driving nails Straight.
20–4. White thread.—Used in patching machine for sewing rips and patches.
Climaa, cement.—Used to make sole or half sole stay in place. This cement
should be applied to each surface to be stuck together and should be allowed
to dry before the parts are placed together. The Cement should be applied to
the flesh side of the leather, which should be clean and dry. After cement has
been applied and dried the leather may be wet if necessary.
Union leather cement.—Used in patching with upper leather. The surfaces
to be stuck together should be dry and clean and roughed up with rasp or sand-
paper. After applying Cement and letting it dry the two surfaces should be
placed together and a little heat applied, which will cause the two pieces to
Stick together.
Tarred felt.—Used in between half sole and insole in repairing shoes. Pre-
VentS Squeeking and fills up Space, so that a full round bottom with no hollows
may be obtained.
Welting.—Used when necessary to repair broken or weak Welts.
Heeling.—USed as underlifting in repairing worn heels.
Top lifts.-These should be wet before being used; if quick job is required,
just, dip in Water for a few minutes and use. A better way is to allow them
to “temper.” This is done by wetting them thoroughly, allowing them to
SOak for an hour Or more, then laying them away in a tight box or wrapped
in moist burlap to mull. Stock to be so used should be wet in the afternoon
and left to mull over night and used the next day.
Half soles, whole soles, or blocks,—Should be tempered as outlined. If ce-
ment is to be used, they should be cemented on the flesh side and the cement
thoroughly dried before the stock is wet. Then proceed as above. Stock will
work easier when “in temper’’ and better results attained.
QUESTIONS.
What is the inseam On a GOOdyear-welt shoe?
What parts Of the shoe does it unite?
Describe difference between a Goodyear-welt shoe and a McKay shoe.
Why is Cork filler used in the forepart of a Goodyear-welt shoe?
What is the difference between a McKay Sewed shoe and a nailed shoe?
What is the use Of Sewing awl and haft?
What are bristles used for and describe a waxed end?
What is the 8-inch pincer used for?
Describe how Climax or sole-sticking cement should be used?
Describe how Union leather Cement is used?
16
LEsson No. 2.
REPAIRING WORN HEELS.
First place the shoe upon the last and with the heel remover start work-
ing off the old top lift. After it is started so you can d? SO use the 8-inch
pincers to pull it off. - g
Care should be taken to remove only as much of the old heel as is necessary,
as of course all old leather removed must be replaced with new, which adds
greatly to the cost of doing the job.
After the top lift is removed you will See that probably the lift under it is
worn at the back portion of the heel. This should be built up level and can be
done in two ways. First by wedges. Take a piece of underlifting which is
provided and cut it to shape of the portion of the heel to be built up, then skive
the portion down wedge-shape SO that the Outer edge will be of the right thick-
ness to bring the worn portion of the heel up level. Now, nail the wedge in
place, putting the nails well in toward the center of the heel so that they
will be Out Of the Way of the top lift nails. Use the hammer to Settle the
wedge into place and have it level so that the top lift will set even.
Now put the top lift on and drive two 6/8–13 shoe nails, one at the breast
and One at the back about $ inch in from the edge of the heel.
Take the Square-point knife and trim up any portion of the new lift that
extends beyond the old heel. Hold your knife square to the edge so that you
will not cut under and spoil the new top lift by Cutting it too small. This work
can best be done by taking the shoe off the last and holding it in a convenient
position in your hands, using your breast or knee as a rest for the shoe.
You are now ready to nail on the new top lift. First until you become ex-
pert it is well to mark a line for nailing to insure an even spacing.
Take the peg awl, and holding it in the right hand between thumb and first
finger, using the second finger as a guide against the old heel, Scratch a line on
the top lift about # inch from the edge. This should leave the nails about is
Of an inch from the edge after the heel is finished.
|Use the peg awl to make the holes for starting the nails and Start them
slanting in slightly toward the middle of the heel. Space nails about $ inch
apart except at the back Of the heel Where the greatest wear comes when they
should be only $ inch apart.
After the top lift has been nailed on use the heel shave to smooth up the
new leather which you have just put on so that it will conform to the shape
and style Of the Old heel.
After Completing One heel and in going On to the next one be sure to measure
the second heel by the first to be sure that they are the same height. This
Can be dOne by holding the two ShoeS SOles up, bringing two heel-seat lines
together even.
Another Way to repair a worn heel is to use a portion of a whole lift instead
of a wedge. Proceed as Outlined, but instead of putting in the wedge take your
knife and Cut On a straight line, taking any angle necessary to remove the worn
portion of the old lift. Then take your heel remover and take off the portion
Of the lift SO Cut Out. *
Now take a piece of heeling and, Cutting one edge square, fit it up against the
edge of the portion of the old lift remaining and nail in place.
Any portion of old heel nails left projecting out of the heel when removing
old lifts should be cut off with the Bernard cutting nipper. Never drive
them in.
17
LESSON No. 3.
This should be a practice lesson continuing the work outlined in lesson No. 2.
LESSON NO. 4.
Take a pair of shoes, the heels of which have been repaired in the previous
lessons. Place one upon the last on your knees and rip off the old Sole. Insert
the sharp-pointed ripping knife between the sole and the welt, just below the
ball, and carefully cut the stitches. Care must be used not to cut the Welt while
doing this Operation.
Always cut away from you. After cutting up one side to the toe, turn shoe
and last in opposite direction, so that the knife is always going away from you.
After stitches are cut, turn back the forepart of the sole and cut it off
straight across at the ball line. Next step is to scarf the old shank piece.
This joint should begin about 1 inch below the ball line and parallel to it.
The best way to determine the angle of the scarf line is to lay the new stock
on the shoe, so that it will cover at the toe and on the sides, then with your
awl or back of the knife make a mark across the old shank portion. This line
should be the beginning of your Scarf, which should be so cut that at the Outer
edges it is about $ inch long, running up to 1 inch in the center.

Ball line
l/
2– — Line at which scarf
Should beam. About
Scarf should look like tº men wº ball
this when done, One-
half inch wide à?
edges and one inch
wide of center.
FIG. 2.
The scarf should be cut even and should be smooth, so that the new tap
will lay flat. Care should be taken in Scarfing near the edges to see that it is
thin, SO that there Will be no big bunch there when the shoe is finished.
The cut above will give you an idea of the ball line, scarf line, and shape of
finished Scarf.
NOW Cut your tarred-felt filler and place in position, taking care that it does
not Overlap the inseam, and cement the welt, scarf, and filler, and set shoe
aside for Cement to dry, and repeat Operation. On the next shoe.
By the time your second shoe is done the first will be ready to have the new
half Sole attached. The half soles having been selected in advance, the butt
skived evenly about $ inch Scarf, and having been cemented and tempered, we
are now ready to attach Same to the shoe.
Hold the new half sole in the right hand with the grain side next to the
palm and grasped by the edges with the fingers, now hold the half sole at an
angle which will allow just the Scarf of the butt of the tap to be placed in po-
sition evenly on the Scarf prepared on the shoe, then lay flat on the shoe, Take
18
your hammer and hammer around the edges of the tap and across the butt
which will make the cement hold tight. Now nail across the butt of the tap,
Selecting length of nail that will just go through to the insole and clinch, and
keeping the nails at the extreme edges just inside of the line of the outer Seam.
Nails should be about one-fourth inch apart and three-Sixteenths of an inch
from the edge of the butt of the half Sole.
The shoe is now ready to trim up. This is done by taking it off the last and
holding it sole down in the left hand. Trim off surplus stock up to the welt,
keeping the knife straight with the edge so you will get a square cut. In this
Operation it is necessary to cut toward you. The neatness with which the
job can be finished depends upon the neatness with which the new half sole is
trimmed up. Be careful not to cut under and be sure that the shape and size
Of the half sole when trimmed is exactly the same as the welt to which it is
being fitted.
Repeat the above on second shoe, and do not make any attempt at speed;
neatneSS Of WOrk is what counts.
After you can do the job right speed will come to you with practice.
LESSON No. 5.
This lesson embraces the main points as laid down in the previous lesson,
except that shoes will be selected which need a new piece of welt sewed in or
a few Stitches taken to reinforce the inseam.
Rip Off the old sole and scarf, shank, and half sole as in the previous lesson.
The instructor will give personal instruction as to the making of a waxed
thread and the method of attaching the bristle. k
TO Sew in a piece of new welt the portion of the old broken welt must be cut
out and the new piece of welt cut to fit; the new piece should lap Over the old
at starting and under at the finish. Welt should be sewed in in One direction
alwayS.
TO determine this, the shoe being held sole up, the starting side is at the left
side and follows around to the right side. Therefore, if you are to sew in a
piece of Welt on the left side of the shoe, you should sew from heel to toe, and
if on the right side, from toe to heel; in other words, always Sew from left to
right, the left end being lapped over the old welt and the right under.
To start the new piece, first skive the grain side on the end for about one-
half inch, then Cut back One Stitch. On the Old Welt SO that the Old Welt will be
loose for about one-half inch, and Skive the flesh Side for about one-half inch.
Now, lap the grain side of the new welt to the flesh side of the old welt, putting
your first stitch through both pieces.
In finishing, reverse the operation, skiving the flesh side of the new welt and
grain side of the old and put the new welt under the old and let your last stitch
fasten both.
Now take your hammer and pound down the seam and lay the welt out flat
and trim it up to conform to the shape of the shoe. Care should be taken to
have the hand Stitches even and try to have them follow in the old holes as
nearly as p0SSible. -
Draw your hand threads tight and be sure that the channel of the insole is
turned up well, SO that Stitches may be easily inserted and that the new Stitches
take in all the upper lining and between substance on the insole.
LESSONS NOS. 6 AND 7.
Devote all the time in these lessons to practice, doing the tasks as laid out
in lessons Nos. 4 and 5,
19
Any point in the previous lessons not clear to the student should be taken up
With the instructor, who will show you any point not thoroughly understood.
*-
LESSON No. 8.
The first move in this lesson is to remove the worn part of the heel, as in
lesson No. 2, then take off the whole heel. Start it at the breast with the heel
remover working it around under the edges as the heel starts to come off, but
be careful not to damage it, as it will be used again after the new sole is in
place. -
Now cut the stitches between the welt and the old sole all the way around
from heel to heel.
Next pull the sole off clear back to the heel nails and pull out the first two or
three heel-seat nails that Come next to where the breast Of the heel was.
When this is done the Old Sole is loose back about three-fourths of an inch
from the Old heel-breast line. This can be plainly Seen, as the Old heel lines
will be plainly visible on the old sole.
Next take your knife and cut off the old sole on a line parallel with the heel-
breast line and be sure to hold your knife SO as to get a good Square cut.
Now take the new Sole and cut the edge where it is to join against the Old
heel piece, so that when it is placed in position it will fit tight against the old
edge so that you will have a close joint. *
Mext put the tarred felt filling in the forepart and cement the whole bottom
and lay aside to dry. º
Do the next shoe in the same manner and the first one will be ready to lay
the SOle On.
The whole sole should be laid the same as a half Sole, attaching the heel seat
portion first, making sure that it fits Snug where the joint comes. Now lay
sole down on the Shoe and use the hammer to make it lay tight around the
edgeS.
Next nail across the butt where the Splice Comes, Slanting your nails in the
new piece lightly so as to draw it tight against the old piece. Nails should be
about one-quarter inch from the edge and about one-quarter inch apart.
The old piece should now have a few nails driven in to it, slanting the nails
to draw it towards the new piece.
You are now ready to trim Off the Surplus stock, taking the shoe off the last
and holding in the left hand and in any convenient position for cutting.
Follow directions for trimming up as in lessOn No. 4, and the same general
instructions given in that lessOn Will apply here. Make your cuts clean and
don’t leave the edges full Of notches.
After the sole has been Stitched on, the shoe will be returned to you to have
the heel attached. Take the old heel and place it squarely in position, taking
care to get it back in position exactly as it was originally, and, using a nail
just long enough to go through into the insole, nail it in place; driving your
nails in far enough from the edge So that nails used in putting on the new top
lift will not interfere with these.
A good guide to go by Will be the nail holes in the old heel.
Now repair the heel as outlined in lesson No. 2 and the task is complete.
LESSON No. 9.
Devote your whole time in this lesson to repeating the work outlined in
lesson No. 8. {
Itemember that “practice makes perfect,” and one job correctly done is better
than two half dOne.
20
LESSON N.O. 10.
This lesson is on nailing on of half soles, either on Goodyear welt or McKay
Shoes. - -
If the work is done on McKay shoes no part of the Old Sole Should be removed,
the new half Sole being nailed On Over the Old SOle.
If the old sole is worn uneven in places the bottom should be made level
before placing the new half sole in position.
Take your 6-inch rasp and buff down the thick parts and cut wedges to fit
in the thin parts so that the thickness of the edges will be the same all the Way
around. Trim up any wedges used to the shape of the shoe.
There is no cement used in this work and no Scarfing necessary on the old
Shoe.
Take your half Sole, and after Seeing that it is in temper, Scarf the butt, and
after placing a piece of tarred felt on the forepart of the shoe, lay on the new
half sole, placing it the same as in the Goodyear-welt shoe about 1 inch below
the ball line and the edge of the half sole parallel to it.
Now nail across the butt Of the half sole and drawing it even place One mail
in the Center Of the toe about 1% inches from the edge.
Next take the shoe from the last and trim off the surplus leather. The half
sole on nailed work should not be trimmed up quite as close to the Old Shoe as
for Sewed work. It should be even and should project about one-sixteenth of an
inch evenly all the way around. This is to allow for the drawing in of the
leather when the Shoe is nailed.
You are now ready to proceed with the nailing. To insure good lines make
a line where the nails should go with the peg awl the same as in repairing
heels.
Place nails so that they will clinch just inside of the edge of the insole. Keep
the nails so close to the edge of the new half sole as will permit of this being
done. The reason for this is that if the nails are too far in towards the Center,
the edge of the shoe will not be tight.
Use peg awl to Start your nails and start them toward the center of the
Shoe.
Be sure to use the proper length nail, one that will just go through the insole
and allow the point about One-sixteenth of an inch for clinch.
A nail too long will not clinch but will turn, and it is impossible to hammer
these down SO that they will not hurt the wearer.
Do not use too many nails as they will make the shoe too stiff. Spaced about
one-half inch apart is usually sufficient to make a tight job.
Use force enough on the hammer to draw the new sole down tight, and after
nailing is completed pound down any uneven places.
After nailing always take your shoe off the last and feel inside to be sure that
all nails are properly Clinched.
NOW trim up the edges again, if there are any uneven places in them.
If the work is done on Goodyear-welt shoes, select shoes on which the welt
is good. *
Even up the Sole as in McKay-Sewed shoes and proceed as before. In nailing,
however, the Width of the Welt will have to be considered. Use more Slant on
the nails, and if your nail clinches just inside the edge of the insole you will get
a good tight job.
º LESSON No. 11.
Continue the practice On WOrk as Outlined in lesson No. 10,
21
LESSON No. 12.
In this lesson personal instruction will be important.
First the use of the patching machine should be explained and studied.
You will notice that this machine will feed in any direction, and that its
arm is SO made that it will go Clear into the toe Of a Shoe.
In Sewing up rips be sure to have the new stitches follow the old holes, and
after Sewing place the Shoe SO that you Can take the handle of your hammer and
rub down the seam.
In cutting out new back stays, after removing the old one use it for a pattern,
and Cut the new One just a trifle larger than the Old One. Now take a little
Climax cement and Cement flesh side of the new stay and the part of the shoe
it is to be attached to, and when dry place carefully in position and sew on
machine, keeping even distance from the edges all around.
If possible, always get the lower edge of your back stay under the vamp and
Skive it there SO that it will not leave a bunch which will hurt the wearer.
To put in an invisible patch in a shoe which has a lining (this usually is a
crack or rip in the leather) : First cut a patch from a piece of leather some-
what larger than the hole to be patched.
Now take your sharp-pointed knife and, putting One hand inside the shoe,
insert the patch between the lining and the upper, finished side Out. Be Sure
that the patch is in Smooth and even, then take it to the patching machine and
sew it in, sewing through upper, patch, and lining, having your Stitches Small
and zigzag acroSS the rip. Now pound down the Stitches, and you will have a
neat job Of patching.
To cement on a patch Outside, Skive With a Sharp knife all around the hole
to be patched, being sure to remove the grain of the leather.
Now, cut your patch out of leather to match the piece you are patching and
Skive the edges down thin.
Cement both with Union leather cement and let dry. You can tell when it
is dry, as it will be white. -
In order to apply the patch a little heat will be required. This can be done
with a warm iron, or a match will do. If an iron is used, it can be the head
of your 8-inch pincer placed where it will get hot. Now, put your patch in
position and hold the Warm iron against it till it sticks; let it harden for a
minute, then pound down Smooth with the handle of your hammer or some
other smooth tool.
It is necessary, to do this Work properly, to have something to fill out the
inside Of the shoe ; either a Wooden last or a shoe stretcher will do.
Patching, if dOne neatly, always commands a good price, and if the student
will just take pains he can soon become skilled in this work.
LESSON No. 13.
Practice on patching machine and fitting different kinds of patches.
LESSONS No. 14 AND 15.
These being the final lessons and not confined to any one subject, the student
should select as the jobs to be done in these lessons the work that in the pre-
vious lessons has proved hardest for him to do. *
NOW, that this short course has been completed it is up to its student to con-
tinue the Work Constantly that he may improve the neatness of his work and ac-
Quire Speed.
The succeeding courses on machine work will probably appeal to many and
are of importance to the student who desires to advance himself so as to become
a proprietor or manager of a shoe-repair shop.
STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Depatment are entitled
to the benefits of compensation as provided by the war risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
Such information, the compensation-claims Section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War
Risk Insurance or the chief medical adviser of the Bureau of War
Risk Insurance, giving his full name, his rank, and organization in
the Service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
Sulting from an injury or disease caused by a man’s own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the Service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in Sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
(22) -
23
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in So far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may
receive compensation for disablility resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the Service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payablé while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife, and one child, $55.
For a man, wife, and two children, $65.
For a man, wife, and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each
additional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
became totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
24
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
paid. \-
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man's earning capacity, and, secondly, by the number of per-
sons in his family on whose account he is entitled to receive compensa-
tion, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who is
totally disabled is entitled to compensation for total disability, which
may be $30 a month, $45 a month, $55 a month, etc., accordingly as
he is a single man, a married man with no child, or a married man
with a child, etc. When his total disability becomes a partial dis-
ability and his earning capacity is diminished 50 per cent the com-
pensation to which he is entitled from that time on is only 50 per
cent of the compensation to which he was entitled when he was totally
disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the Schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such examina-
tion or in any way obstructs such examination, his right to compensa-
tion is suspended until such refusal or obstruction ceases, and every
person in receipt of compensation for disability shall submit to any
25
reasonable medical or surgical treatment furnished by the bureau
whenever requested by the bureau, and the consequences of unreason-
able refusal to submit to any such treatment shall not be deemed to
result from the injury compensated for.
In addition to the aforementioned compensation, the injured per-
son is entitled to reasonable governmental, medical, Surgical, and
hospital services, and will be furnished such supplies, including arti-
ficial limbs, trusses, and similar appliances as may be useful and
reasonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the person
entitled to receive compensation may be required to assign to the
United States any right of action he may have to enforce such lia-
bility of such other person or to prosecute the action in his own name.
Men entitled to receive compensation on account of disability who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board
for Vocational Education, Washington, D. C., to ascertain their
rights and secure the training desired. If accepted by the Federal
Board and admitted to one of the training schools they will receive
a monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for
total disability, whichever sum is the greater. A man with a wife
or child who accepts vocational training is required to make the
regular compulsory monthly allotment to such wife or child, to
which the Government adds the usual allowance. Thus a man with
a wife would receive $45 compensation, $15 of which he would be
required to allot to his wife, who would receive a Government allow-
ance of $15 more, so that the payment received by the man from the
bureau would be $30 and the payment received by the wife monthly
would also be $30. The Vocational Board, however, allows a certain
monthly amount to a man for board and subsistence. The amount
allowed a single man for subsistence by the Vocational Board
monthly is $35. Thus a single man receiving vocational training
would receive $30 monthly from the bureau and $35 from the Voca-
tional Board, making a total monthly payment of $65. An officer
º
26
who accepts vocational training would of course receive a monthly
payment equal to his last month’s pay in the service and would not
receive any allowance for subsistence from the Vocational Board,
nor would any allotment be required as in the case of an enlisted
Iſla Il.
It is of prime importance that all men who are discharged from
the Service disabled should continue the payment of the premiums
due on their insurance by check, draft, or money order payable to the
Treasurer of the United States and sent to the disbursing clerk,
Bureau of War Risk Insurance, Washington, D.C. Unless such pay-
ment is made, their insurance will lapse and they will be deprived of
its benefits. Care should be taken to continue these payments of
premiums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical adviser of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to
make the payments and is not found to be totally and permanently
disabled his insurance will have lapsed.
The benefits of compensation and insurance as provided by the
act above referred to are entirely separate and distinct provisions,
and although the claimant may be entitled to the benefits of compen-
sation, he may not be entitled to the benefits of his insurance, as in-
surance is payable only in case of death or in the event that the
insured becomes totally and permanently disabled.
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD FOR
WOCATIONAL EDUCATION.
All disabled soldiers, sailors, or marines, whether in or out of the
hospital, should address their communications either to the Federal
Board for Vocational Education, Washington, D.C., or to the district
office of the Federal Board of the district in which they are located.
The district offices of the Board are located at the following points:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass.
District No. 2.-Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York, N. Y.
District No. 3.-Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6.-Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7.-Ohio, Indiana, and Kentucky. Office: 1212–14
Mercantile Library Building, Cincinnati, Ohio.
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9–Iowa, Nebraska, Kansas, and Missouri. Office:
815–824 Chemical Building, St. Louis, Mo.
District No. 10–Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.—Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 13–California, Nevada, and Arizona. Office: Room
997 Monadnock Building, San Francisco, Cal.
District No. 13–Montana, Idaho, Oregon, and Washington. Of-
fice: 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O
(27)
105+r-2
Rehabilitation Monograph Joint Wiś º
UNIT COURSE—SHOE REPAIRING II
MACHINE WORK
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN cooperation witH THE
SURGEON GENERAL’S OFFICE
AND THE
BUREAU OF WAR RISK INSURANCE
&
FEBRUARY, 1919
(TRIAL EDITION)
WASHINGTON
,Government PRINTING OFFICE
fº 4
U-T J
1
***

1919

As a disabled soldier, sailor, or marine you should remember that the
Office of the Surgeon General, War Department, the Bureau of War
Risk Insurance, Treasury Department, and the Federal Board for Voca-
tional Education are mutually interested in your welfare solely. They
have arranged a definite plan of cooperation to help you in every pos=
sible way. You can not afford to leave the hospital until the medical
officers have done everything that they can for you to restore you to
physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital has
provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos=
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career. -
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hos=
pital Educational Service or the representative of the Federal Board
for Vocational Education. *
Men discharged from the military or naval service who want infor-
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and Seattle. (See addresses on p. 28.) .
(2)
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
DAVID F. HousTon, Secretary of Agri- || P. P. CLAxTon, Commissioner of Edu-
culture, Chairman. cation.
WILLIAM C. REDFIELD, Secretary of JAMEs P. MUNROE, Vice Chairman.
Com/merce. * CHARLEs A. GREATHOUSE, Agriculture,
WILLIAM B. WILSON, Secretary of | ARTHUR E. HoLDER, Labor.
Labor.
EXECUTIVE STAFF.
C. A. PROSSER, Director.
LAYTON S. HAwRINs, Chief of the Vocational Education Division.
CHARLEs H. WINSLow, Chief of the Research Division.
• J. A. C. CHANDLER, Chief of the Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education for
wounded and sick soldiers during the time they are in the general
hospitals and after their discharge, the Surgeon General’s Office and
the Federal Board for Vocational Education cooperated in the prepa-
ration of a series of courses of study. These courses are tentative
and suggestive. They may, however, be accepted as models so far as
their form and principles which govern their organization are con-
cerned, for all courses, whether academic or vocational, where the
adjustment of materials is intended to be made to suit the individual
capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of:
Prof. David Snedden, president of the National Society for
Vocational Education.
Maj. M. W. Murray, Surgeon General's Office.
Prof. George A. Works, Federal Board for Vocational Edu-
cation.
M. W. Haynes, secretary of committee.
The committee was assisted by a large number of specially quali-
fied experts. Special mention should be made of the service of Maj.
A. G. Crane, Sanitary Corps, who is responsible for the formulation
of the specifications of the courses.
LOTUs D. CoFFMAN,
Surgeon General’s Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(5)
PREFACE.
This unit course was prepared under the direction of the Com-
mittee on Courses of Study for Disabled Soldiers by Mr. L. W.
Rollins.
It is realized that this trial edition as here presented is susceptible
of improvement both in form and content. The committee particu-
larly desires suggestions for alternate exercises in connection with
each lesson, in order to provide a wider range of material from which
instructors may select exercises adapted to the individual needs and
capacity of the student.
This is a trial edition, and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience, with the course as a basis for criti-
cisms and suggestions for improving it. These criticisms and sug-
gestions will be greatly appreciated and will receive careful editorial
attention. ,-
Criticism by instructors in Army Service should be addressed:
To: Surgeon General of United States Army, Division of Reconstruc-
tion. Attention of Committee on Course of Study.
Subject: Revision of Unit Course of Study, Shoe Repairing II.
Criticism by instructors under supervision of the Federal Board
should be addressed:
To: Federal Board for Vocational Education, Washington, D. C.
Attention Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Shoe Repairing II.
(7)
UNIT COURSE.
SHOE REPAIRING II.
TEACHER'S MANUAL.
1. Aims of Course for Students.
This unit is designed for students who have completed Unit I, or
for those who have had experience in the work outlined in Unit I, or
those who have had shoe-factory experience but not in the line of shoe
repairing.
-* ** -
2. Advantages to the Student.
This course provides for continuing instructions and lessons to fit
the student to become an operator of shoe repairing machinery or a
proprietor or manager of a shoe repair shop.
There are many opportunities for capable men to enter this busi-
IlêSS.
3. Time Required.
The time allotted to this course is 48 hours, divided mostly into
practice periods as follows: º
EIOurS.
Stitcher unit 14
Edge trimmer unit 12
Buffing and scouring unit 8
Edge setting unit 8
Finishing unit 6
General instructions in the lessons will be given on machine opera-
tion and care of machines but practice in this course is the essential
thing.
In the time allowed here it will be seen that the student will have
the practical points explained and that arrangements should be
made after the completing of these studies for the student to continue
practice of the work outlined.
4. Equipment Necessary.
A shoe-repair outfit, to take care of 10 students, should consist of
the following machine units:
One stitcher (outer Sole). 1 finishing Section.
1 edge trimmer. 1 edge setter (oscillating).
1 scouring Section. 1 Set of Spare parts, to be selected,
103970°–19—2 (9)
10
1 motor, 2 horsepower. 6 rolls garnet paper, 13/8, FS, grit 0.
1 Set motor brackets to mount motor 144 sheets garnet paper 9 by 11, grit
On machine. 1/2.
1 dust collector. 144 sheets garnet paper 9 by 11, grit
1 gallon medium oil (lubricating). 00.
5 pounds Cotton waste. 500 heel breasters, grit 1/2.
1 quart kerosene. 6 standard 24-pair wooden shoe racks.
12 pounds 6-cord thread. 12 cakes russet finishing wax (1/4-
8 pounds 7-cord thread. * pound cakes).
24 pounds white wax No. 2. " 6 cakes black-finishing wax (1/4-
200 needles. pound Čakes).
100 awls. 2 small granite iron cups for holding
6 No. 2 pillar files. edge ink.
1 awl-filing clamp Ör hand wise. 144 8-inch open-roll finishing covers.
1 peg awl, Haft Star Brand No. 2. 6, 4-row tooth brushes.
6 peg awls No. 2. 6, 13-inch Camels-hair mottler brushes.
1 pair flat-nose pliers 4 or 5 inch, 2 gallons rusSet edge and heel ink.
2 McKay Sewers knives, 1 gallon black edge and heel ink.
12 Cutters forepart, No. 14. 1 edge setting iron, No. 14.
12 cutters forepart, No. 16. 2 edge setting irons, No. 16.
6 cutters forepart, No. 20. 2 edge setting irons, No. 20.
6 cutters forepart, No. 22. 2 edge setting irons, No. 22.
6 cutters forepart, No. 24. 2 edge setting irons, No. 24.
1 set forepart cutter shields; sizes, 1 edge setting irons; shank to follow
0 to 8. Cutter.
12 sharpening wheels, No. 105. 2 gallons light bottom stain.
12 Shank Cutters. A 2 rubber sponges.
2 Shank Cutters shields. 2 granite-iron dishes, 5-inch diameter.
6 rolls garnet paper, 13/8, FS, grit 1.
This equipment may be obtained from United Shoe Repairing
Machine Co., 4 Albany Street, Boston, Mass., or other reliable dealers
in shoe-repairing machines and supplies.
The class should be divided so that two men at a time will be
assigned to each unit.
The work of explanation can be done with two men as easily as
one. When the time comes for the student to start the practical work
the practice period should be divided between them.
The class should be so divided that all units will be at work at one
time.
If the class is large, three, or even four, divisions may be made so
that the whole class can have at least two hours practice each day.
5. Outline of Lessons.
Owing to the fact that the class will be divided so that portions of
it will be working on different units at the same time, the lessons
should also be divided. In this way the part of the class can take
up the work of the unit to which they may be assigned. The lessons
will not be numbered, but will be named in accordance with the unit
of work and the number of hours for each unit given.
11
(1) STITCHER UNIT.
OUTERSOLE STITCHING MACHINE.
The instructor should explain thoroughly to the student the method
of operation of this machine. Show how the awl makes the hole, the
needle drawing in the thread, and point out other important motions
of the machine.
Insist on the machine being properly oiled and make each student
wipe up the machine after using it.
In using wrenches or screwdrivers instruct them in being careful,
so that slots of screws and nut and bolt heads will not get burred up.
Be sure that the proper size wrench is always used. *
Instruct in the care of wax pot; be sure that a fresh, clean supply
is always in the pot.
The mode of operating the machine is one for the instructor to
decide, and only general rules can be laid out covering this point.
The student should be taught the proper adjustment of the awl
and needle, but further adjustments should be taken care of by the
instructor. It is not good policy to try to teach machine adjustments
while teaching the student how to sew shoes. Fourteen hours of study
and practice are allowed for this unit.
(2) EDGE-TRIMMER UNIT.
Explain the purpose of this machine and insist on operator taking
a natural easy position, with the shoe held firmly in the hands, but
with the arms free and easy, so that the shape of the old welt can be
followed. Do not allow operator to trim off too much, as by so doing
he will trim into the old stitches and make an unsightly job, also
spoiling the shape of the shoe.
Instruct in selecting the proper size cutter and shield; also on keep-
ing cutters in good condition.
When first starting to work on this machine dull up the cutter by
drawing the back of a knife blade across the teeth. After the student
has become familiar with the machine and knows better how to
handle the shoe, a sharper cutter can be used. Twelve hours are
assigned to this unit.
(3) BUFFING AND SCOURING UNIT.
Natural easy position is important in this work also, and the shoe
held firmly in the hands with the arms free. 9.
Instruct in putting scouring paper on the wheels and rolls properly,
so that it will be firm and without wrinkles.
A loosely put on paper will not wear nearly as long as one properly
put On.
12
This unit comprises heel scouring with coarse and fine paper. Heel
breast scouring one grit paper and bottom buffing with two grits of
paper.
Impress on student the importance of neat, careful work, as a
poorly scoured heel and a poorly buffed bottom will never finish up
properly. Time allowed, eight hours.
(4) EDGE-SETTING UNIT.
This unit is important in that a well set and finished edge is always
the earmark of good shoe repairing. Have edge ink in proper temper
before attempting to set, and do not allow the iorn to be too hot.
Any easy position is important in working ont this unit. Time
alkowed, eight hours.
(5) FINISHING UNIT.
This unit is designed to finish and polish heels, shanks, and bot-
toms. It is not necessary to demonstrate the many kinds of fore-part
finish that might be obtained, a simple method of light stain for
fore part with black or chocolate shank makes a neat and easy
method for finishing repaired shoes.
Have heels inked in and instruct students in having ink in proper
condition before attempting to burnish. Always finish breast of the
heel in same color as shank. Time allowance for this unit, six hours.
.FINAL WORD TO THE TEACHER.
The student having now had instructions and practice on the
various units, it is up to him as to what advantage he wishes to make
of the knowledge gained.
It is desirable that he be allowed to continue his work along these
lines, as he will not be gaining experience and will lose a certain
amount of the skill attained in these lessons if he does not have the
opportunity to keep his hand in practice.
6. Measuring, Rating, and Recording Student’s Work.
Upon the completion of this unit course the student will be given
a certificate stating his rating for the course. Duplicates of all cer-
tificates granted should be kept on file by the school for future ref-
€I’en Ce.
It is intended that all certificates given for completion of the unit
courses issued by the Committee on Courses of Study for Disabled
Soldiers, under the direction of the Surgeon General’s Office and the
Federal Board for Vocational Education, shall be honored by all
schools under the Supervision of either of these agencies, so that the
student transferring from a hospital School to another school may
13
receive due credit for the work done in the former school and may
take additional units in the second School.
It is therefore desirable to establish some uniformity or stand-
ardization in the methods of rating and recording of the work of
students. &
A record should be kept of each lesson performed throughout the
course. At the discretion of the instructor, a test may be given at
the close of the course, but the final rating should represent the
work of the student throughout the course as well as his standing
in the final test or examination.
Until more definite scales for rating such subjects as shoe repairing
are available, it is recommended that final rating be recorded as fol-
lows: The average student will be rated “good *; the student of ex-
ceptional ability will be rated “excellent,” while the student of
lesser ability will be rated “fair.” The student producing work
of a quality that would be rejected in the commercial shop should
be rated “poor.”
Out of justice to the student, his rating should be more than a
mere guess or snap judgment on the part of the instructor. In order
that the rating may be just and of value both as a credential for the
student and as a record for the school, the instructor is requested to
consider carefully the following factors in arriving at the rating:
(1) Execution of work:
(a) Time.—Is the student rapid, moderate, or slow in
executing his work?
(b) Technique—
Does the student use workmanlike methods?
Does he exercise reasonable economy in use of
materials?
Is he neat and orderly in care of tools?
(2) Finished product:
(a) Accuracy.—Should be determined by the record kept
of errors in measurement, omissions of dimensions
or lines, etc.
(b) Quality.—Consider the finished product in other re-
Spects than accuracy, such as finish, neatness, etc.
(c) Mastery of principles.—Does the work indicate that
the student has sufficiently mastered the principles
involved in the lesson, or is there still some de-
ficiency that should be made up?
(3) Interest:
(a) Attitude toward work—
Does the student love his work or does he watch
the clock?
Is he likely to continue in this line of work?
14
(3) Interest—Continued.
(b) Studiousness—
Does the student show disposition to study the
printed literature related to this work?
Does he express a desire to take advanced unit .
courses in this or related subjects?
(c) Possibilities of growth.-Is the student likely in due
time to receive promotion to positions of greater
responsibility?
(4) Test problem.—A test problem might be given at the con-
clusion of the course which would involve all or most of
the points covered by the course. g
MACHINE WORK. V
STUDENT'S INSTRUCTION SHEETS.
NoTE.—These student's instruction sheets are planned to be given
out to the students one lesson at a time, withholding the new lesson
until the one in hand is satisfactorily completed. For convenience in
printing, the students’ instruction sheets have not been printed Sepa-
rately as was originally intended, but have been included in one
pamphlet. Enough copies will be furnished to permit cutting out
the sheets and using them separately. With some students there may
be no objection to using the complete bulletin at one time.
Jn beginning this course you should understand that a course on
machine shoe repairing can only be outlined in printed form. In
the following lessons general rules for you to follow will be given,
but it is impossible for you to study any given lesson and gain from
it the art of operating shoe-repair machinery without performing
the actual practice work.
The time allowed for the different units in this course should be
devoted to practice and it should be remembered that after you
have become acquainted with the principles of operation and gained
the idea of how to operate each unit, further practice should be pro-
vided for beyond the time allowed.
It is possible where conditions warrant that after completing these
units you might be placed in a shoe-repair shop conveniently located
where you can continue the work under practical conditions.
Bear in mind that you can learn from observation, and while the
instructor is showing you how to hold the shoe, or the proper posi-
tion to take at the machine, you should give him your whole atten-
tion. &
Nothing is more discouraging to an instructor than, after having
spent some time in demonstrating some problem, to turn around and
find that the student is looking out of the window or is otherwise
inattentive.
You should also observe your fellow students, as you can learn
much from them, as the mistakes they make will be more apparent
to an observer than to themselves.
!
STITCHING MACEHINE.
This machine is used for sawing soles or half-soles to the welt.
You will note that the machine is fitted with a wax pot which is
(15)
16
filled with hard white wax, and is so constructed that heat is applied
to it to melt the wax.
The thread passes through the hot wax becoming Saturated with
it before being drawn into the shoe. This preserves the thread and
makes it hold tight in the leather.
The machine is fitted with an awl and needle.
The awl makes the hole and feeds the shoe along for the next stitch.
The needle takes the thread, drawing it through the hole made by
the awl, and brings it into position in a loop which is drawn over the
shuttle.
This is called a lockstitch, that is a series of stitches, each one of
which is a unit in itself.
Two threads are used in lock-stitch machines, one in the machine
proper and the other in the bobbin which is inside the shuttle.
No machine will run well unless properly oiled and supplied with
fresh, clean wax in the wax pot. So, before starting to work, al-
ways first see that there is a good supply of wax in the pot, and Sec-
ond, oil the machine thoroughly. Go over it to become familiar with
the places which should be oiled. These places will be carefully
pointed out to you by the instructor, and care should be used in oiling
to see that the oil reaches the oil hole properly. One drop of oil in
the oil hole is better than half a can full put near the hole.
The machine must be hot before attempting to sew on it. Wax must
not only be hot but the machine head proper must be hot or the thread
rolls will be stiff, causing thread breakage. (a
When the point of the awl reaches a condition where it will not go
through the work straight it should be changed. The machine will
never sew properly with a bent awl and much time will be lost in
attempting it; this will also cause needle breakage.
Care should be taken in adjusting the awl and needle, because if
they are improperly set the machine will not sew. The instructor
will give individual instruction in these adjustments.
In operating this machine assume an easy, natural position; do not
hold yourself stiff.
The treadle which operates the friction pulley and causes the ma-
chine to run should be operated with the left foot. Therefore, this
foot should be extended forward just enough so that you are not
out of balance. The heel of the left foot should rest on the floor and
the treadle should be operated by pressing on it with the ball of the
foot.
Remove the bobbin case from the machine and take the thread out
of the looper, then practice running the machine without any work in
it. Note that the harder you press the treadle the faster the machine
runs. Try getting different speeds and stopping the machine.
The instructor will give you directions for holding the shoe in the
machine and the proper positions for the hands.
17
Hold the shoe firmly in the hands but have the arms free, not stiff,
and don’t push on the shoe.
The shoe should be held flat; do not rock or tip it as this will bent
the awl, break needles, and cause uneven stitching.
Do not force the shoe along or hold it back; the machine will feed
it along evenly if it is held properly.
Time allowed, 14 hours.
EDGE TRIMMER UNIT.
This machine is used to shape the soles of the shoe and leave a
Smooth even edge.
This is done by means of a cutter having 16 teeth which revolve
at high speed, the shoe being placed against the teeth of the cutter
and drawn toward you, following the contour of the old welt.
A shield is provided which goes against the face of the cutter,
and should be large enough in diameter to just cover the lip of it.
The shank cutter is designed to give different shape to the edge
of the shank, and is used only on that portion of the sole.
You should take a natural, easy position at the machine, with left
foot extended to the front and the right to the rear, so that you are
not out of balance.
Hold the shoe firmly in the hand with arm free and easy.
The shoe should be held so that the sole is facing the machine and
the upper away from it. Start at the breast of the heel and trim the
shank up to the ball on the shank cutter.
Then with the forepart cutter trim from ball to ball, going in
one direction always and drawing the shoe toward you. The welt
side of the edge should always be held against the shield. Do not
make a short choppy motion. When you start at the ball draw the
shoe against the knife clear up to the toe.
Do not then push the shoe against the cutter. After you have gone
from ball to toe, with one motion take the shoe away from the cutter
and start at the ball again, repeating as many times as necessary
to take off the surplus stock down to the welt.
In trimming around the toe hold the shoe firmly with the hands
as near the toe as possible, and draw the shoe clear around the toe
from one side to the other, always drawing it toward you. Then
trim from toe to ball on the other side with the forepart cutter.
Next finish the shank from ball to heel on the shank cutter.
To get the best results a shoe should be trimmed twice.
First trim dry, taking off just enough surplus leather to shape up
the shoe well, then with a brush wet the edge with water and let it
set while you are rough-trimming the other shoe.
For the second trimming the shoe should be heid lightly against
the cutter and carried all the way around the sole with as few
18
motions as possible. This will give a smooth, even edge that will
finish up well.
Be sure to keep the edge of the sole at the same angle on the cutter
all the way around. Always work from the lowest point of the
cutter; never allow yourself to trim an edge on the front of the cutter.
If you tip the shoe over to one side or the other you will have edges
that will not be square.
Time allowed, 12 hours.
BUFFING AND SCOURING UNIT.
The edges having been trimmed it is the purpose of this unit to
scour the heels preparatory to finishing. For this work two grits of
paper are used, coarse and fine. The coarse is used to shape up the
heel and the fine to finish up.
To get good results the paper should be put on the wheel tightly
and also evenly. It should not overlap on the edges of the wheel
or the uppers of the shoes will be cut.
The wheel should be opened and the end of the paper inserted
and fastened evenly over the brads, then draw the paper around the
wheel evenly and just tightly enough so that you can close the
wheel without tearing the paper. A loose paper will wear out
quickly and it will also slide on the roll from side to side with the
danger that it will cut the uppers. Be sure that the wheel is properly
locked before starting the machine.
The shoe is held firmly, using the left hand at the counter and
resting the breast of the heel on the thumb and first finger of the
right hand, using these as a rest. º
The work should be done by starting at the breast of the heel and
carrying it around on the wheel to the other breast. The heel should
be held firmly against the Scouring wheel and should be kept turn-
ing all the time; if you hold the shoe still against the wheel you will
scour a flat place in the heel. The shoe should be turned in Sweeps,
the first carrying you from the breast to the center back of the
heel, and then from the center to the other breast. Short sweeps
will fill the heel full of little ridges.
These instructions are the same for coarse and fine paper. In
holding the shoe the left hand should be so placed that the fingers
can squeeze in the counter at the breast of the heel and along the
heel seat so that the scouring paper will not cut the upper of the
shoe.
The heel should be held flat against the face of the wheel and
should be scoured just enough to get a Smooth surface.
This work being done on-repaired shoes the portion of the heel
which has been repaired is what should be Scoured the most. Do
not scour the portion of the old heel but very little, as it will tend
19
to make the heel smaller and this is very objectionable to most
people. *
The heel should be kept moving rapidly against the Scouring wheel
for if moved too slowly you will burn the leather and a good finish
can not be obtained.
BOTTOM BUFFING.
The paper on these rolls should be on tightly and evenly as on the
scouring wheels.
Loosen the cams, open the rolls, and attach one edge of the Sand-
paper to the brads, then draw the paper around tightly and fasten
it to the brads on the open side of the roll. Now close the roll and
tighten the cams.
You should not attempt to buff the bottom of a shoe that is not
thoroughly dry.
First use the coarse paper, drawing the shoe from heel to toe with a
slightly circular movement. Do not hold the shoe too hard against
the roll; keep it moving or you will scour deeper in one place than
you will in another, or you may burn the leather.
Buff lightly as only the grain should be removed; if you buff too
much on the coarse paper you will fill the sole with scratches, which,
if you buff out on the fine paper, will take you down into the rough
part of the leather and a good job of finishing can not be done.
Use the fine paper lightly, just enough to take out the marks of the
first buffing, and use the same motion.
EIEEL-BREAST SCOURING.
The work should be done on the bottom side of this wheel.
Hold the shoe by the counter with the left hand, the right hand
grasping the fore part. Start at the side of the heel nearest to you
and draw the heel across the wheel toward you with a motion that
follows the contour of the breast of the heel. Repeat the motion two
or three times till the breast is smooth.
Time allowed for this unit, eight hours.
EDGE-SETTING UNIT.
The shoes coming to this machine have had the edges trimmed and
the heels Scoured, and the object of this machine is to set or burnish
the edge preparatory to finishing.
First stain in or ink the edge. Always be sure that the blacking
is well stirred or shaken up. The dish that it is kept in should be
clean and should be washed out every night. Any blacking left in
the dish at night should be turned back into the jug or barrel and
the dish and brush washed. Good edge setting can not be obtained
with dirty edge ink.
20
The best brush to ink in edges with is a four-row toothbrush.
Take as much ink on the brush as it will hold without dripping,
and, holding the shoe by the upper in the left hand with the edge up,
start at the breast of the heel and, with the brush held squarely
against the edge, turn the shoe with the left hand, following the edge
around to the other heel breast with the brush held in the right hand.
Have the ink even on the edges and be sure that all of the edge is
covered.
The edges should be dry before inking in; good results can not be
had on wet edges. &
Ink in all the shoes on the rack and allow them to dry before set-
ting the edges.
Practice will tell you at what temper they will set best, and no
hard and fast rule can be laid down to cover this point. Some ink
will dry out faster than others, and the weather has a bearing on this,
too, as ink will dry slowly on a cold, damp day.
A fairly good rule to go by is that the edge will set well when the
blacking is dry enough, so that it will come up to a polish when the
thumb-nail is drawn across it.
The proper iron should now be selected and placed in the machine.
The edge should always be set with the same style and size, of
cutter that the edge is trimmed on. In some cases this size is marked
by the edge trimmer on the shoe tag, but this is not necessary, as you
can always tell the correct size by holding the shoe edge up and
placing the iron on the edge, and you can readily determine the
proper size, as it will fit exactly onto the edge. The shank iron is so
constructed that only one size is used.
Apply the heat to the iron, and do not allow it to get too hot, as it
will burn the blacking and will not bring it up to a glossy finish.
If the iron be too cold, it will make the work very hard and the
blacking will roll up in front of the iron. You can tell easily when
the iron is at the right heat, as it will work easily on the edge and the
ink will work up to a bright, even finish.
Never take a short, choppy stroke in drawing the edge against the
iron. Start on the shank at one side and move shoe from breast of
heel to the ball at one sweep, going over it several times. Hold shoe
firmly against the iron.
The same should be done on the forepart iron, going from ball to
toe at one sweep. º
Eight hours are allowed on this unit.
FINISHING UNIT.
This unit is designed to finish the heels, shanks, and bottoms.
Shoes come to this unit with the edges Set, the heels Scoured, and
bottoms buffed.
21
First ink the heel, using a 14-inch camel's-hair flat brush. Be sure
that the brush and receptable are clean, and in putting on the ink
be sure that the whole heel is covered and that the ink is on even.
Carry as much ink in the brush as it will hold without dripping.
Ink in the edge, breast, and top lift at one time. In inking in the
top lift take care that the ink is spread evenly; do not let it be
streaked. Go over the top lift twice, first in straight motions from
breast to back of heel, then straight across from side to side.
After the ink has dried enough so that it will come up to a polish
when rubbed with the thumb-nail, burnish it on the heel burnishing
wheel, using the same motion as is used in scouring the heel.
The heel burnishing wheel is of corrugated rubber and should be
covered with cloth. The open roll covers are designed and made es-
pecially for this, and they should be put on tightly and smoothly.
A loose cover will wear out quickly and will not give a high luster.
Use a little finishing wax on the cloth. When the wheel is revolv-
ing hold the cake of wax against the face of the wheel and friction
will cause enough wax to be taken onto the cloth so that a bright
glossy finish will be obtained.
Do the same on the heel brush, and after burnishing the heel and
top piece, finish up on the brush.
Next finish the forepart.
The dishes and Sponges used for this work should be cleaned each
day and any stain left in the dish should be thrown away. Always
figure your work so that you have just enough stain to complete
your work in hand so there will be no waste. The stain in the jug
should be well shaken up before being used.
The shoe should be taken in the left hand and with a short-bladed,
sharp-pointed knife cut a curved line from ball to ball, holding the
knife Slanted toward the forepart of the shoe. This will raise a
little flap of leather which serves as a dividing line between the fore-
part and Shank. Be sure in cutting this line that the same shape
is attained on each shoe. This requires a good eye, but practice will
bring its reward, and you will be able to make the lines so near alike
that it will be almost impossible to detect any difference between
them.
Now moisten the Sponge in the stain, wetting about half of it. Do
not have it too wet, but get enough stain into it so that you can go
over one forepart without having to stop to wet the sponge a second
time.
Now take the shoe with the left hand taking hold of the upper, and,
with the sole up, draw the sponge quickly from side to side across
the ball line; take care to get as little as possible of the stain on the
Shank part. Then finish the balance of the forepart by drawing the
22
sponge from the wet portion toward the toe. This must be done
Quickly, for if the stain dries before being brushed up you will have
a streaked bottom.
As soon as you have covered the forepart with stain lay down the
sponge and draw the forepart across the bottom finishing brush until
it is dry. Care should be taken in putting on the stain to keep it off
the edges. When brushing the forepart up to a polish on the last
brushing, tip the shoe and turn it on edge, so that any stain which
may have gotten on the edge will be brushed off.
To obtain a high luster to the forepart, a little brush polish may
be rubbed on the brush, then brush the bottom lightly and finish on
a yarn or seersucker brush.
To finish the shank a 14-inch camel's-hair brush should be used.
The same ink is usually used as for heels.
Take as much ink as the brush will carry without dripping, and,
holding the shoe by the upper with the left hand, sole up, draw the
brush across the shank from side to side, starting at the ball line and
following the shape of the cut which you have made to separate the
shank from the forepart. The little flap of leather which is laid up
when making this cut will aid you in getting a good line and also in
keeping the ink off the forepart. This is best done by setting one
edge of the brush on the shank and giving a twisting motion to it,
which will allow just the tip of the other edge of the brush to follow
the ball line. ;
Finish the inking of the shank by going first across it from side to
side, then lengthwise, then across again. This is to lay the ink
smooth and without brush marks.
After the ink is dry burnish on the shank wheel and brush up on
the shank brush.
If a little wax be put on the brush and the shoe held lightly against
it, a very high polish will be obtained.
Time allowed, six working hours.
FINAL WORD TO THE STUDENT.
Shoe repairers are in constant demand, and there is no doubt but
that, with the fundamental knowledge which you have attained dur-"
ing these lessons, you would now be able to take up the work in a
commercial shoe-repair shop, not, perhaps, as a finished workman,
but with a knowledge of the work which with practice would develop
you into an expert.
STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the War risk insurance
act approved by Congress October 6, 1917, and every person So dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims Section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War
Risk Insurance or the chief medical adviser of the Bureau of War
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man’s own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all sight to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in Sound condition when examined, accepted, and enrolled for
Service. That is to say, he is conclusively presumed to have been in
sound physical condition, and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
(23)
24
w
as having been incurred in the line of duty, and the man is entitled
to compensation therefor. *
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged, provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the Service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife and one child, $55.
For a man, wife and two children, $65.
For a man, wife and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each ad-
ditional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of "a nurse or attendant, an additional sum
not exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
paid.
25
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man’s earning capacity, and, secondly, by the number of per-
sons in his family on whose account he is entitled to receive compensa-
tion, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who is
totally disabled is entitled to compensation for total disability, which
may be $30 a month, $45 a month, $55 a month, etc., accordingly
as he is a single man, a married man with no child, or a married
man with a child, etc. When his total disability becomes a partial
disability and his earning capacity is diminished 50 per cent the
compensation to which he is entitled from that time on is only 50 per
cent of the compensation to which he was entitled when he was totally
disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
or reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain precentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such exam-
ination or in any way obstructs such examination, his right to com-
pensation is suspended until such refusal or obstruction ceases, and
every person in receipt of compensation for disability shall submit
to any reasonable medical or surgical treatment furnished by the
bureau whenever requested by the bureau, and the consequences of
26
unreasonable refusal to submit to any such treatment shall not be
deemed to result from the injury compensated for.
In addition to the aforementioned compensation, the injured per-
son is entitled to reasonable governmental, medical, Surgical, and
hospital services, and will be furnished such supplies, including arti-
ficial limbs, trusses, and similar appliances as may be useful and rea-
sonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child’s
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon Some person other than
the United States or the enemy to pay damages therefor, the per-
son entitled to receive compensation may be required to assign to
the United States any right of action he may have to enforce such
liability of such other person or to prosecute the action in his own
Ila,Iſle.
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for .
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training Schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife, or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be $30.
The Vocational Board, however, allows a certain monthly amount to
a man for board and subsistence. The amount allowed a single man
for subsistence by the Vocational Board monthly is $35. Thus a
single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
monthly payment of $65. An officer who accepts vocational training
would of course receive a monthly payment equal to his last month’s
pay in the service and would not receive any allowance for subsist-
27
ence from the Vocational Board, nor would any allotment be re-
Quired as in the case of an enlisted man.
It is of prime importance that all men who are discharged from the
service disabled should continue the payment of the premiums due on
their insurance by check, draft, or money order, payable to the Treas-
urer of the United States, and sent to the disbursing clerk, Bureau of
War Risk Insurance, Washington, D. C. Unless such payment is
made, their insurance will lapse and they will be deprived of its
benefits. Care should be taken to continue these payments of pre-
miums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical adviser of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to
make the payments and is not found to be totally and permanently
disabled, his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensa-
tion, he may not be entitled to the benefits of his insurance, as in-
surance is payable only in case of death or in the event that the in-
sured becomes totally and permanently disabled.
(ſ {T} 㺠R. - 1.
i i i * ***g,
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD FOR
WOCATIONAL EDUCATION.
All disabled soldiers, sailors, or marines, whether in or out of the
hospital, should address their inquiries about their specific cases
either to the Federal Board for Vocational Education, Washington,
D. C., or to the district office of the Federal Board of the district
in which they are located. The district offices are located at the
following points:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass.
District No. 2.-Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York.
District No. 3.-Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street N. W., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Flor-
ida, and Tennessee. Office: 823 Forsyth Building, Atlanta, Ga.
District No. 6.-Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7.—Ohio, Indiana, and Kentucky. Office: 1212–14
Mercantile Library Building, Cincinnati, Ohio.
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.—Iowa, Nebraska, Kansas, and Missouri. Office:
815–824 Chemical Building, St. Louis, Mo. wº } t
District No. 10–Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. II.--Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 13.−California, Nevada, and Arizona. Office: 997
Monadnock Building, San Francisco, Cal.
District No. 13–Montana, Idaho, Oregon, and Washington. Of-
fice: Room 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex. tº
O
(28)
a- MAY-2-grgſs
Rehabilitation Monºmy, of MCW"
JOINT SERIES No. 32
UNIT COURSE—ELECTRICITY I
BELL WIRING
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN COOPERATION WITH THE
SURGEON GENERAL’S OFFICE
AND THE
BUREAU OF WAR RISK INSURANCE
February, 1919
(TRIAL EDITION) 6
WASHINGTON
GOVERNMENT PRINTING OFFICE
;
º
#.

1919

As a disabled soldier, sailor, or marine, you should remember that the
office of the Surgeon General, War Department, the Bureau of War
Risk Insurance, Treasury Department, and the Federal Board for Voca-
tional Education are mutually interested in your welfare. They have
arranged a definite plan of cooperation to help you in every possible
way. You can not afford to leave the hospital until the medical officers
have done everything that they can for you to restore you to physical
health and strength. Any other course will interfere with your voca-
tional success later. Furthermore, you should by all means take
advantage of the educational opportunities which the hospital has
provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos=
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the hos=
pital. You will find the educational officers at the hospital eager to
render this service for you, and you should consult them early in your
hospital career.
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hos=
pital Educational Service or the representative of the Federal Board for
Vocational Education.
Men discharged from the military or naval service who want infor-
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the District Office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and Seattle. For addresses see page 36.
(2)
FEDERAL BOARD FOR voCATIONAL EDUCATION.
MEMBERS.
DAVID F. Houston, Chairman, JAMES P. MUNROE, Vice Chairman,
º Secretary of Agriculture. Manufacture and Commerce.
WILLIAM C. REDFIELD, CHARLEs A. GREATHOUSE,
Secretary of Commerce. Agriculture.
WILLIAM B. WILSON, ARTHUR E. HoDDER,
Secretary of Labor. Labor.
P. P. CLAXTON,
Commissioner of Educa-
tion.
EXECUTIVE STAFF.
C. A. PRossER, Director.
LAYTON S. HAWKINS, Chief Vocational Education Division.
CHARLEs H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in general
hospitals and after their discharge, the Surgeon General's Office
and the Federal Board for Vocational Education cooperated in the
preparation of a series of courses of study. These courses are
tentative and suggestive. They may, however, be accepted as models
so far as their form and principles which govern their organization
are concerned, for all courses whether academic or vocational, where
the adjustment or materials is intended to be made to suit the
individual capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of: Prof. David Snedden, president
of the National Society for Vocational Education; Maj. M. W.
Murray, Sanitary Corps, Surgeon General's Office; Prof. George A.
Works, Federal Board for Vocational Education; M. W. Haynes,
secretary to the committee. -
The committee was assisted by a large number of specially qualified
experts. Special mention should be made of the service of Maj. A. G.
Crane, Sanitary Corps, who is responsible for the formulation of the
specifications for the courses.
LOTUs D. CoEFMAN,
Surgeon General's Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(4)
PREFACE,
This unit course was prepared under the direction of the Committee
on Courses of Study for Disabled Soldiers by Mr. Paul Augustine.
It is realized that this trial edition as here presented is susceptible
of improvement both in form and content. The committee particu-
larly desires suggestions for alternate exercises in connection with
each lesson in order to provide a wider range of material from which
instructors may select exercises adapted to the individual needs and
capacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criticisms
and suggestions for improving it. These criticisms and suggestions
will be greatly appreciated and will receive careful editorial attention.
Criticism by instructors in Army service should be addressed:
To: Surgeon General of United States Army, Division of Recon-
struction. (Attention of Committee on Course of Study.)
Subject: Revision of Unit Course of Study, Electricity I, Bell Wiring.
Criticism by instructors under supervision of the Federal Board
should be addressed:
To: Federal Board for Vocational Education, Washington, D. C.
(Attention Division of Rehabilitation.)
Subject: Revision of Unit Course of Study, Electricity I, Bell Wiring.
(5)
A SHORT UNIT COURSE
FOR INSTALLING ELECTRIC CALL BELL EQUIPMENT.
PART I. TEACHER'S MANUAL.
1. QUALIFICATIONS OF STUDENT.
This course may be taken by a student whose education is limited
to the first six years of the elementary school, and who is physically
able to perform the tasks specified. While the subject has a fasci-
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nation for the average man, the student should give evidence of an
interest in the subject beyond mere curiosity or entertainment before
being permitted to enter upon the course. In other words, he should
have a serious purpose in taking up the subject.
2. ADVANTAGES TO BE DERIVED BY THE STUDENT.
This course will enable the janitor or home owner to judge the
quality of work done by others or to acquire sufficient skill for in-
stalling simple bell signal equipment. Soldiers whose occupations
before entering the Army were unprofitable or uncongenial, who felt
that they were failures in the work they had selected, may try again
in a new field with the possibility of success.









(6)
7
The unit is the beginning of several courses in electrical wiring and
installation. The student who masters the details of this unit will
have made an excellent start toward a thorough training as an elec-
trical mechanic, an occupation in which workers are well paid and
rarely unemployed.
3. LENGTH OF THE COURSE.
It is estimated that the average man can complete this unit course
in 16 hours of study and practical work.
4. EQUIPMENT AND MATERIALS.
The structure described in the drawing shown in figure 1 is rec-
ommended to be built in a room not less than 25 feet wide, 40 feet
long, and 10 feet from floor to ceiling. This room should also be
equipped with a closet under lock and key provided for the con-
venient arrangement of tools and electrical supplies.
If it is possible to obtain an old private residence for the work, the
conditions would be ideal. Should this be impossible, the equip-
ment may be installed in an apartment or even in a single room of an
apartment or residence.
The tool equipment should include both individual kits to be pro-
vided for each student and a general outfit of tools less frequently
used, which may be shared by the whole class.
Individual kit:
1 pair 7-inch side-cutting pliers.
1 No. 13 bell-faced nail hammer.
12%-inch Champion screw driver.
1 midget (Valley Pet) screw driver.
1 single-blade jackknife.
1 drawing board, 7% by 18 by 24 inches.
1 brad awl.
General tools and equipment (recommended for a class of five stu-
dents. Vary the number of each item according to the size of the
class).
2 5-foot spreading stepladders.
2 #-inch auger bits.
2 *-inch auger bits.
2 *-inch auger bits.
2 +}-inch auger bits.
2 ratchet braces, 8-inch sweep.
2 #4-inch bell hangers' bits, 18 inches long.
2 12-inch compass saws.
23%-inch wood-cutting chisels.
21-inch wood-cutting chisels.
1 flat tile, 8 inches long.
16-inch try Square.
2 #-inch star drills.
1 hack-saw frame.
12 8-inch hack-saw blades.
1 16-inch crosscut handsaw.
1 16-inch rip handsaw.
1 steel block plane.
100 feet 3%-inch standard fish wire.
2 extension bit holders.
The amount of supplies recommended for a class of five students
during a period of 16 hours is as follows:
15 pounds No. 18 B. & S. gauge annunciator wire in assorted colors.
15 pounds No. 18 B. & S. gauge damp-proof office wire in assorted colors.
3 pounds 3%-inch flathead staples.
1 gross 1%-inch No. 5 flathead bright wood screws.
1 gross 34-inch No. 5 flathead bright wood screws.
1 gross 1%-inch No. 5 round-head blued wood screws.
1 gross 34-inch No. 5 round-head blued wood screws.
1 gross 1%-inch No. 5 round-head brass wood screws.
1 gross 1%-inch No. 5 flathead brass wood screws.
24 J% by % inch lead expansion sleeves.
24 Hºs by 4 inch Ajax toggle bolts.
152%-inch adjustable vibrating bells.
15 wood push buttons.
5 wrought-bronze loose-Sack push buttons.
6 carbon cylinder salammoniac battery cells complete.
6 pencil Zincs.
10 No. 6 dry-battery cells.
5 pounds 34-inch friction tape.
12 soft-lead pencils.
It is suggested that “Menominee” bells be used because they
readily lend themselves to the job of taking apart and reassembling.
The Menominee Electric Co., 152 Chambers Street, New York City,
makes this bell.
5. STANDARDS FOR MEASURING AND RECORDING STUDENTS’ WORK.
Upon the completion of this unit course the student will be given
a certificate stating his rating for the course. Duplicates of all cer-
tificates granted should be kept on file by the school for future ref-
€I'êI) C6.
It is intended that all certificates given for completion of the
unit courses issued by the Committee on Courses of Study for Dis-
abled Soldiers under the direction of the Surgeon General’s Office
and the Federal Board for Vocational Education shall be honored
by all schools under the Supervision of either of these agencies, so
that the student transferring from a hospital school to another
school may receive due credit for the work done in the former school,
and may take additional units in the second school.
It is therefore desirable to establish some uniformity or standardiza-
tion in the methods of rating and recording of the work of students.
A record should be kept of each lesson performed throughout the
course. At the discretion of the instructor a test may be given at
9
the close of the course, but the final rating should represent the work
of the student throughout the course as well as his standing in the
final test or examination.
Until more definite scales for rating shopwork are available, it is
recommended that final rating be recorded as follows: The average
student will be rated good; the student of exceptional ability will be
rated excellent, while the student of lesser ability will be rated fair.
The student producing work of a quality that would be rejected in
the commercial shop should be rated poor.
Out of justice to the student, his rating should be more than a
mere guess or snap judgment on the part of the instructor. In order
that the rating may be just and of value both as a credential for the
student and as a record for the school, the instructor is requested to
consider carefully the following factors in arriving at the rating:
1. EXECUTION OF WORK.
(a) Time.—Is the student rapid, moderate, or slow in executing his work?
(b) Technique.—Does the student use workmanlike methods? Does he exercise
reasonable economy in use of materials? Is he neat and orderly in care of tools?
2. FINISHED PRODUCT.
(a) Accuracy.—Should be determined by the record kept of errors in measure-
ment, etc.
(b) Quality.—Consider the finished product in other respects than accuracy, such
as finish, neatness, etc.
(c) Mastery of principles.—Does the work indicate that the student has sufficiently
mastered the principles involved in the lesson, or is there still some deficiency that
should be made up?
3. INTEREST.
(a) Attitude toward work.—Does the student love his work, or does he watch the
clock? Is he likely to continue in this line of work?
(b) Studiousness.--Does the student show disposition to study the printed litera-
ture related to his work? Does he express a desire to take advanced unit courses in
this or related subjects? -
(c) Possibilities of growth.-Is the student likely in due time to receive promotion
to positions of greater responsibility?
4. TEST PROBLEMI.
A test problem might be given at the conclusion of the course which would involve
all or most of the fundamental points covered by the course.
6. LESSONS OR JOBS.
. Study of a vibrating bell; time, 30 minutes.
. Connecting a vibrating bell; time, 1 hour.
. Bell trouble; time, 1 hour.
. Tracing and removing bell trouble; time, 1 hour.
. An exercise in exposed bell wiring; time, 1 hour.
(Lessons 6 to 9 comprise a problem of installation of a front entrance electric
call bell for a private residence.)
6. Location of outlets; time, 30 minutes.
104764°–19—2
:
10
7. Installing wires, exposed method; time, 3 hours.
8. Installing instrument, device, and battery; time, 1 hour.
9. Testing out the job; time, 1 hour.
(Lessons 10 to 12 comprise a problem of installation of a front entrance call-
bell equipment in a two-family wooden frame house.)
10. Ilocating the outlets; time, 1 hour.
11. Providing unobstructed runways between outlets and fishing wires; time, 3
hours. *-
12. Installing instruments, devices, and battery, testing and connecting wiring;
time, 2 hours.
7. SUGGESTIONS FOR CONDUCTING THE COURSE.
The instructor conducting the course is urged to study carefully
the lessons, installations, and job which compose the unit. It is
desirable that the instructor be an electrical worker with at least
five years’ experience in construction work. He should bear in
mind that construction principles or methods vary with local require-
ments. Large cities generally demand a higher standard of work-
manship than small communities, for what may be considered good
work in a rural town or mining camp, in a large city would be con- .
demned as the work of a “salammoniac disturber.” In conducting
the course, ample latitude is allowed for the expression of the in-
structor's training and experience. It is most important that the
aim be so to adjust these lessons to local conditions as to carry over
to the student in the limited time knowledge and skill of immediate
practical use.
Lessons 1, 2, 3, 4, and 5 may be assigned to students as bedside
occupations. They are, however, not designed for bedside work
alone. Each student should take them as preliminary to the installa-
tion jobs.
The instructor will observe that each lesson and job is complete in
itself, gives instructions for conducting the work, reference for study,
questions for further study, and a statement of the time required to
complete it. The time is estimated upon the basis of experience in
teaching young men whose education has been that of the elementary
school. Here again no hard and fast ruling is desired. The time may
reasonably be accepted as a basis in rating the student as to speed.
Care should be taken to avoid the assignment of a task the length of
which is greater than the time at the disposal of the student. The
longer jobs may be worked together by two students. This will
eliminate lost time and waste in material.
The lessons and jobs lend themselves to individual instruction
rather than class instruction. Class instruction is advantageous in
matters of general interest applicable to the work. A “shop talk”
may be created on the foundation of any question that may arise
in the series of lessons. The duration of a shop talk varies with the
topic. A short shop talk of from five to ten minutes is more desira-
ble than an extended one.
11
8. LIST OF BOOKS USED WITH LESSONS AND JOBS.
The average person will welcome a book to obtain knowledge of
electrical phenomena. These books are provided to encourage the
student to read and consult them frequently. Aside from the interest
of the subject matter, the actual reading carries over the conviction
that the work the student seeks to master will have a definite value
in terms of money. From the books listed a number of sections may
be selected for supplementary study. *
Make a tactful and thorough study of the physical condition of the
student, his mental ability, his needs, aims, and purpose. Select for
reading only the material which you know he is capable of digesting
and actually needs to make good. Should a student show an inclina-
)
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TIG. 2. —Vibrating bell. .*
tion and ability for further study, assign more than the average book
work, but in every such case be sure the lessons and jobs are not
shirked.
Timbie, W. H.: Essentials of Electricity. John Wiley & Sons (Inc.), New York,
1914. $1.25. An exceptionally interesting and understandable description of the
flow of electricity.
Croft, Terrell: Practical Electricity. McGraw-Hill Book Co. (Inc.), New York,
1917. $2.50. A definite amount of information on electromagnetism is required to
understand the operation of an electric bell. Pages 140–149 are a splendid source of
information. For supplementary reading there is no better book published on the
subject of electricity.
Croft, Terrell: Wiring of Finished Buildings. McGraw-Hill Book Co. (Inc.), New
York, 1915. $2. Although in these pages the reading recommended describes elec-
tric-light wiring, the methods followed and tools used are the same as for bell wiring.
Croft, Terrell: American Electricians' Handbook. McGraw-Hill Book Co. (Inc.),
New York, 1914. $3. Section 4 on interior wiring is so helpful to the student of modern-
building equipment that no study of electrical installation would be complete without
the store of information and suggestions it contains.


BELL WIRING.
PART II.-STUDENTS’ INSTRUCTION SHEETS.
These Students' Instruction Sheets are planned to be given out
to the students one lesson at a time, withholding the new lesson
until the one in hand is satisfactorily completed. For convenience
in printing, the Students' Instruction. Sheets have not been printed
separately as was originally intended, but have been included in one
pamphlet. Enough copies will be furnished to permit cutting out
the sheets and using them separately. With some students there
may be no objection to using the complete bulletin at one time.
THE STUDY OF A WIBRATING BELL.
Lesson I.
This vibrating bell is commonly used in apartment and private houses for call-bell
apartment. The parts and their uses are here described. Compare the bell which you
have with Figure 2. ..y
Parts. Purposes.
A stamped metal base. . . . . . . . . . . To hold all parts so that they will work properly.
A stamped metal gong...... . . . . . TO §. a ringing Sound.
A yoke. ----------------------- To hold magnet cores, armature, and insulated ad-
- justing post in place. -
Magnet cores-------------------- To provide a path for magnetic circuit.
Electromagnet coils. . . . . . . . . . . . . To provide a path for the electric current to create
the magnetic circuit.
Armature with spring, rod, and | To be attracted toward the magnet cores when
tapper. current flows through electromagnet coils so as
to strike gong intermittently.
Insulated adjusting post. . . . . . . . . To provide an insulated support for the adjusting
Screw and one wire from the electromagnet coils.
Adjusting Screw- - - - - - - - - - - - - - - - To keep proper spacing between platinoid point
of Screw and platinoid disk on armature spring.
Grounded binding post. . . . . . . . . . To fasten wire from one side of electric circuit and
conduct current to platinoid disk on armature
Spring.
Insulated binding post. . . . . . . . . To fasten wire from other side of electric circuit
and conduct current to electromagnet coils.
Stamped metal box. . . . . . . . . . . . To cover the working parts so as to protect from
Injury.
Learn to know the parts so well that you may be able to take the
bell apart and then reassemble it.
In the meantime it will be well for you to know a little about
electricity. Ask for W. H. Timbie's “Essentials of Electricity” and
turn to page 1. Read paragraphs 1 to 4 fully until you understand
the flow of electricity.
Time.—A man should complete this study in 30 minutes.
(12)
13
Lesson II.
The previous lesson and your study of the flow of electricity have
prepared you for an experiment that will show you how to make the
bell ring. Using the same vibrating bell, some wire, a dry battery
and the tools given, follow directions: ar
Tools and equipment.—One vibrating bell, one wood push button,
six feet of No. 18 annunciator wire, one dry cell or battery, one pair
of 7 inch side cutting pliers, one 2% inch Champion screw driver, one
midget (Valley Pet) screw driver, and one single blade jack-knife.
Directions for connecting a vibrating bell and battery.—Divide the
wire into two equal lengths and cut the loop with pliers. Do this
again with one of the two lengths. You now have one 3-foot length
and two 13-foot lengths. “Skin” about 1 inch of insulation off
the ends of each length with the jack-knife, holding the knife and the
end of the wire as you would when sharpening a pencil. Gradually
shave the insulation off until the copper surface of the wire is exposed.
Avoid cutting into the copper wire so as to score or nick it. Scoring
or nicking lessons the strength and current-carrying capacity of the
WII’e.
With fingers or pliers loosen the knurled round nuts on binding
posts of bell and battery. Take the long wire and connect one bare
end to one binding post of the bell and the other end to one binding
post of the battery. This is called the “bell battery wire.” Take
one of the short wires, connect one end to the remaining binding post
of the bell and the other end push through a hole in the base of the
push button—from which first remove cap and button—and connect
to one binding screw. This is called the “section wire.” One end
of the remaining short wire attach to the unconnected binding post
of the battery, the other end attach to unconnected binding screw of
the push button in the same way as you did with the section wire.
This is called the “button battery wire.”
Take care when connecting wires to binding posts or screws of bell,
battery and push button, that the bared ends are turned around
under knurled nuts of binding posts or heads of screws in the direction
that the nuts and screws are turned to tighten. This is the right-
handed thread motion. Wires turned in the opposite direction will
tend to loosen and create poor connections.
Observe that the binding screws of the push button connect the
wires to contact making springs. Press down the upper spring so it
touches lower spring and the bell should ring. Remove the box
from the bell and watch the action of the armature moving toward
and away from the magnet cores. Also take note of the sparking
where the point of adjusting screw comes in contact with the end of
armature spring.
14
An understanding of the power produced when the electric current
flows through the electromagnet coils of the bell is valuable. Ask
again for that book: W. H. Timbie, Essentials of Electricity, and turn
to page 124. Read paragraph 55 to the bottom of page 126; then
turn to and read paragraph 110 on page 228.
Time.—A man should complete this study in one hour.
THE WORKING PARTS OF A WIBRATING BELL AND BELL “TROUBLE.”
Lesson III.
A bell may at any time reveal a defect due to manufacture, hard
service, or accident. This defect may appear in two ways. The
bell will either not ring at all or very poorly. This condition is
called bell “trouble.” In this lesson take the bell apart, reassemble
it, and try to create “trouble.” -
Tools and equipment.—One vibrating bell, one wood push button,
6 feet No. 18 annunciator wire, one dry cell of battery, one pair of
7-inch side cutting pliers, one 2% inch Champion screw driver, one
midget (Valley Pet) screw driver, and one single blade jack-knife.
Directions.—With the screw driver and pliers remove the parts
from the base of the bell in the following order: (See fig. 3.)
With screw driver draw back the spring holding the box and lift
the box off. Observe that the insulated binding post is the one to
which the wire from the electromagnet coil is attached. With screw
driver and pliers remove this binding post from the base and be careful
to hold the insulating washers and nuts for they are easily lost.
Take off the yoke by removing the screw on the back of the base.
Next withdraw adjusting screw from the insulated adjusting post and
release the magnet wire lug. Then disconnect the wires that join
the two electromagnet coils. Unfasten the electromagnets by
removing screws which hold them to the yoke.
Remove the armature if it is attached to the yoke with small
screws. If the armature is attached with rivets, remove only when
extra screws or rivets are supplied. Remember that the rivets you
remove can not be used again.
All the working parts are now separated. Begin to carefully
replace all of the parts. When the bell is reassembled connect it up
with the battery and push button and test it.
If the bell rings as well as before taking it apart you have reassem-
bled it properly. If it fails to do this or does not ring at all you have
created “trouble.” The removal of this “trouble” will be your
next lesson.
It will interest you to know just how the current that flows from
the dry battery is produced. You will find this described in W. H.
Timbie's Essentials of Electricity, pages 194–196, paragraphs 89 to 91.
Time: A man should complete this job in one hour.
15
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16
TRACING AND REMOVING BELL ** TROUBLE.”
Lesson IV.
The electrical worker engaged in bell equipment spends a good
deal of time in tracing and removing bell “trouble.” This is called
“trouble hunting” or “trouble shooting.”
Tools and equipment.—A defective vibrating bell, 6 feet of No. 18
annunciator wire, one dry cell of battery, one wood push button,
one pair of 7-inch side-cutting pliers, one 23-inch Champion screw
driver, one midget (Valley Pet) screw driver, and one single-blade
jackknife.
Directions.—Connect the wires to the binding posts of the bell and
battery and to the binding screws of the push button, just as in
Lesson III. Disconnect the wire attached to the insulated binding
post of the bell, press the push button and touch the bared end of
this wire to the insulated binding post and quickly withdraw it. Do
this several times. Does the wire draw a spark each time? If so,
the bell is either “short circuited” or the tapper is held rigidly
against the gong. 44
First, with your fingers, clear the tapper away from the gong,
then test as you did at the start. If the “trouble” remains the bell
is “short circuited.” A short circuit results from the contact of
two wires containing electric currents of opposite polarity. If
allowed to remain a “short circuit” will rapidly run down or exhaust
the battery. Proceed to find the “trouble” by examining the in-
sulated binding post. The binding post may be in contact with the
base between the rear and front insulating washers. Loosen the
binding post and carefully replace it free from contact with the base
and be sure the wire from the electromagnet is attached and insulated
from the frame. Test the bell again. It should ring.
If the bell fails to ring when connected and, in testing, no spark
is drawn, the bell is “open circuited.” An open circuit is a break
in the wiring or connections which causes the current to stop flowing.
Connect the section wire to the insulated binding post of the bell.
Disconnect the bell battery wire from the other binding post of the
bell. Press the push button and touch the bared end of the wire
to the twisted wires between the electromagnet coils. The tapper
should strike the gong once each time a contact is made. If it fails,
first examine the magnet wire run back of base to the insulating
binding post. It may be disconnected. Connect it and test the bell.
Even after doing this the tapper may fail to strike the gong. Now
look for a broken wire often found where the magnet wire leaves the
electromagnet coil. If the outside wire is broken unwind one full
turn and reconnect. If the inside wire is broken unwind and then
rewind the entire electromagnet by hand, leaving a few inches of con-
17
necting wire at each end. If found necessary, after testing the other
electromagnet in the same manner, repair it in the same way.
A bell will sometimes fail to ring because the platinoid point of the
adjusting screw does not touch the platinoid disk at the end of the
armature spring. Turn the adjusting screw inward or press armature
Spring outward a little to make contact.
Another kind of “trouble” is shown when a vibrating bell rings
“single stroke,” that is, when the tapper strikes the gong once each
time the push button is pressed. In this case examine the twisted
wires between the electromagnets. If the bared ends touch any part
of the yoke or base, remove them from contact. Or examine the
wire leading to the lug under the adjusting screw. Should any bared
part of this wire touch the base, yoke, or adjusting post, remove
and insulate it before reconnecting.
A description of the different kind of bells used for bell equipment
will be found in W. H. Timbie's Essentials of Electricity, beginning
on page 227. Study paragraphs 109 to 114 and become familiar
with same.
Time: A man should complete this job in one hour.
AN EXERCISE IN EXPOSED WORK BELL WIRING.
Lesson W.
The wiring in finished houses is generally fastened to wood sup-
ports such as door and window trim, base board, wainscot, and
picture molding that may be found to provide a path between the
bell, push button, and battery. . The wires are fastened with double-
pointed tacks called electrician's staples. -
Tools and equipment.—A drawing board of 7%-inch white pine 18
inches wide and 24 inches long, 10 feet of No. 18 annunciator wire,
-1 dozen 3%-inch flat-top staples, four 34-inch No. 5 flat-head bright
wood screws, one vibrating bell, one wood push button, one dry cell
of battery, one round lead pencil, one 2%-inch Champion screw driver,
one midget (Valley Pet) screw driver, one pair of 7-inch side cutting
pliers, one No. 13 bell faced nail hammer, and one 5-foot zigzag rule.
Directions.—Lay out your work according to the diagram shown
in figure 4. Do the wiring first. With the rule measure the distance
between the binding posts of the bell. Measure the length of the
bell. Allow an inch more than the length and, measuring down
from the upper left hand corner of the drawing board and inward
from the left side about 2 inches, place two lead pencil marks indi-
cating the distance measured between the binding posts of the bell.
Before fastening the wire to the board be sure to straighten it by
removing all kinks and twists. At a point 6 inches from the end
(allowed for the helix) lay the wire on the board over the lead pencil
mark nearest the edge. At this point drive a staple.
104764°–19——3 -
18
Drive staples over the wire just sufficient to hold it in place and
not to injure the conductor of its insulation. Drive the staples
straight down over the wire. Avoid spreading or driving them side-
ways. Continue the work as laid out on the diagram, leaving 6
FIGURE 4.
inches of surplus wire for helix at bell and battery and 3 inches at
the push button.
“Skin” the insulation at least 1 inch from the ends of the surplus
wire for connection to bell and battery binding posts and under the
binding screws of the push button. Make a helix by turning the
surplus insulated wire around the lead pencil. No helix is required
at the push button.
Set the bell fast to the board with the wood screws and connect
the wires to the binding posts. Remember that the wires must be
turned in the direction that the knurled nut turns to tighten. Re-

19
move the cap and button from the push button, thread the wires up
through the holes in the base—not the countersunk holes for screws
fastening base to the board. Shave more insulation from the wires
if necessary, and turn the bared ends under the heads of binding
screws. Remember that they must be turned in the right direction.
Cut off all surplus wire before driving the binding screws down.
The last thing done on a bell job is “hooking up” the battery.
Connect the wires to the dry battery binding posts. Press the push
button to see if the bell rings properly. If not, apply the tests in
Lesson IV and remove the “trouble.” "
Continue the study of the flow of electricity in W. H. Timbie's
Essentials of Electricity by turning to page 6, and beginning with
paragraph 5. Merely note the symbols and become familiar with
the polarity of the electric current. Read on through paragraph 6,
and try some of the examples and problems.
Time.—A man should complete this job in one hour.
INSTALLATION.—A FRONT ENTRANCE ELECTRIC CALL BELL EQUIPMENT FOR A PRIVATE
RESIDENCE.
Lesson WI.
Job 1.-Locate outlets for the electric bell, push button, and
battery.
Tools and equipment required.—One soft lead pencil, a zigzag rule
5 feet long, and a spreading step ladder 5 feet high.
How to do the work.-First consult the diagram shown in figure 4.
Decide to locate bell outlet in entrance hall, kitchen, pantry, or in a
servant's room. Place outlet near enough so that the bell may be heard
by hall attendant or occupant of the room. Fix the location by mark-
ing with lead pencil. If the hall or room has picture molding, mark
for outlet beneath and close to picture molding. If without picture
molding, fix location on the door trim of an entrance or built-in
clothes locker. Place it between 6% feet to 9 feet from the finished
floor. Avoid locations that may be covered by framed pictures,
movable furniture, fixtures, or curtains.
Locate the push button outlet by placing a mark 4 feet above the
outside entrance landing, on the door knob side of the mullion or
jamb of door casing or on a brick or stone pier. Since boring through
wood is easier than drilling through brick or stone, avoid placing
outlet on a pier unless specifically demanded.
Locate the battery outlet on a shelf in a cool dry place in basement
or in a clothes locker near bell outlet.
Before setting out to do the next job be sure to examine the walls
between all outlets for picture molding, door, and window trim, base
board, and wainscot to which your wires may be fastened with staples.
Also observe the finish of the trim, the color of wall paper, or decora-
20
tion so that you may select wire with insulation of a color to match.
Avoid color contrasts that will tend to attract attention to the wires.
Questions for further study.—
1. What is an outlet';
2. Why should a bell outlet be set from 6% to 9 feet from the
finished floor 7
3. Why is it necessary to avoid locations that may be covered by
framed pictures, movable furniture, fixtures, or curtains?
Time.—A man may do this job in 30 minutes.
Lesson VºII.
Job 2.-Install the wires according to the exposed work method.
The method of installing wires in a building depends upon the type
of structure and the condition it may be in when the electrical equip-
ment is contemplated. A general idea as to wiring methods can be
obtained from Terrell Croft's Wiring of Finished Buildings. Although
the book describes electric light wiring, the methods and tools are
the same as for bell wiring. Paragraphs 113–114, on page 101, should
be read.
Tools and equipment required.—One soft lead pencil, one 5-foot
zigzag rule, one 5-foot spreading step ladder, one pair of 7-inch side
cutting pliers, one 2%-inch Champion screw driver, one No. 13 bell-
faced nail hammer, one ratchet brace, one #-inch bell hanger's bit,
18 inches long, -- - - - - feet No. 18 annunciator wire in the following
colors:
= = − = = * = a- as as m = * * * * * * * = = = ** = = = = * * * * * * * = ** = ** = -s. -- * * * * = = ** = = = * * = = * * * = -
2 ounces 3%-inch flat-head staples, one roll friction tape.
sm = * * * * * * * = a- as a = a- am s = * * * * = * = ~ * = * = ** = ** = = <= = = * * * * * * * * * * * * ~ * * * * * * * = * * * *
* * * * * * * * * * * * = as am as a m = * * = * * = ** = ** * * * * sº sº, as sº sºme º sº sº sºme amº, º mº m sº sm sº sº sº sº º ºs º ºs emº sº sº am as as sº
How to do the work.-Measure for the amount of wire needed to
make the runs from outlet to outlet. Decide upon what colors you
require and the amount of each. Fill in the amounts and colors in
blank spaces above. Study the conditions on this job and find out
what other tools you will need. Use blank spaces above to secure
these extra tools.
With brace and bit bore through mullion or jamb of door casing.
Direct the bit from the outside where the push button will set so
that the end will come through on inside where the wire is least
likely to be noticed. Proceed to other points along the route laid
out for the wires. Where it is necessary to run wires through a par-
tition into a room, bore holes through partition at some point over
the door trim or at the junction of base board and door trim.
21
Next lay out your wires loosely from outlet to outlet and leave a
surplus at each outlet. Then starting somewhere in the middle of
the job and working toward each end in turn, begin fastening the
wires with staples to the wood supports. Care should be taken to
drive the staples over the wires just sufficiently to hold them in place
and not to injure the conductor or its insulation. Drive them straight
down over the wire and avoid spreading or driving them sideways.
Two wires should not be fastened beneath one staple as it is likely to
cause short circuits. Each wire must be fastened separately by
staples staggered so they will not come in contact. Staples cutting
through insulation and in contact also cause short circuits. The wire
must be made to fit into the mold of trim in a neat manner.
WXXYY ºl
X^XXYYO
(X/X)
&
Figure 5.
If you find it necessary to lengthen a wire, “skin” about 1 inch of
insulation off the ends of the wires to be joined. Scrape the copper
wire clean, cross the ends, and turn them over each other so that the
result will look like the drawing of the joint shown in fig. 5. All
joints or splices must be insulated with friction tape. Tear off from
roll about 4 inches of tape, strip into halves down its length. Be-
ginning at insulation of wire on One side of joint, turn the tape
spirally under tension toward the other side and make turns overlap
until the bare wire is well covered. The insulation of a joint prevents
contact of conductor with surface wired over, contact with adjacent
wires, and furnishes protection against corrosion.
Continue fastening the wires in place until you have them all up.
If you are unable to proceed with the next job, return to stock the
tools and any material you may have.

22
Time.—One man may do this job in three hours. Two men work-
ing together may accomplish it in two hours. On some parts of the
job they may work together; on other parts independently.
Questions for further study.—
1. Is it good practice to place two wires under one staple?
2. Why do you insulate a running joint or splice'?
3. What kind and size of wire have you used on this job Ž
Lesson VIII.
Job 3.−Installing instrument, device, and battery.
Before starting to work toward completing this installation, con-
tinue the study of another factor in the flow of electricity. W. H.
Timbie's Essentials of Electricity, paragraphs 7 to 9, pages 11 to 15,
describe the pressure back of the current in electricity. Try some
of the examples and problems. After you have become familiar
with these, obtain tools and equipment and go to work.
Tools and equipment.—One 5-foot spreading step ladder, one 2%
inch Champion screw driver, one midget (Valley Pet) screw driver,
one 13-ounce bell-faced nail hammer, one pair 7-inch side cutting
pliers, one single blade jackknife, one soft lead pencil.
- * = - - - - - - - - - - - - - - - - * * * * - - - - - * * * * * * * * * - - - - - * - - - sºme m * - - - * * * * - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
How to do the work.-By this time you know if your walls and par-
titions are made up of wood lath and plaster, metal lath and plaster,
solid brick, or hollow tile and plaster. Read on through and order
the screws, lead sleeves, toggle bolts, and wood blocks you will need
in addition, to the tools and equipment above described.
If of wood and plaster, at bell outlet set base of bell against wall,
mark screw holes, puncture plaster at marks with a thin wire nail or
brad awl until lath is reached for holding wood screws. Fasten the
bell firmly to the wall with 1%-inch No. 5 round-head blued screws.
If the wall is of solid brick or hollow tile and plaster, mark screw
holes and with Hºs-inch star drill and hammer, drill holes into brick
plug holes with wood plugs, or lead sleeves is inches in diameter. If
the star drill punctures the hollow portion of the tile insert toggle
bolts. Next provide a wood block large enough for the bell and
fasten the block to wall with 1%-inch No. 5 flat-head bright wood
screws or the toggle bolts. If the wall is of metal lath and plaster,
follow the method last described. Toggle bolts and wood blocks
must be used for mounting bells on metal lath and plaster walls.
Fasten the bell to the block with % inch No. 5 round-head blued
23
wood screws. Be careful that the base of the bell does not touch
the screws or toggle bolts used to mount the wood block.
Skin the insulation from ends of wire, form a helix of the wire and
fasten the ends under the knurled nuts of the binding posts of the bell.
Do not overlook the need for turning the wires in the proper direction
when fastening to binding posts.
When setting a push button at outside entrance use a loose back
metal push button. If the wires emerge from an outlet on wood jamb
of door casing or mullion, set the plate against the surface and mark
screw holes. Do any woodcutting required to make the plate fit
snugly on the surface. Avoid having too much wire at this outlet.
Skin the insulation from ends of wire, draw the ends through holes in
base of push button, and fasten them under the head of binding
screws—always in the proper direction. If a surplus of wire remains
press it back into the outlet. Use #-inch No. 5 round head blued or
brass wood screw for fastening plate to surface. The finish of screws
depends upon the finish of the push button plate.
When setting a push button on a stone pier, use the same kind of
push button. Mark for the screw holes and with Hºs-inch star drill
and hammer drill holes into pier, plug holes with lead sleeves or wood
plugs, connect wires and fasten plate in same manner as described for
setting push button on Wood jamb of door casing or mullion.
If the push button is to be set anywhere inside of the building a
wood push button may be used. Care should be taken that the push
button be located on the door knob side of the entrance.
Install the battery cells. If wet cells are provided, set them in a
box large enough to hold; if dry cells are used bind them together with
insulated wire, twine, or insulating tape. Set them on the shelf.
Skin the insulation from ends of wires emerging from the outlet, form
a helix of insulated portion, fasten the bared end of each wire to a
binding post of the cell if one cell only is provided. If two or more
cells of battery are used, connect them in series with pieces of insulated
wire 12 inches long, bared at both ends; form insulated portion
into a helix, fasten one bared end to carbon (+) binding post of one
cell, the other bared end fasten to the zinc (–) binding post of adjacent
cell. To the unconnected binding post attach the wires emerging at
outlet.
Questions for further study.—
1. What kind of battery did you use on this job Ž
2. Name the positive and negative terminals of the battery used
on this job.
3. Tsit good practice to use a wood push button at outside entrance?
Time.—A man should require one hour on this job.
24
Lesson IX.
Job 4.—Testing the wiring.
The equipment you have just installed may work just as you
expected it would Whether it does or does not, proceed to test it.
Before doing so, take up for study the remaining factor in the flow
of electricity. W. H. Timbie's Essentials of Electricity, paragraphs
10 to 12, pages 15 to 18, describe the resistance offered to the flow of
the electric current. Try some of the examples and problems. When
you have become familiar with this factor, proceed to test your
wiring.
Tools and equipment.—One 5-foot spreading stepladder, one 2% inch
Champion screw driver, one pair 7-inch side cutting pliers, one single
blade jackknife, one lead pencil, two cells of dry battery, one vibrat-
ing bell and a quantity of wire sufficient to reach between the outlets
farthest apart; that is, 2 feet.
How to test the wiring.—First measure the distance between the
outlets farthest apart and find out how much wire is needed for the
testing. Fill in space above. Place the dry cells in a handy box with
bell fastened to the outside. Connect a wire between one binding
post of the bell and one binding post of the battery set. Connect the
cells in series. The wiring may be tested for continuous circuit at
any one of the three outlets. Disconnect the wires from binding posts
of battery and bell, and binding screws of push button. Join together
the bared ends of wires at bell outlet. Do the same at the battery
outlet. At the push button outlet connect the end of one wire to
unconnected binding post of testing battery, and the end of other
wire to unconnected binding post of testing bell. If connected in this
way, the bell should ring. Separate the wires at bell or battery outlet
and the bell should stop ringing. Should the bell fail to ring, there
is a defect in the wiring. If this is the case, test each wire separately.
Use for testing the wire you measured for at the outset. Skin each
end. Fasten one end to one wire emerging at bell outlet, the other end
to unconnected battery binding post of testing outfit. With a short
wire fastened to unconnected bell binding post of testing outfit, touch
the ends of each wire emerging at battery outlet. If the test bell fails
to ring go to bell outlet, remove end of long test wire from the emerg-
ing wire to which it is attached and touch it to remaining emerging
wire. The bell rings. Tag this wire with a piece of paper upon
which mark “bell battery wire.” Repeat at battery outlet. Test
the button battery wire and section wire in the same manner tagging
as you complete the test of each wire. Should any of the wires have
“trouble” on them, trace the wire over its entire course, find and
repair it. If two men work together in testing, time may be saved.
Each should be stationed at an outlet from which the wire being
tested emerges.
25
Questions for further study.—
1. What is a short circuit 2
2. Describe an open circuit in wiring.
3. Which way should the ends of wires be turned when fastening
to binding posts or under binding screws?
Time.—One man will require one hour to do this work. Two men
may do it in 30 minutes.
INSTALLATION II.-INSTALLING A FRONT ENTRANCE ELECTRIC CALL-BELL EQUIPMENT
IN A TWO-FAMILY WOODEN FRAME HOUSE.
Lesson X.
Job 1.—Locating the outlets.
A finished building is to be wired with all wires concealed except
where they emerge at outlets. The wires are to be concealed without
conduit.
The competent electrical worker must have a knowledge of the
construction of buildings. Terrell Croft, Wiring of Finished Build-
ings, paragraphs 197 to 199a, inclusive, pages 150 to 153, gives a
very good description of wooden frame buildings. Paragraphs 204
to 207a, pages 157 to 159, describe how the work in finished buildings
may be done neatly. Study these paragraphs and when finished
proceed to lay out your work.
Tools and equipment.—One 5-foot spreading step ladder, one
#-inch electrician's bit 18 inches long, one ratchet brace, one 13–
ounce bell-faced nail hammer, one pair of 7-inch side-cutting pliers,
one soft lead pencil, one 24-inch Champion screw driver, one {}
auger bit, one 5-foot zigzag rule.
How to do the work.--First consult the diagram shown in figure 6.
Decide to place the outlets for the bells in the kitchen of each apart-
ment. Begin in the upper apartment. Locate the outlet on an
outside wall. Measure anywhere from 6% feet to 9 feet from the
floor and mark for outlet with pencil. With hammer tap lightly on
the wall. If the sound of tapping on wall is hollow, your mark is
between studs; if the sound is dull, your mark is over a stud. Con-
tinue tapping from side to side of mark until the hollow sound is
produced. With brace and electrician's bit bore a hole through lath
and plaster between studs. Repeat this work in kitchen of lower
apartment. t
Locate the outlets for push buttons outside of the front entrance,
four feet above the landing on the door-knob side of the jamb of
door casing. The door casing is generally hollow. Place push
button plates against jamb, one over the other, and mark for holes
to be bored. Bore holes through jamb with brace and +3-inch
auger bit until hollow of casing is reached.
Locate the outlet for the battery in the basement on a shelf in a
cool, dry place. Be sure to place the shelf farthest from heating
apparatus, *
26
Questions for further study.—
1. What are continuous wall studs?
2. Describe a joist.
3. Describe wall and partition studs.
4. To what kind of lath on these walls is the plaster applied?
Time.—One man alone should complete this job in one hour.
Figure 6.
Lesson XI.
Job 2.—Providing unobstructed runways between outlets and
fishing wires.
Illustrated descriptions of how this work may be done will be
found in Terrell Croft's Wiring of Finished Buildings. Paragraphs
208 to 218, pages 159 to 168, describe the removal of floor boards
and cutting of pockets; paragraphs 219 to 226, pages 168 to 170,


27
describe the removal and replacement of trim and baseboards and
cutting into plastered surfaces. Study these paragraphs.
Tools and equipment.—One 5-foot spreading step ladder, one pair
of 7-inch side-cutting pliers, one 14-ounce bell-faced nail hammer,
one 24-inch Champion screw driver, one 5-foot zigzag rule, one
Tº auger bit, one ratchet brace, one ## electrician's bit 18 inches
long, one 12-inch compass saw, one 1-inch woodcutting chisel, one
single-blade jackknife, one soft lead pencil, one 50-foot *-inch steel
(snake) fishing wire, one roll 3-inch friction tape, feet No. 18
B. & S. gauge damp-proof office wire. -- - - - - - - - - - - - - - - - - - - - - - - -
tº tº * * * * * * * * * * = *s º ºsº sº us ºms sºme sm sº me m = * * * * * * * * * * * * * * * * * * * * * * *s am, ºs = sm ºr sm am, sº as sm: as am,
How to do the work.—As you proceed with the work on this job,
you may meet with obstacles that will require tools the handling of
which is not described in this lesson sheet. Terrell Croft's Wiring
of Finished Buildings, paragraphs 227 to 295, pages 170 to 216, will
tell you what tools to get and how they should be handled. Should
you need them, list them in blank spaces above. Figure out approxi-
mately how much wire you will need. Fill in the amount in space
above.
With a match or lighted candle heat the end of snake or fishing
wire until dark red in color. With pliers turn end over to form a
closed hook. Allow it to cool. Insert this end into hole bored in
plaster at bell outlet of upper apartment. Work the snake downward
and feed in more snake as you work. When you have fed in enough
Snake to reach the floor of the room and the end strikes an obstacle,
give it a few twisting turns and try to feed in some more. If the
Snake feeds in all right, find out whether the end is going down through
wall of lower apartment to the cellar. If it feeds through to the
cellar the end must come out at some place right below feeding point.
Find it and pull out enough to fasten somewhere near by.
Go back to the outlet. Straighten out the snake to get at its
other end. Form a closed hook on this end in the same way as you
did the other. Measure the distance from the outlet to the cellar,
double this and allow about four feet more. Now cut your wire.
Fold wire into two lengths forming a loop. Skin about two inches
of insulation from wire at loop. Fit the bared loop into the closed
hook of the Snake and fasten it firmly. Have some one in the cellar
pull the snake downward while you feed the snake and wire until the
hook with wire attached is pulled out into the cellar. Allow about
12 inches surplus at outlet and fasten it around a nail. Go to the
cellar and unloosen the wire from the hook of the snake.
Repeat this operation and install two wires from bell outlet in
lower apartment to the cellar. Leave loop in each wire,
28
Next go to the push-button outlets. Feed hook end of snake into
upper push-button outlet and downward to the cellar. If an obstacle
stops it, give it a few twisting turns until it comes out. Draw the
Snake down through to cellar until only a few feet remain at the
outlet. Measure off three lengths of wire more than long enough
to reach cellar. Skin the insulation from one end of each, twist them
together and fasten them into the hook of the snake. Get a helper
to pull snake with wires down into the cellar while you feed it in at
the outlet.
At the push-button outlets choose one of the three wires for the
button battery wire. Push the end of this wire back into the hole
downward and out through hole beneath to feed lower push button.
Choose another of the three wires for the section wire to lower push
button. With hook on the end of snake pull it out through lower
hole. You now have a surplus of button battery wire and section
wire for each push button. Fasten these wires so that they will
not pull down and become lost in the door casing.
Now go to the cellar and pick up all ends. First go to the loops
of wire dropped from the bell outlets. Turn a small strip of friction
tape around one of the wires in each loop. Cut the loops. You
now have four ends. Skin two inches of insulation from the ends.
Twist the ends of taped wires together. These are the bell battery
wires. The remaining single wires are the section-wires to each bell.
Skin insulation from and join a wire to the end of bell battery wires,
tape the joint well, and run the wire to the battery outlet. Skin
insulation from and join a wire to each of the section wires; tape the
joints well, and run both toward the section wires dropped down
from the push-button outlets. Trace each section wire by pulling
it slightly at its push button outlet. Skin the insulation from all
ends ready for joining. Do not join the section wires now. Skin
the insulation from another length and join it to the button battery
wire, tape it well, and run it to the battery outlet.
All of these wires should be fastened to the cellar ceiling. Take
them the shortest course between points. Tape them all together
every five feet with friction tape and fasten them to the ceiling with
straps or staples.
At this stage of the work you should have two wires running from
the battery outlet to the point where the wires drop from the bell
outlets. Three wires should be running from this point to the point
at front where the wires drop from the push button outlets. Here
the section wires are skinned but not joined. Leave them in this
condition.
Questions for further study.—
1. Describe the bell-battery wire.
2. Roughly trace the circuit of this job.
29
3. Where is it best to install the battery'
4. What is meant by the term “fishing”
5. What is a “Snake” 7
Time.—One man should require three hours to do this job. Two
men should complete it in two hours.
Lesson XII.
Job 3.−Installing instruments, devices, and battery, testing and
connecting wiring.
The practical electrician employs several methods of testing
low-voltage circuits. Terrell Croft's American Electricians' Hand-
book describes these methods in paragraphs 91 to 96, pages 38 to 40.
Learn to know these methods and, if possible, use them on your jobs.
Tools and equipment.—Two vibrating bells, two wrought bronze
loose back push button plates, two cells of dry battery, one 5-foot
spreading step ladder, one brad awl, one soft lead pencil, one 13-
ounce bell faced nail hammer, one pair of 7-inch side cutting pliers,
one 24-inch Champion screw driver, one midget (Valley Pet) screw
driver, one single-blade jackknife, one 5-foot zigzag rule, one roll
#-inch friction tape, four 14-inch No. 5 round-head blued wood
screws, four #-inch No. 5 round-head blued or brass wood screws.
How to do the work.-The electric bells must be fastened firmly
to the wall with round-head blued wood screws. To do this first
set the base of the bell against the surface of the wall. With lead
pencil mark for screw holes. Puncture plaster at marks with a thin
wire nail or brad awl until lath are reached for fastening holding
screws. Use screws long enough to hold bell firmly. Next skin the
insulation from ends of wires emerging from the outlet, remove all
kinks and twists, form a helix out of the insulated part of each wire
and fasten bared ends under the knurled nuts of binding posts. Be
sure to turn wires around under the nut in the direction that the
nut turns to fasten wire.
A helix of insulated wire is formed at bell and battery outlets to
take up and give a neat appearance to the surplus wire which may be
needed for changing location or renewing connections of bell. To
make a helix wind the insulated wire under tension around a pencil
and remove the pencil.
The push buttons should be fastened to the jamb of door casing
with round-head blued or brass screws depending upon the finish of
the plates. Leave just enough surplus so that when the ends of wires
at outlets are skinned there will be no difficulty in connecting. Re-
move kinks and twists. Skin off 1 inch of insulation from ends of
wires, draw the ends through holes in base of push buttons and
fasten under the heads of binding screws. Care should be taken that
the wires are scraped clean, otherwise the connection will be so poor
30
that it will be difficult for the current to flow. Be sure the wires
are turned in the right direction beneath heads of binding screws.
The surplus wires may then be pressed back into outlet and the push-
button plate fastened. If the outlet holes are properly bored, the
plates will line up without space between them.
The surplus wires emerging at battery outlet in the cellar should be
free from kinks and twists. Skin the insulation at least 1 inch from
the ends. Form a helix out of the insulated part of the wire. Fasten
the bared end of one wire to the carbon binding post or positive (+)
terminal of the battery. The bared end of the other wire fasten to
the zinc binding post or negative (–) terminal of the battery. If
two or more cells of battery are installed connect them in series
with a piece of insulated wire 12 inches long bared at both ends.
Form insulated portions into a helix. Fasten one bared end of this
wire to the carbon binding post of one cell, the other bared end fasten
to the zinc binding post of the adjacent cell. Remember that
wires turned around binding posts must be turned in the direction
that knurled nuts turn to tighten. If turned in the opposite direc-
tion, there is a tendency to loosen and create a poor connection.
Now the bells, push button, and battery are connected ready for
service. Go to the cellar where the section wires from the push
buttons and bells are unconnected. With a few turns twist the
bared ends of each section wire dropping down from a push button
to a bared end of each section wire running from a bell so as to make
temporary joints. The battery being connected, pressure upon lower
push button outside of entrance should ring the bell in lower apart-
ment; pressure upon upper push button should ring bell in upper
apartment. If the result is opposite, go down to the cellar and
disconnect joints. Reverse the wires and again make temporary
joints. If the bells now ring as required when the push buttons are
pressed, change the temporary joints into permanent ones, tape them
well, and make final fastenings of all wires.
If the bells fail to operate, refer back to job 4 of installation one,
and follow the instructions provided for testing, using the set of
battery and a bell from your present equipment.
Questions for further study:
1. Would it be good practice to set the push button on the hinge
side of door casing? Give a reason for your answer.
2. Explain why the bells are mounted so high above the floor.
3. Why is the bell located in the kitchen%
Time.--—One man should do this work in two hours. Two men
may do it in one hour.
STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War
Risk Insurance or the chief medical adviser of the Bureau of War
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man's own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
(31)
32
Though no compensation is payable on account of disability re-
sulting from an injury or disease that was not incurrent in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife and one child, $55.
For a man, wife and two children, $65.
For a man, wife and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each addi-
tional child up to two.
If he has a mother or father either or both dependent upon him,
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition, so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
paid.
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
33
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man's earning capacity, and, secondly, by the number of per-
sons in his family on whose account he is entitled to receive compensa-
tion, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who is
totally disabled is entitled to compensation for total disability, which
may be $30 a month, $45 a month, $55 a month, etc., accordingly
as he is a single man, a married man with no child, or a married
man with a child, etc. When his total disability becomes a partial
disability and his earning capacity is diminished 50 per cent the
compensation to which he is entitled from that time on is only 50 per
cent of the compensation to which he was entitled when he was totally
disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
or reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such exami-
nation or in any way obstructs such examination, his right to com-
pensation is suspended until such refusal or obstruction ceases, and
every person in receipt of compensation for disability shall submit
to any reasonable medical or surgical treatment furnished by the
bureau whenever requested by the bureau, and the consequences of
unreasonable refusal to submit to any such treatment shall not be
deemed to result from the injury compensated for.
34
In addition to the aforementioned compensation, the injured per-
son is entitled to reasonable governmental, medical, surgical, and
hospital services, and will be furnished such supplies, including arti-
ficial limbs, trusses, and similar appliances as may be useful and rea-
sonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the per-
son entitled to receive compensation may be required to assign to
the United States any right of action he may have to enforce such
liability of such other person or to prosecute the action in his own
Ila,I\le.
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife, or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be $30
The Vocational Board, however, allows a certain monthly amount to
a man for board and subsistence. The amount allowed a single man
for subsistence by the Vocational Board monthly is $35. Thus a
single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
monthly payment of $65. An officer who accepts vocational training
would of course receive a monthly payment equal to his last month's
pay in the service and would not receive any allowance for subsistence
from the Vocational Board, nor would any allotment be required as
in the case of an enlisted man,
35
It is of prime importance that all men who are discharged from the
service disabled should continue the payment of the premiums due on
their insurance by check, draft, or money order payable to the Treas-
urer of the United States, and sent to the disbursing clerk, Bureau of
War Risk Insurance, Washington, D. C. Unless such payment is
made, their insurance will lapse and they will be deprived of its
benefits. Care should be taken to continue these payments of pre-
miums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical adviser of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not-found to be totally and permanently dis-
abled, his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensation,
he may not be entitled to the benefits of his insurance, as insurance
is payable only in case of death or in the event that the insured be-
comes totally and permanently disabled.
DISTRICT WOCATIONAL OFFICERS OF THE FEDERAL BOARD FOR WOCA-
TIONAL EDUCATION.
All disabled soldiers, sailors, or marines, whether in or out of the
hospital, should address their inquiries about their specific cases either
to the Federal Board for Vocational Education, Washington, D.C.,
or to the district office of the Federal Board of the district in which
they are located. The district offices are located at the following
points:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass.
District No. 2.—Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York.
District No. 3.−Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: 823 Forsyth Building, Atlanta, Ga.
District No. 6.-Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7.—Ohio, Indiana, and Kentucky. Office: 1212–1214
Mercantile Library Building, Cincinnati, Ohio.
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.—Iowa, Nebraska, Kansas, and Missouri. Office:
815–824 Chemical Building, St. Louis, Mo.
District No. 10.-Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneaapolis, Minn.
District No. 11.—Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 12.—California, Nevada, and Arizona. Office: 997
Monadnock Building, San Francisco, Cal.
District No. 18.-Montana, Idaho, Oregon, and Washington.
Office: Room 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O
(36)
RAL LI
gº”ze
Rehabilitation Mono º 29 1919 Joint Series No. 33
Wv-of-tºe"
| UNIT COURSE—PRACTICAL CIVICS I
TEACHER'S MANUAL
; ISSUED BY THE
- FEDERAL BOARD FOR WOCATIONAL EDUCATION
} t in cooperation with the
| SURGEON GENERAL’S OFFICE
and the
BUREAU OF WAR RISK INSURANCE
FEBRUARY, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE
U 3
Jº 4 3
A 2, 2–

1919
As a disabled soldier, sailor, or marine you should remember that the
Office of the Surgeon General, War Department, the Bureau of War
Risk Insurance, Treasury Department, and the Federal Board for Voca-
tional Education-are mutually interested in your welfare solely. They
have arranged a definite plan of cooperation to help you in every pos-
sible way. You can not afford to leave the hospital until the medical
officers have done everything that they can for you to restore you to
physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital has
provided for you. *
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos-
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You wiſ! find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career.
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hos=
pital Educational Service or the representative of the Federal Board
for Vocational Education.
Men discharged from the military or naval service who want infor=
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district ,
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Franciscº,
and Seattle. For addresses see page 23.
FEDERAL, BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
DAVID F. Houston, Chairman, JAMES P. MUNTROE, Vice Chairman,
Secretary of Agriculture. Manufacture and Com/merce.
WILLIAM. C. REDFIELD, CHARLEs A. GREATHOUSE,
Secretary of Labor. Agriculture.
WILLIAM B. WILSON, ARTHUR E. HoldFB,
Secretary of Labor. Labor.
P. P. CLAxTon,
Commissioner of Education.
EXECUTIVE STAFF.
C. A. PRossER, Director.
LAYTON S. HAWKINS, Chief Vocational Education Division.
CHARLEs H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in the gen-
eral hospitals and after their discharge, the Surgeon General’s Office
and the Federal Board for Vocational Education cooperated in the
preparation of a series of courses of study. These courses are tenta-
tive and suggestive. They may, however, be accepted as models so
far as their form and principles which govern their organization
are concerned, for all courses whether academic or vocational, where
the adjustment of materials is intended to be made to suit the indi-
vidual capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of Prof. David Snedden, president
of the National Society for the Promotion of Industrial Education;
Maj. M. W. Murray, Surgeon General’s Office; Prof. George A.
Works, Federal Board for Vocational Education; M. W. Haynes,
secretary of committee.
The committee was assisted by a large number of specially quali-
fied experts. Special mention, should be made of the service of
Maj. A. G. Crane, Sanitary Corps, who is responsible for the formu-
lation of the specifications of the course.
LOTUs D. CoFFMAN,
Surgeon General’s Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(5)
PREFACE.
This unit course was prepared under the direction of the Com-
mittee on Courses of Study for Disabled Soldiers by Second Lieut.
Charles M. Herlihy, of the Sanitary Corps.
It is realized that this trial edition as here presented is susceptible
of improvement both in form and in content. The committee par-
ticularly desires suggestions for alternate exercises in connection with
each lesson in order to provide a wider range of material from which
teachers may select exercises adapted to the individual needs and ca-
pacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criti-
cisms and suggestions for improving it. These criticisms and sug-
gestions will be greatly appreciated and will receive careful editorial
attention.
Criticism by instructors in Army Service should be addressed:
To: Surgeon General of United States Army, Division of Recon-
struction.
Attention of Committee on Course of Study.
Subject: Revision of Unit Course of Study, Practical Civics I.
Criticism by instructors under supervision of the Federal Board
should be addressed:
To: Federal Board for Vocational Education, Washington, D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Practical Civics I.
(6)
UNIT COURSE.
PRACTICAL CIVICS I.
PART I.--TEACHER'S MANUAL.
1. QUALIFICATIONS OF STUDENTS.
This course is prepared for those men, both native and foreign
born, who have had a limited elementary School education and who
have no adequate knowledge or appreciation of the nature and
functions of the important branches of our Government.
2. AIMs of CoursF, FoR STUDENT.
The content of this course has been selected and arranged to fulfill
the following aims:
(1) To stimulate a feeling of civic consciousness and patriotism
through the knowledge of the fundamental facts of our Government.
(2) To sketch in informational form the most important features
of our Government which do concern the lives of the average work-
I(\8.I).
(3) To select only those facts and phases of our Government which
will really interest this type of man.
(4) To present these facts in such form as will allow for an in-
formal presentation of the topic by the instructor and will challenge
the interest and questions of the students.
3. TIME REQUIREMENTs.
This course is divided into 24 assignments which are grouped as
follows:
(1) National Government—6 assignments.
(2) State Government—9 assignments.
(3) Local Government—9 assignments.
Each assignment will require approximately 40 minutes, and is
presented in this form: -
(1) General heading.
(2) Special topics to be developed by the instructor.
(3) Problem to be presented to the class for discussion.
(7)
8
4. EQUIPMENT.
(1) Notebooks.
(2) Blackboard.
(3) Textbooks.
Plass—“Civics.” D. C. Heath.
Shimmell—“The Government of the United States.”
Chas. Merrill Co.
Forman—“Essentials in Civil Government.” American
Book Co. t
Nida—“City, State, Nation.” The Macmillan Co.
Dunn—“Community and Citizen.” D. C. Heath.
Turkington—“My Country.” Ginn & Co.
Hill and Davis—“Civics for New Americans.” Hough-
ton-Mifflin Co. 4 - r
Ashley—“The New Civics.” Macmillan Co.
NoTE.—The textbooks are used for directed supplementary reading. These
books should be read carefully by the instructor not only for his own inspira-
tion and possible information but also for the purpose of making recommenda-
tions to the individual student of the books which are best adapted to his par-
ticular ability and interests.
5. SUGGESTIONS TO TEACHERs.
This course is prepared for use in group instruction. It appeals
to those men of foreign birth who have been naturalized since they
have joined the Army and to native-born men who have a very slight
and indefinite knowledge of our democracy and the important powers
of a voter. The course is intended for use under a conference or
forum plan of instruction. The conference idea will be worked out
to best advantage when a group of ten or more men attend. Each
conference is opened with a talk by the instructor, in which he pre-
sents the general topic for discussion and develops those facts and
experiences common to the students as type illustrations of the nature
and functions of the office or department under consideration.
The success of the course depends on the character of the instruc-
tor's presentation of the topic. His talk must be simple in character,
replete with timely illustrations, references, pictures, anecdotes, etc.
The suggestive list of topics for illustrations is by no means in-
clusive. In many instances, time limitations will not permit the
completion of all the topics suggested. The instructor must vary
his address and avoid the strict lecture form of presentation. The
Interest of the students can be aroused and sustained by occasional
questions and by challenging the reactions of the students in per-
sonal experiences illustrating the topic under consideration. ,
9.
The instructor should attempt to have each student in the group
contribute to some part of the discussion of the problem. Very fre-
quently the student will have an opportunity to mention some facts
which he has learned from the directed reading assigned for out-of-
class work.
No formal reading lesson is included in the conference work of an
assignment. The instructor should prepare a list of reading refer-
ences for each of the topics in each of the books recommended. The
student must be encouraged to do this reading faithfully each day
and to bring back to class for discussion and explanation any difficul-
ties which he meets in the text.
6. MEASURING, RATING, AND RECORDING STUDENT's Work.
Upon the completion of this unit course the student will be given
a certificate stating his rating for the course. Duplicates of all cer-
tificates granted should be kept on file by the school for future ref-
€I’êIn Ce.
It is intended that all certificates given for completion of the unit
course issued by the Committee on Courses of Study for Disabled
Soldiers, under the direction of the Surgeon General’s Office and the
Federal Board for Vocational Education, shall be honored by all
schools under the Supervision of either of these agencies, so that the
student transferring from a hospital School to another school may
receive due credit for the work done in the former school, and may
take additional units in the second school. It is therefore desirable
to establish some uniformity or standardization in the methods of
rating and recording of the work of students.
7. STANDARDs.
At the end of this course, a student should be able to answer the
following questions in oral or written form:
(1) Explain the procedure involved in making prohibition an
amendment to the Constitution.
(2) What are the advantages of State control and legislation on
accident prevention in industries?
. (3) How is the tax levy of a city or town apportioned?
103971°–19——2
PART II.-STUDENT'S INSTRUCTION SHEETS.
[These Students’ lnstruction Sheets are planned to be given out to the students one
lesson at a time, withholding the new lesson until the one in hand is satisfactorily
completed. For convenience in printing, the Students' Instruction Sheets have not
been printed separately as was originally intended but have have been included in one
pamphlet. Enough copies will be furnished to permit cutting out the sheets and using
them separately. With some students there may be no objection to using the complete
bulletin at one time.]
AsSIGNMENT I.
NATIONAL GOVERNMENT,
General topic:
President Wilson.
Suggestive topics for instructor:
a. Chief Executive of the United States.
b. Residence in White House in Washington, D. C.
c. When elected and reelected.
d. Elected by the people of the whole United States—according to the
Constitution of our democracy.
e. Contrast the election of President Wilson with the accession of George
V of England.
f. Contrast President Wilson’s powers and responsibilities to the people
with those of the German Kaiser.
g. Three predecessors to President Wilson—Taft, Roosevelt, McKinley.
Problem :
Name three of the most imporant acts of President Wilson during the past
year.
Assign MENT II.
NATIONAL GOVERNMENT,
General topic:
CongreSS.
Suggestive topics for instructor:
a. Lawmakers for the whole United States. 4
b. Most important duties other than lawmaking those of levying taxes,
declaring war, and approving the treaties of peace.
c. National Capitol in Washington, W. C.
d. Citizens elect the Members of both the Senate and the House of Rep-
resentatives. (Contrast with House of Lords.)
e. Name the Senators from the different home States of the various
members of the group.
Problem : *
Discuss the draft law—its necessity, fairness, and importance.
(10)
11
ASSIGNMENT III.
NATIONAL GOVERNMENT,
General topic:
Constitution of the United States.
Suggestive topics for instructor:
a. Code of laws for the citizens of every State.
b. National prohibition (type legislation). * -
(1) Bill proposed and accepted by National Congress in 1917.
(2) As a proposed amendment it is now referred to voters of
each State for adoption. -
(3) Bill must be accepted by 37 States before it can become an
amendment to the Constitution.
C. Thirteenth amendment—Lincoln.
d. Declaration of Independence. -
e. Adoption of the Constitution (laws for the people made by the people).
f. Some important facts about Washington, Jefferson, Hancock.
Problem : -
Show how the people of the United States really control the adoption of
any change or addition to the Constitution.
ASSIGNMENT IV.
NATIONAL GOVERNMENT,
General topic:
POSt Office.
Suggestive topics for instructor: *
a. Federal control of postmen and post-office buildings.
b. Stamps and mail protected by the United States Government.
C. Tampering with the mails an offense punishable by imprisonment in a
Federal prison.
d. Postal employees paid by the United States Government.
Problem : -
What advantages do we have from a Federal post office?
ASSIGN'MENT W.
NATIONAL GOVERNMENT,
General topic:
Immigration. -
Suggestive topics for instructor:
a. Permission to enter this country given by United States inspectors
representing Government of whole country.
b. Literacy test—advise friends now who might be planning on coming
in when war is Over.
C. Customs—Inspectors. ,
(1) General duties.
(2) Description of inspection at Ellis Island, Boston, New Orleans.
Problem : t
What did you expect to get in the United States which you could not
get in the Old Country?
ASSIGNMENT WI.
NATIONAL government.
General topic:
Army and Navy.
Suggestive topics for instructor:
a. President Wilson, Commander in Chief of the Army and Navy of the
|United States.
. Secretary Baker (Secretary of War), in charge of the camps.
. Secretary Daniels (Secretary of the Navy), in charge of the Navy.
. The draft law, why necessary; important results. g
. War declared by President and Congress.
. Peace terms. Peace treaty O. K.’d by Senate.
Problem :
What are the three most important propositions in President Wilson's
peace terms?
:
AsSIGNMENT WII.
STATE GOVERNMENT,
General topic:
Governor of a State.
Suggestive topics for instructor:
a. Manager of State. Elected by people for term of generally one or two
years.
b. Offices in statehouse or capitol. (Name the capital of the home State
of each student.)
c. Necessity of careful consideration by every voter to select the best
Iſla Il.
d. Power in appointing heads of many departments and members of
special Commissions. '
Problem :
Discuss the veto power of the governor.
ASSIGNMENT VIII.
STATE GOVERNMENT,
General topic:
State legislature.
Suggestive topics for instructor:
a. Members elected by citizens of each State.
b. Sessions held in State Capitol.
c. Laws for each State in State constitution.
d. Referendum—purpose ; worth ; examples.
Problem : -
Discuss two or three important acts of legislation passed by several
State legislatures in recent years; e. g., compulsory school education up
to age of 14 years; workmen's compensation act.
ASSIGNMENT IX.
STATE GOVERNMENT,
General topic: *
State board of education.
Suggestive topics for instructor:
a. Compulsory School attendance.
(1) School year.
(2) Age limits.
b. State aid for trade schools (day and evening),
c. State colleges—free to residents in State.
d. School supervision. Standards in work offered.
13
Problems :
Discuss the opportunities for trade education in some State-aided
school (printing, plumbing, machine shops, etc.).
ASSIGNMENT X.
STATE GOVERNMENT,
General topic:
State taxes.
Suggestive topics for instructor:
a. Why is money needed? (Roads, bridges, parks, Schools, institu-
tions, etc.)
b. Necessity for State taxes (opportunities used by citizens in different
towns and cities).
C. Kinds of taxes:
Income tax.
Excise tax.
Personal tax.
Property tax.
Poll tax.
Problem :
Show how towns and cities should pay taxes in the matter of State
health laws.
t
ASSIGNMENT XI.
STATE GOVERNMENT,
General topic:
State roads, parkS, and forests.
Suggestive topics for instruction :
a. Name several State roads near local communities of each student.
Compare excellent condition, appearance, etc., with ordinary streets.
Show advantages for automobiles, trucks, heavy wagons, market
routes, etc.
b. Describe some metropolitan park system, beach front, river front.
Show advantages to communities in healthful recreational opportu-
nities.
c. Sketch briefly importance of State forests—tracts as watersheds.
Problem :
Show how the voter may know whether or not his representatives
Support good roads and parks.
ASSIGNMENT XII.
STATE GOVERNMENT,
General topic:
States civil Service.
Suggestive topics for instructor:
a. Show necessity and importance of having the best workers in every
department of the State. Discuss good salaries available.
b. Show advantages of competitive examinations.
c. Show necessity of State control of examinations.
d. Discuss types of examinations—clerical work, food inspectors, fire in-
spectors, etc.
14
Problem :
Why should the appointments to State positions be under State control
and not left to individuals?
ASSIGNMENT XIII.
• STATE GOVERNMENT,
General topic:
State licenses.
Suggestive topics for instructor:
a. Importance of having State control of motor Vehicles:
(1) Protection against careless driving.
(2) Allows for driving in various towns, cities, and States.
(3) Ruling about registration in new States.
b. Automobile registration (autos, trucks, motorcycles).
C. State inspection of elevators.
d. Boilers (engineers’ licenses).
Problem :
Picture condition if factories were not required to meet State regula-
tions regarding fire escapes and exits.
ASSIGNMENT XIV.
STATE GOVERNMENT,
General topic:
State aids for labor.
Suggestive topics for instructor :
a. Workmen's compensation.
(1) Requires employers to insure employees against accidents at
Work from any cause.
(2) Requires employers to pay doctors' bills and such amounts of
money as the seriousness of the accident calls for ; provides
also for future support of men and Women disabled.
b. State board of labor.
(1) Efmployment agencies.
C. State board of arbitration.
(1) Fair settlement of labor troubles.
Problem :
Discuss advantages of present methods of adjusting labor difficulties as
conducted by Mr. Endicott, of Massachusetts,
ASSIGNMENT XV.
• STATE GOVERNMENT,
General topic:
State CourtS.
Suggestive topics for instructor:
a. Justice to every citizen in cases Of-
(1) Accidents caused by neglect of others.
(2) Violation of property rights.
(3) Settlement of wills and estates.
b. Protection against violation of State laws regarding sale of impure
foods; fire prevention; accident prevention ; repeated Criminal
Offenses. &
c. Courts for cases appealed from decisions of lower local courts,
Problem :
Discuss the details of an ordinary civil suit for nonpayment of a bill.
15
ASSIGNMENT XVI.
º LOCAL GOVERNMENT.
General topic:
What the local government does for the home.
Suggestive topics for instructor:
a. Police protection.
(1) Personal property (money, jewelry, clothes, etc.)
(2) Property protection (house, yard, cellar, etc.).
(3) Street protection (thieves, assault).
(4) Right attitude toward policemen.
b. Fire protection.
(1) Prompt, efficient, dependable.
(2) Prevention of fires spreading to whole districts.
(3) Dangers which firemen face.
C. Eſealth department.
(1) Pure-food regulations.
(2) Clean stores.
(3) Clean houses.
(4) Disease isolation, fumigation, and prevention.
d. School department.
(1) Free educational Opportunities for all.
Problem :
Compare the above advantages with those of foreign countries.
ASSIGNMENT XVII.
LOCAL GOVERNMENT,
General topic :
Police department.
Suggestive topics for instructor:
a. Chief of police.
b. Police StationS.
c. Duties of policemen—to help in keeping good order and to stop
disturbance.
d. Dangers of policemen.
e. Police GOurtS.
f. Cost of public service.
Problem :
Consider conditions which would exist in local community if policemen
were to be withdrawn for any length of time.
ASSIGNMENT XVIII.
LOCAL GOVERNMENT,
General topic :
Fire department.
Suggestive topics for instructor:
a. Modern fire apparatus; motor-driven powerful engines, etc.
b. Old-time methods of fire fighting (volunteer companies, bucket
brigades).
C. How alarms are SOunded.
d. What to do in case of fire.
e. Respect for firemen.
Problem :
Discuss the important work which different members of the group have
Seen the firemen do.
16
ASSIGNMEN's XIX.
LOCAT, GOVERNMENT,
General topic :
Street department.
Suggestive topics for instructor:
a. Importance of good streets—transportation, health, appearance.
b. Cost of good streets (general discussion about modern methods of
“oad construction).
c. What each citizen can do to help in the work of clean streets.
d. Superintendent of Streets.
Problem :
Discuss the real economies in good road construction for towns and
Cities.
Assign MENT XX.
IOCAL GOVERNMENT,
General topic:
City or town clerk.
Suggestive topics for instructor :
a. Compulsory registration of birth records (purpose and use).
b. Compulsory registration for marriage certificates.
c. Records of city’s business.
d. Records of city Ordinances.
e. Notifications of meetings to Citizens.
Problem : *
Discuss city and town reportS.
ASSIGNMENT XXI.
LOCAL GOVERNMENT,
General topic:
School department.
Suggestive topics for instructor: y
a. The foundation Stone Of every democracy.
b. Little red Schoolhouse Of Colonial dayS.
c. Compare small one-room country school with a large high school in
New York City—200 rooms, 190 teachers, 6 stories, 4,500 pupils.
d. School department elected by the citizens—responsible to government.
e. Cost of schools larger than that of any other department; averages 30
to 40 per cent of total expenses.
f. Compulsory school attendance law—powers of “attendance officer.”
Problem :
Compare educational Opportunities in America With those of Russia.
Assign MENT XXII.
LOCAL GOVERNIMENT,
General topic:
City taxes.
Suggestive topics for instructor:
a. Departments requiring largest amounts of revenue:
School.
Street.
Police.
Fire.
Sewer.
17
Suggestive topics for instructor—Continued.
b. Tax rate.
C. Property valuation by assessors.
d. Poll tax (State tax paid to city or town treasurer).
e. Taxes paid by everybody.
(1) Property owners directly to city treasurer.
(2) Persons not owning property paid in rent and cost of living.
Problem :
Show how citizens by vote control the tax rate.
ASSIGNMENT XXIII.
LOCAL GOVERNMENT,
General topic:
Water department.
Suggestive topics for instructor:
a. Waterworks not always owned by local municipalities.
b. Cost borne by citizens in tax rate.
c. Water supplies—lakes, ponds, artesian wells, rivers (filtration).
d. Water-supply equipment.
(1) Large Supply mains.
(2) Pumping Stations.
(3) Reservoirs.
(4) Meters.
e. Water Waste.
Problem :
Compare water convenience in modern house with those in old farm
houses.
ASSIGNMENT XXIV.
LOCAL GOVERNMENT,
General topic:
City and town government.
Suggestive topics for instructor:
a. City government.
* (1) Mayor—chief executive.
City council—lawmakers elected by people for short terms and &
directly responsible to people.
b. Town government.
(1) Chairman of board of selectmen.
(2) Selectmen—elected by people at town meeting.
c. Town meeting—best type of democracy—direct vote of citizens on
questions of local government.
Problem :
Discuss any War measures taken by City Councils in recent months.
STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims Section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War
Risk Insurance or the chief medical adviser of the Bureau of War
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the Service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man's own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
(18)
19
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurred in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation, is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent.
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife, and one child, $55.
For a man, wife, and two children, $65.
For a man, wife, and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each addi-
tional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in the line of duty in the Service of the United
20
States, the monthly compensation shall be $100, but no allowance is
made for a nurse or attendant where compensation of $100 per month
is paid. - - -
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man's earning capacity, and, secondly, by the number of per-
sons in his family on whose account he is entitled to receive com-
pensation, and that such compensation may diminish or increase
accordingly as these factors may change. That is to say, a man who
is totally disabled is entitled to compensation for total disability,
which may be $30 a month, $45 a month, $55 a month, etc., accord-
ingly as he is a single man, a married man with no child, or a mar-
ried man with a child, etc. When his total disability become a
partial disability and his earning capacity is diminished 50 per cent
the compensation to which he is entitled from that time on is only 50
per cent of the compensation to which he was entitled when he was
totally disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis-
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such exam-
ination or in any way obstructs such examination, his right to com-
pensation is suspended until such refusal or obstruction ceases, and
every person in receipt of compensation for disability shall submit
21
to any reasonable medical or surgical treatment furnished by the
bureau whenever requested by the bureau, and the consequences of
unreasonable refusal to submit to any such treatment shall not be
deemed to result from the injury compensated for.
In addition to the aforementioned compensation, the injured per-
Son is entitled to reasonable governmental, medical, Surgical, and
hospital services, and will be furnished such supplies, including arti-
ficial limbs, trusses, and similar appliances, as may be useful and rea-
Sonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the person
entitled to receive compensation may be required to assign to the
United States any right of action he may have to enforce such lia-
bility of such other person or to prosecute the action in his own name.
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by the man from the bureau would be
$30 and the payment received by the wife monthly would also be $30.
The Vocational Board, however, allows a certain monthly amount to
a man for board and subsistence. The amount allowed a single man
for subsistence by the Vocational Board monthly is $35. Thus a
single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
monthly payment of $65. An officer who accepts vocational training
would of course receive a monthly payment equal to his last month's
. 22
pay in the service and would not receive any allowance for subsistence
from the Vocational Board, nor would any allotment be required as ,
in the case of an enlisted man. •
It is of prime importance that all men who are discharged from ,
the service disabled should continue the payment of the premiums .
due on their insurance by check, draft, or money order payable to
the Treasurer of the United States, and sent to the disbursing clerk,
Bureau of War Risk Insurance, Washington, D. C. Unless such
payment is made, their insurance will lapse and they will be de-,
prived of its benefits. Care should be taken to continue these pay-
ments of premiums, even though the person may consider himself.
totally and permanently disabled. If he is found to be totally and
permanently disabled subsequently by the medical adviser of the
bureau, the overpayment of premiums will be refunded to him; but
if he fails to make the payments and is not found to be totally and
permanently disabled, his insurance will have lapsed.
The benefits of compensation and insurance as provided by the
act above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensa-
tion, he may not be entitled to the benefits of his insurance, as insur-
ance is payable only in case of death or in the event that the insured
becomes totally and permanently disabled.
~ DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD FOR
WOCATIONAL EDUCATION.
All disabled soldiers, sailors, or marines, whether in or out of the
hospital, should address their communications either to the Federal
Board for Vocational Education, Washington, D.C., or to the district
office of the Federal Board of the district in which the correspondent
resides. Information concerning these districts and their respective
offices follows:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass.
District No. 2.-Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York.
District No. 3.-Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.-North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6.-Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7–Ohio, Indiana, and Kentucky. Office: 1212–1214
Mercantile Library Building, Cincinnati, Ohio.
District No. 8–Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.—Iowa, Nebraska, Kansas, and Missouri. Office:
815–824 Chemical Building, St. Louis, Mo.
District No. 10.—Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.-Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 13.−California, Nevada, and Arizona. Office: 997
Monadnock Building, San Francisco, Cal.
District No. 13–Montana, Idaho, Oregon, and Washington. Of-
fice: Room 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O
(23)
g”. tles,
A-
Rehabilitation Mono Mây 29 1919 JOINT SERIES No. 35
Wv-of-wite"
UNIT COURSE—AUTOMOBILE MECHANICS I
| ENGINE REPAIRING
* SECTION 1
Issued by THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN COOPERATION WITH THE
SURGEON GENERAL’S OFFICE
AND THE
*. BUREAU OF WAR RISK INSURANCE
‘FEBRUARY, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE


1919
As a disabled soldier, sailor, or marine you should remember that the
Office of the Surgeon General, War Department, the Bureau of War
Risk Insurance, Treasury Department, and the Federal Board for Voca-
tional Education are mutually interested in your welfare solely. They
have arranged a definite plan of cooperation to help you in every pos=
sible way. You can not afford to leave the hospital until the medical
officers have done everything that they can for you to restore you to
physical health and strength. . Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital has
provided for you.
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos=
pital. When once you have made up your mind as to the employment
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you ieave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career.
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hos-
pital Educational Service or the representative of the Federal Board
for Vocational Education. \
Men discharged from the military or naval service who want infor.
mation should write to or call at the office of the Federal Board fotº.
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and Seattle. For addresses see page 28. \
Jºe”
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
DAVID F. HousTon, Chairman,
Secretary of Agriculture.
WILLIAM C. REDFIELD,
Secretary of Commerce.
WILLIAM B. WILSON,
Secretary of Labor.
P. P. CLAXTON,
Commissioner of Education.
JAMES P. MUNROE, Vice Chairman,
Manufacture and Commerce.
CHARLES A. GREATHOUSE,
Agriculture.
ARTEIUR E. HOLDER,
Labor.
EXECUTIVE STAFF.
C. A. PROSSER, Director.
LAYTON S. HAwkINs, Chief
Vocational Education Division.
CHARLES H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
(3)
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in general
hospitals and after their discharge, the Surgeon General’s Office and
the Federal Board for Vocational Education cooperated in the
preparation of a series of courses of study. These courses are tenta-
tive and suggestive. They may, however, be accepted as models so
far as their form and principles which govern their organization are
concerned, for all courses, whether academic or vocational, where
the adjustment of materials is intended to be made to suit the indi-
vidual capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of: Prof. David Snedden, president
of the National Society for Vocational Education; Maj. M. W. Mur-
ray, Sanitary Corps, Surgeon General’s Office; Prof. George A.
Works, Federal Board for Vocational Education; M. W. Haynes,
secretary to the committee.
The committee was assisted by a large number of specially quali-
fied experts. Special mention should be made of the service of Maj.
A. G. Crane, Sanitary Corps, who is responsible for the formulation
of the specifications for the courses.
LOTUs D. CoFFMAN,
Surgeon General’s Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(5)
PREFACE.
This unit course was prepared under the direction of the Com-
mittee on Courses of Study for Disabled Soldiers by Mr. E. H.
MacCoul.
It is realized that this trial edition as here presented is susceptible
of improvement both in form and content. The committee particu-
larly desires suggestions for alternate exercises in connection with
each lesson in order to provide a wider range of material from which
instructors may select exercises adapted to the individual needs and
capacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criti-
cisms and suggestions for improving it. These criticisms and sug-
gestions will be greatly appreciated and will receive careful editorial
attention.
Criticism by instructors in Army service should be addressed:
To: Surgeon General of United States Army, Division of Recon-
struction. Attention of Committee on Course of Study.
Subject: Revision of Unit Course of Study, Automobile Mechanics I.
Criticism by instructors under supervision of the Federal Board
should be addressed: \
To: Federal Board for Vocational Education, Washington, D. C.
Attention Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Automobile Mechanics I.
(7)
UNIT COURSE.
AUTOMOBILE MECHANICS I.
ENGINE REPAIRING—SECTION I.
PART 1...—TEACHER'S MANUAL.
1. QUALIFICATIONS OF STUDENT.
This course is designed to train men in the general repair and
upkeep of the gasoline automobile engine.
It is desirable that the student have Some knowledge of the gaso-
line engine, but one with a common School education and experience
in ordinary machine work should have no trouble in mastering this
work.
2. AIMS OF THE COURSE.
The aims of the course are:
(a) To acquaint the student with the construction and adjust-
ment of the modern gasoline engine.
(b) To give him practice in the repair and fitting of the various
parts necessary to cause the engine to function properly.
(c) To make him familiar with the various types of engines in
COIOIOOX). USe.
3. LENGTH OF THE COURSE.
The course is intended to cover about 30 hours of instruction,
study, and laboratory work by the student, and is so arranged that
certain exercises may be omitted at the discretion of the instructor,
should the student have had previous knowledge of the work
covered in these exercises. g
4. OUTLINE OF COURSE.
In a course of this kind it is necessary that the student under-
stand the cycle of events that take place in the engine, as only with
this understanding can he develop judgment and skill to make him
successful in the work.
The automobile to-day is of the four-stroke cycle type, and may
be classified according to its mechanical construction. §
103973°–19—2 (9)
10
The exercises for the student are intended to cover these various
types, and may be used with any one type of engine with good
results.
LESSONS.
1. Classification of engines, according to cycle of operation, valve
arrangement, cylinder castings, method of cooling, and lubrication.
. The name and location of the engine parts.
General study of an automobile engine.
The study of the valve gear.
. Study of cylinders to determine the construction and condition.
Valve grinding and repairing.
. Piston and connecting rod repairs.
. Fitting piston rings.
i
5. GENERAL SUGGESTIONS TO THE TEACHER FOR CONDUCTING THIS WORK.
1. The student should have a thorough knowledge of the princi-
ples of the gas engine in order that he may fully appreciate the
results that may be expected of the engine. It is therefore sug-
gested that this part of the work be taken up in the form of lectures,
using a sectioned engine for demonstration.
2. Demonstrate and explain the use of the various tools. Insist
on the student using the proper tools, and that open-end or socket
wrenches that exactly fit the nut or bolt be used, when possible.
When necessary to use an adjustable wrench, insist that it be adjusted
to the nut that is being removed.
3. See to it that each student does all the work called for in each
exercise and do not take his word for it that he knows. Make him
show you. #
4. See that the student takes only the necessary tools needed for
the work he is doing, and insist upon these tools being wiped up
and returned when the student is finished with them.
5. Give as much individual instruction as possible, and encourage
the student to ask questions pertaining to the work he is doing.
Suggestions for Teaching Lesson I.
1. Explain in detail the four-stroke cycle principle, using engine model.
2. Bring out the fact that regardless of structural features the events are
the same in all engines of this type.
3. Explain various methods of mounting Valves, such as removable valve
Seat, valve Cage, etc.
4. Explain various methods of casting cylinders.
5. Show why cooling by water or forced air circulation is necessary.
6. Give average compression pressures and average explosion temperatures.
7. Compare various lubricating Systems and point out advantages and disad-
vantages of each.
8. Checks up answers to questions handed in by Student, and if incorrect re-
turn for correction.
11
Suggestions for Teaching Lesson II.
1. By use of the engine model explain and locate each part of the engine and
explain its function.
2. Call attention to the different types of piston rings.
3. Do not go into the mechanical construction of the various carburetors.
Simply show the principles of carburation, explain the meaning of rich and lean
mixtures, and means of determining whether a mixture is rich or lean—i. e.,
back firing through carburetor for lean mixture and heavy black smoke for rich
mixture.
4. Explain the necessities of ignition, time for ignition to take place, and
the Construction and adjustment of the spark plug.
5. Explain the difference between the magneto and battery systems of igni-
tion.
Suggestions for Teaching Lesson III.
1. Explain the names and uses of the various tools.
2. Explain the necessity of an exhaust manifold to carry off the burned
gases. Call attention to the construction.
3. Trace the passages in the cylinder castings for the distribution of gas to
the various cylinders.
4. Show how to locate top dead center for the different cylinders.
5. Explain the necessity of labeling the wires from distributor to spark plug.
Caution student about removing spark plugs. Show how to adjust spark plugs.
6. Follow the events that take place in the engine cylinder, showing the posi-
tion of valves for each event.
7. Show how the firing order can be determined by watching the action of
either the intake Or exhaust Valves. J
8. See that all parts removed are put in boxes or pans provided for them.
9. Insist On each Student cleaning and returning all tools used.
Suggestions for Teaching Lesson IV.
1. Explain why cover plates are used to deaden valve noises and hold oil.
2. Explain and demonstrate the use of thickness gauge for measuring valve
clearances. By means of sketches on blackboard show different types of valves
and valve Operating mechanisms.
3. Explain why valve clearance is necessary.
4. Demonstrate use Of Valve lifter.
5. Call attention to valve trouble, and by use of old valves show the various
troubles, such as warping, pitting, etc.
6. Explain why exhaust valve Springs are heavier than those used on the
intake valves; also, why Springs are necessary at all. Caution student about
mixing these valve SpringS.
7. Trace method of oiling valves, valve push rods, etc.
Suggestions for Teaching Lesson W.
1. Trace water-jacket Openings through engine,
2. Explain the advantages of the detachable head.
3. Explain the micrometer and how it is read, and show how a cylinder is
measured to find if it is WOrn.
4. Call attention to the condition of cylinders (using old cylinders).
5. Insist that each student exercise special care in working on cylinders, in
Ordel' not to mar them.
12
Suggestions for Teaching Lesson VI.
1. Demonstrate how valves are ground, showing the different methods used
to determine their condition.
2. Have each student examine several valves and report their condition to
the in StructOr.
3. Have each student grind several valves.
4. Test the Work when finished.
5. Explain the necessity of keeping grinding compound away from the engine
cylinder and other working parts.
Suggestions for Teaching Lesson VII.
. Explain the crank case necessary with different oiling systems.
. Dennonstrate how pistons are removed.
. Explain the use of shims.
. Explain the castellated nut and why it is used.
Remove wrist pin showing how it is fastened to cylinder.
Remove Wrist-pin bushing.
. Explain why end play is necessary between connecting rod and cylinder.
8. Discuss the various types of pistons, and the clearance necessary for cast
iron and aluminum pistons.
9. Explain why a piston is smaller at the head than at the skirt.
i
Suggestions for Teaching Lesson VIII.
1. Explain different kinds of piston rings.
2. Explain how piston rings should be set to prevent leaking of gas past
piston.
3. Demonstrate the fitting Of a piston ring.
4. Explain why pistons are sometimes worn out of round.
5. Explain the meaning of piston Slap.
6. MEASURING, RATING, AND RECORDING STUDENT'S WORK.
Upon the completion of this unit course the student will be given
a certificate stating his rating for the course. Duplicates of all
certificates granted should be kept on file by the school for future
reference.
It is intended that all certificates given for completion of the unit
courses issued by the Committee on Courses of Study for Disabled
Soldiers under the direction of the Surgeon General’s Office and
the Federal Board for Vocational Education shall be honored by
all schools under the Supervision of either of these agencies, so that
the student transferring from a hospital School to another school
may receive due credit for the work done in the former school, and
may take additional units in the second School.
It is therefore desirable to establish some uniformity or standardi-
zation in the methods of rating and recording of the work of students.
A record should be kept of each lesson performed throughout the
course. At the discretion of the instructor a test may be given at
the close of the course, but the final rating should represent the work
of the student throughout the course as well as his standing in the
final test or examination.
13
Until more definite scales for rating shop practice are available,
it is recommended that final rating be recorded as follows: The
average student will be rated good; the student of exceptional ability
will be rated eacellent; while the student of lesser ability will be
rated fair. The student producing work of a quality that would be
rejected in the commercial shop should be rated poor.
Out of justice to the student, his rating should be more than a
mere guess or snap judgment on the part of the instructor. In
order that the rating may be just and of value both as a credential
for the student and as a record for the School, the instructor is re-
quested to consider carefully the following factors in arriving at
the rating:
1. EXECUTION OF WORE.
(a) Time.--Is the student rapid, moderate, or slow in executing
his work?
(b) Technique.—Does the student use workmanlike methods?
Does he exercise reasonable economy in use of materials? Is he neat
and orderly in care of tools?
2. FINISHED PRODUCT.
(a) Accuracy.—Should be determined by the record kept of er-
rors in measurement, omissions of dimensions, or lines, etc.
(b) Quality.—Consider the finished product in other respects than
accuracy, such as finish, neatness, etc.
(c) Mastery of principles.—Does the work indicate that the stu-
dent has sufficiently mastered the principles involved in the lesson,
or is there still some deficiency that should be made up
3. INTEREST.
(a) Attitude toward work.-Does the student love his work or
does he watch the clock? Is he likely to continue in this line of work?
(b) Studiousness.-Does the student show disposition to study the
printed literature related to this work? Does he express a desire
to take advanced unit courses in this or related subjects?
(c) Possibilities of growth.-Is the student likely in due time to
receive promotion to positions of greater responsibility?
4. TEST PROBLEM.
A test problem might be given at the conclusion of the course
which would involve all or most of the points covered by the course.
7. REFERENCE BOOKS FOR TEACHERS.
Dyke's Automobile and Gasoline Engine Encyclopedia, 1918, 7th edition.
A. L. Dyke, publisher, St. Louis, Mo. Price, $3.
14
The Gasoline Automobile, 1st edition, 8th Impression, 1915. Hobbs & Elliott.
McGraw-Hill Book Co. (Inc.), publishers, 239 West Thirty-ninth Street, New
York, N. Y.
Lubrication of the Automobile.—No. 1, The Engine. Folder by Vacuum Oil
Co., New York. These folders furnished free. t
8. EQUIPMENT AND MATERIAL.
1. Sectioned model of a modern gas automobile engine. (Preferably a “T”
head type, fitted with circulating pump for both oil and water.)
One 4-cylinder 4-cycle “T” head engine.
One 4-cycle 4-cylinder “L” head engine.
One 4-cylinder 4-cycle “I” head engine.
Above engines are to be equipped with carburetors and ignition Systems.
Assortment of cylinder Castings fitted with Valves.
Pistons to fit above cylinder CastingS.
Connecting rod for pistOns.
One Outside micrometer, 3 to 5 inches, adjustable.
One inside micrometer, 3 to 5 inches, adjustable.
One outside micrometer, 1 inch.
One Outside micrometer, 2 inches.
Two outside Calipers, 6 inches.
Two inside Calipers, 6 inches.
One thickness gauge, 0.003 inch to 0.025 inch.
One set of Open-end Wrenches.
One Set Of Socket Wrenches.
Two 6-inch monkey Wrenches.
Two 10-inch monkey Wrenches.
One dozen files, assorted.
Two ball pien hammers.
Two pair pliers, adjustable.
Two pair pliers, Cutting.
One valve lifter.
One workbench.
Two bench vises, fitted with copper or lead jaws.
One set of chisels and punches, assorted.
One can clover leaf Valve-grinding Compound.
One box assorted lock WasherS.
One box assorted COtter pins.
One box assorted Castellated nutS.
ASSOrted bolts and Cap SCreWS.
Paper for gaskets.
ShellaC.
One set of drills.
One set of taps and dies.
Emery cloth, 0.00 to 1.
Spark-plug wrenches.
Hack saw and blades.
One thread gauge.
One set adjustable reamers, 4 to 1 inch by #. *
Wire.
LIST
OF PROPOSED UNIT COURSES ON GENERAL AUTOMOBILE
REPAIRING FOR STANDARD PASSENGER CARS.
Revision of December 31, 1918.
Unit course :
:
14.
15.
16.
17.
18.
19.
20.
Hours.
. Engines, Part I 24
. Engines, Part II 24
. Upkeep and repair of the passenger automobile--------------------- 30
(For the present or prospective Owner of an automobile who
expects to care for his own car.)
. Upkeep and repair of the Ford automobile for Owners 20
. Carburetors * * *s-, * * * 5
. Ignition 20
. Cooling systems * * * * mº, ºr mººs ºr - * * * * = ** - * * * * * * * * * *m am - -ºº ºm arm- ºr amº mº, sºme amº ºmsº ºmº 10
. Starting and lighting systems- - - 30
Clutch-------- - - 10
. TranSmiSSiOn —- - - - - - -ºr -º 10
. Rear-axle drive ----------------- - 20
. Running gear----------------- - * * * - - - - - - - - - - - - - - - -s arm- ºr sºme - ammº. e- = sm. ame 24
. Tire repairing - - - - 15
Total 242
Radiator repairing : For tile Iman preferably with some experience in
soldering, brazing, and working in sheet metal who wishes to become
a Specialist in radiator WOrk.
Gas-engine Science: A short course of lectures and experiments for the
prospective chauffeur or owner or operator of marine or stationary
gas engine Who Wishes to acquire a clear understanding of the funda-
mental principles of the internal-combustion engine. Requires no
previous automobile experience.
Storage batteries: For the man with some electrical and automobile
experience who wishes to become a specialist in storage-battery
repairing.
Garage Organization and management.
Records, cost-keeping Systems, etc.
Accounts for automobile garage keepers.
English for automobile workers.
(15)
PART 2...—STUDENT'S INSTRUCTION SHEETS.
These students’ instruction sheets are planned to be given out to
the students one lesson at a time, withholding the new lesson until
the one in hand is satisfactorily completed. For convenience in print-
ing, the students’ instruction sheets have not been printed separately,
as was originally intended, but have been included in one pamphlet.
Enough copies will be furnished to permit cutting out the sheets and
using them separately. With some students there may be no objection
to using the complete bulletin at one time.
GENERAL INSTRUCTIONS TO STUDENTS.
1. Keep all tools in good order, and always clean them before putting away.
2. Look for manufacturers’ marks when removing parts from engine.
3. When necessary, label or tag pieces removed, so that no time will be wasted
in locating their proper position when replacing.
4. Select tools that are intended for the Operation that you are doing.
5. A wrench of any kind was never intended to be used as a hammer.
6. Patience and practice are necessary to develop judgment and skill. Never
say, “That is good enough,” but say, “That is just right.”
7. Clean and oil all parts before replacing.
8. Do not use waste in Cleaning pistons, piston rings, or cylinders, as lint is
left on the work. Use cheesecloth or old cloths.
9. Ask questions about the work you are doing. The instructor is always glad
to answer each and every question pertaining to the WOrk.
10. Be Orderly and meat. This is the greatest aid to Speed.
LESSON I.
Problem.—Classification of engines, according to Cycle of operation, valve
arrangement, cylinder castings, method of cooling, and lubrication.
1. The four-stroke Cycle.
Dyke, pages 57 to 61, inclusive.
Hobbs & Elliott, pages 25 to 28, articles 21 to 24.
2. Valve arrangements.
Dyke, page 80, figures 1, 3, 4, 5, and 7.
Dyke, page 81, types of cylinders.
Dyke, page 532, advantages of “T”-head cylinder.
Hobbs & Elliott, page 32, figures 42, 43, 44, 45.
Hobbs & Elliott, page 33, article 28.
3. Cylinder castings.
Dyke, page 80, chart 37.
Dyke, page 81, types of cylinders.
Hobbs & Elliott, pages 50 to 56, article 41.
% (17)
18
4. Method of cooling.
Dyke, pages 185 to 189.
Dyke, page 69.
Hobbs & Elliott, page 56, figure 67.
Hobbs & Elliott, page 40, article 36.
5. Method of lubrication.
Dyke, pages 195 to 200.
Hobbs & Elliott, pages 106 to 112, articles 80, 81, 82.
Report: (Give brief answers to the following questions.)
1. How can you tell an “L”-head engine?
2. Why is it necessary to cool an engine?
3. What are the advantages of the “T”-head construction? The disad-
vantages? •
4. How are pistons and cylinder walls lubricated?
5. Is it possible to give an éngine too much oil? Why?
6. Explain the thernuo-Syphon cooling System 2
7. Where are the valves located in an “I”-head motor?
8. What is the function of a circulating pump?
LESSON II.
Problem.—To learn name and location of engine parts.
1. The four-cycle engine and its parts.
Dyke, page 54, chart 26.
(Study the chart carefully, note the name and location of each part.)
Hobbs & Elliott, page 26, article 23.
2. Carburetors: The function of the carburetor and its principle of operation.
Dyke, pages 141, 142, 143, 144, chart 72.
Hobbs & Elliott, page 79, articles 54, 55.
3. Ignition.
Dyke, pages 67, 68, 69, and 84, Spark plug.
Hobbs & Elliott, page 39, article 33.
Report: (Give brief answers to the following questions.)
. Of What material are pistons made?
. What is the function of the carburetor?
Why is it necessary to advance the spark as engine speeds up?
How many piston rings are used on the average piston?
. Where is the spark plug generally located? Why?
:
LESSON III.
Problem.—General study of an automobile engine.
Apparatus: One engine (mounted on stand). Necessary tools to be obtained
from tool room as their need becomes apparent.
Method of procedure.—1. Note the number of cylinders and their arrange-
ment, paying particular attention to the location of valves, spark plug, and
method of COOling.
2. Remove exhaust manifold. (In dismantling any engine always note manu-
facturer's assembly marks on parts, so that there will be no question as to
their relative position when assembling. Take especial care in laying parts
away when removed, in order that small parts are not mislaid. Always
replace cap screws, bolts, nuts, etc., after removing parts. Much time may be
saved by following this procedure.)
Note construction of manifold, material, and method of fastening to the
cylinders.
Dyke, page 82.
19
3. Remove carburetor and intake manifold. Note arrangement for dis-
tributing gas to the cylinders.
Dyke, page 82.
4. Determine location of piston in No. 1 cylinder when spark occurs. Note
location of ignition and method of driving same. Remove spark plugs, ignition
System, and wiring.
5. Follow events of cycle in one cylinder by watching motion of pistons and
Valves.
Hobbs & Elliott, page 26, articles 23, 24. .
6. Determine firing order.
Dyke, pages 117 to 122.
Place parts removed in a box or pan provided for them. Do not replace
parts On engine.
Report: (Give brief answers to the following questions.)
Give list of tools used in performing this exercise.
. Name of engine.
Type. (“L” “T,” “I,” or “F.”)
. Number of cylinders.
Arrangement of cylinders (cast singly, in pair, or en bloc).
5. Method of cooling. (Does cooling water jacket extend to bottom of cyl-
inder?)
6. Location of carburetor.
7. LOCation anul make of ignition System Or magnetO.
8. Position of piston in cylinder No. 1 when spark occurs.
9. Give method of determining direction of rotation.
10. Firing order.
11. Method of determining firing Order.
LESSON IV.
Problem.—The study of the valve gear.
Apparatus: Engine used in Lesson III. Necessary tools.
Theory: In order that the cycle of operation may be carried on within the
cylinder of the engine it is necessary that the Valves admitting the fuel mix-
ture and exhausting the burned gases Operate at Certain definite intervals
with respect to the piston travel. The Valves are actuated by lifters which
receive their motion either from push rods or directly from the cams, depend-
ing upon the design of the engine. There is a positive connection between the
movement of the cams and the rotation of the Crank shaft, hence the direct
relation between the Operation of the Valves and the piston position.
Method of procedure.—1. Remove cover plates from valve.
Lyke, page 631.
2. Determine valve clearances for all valves. (Use thickness gauge.)
Dyke, pages 94 and 634, Valve adjustments.
3. Determine position of piston No. 1 With regard to top center when ex-
haust valve is just closed. (Check position of all pistons.)
4. Remove valves from one cylinder. (If engine is of the detachable head
type, the cylinder head must be removed. Use valve lifter in removing valves.)
5. Note type of valve used.
Dyke, page 94, figure 7.
6. Examine valves for Wear and defects.
IDyke, page 630, valve troubles.
7. Note the relative strength of exhaust and intake valve spring.
20
8.
9.
Note method of securing spring on valve stem.
Note method of lubrication of valve parts.
Do not assemble.
Report: (Give brief answers to the following questions.)
1.
2.
3.
:
Give clearances for all valves in thousandths of an inch.
Why is valve clearance necessary?
Dyke, page 95.
How is it adjusted?
Dyke, page 94, figure 5.
. What is the proper valve clearance for this engine?
Dyke, page 542, chart 228.
. Give location of piston No. 1 when exhaust valve is just closed.
. Are the exhaust and intake Valve springs the same?
. Of what material are the valves made?
. Are they of one or two piece construction?
. Is the seating surface beveled or straight?
10. Why are valve springs necessary?
LESSON V.
Problem.—Study of Cylinders to determine the construction and condition.
Apparatus.-Engine used in lessons III and IV. Necessary tools.
Theory.—The cylinders provide the space in which the fuel in gaseous form
is compressed and exploded. It should be of such shape that the cycle of opera-
tion may be carried on most efficiently—i. e., small combustion space and proper
bore to stroke ratio. The Cylinder walls should be of sufficient strength to with-
stand the extreme pressure developed and provided with some means of dispos-
ing of the heat resulting from the combustion of the fuel.
Procedure.-1. Remove COOling Water COnnections. Note location and how
fastened to cylinders. (Replace bolts or nuts.)
2.
3.
4.
5.
6.
If engine is not of the detached head type, remove cylinders.
Observe material and construction of Cylinders.
Measure cylinder bore. (Use an inside micrometer.)
Dyke, page 81.
Note condition of Cylinders.
Dyke, pages 201, 202.
Trace path of cooling water through water jacket of engine (especially
around valves).
Report.— (Give brief answers to the following questions:)
i
. How are cylinders fastened to Crank case?
. Of what material are they made?
. Where does water enter and leave Cylinders?
Is a circulating pump used ?
. What is the bore of the cylinder?
. Are all cylinders the same diameter (eacactly) 7
Are the cylinders perfectly round?
LESSON VI.
Problem.—Valve grinding and repairing.
Apparatus and tools.-Engine. Valve grinding compound. Grinding tool.
Oil can with gaSoline.
Theory.-In order that the engine may deliver its full power, it is necessary
that the valves seat properly, and that when closed there is no leaking of gas
past them.
21
Procedure.—1. Remove valves from engine. (Note carefully the marking of
Valves So that they can be replaced in their proper places.)
2. Mark exhaust and intake springs.
3. Examine valves carefully.
Dyke, page 630, valve troubles.
4. Test valves with Prussian blue.
Dyke, page 630.
5. If valves are warped, reseat.
Dyke, page 630.
6. If pitted, regrind.
Dyke, pages 630, 631, 632, 633.
7. Examine valve guide for wear.
Dyke, page 634, valve guides.
NOTE.--To determine if valves are properly ground, replace in proper position with
Springs, and test with gasoline. With valve seated, squirt a little gasoline around valve
and watch to see if it leaks by Valve. If not, valve is O. K. If leak occurs, valve is not
ground sufficiently. Continue operation until all valves seat properly.
Have instructor O. K. work.
LESSON VII.
Problem: Piston and connecting rod repairs.
Apparatus: Engine, and necessary tools.
Theory : The piston and connecting rods deliver the power to the crank shaft,
and are subject to great strain. It is necessary that they fit properly to give
good resultS.
Procedure.—1. Draw oil from Crank Case.
Dyke, page 621, figure 2.
2. Remove crank case from engine. (Replace bolts and nuts.)
3. Remove piston and connecting rod from one cylinder.
Dyke, page 646, figure 4.
In removing piston, care must be taken not to let it come in contact with any
hard substance that will mar it. After removing piston, replace shims and
bearing cap in the proper place.
Dyke, page 641, figure 14.
4. Remove Wrist pin from piston.
Dyke, page 650, figure 22.
5. Note method of fastening wrist pin in piston.
6. Remove wrist pin bushing.
Dyke, page 644, figures 1, 2, 3.
7. Try wrist pin in wrist pin bushing for fit, and if found loose, fit new bush-
ing in place.
Dyke, page 644.
8. If wrist pin is worh, replace.
Report: (Give brief answers to the following questions:)
. What is the shape of the piston top?
. Of what material is wrist pin bushing made?
. What provision is made for oiling?
. Is wrist pin hardened? Why?
. Why is the side play allowed between connecting rod and piston?
:
LESSON VIII.
Problem: Fitting piston rings.
1. Size of the piston.
Dyke, page 651, pages 645, 588, 75.
Measure diameter of piston at top and bottom.
22
. Piston rings. (Why necessary?)
Dyke, page 75.
. Types of piston rings.
Dyke, pages 651, 654, 75, 655.
. Remove piston rings. (Mark rings to insure replacing in proper grooves.)
Dyke, page 657.
. Clean grooves and rings.
Dyke, page 656.
. Replace rings and determine if they fit properly.
Dyke, pages 656, 657.
. If necessary, fit new ringS.
Dyke, pages 657, 658.
Report:
. Diameter of piston at top and bottom ?
. Is this piston the proper size for cylinder?
. How many rings are used in each piston?
What is meant by eccentric and concentric piston rings?
Do rings fit cylinder properly 3
. Do rings fit piston properly?
. How would you remove rings from piston?
. Of what material are piston rings made?
STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War
Risk Insurance or the chief medical adviser of the Bureau of War
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man's own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
sound physical condition but was suffering from an injury or disease
(23)
24.
which subsequently disables him, such injury or disease is considered
as having been incurred in the line of duty, and the man is entitled
to compensation therefor. aſ:
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurrent in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof.
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent. -
The monthly compensation payable while disability is total shall
be the following amounts: º
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife, and one child, $55.
For a man, wife, and two children, $65.
For a man, wife, and three or more children, $75.
For a man with no wife but one child, $40, with $10 for each addi-
tional child up to two.
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum not
exceeding $20 per month may be paid.
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
for a nurse or attendant where compensation of $100 per month is
paid. -
25
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It should
be borne in mind that the amount of compensation payable for ordi-
nary disability is determined, first, by the percentage or the reduction
in the man's earning capacity, and, secondly, by the number of per-
Sons in his family on whose account he is entitled to receive compensa-
tion, and that such compensation may diminish or increase accord-
ingly as these factors may change. That is to say, a man who is
totally disabled is entitled to compensation for total disability, which
may be $30 a month. $45 a month, $55 a month, etc., accordingly as he
is a single man, a married man with no child, or a married man with
a child, etc. When his total disability becomes a partial disability
and his earning capacity is diminished 50 per cent the compensation
to which he is entitled from that time on is only 50 per cent of the
compensation to which he was entitled when he was totally disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has suf-
fered the loss of a leg or an arm is awarded a certain percentage of the
amount of compensation that would be payable for total disability,
this percentage being determined by the schedule of ratings above
referred to, and the compensation payable for such an injury is not
in any way affected by his individual earning capacity. He will
receive a fixed amount monthly during the remainder of his life
without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such exami-
nation or in any way obstructs such examination, his right to com-
pensation is suspended until such refusal or obstruction ceases, and
every person in receipt of compensation for disability shall submit
to any reasonable medical or surgical treatment furnished by the
bureau whenever requested by the bureau, and the consequences of
unreasonable refusal to submit to any such treatment shall not be
deemed to result from the injury compensated for.
26
In addition to the aforementioned compensation, the injured per-
Son is entitled to reasonable governmental, medical, Surgical, and
hospital services, and will be furnished such supplies, including arti-
ficial limbs, trusses, and similar appliances as may be useful and
reasonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child’s
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the per-
Son entitled to receive compensation may be required to assign to the
United States any right of action he may have to enforce such lia-
bility of such other person or to prosecute the action in his own name.
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training Schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the Service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular
compulsory monthly allotment to such wife, or child, to which the
Government adds the usual allowance. Thus, a man with a wife
would receive $45 compensation, $15 of which he would be required
to allot to his wife, who would receive a Government allowance of
$15 more, so that the payment received by the man from the bureau
would be $30 and the payment received by the wife monthly would
also be $30. The Vocational Board, however, allows a certain
monthly amount to a man for board and subsistence. The amount
allowed a single man for subsistence by the Vocational Board
monthly is $35. Thus, a single man receiving vocational training
would receive $30 monthly from the bureau and $35 from the
Vocational Board, making a total monthly payment of $65. An
officer who accepts vocational training would, of course, receive a
monthly payment equal to his last month's pay in the service and
would not receive any allowance for Subsistence from the Vocational
Board, nor would any allotment be required as in the case of an
enlisted man.
27
It is of prime importance that all men who are discharged from the
service disabled should continue the payment of the premiums due on
their insurance by check, draft, or money order payable to the Treas-
urer of the United States, and sent to the disbursing clerk, Bureau of
War Risk Insurance, Washington, D. C. Unless such payment is
made, their insurance will lapse and they will be deprived of its
benefits. Care should be taken to continue these payments of pre-
miums, even though the person may consider himself totally and
permanently disabled. If he is found to be totally and permanently
disabled subsequently by the medical adviser of the bureau, the over-
payment of premiums will be refunded to him; but if he fails to make
the payments and is not found to be totally and permanently dis-
abled, his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensation,
he may not be entitled to the benefits of his insurance, as insurance
is payable only in case of death, or in the event that the insured be-
comes totally and permanently disabled.
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD FOR
WOCATIONAL EDUCATION.
All disabled soldiers, sailors, or marines, whether in or out of the
hospital, should address their communications either to the Federal
Board for Vocational Education, Washington, D.C., or to the district
office of the Federal Board of the district in which the correspondent
resides. Information concerning these districts and their respective
offices follows:
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass.
District No. 2.—Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York.
District No. 3.−Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5.—North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6.-Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District Wo. 7.-Ohio, Indiana, and Kentucky. Office: 1212–14
Mercantile Library Building, Cincinnati, Ohio.
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.—Iowa, Nebraska, Kansas, and Missouri. Office
815–824 Chemical Building, St. Louis, Mo.
District No. 10.-Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.—Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 12.-California, Nevada, and Arizona. Office: 997
Monadnock Building, San Francisco, Cal.
District No. 13.—Montana, Idaho, Oregon, and Washington. Of-
fice: Room, 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O
(28)
eRAL Llew. . (
cº" *44,
- “. .. WAYE JTGT3
| Rehabilitation Monºgraph JOINT SERIES No. 36
IV. of Macy”
UNIT COURSE—POWER PLANT OPERATING I
Starting Up and Shutting Down
the Steam Plant
ISSUED BY THE
FEDERAL BOARD FOR WOCATIONAL EDUCATION
IN COOPERATION WITH THE
SURGEON GENERAL’S OFFICE
AND THE
BUREAU OF WAR RISK. INSURANCE
FEBRUARY, 1919
(TRIAL EDITION)
WASHINGTON
GOVERNMENT PRINTING OFFICE
º
&
ſº
r
#
º:
*~~º

1919
As a disabled soldier, sailor, or marine you should remember that the
Office of the Surgeon General, War Department, the Bureau of War
Risk Insurance, Treasury Department, and the Federal Board for Voca-
tional Education are mutually interested in your welfare solely. They
have arranged a definite plan of cooperation to help you in every pos=
sible way. You can not afford to leave the hospital until the medical
officers have done everything that they can for you to restore you to
physical health and strength. Any other course will interfere with
your vocational success later. Furthermore, you should by all means
take advantage of the educational opportunities which the hospital has
provided for you. &
While you are making up your mind what line of work you want to
follow you should take advantage of the opportunities to try yourself
out in the different lines of activities which are provided at the hos=
pital. When once you have made up your mind as to the employment .
you want to enter or the kind of training you want the Federal Board
to give you after you leave the hospital, you should ask the vocational
officers at the hospital to provide for you the kind of training which
will advance you in the direction of the occupation which you expect
to follow or for which you expect to be trained after you leave the
hospital. You will find the educational officers at the hospital eager
to render this service for you, and you should consult them early in
your hospital career.
All disabled soldiers, sailors, and marines in hospitals who want
information about reeducation should ask any instructor of the Hos=
pital Educational Service or the representative of the Federal Board
for Vocational Education. |
Men discharged from the military or naval service who want infor-
mation should write to or call at the office of the Federal Board for
Vocational Education, Washington, D. C., or the district office of the
Federal Board of the district in which they are located. The district
offices of the Board are located at the following points: Boston, New
York City, Philadelphia, Washington, Atlanta, New Orleans, Dallas,
St. Louis, Cincinnati, Chicago, Minneapolis, Denver, San Francisco,
and Seattle. (See addresses on p. 28.)
>-TEº-º-º-ºxº~º-º-º-º-º-º: *r
A.
FEDERAL BOARD FOR WOCATIONAL EDUCATION.
MEMBERS.
DAVID F. HousTon, Chairman, JAMES P. MUNROE, Vice Chairman,
Secretary of Agriculture. Manufacture and Com/merce.
WILLIAM C. REDFIELD, CHARLEs A. GREATHouse,
Secretary of Commerce. Agriculture.
WILLIAM B. WILson, ARTHUR E. HoLDER,
Secretary of Labor. Labor.
P. P. CLAxTon,
Commissioner of Educa- -
tion.
EXECUTIVE STAFF,
C. A. PRossER, Director,
LAYTON S. HAwKINS, Chief Wocational Education Division,
CHARLEs H. WINSLow, Chief Research Division.
J. A. C. CHANDLER, Chief Rehabilitation Division.
(3) -*.
FOREWORD.
For the purpose of insuring a continuous program of education
for wounded and sick soldiers during the time they are in general
hospitals and after their discharge, the Surgeon General’s Office and
the Federal Board for Vocational Education cooperated in the prépa-
ration of a series of courses of study. These courses are tentative
and suggestive. They may, however, be accepted as models so far
as their form and principle which govern their organization are con-
cerned, for all courses whether academic or vocational, where the
adjustment of materials is intended to be made to suit individual
capacities and attainments of students.
The courses of study were prepared under the immediate super-
vision of a committee consisting of:
Prof. David Snedden, president of the National Society for
vocational education.
Maj. M. W. Murray, sanitary corps, Surgeon General’s
office.
Prof. George A. Works, Federal Board for Vocational Educa-
tion.
M. W. Haynes, secretary to the committee.
The committee was assisted by a large number of specially quali-
fied experts. Special mention should be made of the service of Maj.
A. G. Crane, Sanitary corps, who is responsible for the formula-
tion of the specifications for the courses.
LOTUs D. CoFFMAN,
Surgeon General’s Office.
CHARLEs H. WINSLow,
Federal Board for Vocational Education.
(5)
PREFACE.
This unit course was prepared under the direction of the Com-
mittee on Courses of Study for Disabled Soldiers by Sterling W.
Mudge, M. E. !
It is realized that this trial edition as here presented is susceptible
of improvement both in form and content. The committee par-
ticularly desires suggestions for alternate exercises in connection
with each lesson in order to provide a wider range of material from
which instructors may select exercises adapted to the individual
needs and capacity of the student.
This is a trial edition and it is planned to make an early revision
based upon actual experience. Instructors are therefore urged to
make notes of their experience with the course as a basis for criti-
cisms and suggestions for improving it. These criticisms and sug-
gestions will be greatly appreciated and will receive careful edi-
torial attention.
Criticism by instructors in Army service should be addressed:
To: Surgeon General of United States Army, Division of Re-
construction.
Attention of Committee on Course of Study.
Subject: Revision of Unit Course of Study, Power Plant
Operating I.
Criticism by instructors under supervision of the Federal Board
should be addressed:
To: Federal Board for Vocational Education, Washington,
D. C.
Attention of Division of Rehabilitation.
Subject: Revision of Unit Course of Study, Power Plant
Operating I.
©
(6)
UNIT COURSE.
POWER PLANT OPERATING I.
STARTING UP AND SHUTTING DOWN THE STEAM PLANT.
PART ONE.
MANUAL FOR INSTRUCTOR.
1. QUALIFICATIONS OF STUDENT.
The student should be serious in his desire to undertake the study
of this subject. The conditions under which a power plant operator
is employed require a man of even temperament and keen judgment
in order to meet emergencies. If the student appears to be impulsive
or of a care-free nature, he should be discouraged in the selection of
this work, as the responsibilities are relatively great as compared to
other mechanical vocations.
No previous experience is required but some general knowledge of
the construcuion of boilers or engines is desirable in view of the
broad field covered by this subject and the limited time of instruc-
tion.
Men afflicted with lung trouble should not take this cours
2. ADVANTAGES TO BE DERIVED BY THE STUDENT.
It is the primary aim of this course to give a general idea of the
operation of the fundamental units in a steam power plant. It is
not to be assumed that an “engineer” can be trained in such a short
period of time. The course should serve as an introduction to the
duties in the care and maintenance of a simple steam power plant in
which the following points should be emphasized: Safety, economy,
and continuance of operation. *-
The term “steam power plant” in this course refers to the most
simple type, i.e., boiler feeder, boiler, steam lines, and simple engine.
The term “operation ” includes filling boiler, building fire, getting
up steam, heating lines to engine and pump, starting up engine and
shutting down of Same.
(7)
8
Upon the completion of this course the student should have a
foundation upon which it will be possible for him to build up his
own knowledge of this subject so that in assuming a subordinate
position in a power plant, he may be expected to advance more rap-
idly to a position of responsibility. Additional unit courses of this
series will help him to achieve this end.
3. LENGTH OF COURSE.
This course is intended to cover about 30 hours of instruction,
study, and practical work by the student.
4. EQUIPMENT.
It is assumed that the power plant of the reconstruction hospital
or of the vocational or trade school will serve as a laboratory for the
actual work of the student. Trade catalogues should be provided to
aid the student in the study of the various parts of the equipment.
A list of manufacturers of the various equipment found in a steam
plant is given herewith. The instructor may obtain descriptive lit-
erature and catalogues by communicating with these or other firms.
Boiler feed pumps : .
A. S. Cameron Steam Pump Works, 11 Broadway, New York, N. Y.
Worthington Pump & Machinery Corp., 115 Broadway, New York, N. Y.
Injectors:
Hancock Inspirator Co., 119 West Fortieth Street, New York, N. Y.
Penberthy Injector Co., Detroit, Mich.
BOilers :
Babcock & Wilcox, 85 Liberty Street, New York, N. Y. (Publish a good
book, “Steam,” for advertising purposes.)
Wickes Boiler Co., Saginaw, Mich.
Engines:
Allis Chalmers Manufacturing Co., Milwaukee, Wis.
Ball Engine Co., Erie, Pa.
Gauges:
Crosby Steam Gauge & Valve Co., Boston, Mass.
Traps, etc. :
Crane Co., Chicago, Ill.
5. MEASURING, RATING, AND RECORDING STUDENT's Work.
Upon the completion of this unit course, the student will be given
a certificate stating his rating for the course. Duplicates of all cer-
tificates granted should be kept on file by the school for future ref-
€I’€Il Cé.
It is intended that all certificates given for completion of the unit
courses issued by the Committee on Courses of Study for Disabled
Soldiers under the direction of the Surgeon General’s office and the
Federal Board for Vocational Education, shall be honored by all
schools under the supervision of either of these agencies, so that the
9
student transferring from a hospital school to another school may
receive due credit for the work done in the former school, and may
take additional units in the second school.
It is therefore desirable to establish some uniformity or standard-
ization in the methods of rating and recording of the work of stu-
dents.
A record should be kept of each lesson performed throughout the
course. At the discretion of the instructor, a test may be given at
the close of the course, but the final rating should represent the work
of the student throughout the course as well as his standing in the
final test or examination. Until more definite scales for rating for
power plant operating are available, it is recommended that final
rating be recorded as follows: The average student will be rated
“good,” the student of exceptional ability will be rated “excellent,”
while the student of lesser ability will be rated “fair.” The student
producing work of a quality that would be rejected in the commercial
shop should be rated “poor.”
Out of justice to the student, his rating should be more than a
mere guess or Snap judgment on the part of the instructor. In order
that the rating may be just and of value both as a credential for the
student and as a record for the school, the instructor is requested to
consider carefully the following factors in arriving at the rating:
(1) Execution of work:
(a) Time—Is the student rapid, moderate, or slow in
executing his work?
(b) Technique—
Does the student use workmanlike methods?
Does he exercise reasonable economy in use of
materials?
Is he neat and orderly in care of tools?
(2) Finished product: &
(a) Accuracy—Should be determined by the record kept
of errors in measurement, omissions of dimensions
or lines, etc.
(b) Quality—Consider the finished product in other re-
spects than accuracy, such as finish, neatness, etc.
(c) Mastery of principles—Does the work indicate that
the student has sufficiently mastered the principles
involved in the lesson, or is there still some de-
ficiency that should be made up?
(3) Interest:
(a) Attitude toward work—
Does the student love his work or does he watch the
clock?
Is he likely to continue in this line of work?
103972°–19—2
10
(3) Interest—Continued.
(b) Studiousness—
Does the student show disposition to study the
printed literature related to this work? .
Does he express a desire to take advanced unit.
courses in this or related subjects? -
(c) Possibilities of growth—Is the student likely in due
time to receive promotion to positions of greater re-
sponsibility?
(4) Test problem—A test problem might be given at the conclu-
sion of the course which would involve all or most of the
points covered by the course.
6. OUTLINE OF Course.
The results obtainable from this course are largely dependent
upon the imparting of direct practical knowledge to the student by
the instructor. It seems impossible at the present time to prescribe
any standard textbook or reference as an assignment for study,
due to the general form of instruction. (The “Handbook on En-
gineering” by Henry C. Tulley, published by McGraw Hill Book
Co. (Inc.), New York City, might be used as a reference by the in-
structor but can not be recommended as an up-to-date publication.)
The subject matter of the course has been divided into seven
lessons in the outline which follows. This outline should be used as
a basis for practical talks to precede the task assigned the student
for each lesson. It would be advantageous to make these talks very
informal, and in the boiler room or engine room, so that the various
points covered may be demonstrated. Acquaintance with the ques-
tions asked on the students’ instruction sheets will assist the in-
structor in covering points given in the outline for each lesson.
To insure results, each student should be provided with a note-
book in which he ought to be required to take notes of all important
points during the practical talks. These notes, with trade catalogues,
offer him a study in preparation for the task to be performed. It is
preferable to have the student write answers to all questions on each
instruction sheet before proceeding with the next lesson.
OUTLINE OF PRACTICAL TALES.
LEsson I.-Introduction to a steam power plant.
A. Purpose:
1. Generation of power.
B. Realization of responsibilities:
1. Safety (boiler explosions, engine accidents, etc.).
2. Economy (waste of coal, water, steam).
3. Continuance of operation (shut down of plant).
11
C. Source of power:
1. Heat energy in coal (indicate supply).
D. Method of converting heat energy into power:
1. Boiler generation of steam (show boiler in operation).
2. Engine producer of mechanical power (show engine in op-
eration).
E. Continuance of operation:
1. Coal supply (method of handling).
2. Water supply (indicate supply).
(a) Boiler feeder (show pump or injector in operation.)
F. Necessity of thorough acquaintance with all details of plant.
LESSON II.-Boiler feeder.
A. Purpose:
1. Continuous supply of water to boiler.
(a), Operation against boiler pressure.
B. Reliability:
1. Necessity of water supply.
(a) Precautions in case of failing (cover fire).
C. Forms of boiler feeders:
1. Pump-
(a) Reciprocating—
Power driven—
Motor.
Belt.
Direct steam driven—
Simplex.
Duplex.
(b) Centrifugal—
Turbine driven.
Motor driven.
2. Injector—
(a) Automatic (Penberthy).
(b) Positive (Hancock).
D. Designation of size:
1. Capacity in gallons or pounds per minute.
2. Dimensions, diameter steam cylinder by diameter water cyl-
inder by length stroke.
E. Operation:
1. Path and action of steam in pump or injector.
2. Path and action of water.
F. Control:
1. Speed and capacity—
(a) Throttle valve.
G. Care—
1. Oiling.
2. Packing.
3. Cleanliness.
12
LEsson III.-Boiler.
A. Purpose:
1. Safe vessel for economically generating steam.
B. Forms (general):
1. Fire tube.
2. Water tube.
C. Construction (general):
1. Drum—
(a) Strength.
2. Tubes.
(a) Location.
(b) Removed.
(c) Replacement.
. Manholes and handholes.
. Feed pipe.
Steam pipe (dry pipe).
Mud drums.
Blow off.
Steam gauge.
. Safety valve.
. Water column.
(a) Gauge glass.
(b) Gauge cocks.
11. Fusible plugs.
12. Went.
13. Furnace.
(a) Grate.
(b) Ash pit.
(c) Bridge wall.
(d) Baffles.
14. Dampers.
D. Designation of size:
1. Capacity—boiler horsepower.
E. Operation:
1. Path of hot gases from fuel bed.
2. Circulation of water.
IF. Care.
1. Water column—gauge cocks (keep clear).
2. Safety valve (working order).
3. Leaks.
4. Cleanliness. & O
1.
LESSON IV.-Steam engine.
A. Purpose: i
1. Generation of mechanical power from heat in steam.
B. Forms (general):
1. Simple.
2. Compound.
13
C. Construction (general):
Cylinder.
Piston.
. Piston rod.
Cross head.
. Connecting rod.
. Crank shaft.
Main bearings.
Flywheel.
Valve. lide val
SIICIe Val Vee
(a) Formſ.
(b) Operation.
(c) Setting.
10. Governor.
11. Drains.
12. Lubricators.
D. Designation of size:
1. Cylinder diameter x stroke.
2. Horsepower.
E. Operation:
1. Path of steam.
2. Action of parts.
F. Care:
1. Oiling.
2. Bearings.
3. Packing.
4. Cleanliness.
LEsson W.-Piping.
I. Feed water piping:
ºr A. Suction or supply line—
1. Effect of leak in suction.
B. Feed line to boiler—
1. Controlling valve.
2. Check valves.
II. High-pressure steam piping:
A. Stop valves.
B. Long bends.
C. Main line to engine.
1. Allowance for expansion.
D. Traps (purpose).
E. Separators (purpose).
III. Exhaust lines:
1. From engine.
2. From pump,
IV. Blow down line.
14
LESSON VI.-Starting up steam plant. ,”
I. Necessity of thorough acquaintance with all parts of plant—
A. Inspection of boiler externally and internally.
B. Lighting fire.
1. Kindling—
(a) Wood and oily waste.
(b) Fire coal lightly.
2. Dampers—
(a) Back damper open.
(b) Ash pit doors open.
3. Pulling down banked fire—
(a) Spread evenly.
(b) Fire coal lightly.
C. Getting up steam—
1. Proceed slowly—
(a) Expansion of parts.
(b) Went open.
D. Inspection of engine—
1. Fill oil cups and cylinder lubrication.
2. Oil all moving parts.
3. Open drains.
E. Warming up steam lines—
1. Crack valves (open slowly)—
(a) Warm slowly.
(b) Traps operating.
(c) Drains open.
F. Starting engine—
1. Crack throttle valve—
(a) Drains open.
(b) Turn over slowly.
(c) Warm up.
2. Gradually open valve wide—
(a) Watch governor.
(b) Watch lubricators.
(c) Close drains. f
(d) Watch water gauge on separator.
G. Operating—
1. Close watch of water level—
(a) Blow down water column.
(b) Try gauge cocks.
2. Control feed water.
3. Keep constant steam pressure.
(a) Regulation of draft.
4. Clean fires. ^,
5. Blow down.
6. Lubrication of engine.
15
LEsson VII.-Shutting down steam plant.
A. Shutting down engine:
1. Close throttle valve after taking load off engine.
2. Shut off lubricators.
3. Open drains.
4. Wipe down engine.
B. Shutting down boiler:
1. Fill boiler with water—
(a) Close valves to water column.
2. Clean fire.
Bank fire— *
(a) Shove back live coals.
(b) Cover with green coal.
LIST OF PROPOSED UNIT COURSES IN POWER FLANT OPERATING.
1. Starting up and shutting down the steam plant.—Basic unit
course, 30 hours.
2. Starting up and closing down the electric plant.—Basic unit
course, 20 hours.
3. Pumps, injectors, and water heaters.-Extension unit course, 20
hours.
4. Methods of firing with different grades of fuel-Extension unit
course, 20 hours.
5. Types of boilers and their construction.—Extension unit course,
15 hours.
6. Refrigeration plants.-Extension unit course, 20 hours.
7. Elevators.--Extension unit course, 15 hours. (For men who
expect to operate hotel and apartment house plants.)
UNIT COURSE.
POWER PLANT OPERATING I.
STARTING UP AND SHUTTING DOWN THE STEAM PLANT.
PART TWO.
STUDENT'S INSTRUCTION SHEETS.
These students’ instruction sheets are planned to be given out to
the students one lesson at a time, withholding the new lesson until
the one in hand is satisfactorily completed. For convenience in
printing, the students’ instruction sheets have not been printed sepa-
rately, as was originally intended, but have been included in one
pamphlet. Enough copies will be furnished to permit cutting out
the sheets and using them separately. With some students there
may be no objection to using the complete bulletin at one time.
GENERAL INSTRUCTIONS TO STUDENTS.
1. Try to realize the responsibilities of a power plant operator.
2. Think of the result before performing any operation.
3. Proceed slowly when opening or ‘closing valves.
4. Cleanliness in the boiler and engine rooms tends to make a
power plant safe and economical.
5. Keep a complete notebook and use it.
6. Write answers to all questions in each lesson before proceeding
with the next task.
7. Study the trade catalogues illustrating the various parts of
equipment.
Publications recommended for advanced study:
- “Steam Power,” by Hirshfeld and Ulbricht, John Wiley &
Sons (Inc.), publishers, New York, N. Y. Price, $2.
Read “Power,” a magazine published by McGraw Hill Pub-
lishing Co., New York, N. Y.
Read “Power Plant Engineering,” a magazine published by
the Technical Publishing Co., 537 South Dearborn Street,
Chicago, Ill.
(17)
18
LESSON I.-Introduction to a steam power plant.
A. Object:
To become generally acquainted with a steam power plant.
B. Task
:
1
i
(Various units will be considered in following lessons.)
Locate coal storage.
Note method of handling coal.
Follow the removal of ashes. Af
. Locate water supply.
. Trace supply to boiler feeder.
. Note form of boiler feeder; pump or injector.
Trace water supply to boiler.
Note form of boiler.
Follow steam line from boiler to engine.
Consider relative positions of boiler feeder, boiler and
engine.
11. Trace exhaust from engine.
C. Questions:
1.
2.
3.
i
Where and how is coal stored?
Can you suggest any improvement in the handling of the
coal?
Can you suggest any improvement in the handling of the
ashes? *
Where is the boiler feed water obtained from ?
Is the feed water heated? If heated, how and why?
. Is the boiler feeder a pump or injector?
What is the shape of the boiler and how is it supported?
Where is the engine located?
What form of power does it develop; mechanical (belt) or
electrical ?
LEsson II.-Boiler feeder.
A. Object:
To become generally familiar with a boiler feed pump or
B. Task
:
5
injector.
. Note the location of pump or injector.
. Examine the construction.
. Determine the size.
. Study the operation of the feeder; pay particular atten-
tion to the action of the valves.
. Note method of controlling quantity of water handled.
C. Questions:
1.
2
. What is the purpose of the boiler feed pump or injector?
. Will it lift water from a lower level?
19
C. Questions—Continued.
3. Why will it force water against a greater pressure?
4. What is the size of the pump or injector?
5. What type of pump is used? Reciprocating? Cen-
trifugal?
. If injector, tell type. Automatic? Positive?
. Explain in detail what happens when steam is turned on
pump.
8. How can you increase or decrease the amount of feed
water handled 3
9. How is the pump lubricated.
10. How would you proceed to pack the stuffing boxes on the
piston rods? •3,
:
LEsson III.-Steam boiler.
A. Object: g
To become generally acquainted with a steam boiler.
B. Task: -
Make a general external, and if possible, internal inspection
of the steam boiler in order, first, to locate, second, to de-
termine the purpose of, and third, to note the condition of
the following parts and fixtures:
. Drum (size and position).
Tubes (method of making tight).
. Manholes and handholes.
. Feed pipe.
Steam pipe (dry pipe).
Mud drums.
Blow-off.
. Fusible plug.
. Vent.
10. Steam gauge.
11. Safety valve.
12. Water column.
13. Gauge glass.
14. Gauge or “try” cocks.
15. Furnace.
16. Grate.
17. Ash pit.
18. Budge wall.
19. Baffles.
20. Dampers.
C. Questions:
1. Name of the type of boiler examined—water tube or fire
tube? *
2. How can the tubes be removed and replaced?
20
C. Questions—Continued.
3. Where are the manholes located and how are they kept
tight? -
. When is the vent used?
. How is the steam gauge connected to the boiler?
Explain the operation of the safety valve.
. How can you regulate the safety valve to blow off at
different pressures?
8. How is the water column connected to the boiler?
9. Do these connections ever become clogged?
10. How can a gauge glass be replaced?
11. Why are gauge cocks necessary when a gauge glass is used?
12. Are the gates stationary 2 If so, how is fire cleaned?
13. Where does air enter the furnace?
14. How is the amount of air that enters controlled?
15. How can you make the boiler generate steam at a faster
rate? .
16. Explain how you would clean soot from the heating sur-
face of a boiler? -
17. How can boiler scale be removed?
:
LEsson IV.-Steam engine.
A. Object: -
To become thoroughly acquainted with a simple steam engine.
B. Task: s
Make a general external, and if possible internal, inspection
of the steam engine in order, first, to locate, Second, to de-
termine the purpose of, and third, to note the condition of
the following parts:
Throttle valve.
. Cylinder.
Piston (rings).
Piston rod.
Crosshead.
Connecting rod.
Crank shaft.
Flywheel.
Valve (operation and setting).
10. Governor.
11. Drains.
12. Lubricators.
C. Questions.
1. Of what type is the engine—simple? Compound?
2. What form of valve is used—slide valve? Piston valve?
Corliss?
21
C. Questions—Continued.
3. Trace the path of the steam through the engine.
4. What prevents steam from leaking past piston?
5. What will cause an engine to knock?
6. How can this trouble be remedied?
7. How does the governor control the speed of the engine?
LEsson V.-Piping.
A. Object: p?ng
To become acquainted with the general piping layout of a
| simple power plant.
B. Task:
1. Trace all water piping to and from pump or injector.
2. Note style of valves used in water lines—globe, gate, check.
3. Determine the purpose of every valve in the water lines,
paying particular attention to those on feed line to boiler.
4. Trace all steam lines from boiler to pumps and engines.
5. Note style of steam valves used—globe, gate, automatic stop.
6. Determine the purpose of all steam valves.
7. Note arrangement of steam piping from boiler to engines
and pumps to allow for expansion.
8. Locate traps, if any, and study their operation.
9. Examine separator and note location.
C. Questions:
1. Why are steam traps used?
2. What is the difference between a steam trap and a separator?
LESSON VI.-Starting up a steam plant.
A. Object: -
To become acquainted with proper method of starting up a
steam plant.
B. Task:
1. Have boiler filled with water.
2. Test height of water in boiler.
(a) Drain water column.
(b) Use gauge or dry cocks.
. Light fire.
. Heat up boiler slowly.
Warm up steam lines slowly.
(a) Give time for expansion of line.
(b) Make allowances to drain condensation.
. Open drains on engine.
. Warm up engine.
Fire boiler to maintain steady steam pressure.
. Watch water level in boiler.
Watch lubrication of engine.
:
:
22
LESSON VII.-Shutting down steam plant.
A. Object: *,
To become acquainted with proper method of shutting down
Steam plant.
B. Task:
1. Close throttle valve on engine after load has been taken off.
2. Shut off lubricators.
3. Open drains.
4. For overnight shutdown
(a) Bank fire. wº
(b) Open back damper slightly.
5. Shutdown for boiler repairs:
(a) Draw fire.
(b) Open vent (in case of rapid relief of pressure).
. Wipe down engine.
Clean furnace.
8. Clean boiler.
:
STATEMENT AUTHORIZED BY THE BUREAU OF WAR RISK
INSURANCE.
Men discharged from the service as a result of injury suffered or
disease contracted in the line of duty when employed in the active
service under the War Department or Navy Department are entitled
to the benefits of compensation as provided by the war risk insurance
act approved by Congress October 6, 1917, and every person so dis-
charged should immediately get in touch with the compensation-
claims section, Bureau of War Risk Insurance, Washington, D. C.,
forwarding his full name, rank, and organization, together with the
cause and date of his discharge. Immediately upon the receipt of
such information, the compensation-claims section will dispatch to
the claimant the proper application forms for execution.
If a man has received an injury or contracted a disease in the line
of duty when employed in the active service, but is not suffering
any disability as a result thereof at the time of his discharge, in
order to preserve his right to compensation he should immediately
communicate with the compensation section of the Bureau of War
Risk Insurance or the chief medical adviser of the Bureau of War
Risk Insurance, giving his full name, his rank, and organization in
the service, the date of his discharge from the service, and if possible
the date of his injury or disability, and request a certificate that at
the time of his discharge or resignation from the service he was
suffering from injury likely to result in death or disability. This
certificate must be obtained within one year from the date of dis-
charge, and in order to obtain it the man will have to submit to a
medical examination pursuant to regulations made by the bureau.
• Where the injury suffered or disease contracted in the line of duty
while employed in the active service results in disability, compensa-
tion is payable, but no compensation shall be paid for disability re-
sulting from an injury or disease caused by a man’s own willful mis-
conduct, and dismissal or dishonorable or bad-conduct discharge
from the Service bars and terminates all right to any compensation.
As far as the payment of compensation is concerned, an officer, en-
listed man, or other member of the forces is held and taken to have
been in Sound condition when examined, accepted, and enrolled for
service. That is to say, he is conclusively presumed to have been in
sound physical condition and if, as a matter of fact, he was not in
(23)
24
sound physical condition but was suffering from an injury or disease
which subsequently disables him, such injury or disease is considered
as having been incurred in the line of duty, and the man is entitled
to compensation therefor.
Though no compensation is payable on account of disability result-
ing from an injury or disease that was not incurrent in the line of
duty, the Bureau of War Risk Insurance reserves the right to make
a final decision upon the question whether or not a particular injury
or disease was or was not incurred in the line of duty in so far as the
right to receive compensation payments is concerned. An official
statement from the proper branch of the service that injury or dis-
ease was incurred in line of duty is accepted as conclusive by the
Bureau of War Risk Insurance, but in some instances a disease or
injury reported not incurred in line of duty may be found by the
bureau to have been incurred in the line of duty in so far as the right
to receive payments of compensation is concerned. A man may re-
ceive compensation for disability resulting from injury or disease
other than that for which he was discharged provided it appears
from all the evidence in the case that he actually suffered such an
injury or disease while in the service and that the subsequent dis-
ability is the result thereof. ſ
No compensation is payable to a person while in receipt of service
or retirement pay, and no compensation shall be payable for dis-
ability unless a claim therefor is filed within five years after dis-
charge or resignation from the service, nor is any compensation pay-
able for disability that does not result in a reduction in earning
capacity of at least 10 per cent. \
The monthly compensation payable while disability is total shall
be the following amounts:
For a man with neither wife nor child living, $30.
For a man with a wife but no child, $45.
For a man, wife, and one child, $55.
For a man, wife, and two children, $65.
For a man, wife, and three or more children, $75.
For a man with no wife but one child, $40, with $10 for éach
additional child up to two. *
If he has a mother or father either or both dependent upon him
for support, in addition to the above amounts, $10 for each.
For a man who is totally disabled and in addition so helpless as
to be in constant need of a nurse or attendant, an additional sum
not exceeding $20 per month may be paid. §
For a man who has lost both feet, both hands, or both eyes, or has
become totally blind or helpless and permanently bedridden from
causes occurring in line of duty in the service of the United States,
the monthly compensation shall be $100, but no allowance is made
º 25
for a nurse or attendant where compensation of $100 per month is
paid.
The monthly compensation payable for ordinary partial disability
is a percentage of the compensation payable for total disability equal
to the degree of the reduction in earning capacity resulting from the
disability, with the limitation that no compensation is payable for a
reduction in earning capacity rated at less than 10 per cent. It
should be borne in mind that the amount of compensation payable for
ordinary disability is determined, first, by the percentage of the
reduction in the man's earning capacity, and, secondly, by the num-
ber of persons in his family on whose account he is entitled to receive
compensation, and that such compensation may diminish or increase
accordingly as these factors may change. That is to say, a man who
is totally disabled is entitled to compensation for total disability,
which may be $30 a month, $45 a month, $55 a month, etc., accord-
ingly as he is a single man, a married man with no child, or a married
man with a child, etc. When his total disability becomes a partial
disability and his earning capacity is diminished 50 per cent the
compensation to which he is entitled from that time on is only 50
per cent of the compensation to which he was entitled when he was
totally disabled.
The compensation payable for specific injuries or combinations of
injuries of a permanent nature is determined by a schedule of ratings
of reductions in earning capacity based as far as practicable upon
the average impairments of earning capacity resulting from such in-
juries in civil occupations, and not upon the reduction in earning
capacity in each individual case, so that there shall be no reduction
in the rate of compensation for individual success in overcoming the
handicap of a permanent injury. For instance, a man who has
suffered the loss of a leg or an arm is awarded a certain percentage
of the amount of compensation that would be payable for total dis.
ability, this percentage being determined by the schedule of ratings
above referred to, and the compensation payable for such an injury
is not in any way affected by his individual earning capacity. He
will receive a fixed amount monthly during the remainder of his
life without reference to the reduction in his earning capacity.
It is a condition to the receipt of compensation for disability that
the claimant shall submit to examination by a medical officer of the
United. States or by a duly qualified physician designated or ap-
pointed by the director as frequently and at such times and places as
may be reasonably required. If he refuses to submit to such exam-
ination or in any way obstructs such examination, his right to com-
pensation is suspended until such refusal or obstruction ceases, and
every person in receipt of compensation for disability shall submit
to any reasonable medical or surgical treatment furnished by the
26
bureau whenever requested by the bureau, and the consequences of
unreasonable refusal to submit to any such treatment shall not be
deemed to result from the injury compensated for.
In addition to the aforementioned compensation, the injured per-
son is entitled to reasonable governmental medical, Surgical, and
hospital services, and will be furnished such supplies, including arti-
ficial limbs, trusses, and similar appliances as may be useful and rea-
Sonably necessary.
Where the disabled man and his wife are not living together, or
where the children are not in the custody of the disabled man, the
compensation is apportionable under regulations determined by the
bureau.
The compensation payable for a child terminates upon the child's
marriage or on his eighteenth birthday.
If the injury for which compensation is payable was caused under
circumstances creating a legal liability upon some person other than
the United States or the enemy to pay damages therefor, the person
entitled to receive compensation may be required to assign to the
United States any right of action he may have to enforce such lia-
bility of such other person or to prosecute the action in his own name.
Men entitled to receive compensation on account of disability, who
require vocational training or education in order to enable them to
resume employment, should communicate with the Federal Board for
Vocational Education, Washington, D. C., to ascertain their rights
and secure the training desired. If accepted by the Federal Board
and admitted to one of the training schools they will receive a
monthly payment of compensation equal to the amount of their
monthly pay (base pay) during their last month in the Service, or
the amount of compensation to which they would be entitled for total
disability, whichever sum is the greater. A man with a wife or child
who accepts vocational training is required to make the regular com-
pulsory monthly allotment to such wife, or child, to which the Gov-
ernment adds the usual allowance. Thus a man with a wife would
receive $45 compensation, $15 of which he would be required to allot
to his wife, who would receive a Government allowance of $15 more,
so that the payment received by a man from the bureau would be
$30 and the payment received by the wife monthly would also be $30.
The Vocational Board, however, allows a certain monthly amount to
a man for board and subsistence. The amount allowed a single man
for subsistence by the Vocational Board monthly is $35. Thus a
single man receiving vocational training would receive $30 monthly
from the bureau and $35 from the Vocational Board, making a total
monthly payment of $65. An officer who accepts vocational training
would of course receive a monthly payment equal to his last month's
pay in the service and would not receive any allowance for subsistence
27
from the Vocational Board, nor would any allotment be required as
in the case of an enlisted man.
It is of prime importance that all men who are discharged from
the service disabled should continue the payment of the premiums
due on their insurance by check, draft, or money order payable to
the Treasurer of the United States, and sent to the disbursing clerk,
Bureau of War Risk Insurance, Washington, D. C. Unless such
payment is made, their insurance will lapse and they will be de-
prived of its benefits. Care should be taken to continue these pay-
ments of premiums, even though the person may consider himself
totally and permanently disabled. If he is found to be totally and
permanently disabled subsequently by the medical adviser of the
bureau, the overpayment of premiums will be refunded to him; but
if he fails to make the payments and is not found to be totally and
permanently disabled, his insurance will have lapsed.
The benefits of compensation and insurance as provided by the act
above referred to are entirely separate and distinct provisions, and
although the claimant may be entitled to the benefits of compensa-
tion, he may not be entitled to the benefits of his insurance, as insur-
ance is payable only in case of death or in the event that the insured
becomes totally and permanently disabled.
DISTRICT WOCATIONAL OFFICES OF THE FEDERAL BOARD
* FOR WOCATIONAL EDUCATION.
All disabled soldiers, sailors, or marines, whether in or out of the
hospital, should address their inquiries about their specific cases
either to the Federal Board for Vocational Education, Washington,
D. C., or to the district office of the Federal Board of the district in
which they are located. The district offices are located at the follow-
ing points: g
District No. 1.-Maine, New Hampshire, Vermont, Massachusetts,
and Rhode Island. Office: Room 433 Tremont Building, Boston,
Mass.
District No. 2–Connecticut, New York, and New Jersey. Office:
Room 711, 280 Broadway, New York.
District No. 3.−Pennsylvania and Delaware. Office: 1000 Penn
Square Building, Philadelphia, Pa.
District No. 4.—District of Columbia, Maryland, Virginia, and
West Virginia. Office: 606 F Street NW., Washington, D. C.
District No. 5–North Carolina, South Carolina, Georgia, Florida,
and Tennessee. Office: Room 823 Forsyth Building, Atlanta, Ga.
District No. 6.—Alabama, Mississippi, and Louisiana. Office: 822
Maison Blanche Annex, New Orleans, La.
District No. 7.-Ohio, Indiana, and Kentucky. Office: 1212–14
Mercantile Library Building, Cincinnati, Ohio. "
District No. 8.-Michigan, Illinois, and Wisconsin. Office: 1600
The Westminster, 110 South Dearborn Street, Chicago, Ill.
District No. 9.-Iowa, Nebraska, Kansas, and Missouri. Office:
815–824 Chemical Building, St. Louis, Mo.
District No. 10.—Minnesota, North Dakota, and South Dakota.
Office: Room 742 Metropolitan Bank Building, Minneapolis, Minn.
District No. 11.—Wyoming, Colorado, New Mexico, and Utah.
Office: 909 Seventeenth Street, Denver, Colo.
District No. 12.—California, Nevada, and Arizona. Office: 997
Monadnock Building, San Francisco, Cal.
District No. 13.—Montana, Idaho, Oregon, and Washington. Of-
fice: Room 539 Central Building, Seattle, Wash.
District No. 14.—Arkansas, Oklahoma, and Texas. Office: 810
Western Indemnity Building, 1000 Main Street, Dallas, Tex.
O
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Photomount
Pamphlet
Binder
Gaylord Bros.
Makers
Syracuse, N. Y.
PAI, JAN 21, 1908