UC-NRLF B M 37D M3fl j.yja xiJkAwa* 1^1 1 i THE INDUSTRIAL EDUCATION SURVEY OF THE CITY OF INEW YORK^ frtac ■ . PART V INDUSTRIAL CLASSES IN THE PUBLIC SCHOOLS/ Report of the Committee Authorized by the Board of Estimate and Apportionments 1918 , New York City fiDUCATIOH LlBB. MANHATTAN LINOTYPE CO. PRINTERS 137-139 E. 25th ST., n. y. AXe. ^WZ NsAs EDUC LIBRA RT TABLE OF CONTENTS Foreword ; The Admixistkatio.x of Industrial Education in New York City.... 17 The State Dopartmont of Eduontiou 17 The Board of Estimate and Apportionment 10 The Board of Aldermeu 20 The Board of Education 21 Board of Examiners 22 Board of Superintendents 23 Supervision of Industrial Classes 24 Day Vocational Schools 24 Part-Time Industrial Classes and Industrial Co-operative Classes. . 26 Evening Trade Classes 28 Advisory Board 31 Summary 31 Recommendations of the Advisory Committee 32 Essentials of Good Administration 32 Authority and Responsibility 32 The Pyramid Type of Scientific Organization .32 The Organization of Industrial Education in New York City 33 Non-Vocational Industrial Work 37 Licensing and Employment of Teachers 41 Board of Examiners 41 Requirements for Eligibility for Vocational Licenses 42 Frequency of Examinations 43 How Examinations are Advertised 43 Order of Examinations 43 Second Examination 44- Written Examination 44 Practical Examination 45 Oral Examination 45 Physical Examination 45 Teaching Experience 45 Passing Ma rks 45 Substitute Licenses 45 Evening Trade School Licenses 40 Credit for Trade Experience 46 Credit for Teaching Experience 40 Number of Candidates Examined 47 Assistant Examiners . . 48 Attitude of Board of Examiners 40 Attitude of Those in Charge 50 Attitude of Those in Charge of Day and Evening Vocational Courses. 50 Report of Advisory Committee 52 The Probationary Teacher of Shop Subjects 50 The Regular Teacher of Shop Subjects 57 The Probationary Teacher of Related Shop Subjects 57 Regular Teachers of Related Technical Subjects 58 Probationary Teach'^rs of Non-Vocational Subjects 58 Regular Teachers of Non- Vocational Subjects 58 Teachers of Industrial Evening Schools 58 Day Vocational Schools 61 Bovs' Vocational School 61 Trade Subjects 62 Classification of Pupils 62 Holding Power of the School 03 Size of Classes 60 5 581 Courses of Study 68 Relation Between Academic and Trade Instruction OS Organization of Shop Courses 69 Character of Instruction ( Shop) 70 The Teaching Staff 72 Building ' 7:> Equipment 73 Records and Reports 73 Analysis of Costs 75 Summary 77 Murray Hill Vocational School 77 Location 77 Classification of Pupils 77 Holding Power of School 78 Attendance of Pupils 81 Progress of Pupils 81 Size of Classes 81 Courses of Stud.v 82 Relation Between Academic and Trade Instruction 82 Trad>^ Instruction S.-> The Teaching Staff 85 Trade Teachers , 80 Building 86 Equipment 87 Records and Reports .S7 Analysis of Costs 88 Summary 8!) Brooklyn Vocational School 80 Classification of Pupils t)0 Holding Power of the School 90 Attendance of Pupils 1)2 Size of Classes {>2 Cou-rses of Study 93 Relation between Academic and Trade Instruction 9-1 Shop Instruction 94 The Teaching Staff 9r» Trade Teachers 9."> Building 95 Records and Reports 96 Analysis of Costs 96 Summa ry 97 Distribution of Pupils and Teachers in the Three \'ocational Schools for Bovs 98 Manhattan Trade School for Girls 100 Trade Departments 100 Classification of Pupils , 100 Holding Power of School 1 00 Attendance of Pupils 102 Sizes of Classes 102 Relation Between Academic and Trade Instruction 103 Character of the Institution 103 Shop Practice 104 The Teaching Staff 105 Trade Teachers 105 Building and Equipment , 106 Records of Pupils 106 Commercial Product 108 Summary 109 Report of the Advisory Committee on Day Vocational Schools 109 Evening Trade Schools 115 Courses and Classes 116 Director for Evening Schools 122 Requirements for Admission 122 Advertising 122 Registra tion of Pupils 123 Popularity of Subjects 124 Establishment of Courses 124 Length of Courses 124 Organization of Evening Trade Classes 125 Size of Classes 126 Courses of Study 126 Method of Selection, Tenure and Salary of Evening Trade School Teachers 128 6 Supervision of Evening Trade Classes 12!) Advisory (_'i)nimittees trnm tlie Trades lod Study of Evening Trade School I'upils llil Nationality and I'arentag*; of Students l.'{2 I'revious School Training I'-i^i Oecupations of the Men I'jy Number of Years Worked at Trade l-'if* Length of Working Days i;{5 Weekly Wages , i:5G Length of Attendance lo7 Summary of t)ther Trade (Jroups l.")7 Character of Shop Instruction 147 Electrical Work 147 I'lumbing 14K Machine Shop Practice and Theory 14S Carpentry and Joinery 141* Mechanical Drawing 14!) Industrial Sci(>nce 1 M) Buildings and Eiiuipment ITd Harlem Evening Trade School IHl Murrav Hill Evening Trade School 151 L.". Co-operation of the Employers 104 Beginning of the Work 105 Development of Co-operative Classes 1GB Reorganization of Co operative Work 1(>0 Distribution of Pupils in Co-operative Work 167 Limits of the Survey 171 Co-operative Industrial for Boys at Manual Training High School... 172 Organization 172 Character of Instruction 1 72 Course of Study 17.'I Records of Pupils 174 Attitude of Employers Toward Co-operative Pupils 174 Co-operative Industrial Course for Girls at Washington Irving High Scho OI «« ?! B<1 CO g a c« g «- o o 2 H a> . c3 U •rsxi it II ei 000 ©^ ^ 9. 4) -1-1 m g -? J tr.S J a 2© an si 'CO f3 C3 H<1 5? CD II B ^« O ^5 ■a H Administration 31 He observes and inspects various kinds of trade classes and makes report to me. The general supervision, however, of the trade classes is left to the principal, who is a selected expert and presumably competent to supervise the work. Ques. In your opinion what provision should be made for the supervision of the evening trade classes? Ans. At present I am satisfied with the amount of super- vision that we have. Later I should like supervisors repre- senting various general trades to work each a certain number of evenings in supervision. By general trades I mean one printing expert who would examine into all the classes that have anything to do with that trade. Advisory Board: An advisory board was appointed for the City of New York in November, 1915. Up to the present time the board has been consulted to a certain extent in regard to the selection of equipment and some other matters, but very few questions have been submitted tO/ them for their consideration and on the whole the committee has had little influence in direct- ing the policy of industrial education in the city. Summary: The conditions herein outlined concerning the administration of vocational and industrial schools indicate a situation of divided responsibility and one that is lacking in expert control and adequate supervision. The lack of centralized responsibility makes it almost impossible to deal with the problem as a whole and the fact that no provision is made for the super- vision and direction of the various divisions of day vocational schools, evening trade schools and part-time and co-operative classes by persons of special training and experience prevents assurance either of unity in the organization and methods of such divisions or of full efficiency in the work of the teaching units. It is evident also that the present arrangement of one advisory trade board reporting to the Board of Education has not in prac- tice proven an effective plan to develop a real influence on the part of employers and employees on the conduct of industrial educa- tion. It would seem that much more specific definition of powers and much more intimate representation of the various trade interests concerned in industrial school work are essential to make this influence effective. RECOMMENDATIONS OF THE ADVISORY COMMITTEE ON THE ADMINISTRATION OF INDUSTRIAL EDUCA- TION IN THE NEW YORK CITY SCHOOLS. The value of the work done by the Board of Education of New York City in the field of industrial education will largely depend on the form of organization that is adopted for conducting it. The work of the survey has convinced those engaged in its studies that this new line of work cannot be largely successful unless it is organized on a plan providing for efficient administration and future expansion to a degree not possible under the conditions that now obtain in the administration of the work. Essentials of Good Administration: The essential basis for the efficient administration of any extensive co-operative activity may be summed up in the three words, "organize, deputize, super- vise." It is as true in the administration of industrial education as in almost every other sort of collective effort that the efficiency of the work and the character of the results are largely deter- mined by the leadership that directs the project. In order to attain such efficiency the government of the system must depend on organized direction rather than on personal preference or individual control. It must be an organization in which each man contributes his share to effective team work by having a clear understanding of the scope of his own duties and of his relationship to the man above, the one at his side, and the man below. Authority and Responsihility : In a scientific organization responsibility must be definite, not vague; authority must be concentrated, not scattered. Powers and duties must be so allotted that no man in the organization will be responsible to two superiors. The lines of authority and responsibility must always be through the officers charged with varying degrees of power and duty and never over, under, or around them. This means that the lines of authority must be the same as the lines of responsibility. ' ^ The Pyramid Type of Scientific Organization: There is a form of organization which possesses the desirable characteristics that 32 Administration 33 have just been described. It may well be termed the "pyramid form of seientifie organization." It has been developed through centuries of human experience until it is now the generally accepted form of control in armies and on ships. It is a form of organization consisting of a series of groups of workers so arranged in, a well-ordered system that each group has a leader who in turn belongs to a group of other leaders of equal status, all looking to a still superior leader for guidance. It is a form of organization by systematic classification and combination of graded groups. At the base of the pyramid are the private soldiers, the com- mon sailors, or the classroom teachers, as the case may be. These are responsible to under-oiiicers or heads of departments, who in turn look to their lieutenants, mates, or principals for guidance. These are under the direction of still higher officers such as captains, masters! and directors until by similar progressive graduations the ultimate authority and responsibility is lodged in the general, the admiral or the superintendent. If such an organization is carefully worked out along valid lines, each man in it will have clearly defined ideas of his duties, his responsibilities, and his powers. He and his co-workers will substitute choice for chance and compel chaos to give way to CO ordination. The Organization of Industrial Education in JVcw York City: A scheme is herein proposed for organizing industrial education in the City of New York on the plan described. It is graphically presented in three accompanying charts. Chart 1 (p. 34) shows the outlines of the system. At the top of the chart and the top of the system is the Board of Education. Deriving his powers from the board is the executive officer, the city superintendent. Below the cijty superintendent are the eight associate superintendents, one of whom is charged with the duty of administering vocational education in the city. This official exercises leadership over the three great divisions of vocational education, viz., commercial education, industrial education, and home economics. Ideally this officer should be a person of extended experience and proven ability in the field of vocational education, and it would seem desirable in filling future vacancies in the board of superintendents that endeavor be made to secure such a person for the duties of this position. Until this can be accomplishe'd it may be well to appoint an assistant to the associate superin- 34 Industrial Education Survey o o "i 51 85 si 85 ill? 6 35 IS -■as as3 s2S 111 Administration 35 tendent designated for this work, who possesses the above quali- fications and to whom could be delegated the actual supervision and direction of vocational education. In a complete scheme for vocational education there would bo a separate diagram showing in detail the organization of each of the above three main branches. For the purposes of the present rcjxn-t only one of these lias been developed. Chart 2 (p. :U>) shows the organization plan for industrial education. It will be noted that the different officials are designated according to the office that they hold. The line of authority and responsibility runs directly and without break from the board to the city super- intendent in charge of vocational education. Subordinate to this general director there are three assistant directors in charge respectively of 'day vocational schools, evening trade work, and part-time industrial work. The whole system of day vocational schools is organized under the authority of the first of these three assistant directors. Imme- diately subordinate to him are the principals of the several day vocational schools. Under each principal is a number of heads of departments within his school, and finally below these depart- ment heads are the teachers of the different subjects. In the chart each of these grades is shown as a single unit, but in reality each one below the grade of assistant director is multiplied several times or as many times as the number of schools may require. A similar organization is found under the assistant director of evening trade work. Here there are principals of evening trade schools, elementary trade schools, and high trade schools. There might be department heads subsidiary to these officials if the development of the work required it, but the chart is drawn in conformity with present conditions with the lines of responsibility running down directly to the shop and classroom teachers. A similar plan would fit the case of the organization of the co-operative and part-time work. There is one assistant director in charge. In this case there are no principals of schools since the work is organized by classes and the lines fall directly to the co-ordinators and the teachers. In the case of the part-time classes and the permit classes the position corresponding to that of coordinator has been indicated by dotted lines so as to show that the position of supervisor might be created as the future needs may demand but that it is not as yet necessary. 36 Industrial Education Survey CHART 2 ORGANIZATION CHART FOR ADMINISTRATION OF INDUSTRIAL EDUCATION IN THE CITY OF NEW YORK (ADVISORY COMMITTEE) 1 Trado Mv;»ory CoisUteo L P on Cpjpflntry 1 1 Tied, Uvlipry CauUiM "l 1 cn^nW Sork t •1 H -r - 1 Trija Mvl»3ry CcmlttM 1 1 en ElacinciaTrork |- T'^^'teSiir"'"!-' ■a 1 ItaUtant thy 'ocitlaaJ tO^ytnant PrlrclpaJ TrsJB Scticol .«a3 Pari Tine Titmrlal lot Tr\l« »>i;ol in... ?antl y-^ ^/ f / ■• - V- ••' / - / ' AdminUtratiou v ' '• . • ** — ' - ■ 37 Non-Vocational Industrial Work: Chart 3 (p. 38) relates to what may be termed "^."ou-vocational industrial work." This con- sists of manual training and of the shop work in the schools organized on the Ettinger and Gary plans. These forms of indus- trial work are not truly vocational because they do not have for their controlling principle the direct preparation of the pupils for money-earning occupations. Their work is general in character. It has for its object the making of a contribution to the all-round education of the boys and girls. This distinction as to the essen- tial character of the work is one of the reasons for showing the organization in a separate chart. There is in addition a second reason and this is to be found in the difference between the kind of control exercised over the trade schools and classes entering into Chart 2 and that exercised over the work of the non-vocational industrial classes shown in Chart 3. In the former case the trade schools involved are en- tirely under the jurisdiction of the different officials appearing in the chart and hence their powers are those of direction and con- trol. In the case of the non-vocational classes appearing in Chart 3 the different officials exercise powers of supervision and advice but not direction and control. Since the work of these classes contributes to general educa- tion rather than to strictly vocational education, and since the function of the different officials is supervisory rather than direc- tive, it has been deemed wise to make a separate chart and to indicate the line of authority and responsibility as running up to the associate superintendent in charge of elementary education rather than to the associate superintendent in charge of voca- tional education. It must be recognized, however, that for reasons of immediate efficiency and convenience of administration it might be found advisable to place the manual training classes and the shop work in the schools run on the Ettinger and Gary plans under the same general direction as that controlling the strictly vocational industrial schools. In this case Chart 3 would be added to the right-hand end of Chart 2 as an extension, and all of this work would be made subsidiary to the associate superintendent in charge of vocational education. In order to insure the essential co-operation of the trades and industries in the administration of industrial education it ia further recommended that advisory committees consisting of em- ployers and employees be appointed by the Board of Education 38 Industrial Education Survey CHART 3 ORGANIZATION CHART FOR NON-VOCATIONAL INDUSTRIAL EDUCATION IN THE CITY OF NEW YORK (ADVISORY COMMITTEE) 'Janua). Training In CLor-o of Daxantaxy Uucatlcn Aislatant DlrKtor of Prffvocatlonal "ork tttlnier Sonool* SuFerrlaor at aoc Hoil lo Guy riaa Scncolt Administration 39 for each of the trades of printing, carpentry, machine work and electrical work. The functions of such committees cannot legally be those of control or veto. It is clear, however, that if they are accorded specific advisory powers and definite provision be made for the consideration of their recommendations the way will be opened for the exertion of a very real and important influence on their part. The relations of such advisory committees should be with the officer in charge of vocational education and this officer should be instructed, before action is taken upon such matters, to invite the recommendations of the committees as to the establishment of new industrial schools and classes ; the selec- tion of equipment; the content and length of courses of study; the requirements for graduation and certification; the number of pupils admitted to day vocational schools. (Signed) Leonard P. Atbbs, C. A. Prossbe, David Sneddbn. LICENSING AND EMPLOYMENT OF TEACHERS Board op Examiners As has been previously noted both by provisions in the charter and in the new education law a board of examiners is designated for the City of New York. It is the duty of this board to hold examinations whenever necessary, to examine all applicants who are required to be licensed or to have their names placed upon eligible lists for appointment in the schools in such city, except examiners, and to prepare all necessary eligible lists. The board may employ temporary assistants at a compensation fixed by the board of education. Under the above positions the board of examiners is granted the power of selecting all of the teachers for the public schools of the City of New York. The table given below shows that the number of examinations given to those desiring to teach in voca- tional and pre-vocational schools was very small compared to the total number of examinations given by the board. The require- ments for pre-vocational shop teachers are the same as those for vocational shop teachers. TABLE SHOWING THE TOTAL NUMBER OF LICENSES GRANTED AND REFUSED DURING THE YEARS 1914, 1915 AND 1916 AND THE NUMBER OF LICENSES GRANTED AND REFUSED TO TEACHERS IN VOCATIONAL SCHOOLS. 1914 1915 1916 S "S '^ O « H Exams, given ... 14,232 6,258 20,490 Teachers in Voca- tional Schools.. 3 14 6 5 11 139 512 651 To examine over 21,000 people in a year intensively and exten- sively is a task so great that it is impossible for an outsider to comprehend its magnitude. In order that the board of examiners might supply the best type of teachers, "keeping out as many as possible of the relatively unfit and as few as possible of the rela- tively fit," the board is organized into 30 committees, each 41 Granted Refused Total Granted Refused Total 14,768 6,248 21,016 9,270 3,389 12,559 42 Industrial Education Purvey committee representing a different type of license. The chair- manship of the several committees passes in rotation each year from one examiner to another, so that each member of the board influences each phase of the work of the school system. The only part of the work of the board that is described in this report is that dealing with the examination of the teachers of industrial subjects. Requirements for EUgiMUty for Vocational Licenses: The requirements for eligibility for vocational licenses have been deter- mined by the Board of Education and incorporated in the by- laws. These requirements, summarized below, give the educa- tional and trade requirements for eligibility for the various grades of licenses: 1. To be eligible for a license as a principal of a vocational or trade school, the applicant must have one of the following qualifications : — "(a) Graduation from a college or university recognized by the Regents of the University of the State of New York, together with ten years' satisfactory experience in the practice of a trade and in teaching or supervision, provided that no less than two years of such ten years' experience shall have been in the practice of a trade. "(b) Graduation from a college or university recognized by the Regents of the University of the State of New York, together with ten years' satisfactory experience in teaching or supervision, provided that not less than two years of such experience shall nave been in teaching, supervision or investigation in vocational education." 2. A substitute teacher of a vocational or trade subject in a vocational school for boys must have five years' successful ex- perience as a journeyman wage earner, or in a higher position, and a general education satisfactory to the board of examiners. 3. A regular teacher of a vocational or trade subject in a voca- tional school for boys must have in addition to the above require- ments a year's satisfactory service in teaching the same vocation. 4. A teacher of sewing (both regular and substitute) must have a high school education or its equivalent, together with the completion of a two-year course in domestic art in an approved institution. 5. A substitute female feacher-clerk must have had three years' satisfactory experience in office work. 6. A substitute assistant female teacher-clerk must Have had two years' satisfactory experience in office work. 7. A substitute trade-order teacher must have had three years' satisfactory experience in the special branch of the vocation, the substitute assistant trade-order teacher must have had two years' experience. Licensing of Teachers 43 8. A substitute vocational helper must have completed one years course in a girls' vocational or trade school. 9. A placement and investigation teacher must have three years' satisfactory experience in placement and industrial work. 10. A license as teacher in a vocational or trade school shall qualify the holder to teach his subject in a vocational or trade school or in an evening trade school. 11. A supervisor or substitute supervisor of continuation classes must have a high school education and five years' experi- ence in teaching or three years' experience in fornmercial or tech- nical occupations, together with two years' experience in teaching. Frequency of Examinations : When new positions are created by the board of superintendents or when vacancies occur the board of examiners are notified and eligible lists are prepared from which to select teachers to fill the positions. The claim is made by members of the board of examiners that it has not been possible for them to ascertain sufficiently far in advance the needs of the vocational schools. The vocational lists are good for three years. They are re- newed except where something unsatisfactory appears in the record of the candidate during the first three years. The license of a man who has an unsatisfactory record as a substitute during the first three years may not be renewed. How Examinations are Advertised : The vocational examina- tions are advertised as follows: 1. Copies of the circulars announcing the vocational examina- tions are sent to the New York daily newspapers. One news- paper publishes the circulars in full and several other papers publish a synopsis of the announcement. 2. The circulars are sent to all the institutions east of the Mississippi River that train men for vocational work. These in- stitutions include technical institutions such as the Sheffield School, Massachusetts Institute of Technology, Stevens Insti- tute, etc. 3. The announcements are sent to the headquarters of the trades unions in the respective branches covered by the examina- tions. The list used for this purpose is found in the Eagle Almanac. 4. The circulars are sent to the superintendents of schools in the large cities east of the Mississippi River. Order of Examinations : The written examination is the first given to a candidate for a regular license to teach in a vocational school. If the candidate passes this examination he is permitted 44 Industrial Education Survey to take the practical and oral examinations which are usually given on the same day. A candidate who passes successfully these examinations is given the physical examination and if he passes it his name is placed on the eligible list. Second Examination: If the candidate fails in either the prac- tical or the oral examinations or both, he is, upon appeal, given within a few mouths another test before another set of examiners. This is true in all examinations whether vocational or academic. Written Examination: The purpose of the written examina- tion is to ascertain whether the candidate is qualified to explain in writing the details of his work, the methods of shop processes, the operations of machines, etc., and to show how he would present certain points in lessons. The questions are intended to be not academic but practical, so that practical men who speak good English and have a reasonably good command of language may pass the examination. Questions for the written examination are submitted by vari- ous experts to the board of examiners who take these questions and put them in the final form for the examination. When considered necessary, outside help is secured in determining the questions to be used. The written examination counts 20 points out of the 100 points. The passing mark is 60% of the 20 points or 12 points. This examination is what might be called a pass examination and not strictly a competitive examination, the margin of difference being only eight points out of 100 points between the candidate who passes the examination and the one who gets the maximum credit of 20 points. If a candidate fails on the written examination he is not allowed to take the practical examination. Practical Examination: The second part of the examination of the candidate for a vocational license is the practical test to determine the candidate's ability as a trade worker. Until about six months ago nearly all of the practical tests were given in the school shops. During the past few months the board of examiners have made an effort to hold the practical examinations in shops outside the school where the equipment is typical of commercial practice. The last examinations in printing, book- binding, sheet metal and automobile repairing were held in out- side shops. Mr. O'Connell of the board of examiners has stated Licensing of Teachers 45 that "no more practical examinations will be held in school shops if we can possibly avoid it." The practical tests are usually from one hour and a half to three hours in length and consist in working out one or two practical problems. Oral Examination: The oral examination is usually held in connection with the practical test and lasts approximately from fifteen to twenty minutes. This examination is given by one of the members of the board of examiners. The i)urpose of this examination is to eliminate those who are unfit because of defec- tive English, unsatisfactory personality or inability to explain simple matters about which inquiries might be made by pupils in the school. Set questions are not asked in this examination. A marking slip is used and the salient points of the candidate's answers and the remarks of the examiner are indicated on this slip. Physical Examination: A physical examination is given by one of the regular physicians of the Board of Education to deter- mine the candidate's physical condition. Teaching Experience: A candidate for a regular license to teach in a vocational school must have at least one year's satis- factory service in teaching the vocation in which he desires a license. Passing Marks: The table below shows the passing marks and the weighting for the different parts of the examination for vocational teachers: TABLE SHOWING PASSING MARKS FOR VOCATIONAL SCHOOL EXAMINATIONS. Maximum. Minimum. Written Examination 20 12 (60%) Practical Experience 10 7 (70%) Teaching Experience 20 14 (70%) Practical Test 30 21 (70% ) Personality 20 14 (70%) Substitute Licenses: The examination for a substitute's license to teach shop work in a day vocational school includes the writ- ten, oral and practical tests described above. This examination is less difficult than the examination for a regular license and is •40 Industrial Education Survey aimed to determine in a general way a candidate's fitness to teach. A substitute's license is good for one year, but may be renewed annually by the superintendent of schools. Evening Trade School Licenses: An applicant for a license to teach a trade subject in an evening school may qualify under any of the following requirements: (a) Graduation from an approved college or university recog- nized by the Regents of the University of the State of New York. (b) Eligibility for license as teacher in day high school. (c) A high school education or its equivalent, and the comple- tion of a satisfactory course of at least one year in the special subject or in lieu of such course, two years' experience in day or evening schools teaching the special subject. (d) Four years' satisfactory experience in the practice of the subject for which the applicant seeks a license. The examination for a regular license to teach shop work consists of a written, practical and oral examination. The license is renewable from year to year upon recommendation of the prin- cipal of the school and the district superintendent in charge of the school. In case of emergency, substitute licenses are issued to candi- dates who meet the requirements described above. Credit for Trade Experience: A candidate who has had a longer trade training that is required for eligibility to take the examination {.i.e, for five years' experience in the trade) may be given a credit of one year for each three years' practical experi- ence up to an allowance of three years. This method has not been satisfactory due to the fact that it does not sufiQciently at- tract the experienced trade workers. As a result of the above condition the board of examiners often make exceptions and give allowances which will cause the first year's salary to be the equivalent of what the men actually earn in the trade. The board are revising the rules so as to make the allowances for outside training more attractive. Credit for Teaching Experience: The allowance for outside teaching experience is more generous than for trade experience. The board of examiners allow for outside teaching experience in excess of the year of experience required for eligibility, at the rate of one year of credit for each two years of teaching experi- ence up to a^ maximum allowance of three years for teaching experience or trade experience, or both. v-/' / Licensing of Teachers 47 Kuinbcr of CainlidaUs EauiniiK.d: The table on page -11 pre- pared by the board of examiners shows the number of candidates examined, the nnmber of licenses granted, the number of candi- dates who failed and the reasons for the failures of those exam- ined during the year 191G. The chart shows that a large number, 512 out of G51, failed to pass the examination. The figures pre- sented would indicate that 323 candidates failed on the written examination, which is intended by the board of examiners to be not aca ?^ o Power Machine Operating 11 4 8 Sheet Metal Work IS 1 Electric Installation and Practice. 51? 16 11 11 Agriaulture 8 4 Novelty Work 30 '^ 4 .. Sewing and Dressmaking 5-i 22 17 3 Woodworking 56 14 35 4 Tile Laying 10 . . 6 Applied Science 5 1 2 Women's Garment Designing 5 2 3 .. Art Weaving 1 .. 1 Architectural Drawing G8 44 3 Bookbinding 14 4 11 Millinery ?-6 20 6 3 Mechanical Drawing 17 2 9 Sign Painting 15 4 3 2 Machine Shop Practice 75 11 44 7 Printing 01 12 23 5 Modeling 11 4 4 Plumbing 79 5 56 3 Automobile Repairing 15 7 5 1 Trade Drawing (June, 1916) 14 14 Trade Drawing (2d in Oct., 1916) IS 1 14 1 ■5 -2 2 11 1 3 3 1 11 7 9 1 •a I -a 3 •El 6 4 6 4 2 11 1 3 1 1 1 7 1 1 1 4 2 1 1 48 Industrial Education Survey Assistant Examiners: Chart No. 5 prepared by the board of examiners gives a list of the vocational examinations held during the year 1916-1917 and the names of the assistants in the written, practical and oral examination. This list shows that in a number of cases certain individuals assisted in conducting examinations in trades of widely varying character who could not have had extended practical experience in the trade. CHART NO. 5 DEPARTMENT OF EDUCATION The City of New York Office of the Boaed of Examiners 500 Park Avenue Assistant Examiners employed in 1916-1917 examinations in Vocational Subjects. Subject Bookbinding Novelty Work Agriculture Sign Painting Clay Modeling Art Weaving Woodworking Electric Wiring Sheet Metnl Work Trade Drawing Power Mach. Operating Millinery Dressmaking Readers of Written Papers Adeline E. Simpson M. L. Hutchinson Morris E. Siegel Morris E. Siegel James P. Haney Mattie M. Schilling George F. Stahl Chris. A. Kassenbrock Charles B. Howe John T. Robinson Morris E. Siegel John E. Wade Florence M. Marshall Mrs. Annie L. Jessup Miss Minnie L. Hutchinson Mrs. Annie L. Jessup Miss Minnie L. Hutchinson Assistants in Oral and Practical Tests Adeline E. Simpson James Strang Morris E. Siegel Annie B. Moriarty Morris E. Siegel Messrs. Patterson, Otter- bein and A. J. Gude Ernest Yalden John E. Wade Leon W. Goldrich Morris E. Siegel George F. Stahl A. W. Garrett George J. Loewy Chris. J. Kassenbrock Charles W. Mitchell Charles B. Howe M. J. Harrison John E. Wade George F. Stahl Morris E. Siegel Annie B. Moriarity Minnie L. Hutchinson Annie B. Moriarity Mary B. Dickman Mrs. Annie L. Jessup Florence Willard Licensing of Teachers 49 Readers of Written Assistants in Oral and Subject Report Practical Tests Plumbing James M. Joyce George J. Loewy Michael F. Oonlon Robert W. Rodman Mach. Shop Practico Stanley A, Gage Stanley A. Gage Betram A. Lenfeet Betram A. Lenfest Printing Hobart H. Todd Morris E. Siegel Oliver Q. Andrus Leon W. Goldrich Charles E. Fitchett Applied Science Robert W. Fuller George J. Loewy Robert W. Fuller Mechanical Drawing T. Harry Knox Frank Gardner Charles B. Howe Arch. Drawing A. B. Greenberg George J. Loewy E, 0. Zabriskie Morris Greenberg Tile Laying Charles B. Howe (Not yet held) Automobile Repairing H. C. Brokaw Mr. Breckenbridge (57th St. T. M. 0. A.) John Cave Designing of Women's Morris B. Siegel Morris E. Siegel Cloaks and Suits Max Meyer Trade Drawing Adolph J. Grubman John E. Wade Attitude of Board of Examiners: That the board of exam- iners devote much thought to the means necessary to secure the best type of instructors for trade classes in spite of the many difficulties they have to overcome is shown in the report of Exam- iner O'Connell for 1915 to Superintendent Maxwell: "The number of applicants for vocational school licenses is very large and the variety of subjects taught in the vocational schools and classes extensive. To enable the system to obtain the best applicants requires unusual care and much time. I fear that the proper amount of attention and investigation cannot be given to the applicants unless the board of examiners gets proper assistance. It is true that in the past we have, as occasion re- quired, employed in an advisory or examining capacity certain high school first assistants and others skilled in the trades. This assistance, though given cheerfully, must of necessity be hurried, as well as intermittent and often done under unsatisfactory con- ditions. The selecting of trade teachers has become a matter re- quiring the greatest skill and care and because of the number of applicants and of subjects to be taught it will hereafter take a vast amount of time and labor even under favorable circum- stances." 50 Industrial Education Survey In writing about evening school licenses Mr. O'Connell says: — "The board has endeavored to make all tests as practical as possible. This idea is carried to the extreme in the exalninations for trade subjects in evening high schools. In bookbinding, black- smithing, costume design, jewelry design, mural decoration, etc., the applicants were required to do a piece of practical work or to submit for inspection attested practical work (or photographs thereof). In the oral examination which followed the test or accompanied the inspection of the attested work, considerable weight was given to the applicants' evidence of successful prac- tical experience." Attitude of Those in Charge of Day and Evening Vocational Courses Toward MetJiods of Licensing Teachers. — The associate superintendent in charge of vocational training in reply to a questionnaire submitted to him stated that he considered the chief defects in the present methods of securing and licensing of teach- ers of vocational schools to be: — (a) "A false conception of what is desired in a trade teacher. (b) "Methods employed in examining. (c) "Methods employed in rating examinations." In reply to the question "What changes would you suggest that would tend to procure better teachers ?" he recommended : — "1. Taking the examination of trade teachers out of the hands of the board of examiners, and placing it in the hands of a committee composed of a member of the board of examiners, a principal of a vocational school, two representatives of the trade, in which the candidate seeks a license, and an employer of the trade. "2. Examinations should extend over a longer period and take into account a man's practical experience at the trade to an extent that is not being done at present. "3. More latitude should be given the principals in the choice of teachers. The mere standing of a candidate of any eligible list should not hamper the work of a school." In a questionnaire submitted to the district superintendent in charge of evening schools a number of questions were asked relative to the training and certification of evening teachers of trade subjects. The questions submitted and the answers are given below: Ques. Who selects the teachers for the evening trade classes? Ans. Teachers for evening trade classes are selected in order of merit from the eligible lists. These eligible lists have been formed under the law according to the charter Licensing of Teachers ' 61 by the board ol' examiners. The examination is mostly oral plus practical test. Practical test is conducted by some acknowledged expert assigned by the board of examiners and the practical test is held either in a shop or preferably in one of the evening trade schools. Ques. Who is assigned by the board of examiners to give the examinations to candidates desiring to teach trade subjects? Ans. Answered in preceding question partly. The oral examination is held usually by a committee of three, the chairman of the evening school department of board of examiners, at present Mr. O'Connell; the district superintendent in charge of evening schools, at present Mr. Henry E. Jenkins, and a selected trade expert. The two non-trade experts merely judge the man from the pedagogic side, from his manner and ability to expound and explain. In other words, judgment of his probable teaching ability. The expert judges as I stated in a preceding question, by the selected expert. Ques. Would you recommend the establishment of evening normal courses for mechanics desiring to teach in evening trade schools? Ans. I would not recommend normal courses in evening schools. I have already removed such as were in our even- ing schools and w'e had a number. Evening schools were made for the distinct purpose of teaching those who through unfortuitous or other circumstances are not able to attend school in the day time. The ideal trade school would be the type of the mechanical school w^here the workman left his employment at day at the expense of the shop. At present this work is of course voluntary. I should under no circum- stances desire to have us establish normal courses, Ques. To what extent could such a course take the place of the examination for a license to teach in evening trade schools? Ans. No course should ever take the place of examina- tion. The course is a recommendation and should assist in raising the rating of the individual and his position on the eligible list, but I do not believe in any applicant for a license to teach anything, being exempt from examination. Ques. Would you rather select your evening school teach- ers from the ranks of the day school teachers or from the trade workers? Why? Ans. This question has practically been answered in other answers, nor could I answer this categorically because I should desire to select from a properly prepared eligible list. I should like them from the ranks of day school teach- ers of vocational subjects who have been skilled workmen in trades and I certainly should prefer those to taking the skilled workmen out of the ranks who had had no training 52 Industrial Education Survey or experience in teaching pupils. At the same time I shonld prefer a well informed intelligent man directly from the ranks of the trade worker rather than an ordinary day school teacher with a theoretical knowledge only and no proper amount of direct contact through work in a shop. To be specific, we need for teachers in evening trade classes men who are fine representatives of practical trade workers, leaders in their trades who have had ambitipn enough themselves to attend courses in recognized institutes where preparation for teaching trades is made the specific object. The type of man possessing the practical plus the pedagogical training and having had ambition and intelli- gence enough to look for both, would be the best type of trade teacher and I am glad to say that in time the teachers on our eligible list for evening trade schools would come in that class. I consider that the manner in which the board of exam- iners has handled this delicate and new form of problem ia extremely gratifying. I believe that no other city has so large a number of well equipped and well trained teachers of evening trade classes as has our evening school system of the City of New York. REPORT OF THE ADVISORY COMMITTEE ON LICENSING AND EMPLOYMENT OF TEACHERS OF INDUSTRIAL EDUCATION. The board of examiners was constituted in 1898 for the pur- pose of removing the certificating and appointment of teachers of all kinds and grades from j)olitics — a duty which the board has undoubtedly performed in a most commendable way. At the same time, this strong desire on the part of the board to protect the schools from the evils of partisan politics forced the adoption of a more or less rigid system of examining appli- cants with the written test as the chief, and in most instances almost the sole, means of determining fitness to teach. This sys- tem has seemed to work satisfactorily — at least it has served aa well or better than almost any other scheme would have done — in the selection of an eligible list of instructors in the so-called regular or academic subjects. It has not, however, served satisfactorily in the case of teach- ers of practical or technical subjects where manual skill or the ability to use knowledge in a practical way has come to be regarded as absolutely necessary to the success of the teacher. The board has already recognized the need for greater flexibility in dealing with instructors in industrial or trade schools by Licensing of Teachers 53 substituting a practical for a written test of the applicant's skill in ghop processes — this test usually being given by the assistant principal or some instructor in the particular trade employed by one of the vocational schools of the city. The number of teachers in vocational schools who have thus far been examined is so small, comparatively speaking, that the tests thus far given should hardly be regarded as more than experiments. Out of a total of 73,661 persons seeking licenses during the years 1912 to 1915, inclusive, only 77 applied for positions in the vocational schools. It is evident from the report that the board looks upon the whole question of licensing teachers of shop and related shop subjects as being a new, a difificult and as yet unsolved problem. While it recognizes the need for flexibility in dealing with such teachers, the board is at the same time very jealous, aud properly BO, of the freedom of the schools from partisan politics which It has labored so successfully to establish. What the members of the board desire most of all is some scheme for licensing teachers of vocational subjects which will test in an effective way the ability of the applicant to teach the subject successfully and will at the same time safeguard the whole process of certificating and selecting these teachers from party and personal influence. It is with entire sympathy with this aim of the board that the recommendations given below are made. We recommend that the board appoint a special committee for every distinctive trade for which there is a need of teachers in either shop or related shop subjects. The members of the committee should be appointed for one year and should be reap- pointed as long as their services are satisfactory and they are willing to serve. There should be three members, one of whom should be a member of the examining board in order to correlate the work of the board and its special committee ; and two of whom should be trade education experts who are experienced in their knowl- edge of the trade and of education for the trade. The two lay members of the committee should bo paid a per diem for the actual time given to the duties assigned to them as herein de- scribed, which need not, in our opinion, be more than five days annually. The special committee on the certification of teachers for any given trade should be regarded and legally could be only an 54 Industrial Education Survey agency used by the bonrd to assist it in the difficult and highly specialized tasli of obtaining competent instructors for the schools in the shop and related shop subjects of that trade. The board would, of course, establish such general standards and such gen- eral rules and regulations for the guidance of the work of the committee as it found advisable from time to time. It should not, however, make these so detailed or so rigid as to prevent the committee from being of the largest possible helpfulness in passing upon applicants. All authority to pass finally upon the case of any applicant rests and should rest with the board. The duty of the committee should be that of recommendations to the board on the case, based on a complete handling of the case, and a filing with the board of all the papers regarding the appli- cant which the board should treat as the credentials on record in the case. The special committee should avail itself of our different ele- ments in examining teachers of trade subjects ; written examina- tions, credentials, personal interviews and practical demon- stration. The efficacy of written examinations as the sole means of testing the general education of teachers has probably been greatly overestimated. Nevertheless, its long established use in connection with the certification of regular school teachers is certain to cause its employment for industrial school purposes. The written examination can aid in some measure in estab- lishing a presumption of fitness to teach. But this is true only if the examination is limited to a test of such knowledge as general schooling, technical and teaching equipment. Written examinations are of very little value in testing the trade ability and personal equipment of candidates. So far as the trade instructors are concerned, it is also true that their general schooling and knowledge of trade matters can best be determined by proper credentials, practical demonstrations, and personal interviews. Proper credentials should be given an important place in determining the fitness of an applicant. By credentials is meant evidence which may be accepted as bearing upon any feature of the qualifications of candidates for certification. Statements as to trade standing and skill furnished by employers and fellow- workers, diplomas, certificates, school records, correspondence school work ; personal statements of former teachers ; magazine articles or books written by the candidates; statements as to Licensing of Teachers 65 teaching ability based on previous service as instructor of appren- tices or as a teacher, should all be considered as credentials In this connection. Those credentials are a most important device in certificating because they admit of flexibility in dealing with the case of any teacher. They can be made to represent the judgment of many persons from many different points of view. They furnish first hand information of a verj' real character as to the candidate's ability to do certain definite things and they have a bearing upon every feature of probable fitness for the work. The personal interview is absolutely necessary to properly estimate the qualifications of the applicant in such matters aa appearance, personality', health, adaptability and saneness of social and economic points of view. It also has an important use, supplementary to the written examination and credentials, in furnishing additional information concerning teaching equip- ment and trade experience. Such interviews should be conducted only by persons having both adequate knowledge and experience on the one hand and official responsibility on the other. The practical demonstration may be used to supplement other tests. After all these devices have been employed, if any doubt exists as to the trade qualifications or teaching ability of the candidates they may well be required to perform a practical task of some kind, either in a commercial or school shop. All the information of every kind concerning the applicant should be before the special committee in passing on the case. All this material together with recommendation of the committee should be presented to the board for final action. Any plan for the certification of teachers of vocational schools ehould be based on a distinct classification of such teachers ac- cording to the kind of subjects to be taught and the status of the teacher in the service. Three distinct types of teachers will be needed : — teachers of shop subjects such as machine shop prac- tice or composition work in printing ; teachers of related technical subjects such as drawing, mathematics and science; and teachers of non-vocational subjects such as English and civics. The law also requires that all new employees of the Board of Education, including all members of the teaching and supervising staff, shall be appointed in the first instance for a probationary period of not less than one year and not to exceed three years ; such period to be fixed by the Board of Education at its discretion. At the expiration of this probationary period, teachers shall, when rec- 56 Industrial Education Survey ommended for permanent appointment by the board of superin- tendents, be entitled to hold their respective positions during good behavior and efficient and competent service. This gives the ex- amining board the duty of dealing with two classes of teachers within every classification of teachers made on the basis of sub- jects taught — probationary teachers and regular teachers. In dealing with standards for teachers in vocational schools therefore it is necessary to consider the following six classes: probationary and regular teachers of shop subjects ; probationary and regular teachers of related technical subjects; probationary and regular teachers of non-vocational subjects. In suggesting certain definite standards for these teachers, the committee have had in mind only minimum requirements — the least qualifications which we believe the board of examiners should establish as a basis for the work of the special commit- tees appointed to aid in passing upon applicants as above re- quired. It is, of course, highly desirable that applicants should possess higher qualifications than those suggested. Male applicants should be not less than 25, not more than 40 years of age; and in the case of women not less than 21 nor more than 40. The difference in the minimum age for men and women is made because, as is well known, the latter mature at an earlier age and because a smaller number of years is required to learn most of the women's trades. We believe, also, that appli- cants over 40 should not be accepted because they have reached the period when a certain fixity of mind and a shorter expectancy of life does not promise large returns in efficient teaching service to a school system. This, of course, applies only to beginners in the teaching work and should not operate in the case of a suc- cessful teacher over 40 desiring to enter the service in New York. Three factors should be taken into consideration in passing upon the applicant: trade knowledge and skill, teaching ability and general education. The Probationary Teacher of Shop Subjects: The applicant should, if a man, present evidence of at least five years of ap- proved and successful experience or its equivalent in the shop work which he desires to teach. In the case of a woman, the applicant should present evidence of two years' successful ex- perience in the trade or occupation approved by the committee or its equivalent. Licensing of Teachers 57 The teacher of shop subjects should have at least a common school education or its equivalent. The Regular Teacher of Shop Subjects : As has already been pointed out, a probationary teacher may, after a period of not less than one or more than three years of service as such, be appointed as a permanent or regular teacher in the position upon the recommendation of the board of superintendents. We recom- mend that the probationary teacher, when he can be promoted to the position of a regular teacher in the same subject, present evi- dence of two years of satisfactory teaching experience in his sub- ject in the New York schools. Attention is called to the fact that under this plan while any applicant from outside New York can meet the requirements for the probationary teacher, it will be necessary, whatever may be his previous trade and teaching experience, to serve two years as a probationary teacher of his subject in the New York schools before becoming a regular teacher. We believe this plan to be good as a means of obtaining and promoting good teachers if the salary schedule for the probationary teacher be made such as will make the work of a beginner desirable to promising men from outside as well as inside Greater New York. In the case of women teachers, we recommend that the proba- tionary teacher who began with a minimum of two years of trade experience, as what is known as a substitute or probationary junior teacher, be, after one year of satisfactory experience as a teacher of a trade subject, promoted to be a probationary second assistant; after a second year of such service, to be a probation- ary first assistant; and after a third year of such service to be a regular teacher of the subject. The Probationary Teacher of Related Technical Subjects: The applicant should at least have a high school education or ita equivalent. He should have, in addition as a minimum, 300 houra of additional instruction in the technical subject he desires to teach, or an experience in the subject accepted as an equivalent, or an equivalent in preparation and experience. In order that he may be able to apply his subject to the trade or occupation to which it is related, he should have had at least one year of actual experience in the trade or occupation concerned or one year of approved practical contact in some capacity with the trade or occupation. 58 Industrial Education Survey Regular Teachers of Related Technical Subjects : As in the case of shop subjects, the probationary teacher of a related technical subject should after two years' satisfactory service be promoted to the position of a regular teacher in the same position. Probationary Teachers of Non-Vocational Subjects. These posi- tions are difficult to fill. At present they are obtained by trans- ferring elementary school teachers. Teachers of non-vocational subjects in an industrial school enter a field where few precedents exist. The vocational aim of the school demands a concrete and practical presentation of the non-vocational subjects such as is not common in our regular schools. Teachers of these subjects cannot expect to use in the industrial school the same subject matter or exactly the same methods commonly employed in the high school. They must be able to draw their material for the teaching of civics, economics, industrial history and English, from the work of the world. To do this, successfully, they do not need to have actual trade experi- ence, desirable as such experience is, but they do need a layman's knowledge of the machines used and the trade processes taught in the school. They ought also to have a keen appreciation of the conditions and problems of modern industry and a sympa- thetic insight into the needs of the workers. A man or woman with some natural mechanical ability and interest in industry, is more likely to succeed in such work than one whose tastes are entirely academic. The general education, personal qualifications and teaching equipment of teachers of non-vocational subjects should at least be equal to those of technical teachers. Regular Teachers of Non-Vocational Subjects : These should be obtained by promoting the probationary teacher of such a sub- ject after two years of satisfactory service. Teachers of Industrial Evening Schools : All the foregoing ap- plies only to teachers of regular day vocational schools. We do not see our way clear to recommend at this time the formal cer- tification of teachers of evening industrial schools. It is alto- gether likely that the attempt to do this would not only interfere with the prompt employment of such instructors when needed but prevent the schools from securing some very competent teachers who now teach as an incident to their regular business. Licensing of Teachers 69 The committee, however, desire to point out certain things which need to be taken into consideration in establishing stand- ards for the employment of instructors in evening classes. The qualifications of trade teachers for day industrial schools outlined above are equally desirable for trade teachers in the evening schools. In the case of these teachers, however, there are certain reasons w^hy these standards must be slightly modified. For some time to come the trade teaching in the evening indus- trial school will probably have to be done by men and v^omen who regard this work as incidental to their regular business. The short term of evening employment and the comparatively small wage make this inevitable. Instructors from the all-day industrial schools will constitute a small number of these teachers but the majority must be secured from the local industries. To persuade competent men and women in industry to undertake a teaching job in addition to their day's work is already sufficiently difficult. For this reason the qualifications of trade teachers, and especially those who are employed for short periods on special work, should be limited to only the most essential requirements. The function of the evening industrial school is to give the worker an opportunity to secure further knowledge of his trade. It should deal for the most part with men and women who are presumed to have some knowledge of the trade in which they wish instruction. The prime requisite of evening trade teachers is, therefore, a thorough knowledge of their trade, or, in special instances, the specific branch of it they may be engaged to teach. Their skill, technical knowledge and trade standing must be such as will give them prestige in the eyes of their pupils. It is necessary that they have sufficient teaching ability to organize their subject matter and present it convincingly to their classes. They should have at least sufficient elementary school training to enable them to speak and write ordinary English. A good per- sonality and ability to deal with men and women are also impor- tant assets. (Signed) C. A. Prosser Arthur D. Dean Samuel S. Edmands DAY VOCATIONAL SCHOOLS The Board of Education has established four day vocational schools to train boys and girls to enter industry. Of these four, the Boys' Vocational School was opened in September, 1909. A year later the Manhattan Trade School for Girls, up to that time a private philanthropic institution, was taken over by the Board of Education. The Murray Hill Vocational School for Boys and the Brooklyn Vocational School for Boys were opened in March, 1914, and June, 1915, respectively. In the three vocational schools for boys electric wiring, drafting, printing, woodwork, machine shop practice, plumbing, sheet metal, sign painting, modeling, commercial and garment design are the trades offered. The first four listed are taught in all three schools and the last three are taught in only one school. One third of all the boys registered in the three schools are studying electric wiring and ninety percent of all of the boys are in the four trade courses of electric wiring, machine shop practice, drafting and print- ing. In the Manhattan Trade School for Girls seventy percent of the girls are learning dressmaking. The remaining thirty percent are divided between machine operating, millinery, novelty and sample mounting. During the year 1915, a total of over f 190,000 was expended by the Board of Education for these four schools. The purpose of the survey has been to determine how well each school is equipped to furnish efficient trade instruc- tion; how well each is meeting the demands made upon it and in the light of the experience of these four schools what changes or extensions, if any, are desirable to be made. So far as it has been possible the investigation has been kept to things that could be measured objectively, the expression of mere personal opinion has been avoided, and due allowance has been made for conditions which have been temporary in their nature. BOYS' VOCATIONAL SCHOOL The first public Vocational School for Boys established in the City of New York is located on 138th Street, Manhattan, and was opened on September 8th, 1909. 61 63 Industrial Education Survey In the 1910 report of the city superintendent of schools is given an account of the opening of this school and the policy which the Board of Education adopted in regard to the pupils for whom the school was provided: "There remained, however, the opportunity to do something for that enormous class of chil- dren who leave school at fourteen years of age, though still far from completing the elementary school course, and who have been going out and are still going out into life with no adequate preparation for its work and its trials. In establishing the Voca- tional School for Boys a direct attempt has been made to provide suitable training for this very class. The terms of admission to the school are that a boy shall have reached the age of four- teen years and shall be able to pass an examination not more difficult than that required to obtain an employment certificate." Trade Subjects: During this first year instruction was offered in the following trade courses : — 1. Woodwork, which included house carpentry, cabinet mak- ing, wood trimming, pattern making and the use of wood milling machinery. 2. Metal work, including machine shop practice, sheet metal work, forging, plumbing and electric wiring and installation. 3. Printing, including composition and press work. 4. Bookbinding. 5. Drawing, including mechanical, freehand, industrial de- sign and the making and reading of blue prints. In 1911 a class in architectural drawing was started ; in 1913 four new activities — automobile repairing, cornice and sheet metal work, tile laying and plaster modeling, were added. The new trades added in 1914 were linotype operating and sign painting, and in 1914 an instructor in monotype operating was added. During 1916 the class in tile laying, which from the first had been very small, was discontinued. Classification of Pupils for the Several Trades: The report of this school for the year 1913-1914 stated that "Upon entering, a pupil selects the trade he wishes to study. If there be no obvious reason for disagreeing with the pupil's choice he is per- mitted to follow his bent. Subsequently, it may be advisable, or necessary, for him to make a change in his work. Provision is made for such a contingency." Day Vocational Schools (J3 In March, 1917, the monthly report of this school gave the distribution of the boys for the several trade groups as follows : Machine shop practice 224 Electric wiring 220 Architectural drawing 66 Printing 52 Commercial design 40 Mechanical drawing 29 Wood turning 10 Plumbing 9 Sheet metal Woodwork 9 Modeling 7 Holding Power of the School: A table is given below which shows the total number of pupils registered each year in thii school since it was first opened and the average daily attendance for each of these years. This table shows that in general the average daily attendance each year since the school was opened has been about half as large as the total enrollment for that year. 1909-10 1910-11 1911-12 1912-13 1913-14 1914-15 1915-16 There are many diflSculties of organization connected with a school that has a yearly enrollment so much larger than the daily attendance unless the class sections are kept so small that individual work can be done in each class. If this cannot be done, those who enter late must either be put in classes with pupils who have been in school from the opening of the term, or new classes must be formed for their benefit. The number of admissions and discharges month by month for the last two years is given in the table following : Total enrollment for the year Average daily attendance 109 821 266 821 421 892 427 1047 557 1274 662 1279 672 64 Industrial Education Survey Admia- Dis- Gradu- Admis- Dis- Gradu- siona chargea ates sions charges ates -1915 1916- January 38 18 30 63 February 191 40 204 38 2 March 40 52 6 28 70 16 April 24 69 11 13 47 13 May 18 91 2 11 41 6 June 42 52 10 63 15 July 89 82 25 1 September 211 55 17 73 18 4 October 53 155 5 43 52 1 November 24 91 11 20 140 23 December 7 21 2 11 34 9 Total 757 644 54 525 591 89 In order to determine just how long a boy who entered the school was likely to remain after he entered, a study was made of the attendance of the first hundred boys registered in the admis- sion book on February 1st, 1915, and the first hundred boys registered July 1st of that same year, February and July being the months when the largest groups of pupils enter. Ninety percent of each group were elementary school graduates, five percent had finished only the sixth grade and the remaining five percent were either in the seventh or eighth grade when they entered the vocational school. As shown on Chart (>, page G5 at the end of the foiirtli month, 70 of the February group and 75 of the July group were still in the school. During the next two months the February group of one hundred lost fourteen as compared to a loss of only four from the July class. In each study of this kind that was made in each of the vocational schools the loss of pupils during the first summer was very much greater than during an equal number of months at any other time. At the end of the first year 52 of the February hundred and 63 of the July hundred were still in the school. At the end of the two-year period for the February group, 32 of the hundred boys were still in school ready for placement in industry. The July group had 46 of the original number in school at the end of the 16th month. The tendency in recent years in all four of the vocational schools has been to discourage the entrance of "That enormous class of children who leave school at fourteen years of age though still far from completing the elementary school course," and limit the attendance to those who are elementary school graduates. Day Vocational Schools 65 CHART G. 3« 80 70 60 50 40 30 ZO 10 \ ? 1 > s. z c > ^"^A ^ •ftr 03 \ *i" /o; >-^' f^t --. 'n m c As S£ \ NT :ftj *i i'B k -n ^* "t ^a. •'-»! >fS \ ■"-' •— V \ — c p r 0) M M T H S F T H E Y E A F O I234S6769I0II IZI3I4IS1GI7 I&I9Z0ZI1 BOYS VOCATIONAL SCHOOL This chart shows the enrollment month by month of two groups of one hundred pupils each who entered the Boys Voca- tional School February 1st, 1915, and July 1st, 1915. It reads as follows: Of the class of 100 entering February 1st, 88 re- mained more than one month, 83 remained more than two months, 79 remained more than three months, etc. 66 Industrial Education Survey For this reason a study was made of the record of two groups of boys who entered this school after finishing the sixth grade only of the elementary school. It was necessary to go back to the year 1914 to find enough boys of this class entering in any one month to make a large enough group to study. For the first year the sixth grade boys remained in the school about as well as the group made up of boys, 90 percent of whom were eighth grade graduates, but a much smaller number remained to the end of the two year course. The vacation period, especially for the class entering in February, marked a large falling off in attendance. Whether this was due to the fact that the work was arranged for boys who had finished the ele- mentary school and so was too difficult for those who had only finished the sixth grade or due to other causes we have no means of knowing. Chart No. 7 on page 67 gives the record month by month for each of these groups. Size of Classes: The Boys' Vocational School is the only one of the four day vocational schools that has not filled the position of teachers of non-vocational subjects with teachers who have been transferred from the elementary school. By a rule of the Board of Education, if elementary school teachers are transferred their hours are not increased from the five hour day of the ele- mentary school to the seven hour day of the vocational school, but their salary is increased |200 over the salary received in the elementary school. When the teachers transferred from the elementary school to the vocational school have been near the top of the salary schedule (and most of them have been) the short hours and high salary have forced the school to make the aca- demic classes large in order to keep the per capita-per-hour cost within reasonable limits. In this school the teachers of academic subjects are employed the same number of hours a day as the trade teachers and in gen- eral their classes are no larger than the shop classes. So it is possible so far as the size of the class is concerned, to have the aca- demic instruction as individual in character as in the trade classes. Seventy-five per cent of all the classes at the time of the survey had a registration of between 18 and 22 pupils to the class. In the academic work only two classes of over 35 pupils were noted and the smallest class had 16 enrolled. The small regis- tration in modeling, plumbing, sheet metal, woodwork and wood turning (each having less than ten pupils) has made it necessary to have many small classes in these trade courses. Day Vocational Schools «7 C5HART 7. lOO SO ao - 70 60 so AO 30 20 lO ^^ ^ >, z c \, ^•t i '^^ K V; )^ \ m 73 ^ '^4 n ^ ^ -*^ -"e 1 o -n Q'.- ^V y V ■-^ ^ ^ •^ \] ._. X C T3 ^: — ^ — r MC DN T H s o F T H E Y E A O l23^S6769IOIII2IS I4IS tft 17 IS 191011 BOYS' VOCATIONAL SCHOOL This chart gives the same data described above for two groups of boys who entered the Boys Vocational School, having com- pleted the sixth grade of the elementary school. It reads as follows: Of the class of 100 entering February 1st, 1914, 92 re- mained more than one month, 86 remained more than two months, etc. 08 Industrial Education Survey Courses of Study: The members of tlie survey staff were unable to secure any courses of study in this school either for the academic courses or the trade courses. The reason was given that the instruction was largely individual in its nature and a course of study would be a hindrance rather than a benefit. Only two of the young men teaching academic courses had had any trade training and but two had more than a year of public school teaching experience before being assigned to work in this school. Each of the teachers, who was asked about a course of study, stated that on undertaking the work of teaching in this school he had found no course, or outline, that had been used by the previous teacher and that the outline he was following was one he had made himself. Many of the teachers interviewed ex- pressed the need of help in organizing their teaching material so as to be of most benefit to the boys of each trade group. In February, the superintendent in charge of vocational ac- tivities was told of the difficulties in securing these courses and on May 18th mailed the director of the survey courses of study in automobile work and gas engine mechanics, business English and industrial history including the municipal activities of the City of New York and the industries of New York City. The Relation Between Academic and Trade Instruction: In spite of the fact that the academic classes were kept almost as small as the shop classes, only two trade courses, electric wiring and machine shop practice, enrolled enough pupils to make it possible to have only the boys of the same term of the same trade in the one class. The program of each academic teacher is such as to require that he spend two periods each day in some one of the shops in order that he may see what the boys are actually doing in their work. Time was not available to determine definitely just how effi- ciently the teachers of these mixed classes were able to carry out group instruction in such a manner as to correlate the academic work with the trade work. One science class noted was made up of first, third and fourth term boys in architectural drawing and boys from all four terms in plumbing. The first term archi- tects were studying forces while the third and fourth term archi- tects were determining heat calories. The first and second term plumbers were studying the action of pumps and the third and fourth term plumbers were learning the properties of acids. In Day Vocational Schools 69 an English class made up of boys from the third and fourth term of electric wiring, the pupils spent the period copying the form for a postal money order into their note books. In another Eng- lish class visited, one boy was reading aloud from a book on con- tracts and after each paragraph was read the class was quizzed as to its meaning. The teachers of trade mathematics have had several years of trade experience as well as teaching experience and there semed to be a much closer correlation between the shop work and mathematics than in the teaching of any other of the subjects observed in the school. Organization of Shop Courses: The organization of the shop courses in this school is different from that in the Murray Hill and the Brooklyn Vocational School. A brief description of the organization of the work in each department follows : In the printing department, the boy spends the first year and n half in the composing room and the press room and a short period in the bookbinding room. At the end of that period of time, he is allowed to specialize in hand composition, press work, linotype operating, monotype operating, or stone work. The boy in this department spends twenty-three hours a week in the shop, while the boy registered in other departments spends- twenty hours a week in shop work. The boy in the printing department has work in English for five periods, in drawing three periods, and in science two periods a week, while the boy in the other trade departments has work in English for three periods, in draw- ing six periods and in science three periods a week. The work in the electrical department is divided into five divisions, as follows: (1) bell, communicator and burglar alarm, (2) telephone, (3) light wiring, (4) motors (dynamo and gene- rator) and storage batteries, and (5) flash sign operating. A boy in this department spends a term in each of the first three divisions, half a term in the fourth division and also a half term in the fifth division. First term boys spend three periods a week in the wood shop and third and fourth term boys spend two periods a week in the plumbing shop, wiping joints and splicing for lead and case work. The boy who enters the machine department spends three- sevenths of his shop time for the first term in the machine shop, two-sevenths of his shop time in the forge shop and the remainder of his time is equally divided between the sheet metal shop and pattern making. During the second term he spends four-sevenths ■'.70 .- ^ '. ' - - Industrial Education Survty of his time in the machine shop and three-sevenths of his time in the forge shop. The second year he is allowed to specialize in machine shop work or auto-machine work. The work in the woodworking department is divided into three divisions: cabinet making, house construction and mill work. The boy spends one-third of his time in each of the three shops. The student in the pattern making department devotes his entire shop time for the two years to the work in wood turning and pattern making. The boy studying plumbing spends his entire shop time for the two years in the plumbing shop. The student in the architectural drafting department gives twelve periods a week to the drawing room, two periods to clay modeling, three periods to electrical work, three periods to plumb- ing and four periods to woodworking, two periods to sign paint- ing and the remainder of his time to academic work. The boy specializing in mechanical drawing spends fourteen periods a week in the drafting room and twelve periods a week in the machine shop, auto-machine shop, the sheet metal shop, the press room, and the remaining fourteen periods in academic work. The distribution in the different trade subjects of the forty periods into which each week is divided is shown in the accom- panying table: to ft .a a I ^ I I I s I I'll I I I 1 i 1 i Inll M t^~* -Q i_j f-H hi. 03 n l22 (1, Hw giii^PH'^ ^ Shop Work 23 20 20 20 20 20 20 14 12 Drawing 3 6 6 6 6 6 6 12 14 Mathematics 3 3 3 3 3 3 3 3 3 English 5 3 3 3 3 3 3 3 3 Science 2 3 3 3 3 3 3 3 3 History 1 1 1 1 1 1 1 1 1 Physical Training. ..3 3 3 3 3 3 3 3 3 Study 1 1 1 1 1 1 1 1 Character of the Instruction (Shop) : There is a great differ- ence in the character of the instruction in the various depart- ments. In the printing, woodworking and sheet metal depart- ments considerable commercial work is produced, while in the other departments practically all of the work, outside of repairs for the school and the equipment, consists of exercises. The work of the printing department, where six shop teachers ^-/ t' ' ,-/ h-»_ C ^ E r- iTI R)l 4<3- Ff ^- i-ii »i& r 0) M N T H 3 F T H E V E A R I 2 3 ^ S 6 7 3 9 BO SI 12 13 14 IS le 17 S® 19 2®2& MURRAY HILL VOCATIONAL SCHOOL This chart shows the enrollment month by mouth of groups of one hundred pupils each that entered this school in February and July, 1915. It reads as follows : Of the class entering July 1, 1915, 82 remained more than one month, 57 remained more than two months. Day Vocational Schools 81 studied. The total enrollment of the Murray Hill Vocational School from the time it was opened under the control of the Board of Education to February 1, 1915, was 396 pupils. Of this num- ber 58 were registered as members of the Brooklyn Vocational School and were transferred to that school when it was organized in June, 1915. This leaves 338 pupils as the register of the Murray Hill School up to February 1, 1915. Of this number 89 completed the course and graduated some time between February 1, 1915, and February 1, 1917, or 26.3 per cent. It is interesting to note that there is only about two per cent, difference between the records of the two groups of one hundred pupils and the rec- ord of all the pupils who entered the school. Attendance of Pupils: A study of the attendance of these same two groups of pupils shows that one-third of the pupils who remained more than a month in the school had a perfect record for attendance. An additional third averaged 17 or more days attendance for each month they were in the school, while the third that were poorest in attendance were present about two-thirds of the time. Progress of Pupils: Regularity of attendance and a correct attitude toward his work in the shop and class room are the chief standards set up by the school for measuring the progress of the pupils. Since the seven-hour day provides time for study, recitation and shop work and the teachers of the academic sub- jects are all skilled, experienced teachers there is little need for formal examinations to determine how well a pupil is doing his work. Size of Classes: The daily programs which the teachers of this school made out for the survey staff show a wide range in the size of the classes. The smallest was in sign painting where for eleven periods a week an instructor gave lessons to one pupil, the only member of the class. To give this pupil instruction for three hours a day, the cost for the teacher's salary alone is a little over |8.50 a week. The largest classes were in non-vocational subjects. An Eng- lish class of 50 pupils, a geography class of 47, a science class of 46 were the largest sections noted in the school. The classes in mechanical drawing ranged in size from 7 pupils to 37; in electric wiring from 10 to 39 pupils; in English from 10 to 50 pupils; mathematics from 11 to 42; sign painting from 1 to 18; 82 Industrial Education Survey printiDg from 9 to 17. The greatest difference in the size of the several sections is due to the great difference in the number of boys registered for each trade subject. While the school had an average daily register in 1915-1916 of 106 pupils in electric wir ing, the average daily register for the year in sign painting was only 13 and in woodwork only 8. These small trade groups are further divided between the four terms of the course and also divided between shop courses and academic courses. To care for these small groups, without prohibitive cost, either (1) the boys of one trade must be grouped together, irrespective of whether some are just beginning the course and others are just finishing it, or (2) the boys must be classified according to the time they have been in school, thus putting the boys studying several dif- ferent trades into the same class, or (3) boys of different terms and of different trades are all put together in one section. All of these combinations are found in some of the academic classes. Course of Study : The members of the survey staff realize that conclusions in regard to teaching methods and the relative value of the subject matter taught cannot be determined by simply visiting the class rooms and trade shops a limited number of times. For this reason an earnest effort was made not only to secure from each teacher the course of study he was following but also to discuss with him his methods and the results he was securing. The principal refused to give out copies of the courses of study the reason given being that the school had been so recently es- tablished that courses were in a state of transition. Some months later the superintendent in charge of vocational activi- ties sent courses of study in all courses except plumbing, wood- working, printing, automobile repairing and science. Relation Bettrcen Academic and Trade Instruction: English, history and geography are considered non-vocational subjects and the courses in these three subjects are general in their nature. Geography and history are taught from an industrial point of view and the aim of the work in English is to give facility in the use of both the spoken and the written language. The literature required to be read included Stevenson's "Treasure Island," Franklin's Autobiography, Irving's "Sketch Book," Poe's "Tales and Poems," Lamb's "Tales," Shakespeare's "As You Like It." The time allowance for trade mathematics is the same for all trade subjects. Since the amount of mathematics required in Day Vocational Schools 83 the trade for printers, plumbers and sign painters is slight aa compared to the amount of mathematics the electrician and ma- chinist must know, the course for the first group of trade workers is largely general mathenuitics in order to make it extend over the time devoted to this subject. In general, however, it may be stated the opinion of the survey staff that the trade mathematicsi is as closely correlated with each trade subject as is i)ossible un- der such adverse conditions as are necessary by trying to give the boys in all trades the same amount of mathematics and the further diiliculty of having boys of different terms and different trades in the same class. The difficulties confronting the teacher of trade mathematics also apply to the teacher in science. The course of study, giving the amount of time in hours per week that are allotted to each subject taught in the school and showing the amount of time devoted to the trade instruction com- pared to the amount of time devoted to the academic instruction, is shown in the table which was taken from the 1914-15 annual report of this school. COURSE OF STUDY FOR TWO YEARS (FOUR TERMS) Hours per Week Subject First Second Third Fourth Total Term Term Term Term Hours English 3 3 3 4 18 Drawing, Mechanical and Freehand 4 4 4 4 16 Trade Mathematics 2 2 3 3 10 History and Civics 2 2 .. .. 4 Industrial CJeography 2 . . . . . . 2 Applied Sci"nce 2 3 2 7 Physical Training and Hygiene 11114 Assembly — Music 1 1 1 1 4 Study : 2 hours — English 2 hours — Mathematics 1 hour — Use of Library 5 5 5 5 20 Total hours academic work per week 20 20 20 20 Total hours trade work per week 15 15 15 15 Total hours of work per week 35 35 35 35 Trade Instruction : The very poor equipment and rooms pro- vided and the fact that a large percentage of the boys leave eo soon after they enter the school necessarily influences the character of the trade instruction in the school. The boys in the wood shop work on projects to take hom« 84 Industrial Education Survey and pieces of furniture for tlie scliool. The instructor states that he attempts to give the boys a thorough training in hand tool work to prepare them to go into cabinet and furniture shops as bench workers. As was stated in describing the equipment, there is no machinery in this shop and the room is so small that the work is limited to the usual manual training exercises. The cabinet drafting is carried on in the shop room. The instructor usually makes the designs for the large pieces and the boys work from the full scale drawings. In the plumbing department instruction is given in lead work and installation of fixtures. The space provided for this shop is so limited that the instructor has to work out many of the installation problems in an open court adjoining the shop. The out of door work depends to a large degree upon favorable weather conditions. Very little attempt is made to work upon the equipment needed for the school, although the school needs many things that could be made in the shops and would furnish "live" prob- lems for the boys to develop. For example — there is a need for a number of mechanical drawing tables for the drafting depart- ments, where the work is greatly handicapped by the lack of adequate equipment. The trade drawing for the boys specializing in trade work is largely general in its nature and is not definitely related to the shop work. Most of the drawing necessary to work out the shop problems is taught by the trade teachers. The following state- ment is taken from the course of study in mechanical and free- liand drawing for the Murray Hill and Brooklyn Vocational Schools : "Pupils are taught the use of T-squares, triangles, scales, instruments, etc., the general principles of mechanical draw- ing are derived through the following series of exercises: "Working drawings; two views of series of prisms, pyra- mids and cylinders, showing various modifications; working drawings of rectangular blocks: three views. Simple solids and elementary geometrical problems. This work is followed by exercises in lettering, dimensioning and conventional hatch- ings, after which a brief course in development is given in- volving the forms previously drawn. "The freehand drawing work consists of the principles of perspective, proportion, and the technique of sketching. The foregoing fundamental principles are taught to the students of all trades. Differentiation only takes place after these principles have been thoroughly mastered." Day Vocational Schools 86 Mechanical and freehand drawing is done chiefly from models from which dimensioned sketches are made. Mechani- cal drawings are then made from these sketches, all necessary dimensions being shown. Perspective sketches are also made of these same objects. To gain practice in interpretation of Patent Office drawings, working drawings are made from perspectives. Inking in and tracing are included in the above. The practical models mentioned under the different trade departments are distributed among the type problems. These models illustrate the general principles. They are not grouped for use at the end of the course. They have been arranged so for convenience only. The practical models mentioned under the electrical and wood- work departments follow : Electric Wiring : Wiring Diagrams Porcelain Insulator Fuse Plug Battery Binding Post Floor Push One-Point Switch Conventional Threads Flat Push Button Plate Strap Key Annunciator Knife Switch Lightning Connector Buzzer Telephone (general drawing and details) Automatic Drop Bell (general drawings and details) Standard Writing Symbols Plan Beading Layout of Shop Problem Woodworking : Principal joints used in wood work taken in progressive order Drawings of wood working tools and details of furni- ture such as: Book Rack Tabouret Umbrella Stand Foot Stool Dining Room Chair (straight back) Library Table Morris Chair Rocker China Cabinet Dressing Table Writing Table Desk Plan Reading Layouts of Shop Problems Architectural Perspective The Teaching Staff: The teaching staff is composed of 14 teachers for full time and one teacher of physical education for half time. Of these the teachers of geography, history, mathe- matics, English and one of the two teachers of mechanical draw- ing are regular teachers and the others are on the substitute list. The teachers of the first four subjects mentioned are all col- 86 Industrial Education 8urvey lege graduates ?vf\ each has done considerable post graduate work. They hare had several years' experience in elementary school teaching and were selected and transferred to this school when it was first established because of their ability to teach aa shown by their previous work. Each one of the teachers of the academic subjects has had some trade training. There has been little change in the corps of regular teachers since the opening of the school. Three of the five teachers of academic subjects are receiving the maximum salary paid ele- mentary school teachers, |2,400, plus an additional |200 which, under the rules of the Board of Education, is granted to elemen- tary school teachers transferred to teach in vocational schools. For teachers so transferred, there is no increase in the hours nor lengthening of the school years over what was required in the elementary school- This means that the work of the teacher of academic subjects is so arranged that he either has the privi- lege of coming to school two hours later than is required of the trade teacher, or he is permitted to leave two hours before the trade teacher finishes his day's work. Trade Teachers: When this school was first established the teachers of trade subjects were selected from the substitute list and at the time of the survey were still substitutes and were teaching seven hours a day for a salaiy of |5.00 a day. The academic teachers, who, in some cases, receive almost three times the salary of the trade teachers, teach 100 hours a month, while the trade teachers must put in 140 hours a month. In other words, the teacher of a trade subject, as printing, plumbing, electric wiring, etc., receives 71 cents an hour for teaching a shop class, while the teacher of history, science or English receives $2.G0 an hour. The trade teachers were selected largely by the principal of the school. His method has been to find a man in the trade whom he considered would make a good teacher and per- suade him to try the examination given to substitute trade teach- ers. If the man was successful in securing a substitute license he was given a position in the school. Buildings : The quarters provided for this school are the most unsatisfactory for vocational work of any found in the city of New York, and it is doubted that any equally unsatisfactory exist elsewhere in the state. The school plant is made up of a number of old buildings, a four-storj^ elementary school structure facing Day Vocational Schools 87 on 37th street, an nnnex, midway between 37th and 38th, and a number of old brick houses facing on 38th street. A vocational school requires large, well lighted shops with floors capable of sustaining the weight of heavy machinery. In no respect does this building meet these requirements as the rooms are small, l)oorly lighted and poorly ventilated and the floors are not strong enough to sustain the weight of heavy equipment. Several of the shops located in the basement are so poorly lighted that it is necessary to use artificial light. The ceilings in these basement shops are low and the ventilation is so poor that the pupils have to work in an atmosphere that is dangerous to their health. In the plumbing shop, for example, when the pupils are working with lead the fumes do not have a chance to escape properly and thus the health of the pupils and teachers is endangered. The Board of Education has recommended that this building be remodeled. Equipment: The total investment in equipment in this school would not be sufficient to provide for one good vocational w^ood- working shop. Many villages and small cities in the state provide much better equipment. The difficulties of accomplishing satis- factory work with the facilities provided in this school, are evi- dent. The woodworking shop which is located in a low basement is so small that there is no space for the installation of machinery or the working out of problems in house framing, stair building or the construction of large pieces of cabinet work. The equipment consists of fifteen small manual training benches, fifteen sets of hand tools, a few special tools, clamps and glue pots. The print shop, which is also located in a dark basement room, is the best equipped shop in the school. This equipment consists of fifteen cases, two small job presses, one automatic job press, a paper cutter, imposing stone, stitcher and other small furniture. The drawing rooms are also small and poorly lighted. In one of them regular class room desks are used, the other has freehand draudng tables. Records and Reports: The school records of each boy who enrolls in the school are full and complete up to the time he leaves to go to work. There is a separate folder for each pupil in which is kept his complete school history. His attendance, communica- tions with and from his parents, the reports of his teachers are all filed in the one place. In addition a complete card catalog ■yitem with numerous cross references is kept up to date and 88 * Industrial Education Survey used as a means of training the fourth term boys in office prac- tice. The records of the boys after they have left school is far from complete and little is known of what has become of the boys who failed to complete the course which is about three-fourths of those who have enrolled. Analysis of Costs: The financial report of the Board of Education shows that the cost per capita, based on daily average attendance for the year 1915, was |141.35. This is only exceeded by the cost for the training schools where the per capita cost for the same year was |160.38. The per capita cost for the high schools was |100.68. This same report also gives the per capita- per-hour cost. For the Murray Hill Vocational School this per capita-per-hour cost was 9.6 cents; for the training schools 16.8 and for the high schools 10.7 cents. To give the per capita-per-hour cost is a much more accurate method than to give the per capita-per-year cost, but a further analysis of the above costs is enlightening. The table below shows the relation between the overhead ex- pense and the cost of instruction in the non-vocational subjects and in the trade subjects. The per capita-per-hour basis of dis- tribution makes it possible to compare the three boys vocational schools. Teachers Teachers Total per Other Than of of Capita per Teachers Non- Vocational Vocational Hour for Tear Subjects Subjects Salaries 1915 0167 .0280 .0379 .0826 1916 0154 .0268 .0374 .0796 As near as can be determined without consulting the data which are not easily secured, the distribution of the annual per capita cost 1141.35, would be about as follows: Supplies |24, supervision of the principal |11, academic instruction |55, trade instruction $45, leaving |6.35 not included in these four items. Although the average cost for all the trades taught is about $45 for trade instruction, there is much difference in the cost for the several trades in which instruction is offered. Electric wiring that is taught to large sections of from 19 to 34 boys in a section, costs but $22 per capita-per-year for trade instruction, and auto repairing costs $26. At the other end of the scale are woodwork where less than a dozen pupils are registered and sign painting where a trade teacher devotes six-sevenths of his time to six pupils. Day Vocational School* 8d SUMMARY: 1. The school records for attendance show that the school does not hold its pupils. Half of the pupils who enter the school remain less than five months and only a third of the pupils remain as long as a year. 2. The academic classes are excessively large and made up of pupils from several trades and different terms in the school. Because of their mixed character and size, correlation with the shop work is practically impossible. 3. The equipment in the school is so poor and the facilities for trade instruction are so inadequate as perhaps to account in part for the large pupil mortality in this school. It would be impossible to give some of the trade courses offered, even if there were boys registered for the course. 4. The shop instruction is largely exercise work and little attempt is made to work out practical constructive prob- lems. 6. The academic teachers who were transferred from the ele- mentary schools have a five-hour day and receive |2,600 for a year of ten months. The trade teachers from the opening of the school until March, 1917, were on a substi- tute teacher basis and received $5 for a seven-hour day. The trade teachers have a year of eleven months. 6. The building in which this school is conducted is in every way unsatisfactory for vocational school work. The shops are small, poorly lighted and furnished with almost no equipment that meets trade standards. 7. No record is kept of the boys after they have left the school if they leave without completing the course. This means that no record is kept of almost three-fourths of the boys who have been in the school. 8. Trade instruction in woodworking and sign painting, be- cause of the small enrollment in each, is more than twice as expensive per capita as for the other trades taught in the school. BEOOKLYN VOCATIONAL SCHOOL FOR BOYS The Brooklyn Vocational School for Boys, which was opened in the summer of 1915 under the supervision of the principal of the Murray Hill Vocational School, has a similar organiza- tion. The school is located on the seventh floor of the Cary Build- ing, which has approximately a floor area of 13,000 square feet. The layout of this space is planned to utilize to the greatest advantage every particle of light and every square foot of floor area. 90 Industrial Education Survey Classification of Pupils for the Trade : As in the Murray Hill School, each boy is permitted to enter the trade of his choice and given a tr^' out period in that trade. If his work is not excep- tionally good he is shifted from trade to trade until he finds him- self, or proves that he does not care to follow any of the trades ofifered by the school. Tiie distribution of the boys for the dif- ferent trades taught was iis follows in March, 1017: Wood work— 32 4. I h'afting — ;"r> 1. Joinery 1. Mechanical — 55 2. Cabinet making and finishing 2. Architectural 3. House carpentry 3. Making and reading blue iSfetal work — 71) prints ]. MiM'hini' shop pr:;!i;:- ."». (Jarment design — 24 2. Tool and die making 1. Cutting 3. Sheet metal work 2. Designing Electric work — 87 <;. I'rinting — 46 1. Electric wiring and instal 1. Composition lation 2. Imposition 2. Instrument making 3. Proof reading 3. lOlectric signs 4. Press work 4. Electro-plutiufi Holding Poicer of the >ichool'. Since the school was not opened until June, 1915, its holding power for the full two-year course has not 3'et been demonstrated. The 1915-16 report of this school gives the average daily register for the school year as 237, the average daily attendance as 217 and from these two numbers the percentage of attendance is figured as 91.5. Since an average of ten percent of the enrollment leave each month to be replaced by new boys who are admitted, the 91.5 percent of attendance does not present a true picture of the real at- tendance. The record of the first hundred pupils who entered the school exclusive of those transferred from tlie Murray Hill School, is shown in Chart No. 9. For a basis of comparison with the July class in this school, as well as with the February and July classes in the other vocational schools, a study was made of the first hun dred pupils who entered the school in February, 1916. The two groups show practically the same loss from month to month. At the end of the third month 28 per cent, of the July class had quit and 31 per cent, of the February class. At the end of the first year there remained in the school 151 per cent, of the July class and 46 per cent, of the Febmnry class. It seemw Day Vocational Schools 91 CHART 9 BROOKLYN VOCATIONAL SCHOOL FOR BOYS lOO BO 70 50 L AO 30 20 10 \ \ \ Z c \ < \ 1 I 0) ^, N \ \ X ^ <^l '^s ^i; iTH "V '^/N s ^ Tl ' / '^a \ '-^ X ■0 c\ AS S E nn IRJ Ke- JU .V- 1.1 bis C 5 r (J) M N T H S F T H E V E A R. ^ I Z 3 4 S 6 7 8 9 10 II 12. 65 !4 IS 1^ 17 SS t^ XOXI 2Z This chart shows the enrollmeut month by month of two groups of one hundred pupils each who entered this school in February and July, 1916. It reads as follows: Of the class en- tering in July 89 remained more than one month, 75 remained more than two months, etc. 92 Industrial Education Survey reasonable to assume, therefore, that something like 50 per cent, of the pupils who enter this school will remain to the end of the first year and between 25 and 35 per cent, will finish the two-year course. The admissions and discharges month by month since this school opened are shown below : 1915 1916 1917 January . February March . . . April .... May .... June .... July .... September October . . November December \dmia- Dis- Admis- Dis- Admis- Dii- sions charges sions charges sions charges Total 6 11 99 48 111 19 15 20 11 12 7 20 7 16 3 10 150 6 16 95 1 86 36 71 26 48 25 15 18 16 46 2 9 11 13 9 4 4 5 ... 342 58 309 209 121 88 It was not until January, 1917, that any of the "discharges" were due to the fact that the boys had finished the two-year course. Twenty-three of those who left in January were gradu- ates and three more graduated in March. The boys who gradu- ated before the school had been open two years were boys who had had part of the course at either the Murray Hill or the Boys' Vocational School. Attendance of Pupils: The pupils show an excellent record for attendance as long as they remain in school, which speaks well for the spirit of this school. One-half of the pupils were almost perfect in attendance. An. additional fourth of the group were present 17 or more days each month and less than 4 per cent. ,of the whole group were absent one-third of the time. Size of Glasses : The limited quarters arranged for this school and the great demand on the part of pupils for a chance to enter has enabled the school authorities to secure a more even dis- tribution of pupils, as far as the trade classes are concerned, than is found in the other schools. When certain of the more popular trades as electric wiring, mechanical drawing and machine shop Day Vocational Schools 93 practice registered pupils up to their maximum capacity, some boys have been willing to enter other trades rather than not be permitted to enter the school at all. On the other hand the small total enrollment has brought up many difficulties in regard to the organization of the academic classes. The sections in mathematics, English, history and science range in size from 11 to 61 pupils. In order to get all of the trade sections into the academic classes various combinations of trade groups have been made which have tended to nullify any correlation which might otherwise have been made between the trade work and the academic work. It has also been impossible to put pupils of the different terms in different sections. Examples taken from the organization of the classes in trade mathematics which recite three times a week will illustrate the problem of arranging the classes in a trade school that has a small enrollment. Nine of the eleven groups have forty or more pupils in the class, one group 61. The pupils taking garment design are in two groups, one group having in it pupils of the first and second terms, the other group having the pupils of the third and fourth terms. On Tuesday, one of these groups recites mathematics with a group of printers also made up of pupils from two differ- ent terms. On Wednesday they have their mathematics with the drawing pupils of all four terms. On Friday they have the teacher and period to themselves. Woodworkers, printers and garment designers, six different term groups, go to make up one section in mathematics and there is no section where the pupilh of one term of one trade recite mathematics by themselves. The trade classes in garment design, woodwork and sheet metal range from 12 to 18 pupils. The printing and machine shop classes enrolled from 24 to 25 pupils. In electric wiring and mechanical drawing where vacancies in the corps of teachers had not been filled at the time the survey was made, the classes had from 40 to 50 pupils. Courses of Study: What was stated under this head in de- scribing the Murray Hill School also applies to the Brooklyn Vocational School, the two being under the supervision of the same principal. The title page of the eight courses of study which the survey staff were able to receive (history, garment de- sign, electric wiring, machine shop work, English, trade mathe- matics, trade drawing, mechanical drawing), stated that they were made for both schools. 94 Industrial Education Survey The Relation Between Academic and Trade Instruction : The general scheme of work for the Brooklyn Vocational School is the same as for the Murray Hill School. This gives a total of 20 hours a week to the academic work and 15 hours a week to the trade work. As was pointed out in describing the size of the sections in the academic work, the teachers of these subjects are greatly handicapped not only by the excessive size of the class room unit but also by the mixture of boys of different trades and different terms of different trades in the same class. It was not uncommon for a teacher to hear a part of a class recite and then assign to them a study lesson, next hear a second group recite and assign to them a study lesson and then devote the remainder of the class period to a third group. In some recitations the instruction was directed to the middle term groups. This gave the boys of the fourth term work that they had already had and left the boys of the first term perplexed at what they could not understand. Another plan was to present matter that was only new to all of the different divisions in the class but was so general in its nature that it was equally adapted to each division. In all the classes the spirit shown between the teacher and the pupils was excellent. The boys showed by their attitude that they liked and respected their teachers. There was good attention in class at all times without anything approaching the military type of discipline. Shop Instruction: The character of the instruction in this school is practically the same as the instruction in the Murray Hill Vocational School. The work consists largely of graded ex ercises similar to those found in many high school manual train ing departments. Very little attempt is made to introduce prac- tical constructive problems. The work is also seriously handi- capped by lack of equipment and room. For example, in the ma- chine shop there are 24 boys in one section and 25 in the other. The equipment provided will permit only 14 boys to work on machines at one time and as a result part of the class has to work at the bench or two boys have to be assigned to one machine. In the print shop the sections are made up of 25 and 24 boys re- spectively. The equipment and quarters are not large enough to accommodate this number and the difficulties of instruction are greatly increased by the overcrowding. The work in the electrical Day Vocational ISchools 95 department was also greatly handicapped at the time of the sur- vey by large classes and by lack of teachers. At that time one instructor was employed who had charge of two shops, with two sections each day of forty-six boys. The work of the drawing department at tlie time of the survey was general in its character due to the fact that one instructor was teaching sections of 50, 46, 42 and 16 boys. The Teaching Staff : The teaching staff was composed of eleven teachers for full time and one teacher of physical training for half time. The teachers of history, English, science, mathematics and mechanical drawing were regular teachers and the other teachers of the trade subjects were substitutes. As in the Murray Hill School, the teachers of science, history and English are excep- tionally well educated men. They were graded as excellent teach- ers in the elementary school and were selected to teach in this vocational school when it first opened because of their proven abilit3\ No one of the three has had trade or technical training or experience. All three of these teachers were receiving the maximum salary in the elementary school and with the $200 additional salary paid elementary school teachers on being transferred to a voca- tional school, they are now receiving $2,600 a year. The length of the school day for these teachers who Were transferred from the elementary school is the same as it was there — five hours a day. Trade Teachers: Of the trade teachers all were substitutes at the time of making the survey except one of the teachers in mechanical drawing. One of the trade teachers is a high school graduate, another completed two years of high school work and most of the others have taken evening courses in Cooper Union, the Polytechnic Institute or evening trade schools. All have had considerable trade experience, the average for the group beingj 16 j^ears. The salary each was earning just before entering the school as a teacher was in most cases the union scale for that trade, $27.50, $30.00 or $35.00 a week. As they were all substi- tutes each received the regular pay for substitute teachers, $5.00 a day for each day the school was in session. Each of the trade teachers teaches seven hours a day. Building: At the time of the survey there were seven shops and five class rooms located on the floor of the loft building where the school is located. The shops are very small and the work of 98 Industrial Education Survey the school is seriously limited by lack of room. The shops are well laid out and every available square foot of floor space is used to the best advantage. The lighting in most of the shops is very satisfactory and the ventilation good. The elevator serv- ice in the building is very unsatisfactory because of the great delays in getting the pupils in and out of the school. The principal of this school points out in his annual report that the present arrangement is but a makeshift and recommends that a special building be designed and erected for vocational work in the Borough of Brooklyn. Records and Reports : In practically all respects these were identical with those of the Murray Hill School. Analysis of Costs: As this school was not organized until June 21, 1915, the annual per capita cost of $111.21 given in the financial report of the Board of Education is for only the re- mainder of the school year. The cost per capita-per-hour for the six months of that year that the school was in session was 16.27 cents. The fact that this was twice the per capita-per-hour cost in the other vocational schools was due in large measure to the fact that the cost for supplies was almost as much as the cost for instruction. Since much of this was spent for material that will be used several years such as textbooks, charts, etc., the per capita cost for 1916 was probably much less. The exact figures were not available at the time of writing this report. The relation between the cost for overhead expense and the salaries for academic and trade instruction is shown in the table below. Since the school was being organized during the year 1915 the costs for the two years are not comparable. PER CAPITA-PER HOUR CASH DISTRIBUTION FOR SALARIES ONLY Teachers Teachers Total per Other than of of Capita-per- Tear Teachers Non-Vocational Vocational Hours for Subjects Subjects Salaries 1915 0242 .0023 .0656 .0921 1916 0043 .0256 .0309 .0608 The smallest register for any trade course for the month of March, 1917, was 24 pupils. The Boys' Vocational School had five trade courses that month that had ten or less pupils regis- tered and the Murray Hill Vocational School had one with lesi Day Vocational School 97 than ten registered. As pointed out before, it is the small trade class that causes the cost to become excessive. The diflference in the salary of the academic teachers and trade teachers is very noticeable. Three teachers of academic subjects received a total of $780 a month for a total of 300 hours of teaching. Eight trade teachers receive a total of |800 a month for a total of 1,120 hours of instruction. The per capita-per- hour cost for the academic instruction is kept down in spite of the high salary and short school day of the teachers of these subjects, by registering excessively large classes in these subjects. As was pointed out in the paragraph describing the size ot classes, this lower cost has been secured at the expense of corre- lation between the shop course and the trade, efficiency of the academic work has been sacrificed in order to lower the cost. SUMMARY : 1. The school is located on the seventh floor of a loft build- ing and has very poor elevator service. The quarters are so small that a very limited number of boys can be accomo- dated. 2. The boys are more evenly distributed among the trades taught than in the other vocational schools. The smallest registration for any trade course at the time of making the survey was 24 in garment design ; woodwork, the next to the smallest, had 32. 3. The school has not been organized long enough to determine with accuracy how many of its pupils will re- main to the end of the two-year course. 4. The academic classes are large and mixed. Boys of dif- ferent trades and different terms of the same or different trades being in the same class. 5. Trade classes of over 46 pupils both in drawing and elec- trical work and 24 in machine shop practice and printing were taught in small shops that were equipped for a much smaller number of pupils. Contrary to the practice in the other vocational schools there were no trade classes so small as to make the per capita cost unduly expensive. 6. As in the Murray Hill Vocational School the overcrowded academic classes prevented close correlation between the academic and the shop instruction ; the shop instruction was mainly exercise work and the academic teachers re- ceived a much larger salary for teaching a five-hour day than that received by the trade teachers for a seven-hour day. 7. The records are the same in the two schools, giving a com- plete record of each pupil's time in school, but little history of what happens to those who fail to complete the course. 98 Industrial Education Survey DISTKIBUTION OF PUPILS AND TEACHERS IN THE THREE VOCATIONAL SCHOOLS FOR BOYS The accompanying table gives the number of trades taught in each of the boys' vocational schools, the number of pupils regis- tered for each trade at three months intervals since June, 1915, and the number of teachers employed for each trade subject. The first impression one gets from examining the table is that there is little relationship between the number of boys registered for a trade course and the number of teachers employed. Neither does there seem to be any uniformity of practice between the different schools in this respect. Each of the months for which the data are given sliows lliis very clenrly. In tli" Boys' Vocational School six teachers are employed in the printing department for very few more boys than are handled by one teacher in each of the other schools. For woodwork in tlie Boys' Vocational School three teachers at salaries of |2,250, |2,125, and |1,500, respectively, are employed to teach woodwork, where only about half as many boys are registered as are registered in the woodworking course in the Brooklyn Vocational School, where they are taught by one sub- stitute teacher who receives -fo.OO a day. Sign painting has re- quired at times three teachers and still employs two teachers for a register of nine pupils. The fact that the sign painter at the Boys' Vocational School gives lessons in lettering to printers in- creases the wonder as to why six printers need this assistance when in the Brooklyn Vocational School one printer is able to teach almost as many pupils without such assistance. The more the table is studied the more clearly it is seen that the attempt to teach the same trade in all schools means a great waste of money and energy. All the pupils registered for sign painting are in the Murray Hill School. Day VoratioiKil iSchools 99 Totals for March, 1017 | __ - ^ ^ Brooklyn Voc. g I ^ Murraj- Hill ja Boya' Voc. ^ ^2 Brooklyn Voc/ S Murray Hill Boys' Voc. Brooklyn Voc. S < s Murray Hill r o. Boys' Voc. ^ CO Brooklyn Voc. g^ Murray Hill Boys' Voc. T-l Brooklyn Voc. S Murray Hill -g Boys' Voc. Brooklyn Voc. Murray Hill Boys' Voc. Brooklyn Voc. ^Furray Hill Boys' Voc. Brooklyn Voc. Murray Hill P.vs' Voc. Ha. i:5rHfO -:J< CO (rHXLOiHOtC^l -CCCSr-IO; CO fc 00 '^ >o CO th © in GO iH cc c^ • r: (M O I- Tt< C-l lO rH • C^ r-l IM CI ^§5 CIlOb-QOLO'MTHr-llOl-r-ICO 05 I- ^ tH O tH C-1 CI CI X L'l C >« O tH X CO CO iH CI th I- :d CI t- iH tH C« iH HCLiHg-iHiiiH&.E-(a.paiE-■ a, " J J .- a •= o - 2 s ^ £ ^ U. >e — - S X 1^ S H 100 Industrial Education Survey MANHATTAN TRADE SCHOOL FOR GIRLS In September, 1910, the Board of Education took over the Manhattan Trade School for Girls which had been up to that time a private, philanthropic institution. The aims and purposes of the school which have not been changed since the school was founded in 1901 were then stated to be : — 1. To train young girls who are forced to leave school and become wage earners, to enter the skilled trades. 2. To imbue them with a love and respect for work. 3. To arouse in them a desire to become the best type of workers. Trade Departments : The different trade departments of this school cover the work of the needle trades, the electric power machine operating trades, the pasting trades and a special course in embroidery designing and perforating of embroidery patterns. Under the needle trades comes dressmaking, children's cloth- ing, lingerie, lamp shades and millinery. In the power machine operating classes, instruction is given not only in the sewing of women's and children's garments but also in embroidery, braid- ing, hemstitching, glove and straw hat making. The pasting classes do sample mounting and a variety of novelty work. These trades were chosen because they require some degree of skill on the part of the worker in order to enter the trade and offer more or less opportunity for advancement. Classificatioti of Pupils for the Several Trades : The girl who enters the Manhattan Trade School must be 14 years of age (except for elementary school graduates) the others being pupils from the 7th and 8th grades who are 14 or more years old when they entered. A girl in almost all cases is permitted to enter the trade she desires to learn and about 70 percent of all who enroll wish to become dressmakers. The number who enter each of the other trades taught is determined to a considerable extent by the equip- ment which the school has for teaching the trade. For instance, the number of power machines for straw hat sewing and glove making is limited, and, obviously, only as many girls can study these trades as there are machines where they can work. Holding Power of the School : This school registers its largest entering classes in February, July and September although new Day Vocational Schoolt 101 CHART 10. MANHATTAN TRADE SCHOOL FOR GIRLS 20X1S This chart shows the enrollment month by month of three groups of one hundred pupils each that entered this school in February, July and September, 1915. It reads as follows: — Of the class entering July 6, 1915, one hundred remained more than one month, 79 remained more than two months, etc. 102 Industrial Education Survey pupils are registered any week during the year. In order to determine the holding power of the school, the records of, the first hundred pupils that entered the school during each of these three months were studied. The effect of the long summer vacation is clearly seen in comparing the attendance record of these three groups. For the first six months the holding power of the school upon those who entered in February and those who entered in September was practically the same, month by month. There were 84 of each group in the school at the end of the second mouth, 61 of each group at the end of the fifth month and 57 at the end of the sixth month. Then came the vacation for the class that entered in February and the reduced size of this class aa com- pared to the class entering in September was very marked. The July entering class was very unstable as compared to those who entered in September and in February. The loss at the end of the first six months was greater thau the loss from the other classes during tlie entire year. Some of the pupils who enter this trade school during the month of July do so with the expressed intention of spending only the vacation time in the school and most of these quit to go on with their high school work. Others who enter in July do so because there are so many girls desiring positions just at this time, due to the closing of the schools, that there are more girls than there are positions to be filled and they enter the trade school to fill in their time waiting for a chance of employment. These quit as soon as the}^ get a job but in many cases the training which they receive in this short time enables the girls to get a start in one of the skilled trades instead of being forced to accept employment as errand girls. Attendance of PupiU: A study of the attendance of these same groups shows that the regular habits of going to school each day were not broken when the girl clianged from the elementary school to the trade school. Over a tliird of the girls who remained a month or more showed an almost perfect record for attendance. An additional third averaged from one to two days' absence for each month and the lower third on the average from three to six days of absence for each month they were in the school. Sizes of Classes: The classes in the non-vocational school sub- jects range in size from 15 to 50. Most of the sections have between 30 and 40 pupils. In the trade classes there is an even greater proportional range. The requirements of each trade i)ay Vocational School 10(3 determine the number of teachers needed. Not only do some trades require a much larger number of teachers in proportion to the number of pupils than do others, but certain operations in each trade process require that the teacher should be responsible for a smaller group than the teacher of another process of the same trade. It can readily be seen that the teacher of elementary sewing can be expected to get satisfactory work from a larger group of girls than can the teacher of advanced waist draping. The Relation Between Academic and Trade Instruction: The Manhattan Trade School has from the first stated that its aim was "to train young girls forced to become wage earners to enter the skilled trades." They have assumed that if general education was desired by the girls that they would remain in the elemen- tary school or enter the high school. Each of the published reports of the school has greatly simplified the academic instruc- tion and reduced the time devoted to it. In the Murray Hill and Brooklyn Vocational Schools twenty hours a week are given to the academic work and fifteen hours a week to trade work. In the Boys' Vocational School tlie time is equally divided between the academic work and the trade work. In the Trade School for (lirls twenty-five hours a week are de- voted to trade practice and seven and one-half hours to instruc- tion in the academic subjects. The time that is devoted to the non-vocational subjects is confined entirely to work related to the trade. The arithmetic is .simple measurements of materials and cost of labor and materials used in the making of garments. The English is the writing of business letters such as applying for positions, making appoint- ments and ordering goods. The course in textiles acquaints the girls with the different kinds of goods, their qualities and the methods used in testing fabrics. Character of the Instruction: "Instruction in the trade school is individual. Classes are so arranged that girls may enter at any time, complete the work of each grade as rapidly as their ability will permit, and pass on to the next. In each trade the work is divided into steps leading from simple beginnings to more complex processes, and girls advance from table to table, from room to room, or from machine to machine, in accordance with their own effort and ability. Each table, room or machine 104 Industrial Education Survey has its special tasks, to which a certain time allotment is given, BO that girls who cannot accomplish tasks assigned to that particular step within the required time, soon recognize that they will be more than a year in completing their course. Girls who can work ahead of scheduled time are given credit for such time as they can save, and hence complete their course in less than the required year. This method of promotion places a premium on individual effort and gives a keen zest to all of the work. "In order to gain promotion a girl's work must, of course, reach certain required standards, otherwise she is kept back, and expected to repeat it, or she is urged to try some other trade if the results of her efiEorts show no fitness for the one she has chosen. The fact that a girl knows that she will not be permitted to go on with her trade if she cannot reach the requisite standards, is of great help in stimulating her to do her best. Shop Practice: "In each trade the work is sub-divided according to its particular needs, in the attempt to plan a real apprenticeship. Girls pass from process to process, until a fairly thorough knowledge of underlying principles is acquired. The classes are in reality trade work rooms where each step is being taught by an expert in that particular line. The teacher of a group acts as forewoman or head worker, taking charge of a table, a room, or a group of machines, as the case may be. She is responsible for such portions of the work as are assigned to her by the manager of the shop. She works with her girls, shows them how to perform the different parts, and sees that each one has a chance for practice in the various processes. A girl thus passes from table to table, and from room to room, gaining, in the course of a year, a knowledge of such parts of the trade as her maturity and judgment will permit. At the end of her course she goes out as a helper in her trade, understanding its language and ready to begin at a level sufficiently high to insure her advancement to higher and higher planes. "In the trade school girls pass gradually in their training from teachers, who know how to explain and demonstrate, to business women who merely give directions which they must follow. Because of this painstaking drill in fundamentals the average trade school girl is more likely to succeed than one who goes into trade without such knowledge. There is little time for explanation in a shop, and hence girls who have a fair amount of ability, but who have not learned what might be called the Day Vocational School 10& 'letters of their trade,' frequently fall by the wayside. A trade school girl, on the other hand, has learned to interpret the trade language, and when told to perform a certain piece of work is able to analyze her problem and do it." The Teaching Staff: The two teachers of academic subjects, English, mathematics and textiles, are both graduates of the Brooklyn Training School and each has taken several college extension courses since becoming a teacher. Both were ele- mentary school teachers of experience who were transferred to the Manhattan Trade School under the rule of the Board of Education permitting this to be done and granting an additional $200 salary to such teachers as were transferred to vocational schools. The small number of teachers transferred under this rule from the large number who might desire to teach in a voca- tional school, because of the freedom of the work as well as the increase in salary, gives the chance of securing the very best of the elementary school teachers. As in the case of the Murray Hill School and the Brooklyn Vocational School, where the aca- demic teachers were also secured by transfer from the elementary school, excellent teachers have been selected. The school day for the academic teachers is five hours in length, the same as the length of the day in the elementary school. Trade Teachers: The following positions and salaries for trade teachers in this school are recognized in the salary sched- ules of the Board of Education : Head of Trade Department $1,600 $2,000 Department Vocational Teachers 1,000 1,500 Vocational Teachers 900 1,100 placement and Investigation Teachers 1,100 1,400 Substitute Head Teacher 6.00 per day Substitute Placement and Investigation Teacher 5.00 per day Substitute Teacher of Sewing 4.00 per day Substitute in Non- Vocational Subjects .50 per hour Substitute Department Vocational Teacher 5.00 per day Substitute in Vocational or Trade Subjects 5.00 per day Substitute Teacher Clerk 4.50 per day Substitute Assistant Teacher 3.50 per day Substitute Trade Order Teacher 3.50 per day Substitute Assistant Trade Order Teacher 2.50 per day Substitute Assistant Teacher Clerk 3.50 per day Substitute Trade Helper 1.00 per day 106 Industrial Education Survey' In probably no other place in the school system is it more difficult to adjust the machinery that was devised for selecting and paying teachers of academic subjects to the needs of a school of a different type. Although all of the above classiticatioiis were made especially for this school many more should be made to secure the most efficient service. There is no provision for the employment of teachers witli ti-ade experience in specialized sub- division of the different trades wliich the school teaches. A fixed salary rate for all trade teachers has no relationship to the pay- ment for similar work in trade. It tends to prevent the school from securing the services of the best trade workers in some of the better paying trades and pays some trade workers consider- al)ly more than they could secure in the trade itself. This school is holding its substitute teachers much longer than Ihe salary paid substitute teachers in the boys' vocational schools enables them to hold their teachers. Two-thirds of the substi- tute trade teachers have been in the school for five or more years. The school has been without a teacher of glove making for several months and the machines have been idle, not because it was impossible to secure a teacher who understood all about the making of gloves, but because it has so far proven impossible to secure a glove maker who could pass the English examination given by the board of examiners. Buildings and Equipment: The building and equipment are under lease by the Board of Education. The quarters have proven entirely too small and a building that will be adequate in every way for the needs of the school is now under construction. At (he time of entering into the lease in 1910 a valuation of |5,500 was ])laccd upon the equipment by the trustees; since then the school, through the profits made on the sale of its manufactured product, has been able to purchase considerable new equipment each year. Records of Pupils' Work : "A record of each girl's work is kept from the time she enters the school. This is estimated in quality of workmanship, rapidity with which she works, and her attitude toward her tasks. When placing girls in trade these records are used by the placement secretary in recommending them for positions and in seeking for them an op])ortunity where tlieir particular talent will count most. Moreover, it helps the school to speak with some authority both as to the kind of service a girl can render and her probable wage value. It has, too, given Day Vocational School 107 the girl an idea of measuring her own efliciency and an under- standing of the basis on which her wage value may be reckoned. Each girl's trade record is Iccpt on file and is continued as long as she is willing to report back to the school. The girls report willingly and are of great assistance in keeping the school in close touch with the daily problems and difficulties they are meeting.'' The employers are also asked to report on the work of the girls and state in what respect, if any, their work is unsat- isfactory. From the records v.hich were on file a study was made of the wages received bj' the girls who graduate from this school in the dressmaking department and the power operating department. The table below shows the distribution of four groups of girls according to the weekly wage received at the start and at the end of the first year of service. TABLE SHOWING THE WEEKIvY WAGE UECEIVED BY GRAD- UATES OF THE MANHATTAN TKADE SCHOOL FOR GIRLS AT THE START AND AT THE END OF THE FIRST YEAR OF APPRENTICESHIP IN POWER OPERATING AND DRESSMAKING Weekly Wage $ 5.00 $ 6.00 $ 7.00 $ 8.00 $ 9.00 $11.00 $11.00 $12.00 $14.00 POWEK OPESJATING DRESSMAKING Begiuners After one year Beginners After one year 12 8 .. 16 4 32 3 17 9 20 5 14 5 2 2 4 8 4 50 50 40 50 This school has had a placement department for many years. This department not only places the graduates of the school when thej' first finish the course but also keeps in touch with the girls and their employers. The following table shows the number of calls that employers made upon this department : EMPLOYERS' CALLS FOR YEAR 1916-1917 Drf^ssmnldn;; nnd >fispo]lnnoous Sowing S17 Millinery 87 Lamp Shades 69 Garment, Embroidery and Straw Operating 289 Samples and Novelty 134 1396 108 Industrial Education Survey In filling these positions both the recent graduates of the school and those who had previously finished the course and ap- plied to the placement teacher for help in securing a better posi- tion were used. The table following shows the weekly salaries secured by the 237 girls who were going into employment for the first time. Nineteen percent of these were under 16 years of age. Dressmaking Millinery . . Lamp shades Samples . . . Novelty .... Garment Op. Embroidery Op Straw Op.. Glove Op... .00 $6.00 $6.50 $7.00 $8.00 $8.50 3 78 21 44 3 7 4 5 3 10 5 1 00 $10.00 Pc. Total .. 149 13 6 16 2 2 12 12 16 16 1 93 23 79 18 16 237 During the year 1916-1917, 619 applications were received from girls who had formerly been placed by this department. In this number there were 435 dressmakers, 33 milliners, 88 power opera- tors, 44 sample and novelty workers and 19 who desired lamp shade work. Of this number 444 were placed as shown in the table below : hi 8 o o U5 «0 r- 1 r^r-> <-^r^n^^ OOOOO O (6 t^t^odoDoi^;:! ?^?3^|3J5 ^ 22Q Dressmaking Millinery . . . Lampshades Samples . . . . Novelty Garment Op. Emb. Op Straw Op. . . . Total I 4 3 30 6 97 2 72 2 22 36 5 34 2 3 1 2 1 3 14 1 6 1 1 2 2 3 2 5 3 1 2 1 1 8 1 1 1 4 5 3 2 6 5 1 1 3 1 1 1 3 1 1 4 34 7 128 3 90 2 31 42 6 37 2 4 1 2 1 3 18 4 7 2 IC 29 Commercial Product: Four-fifths of the trade school program is devoted to trade practice. This means that it is necessary for the school to provide a large amount of material and it results in the school having a considerable manufactured product each year. Day Vocational School 109 marketable product in order that the girls may have the same standard set before them in the school that they will meet in the commercial world outside and also that the girls may be furnished with material that in both quantity and quality will furnish the highest type of training. From January, 1916, to December 31, 1916, the school used material in their shops costing |11,848.29. This material when sold as a manufactured product produced $19,112.63, giving the school a profit of $7,264.34. The amount gained from these sales is used to purchase supplies and equip- ment for the school. SUMMARY : 1. Seventy per cent, of the girls who enter this school take up dressmaking. Lack of equipment keeps the classes in power operating smaller than they would be if all of the girls who desire to learn this trade could be accommodated. 2. Many girls who enter the school do so to get a start in some factory, and leave as soon as there is an opening. About a third of those who register in the school remain to the end of the course. 3. The academic work is mainly that which is developed in the trade taught and so is very closely correlated with the trade instruction. 4. The trade instruction is definite and well graded so that the completion of one operation or process leads directly to one slightly more complicated and difficult. 5. The standard of the commercial shop is the standard of the school shop both for quality of work and speed on the part of the worker. 6. Most of the teachers of the school are serving as substi- tutes on a per diem salary schedule. There is little change in the teaching force compared with the change of substi- tute teachers in the vocational school for boys. Two-thirds of the substitute teachers have been connected with the Manhattan Trade School for five or more years. 7. The present building is totally inadequate and a large building is now being erected for this school. 8. The records of the pupils, both while in school and after they have left, graduates and non-graduates, are extensive and well kept. REPORT OF THE ADVISORY COMMITTEE ON DAY VOCATIONAL SCHOOLS After studying the findings of the survey of the day vocational schools and the surveys of the trades of printing, machine work, carpentry, and inside electrical work, and visiting the three trade schools for boys, your committee submits the following report : 110 Industrial Education Survey The committee believe that conditions in the above-mentioned trades, as revealed b}' the various surveys, make it advisable for the City of New York to maintain day vocational schools giving instruction that shall prepare young persons to enter these trades at 16 or 17 years of age. In this connection, and for the sake of clearness, the com- mittee would record their definition of such schools : By vocational schools the advisory committee has in mind schools giving full-time day industrial training in the period be- tween elementary general education and pre-vocational training on the one hand, and the period of employment on the other. Tlie function of the day vocational schools is regarded as that of giving pre-employment training. In the printing and machine trades, the committee believes that there is not only a lack of ideas as to materials and methods, that in part at least can be taught effectively to boys in a pre- employment school, but that each of these trades is capable of absorbing each year a considerable number of boys of 1(5 or 17 years of age whose chances of advancement to high-grade posi- tions would be materially assisted by training in such schools. On the side of the trade, such schools should furnish a supply of well prepared boys who have passed through an extended selective training and whose chances of success in the trade would be greater than those who have not had such preparatory train- ing. If maintained in close co-operation with the industries, such schools should serve a helpful office in adjusting the supply of young workers to the needs of the trades. With the conditions existing in the carpentry trade, it is evident that there is not the opportunity for young workers of 16 or 17 years of age to enter the trade with the chance for ad- vancement to high-grade work that is present in the case of printing and machine work. Such openings are limited to the mills and shops dealing with high-grade work and to the com paratively few opportunities presented for after advancement to foremen and other supervisory positions in both inside and outside work. These opportunities, however, seem sufficient to warrant the maintenance of pre-employment classes of limited size in this trade. In the trade of inside electrical work, the committee realize that the following conditions are present: first, it is difficult to ' duplicate practical trade conditions in a vocational school; sec- Day Vocational School 111 ond, there is a well organized apprenticeship plan in the trade and many joung workers are taking evening courses of instruc- tion that necessarily lollow lines similar to those that must be dealt with in the day schools. They believe, however, that such classes are warranted if their scope is widened to include other branches of electrical work. In regard to the school organization best fitted for such training, they believe that in the case of printing, the instruction should be given in a central school, for the reasons that more complete equipment and a more comprehensive teaching organi- zation can be secured, greater co-operation with the industry is possible and better control could be had ov^er the numbers enter- ing training in relation to the needs of the trade. The extensive and differentiated equipment of such a school would also be of great value in serving other phases of instruc- tion, such as evening classes for journeymen and apprentices and part-time classes for the younger apprentices. The same considerations obtain in regard to a central school for the machine trades. The committee feel that instruction in carpentry and electrical work could most effectively be maintained in a central school for the building trades along with other courses in this field. While one such school would, at first, be all that is necessary, other schools could be added as the need became apparent until each borough is provided. In order to furnish effective vocational training, it is essen- tial that the training shall be given to a group of individuals who have already determined that they wish to be trained for that particular trade or occupation. A specialized central school backed by the interests of the trade dealing in part-time and trade extension classes and stand- ing before the community as the headquarters of the trade, will present a situation much more likely to attract a group of pre- employment pupils who have already formed their desire to be trained for that particular trade than schools in which this course appears only as an element among other courses. The contact of pre-employment pupils in such a central school with the higher processes of the trade and with the workers in the trade will exercise a strong influence in retaining their at- tendance for the full course of pre-employment instruction. The committee recommends that pupils admitted to these schools shall be at least 14 years of age and have completed at 112 Industrial Education Survey least the sixth grade of school. They should be required to pass a physical examination based on the particular needs of the trade in question. At the end of the first term all pupils should be rated carefully as to their hand skill and industrial intelli- gence, and those who fail to give satisfactory promise of success as trade workers should be dropped from the school. The num- bers admitted should not exceed the point where the number of graduates will be greater than experience indicates can be ab- sorbed by the trade. When the demand for admission to these schools exceeds the numbers so determined, competitive exami- nations aimed to test manipulative skill and general intelligence should be used as a basis of selection. Courses provided in the day schools should include shop train- ing, directly related technical instruction, instruction desirable for citizenship and elements of general education. Material for courses of instruction in shop work and in related subjects are indicated in the analysis of the trades as given in the different surveys. The committee recommend the organization of courses of instruction on a basis that will require two years for completion as at present. They favor at the same time providing shorter unit courses in machine shop work that will allow pupils who cannot remain for two years to enter the trade as machine hands or operators. In the matter of the length of school day, the committee feel that this should approach the length of the usual industrial day as nearly as the physical development of the pupil will ad- mit, considerations being had of the time required for traveling back and forth between home and school. They make no recom- mendation to change the present time of seven hours. The com- mittee believe that there should be provision for this type of training for practically the entire calendar year. The committee recommended that the number of pupils as- signed to one teacher of shop work shall not exceed 16. In regard to the character of the shop work, the committee recommend that in the schools devoted to the printing trades, machine trades, and building trades, there shall be a certain amount of produc- tive work, not for the sake of production, but because in their judgment, experience in productive work is the only fully effi- cient method of trade instruction. They believe that in many in- stances such productive work can with advantage be supple- mented by technical exercises of the laboratory type. Day Vocational Schools 113 In the case of the electrical trade, the work would, of neces- sity, be practically all of the latter type. The committee recommend that before any further classes in day vocational schools are opened, that equipment should be provided that is suflScient in extent to meet all the needs of the numbers under instruction and of a character and quality that conform to the requirements of modern trade practice. The committee further submit the following plan to carry the above recommendations into effect: The establishment of a central school for the printing trades; the establishment of a central school for the machine trades; reorganization of the vocational school at 138th Street, Manhattan, as a school for the building trades; discontinuation of the Murray Hill Vocational School; reorganization of the Brooklyn Vocational School as a school for the building trades. Signed, Charles K. Allen, Francis H. Wing, E. E. MacNary, L. H. Carris. EVENING TRADE SCHOOLS The Brooklyn Evening Technical and Trade School and the Long Island City Evening High and Trade School were opened dnring the school year of 1905-190G and three years later a third, the Stuyvesant Evening Trade School, was added. The large increase in the number of evening trade schools came during the years between 1911 and 1914. In 1911-12 the Harlem Evening Trade School was opened ; in 1912-1913 the Murray Hill, the Tot- tenville and the Manhattan Evening Trade School for Girls were opened and in 1913-1914 the New York Evening School of Indus- trial Arts and the Bushwick Evening School were added. The number during the school year 1916-1917 is the same as in 1913-1914. These nine schools give instruction in the men's trades with the exception of the Manhattan Evening Trade School which is for women and the New York Evening Trade School of Industrial Arts which is for both men and women. The names of the schools with their distribution by boroughs is given below : TABLE SHOWING NUMBER AND DISTRIBUTION OF EVENING TRADE SCHOOLS BY BOROUGHS Borough of Manhattan Evening School of Industrial Arts Harlem Evening Trade School Manhattan Evening Trade School Murray Hill Evening Trade School Stuyvesant Evening Trade School Borough of Brooklyn Brooklyn Evening Technical and Trade School Bushwick Evening Trade School Borough of Queens Long Island City Evening High and Trade School Borough of Richmond Tottenville Evening Trade School Trade extension courses are also offered in the following evening elementary and high schools: Borough of Manhattan East Side Evening High School Harlem Evening High School for Women 115 116 Industrial Education Survey Borough of Manhattan XeAV York Erei i-^g High School for Women Public School I^'o. 22 Public School Xo. 67 Public School Xo. 95 Washington Heights Evening High School Borough of Brooklyn Central Evening High School for Women Bay Ridge Evening High School for Women Public School No. 5 Public School No. 126 Williamsburg Evening High School for Women Borough of Bronx Bronx Evening High School for Women Borough of Richmond Public School No. 14 Public School No. 20 COURSES AND CLASSES Courses offered and number of classes in each school at the beginning of the survey in December, 1916: TRADE SCHOOLS Borough of Manhattan Evening ScJiool of Industrial Arts Book Illustration 2 Costume Design 3 Cast Drawing 1 Decorative Design 1 Jewelry Design ,. . 1 Life Drawing 1 Mural Decoration ,. . . . 1 Poster Design 1 Plastic Design 1 Stained Glass Design 1 Textile Design 1 Wash and Catalogue Work 1 Total 15 Harlem Evening Trade School Auto Mechanics 2 Blacksmithing and Forging 2 Carpentry and Joinery 1 Commercial Design 1 Electric Wiring 8 Plan Reading 2 Evriiiiuj Txiilf Sc]ioolf< 117 Borough of Manhattan Harlem Evening Trade School — Continued Plumbing 2 Printing 4 Monutype Operating 2 Linotype Operating 2 Mechanical Drawing 2 Machine Shop Work 2 Sheet Metal Drafting 1 Structural Steel Drafting 1 Total 32 Murray Hill Evening Trade School Architectural Drawing 1 Baking 2 Carpentry and Joinery 2 Commercial Photography 2 Electrical Installation , 4 Electrical Engineering 2 Electric Theory — Municipal 1 Gas Engine Mechanics 4 Kelly Press Operating 2 Ladies Garment Design 4 Litho-Photography , . 2 Machine Shop Theory 3 Mechanical Drawing 1 Motion Picture Mechanics 2 Off set Printing 2 Printing 2 Player Piano Mechanics 1 Plan Reading 1 Plumbing 4 Structural Steel Design 1 Sheet Metal Drafting 1 Surveying 1 Sign Painting 2 Total 47 Manhattan Trade School for Girla Drafting 2 Dra ping 2 Garment Operating 6 Novelty Work 1 Special Machine Operating 2 Straw Machine Operating 2 Total 15 118 Industrial Education Survey Borough of Manhattan Stuyvesant Evening Trade School Architectural Drawing 1 Cabinet Making 2 Carpentry and Joinery 1 Chemistry 4 Electricity — Applied 2 Electric Wiring — Advanced 2 Electric Wiring 4 Freehand Drawing 1 Forging 1 Garment Design 4 Industrial Design 1 Machine Shop Praotice 4 Machine Shop Theory 1 Mechanical Drawing , 4 Photography 1 Pattern Making 1 Proof Reading 2 Plan Reading 1 Physics 2 Plumbing 4 Structural Engineering 1 Shop Arithmetic 2 Steam Engineering 1 Total 47 Borough of Brooklyn Brooklyn Evening Trade and Technical School Automobile Repairing 2 Automobile Equipment 1 Architectural Drawing 1 Blacksmithing 1 Carpentry and Joinery 1 Electrical Installation 5 Mechanical Drawing 5 Machine Shop Work , 5 Plumbing 2 Proof Reading 1 Pattern Making 1 Plan Reading 2 Printing 2 Linotype Operating 2 Steam Engineering 1 Trade Dressmaking 2 Trade Millinery , , 1 Total 36 Evening Trade Schools 119 Borough of Brooklyn Buthicick Evening Trade School Auto Mechanics Applied Physics Carpentry Cabinet Making Chemistry Electrical Installation and Practice. Electricity — Applied Freehand Drawing Gas Engine Mechanics Iron "Work Forging Mechanical Drawing Machine Shop Practice Plan Reading and Estimating Pattern Making Plumbing Ship Drafting Trade Mathematics Sheet Metal Work Total 28 Borough of Queens Long Island City Evening High and Trade School Applied Electricity 1 Architectural Drawing ,. • 1 Cabinet Making 1 Gas Engine Mechanics , ,. . . . 2 Machine Shop Practice 2 Mechanical Drawing , 1 Total 8 Borough of Richmond Tottenville Evening Trade School Automobile Repairing Gas Engine Mechanics Mechanical Drawing Tool Making Terra Cotta and Architectural Drafting. Terra Cotta Modeling Trade Carpentry Trade Dressmaking Total 8 120 Industrial Education Survey TRADE GLASSES EVENING ELEMENTARY AND HIGH SCHOOLS Borough of Manhattan East Side High School for Women Weaving 2 Harlem Evening High School for Women Costume Design 2 Trnrle Dressmaking 2 Trade Millinery 2 Total 6 New Yoi-k Evening High School for Women Book Binding 1 Costume Design 3 Trade Dressmaking 2 Trade Millinery 1 Trade Embroidery 1 Total 8 Puilic School No. 67 Auto Mechanics 1 Care and Use of Boilers 1 Electrical Installation 1 Garment Designing 2 Total 5 Public School No. 95 Architectural Drawing 1 Electrical Installation 1 Machine Drawing ••..•• I Machine Shop Practice 1 Modeling 1 Printing 1 Sheet Metal Work 1 Wood Working 1 Total 8 Washington Heights Evening High School Trade Dressmaking 1 Trade Millinery 1 Total 2 Evening Trade ScJwols 121 Borough of Brooklyn Central Evening High School for Wumen Costume Design 2 Trade Drossmakiug 4 Trade Millinery 2 Total 8 Williamshurg Erming High School Costume Design 2 Dressmaking 4 Total 6 Bay Ridge Evening High School Dressmaking 2 Millinery 2 Total 4 Puilic School yo. 5 Electrical Installation 1 Power Machine Operating 1 Sheet Metal Work 1 Trade Drawing 1 Total 4 Public School No. 126 Plumbing 2 Borough of the Bronx Bronx Evening High School Costume Design 2 Dressmaking 2 Trade Millinery 1 Total f) Borough of Richmond Pullic School No. 14 Plumbing 1 Plan Reading 1 Total 2 Public School No. 20 Plan Reading 1 122 Industrial Education Survey Director for Evening Schools: A district superintendent Is assigned by the city superintendent to be in direct charge of the evening schools. The evening trade schools are only a small part of the total evening school work as the number of classes in these schools is about 8 per cent, of the total number of classes in the evening schools. The present district superintendent assigned to the evening schools has been in charge of the work since 1914. Up to the present time there has been no position created by the Board of Education as director of trade instruction in the evening schools. Requirements for Admission: Under a rule of the Board of Education the attendance in the evening trade classes is limited to men and women engaged in trade work during the day. Most of the pupils in the classes are over sixteen years of age, although applicants between fourteen and sixteen years of age, having proper legal work certificates, who state that they are working at a trade, are admitted. The requirement that instruction in evening trade classes be limited to workers at some branch of the trade became effective in the fall of 1916. The rule, however, did not apply to those who were already registered in trade classes and these were per- mitted to continue in the class as long as they desired. This report shows under the heading "Occupations of the Men," the extent to which this requirement is operative. The reason why so many different occupations are represented in so many of the trade classes seems due to the fact that the several principals of the evening trade schools do not have the same interpretation of what constitutes a "branch" in some of the trades. A clerk in an electric supply house would in some schools be admitted to classes in electric wiring. In other schools he would not be permitted to enter the class. For admission to some classes, as proofreading, steam engi- neering and industrial science, an educational standard is set up in most of the schools. Advertising: A number of different methods are used to bring the evening trade schools to the attention of the men and women for whom these schools are provided. Most of the schools use display cards and insert advertisements in the newspapers and trade journals. One school has a publicity committee that brings to the attention of the papers such news items concerning Evening Trade Schools 123 the evening trade schools as are of general interest. Most of the schools have circularized employers, unions and individual workers. Some schools work mainly through the student body asking each pupil to tell others of the work of the school. The principal of the Totteuville Evening Trade School in reply to a question asking what methods he followed in securing pupils, gave the following list : "(a) Circulars, (b) Newspapers, (c) Posters in factories, rail- road stations and at ferry slips, (d) Items inserted in technical journals and in special bulletins and papers that are issued in the larger plants, (e) Slides in the moving picture houses, (f) Clubs, unions and schools and various civic bodies addressed in person by the principal, (g) Open evenings so that visitors may see what is being done in the shops and classes, (h) Exhibitions are held to which all the apprentices and journeymen are invited. Kecently more than 1,500 attended such an exhibition, (i) News items inserted regularly in the local papers, (j) Personal visits made regularly to the nearby plants." Nearly all of the prin- cipals recommended that a general publicity bureau be estab- lished at a central office to take charge of the advertising for all the evening school work. Registration of Pupils: For more than ten years the city superintendent of schools has recommended that a small regis- tration fee be charged pupils desiring to enter the evening school and this recommendation has been supplemented year after year by the district superintendent in charge of evening schools. No action has been taken by the Board of Education on this recom- mendation. All principals of the evening trade schools among other ques- tions were asked if they believed that a deposit fee should be required and also were asked their opinion regarding the size of the fee and under what conditions it should be returned. All agreed that a fee should be charged, one going so far as to state that it would do more than any other one thing to raise the work of the school. Their opinions in regard to the amount of the fee that should be required ranged from one dollar to ten dollars. With a single exception the principals agreed that the fee should be returned at the end of the term if the pupils' record for attendance and scholarship has been satisfactory. The principals seemed to feel that more time should be allowed for the examination of the pupils in order that they might be 124 Industrial Education Survey classified and graded more accurately. One principal stated that in his opinion it would be very desirable to have a teacher of each type of class present during the period of registration to confer with the pupils and help them to secure just the work they needed. Popularity oj Suhjects: That some trade subjects attract more pupils than do other subjects is a fact that is well known to those who have had experience in the evening school work. The comparative popularity of subjects in the evening trade schools as shown by the number of classes and the average attendance for each trade group is shown in the table below. TABLE SHOWING THE AVERAGE ATTENDANCE AND THE NUMBER OF CLASSES IN EACH OF THE TRADE GROUPS OF THE EVENING TRADE SCHOOLS : 1914 1915 1915 1916 Av. Att. Av. No. 01. Av. Att. Av. No. CI. Engine work 109 7.4 83 5.4 Printing trades 203 9.8 148 8 Metal work 239 12.2 20S 10.4 Wood work 247 13.1 177 9.6 Women's occupations 306 14.5 221 9.2 Industrial arts 258 15.6 196 12.0 Electric trades 525 23.5 366 18.9 Industrial sciences 611 25.7 478 19.4 Special trades 459 28 357 22.8 Drawing and design 712 36.1 723 25.9 Establishment of Courses: When 15 or more persons desire a particular kind of trade instruction in a certain trade school, the principal of that school sends in a request that the class be established. If the superintendent in charge of the evening schools, or the board of examiners, do not feel that this is giving a course already established a new name, the request is granted and the class is authorized. The report for the evening schools for 1915-1916 lists over 70 different kinds of trade courses in which instruction was given that year. Length of Courses: The evening trade schools are in session four nights a week for thirty weeks but no pupil is permitted to attend more than two nights a week. The schools are really duplicate schools, one section meeting on Monday and Wednesday nights and the other section on Tuesday and Thursday nights. i p Q O o o a Q O I— ( ;?; t> I ;5 o )-i H O (J h- 1 EH K EH Evening Trade Schools 125 However, the pupils enrolled in the Evening School of Industrial Arts and the pupils in a lew special classes in the other trade schools are allowed to attend four nights. Practically all the evening trade courses are sixty nights in length. The limitation of attendance of the students to two nights a week has been in effect less than two years and has met with considerable opposition. Each of the principals of the evening trade schools was asked whether in his opinion his school was more or less effective because of the change. While most of the principals agreed that the two nights a week plan was an improve- ment, two of them were most emphatic in declaring that two nights a week do not afford sufficient time to do the work. Organisation of Evening Trade Classes: The wide range in previous school training and trade experience of the puj)ils in the evening trade classes make it a very difficult problem to so organize the classes as to do efficient work. Where the school sets up a definite course, or program, to meet a definite need, such as the operating of a special machine, or the passing of an examination necessary to secure a trade license, the pupils in attendance were quite evenly graded in regard to their occupa- tions, training and experience. On the other hand where the course was not definite in aim, a wide diversity of occupations was shown. Of the first type were the classes in lithography and garment design and most of the classes in machine shop practice and plumbing. Of the second type were many of the classes in draw- ing and electric wiring, the wood working classes and those in industrial science such as physics, chemistry and trade mathe- matics. One class in shop mathematics was composed of one black- smith, five machinists, one copy boy, four oilers, one errand boy, one grocery clerk, one engineer, one lathe hand, one restaurant man, one machinists' helper, one tailor, one elevator man, one clerk and one draftsman. On the night when the class was visited, the teacher was giving a lesson in sheet metal problems. There were four office boys, one pattern maker's apprentice, three junior draftsmen, one bookkeeper, one mason, one plumber's helper, three clerks, one iron worker's helper and three car- penters registered in a course in architectural drawing. One man who was a plumber was interviewed with regard to the work which he was doing and he said he was working "problem 126 Industrial Education Survey number twenty-three." Examination of his work showed that he had copied twenty-two geometrical problems. Another example of diversity of occupations is shown in a class of cabinet making. This class was made up of one insur- ance man, one telephone repair man, three clerks, one cabinet maker, one bookbinder, two machinists, one baby carriage manu- facturer, one press feeder, one shipwright, and one boy engaged in making blue prints. The work of this class consisted largely in making small pieces of furniture. The distribution for each of the more largely attended trade classes is shown in the ''Summary of Other Trade Groups" under the "Occupations of Students." Size of Classes : Except in the case of the Tottenville Evening Trade School which has but a limited population upon which to draw and in special cases where the director of the evening school thinks it advisable to continue a class longer, a trade class is either combined or discontinued when the average attend- ance falls below 15 pupils. The table below shows the average attendance per class for each of the principal trade groups taught in the evening trade schools. TABLE SHOWING AVERAGE ATTENDANCE 1913-14 1914-15 1915-16 Wood work Metal work Electrical trades Printing trades Engine work Special trades Drawing Women's occupations Industrial art Courses of Study: No one topic has received so much space in recent years in the report of the district superintendent in charge of evening schools as has the course of study in the evening trade classes. The report on evening schools for the year 1911-1912 devotes 20 pages to a discussion of evening trade instruction in which it is advocated that "the utmost latitude should be allowed principals in modifying a course so that, so far as possible, the teaching may suit the needs of each learner whether he requires the knowledge of a whole course or only 15.4 18.9 18.4 17.7 18.8 19.7 21.9 22.3 19.4 22.5 20.7 18.5 16.7 14.7 15.4 15.7 16.4 19.5 19.5 20.0 24.0 20.2 21.1 16.3 16.9 16.5 Evening Trade Schools 127 certain specific parts of it." A list is given of 44 shorter courses in trade subjects to be given for the following year. The 1912- 1913 report gives nine pages to "Industrial Education" in which the value of the short unit course is clearly set forth and a list given of 12 additional short courses that had been prepared for trade subjects. The 1913-1914 report was prepared during the interval between the resignation of Dr. Shiels and Mr. Jenkins' assignment to the work of the evening schools and consists largely of the statistical tables in regard to attendance. In his first report, that for the year 1914-1915, Mr. Jenkins in describing "Short Unit Courses in Trade Schools," says: "I feel that the success of the 'Short Unit Course' has not been what might have be different from the mechanical drawing taught in South account of the appointment of teachers and their continuation in service. We may need to vary these, but this form of trade course I believe to be so valuable and economic that next session special attention should be paid to its development and improve- ment." Some of the reasons given for the lack of success with the unit courses were: (1) that the attendance for a short unit course made a poor showing on the final annual report, (2) selecting the right men for the courses was a serious problem, (3) teachers are out of employment when a class disappears and naturally desire to hold a class for as long a period as possible, and (4) there is much difficulty in analyzing the subject matter of any trade course into short units. In the Evening School Keport for 1915-1916 Mr. Jenkins states : "I recommend during the coming season that short unit courses be thoroughly worked out. For this purpose it will be necessary to have standardized courses of study. The first step to be taken should be the sending out of a circular to all teachers with a request to prepare complete courses of study in their special subjects based upon their experience. Group conferences of the teachers of the various subjects should be held for the purpose of discussion and the organization of small committees to draw up standard courses of study. There is no reason in the world why mechanical drawing taught in Harlem should be different from the mechanical drawing taught in South Brooklyn." During the session of 1916-1917, five years after the 44 shorter courses in trade subjects were worked out, the members of the Purvey staff were able to find but little results of the five years' agitation so far as short unit courses were concerned. The 128 Industrial Education Survey courses in the Manhattan Evening Trade School for Women were all short unit courses of from 5 to 30 nights in length and have been since the opening of the school. In the Murray Hill Evening Trade School a 24-night course was offered in Kelly press oper- ating and the courses in plan reading in some evening schools were short units arranged for the men of different grades. The reply of one of the principals to a question in regard to the result of his experience with short unit courses sheds some light on why they are not being used more extensively. "The short unit courses, in my opinion, are a pure bluff, Five years ago under the direction of Superintendent Shiels, . three of the principals of the trade schools drafted the short course circular rather under protest and because of the country- wide demand and claim that it was the solution for the evening school problem. All of us who helped to draft that circular expressed to Mr. Shiels that the outlines suggested were no more than mere excerpts from the various syllabi given during the winter by the several teachers, and that on paper these short outlines might catch the eyes of interested individuals who might apply, become interested and, once enlisted in the course, we would hope to retain them. In New York City, with its diversi- fied groups of specialized industries, none of which are certainly located or grouped in large individual concerns, we have never been able to find any real topic which could be listed as a short course to be taken by a suitably sized class." This discussion of the short unit course is perhaps partly responsible for the fact that many excellent courses of study in trade subjects were found in the evening trade schools. With few exceptions each teacher visited was following a course of study which he had prepared and was aiming to cover a certain amount of this course each night. Being prepared individually however, there was little agreement between the courses of study in the same subject in the different schools. Method of Selection, Tenure and Salary of Evening Trade School Teachers'. The teachers of the evening trade schools, as in all other departments of the New York City school system, are appointed from an eligible list which is made by the board of examiners. The board of superintendents nominates from this list persons to fill such positions as are authorized by the Board of Education and their nominations are presented to the Board of Education for its approval. A teacher who has received an Evening Trade Schools 129 appointment to teach in an evening trade school as well as all other evening schools, is rated by the principal of the school "for instruction, disciplining and ability to hold the class." The number of times he has been absent or tardy is also certified to by the principal at the end of the year, A teacher who has a satisfactory attendance record and whose teaching has not been called into question by the principal of the evening trade school, or the district superintendent, is replaced on the next season's list together with those teachers on the eligible list who were not reached and not appointed. The responsibility is placed upon the principal of the school for having satisfactory teachers as no teacher is re-appointed to an evening school unless the prin- cipal of that school desires his services. The salary schedule for the evening trade schools is the same as that for the evening high school, all teachers receiving five dollars an evening. Supervision of Evening Trade Classes : A fuel engineer in the department of supplies has been supervisor of the evening trade classes and trade equipment since October, 1914. His work is general in its nature and there has been no special supervision of the instruction given in the several trade groups other than the supervision which each of the evening school principals has been able to accomplish. The district superintendent in charge of the evening schools, replying to questions regarding the super- vision of the evening trade classes, said : "The supervisor of the trade classes and trade equipment observes and inspects various kinds of trade classes and makes reports to me. The general sup- ervision, however, of the trade classes is left to the principal who is a sleeted expert and presumably competent to supervise the work. "At present I am satisfied with the amount of supervision that we have. Later I should like supervisors representing various general trades to work each a certain number of evenings in supervision. By general trades I mean one printing expert who would examine into all the classes that have anything to do with that trade. An expert supervisor of all machine work including forging and blacksmithing, etc., also supervisors and experts on electrical work." The principals of the evening trade schools were divided on the subject of supervision. Some of them thought that this was 130 Industrial Education Survey the work of the principal while others expressed the feeling that special supervisors were needed for each of the important trade subjects. Advisory Conmiittees from the Trades: In the report on the evening schools for the year 1911-12 several pages are devoted to the value of "Co-operative Agencies in Evening School Instruc- tion." After discussing the desirability of co-operation with the employers of all who attend the evening schools, Dr. Shiels further says: "In the trades the sympathy and co-operation of the unions is equally necessary. An arrangement was made with the Pattern Makers' Union by which the Union agreed to direct its apprentices to attend a class in pattern making; the Union itself will co-operate with the principal and in conjunction with the Department of Education will certify to the proficiency of students ; this arrangement will be carried out next season. It is possible that the Board of Education may extend the policy thus begun to other bodies whether of employers or employees." The report of the year 1912-1913 states: "The work provided for in the £.greement between the Pattern Makers' Union and the De- partment of Education has been initiated and successfully con- tinued so that the Brooklyn apprentices now attend evening school." The reports of the evening school for the next three years do not mention the subject. One of the principals in replying to a question in regard to co-operation between the evening trade schools, the employers and unions made this statement: "Five years ago Superintendent Straubenmuller, five principals and fifteen representatives of the Pattern Makers' Union had at least two meetings at the Hall of the Board of Education the outcome of which was that thereafter all apprentices for pattern makers would be compelled to attend an approved school in the evenings for instruction in their sub- ject during their complete apprenticeship of four years. At that time we felt that a very great step had been made in the co-opera- tion, but I believe because thfe Union could not have its choice as to teachers named in the several schools no interest whatever was taken in sending apprentices to our schools." The district superintendent in charge of evening schools, was asked if he considered it advisable, or possible, to secure the co- operation of employers' associations and unions in developing evening trade school courses of study and to what extent he had been able to secure this co-operation. In reply he stated: "It Evening Trade Schools 181 is in the highest degree advisable and it is entirely possible to secure the co-operation of employers' associations and unions in developing evening trade school courses of study. The Murray Hill Evening Trade School represents excellent work in this direction and those schools which do not have it owe it to the lack of effort, or properly directed effort, of the one in charge of the school. The Evening School of Industrial Arts, the Murray Hill Evening Trade School, the Brooklyn Technical and Trade and the Harlem Evening Trade are fine examples of the extent to which we have been able to secure this co-operation and the results are due entirely to the efforts of the principals. My share is confined to suggestion and the encouragement of the principal." These questions have been included to show that the matter of advisory committees has been left to the principal of the evening trade school. In a restricted occupation, such as litho- graphy, where the work is confined to a single trade school and the instruction is highly specialized, the co-operation between the employers, the union and the school is very marked. In the Evening School of Industrial Arts the subjects taught, such as book illustrating, mural decoration and designing for stained glass, jewelry and posters are for small groups of workers. In this school each department has a board of advisors who are practical men, active in their respective trades. In the large work of the evening trade schools where subjects, such as elec- trical work, machine shop practice, printing, etc., are taught in several different schools, neither the employers as represented by their association, nor the employees as represented by their unions, have influenced to any appreciable extent the kind of instruction that is offered in the evening trade schools. Study of the Evening Trade School Pupils: A questionnaire was prepared by the survey staff that was filled out by over 4,500 men and women who were attending the evening trade classes. The number of men who filled out the blanks for the most largely attended trades is given in the following table: 132 Industrial Education Purvey TABLE SHOWING NUMBER OF MEN IN EACH TRADE WHO RE- PLIED TO QUESTIONS ASKED OF THOSE ATTENDING EVENING TRADE CLASSES Electric Wiring 495 Mechanical Drawing 452 Machine Shop Practice 418 Printing 367 Plumbing 287 Garment Design 211 Automobile Repair 197 Carpentry and Joinery 90 Cabinet Making 79 Pattern Making 54 Since a larger number of reports were received from the men attending the classes in electric wiring than from those attending any of the other trade classes and also because electric wiring was one of the four trades of which a special survey was being made, a summary of the answers of the men in this trade is given in this report of the evening school. In another section will be found the summary for some of the other trades. DESCRIPTION OF THE MEN ATTENDING EVENING CLASSES IN ELECTRIC WIRING Afjes of Students 14 years 7 20 years 39 15 years 19 21 to 25 years 96 16 years 49 25 to 30 years 34 17 years 80 30 to 35 years 19 18 years 72 35 to 40 years 11 19 years 51 40 years and over 11 It will be seen that more than half of the men attending these classes are not over 19 years of age. Half of those attending the classes in mechanical drawing were 18 jears of age or younger. In the machine shop classes and the plumbing classes those who were 21 years of age needed to be taken to include half of the class and in the classes in garment design and car- pentry and joinery the middle division came at 24 years. Nationality and Parentage of Students: In the electric wiring classes 103 were native born of native parentage, 226 were Evening Trade iSchools 133 native born of foreign or mixed parentage, and 166 were foreign born. The distribution of the men according to nationality in the other trade classes (with the exception of garment design where nine-tenths of the men were foreign born) did not ditfer widely from that of the men in the electric wiring classes. Speaking in general terms, 17 per cent, of the men in the evening trade classes were native born, 42 per cent, were native born of foreign or mixed parentage and 41 per cent, were foreign born. Previous School Training: The grade which the men attend- ing the evening electric wiring classes had reached in the day school was given by them as follows: Grade Completed hy Men Atiending Electric Wiring: Classes below 6th grade 27 1st year in high school 11 Sixth grade 40 2nd year in high school 12 Seventh grade 116 3rd year in high school 3 Eighth grade 49 4th year in high school 3 Eighth grade graduate 209 High school graduates 1 Half of the men in the electric wiring classes who answered this question had finished the eighth grade, bnt only six percent of them had had any high school training. In no other class, with the exception of printing, where 50 percent of the men had completed the eighth grade and in mechanical drawing, where GO i)ercent of the men were elemen- tary school graduates, had so large a percentage of the men attending the evening classes reached as high a grade in the day school. In the machine shop and cabinet making classes more than half of the men had left school l)efore finishing the eighth grade, and in carpentry and joinery and plumbing, half of the men had not gone further than the seventh grade before going to work. Occupations of the Men: Under the organization of the even- ing school system which went into effect with the opening of the winter session on January 3, 1916, only those actually engaged in the trade in which instruction was desired were to be admitted to the evening trade classes. Tlie occupations as given by 487 of the men in the electrical classes are given below: Nott' — Many of the men in attendance in the trade classes failed to answer all questions on the questionnaire and as a result the totals do not check. 134 Industrial Education Survey Occupations of the Men Attending Electric Wiring Clatset : Asst. Engineer 1 Auto Engineer 3 Brush Maker 1 Clerks 49 Clothing 4 Chauffeur 3 Cutter 1 Carpenter 3 Driver 2 Draftsman 1 Electricians Journeymen 34 Helpers 220 Apprentices 60 EJlec. Machinst 3 Elec. Supplies 2 Electro Plater 1 Elevator Operator 6 Elevator Repair 5 Engineer 3 Errand Boy 1 Expressman 1 Houseman 2 Instrument Maker 3 Janitor 8 Laborer 1 Laundry 1 Longshoreman 1 Machinist 12 Mechanic 9 Organ Builder 2 Packer 1 Perfumer 1 Photography 1 Picture Framing 1 Piano Maker 2 Plumber 1 Porter 5 Printing 6 Press Hand 1 Repair Man 1 Roofer 1 Salesmen 2 Shopwork 1 Silversmith 1 Stationery Engineer 4 Steam Engineer 1 Surgical Instruments 1 Telephone Operator Teleplione Installation 3 Tinsmith 1 Trunk M'fg 1 Typist 1 Waiter 1 Wireman 1 As will be noted in the table above, about three-fifths of the men gave their occupation as electricians, although it is probable that a number working part or all their time at electrical worK in some industrial plant gave the industry as their occupation rather than electrical work. This wide range of occupations was noted in other trade classes showing the great difficulty that has been encountered in making these classes entirely trade extension work. The classes in mechanical drawing registered men from over 60 different occupations, 63 of the men stating that they were clerks. Twelve of the 79 men in the cabinet making classes stated that they were cabinet makers and 29 others were in allied wood working trades as carpenters, boat builders, etc. Of the 419 men in the machine shop classes who gave their occupations, 350 stated that they were machinists and 28 more were metal workers. All but Evening Trade Schools 135 five of the men in the plumbing classes stattd that they were plumbers and all but five of the men in the garment design classes were tailors working at the garment trade as cutters, operators, etc. Numher of Tears Worked at Trade : Each man was asked how many years he had worked at the trade, the object of the question being to determine whether the evening school was most attrac- tive to apprentices, helpers or journeymen. This information for the electrical classes is given in the table below : Number of it ears Worked at the Trade : One year 236 Six to ten years 36 Two years 85 Ten to fifteen years 7 Three years 32 Fifteen to twenty years 2 Four years 32 Twenty years or over 1 Five years 26 As will be seen from the above table practically half of the men attending the electric wiring classes were working the first year at the trade, and, as was given in the table on occupations, only 34 men stated that they were journeymen. Also in mechan- ical drawing, and automobile work, half of the men in the classes were working the first year at the trade. About one-third of those attending the machine shop and cabinet making classes, one-fourth of the men in the carpentry classes, one-fifth of the men in plumbing stated that they had worked a year or less at the trade. These facts in regard to the number of years the men have worked at the trade, taken in connection with the age of those attending the evening classes and the number of men en- rolled for each trade subject, seem to show that the large enroll- ment for the classes in electrical wiring and mechanical drawing is because the classes in these two subjects are filled largely with boys and young men whose experience and knowledge of the trade are very limited. Length of Working Day: Most of the men attending the evening trade classes work eight hours a day, although the nine- hour day is not uncommon. The table below shows the distribu- tion in regard to the number of hours worked each day by the men in the five largest trade groups. 136 Industrial Education Survey Showing Length of Working Day of Men Enrolled in Evening Trade Classes : 8 hours 9 hours 10 hours Electric Wiring 277 151 59 Mechanical Drawing 239 168 32 Machine Shop 170 198 30 Plumbing 272 8 2 Garment Design 44 158 8 Total 1002 683 131 Weekly Wages'. Although no effort was made to determine the accuracy of the replies the men made to this question, the information is illuminating in showing how many men attending the evening trade classes are receiving the wages of apprentices and helpers and how few are receiving the wage of a journeyman. Not all of the men attending the evening classes answered the question, some of them feeling that the wage they received was more personal than the other questions on which information was sought. The information concerning the wages of the men in the elec- tric wiring classes is tabulated below : Weekly Wage Number Weekly Wage Number $ 2.50 to $ 5.00 14 $15.00 to $17.50 21 5.00 to 7.50 66 17.50 to 20.00 20 7.50 to 10.00 148 20.00 to 22.50 12 10.00 to 12.50 68 22.50 to 25.00 8 12.50 to 15.00 86 25.00 to 30.00 6 It will be seen that over half of the men attending the electric wiring classes receive less than ten dollars a week and less than six percent of the men in these classes receive as much as |20 a week. The men attending the mechanical drawing classes were earning even less. Fifty-three percent of these men were earning less than ten dollars a week, and but seven percent were earning $20 a week and over. It had previously been noted that the men attending the classes in plumbing, machine shop practice and carpentry were older than the men attending the electric wiring and mechanical drawing classes and had worked years at the trade. This was reflected in the wages given. About 37 percent of those attending the plumbing classes received less than ten dollars a week and thirteen percent receive more than twenty dollars. Of the men in the machine shop classes about one-fourth earned less than ten dollars a week and 16 percent Tjvcninij Trade Svho(tls \:\~ earned |!20 a ^eek and over. Twenty percent of tliose who filled out the blanks in the carpentrj^ classes stated that they were earning less than $10 a week and 25 per cent gave their weekly wage at $20 or more. Length of Attendance: The teachers of the evening trade classes furnished the number of evenings each of the 4,500 men had attended during the term in order that the length of time the average man will remain in an evening trade school might be determined. Most of those who come have a definite reason for attending. If they secure the kind of work they desire they leave as soon as they have attained the object of their coming. If they fail to find just what they are looking for they leave all the sooner. The number of nights of attendance of the men in the seven largest trade groups is shown in the table below : o ^ £• M *-!3 ^S Si« '-^ •§0' £^9 3 1 to 5 nights 15 34 13 5 9 3 B 5 to 10 nights 13 33 2S 11 19 4 24 10 to 15 nights 25 39 45 12 26 6 38 15 to 20 nights 32 39 46 29 32 17 29 20 to 30 nights 75 33 79 73 57 21 44 30 to 40 nights 1.32 85 88 71 66 17 76 40 to 50 nights 166 104 100 34 25 29 56 50 to 60 nights 20 25 13 2 1 3 10 Total 478 392 412 237 235 100 282 It will be noted that half of the men in the plumbing, electric wiring and mechanical drawing classes attended for 30 or more nights, but in the other trade subjects listed in the table less than half of the men were present for over ;50 nights. SUMMARY OF OTHER TRADE GROUPS The following tables show certain significant facts concerning the ages, birthplace, previous scliool training, occupations, years worked at the trade, length of working day, weekly wages, and attendance of those enrolled in the larger trade classes. These tables are presented in order that the reader may se- cure some idea of the training and experience of pupils enrolled in the evening trade schools. 138 Industrial Education Survey MECHANICAL DRAWING CLASSES AGES 14 years 9 21 to 25 years 69 15 years 39 25 to 30 years 21 16 years 72 30 to 35 years 9 17 years 91 35 to 40 years 9 IS years 52 40 to 45 years 1 19 years , 47 45 years or over 1 20 years 36 PLAGE OF BIRTH AND PARENTAGE Native born — Native parentage 93 Native born — Foreign or mixed parentage 220 Foreign born 139 452 PREVIOUS SCHOOL TRAINING Day School Below 6th grade 10 1st year high school 27 6th grade 35 2nd year high school 23 7th grade 77 3rd year high school 3 8th grade 50 4th year high school 5 8th grade graduate 190 High school graduates Night School General Courses Trade Courses 1 year 42 1 year 67 2 years 10 2 years 10 3 years 4 3 years 7 OCCUPATIONS Machinists : Apprentices • "^ Helpers ^^ Journeymen '** Machine Hands Mechanics Electricians Engineers Piano Manufacturers ^ Clerical Work Blacksmiths . Craftsmen 63 18 55 other occupations ^^^ 475 Evening Trade Schools 188 MECHANICAL DRAWING CLASSES— Continued NUMBER OF YEARS WORKED AT TRADE 1 year 23-i 6 to 10 years 45 2 years 64 10 to 15 years 13 3 years 33 15 to 20 years 7 4 years 26 20 to 25 years 5 5 years 17 LENGTH OF WORKING DAY 8 hours 239 9 hours 168 10 hours 32 WEEKLY WAGES ?2.50 to $5.00 16 $20.00 to $22.50 10 5.00 to 7.50 91 22.50 to 25.00 13 7.50 to 10.00 Ill 25.00 to 27.50 3 10.00 to 12.50 50 27.50 to 30.00 4 12.50tol5.00 45 30.00 to 32.50 .0 15.00 to 17.50 25 32.50 to 35.00 17.50 to 20.00 46 Over 35.00 1 LENGTH OF ATTENDANCE 1 to 5 nights 34 30 to 40 nights 85 5 to 10 nights 33 40 to 50 nights 104 15 to 20 nights 39 50 to 60 nights 11 10 to 15 nights 39 Over 60 nights 14 20 to 30 nights 83 MACHINE SHOP CLASSES AGES 14 years 1 21 to 25 years 119 15 years 8 25 to 30 years 73 16 years 19 30 to 35 years 25 17 years 35 35 to 40 years 21 18 years 49 40 to 45 years , 3 19 years , 32 45 years or over 3 20 years 34 PLAOE OF BIRTH AND PARENTAGE Native born — Native parents 52 Native born — Foreign or mixed parentage , 180 Foreign born 186 418 PREVIOUS SCHOOL TRAINING Day School Below 6th Grade 37 1st year high school 9 6tb grade 44 2nd year high school 9 7th grade 74 3rd year high school 7 8th grade 64 4th year high school 2 8th grade graduates 132 High school graduates 3 140 Industrial Education Survey MACHINE SHOP CLASSES— Continued PREVIOUS SCHOOL TRAINING— Continued Evening School (ieneral Courses Trade Courses 1 year 69 1 year 41 2 years 26 2 years 20 3 years 11 3 years '.» 4 years 2 5 years 1 6 years 1 OCCUPATIONS Machinists : Apprentices 45 Helpers Do Journeymen lOv) Bench Hands 17 Machine Hands 28 Metal Workers 23 Auto Mechanics 5 Draftsmen 4 Mechanics 3 Cabinet Makers 3 Tool and Instrument Makers 13 19 other occupations 34 480 NUMBER OF YEARS WORKED AT TRADE 1 year 145 6 to 10 years 64 2 years 61 10 to 15 years 22 3 years 50 15 to 20 years 11 4 years 37 20 to 25 years 3 5 years 30 25 years or over 1 LENGTH OP WORKING DAY S hours 170 9 hours 198 10 hours 30 WEEKLY WAGES f2.50 to $5.00 7 $20.00 to $22.50 33 5.00 to 7.50 22 22.50 to 25.00 26 7.50 to 10.00 85 25.00 to 27.50 3 10.00 to 12.50 55 27.50 to 30.00 5 12.50 to 15.00 78 30.00 to 32.50 1 15.00 to 17.50 51 32.50 to 35.00 1 LENGTH OF ATTENDANCE 1 to 5 nights 13 20 to 30 nights 71> 5 to 10 nights 28 30 to 40 nights ,. . . 88 10 to 15 nights 45 40 to 50 nights 100 15 to 20 nights 46 50 nights or over 13 Evening Trade Schools 141 rLUMBlXU ("LASSES AGES 15 years 3 21 tu l!;j y<.. , 100 IG y»Mis 12 25 to 30 years 29 17 years 35 30 to 35 years S 18 years 34 35 to 40 years G 19 years 23 40 to 45 years 3 20 years 30 45 years or over 3 PLACE OF BIRTH AND PARENTAGE Native boru — Native parentage 4S Native born — Foreign or mixed parentage 133 Foreign born 106 287 PREVIOUS SCHOOL EXPERIENCE Day School Below 6th grade 33 1st year high school 2 6th grade 24 2nd year high school 4 7th grade 77 3rd ycnr high school 1 8th grade 41 4th year high school 1 8th grade graduates 67 High school graduates 2 General Evening School Work Evening Trade School Work 1 year 39 1 year 33 2 years 12 2 years . . 10 3 years 3 3 years 6 4 years 1 OCCUPATIONS Employers. 2 Pipe Fitters 3 Plumbers : Apprentices 15 Helpers 193 Journeymen 63 Metal Workers 1 Stationary Engineer 1 Civil Engineer 1 Clerk 1 Jewelry 1 281 NUMBER OF YEARS WORKED AT TRADE 1 year 64 6 to 10 years 45 2 years 58 10 to 15 years 11 3 years 40 15 to 20 years 4 4 years 34 20 years or over 3 5 years , , 32 X42 Industrial Education Survey PLUMBING CLASSES —Continued LENGTH OF WORKING DAY 8 hours 272 9 hours 8 10 hours 2 WEEKLY WAGES 12.50 to $5.00 5 $20.00 to $22.50 16 5.00 to 7.50 15 22.50 to 25.00 8 7.50 to 10.00 82 27.50 to 30.00 22.50 to 25.00 27.50 to 30.00. 30.00 to 32.50. 32.50 to 35.00 Over $35.00 10.00 to 12.50 62 30.00 to 32.50 8 15.00 to 17.50 10 32.50 to 35.00 3 17.60 to 2C. 00 35 Over $35.00 1 LENGTH OF ATTENDANCE (TO MARCH 28, 1917) 1 to 5 nights 5 20 to 30 nights 44 5 to 10 nights 24 30 to 40 nights 76 10 to 15 nights 38 40 to 50 nights 56 15 to 20 nights 29 Over 50 nights 10 GARMENT DESIGN CLASSES AGES 17 years 5 25 to 30 years 57 18 years 8 30 to 35 years 23 19 years \ 8 35 to 40 years 18 20 years , 9 40 to 45 years 5 21 to 25 years 97 45 years and over 3 PLACE OF BIRTH AND PARENTAGE Native born — Native parents 1 Native born— r-Foreign or mixed parentage , 26 Foreign born 184 211 PREVIOUS SCHOOL TRAINING Day School Large percentage attended school abroad ; records incomplete. Evening School General Courses Trade Courses 1 year 60 1 year 7 2 years 17 2 yeara 1 3 years 18 4 years 4 5 years 3 OCCUPATIONS Tailors 87 Cutters 97 Operators 38 Wai.st Making 6 Evening Trade Schools 143 GARMENT DESIGN CLASSES— Continued OCCUPATIONS— Continued Batters 18 Clerks 2 Foremen 2 Furrier 1 Hair Goods 1 Pattern Designer 1 Chauffeur 1 254 NUMBER OF YEARS WORKED AT TRADE 1 year 10 6 to 10 years 82 2 years 16 10 to 15 years 43 3 years 27 15 to 20 years 8 4 years 21 20 to 25 years 7 5 years ". . 16 25 and over 3 LENGTH OF WORKING DAY 8 hours 44 9 hours 158 10 hours 8 WEEKLY WAGES fC.OO to $7.50 2 $20.00 to $22.50 149 7.50 to 10.00 12 22.50 to 25.00 12 10.00 to 12.50 17 25.00 to 27.50 24 12.50 to 15.00 41 27.50 to 30.00 15 15.00 to 17.50 17 30.00 and over 1 17.50 to 20.00 60 LENGTH OF ATTENDANCE 1 to 5 nights 5 20 to 30 nights 73 6 to 10 nights 11 30 to 40 nights 71 10 to 15 nights 12 40 to 50 nights 34 15 to 20 nights 29 50 to 60 nights 2 AUTOMOBILE WOEK CLASSES AGES 14 years 7 21 years to 25 53 15 years 6 25 years to 30 25 16 years 14 30 years to 35 23 17 years 16 35 to 40 years 14 18 years 21 40 to 45 years 9 19 years 21 45 to 50 years 3 20 years 14 50 years or over 3 PLACE OF BIRTH AND PARENTAGE Native born — Native parentage 49 Native born — Foreign or mixed parentage 94 Foreign born 54 197 l-l^ Industrial Education Survey AUTOMOBILE WOKK CLASSES— Continued PREVIOUS SCHOOL TRAINING Day School Below 6th grade 16 1st year high school 24 6th grade 17 2nd year high school 8 7th grade 41 3rd year high school 1 Sth grade 26 4th year high school 1 Bth grade graduates 56 High school graduates 7 Evening School General Courses : Trade Courses : 1 year 29 1 year 55 2 years 5 2 years 3 3 years 1 3 years 3 i years 1 4 years 1 5 years 1 OCCUPATIONS Auto-Repairmen 61 Machinists 50 Chauffeurs 12 Clerks 21 Mechanics 23 Electricians 7 20 other occupations 24 198 NUMBER OF YEARS WORKED AT TRADE 1 year 89 C to 10 years 19 2 years 33 10 to 15 years 15 3 years 19 15 to 20 years 4 4 years 11 20 to 25 years 3 5 years 15 25 years or over 2 WEEKLY WAGES if2.50 to $5.00 8 $20.00 to $22.50 6 5.00 to 7.50 21 22.50 to 25.00 10 7.50 to 10.00 20 25.00 to 27.50 3 10.00 to 12.50 30 27.50 to 30.00 1 12.50 to 15.00 28 30.00 to 32.50 15.00 to 17.50 14 32.50 to 35.00 3 17.50 to 20.00 22 35.00 or over 1 LENGTH OF ATTENDANCE 1 to 5 nights 9 20 to 30 nights 57 5 to 10 nights 19 30 to 40 nights 66 10 to 15 nights 26 40 to 50 nights 25 15 to 20 nights 32 50 to 60 nights 1 Evening Trade Schools 145 CARPENTRY AND JOINERY CLASSES AGES 16 years 3 21 to 25 years 21 17 years 4 25 to 30 years 19 18 years 10 30 to 35 years 13 19 years 10 35 to 40 years 9 20 years 4 40 years or over 3 PLACE OF BIRTH AND PARENTAGE Native born — Native parentage 15 Native born — Foreign or mixed parentage 31 Foreign born 44 90 PREVIOUS SCHOOL TRAINING Day School Below 6th grade 8 1st year high school 2 6th grade 7 2nd year high school 1 7th grade 28 3rd year high school 1 8th grade 10 4th year high school 1 8th grade graduates 24 High school graduates 3 Evening School General Courses : Trade Courses : 1 year 8 1 year 20 2 years 4 2 years 6 5 years 2 3 years 2 4 years 1 14 29 OCCUPATIONS Carpenters 36 Cabinet Makers 3 Ship Carpenters 2 Piano Makers 3 18 other occupations 28 72 NUMBER OF TEARS WORKED AT TRADE 1 year 21 5 years 6 2 years 13 6 to 10 years 18 3 years 9 10 to 15 years 1? 1 years 6 15 to 20 years 6 LENGTH OF WORKING DAY 8 hoars 47 9 hours 35 10 hours 8 146 Industrial Education Survey CARPENTRY AND JOINERY CLASSES— Continued WEEKLY WAGES $2.50 to $5.00 1 $20.00 to $22.50 7 5.00 to 7.50 3 22.50 to 25.00 6 7.50 to 10.00 15 25.00 to 27.50 3 10.00 to 12.50 11 27.50 to 30.00 3 12.50 to 15.00 24 30.00 to 32.50 2 15.00 to 17.50 4 32.50 to 35.00 1 17.50 to 20.00 11 LENGTH OF ATTENDANCE 1 to 5 nights 3 20 to 30 nights 21 5 to 10 nights 4 30 to 40 nights 17 10 to 15 nights 6 40 to 50 nights 29 15 to 20 nights 17 50 nights and over 3 CABINET MAKING CLASSES AGES 4 21 to 25 years 15 9 25 to 30 years 10 11 30 to 35 years 4 7 35 to 40 years 3 9 40 to 45 years 1 45 years or over 4 PLACE OF BIRTH AND PARENTAGE Native born — Native parentage 19 Native born — Foreign or mixed parentage 37 Foreign born , 23 16 years 17 years 18 years 19 years 20 years 79 PREVIOUS SCHOOL TRAINIX(i Below 6th grade 3 l-st year high school. . . . 6th grade 9 2ud year high school 7th grade 13 3rd year high school 8th grade 11 4th year high school 8th grade graduates 27 High school graduates. OCCUPATIONS Cabinet Makers 12 Wood Workers 15 Carpenters ^ Machinists 5 Boat Builders 3 Piano Makers 2 Clerks 12 Ship Wrights 2 Shop Teachers 4 15 other occupations 16 78 i Evening Trade Schools 147 CABINET MAKING CLASSES— Continued NUMBER OF YEARS W0RKP:D AT TRADE 1 ypar 28 to 10 years 8 2 years 11 10 to 13 years 3 3 years 10 15 to 20 years 2 i years 10 20 to 25 years 1 5 years 4 WEEKLY WAGES $5.00 to $7.50 4 $17.50 to $20 6 7.50 to 10.00 17 20.00 to 22.50 10.00 to 12.50 7 22.50 to 25.00 12.50 to 15.00 11 25.00 to 27.50 15.00 to 17.50 3 LENGTH OF ATTENDANCE 5 to 10 nights 1 20 to 40 nights 20 10 to 15 nights 8 40 to 50 nights 40 15 to 20 nights 6 50 nights or over 1 20 to 30 nights CHARACTER OF SHOP INSTRUCTION Electrical Work: The members of the survej' staff visited twenty-five evening classes in electrical work. Of this number eighteen were classes in electrical wiring and installation, five were classes in the theory of electrical work and two were classes in motor work. As was pointed out in the description of the work of the even- ing electrical classes, over 50 percent of the men enrolled in these classes were 19 years of age or under, and practically 50 percent of them had worked one year or less at the trade. Not one class visited was made up entirely of electricians and no attempt was made to put apprentices, helpers and journeymen in separate classes. One class in advanced electrical wiring that was visited was made up of 8 clerks, 1 brush maker, 11 elec- tricians, 2 engineers, 1 electrical operator and 1 waiter. Another class, one in electrical installation, was made up of 1 piano maker, 2 housemen, 1 plumber, 1 clothing maker, 1 mechanic in power house, 1 carpenter, 3 clerks, 1 wireman, 1 elevator operator, 4 electricians, 2 organ builders, 1 stationary engineer, 1 shop worker. The work in electric wiring and installation consisted largely of working out simple problems in bell and light wiring. The instructors usually had a definite set of problems that the 148 Industrial Education Survey pupils followed and they also gave lectures on materials, the theory of electrical problems, and the Board of Underwriters' requirements. The work was largely individual in character, due to the fact that the previous experience of the pupil was so varied. Several of the classes could not be considered trade extension classes. The classes in electrical theory were made up of men from several occupations. One class visited registered 11 electricians, 3 electrical machinists, 1 clerk, 1 steam fitter, one salesman, 1 driver, 1 auditor, 1 leather worker and 1 engineer. The courses were general in character and not planned to meet the practical need of special groups of trade workers. The instruction in electrical shop work was the farthest removed from real trade extension of any of the shop instruction noted in the evening trade schools. This was due to the fact that it is impossible to do much construction work in a school laboratory or shop as well as to the fact the classes were poorly organized and that a large percent of the pupils enrolled in the classes had worked a year or less at the trade. Plumbing: Ninety-seven per cent of the men in attendance in the twelve plumbing classes visited were working at the plumbing trade during the day. Nearly all of these men attended the evening classes to learn how to wipe joints. The instruction was individual and an attempt was made to give each man the kind of work he wanted. All the instructors gave lectures on the theory of plumbing, building code requirements and materials. In two classes it was noted that the instructors were teaching the pupils how to read blue prints. One instructor had worked out forty lesson sheets which were given to the men to study at home. Machine Shop Practice and Theory: Twenty-one classes in machine shop practice and theory were visited by members of the survey staflf. Four of these classes were in the theory of machine shop work and seventeen in machine shop practice. Approximately ninety percent of the men enrolled in these classes were working at machine or allied trades during the day. AH the instruction in machine shop practice was individual In character and planned to meet the individual needs of the pupils. This was necessarily modified where the equipment was Evening Trade ScJiools 149 limited. Large numbers of pupils desired instruction in milling machine work, but the limited equipment prevented the schools from accommodating all of the applicants. In nearly all the classes visited the men were working from blue prints or free- hand sketches and usually worked out the mathematics con- nected with their problems. In one school the pupils were build- ing a lathe, in the other schools the work consisted largely of exercises. Many men were interviewed as to the value of the evening school work and nearly every man stated that the work was very helpful. The only men who were not satisfied were those in the elementary machine shop who were waiting for an opportunity to get into the advanced machine shop. The courses in the theory of machine shop work consisted of lectures on machines, materials, shop methods and processes, and allied subjects. The men were also given some work in related mathematics and in blue print reading. The instructors were spending part of their time taking up the individual prob- lems of the men and using them for class problems. The courses were well planned and the men took an active interest in the work. There were no machines or materials available in these classes for demonstration purposes. Carpentry and Joinery: There were 90 men in attendance in the seven classes in carpentry and joinery at the time of the survey. Of the number that gave information concerning their occupation there were 36 carpenters, 3 cabinet makers, 2 ship carpenters, 3 piano makers and 28 men engaged in 18 other occu- pations. In three classes visited a few pupils were working on problems at stair building and framing; the other pupils were working on cabinet work or making pieces of furniture. In the four other classes visited the work consisted largely of making furniture to be taken home. Mechanical Drawing: The twenty classes in mechanical draw- ing in the evening trade schools were visited by members of the survey staff. As pointed out in another part of this report, over fifty percent of the 464 pupils in attendance in the mechan- ical drawing classes, at the time of the survey, were under 19 years of age, and over half of the pupils were working the first year at their trade. 150 Industrial Education Survey Very little attempt seems to have been made to group the men of one trade together. In one school with three Monday and Wednesday night classes in mechanical drawing, there were twenty-nine machinists registered in one class, seven machinists in another and nine in the third class. There were twenty-seven other students, representing fourteen other occupations in these three classes. In another school with three classes in mechanical drawing on Tuesday and Thursday nights there were thirty-six machinists in attendance in the three classes. Eighteen machin- ists were in one class, fourteen were in another and four in the third section. Twenty-three students representing twelve other occupations were in attendance in these classes. In still another school one instructor was teaching a class made up of 20 machin- ists, 5 clerks, 2 auto mechanics. 2 draftsmen, 1 laborer, 1 pattern maker, 1 jeweler and 1 sheet metal worker. The smallest number of occupations represented in any one class in mechanical drawing at the time of the survey was five, the largest ten. The organization of these classes made it diffi- cult for the instructors to plan the work to meet the needs of all the pupils. The work in mechanical drawing was so varied in content and method that it is difficult to describe. In some classes the pupils were making free-hand sketches from models and developing mechanical drawings from the sketches; in other classes the pupils were copying drawings from blue prints and books, and in still other classes the boys were working from blackboard sketches. Industrial Science: The classes in chemistry, physics and mathematics, including such as are called industrial chemistry, applied physics and shop mathematics or trade mathematics, are all called industrial science. Classes in these subjects are organized in the Stuyvesant, Brooklyn and Bush wick Evening Trade Schools. The problems conlrontiug the teacher of any of these subjects in an evening school ave so many and so difficult that it is small wonder that the work is unsatisfactory to the teacher, the pupil, the principal of the school or the chance visitor. A physics class visited had 49 pupils present on the night the work was inspected, one-third of whom were less than 16 years of age. Fourteen of the class stated that they were clerks, eight were machinists' apprentices, or helpers, eight were electricians' helpers and apprentices and the remaining 19 represented eight different occupations. The instructor was using a regular high Evening Trade Schools 151 school text book in physics and was drilling the class in the mean- ing of amperes, volts and ohms. Half of the class attended less than 15 nights. A chemistry class that had ten on register, out of a total enrollment of oT pupils, had two machinists, two dye workers, two clerks, a newsdealer, a house man, a clothing salesman and a pencil maker remaining in the class. The pupils were doing individual work. As a whole the teachers in trade mathematics were more successful in attacking the problems than were the other teachers of industrial science. Most of them had sets of problems ranging from very simple to quite difficult, a set for each of the trades represented in the class and each pupil who was a trade worker was provi2 Industrial Education (Purvey was necessary to place the most expensive machine in the school, an offset press worth several thousand dollars, in a corner of a low, poorly lighted and poorly ventilated basement room. This one machine is worth more than the entire equipment provided by the Board of Education for both the day and evening voca- tional work in this school. In most of the evening trade schools, some trade classes have been organized without adequate equip- ment to carry on the work. This is illustrated in the organiza- tion of a class in commercial photography in this school. The instructor paid for the advertisements in the "Want Column" of a daily newspaper; purchased the necessary material for a dark room; provided the camera, plate holders and chemicals. Nearly forty photographers registered for this course, but the equipment was so meagre that many gave up the work after a few evenings. The co-operation of the employers and employees in providing «qi;'pment for this evening school is due largely to the efforts of the principal, who has been able, in spite of the physical handi- caps, to develop one of the largest and most successful evening trade schools in the City of New York. Long Island City High and Trade School: This evening school is located in Bryant High School. The day school equip- m«iit for machine shop work, woodworking and drafting is used for the trade extension work. Two additional shops have been provided in the basement, one for lead work for plumbers and the other for a class in automobile repairing. Stuyvesant Evening Trade School: The equipment used for both day and evening courses, such as machine shop work, forg- ing, pattern making, carpentry and joinery, is ample, but the equipment provided for evening courses that are not offered in the day school is not sufficient to do work of a practical nature. This was particularly true in the elementary classes in electric wiring where the equipment consisted of a few boards that were laid on the tops of the desks or placed against the walls, and bells, batteries, wire and the necessary hand tools. The class in commercial photography had practically no equipment with which to work. Bushwich Evening Trade School: The regular high school Evening Trade Schools ^' -'-'^ ^-'■' V {2^7 -^ equipment for the courses in machine shop work, pattern making, forging, woodworking, is used for the evening trade classes in these subjects. Additional shops have been equipped in the base- ment for classes in electric wiring, plumbing, sheet metal work and automobile mechanics. The equipment for sheet metal work is limited, consisting of a few sets of hand tools. The equipment provided for the work in automobile mechanics was limited to two engines and a few special tools. Brooklyn Evening Trade School: The regular day school manual training equipment is used in this school for all courses except those in electric wiring and linotype operating. The equip- ment provided for electrical classes consisted of bells, wire, hand tools and one or two motors. Tottenville Evening Trade School: The rooms and equipment provided for the courses in plumbing, terra cotta modeling, and gas engine mechanics are located in the basement and are used only for evening trade school work. Most of the equipment has been donated to the school by manufacturers, and is limited in quantity and variety. Manhattan Evening Trade School: The building and equip- ment provided for this school is described in the day schocft report. Evening School of Industrial Arts : The work of the Evening School of Industrial Arts is seriously handicapped by lack of equipment and suitable quarters. The work is carried on in an elementary school building and most of the classes are conducted in the regular class room. A special room has been fitted up for the class in jewelry design, and a play room in the attic is used for the class in mural decoration. One class in costume design was conducted in the domestic science room. It is diffi- cult for adults to sit at elementary desks and do satisfactory work in design. DISTRIBUTIOlSr OF STUDENTS BY SUBJECTS The following chart shows the number of classes, the total register and the number of pupils on register March 28, 1917, 154 Industrial Education Survey in the nine evening trade schools distributed by trade groups and trades: Drawing and Design : Architectural Drawing . Blue Print Reading Commercial Design Free-hand Drawing Garment Design Industrial Design Ladies Garment Design . Mechanical Drawing . . . . Plan Reading Ship Drafting Structural Steel Drafting Terra Cotta Design Trade Drafting CHART 11. Number Total Reg- Number on Classes ister to Register March 28, March 28, 1917. 1917. 7 246 137 1 121 41 74 235 34 325 29 1 20 2 37 4 125 1 25 6 133 20 1070 263 31 41 472 7 142 1 21 1 18 1 27 64 22 2 49 54 2572 1230 Dressmaking and Millinery : Dressmaking Millinery 96 28 124 74 25 99 Electrical Work : Applied Electricity . . . Electrical Engineering Electrical Wiring and Installation Municipal Electric Theory 5 171 71 2 65 31 7 236 102 25 1000 570 2 50 31 — 34 1286 703 Gas Engine : Gas Engine Mechanics and Auto Repair . 14 686 382 Evening Trade Schools ITm Special Trades : /n dust rial Soifnce : Chemistry Physics Shop Arithaietic Trade Mathmatics Lithography : Offset Press Work Litho-Photography Litho-Transfer Metal Trades : Machine Shop Blacksmithing — Forging Tool Making Sheet Metal I'liimbing: Printing Trades : Kelly Press Operating. . . . Linotype Operating Monotype Operating Printing Proofreading Baking Commercial Photography . Interior Decoration Motion Picture Mechanics. Player Piano Mechanics.. Sign Painting Steam Engineering Surveying Terra Cotta Modeling Wireless Total Reg- Number on ister to Register Number March 28, March 28. Classes 1017 1917 6 193 101 3 175 75 2 74 29 1 51 25 12 21 19 493 137 986 G92 230 2 60 36 2 55 41 1 22 13 90 567 6 263 127 4 153 86 31 1402 780 15 614 302 2 76 38 4 122 87 2 42 31 8 309 180 3 83 56 391 2 42 27 3 84 44 1 21 12 2 62 32 1 35 15 2 52 23 2 80 20 1 24 13 1 20 20 1 17 17 16 437 223 156 Industrial Education Survey Special Trades : Woodworking Trades : Cabinet Making Carpentry and Joinery Pattern Making Evening School of Industrial Arts : Book Illustration Costume Design Jewelry Design Mural Decoration Plastic Design Poster Design Stained Glass Design Textile Design Total Reg- Number on ister to Register Number March 28, March 28, Classes 1917 1917 r> 163 98 8 221 160 3 117 64 16 4 4 1 2 1 1 1 1 501 142 187 23 72 22 89 14 22 312 72 115 11 44 16 22 8 13 (1) Manhattan Evening Trade School for Girls : Drafting and Pattern Cutting. Waist Draping Garment Operating Straw Machine Operating .... Embroidery Operating Lamp Shades and Novelty Work 15 571 27 301 2 160 46 2 92 47 4 S48 90 2 91 89 2 79 86 20 13 (1) Short courses ranging from 5 to 30 nights. 787 277 SUMMAKY : 1. The evening trade classes represent the largest field of industrial education in New York City, both in numbers enrolled and in variety of trades represented. 2. The supervision of the evening trade classes is left almost entirely in tlie hands of the principals of the schools. This lack of centralized control is shown in the content of the courses of study ; the different kinds of instruction offered in classes having the same titles; the requirements for admission of pupils to trade classes; and the teaching methods employed. 3. Very little attempt has been made to secure the co-opera- tion of employers' associations and unions in developing the evening trade classes. Such co-operation as has been secured has been the work of individual principals and Evening Trade Schools 157 has been of little value in developing the evening trade classes as a whole. 4. Very few classes have been organized to meet the needs of special groups of workers. Not one class made up entirely of apprentices was found in the evening trade classes. In many classes men representing five or six trades were found in the same class. 5. The principal, and in many cases the individual teacher, advertises the evening trade classes. No broad, compre- hensive campaign has been developed for advertising the evening trade classes. REPOBT OF ADVISORY COMMITTEE OF EVENING TRADE SCHOOLS Resting upon the findings of fact developed by the present survey, the committee feel that evening trade schools consisting of trade extension classes whose members are employed during the day in occupations to which the instruction offered is strictly related, represent the most important need for industrial educa- tion presented in the city and that provision for such schools should be made on a corresponding scale. The survey shows that evening classes are needed for the fol- lowing reasons: (a) In order to provide opportunity for better all-round train- ing for the worker. Such opportunity is lacking in the proper training of apprentices in most manufacturing establishments where the work is usually of a more or less highly specialized character. (b) The rank and file of industrial workers leave school at so early an age that development of initiative and ability is apt to be very slow, if not lost entirely. The evening trade extension class offers opportunity to the individual to find himself. (c) The demand is so great at the present for skilled work- men, gang bosses and foremen, that it is extremely essential that properly organized trade extension classes give the opportunity and help to men in the trades in preparing themselves for the better positions or places in industry which are waiting for them. (d) Industries are changing in character and it is frequently necessary for the worker to obtain instruction along other than his accustomed lines of work in order that he may keep abreast with modern industrial development, methods and processes. Trade extension classes operating on the unit course plan may be of invaluable aid to such men. Inasmuch as the state law requires that pupils in evening trade or homemaking classes, receiving state aid shall be 16 years 158 Industrial Education Survey of age or over, and inasmuch as employers, as a rule, will not accept boys under 16 as apprentices, the committee are of the opinion that 16 years should be, as at present, the minimum age of pupils admitted to evening trade extension classes. A study of the survey report shows that large numbers of pupils are admitted to evening trade extension classes who are not employed in industrial or trade pursuits during the day. The committee recommends that applicants for admission to trade extension classes should not be accepted as members of the class unless employed during the day in an occupation recognized as a part of the trade in which instruction is offered. The survey shows that one of the serious weaknesses in carry ing forward evening trade classes is the large falling off in attend- ance mainly brought about by the tendency of many persons to register and drop out after a few nights in the class. In order to insure seriousness of purpose in those registering for these classes, the committee recommends that a nominal deposit be required in each course of all pupils registering in evening trade extension classes, this deposit to be returned to those students maintaining an average attendance of at least 75 per cent, of their class sessions. This fee should be large enough to cover the cost of any texts, materials, and supplies lent the pupil in order that he may feel the responsibility of the return to the school, when it is necessary for him to do so, of all such material in satisfactory condition. In regard to organization, the committee recommend that all evening trade schools should be under the final authority of the person having in charge the direction of all-day vocational or trade schools. Many of the problems of the evening trade schools are similar to those of the all-day schools giving intensive instruc- tion in trade work: Men of practical experience teaching in the day schools are available for work in evening schools. Investigations or surveys should be made to determine the need of certain kinds or phases of trade instruction by the head of the entire system. The equipment in said schools should be made available for evening trade school purposes. The organization of classes, in the judgment of the committee, should follow the present plan which offers two nights per week Evening Trade Schools 159 for a definite number of weeks in any course of instruction in any specific trade subject, but not exceeding thirty weeks a year for anj' special unit. Students, however, with the consent of the director of industrial education, should be given the opportunity to attend a second class in a related trade subject. In regard to the size of classes, the committee are of the opinion that shop classes should not exceed 16 and that classes in trade drawing, shop mathematics and trade science should not exceed 20 to 24. Men and boys in trade classes differ extremely as far as ability, trade experience and previous school training are concerned. Instruction of necessity must be largely indi- vidual. With the class in session barely two hours, the teacher can spend less than ten minutes with the individual if the num- ber exceeds twelve in the class. To those having experience in evening classes it is obvious that the personal contact between teacher and pupil give the most satisfactory result. When students are enrolled it is highly desirable that teachers should register students for their own classes. The personal interview, which cannot be satisfactorily accomplished by the principal alone, helps very much in ascertaining the needs of the applicant and in placing or classifying him with the group where he belongs. This committee heartily endorses the recommendations of the committees appointed by the Allied Printing Trades Council and the Association of Employing Printers, for the establishment of a central school of printing and also the adoption of the courses of study suggested by these committees for evening trade exten- sion classes in printing. This committee also has the firm conviction that it is advis- able to bring together in one school wherever practicable all evening classes in the same field of work in order that through this larger grouping, students may be more readily and carefully graded as to their previous training, experience and ability. This plan will tend to improve the character of instruction and make possible much better and more far reaching results than are at present obtainable. This arrangement also makes possible a larger and more satisfactory equipment than can be had under the present plan of widely distributed classes in the same sub- jects. The committee are of the opinion that a judiciously planned system of advertising will enable the evening trade classes to more 160 Industrial Education Survey effectively reach the workers most prepared to benefit through such instruction. All advertising of evening trade extension classes should be controlled by a central source of publicity which should always in its advertising emphasize courses offered and opportunties available for the worker, rather than to accel- erate the numbers in attendance therein. General publicity may be given through newspaper and bulletin board advertising but a special appeal stating opportunities offered to workers in each trade, should be made by means of circulars advertising coursea of interest to each group. These circulars to be distributed to labor unions, employers and other interested parties. Lantern slides showing school activities can be shown in moving picture houses together with announcements of opportunities offered. Display advertisements in the "Want" columns of newspapers are very effective in calling attention to the school. A study of the survey report indicates very clearly the lack of adequate supervision of these classes. The immense amount of routine clerical reports and work connected with them gives the principal of the school little opportunity to supervise properly the classes in his charge. The committee recommends that suf- ficient clerical help be provided to take care of all routine work and records in order that the principals may devote practically their whole time to visiting classes in their charge and that the teachers may devote their whole time to instruction. The survey indicates the need of special supervisors for the work of many classes. For instance, there are 1,286 students enrolled in 34 classes in electrical work. No attempt has been made to standardize or even outline logical and systematic courses of instruction for aU of these classes. This is prac- tically true of all the other courses in the trade classes. This committee wishes to emphasize this lack of proper supervision and recommends that special supervisors be appointed to look after all classes in the special subjects under consideration by the survey committee. The duties of these supervisors may be outlined somewhat as follows : (a) To determine from consultation with employers and em- ployees the special needs that the instruction offered shall meet. (b) To meet with and instruct teachers as to the needs of pupils, methods of teaching and assist in the working out of details of courses. (c) To supervise carefully and check up the work of indi- vidual teachers. Evening Trade Schools 161 (d) To make recommendations as to needed equipment and supplies. (e) To determine the type of pupils who may enter various trade classes. (f) To arouse interest in evening school work among labor unions and employers associations. (g) To standardize courses of instruction and assist the board of examiners in the selection of teachers for classes under this supervision. The committee recommends that a careful study be made of the various reports of the survey committee and from the informa- tion there given concerning the details of the different occupa- tions investigated, courses of instruction be carefully outlined by a group of people thoroughly conversant with the needs of the workers and also competent to intelligently plan such courses. Such courses once thoroughly worked out can be readily followed by properly selected teachers, who, with the assistance of competent supervisors, can keep these courses of instruction in line, and abreast of, the demands of modern industry. In regard to the short unit course referred to in the findings, the committee feel that it is very important that certain funda- mental facts should be recognized : (1) The short unit course of instruction in evening schools has its special value for adult workers who have not the habit or inclination to attend school courses of any length and who would be drawn to the evening school only to obtain assistance for some direct and particular need which arises in their imme- diate practical experience. (2) For the young men between 16 and 21 years of age who attend evening courses, it is far better in the judgment of the committee to ofifer courses of a year, two years and even three years in length composed of matter that relates directly to trade needs and in which the instruction is differentiated to the fullest degree. It would be a great mistake in the judgment of the com- mittee to emphasize solely to these young men in the developing period of life, and whose exact place in their industrial future is not yet defined, the idea of the short unit course, and place the educational emphasis only upon a brief fractional part of a single subject of instruction. Signed Frank E. Mathbwson, c. r. doolet, o. b. fueney. i THE CO-OPERATIVE CLASSES IN THE NEW YORK CITY HIGH SCHOOLS. The history of the movement for the establishment of co-oper- ative classes in New York City is practically the same as that which resnlted in the establishment of the continuation classes. The classes were started under the direct supervision of the late Dr. J. H. Haaren, associate superintendent of schools, with Dean Herman Schneider, of the University of Cincinnati, acting in an advisory capacity. The necessary authorization for the work was passed by the Board of Education September 16, 1914. The following definition of the "Co-operative System" is taken from Dean Schneider's report (1911) to the Committee on School Inquiry of the Board of Estimate and Apportionment : The Co-operative System: ''The co-operative system is based on an agreement between a group of manufacturers and a school system whereby the manufacturers agreed to institute and carry on a thorough and comprehensive apprentice course in their par- ticular trades; and in which the school agrees to give both gen- eral and specialized instruction to the apprentices. The course of work which the student receives in the shop is scheduled by the shop and must be approved by the school authorities. In most cases the amount of school instruction is equal to the amount of shop work. The apprentices are usually divided in two sections. that alternate with each other, for example, by weeks, so that when one section is at the shop and the other is at the school, both the shop and school, therefore, are always fully manned. The apprentices are paid for their work in the shop on the regular !lau of co-opera- 163 164 Industrial Education Survey tion between the schools and the employers, and, at a meeting of the principals, Dr. Schneider outlined the plan of co-operative work. Each of the principals who expressed an interest was vis- ited by the associate superintendent in charge of the co-operating work and if he expressed a readiness to try the experiment in his school he was asked to name a member of his corps of teachers to act as coordinator. Before the plan could be started it was necessary to secure the co-operation of the parents. This was done in many ways. Public meetings were held where the superintendent in charge of this work, the principal of the school, or the co-ordinator ex- plained the plan to the parents who were present. The following statements are extracts taken from circulars describing the co/ operative plan which were sent to parents : "Co-operation is established only with such business houses as provide thorough training under favorable conditions in occu- pations leading to a competence, self-respect and development. In short, this plan means not getting a job but starting on a career. "Full school credit will probably be given for the work done in the shop, store and oflSce, so that the student under the co-oper- ative plan may complete his course in the usual time. "All boys and girls over the age of sixteen who have success- fully passed in at least one year's work in any of the established high school courses and who obtain the consent of their parents, or guardians, to take this course, are eligible." The Co-operation of Employers: In other cities where the co- operative plan has been introduced it has been at the request of the employers either as individuals or through their associations. Here the employers needed to be educated to appreciate the value of the plan to them as well as to the students. Much of this work had to be done by the coordinators who made individual visits to oflSces of many firms in an endeavor to interest them in the plan. The following statements are extracts taken from circulars, de- scribing the co-operative plan sent to employing firms. They are presented here because they furnish a standard by which the work of the classes can be judged : "The work of the students in the industry follows a predeter- mined sequence (the office as shop sj-llabus) in order that the students may become familiar with the relations of the various processes to each other, as well as with the processes themselves. Cooperative Classed 166 "The work in the school is related to the work in the industry by the coordinators (employed by the Board of Education) who study the pupils and their work for the purposes of: (a) Discov- ering defects in the work and habits of students that may be cor- rected in school; (b) Finding how the school work may supple- ment the industrial work." Beginning the Work: As soon as schools, pupils, parents and employers began to be interested in the co-operative plan and ex- pressed a willingness to undertake it, the work was started. Five schools (Curtis, Bushwick, Manual Training, Newtown, and Julia Richman) began work February 1, 1915. The Bryant started a week later. Stuyvesant began the work on February 22, the Com- mercial on March 8, and the Washington Irving on March 22. The Erasmus Hall School started on May 10. The table below gives the number of pairs of workers and the number of co-oper- ating firms on the opening date for each school : TABLE SHOWING SCHOOLS, DATE OF ORGANIZATION OF WORK, NUMBER OF PUPILS, AND FIRMS CO-OPERATING. Pairs Go-operating Firms School Date Beginning Pupila Co-operating Curtia Feb. 1, 1915 6 3 Bushwick Com Feb. 1,1915 5 1 Bushwick Tech Feb. 1,1915 8 3 Manual Training Feb, 1,1915 10 3 Newtown Feb. 1,1915 12 3 Julia Richman Feb, 1, 1915 1 1 Bryant Feb. 8, 1915 1 1 Stuyvesant Feb. 22, 1915 4 1 Commercial Mar. 8, 1915 1 1 Washington Irving Mar. 22, 1915 7 2 Erasmus Hall May 10, 1915 2 2 During the half year, from February 1, 1915, to July 31, 1915, there were 63 different firms that co-operated in this work, em- ploying a total of 103 boys in 19 different occupations and 65 girls in six occupations. Of the 103 boys, 42 were employed in machine shop work and 22 in clerical work; the remaining 39 were distributed in 17 different occupations. Of the girls, 31 were engaged in clerical work, 15 in salesmanship, 15 in dress- making, two in art work and two in corset making. 1()6 I ndiisl riiil Ikiucdtioti > <» Clerical Director of Janitors, Mr. Maguire 2 2 Clerical Associate Supt. Dr. McAndrew 2 2 Clerical Associate Supt. Dr. Shallow 2 2 Clerical Associate Supt. Dr. Ettinger 2 2 Clerical Bureau of Statistics 2 2 Clerical District Supt. Dr. Stitt 2 2 Clerical Mr. Foster 2 2 Clerical Miss Farrell 2 2 Clerical Dr. Haney 2 2 Clerical Mrs. Wilcox 2 2 Clerical Mr. Jenkins 2 2 Clerical Physical Training Department 2 2 Clerical Miss Moscript 2 2 Clerical Bureau of Attendance 6 6 Clerical P. S. No. 40. Dr. Van Denburgh 2 2 Clerical Bureau of Recreation 4 4 Clerical Mr. Mills 4 4 Clerical Mr. Dobbins 4 4 Clerical Employment Dept., Wash. Irv. H. S. . . 2 2 Clerical Co-ordina tor's Office, Wash. Irv. H. S. . . 2 2 Clerical Dr. Byrnes 2 2 Clerical I'ujjils worked w ithout pay . . 60 60 * Up to February, 1917, no co-operative pupils who were not being itaid for the time they spent out of the school were reported. Beginning March 13, it was decided to count the pupils in the commercial department of Washington Irving High School who were working for city departments and received no pay as co-operative students. Coo pent I'll*' (Uatoits 171 Sl'MMAUV lOlt Till'] WEEK Total aggifpitc oariiings for Imil of tin- pupils .$1,28;).S0 Total number of i)apils co-operating -174 Total uunibcr of linns co-oporatiug llJH Total uunibor of high schools cci-cipcrMting 7 Limits (>/ iJic »s'/orr//. This survey was limited to tliose schools ( Mumuil Training, Morris, Newtown and Washington Irv- ing) that were training pupils for the industries and salesman- ship which represented about one-thii'd of the co-operative work organized at tlie time of the survey. The trades at which the pupils were working and the number of pupils from each of these four high schools who were preparing for each trade is shown in the table on this page. As indicated in the table on page 167, three other high schools ( Bushwick, Julia Eichman and Commer- cial) were working under the co-operative plan, but as the}'^ were training exclusively for commercial work and not for industrial work or salesmanship, they are not considered in this part of the report. STATEMENT SHOWING DISTRIBUTION OF PUPILS IN INDUSTRIAL AND SALESMANSHIP CO-OPEKATIVE CLASSES BY SCHOOLS AND OCCUPATIONS ON MARCH 24, 1017. Manual Training Mnri is Newtown Wash. Irving Boys Ciris Boys (iirls Boys Girls Boys Girls Autoniobilf Rciniirinj; 2 Chemical 4 Drafting 2 Dressmaking . . . . . . . . . . . . 62 Die Casting 4 Lens Grinding 1 Manufacturing 4 Machine Shop 20 Printing 10 1 Power Plant Operating... Salesmanship . . . . 24 (• 20 T.)tals .-.!) . . . . I'l 7 20 (>2 172 Industrial Education Survey CO-OPERATIVE INDUSTRIAL COURSE FOR BOYS IN THE MANUAL TRAINING HIGH SCHOOL Organization: After the reorganization of the co-operative classes in February, 1917, the industrial work for boys was dis- continued in the Bushwick, Bryant, and Curtis High Schools and centralized in the Manual Training High School of Brooklyn. At the time of the survey in March, 1917, this school had an enroll- ment of 3500 boys, 59 of whom were enrolled in the industrial co-operative course. Practically all of the boys in this course were in separate classes for all subjects but because of the limited number of boys registered for any of the trades except machine shop practice, they were not grouped or divided according to trades or occupations. The classes were taught by regular high school teachers, no one of whom spent all of his time in co-oper- ative work. Character of the Instruction: In almost all classes the in- struction was found to be of a general industrial nature with as close correlation to the shop work of the boys as was possible where pupils working at several dififerent trades were in the same class. The one class that was an exception to this was in chem- istry which was taught as a pure science with little practical ap- plication or correlation with industry. In this particular case the need seemed to be apparent for more authority on the part of the coordinator so that he might bring about some adjustment in such cases as this. In English the classics (except "Henry VIII" and "Idylls of the King") had been dropped from the co-operative course. Much emphasis was placed on current events, conversa- tional English, oral expression, spelling, and letter writing. In mathematics certain propositions were chosen that had a prac- tical bearing on trade problems. A thorough drill was given in the use of the slide rule and logarithms. Applications of rules and formulae for belting, speeds and gearing were given in the course. In physics the emphasis was placed on mechanics, power machines, electricity, electrical testing, steam and gas engines. The course in history was made up of industrial history, Ameri- can history, civics, economics and the biography of inventors. The shop work was largely of the usual manual training type with only slight modifications to meet the needs of the pupils in the co-operative work. Since pupils studying several dififerent trades were in the same shop class (for instance, pupils in print- ing were in the forge shop) the school shop work was correlated Cooperative Classes 173 with the factory work only in the case of those boys who hap- pened to be employed in the same line of work outside. Course of Study: The plan of studies for this school is given as an illustration of what has been done to adjust the regular high school course of study to the needs of the boys in the co- operative classes. In some cases students began work under the co-operative plan in the second year, in which case the number of points per term for the school subjects is one-half the number here given and 12 points are given for the work in industry as in the third year. MANUAL TRAINING HIGH SCHOOL BROOKLYN Plan of Studies Industrial Oo-operative Course First Year : Hours per Week Points per Term English 5 5 Expression 1 1 Algebra 5 S General Science 5 6 Drawing F. H. Mech. 2 4 2 Shopwork — Materials 7 8% Music 1 yi Physical Training 2 1 30 23 Second Year : Hours per Week Points per Term English 3 3 Geometry 5 5 Chemistry 5 6 Industrial History 3 3 Drawing F. H. Mech. 2 4 2 Shopwork and Materials 7 3}4 Music 1 ^ Physical Training 2 1 30 23 Third Year : Hours per Week Points per Term English 5 2i/^ Mathematics 5 2^ Physics 5 2}^ Commercial Law or Economics 4 2 Mechanical Drawing 6 1 Shop Work- Machine Shop Materials 6 lyi 30 12 Time in Industry 48 12 24 points 174 litdi(!jected stienuously to the long errand period, With their own apprentices the firm was quite liberal. They sent the boys to the apprentice school, paying the fees and their wages for the time s]3ent there. The other firm when visited in April, 11117, had seven boys who were doing co-operative work and would have been glad to have had ten more. The fiirm had started this plan one and a half jears before this and had had a total of twenty-two boys from the schools. Of this number, twelve divided their time be- tween the firm and the school; four were with them as full time workers, and six had left, three to enter office work and three to go with other ])rinting establishments. Although the foremen were opposed to the scheme at first, later they favored it heartilj'. The foreman of the press room said : "The}' are absolutely the best boys we ever had." He said furthermore that as soon as the apprentices in the shop had finished their apprenticeship the firm would put in co-operating boys exclusively. Plans had also been worked out so that the boys could go into the color department and the lithographing department. The schedule for these boys in the press room was three months as ''fly boys" and helpers and nine months as press tenders and assistant feeders at 17.00 per week. After one additional year as feeder a boy could go in as a pressman, working up as opportunity offered to the more skilled and better paid positions.* These employers expressed them- selves as perfectly satisfied with the results of the co-operative *The opi)ortiiniti<'s tor ii(lv;nic printing roporr. 176 Industrial Education Survey Bcheme and showed a willingness to work more closely with the Bchool authorities and to follow a more definite scheme. A manufacturing concern which can be taken as a type of those employing boys in machine shop work, started to co-oper- ate with the Manual Training High School in February, 1915. At the time of the survey they had 18 boys co-operating, four of whom had been with them for the two years. The coordinator and superintendent had worked out a regular shop schedule for the boys. The factory was divided into nine departments, each pair of boys working for three months in each department which gave each boy six weeks of actual shop work in each. These de- partments were: (1) Engineering and shop repair; (2) Brass foundry; (3) Tool room and machine repair; (4) Brass working; (5) Pattern making, both wood and metal; (6) Nickel plating; (7) Blacksmithing ; (8) Light manufacturing; (9) Tool making The co-ordinator was given entire power to change the boys to other departments. The wages paid were $5.00 per week at the beginning, after which they were paid what the foreman thought they were worth. This firm had 40 apprentices in the tool room. Their schedule of pay was the same as the co-operative boys. The assistant superintendent of the factory kept an exact record of the progress of the co-operative boys, being much interested in this experiment. All the boys interviewed stated positively that they would not have been in school at this time if it had not been for the co-operative plan. All expressed themselves as being pleased with the opportunity of going to school and at the same time doing practical work and earning money. At the beginning of the experiment the superintendent and foreman were very much in favor of the plan, but at the time of the survey the foreman was not so strongly in favor of it. They felt that the boys did not stay long enough in one department, each boy being in one department only six weeks of actual work- ing time. It is impossible to give a detailed account of all the factories co-operating, but it can readily be seen from the above instances that every firm presented its own peculiar problems. At the time of the reorganization of the co-operative work in February the pupils from the Bushwick and Bryant High Schools who were co-operating with industrial firms were transferred to the Manual Training High School and combined with the co-oper- ative classes there. The table on the page following shows the Co-operative Classes 177 firms that were co-operating with each school on January 20th before the consolidation of the two groups, with the number of pupils each firm employed and shows the results of the consolida- tion as far as the number of pupils and number of firms are con- cerned. The table also shows that practically all of the firms that were co-operating with the Manual Traiuing High School in industrial work in February, 1917, were also co-operating in June and employing about the same number of boys. This is in marked contrast with the firms that were co-operating with the schools in dressmaking and in salesmanship: 178 Industrial Education Survey OOSrH ft • . • 1^ St-1 "^ 1-3 1 ^ S.5-j" *^ • • • 1 t- •So » ' •a ^ S cSi-i'^ • • • IT6T '03 'n^r 'ij, -uvpi "^ ■ ' ' ' IT6T 'OS •a«r 'iBU^enpni W,HH(N(Ma.(NN(NCO?DrH :|0|Aiqens[ - ^ Eh ^ p-l -M O Hi .1-1 •-< j5 ^ o go o o. 8„g«=a-3.9 \»A a o OS ^ O Oc8 61 o! O o o »- o .:053o 30^ a I; . o o^ ..^ a 2.S • PI — Pi s Co-operative Classes 179 CO-OPERATIVE INDUSTRIAL COURSE FOR GIRLS IN THE WASHINGTON IRVING HIGH SCHOOL. Organizations: The organization of the school work for the co-operative girls has been in some respects less difficult than the organization of similar courses for boys. While the boys in co-operative courses in the Manual Training High School were engaged in many different occupations with only a small number of boys in any one occupation, practically all of the girls in the co-operative classes in the Washington Irving High School were employed in the one occupation of dressmaking, a trade for which the girls had had special preparation in school. This rendered it unnecessary to have a special teacher, or teachers, for the girls who were co-operating, although to a large extent the girls in this course were in separate classes. There were seventeen of these special classes and four classes where pupils in this course had been put with pupils doing regular work. At the time of the re-organization of the co-operative classes in February, the Washington Irving School had 24 girls co-oper- ating with seven firms. Four of these girls were employed in the manufacture of lamp shades and the others were engaged in dressmaking establishments. The following table shows how difficult is the organization of co-operative classes in such a seasonal trade as dressmaking and how much of the time of the co-ordinator was spent in securing firms with whom to co-operate. It will be noted that three firms employed pupil-workers continuously from February 24, 1917, to June 2, 1917, each firm having a single pair of girls. Six firms furnished employment continuously from March 24 to June 2, employing eleven pairs of girls. Twenty pairs of girls were employed continuously for a month or less by the firm with which they were working. Character of Work of Co-ordinator: The special needs of each position are investigated and by a study of the personality of the girl and her record in school, an effort is made to find the right kind of a girl for each position. Every care is taken to pro- tect the girl ; close supervision is made of her work and when un- desirable conditions developed that can not be adjusted, she is withdrawn. 180 Industrial Education Survey FIRMS AND NUMBER OF PUPILS CO-OPERATING WITH THE WASHINGTON IRVING HIGH SCHOOL FROM FEBRUARY TO JUNE, 1917: Feb Mar. Mar. Apr. Apr. May May June Firm Occup.it imi Grace Daggett Lamp Sliades. Miss Finch Dressmaking. Barnard Studios. . . .Dressmaking. B. Gordon Dressmaking. Harry Collins . .Dressmaking. Little Dress Co Dressmaking. Moe Drcssma king . Quality Shop Dressmaking. Miss Smith Dres.smaking. Mood Co Dressmaking. Alperstein & Witten- berg Dressmaking . O'Donovau Dressmaking. Mss F. Finklestein.. Dressmaking. Rohn & Rienzi Dressmaking. G. A. Simpson Dressmaking. P. F. McGowen Dressmaking. Helen Sheppard Dressmaking. M. St, Ledger Hackett Dressmaking. B. Altman Dressmaking. Anna McNalley Dressmaking. Kerkow, Inc Dressmaking. Mrs. Hilda Moburg.. Dressmaking. R. H. Macy & Co. . .Dressmaking. Total pupils 22 20 62 76 72 51 53 53 24 10 24 7 21 5 19 2 4 •> 2 2 2 2 2 2 2 2 4 , , 2 2 2 2 2 2 2 2 4 4 4 4 4 •> •> 2 .) •> 2 2 < 4 4 4 4 4 8 16 8 12 14 1^ 4 4 4 4 4 i 4 4 4 2 2 2 2 2 ( 14 12 12 S 8 8 4 4 8 4 8 8 4 4 4 •• 4 4 4 4 4 4 4 8 8 8 4 4 4 1 o 4 1 2 4 1 2 The seasonal character of dressmaking with the constant change in materials and styles made it diflScult to adjust the school program to the trade needs. The busy months are March, April, May, October, November, December. The Easter rush wan just beginning to be felt in this school when the survey was made. One interesting feature of the work in this course was the vocational value of French in the dressmakers' shops. To meet this situation a special sj'llabus was worked out by the Frencfi teacher and approved by the Board of Education. This school was no longer co-operating with firms in the white goods trade because the girls were kept too long in one type of work. Some dressmaking firms had decided preference for cer- Co-operatice Classes 181 tain nationalities and decided objections to others. The Irish mid French girls seemed to be the favorites. Some firms specified that the girls must be good looking and dress well. Record of Pupils From the tinie the co-operative work ^started on March 'M, 1915, up to June 2G, 1915, twenty girls entered this course. In February, 1917, they were distributed as follows : Number of girls now employed lo Number of girls at home , 2 Number of girls in school 'I Total 'JO The fifteen girls employed were working at the following occupations : Di'essmaking 7 Private dressmaking , 1 Sketching 1 Clerical work ?> Salesmanship in dressmaking establishments 3 Total 15 COOPERATIVE SALESMANSHIP COURSE FOR BOYS AND GIRLS IN THE MORRIS AND NEWTOWN HIGH SCHOOLS. Since the co-operative classes in salesinanship in these two high schools were under the same coordinator wliose time was divided between the two, the salesmanship course will not be described separately for each school. Since February, 1917, all of the pupils co-operating in salesmanship have been in one of these two schools. Course of Study: Considerable time has been devoted by the school authorities and representatives from some of the mercan- tile establishments of the city to the development of a course of study in salesmanship. This course as adopted by the schools i« given below: 182 Industrial Education Survey NEWTOWN HIGH SCHOOL First Year General Course. Second Year Students attend school full time. Co-operative Course English S Commercial Arithmetic S Bookkeeping S Penmanship Local Institutions and Industries 8 General Science 5 Drawing , 2 Music , 1 Physical Training , 3 Elocution 1 29 Third Year Students spend one week in store and one week in school. English, letter writing, saleslips 5 Bookkeeping , , B Penmanship 2 Arithmetic 3 Merchandising — Textiles, non-testiles 5 Spelling 2 Drawing — Color and Design 2 Music ,. 1 Physical Training ( Store Hygiene) 2 Commercial Law Elocution , ., 2 29 Fourth Year Students spend one week in store and one week in school. English- Advertising 5 Industrial History D Salesmanship and Business Organization S Arithmetic 8 Spelling 2 Economics 8 Penmanship 2 Drawing — Color iind Design 2 Physical Training ( Personal Hygiene) 3 Elocution 1 80 Co-operative Classes 183 Results of Salesmanship Courses: The results accomplished in salesmanship havo not been entirely satisfactory to either the school authorities or the firms with whom the schools have been co-operating. The table below shows what was accomplished during the half year from January to June, 1917. It will be noted that at the end of this period only three firms were co- operating with the schools in salesmanship and that of the 30 pupils BO employed, 24 of them were with one firm: NUMBER OF FIRMS AND THE NUMBER OF PUPILS EMPLOYED BY BACH FIRM IN SALESMANSHIP, JANUARY TO JUNE, 1917: (1917) Jan. Feb. Feb. Mar. Mar. Apr. Apr. May May Jun« Newtown High : Cammeycr Shoe Co. . . Rogers Peet & Co. . . . Gimbel Bros R. H. Macy &Co Slater Shoe Co 20 .. 1 .. 1 . 14 . 3 .. -A 10 1 1 16 2 24 1 1 14 2 3 4 3 10 1 1 17 2 5 24 1 1 17 2 5 7 1 14 2 5 21 1 9 2 2 6 10 2 2 19 10 2 2 2 11 Lord & Taylor 2 Abraham & Strauss. . B. Altman Morris High : • '• R. H. Macy & Co.... Lord & Taylor . 18 • • 14 4 16 8 16 8 16 6 16 2 12 2 2 13 Gimbel Brot . 6 . , _ 45 20 46 60 50 44 32 28 16 30 THE STUYVESANT HIGH SCHOOL. It was felt that valuable information might be obtained from the study of the records of the co-operative classes in the Stuy- vesant High School. There have been two distinct systems of co- operative work at this school: (1) Fourth-year boys co-operating in technical work, but receiving no pay for it. This work was started in September, 1914, and has continued up to the present time with a considerable degree of success. (2) Co-operation with industrial firms by students who did receive pay for their work. The latter plan be^an on February 1, 1915, and was dis- continued under the re-organization of February 1, 1917. This school at the time of the survey was co-operating with three private firms and four city departments. The boys received 84 Industrie I Education Survey no pay for their work and those in charge of the co-operative work at this school felt that it was successful largely because of this fact. They felt, too, that the no-pay plan gave the teachers an opportunity to insist that the boys should be shifted to other work when it was considered necessary for the good of the boy. The outside work of the boys, which in general was a practical laboratory course supplementing their regular class instruction consisted of assisting in architectural drawing, mechanical laboratories, surveying, power plant operating, structural engi- neering, and industrial chemistry. Several reasons were given by those who had charge of the regular co-operative classes in the Stuyvesant High School for its lack of success. These were: (1) The difficulty of getting the boys to enter the co-operative course when they found out that it would not be accepted for college entrance; (2) The difficulty of arrang- ing equal pairs; this caused objections from the foremen who were responsible for a certain output of product; (3) That when younger boys got good positions they left school; (4) The co- operative work caused the boys to have a divided allegiance be- tween school and shop; (5) That many employers failed to see that the scheme was educational in intent and desired to use the boys as cheap help; (6) The difficult^' in making orderly progress of classes by terms fits the needs of the outside shop work; (7) The difficulty in selecting the right pair of boys for the right job at the right time and adjusting school courses to supplement their outside work. Permanency of the Industrial Co-operative Work. It is too soon since the co-operative work was first started in New York City to determine its permanent character. The 1914-15 annual report of the part-time co-operative classes lists 27 firms that had co-operated with the schools in industrial work. At the time of the survey eight of these firms were employing boys on the co-operative plan. This same report lists eight firms co-operating with the high schools in dressmaking and five firms co-operating in salesmanship. Not one of these firms in either dressmaking or salesmanship was co-operating with the schools at the time of the survey. The annual report for the year 1915-16 of the co-operative classes does not list the firms with whom the schools co-operated that year. However, through the courtesy of those in charge of Co-operative Classes 185 the co-operative classes, the semi-monthly reports of the co-or- dinators for the period from January 8 to December 9, 1916, were secured and a list was made of the firms co operating in indus- trial work and salesmanship. There were 40 industrial firms during the year which had one or more pairs of boys. Out of twenty-four firms that were co-operating in September, lOHJ, thir- teen were co-operating at the time of the survey in March, 1917. Of the thirty-seven firms that employed girls from the co-oper- ative classes between January 8, 1916, and December 9, 1916, for industrial work in dressmaking or the making of novelties or lamp shades, twelve firms co-operated for one mouth, nine for two months, six for three months, three for four months, five for five months, and two for over six months. On December 8, 1916, six- teen of these thirty-seven firms were employing girls from the co-operative classes. The attitude of the pupils is also a factor that must affect the permanency of the work. Several of the coordinators stated that the difficulty of securing a sufficient number of pupils to enter the co-operative course was one of the greatest problems. The annual report of the co-operative classes for the year 1915-16 shows that 88 pupils left the course during the first term and 80 abandoned the course during the second term. Of the first group, one-half of the number or 44 entered employment and 38 of the second group entered employment, eight with the co-operating firms. The Cost of the Co-operative Work. The question of the cost of the co-operative work has had con- siderable discussion and the annual report for the year 1915-16 devotes several pages to this subject. Included in this statement of cost are the salaries of the coordinators and the proportional salaries of the teachers, the supervision and the text books and supplies that were given to the co-operative pupils. The per capita cost for each pupil, based on the average attendance for the term, ranged from $36.03 at the Newtown high school with an average attendance of 75 pupils, to 1109.60 at the Erasmus Hall High School that had 12 pupils in average attendance. In the other schools it was also true that the cost was high where the average number of pupils was small. The centering of the work in seven high schools has lowered the cost so that it is probably no more than for the regular high school work, but the exact figures were not available when this report was written. 186 Industrial Education Survey The following table prepared by the school authorities shows the cost of the co-operative work for the first term of the 1916-17 school year : COST OF CO-OPERATIVE EDUCATION FOR EACH HIGH SCHOOL FOR THE TERM. SEPTEMBER, 1916-FEBRUARY, 1917 p 5 Sh^ ^'^° 9 «>" »3 >,oj kJ a> 5 •Sis -i'n^ Julia Richman (15/100) $199.00 $294.00 Stuyvesant* (1/2) 787.00 532.11 Washington Irving.. . (1/2) 437.50 1720.00 Bushwick* (1/2) 787.50 2979.00 Bushwick (1/2) 587.50 2031.04 Commercial (All) 1325.00 1166.00 Manual Training (45/100) 596.00 2470.00 Bryant* (30/100) 397.50 287.00 Newtown (1/^) 662.50 1395.00 Morris C (1/2) 662.50 1395.00 Curtis* (1/2) 600.00 609.51 Average per capita cost for the term, $58.01. *Work discontinued in February, 1917. SUMMARY. The findings of the survey of the industrial co-operative classes show the following: 1. That on March 24, 1917, there were 172 pupils enrolled in the industrial co-operative classes in four high schools. These pupils were distributed as follows : Industrial Work (Boys) 60 Dressmaking (Girls) 62 Salesmanship (Boys and Girls).... 50 2. That the numbers enrolled in the industrial co-operative classes were so small and the occupations represented so diversi- fied that the schools had not organized the school work so as to have it supplement the outside work of the pupil. 3. That 32 of the 40 firms co-operating in industrial work and salesmanship in 1914-1915 were not co-operating at the time of the survey in March, 1917. a o Is £ o m 3 n 3 m 1 60.-. 03 0< < o 5 g $15.00 $30.00 10 $53.80 12.35 5.00 19 70.63 25.00 37.60 50 44.40 17.04 82.80 46 84.00 80.44 128.81 103 27.45 50.00 105.60 66 40.10 35.25 35.25 47 67.23 24.50 28.00 14 52.64 30.00 38.50 60 35.43 20.00 30.00 40 52.64 27.85 20.00 12 09.78 r- ^^z 1' ■ ■^.' / .' t/ '•'.' ^-1 Jf'^ Cooperative Classes ^ ' "^^ 187 4. That much of the time of the coordinator was spent in se- curing new firms to co-operate with the school and in persuading pupils to take this course. 5. That few of the pupils enrolled in the co-operative course in dressmaking have continuous employment for as long as three months with one firm. RECOMMENDATIONS OF THE ADVISORY COMMITTEE ON CO-OPERATIVE INDUSTRIAL CLASSES. After carefully weighing the information obtained by the sur- vey committee, and after visiting the co-operative industrial ^ wow in operation in this city, your advisory committee is .*nvinced that the city should maintain such co-operative classes with certain modifications as noted, at least for a period of sev- eral years to come when the question as to the value of such classes can be more fuUy determined. Your committee makes this recommendation with a full reali- aation that not many high school students can be counted upon to enter manual occupations in the industries. The ideals of the homes from which come the large body of high school students are directed distinctly away from such occupations for their sons and daughters and it is evident that the contribution of the high school to the field of industry must be found in supplying young men with weU trained minds who are fitted after a further period of practical experience to attain to positions of at least subor- dinate leadership. Such positions have been termed the non- commissioned officers of industry and include draftsmen, in- spectors, testers, designers and in general aU positions of the supervising and foreman type. From this analysis it is evident that the co-operative indus- trial classes in the high schools cannot be expected to teach large numbers and the critical question that ultimately must be faced is whether the return for such work is in proportion to its ex- pense. The industrial co-operative work should be organized as to trades and each trade should be centralized in one building or school. This centralization of the work is necessary to secure groups of sufficient size to allow the formation of classes of indi- viduals with similar trade interests. The committee believes that the most satisfactory division of 188 IndustrUil Eduration Survey time for the cooperative industrial classes is half-time in shop and half-time in school as at present. The co-operative industrial class should be in every sense on an apprenticeship basis. It should never be entered into unless there is a definite agreement with tlie employer specifying a pro- gram of shop experience with the hours of labor and wages. This agreement should be signed by the school authorities, the parent representing the boy and the employer. Without such an agree- ment it is impossible to serve adequately the needs of the state, the individual and the employer. Co-operative industrial classes should be limited in so far as practicable to those industries in which at least thirty students are available for a closelj' related trade group that can be super- vised effectively by one co-ordinator. The coordinators should be selected on the basis of the re- quirements of the particular trade for which the co-operative in- dustrial class is to train. That is, the coordinator for co-oper- ative industrial classes in machine shop work should be a man with a thorough understanding of the machine trade. This same principle should be applied to the selection of all other co-ordin- ators. Each coordinator should be at the same time the teacher of related drawing, mathematics, and science for a double platoon group in the school and the supervisor of the work of the students of this group in the commercial establishments. Such a plan would permit both the interests of economy and eflSciency to be realized. The coordinator should have authority granted by the em- ployer to see that the program to be followed by the boy in the shop is carried out. The character of the instruction in drawing, mathematics and science should be such as to secure the greatest possible degree of relation to the trade or occupation in which the student is em- ployed. It must be kept constantly in mind that the co-operative indus- trial course is not a college preparatory course, but that it is a course, the predominant purpose of which is to train the student for advantageous entrance into a specific industry. In addition to the related work instruction should be provided as far as practicable in those subjects which make for intellec- tual, social and civic development. Inasmuch as the co-operative industrial classes have many I Co-operative Classes 189 aspects in couimon with the part-time industrial classes, it is recommended that both types be placed in charge of a common assistant director responsible to the director of industrial edu- cation. In the opinion of the advisory committee the entrance require- ments for the industrial co-operative classes should be based upon age rather than the completion of the first year of the high school course. R. O. Small, E. A. COOLEY, M. B. King. PART-TIME INDUSTRIAL CLASSES. It should be understood that two distinct kinds of part-time or continuation classes exist at the present time. One is that created by the provisions of the so-called Wilmot Law which makes it possible for any city in the state to organize day con- tinuation classes and to compel working children under 16 years of age who have not completed the eighth grade to attend not less than four nor more than eight hours per week. This law aims to further the general education of children who have left school before completing the grammar school by providing opportunities for instruction in the day time instead of in the evening. The other type of part-time class is that in which instruction is given in the trades and industrial, agricultural, salesmanship and homemaking subjects v/ith the object of increasing efficiency and wage earning power, to pupils over 14 (now 15) years of age who are employed during the day. Inasmuch as very few boys under 16 years of age are employed in skilled trades, attendance in these classes is largely voluntary. Voluntary part-time classes are also organized for workers over 16 years of age. The present survey deals with the second type. It may help to an understanding of the general situation in regard to part-time classes if some account is given of the condi- tions under which they came into existence in New York City. The following statement as to the development of the contin- uation work is taken from the report of the City Superintendent of Schools for 1915-16: "Continuation classes as now conducted in New York City are a natural outgrowth of the evening school work. It has been found by long experience that evening school instruction is not very profitable for working children under 16 years of age. At the same time it is evident that this large group of young workers is very much in need of further education. The Wilmot Law, passed in 1913, makes it possible for any city in the state to or- ganize day continuation classes and to compel working children under 16 years of age who have not completed the eighth grade to attend not less than four nor more than eight hours per week. Before making the law effective in this city, it seemed wise to see what could be done on a voluntary basis, that is, with the consent of employers and employees. This gave an opportunity to start in 191 192 Industrial Education Survey a small way, aud to develop an organization gradually and on the basis of experience, instead of attempting to work out in advance a theoretical organization and then apply it as might be possible. It also gave opportunity to accustom employers to the aims and purposes of continuation classes before compelling the attendance of young workers for a certain number of hours per week. "Even before any continuation classes were established for working children 14 to 16 years of age, steps were taken which led to the organization of such classes for older workers. The first step was the organization of evening classes in the establishments of the employers. For example, in 1913, an evening class in Eng- lish to foreigners was authorized by the Board of Education in the Hotel Astor, at the request of the management. It was more convenient and more satisfactory to conduct the class in the hotel as an annex of evening school 17, Manhattan, than in the school itself. The next logical step, which was soon taken, was to open day classes for workers in their places of employment, conducted during such hours as the employees could most conveniently be excused from work. "From these two movements, both growing out of the evening schools, in connection with the growing interest in vocational education, have come the day continuation classes now carried on in the City of New York. "The first day continuation class authorized by the Board of Education was in the department store of Abraham & Straus, Brooklyn, in 1913. The second class was in the department store of Bloomingdale Bros., Manhattan. This was authorized January 28, 1914, and opened the same week. During the following month classes were authorized in the department stores of Frederick Loeser & Company, and A. D. Matthews' Sons, in Brooklyn. Be- fore January 1, 1915, arrangements were made with ten depart- ment stores, three hotels, two candy factories, and three or four large manufacturing plants and repair shops for the opening of similar classes. For various reasons classes were not organized in all these establishments, but in nearly all. The growth has continued steadily. During the school year ending June 30, 1916, the largest number of classes in operation at one time was 38." The Board of Education passed resolutions September 16, 1914, authorizing the organization of co-operative and part-time industrial classes, appointing Associate City Superintendent Dr. J. G. Haaren to take charge of the work of organizing and super- vising these classes. In October, 1914, Dr. Schneider was ap- pointed to act in an advisory capacity to Dr. Haaren, on the understanding that he should spend one week each month in New York City. At a conference with the executive officers of the city government and Board of Education "It was determined that the amount of |236,500 be set aside for the inauguration of Part-Time Industrial Classes 198 vocational courses, and that this money should be released by the Board of Estimate when plans tor its distribution had been approved by the Board of Education." Of this sum "It was agreed that a sum not to exceed ^100,000 was to be used for the particular experiment inaugurated with the advice of Dean Schneider," i. e., co-operative and part-time industrial classes. In a report made August 20, 1915, Dean Schneider says: "There are three things essential to success in co-operative and continuation school work — a desire on the part of the school men really to do it; a thorough understanding of the basic principles and a carefully planned organization." Aims, Types, Definitions: The following definition of contin nation schools is quoted from Dean Schneider's report to the committee on school inquiry : "Under the continuation system the employer releases his employees of school age for a period of time (i. e., one-half day or a whole day) per week to attend the public school for definite mental instruction." The following statement is from the report on continuation and co-operative classes presented by Dr. Haaren to the Board of Education November 10, 1915: "Continuation classes are con- cerned with persons who are in industry and who have con- sequently left school. Continuation classes are of various kinds. Some classes receive instruction designed to increase the skill of workers in the industry, while others receive instruction planned to remedy defects in early education. A machinist's apprentice may need instruction in shop mathematics, or mechanical draw- ing, while a young man or woman engaged in a department store in a minor capacity may require greater skill in the three R^. It may be that a machinist, as well as a department store em- ployee, or one in a hotel, needs to learn elementary English. To supply what is needed to increase civic and industrial efficiency, particularly of the lower paid workers, is the function of the con- tinuation class. Continuation classes are not intended solely for the benefit of the industry. Classes with such an aim should be organized and conducted by the industry itself." As the State of New York provides liberal state aid for part- time industrial classes, we must take into consideration the stated aims, definitions and requirements, as set up by the state. The following is quoted from Bulletin 542, of the State Education Department: "Part-time or continuation schools are those in which instruction is given in the trades and industrial, agricul- tural and homemaking subjects to pupils over 14 years of age L94 Industrial Education Survey who are regularly and lawfully employed during part of the day in any useful employment or service, and the subject of the in- struction must be supplementary to the practical work carried on in such employment or service." This definition has been inter- preted to include continuation classes in which salesmanship is taught. Continuation and Part-Time Industrial Classes: The follow- ing table shows the total number of the continuation and part- time industrial classes under the Board of Education for the week ending April 21st, 1917: REPORT OF CONTINUATION CLASSES— WEEK ENDING APRIL 21, 1917 Voluntary Classes •^l| Is -gs Is "-^ ?1 Abraham & Straua Girls, women 1 Com. Br. 20 Tj^ Bloomingdale Bros Girls, women 1 Com. Br. 20 5 F. Loeser & Son Girls, women, boys 2 Com. Br. (4) 42 4 A. I. Namm & Sons Girls, women 2 Com. Br. (13) 40 5 R. H. Macy & Co Girls, women 1 Com. Br. 23 10 Greenhut & Oo. Girls, boys 2 Com. Br. (19) 37 5 H. C. F. Koch Girls, women 2 Com. Br. 39 4 Lord & Taylor Girls, women, boys 2 Com. Br. 38 5 Gimbel Bros Girls, women 1 Com. Br. 21 5 James MoCreery & Son.. Girls 1 Com. Br. 22 5 Oppenheim Collins & Oo. Girls, women 1 Com. Br. 20 8 (Manhattan) Oppenheim Collins & Oo . Girls, women 1 Com. Br. 22 8 (Brooklyn) Floersheimer & Ck> Girls, women 1 Com. Br. 18 4 J. Kayser & Oo Girls 1 Com. Br. (2) 23 4 G. Bamberger & Oo Girls 1 Com. Br. (2) 20 2 Educational Alliance Men, women, girls, boys 3 Eng. to For. 6110-8 P. S. No. 4, Bronx Women, men 1 Eng. to For. 17 Bronx House Women 2 Eng. to For. 42 Kops Bros Women, girls 1 Eng. to For. 15 Long Island R. R. Co Boys, men 2 Trade 27 Richmond L't & R.R. Co. Men 2 Trade 29 Baltimore & Ohio R. R. .Boys 1 Trade 6 General Electric Co Boys, men 1 Commercial 14 Metropolitan Eng. Oo. . .Boys, men 4 Trade 55 Bklyn Navy Yard, Bklyn. Boys, men 9 Trade 195 46 866 Part-Time Indtistrial Classes 195 Compulsory Continuation Classes S| o P. S. No. 7 Boys, girls 8 Com. Br. P. S. No. 7 Boys, girla 7 Prevocational P. S. No. 65 Boys, girla 7 Com, Br. Bernard Ullman Co Girls, boys 1 Com. Br. Jas. A. Hearn & Son Girls 3 Com. Br. c a 631 403 27 68 26 1129 Continuation Classes City Employees City Employees 1 Ele. Algebra 15 5 City Employees 1 Plane Geometry 12 5 City Employees 2 Bookkeeping 22 3 City Employees 1 Ele. Typewriting 37 4 City Employees 1 Adv.Type.&Sten. 28 2 City Employees 1 Element'ry Sten. 41 2 City Employees 1 Int. Stenography 34 2 City Employees 2 Eng. Comp. 1, 11 26 2 10 215 . . Grand Total 2210 Scope of Survey : The survey of continuation classes was lim- ited to such classes as might be eligible for state aid, i. e., part- time industrial classes, including salesmanship classes. The pro- visions made for state aid state definitely that "The subjects of the instruction must be supplementary to the practical work car- ried on in such employment or service." The state law does not provide special aid for the general continuation work. The following list of firms having part-time industrial classes coming under the above defiinition was furnished by Dr. Wm. L. Ettinger, Associate City Superintendent in charge of vocational work: Baltimore & Ohio R. R. Shops, Clifton, S. I. Long Island R. R. Shops, Morris Park, L. I. Metropolitan Engineering Co., Brooklyn, N. Y. Brooklyn Navy Yard, Brooklyn, N. Y. Richmond Light & R. R. Co., Livingston, S. I. All the classes studied are listed as voluntary classes by the Board of Education because the pupils enrolled in these classes IIKI Industrial Education Suroey are above the cuiiipulsory school age. In all of them, except one, however, the employer compels certain employees to attend. PART-TIME INDUSTRIAL CLASSES AT THE BROOKLYN NAVY YARD. Organization: The j)art-time industrial classes at the Brook- lyn Navy Yard were started February 26, 1917. These classes were visited by members of the survey six weeks after the work was organized. There are 227 boys enrolled. Their ages range from 15 to 22 years. Of these boys none had graduated from high school, 45 had attended high school, 61 had done no work beyond the eighth grade, 118 had not completed the work of the eightli grade. Of the total number of boys 59 had attended night school and two had taken correspondence courses. Every boy in the classes is regularly apprenticed to some spe- cific trade in the Navy Yard. The apprenticeship term is from three to four years, depending on the ability of the boy ; about 30 per cent finish their apprenticeship in three years. The appren- tices are given a semi-yearly examination by the officers of the Navy Yard and the part-time industrial teachers. If the boy does not do satisfactory work in the examination or in the shops he is dismissed or held back. The Navy Department officials compel all the apprentices to attend the part-time industrial classes, eight hours a week from one o'clock to five o'clock on two days of the Aveek and the}' are paid the regular wage for tlie time spent in the class. The classes are under the direct supervision of an officer of the Navy Yard assigned for the purpose. A petty officer is present continuously during the sessions of tlie classes and is responsible for the attendance and to some extent the discipline. For the purpose of the part-time industrial class work the 227 boys were organized into the three groui>s called "A", '*B" and '*C" groups, representing the ship construction, machinery divi- sion and woodworking trades. Classes in each group are arranged so that only one-third of the boys are out of the shops at one time. It is the aim of those in charge to group the apprentices in the classes as far as possible, according to their year of appren- ticeship. Tills has been done in classes No. 2 and No. 3 and par- tiallv in the other class. The table showing the distribution of Part-Tiinr ImlnstrUt} ('hif<.ses 107 the boys in regard to groups, classes and trades was made up from a report dated February 26th, 1917, of the supervisor in charge. TABI.K SIIOWINC TIIK DISTKir.UTlOX OF PUPILS P,Y CLASSES AND THAl)i:s IX THE BK'OOKLYN NAVY YARD PART-TIME INDUSTRIAL CLASSES m . Trade Trades Cl.iss 1. ChissL'. Class .1. Tutu 1. Group A : 1. Shipfitter ll> 27 17 56 2. Chipping auil caulking 4 2 6 3. Sheet metal working 8 5 13 4. Shipsmitli — ship bhicksmith 3 1 S 12 5. Plumber 3 3 2 S 6. Boilermaker 3 1 4 Class Totals 29 40 30 99 Group B : 7. Boatbuilder 4 13 12 29 8. Joiner 5 2 7 9. Shipwright 2 1 5 8 10. I'atterumaker 2 2 IL Painter 2 2 4 12. Sailmakor 2 2 Class Totals 15 20 17 52 Group C : 13. Machinist 9 15 5 29 14. Electrician 16 14 7 37 15. Coppersmith 1 1 1 3 16. Die sinker 2 2 17. Moulder 1 2 2 5 Class Totals 29 32 15 76 An important element in the success of part-time industrial work and one which is emphasized by the rules of the State Education Department in order to secure state aid is that tlie school work of the class shall be directly related to the shop work. This can be done, most successfully only when a specific trade is taken as the organizing unit. When it is necessary to group apprentices from two or more trades together the classes should be small enough so that the instruction can be individual. A study of the above table will show that neither of these prin- ciples is present in the organization of most of these classes. 198 Industrial Education Survey Courses of Study : The subjects taught are mechanical draw- ing, mathematics, mechanics and English, one and one-quarter hours being given to each subject with five minutes between classes. On account of the short time that these classes have been in existence no definite course of study has been adopted. Relation Between School Work and Shop Work: In the mechanical drawing classes the work observed consists of geomet- rical exercise drawing. In the mechanics and English (same period and teacher) the work observed consisted of a formal lec- ture on some formula of mechanics or some phase of metallurgy, and the English work dealt with a written summary of the lec- ture. One lesson observed in this class was on the blast furnace, a topic full of possibilities for interesting correlations. During the entire lesson the instructor used no demonstration materials, models, blue prints, lantern slides, blackboard drawings nor did he make any reference to the several cupolas in the Navy Yard. In mathematics the work observed consisted of review exercises and demonstrations of the fundamental operations. No text books were used in any of the classes. In the teaching observed there was very little correlation between the class work and the daily work of the boys, and none at all with the specific trade to which the boy was apprenticed. The methods used were largely those of formal teaching with a very few practical applications brought in afterwards as incidental. It seems surprising that in such a rich environment as the Navy Yard, with such hearty co-operation on the part of the officials, that so little endeavor was made to use the environment and the experiences of the boys as part of the teaching process. At the time of the survey none of the teachers had visited the shops or talked to the foremen in the shops, or visited the boys at work, except one who is regu- larly employed in the Navy Yard. Teachers'. There are three teachers employed by the Board of Education for the part-time industrial work in the Navy Yard They are rated as substitute teachers and teach at the Navy Yard four hours per day. They are paid at the rate of |6.00 for the four hours. All are fully occupied at other business in the mornings. One teaches two mornings each week for the Board of Education in other part-time industrial classes and works four mornings in a machine shop. Another is regularly employed at the Navy Yard. The third is temporarily employed at civil Part-Time Industrial Classes 199 engineering work. Two teachers have engineers' degrees, the other has completed three years' work toward the bachelors' degree. All three teachers have had practical experience in the industries and at present are occupied part of the time in prac- tical work. The supervisor from the Board of Education visits the classes twice a week, holding conferences with the teachers and observing the work of the classes. Building Equipment, Supplies: All the classes are held in the large social hall of the Navy Yard. This makes the teaching somewhat diflBcult as the attention of the students is being con- tinually distracted by the other classes. This condition is soon to be remedied by installing movable partitions. The equipment is satisfactory in most respects and is being added to and improved continually by the officials of the Navy Yard. All supplies for these classes are obtained from the Navy Yard stores, so that these teachers avoid the delay usually attendant upon obtaining supplies from the Board of Education store room. Attitude of Employers: The classes are visited every day by the naval officer in charge, another subordinate officer being present most of the time. The Navy Yard officials are very enthusiastic about the part-time industrial classes, and are willing to co-operate in every way to make the work a success. Personal interviews were held with the four officials directly concerned; one of them expressed himself as feeling that the teachers were not yet in touch with the real problems and needs of the boys in the classes; another one said, "Everything in the Navy Yard is at the disposal of these classes and their teachers. They can go anywhere and use anything in the yard.'* THE PART-TIME INDUSTRIAL CLASSES AT THE LONG ISLAND RAILROAD SHOPS, MORRIS PARK, L. I. Organization: The part-time industrial work was organized in these shops on June 14th, 1915. There are two separate classes, one from eight to ten, Monday and Wednesday mornings, the other from ten to twelve on the same days. The classes are conducted fifty weeks in the year. One class of twelve boys was composed of machine shop apprentices, the other class of thirteen boys included electricians, blacksmiths and pattern-makers' ap- 200 Industrial Education Survey prentices. The apprentices attending these classes are employed in the general repair shops of the railroad and are given a splendid opportunity to secure a broad shop training. The boys are compelled by the employer to attend these classes and are paid their regular wages for the time spent in class. The previous education of the boys in these classes ranges from the sixth grade to the second year in high school. They were from 15 to 22 years of age. Course of Study : An attempt was made to secure a course of study from the teacher but one could not be obtained. Three subjects were taught by one teacher to all classes; mechanical drawing and blue print reading one period each week, mathe- matics one-half period per week and English one-half period per week. Instruction in mechanics was also being given at intervals. Relation Between School Work and Shop Work : The work in mechanical drawing was largely individual owing to the varying rate of progress of the pupils. The larger part of the work was being done from blackboard sketches and other drawings. There was very little evidence of drawings of shop models, tools or machines, and none of locomotive parts. In the work in mathematics the difference in the previous education of the boys showed up strongly. To many of them the work was simply a review of what they had done in school; to others it was far too difficult. There was very little individual teaching. On the day that the writer visited this shop a lecture had just been given in the mechanics class on the theory of the gas engine. On inquiry it was found that no gas engines were used or built in the shops. The English work was given at the same time as that in mechanics and consisted of note book work and drill in oral expression. The same tearher has been employed for these classes for the past six months. Up to the date of the survey he had not visited the shops, or the boys at work, the superintendent or the fore- man. He is employed by the Board of Education for the work, two mornings each week, from 8 to 12 for which he is paid ^^6.00 per morning. He is also employed by the board every afternoon, teaching other part-time industrial classes, his other mornings being spent in machine shop work. He has had ten years' prac- tical experience as draftsman, engineer and machinist. Although ParfThiic I ixhisirial Ckissr.yi 201 the classes have been in operation for two years, a system of tests and reports to the shop superintendent has only just been started. This was done at the urgent request of the shop superintendent, who made this request because of his impression that the com- pany was not deriving the benefit that it should fi'oni tlie class work. Rooms and Equipment : The room provided for these classes is unsuited for school purposes, being a portion of a paint shop, dark, dirty and noisy with a very disagreeable odor of paint. The benches on which the drawing is done were decidedly shaky, it being practically imj)ossible to do good work on them. Attitude of Etnploijers: Interviews Mere held with the super- intendent of the sliop and with the foreman of the machine shop. Both expressed an earnest desire to make the work of the part-time industrial classes more successful. The superintendent expressed himself as not being entirely satisfied with the work of the class. He expressed a desire to have it more thoroughly organized in the direction of systems of testing, grading and promotion which should measure the progress of the boj-s. Both foreman and superintendent felt that the work thus far had not been of much value to them in a practical way due in part to the fact that the boys did not remain long with the firm. THE PART-TIME INDUSTRIAL CLASS OF THE BALTI- MORE AND OHIO R. R. SHOPS, CLIFTON, S. I. Organization: This class was organized September, 1914. The sessions are from 7 :15 to 8 :15 every morning in the week, making a total of six hours per week for all apprentices. The enrollment was low at the time of the survey on account of abnormal trade conditions, it being difficult to get boys to start the four years' apprenticeshij* course at flie beginning wage. Classification of Pupils : All the boys are regularly appren- ticed to specific trades in the shops. Tliey are compelled to attend by the company and are paid their regular wage while attending class. Of the eight apprentices at present in the class, six were machinists' apprentices, one a carpenters' and one a boiler makers' apprentice. 202 Industrial Education Survey Courses of Studij: Meclianical drawing is taught on Mondays, Wednesdays and Fridays, mathematics on Tuesdays, Thursdays and Saturdays. Relation Between School Work and Shop Work : In mechan- ical drawing the work of the class is closely related to the specific trade of the boy, the machinists' apprentices drawing machines, engines and parts; the carpenter apprentices drawing frames for buildings, construction work, etc., the boilermakers' appren- tices drawing parts of locomotive boilers and developing pat- terns, the drawings being made almost entirely from parts bor- rowed from the shops. The work in mathematics is of a practi- cal character and related to the trade, the method being to develop the practical use and need, show methods of solving, then state the formula and develop short cuts, with use of tables. The work in both classes is entirely individual and the standards of work are high. The books used as reference books in the mathe- matics class are: "Shop Mathematics," Helton; "Practical Ap- plied Mathematics," Hale; "Mathematics for Machinists," Burn- ham; "Shop Problems in Mathematics," Breckenbridge, and the texts of the Baltimore and Ohio apprentice course of Mt. Clair, Md. Teachers: Two teachers are employed for this work by the Board of Education, one for mathematics and one for mechanical drawing, both teach three hours per week. They regularly visit the shops, are well acquainted with all the foremen and know what each boy is doing in the shop. Both have had some prac- tical experience in the trades and are regularly employed during the day by the Baltimore and Ohio Railroad Company; one is chief clerk to the master mechanic, the other is draftsman in the same department. Each has worked out a course of study to meet the needs of the boys, their chief aid being the apprentice courses from the Baltimore and Ohio Apprentice School at Mt. Clair. On the other hand neither of these teachers has ever at- tended any conference of part-time industrial class teachers or visited any other part-time industrial classes. Equipment: The classes are held in an ordinary passenger car which stands on a convenient side track. Drawing tables are fitted over the backs of the seats and the car is well lighted, heated and ventilated. The company furnishes all the blue- Part-Time Industrial Classes 203 prints, tracing paper, blue-print paper and tracing cloth. The Board of Education furnish drawing boards, paper and instru- ments. The teachers are given any extra time necessary to pre- pare material for the class and are allowed to use any part of the shop equipment or material desired. These teachers have visited evening classes at Pratt Institute, Murray Hill Evening Trade School and the Dickinson High School. Attitude of Employers: The master mechanic and foremen visit the class regularly and know what each boy is doing; the representative of the Board of Education visits the class once about every three weeks. The company gives prizes of books for good work and pays the expenses of a trip to their other plant at Mt. Clair, Maryland, for the best boys. The attitude of the repre- sentatives of the company was all that could be desired. They visit the class regularly, giving encouragement, substantial help and constructive criticism. They expressed themselves as being perfectly satisfied with their teachers and with the work which they were doing. They would be glad to start classes in industrial chemistry and applied physics. THE PART-TIME INDUSTRIAL CLASSES OF THE RICH- MOND LIGHT & RAILROAD CO., LIVINGSTON, S. I. Organization: These classes were established by the Board of Education, November 10, 1914. The hours are from 7 to 9 Mon- day, Wednesday, Thursday and Saturday mornings. Student: The students are all over nineteen years of age and attendance in the class is voluntary, the class being open to any employee who cares to come. The firm pays the regular wage for the time spent in class, the estimated average wage being about 30 cents per hour. The total number of employees is 150, the aver- age number eiu-ollcd in the continuation class is o8. with an aver- age attendance in each class of 15. The trades represented in each class are electricians, machinists, pipe fitters, riggers, repair men, construction men and meter men, with oilers and helpers of vari- ous kinds. Courses of ^^tudjj: Elementary meclianical drawing is given on Monday; advanced mechanical drawing and blueprint reading, cost and quantity estimating on Wednesday; mathematics on Thursday ; elements of steam and electricity on Saturday. 201 } 11(1 Ksl rial Eilucution ^Survey Relation Between School Work and Shop Work: The teaching in both chisses in mechanical drawing was entirely individual, each student being given what he needs and wants, and advancing as rapidly as his ability allows. The purpose of the class is not to make draftsmen, but to enable them to make fieeliand mechan- ical sketches; to read drawings and blue prints; to figure quanti- ties and to estimate costs. Some were working on the simple orthographic projections, others on machine drawings, others on building plans and still others were estimating costs and quanti- ties; all in the same class. No text books were used, samples being taken from the daily work and the operations of the plant. In mathematics the work was partly class work and partly indi- vidual, fundamental algebraic operations and simple equations w^ere demonstrated and applied immediately to practical prob- lems. The work in elements of steam and electricity is given in the same way. The chief reference books in these two classes were "Mathematics for Machinists," Burnham; "Elements of Elec- tricity," Timbie. Teachers: Two teachers are employed by the Board of Educa- tion, one for the mechanical drawing, four hours per week, one for the mathematics and elements of steam and electricity, four hours per week; both are ranked as substitute teachers and are paid |!1.50 per hour. Both are regular employees of the company, one as chief operating engineer, the other a draftsman having charge of the construction w^ork. Rooms and Equipment: Two rooms in the office building are used for the continuation class work. They are roughly furnished, but seem to be entirely satisfactory for the purpose of the class work. The lecture room equipment consists of one small black- board and several rough board benches, with a set of shelves for storing demonstration material. The mechanical drawing room equipment consists of several rough board tables for drawing, one table for the teacher and a set of small shelves for demonstration models. Both rooms are well lighted and ventilated. Attitude of Employers: The employers are very favorable to the continuation class idea, and if for any reason the classes de- crease in size the superintendent and foreman go around the shops and urge the men and boys to attend. The teachers are allowed all the extra time they need to prepare for their class work and Part-Time Industrial Classes 205 the iservicess of (»iher eiuployeo.s is Ireely given to prepare any material needed. The classes are supervised very closely by the employers, being visited nearly every day by some official or their representative and the teaclier holds daily conferences with the superintendent. The representative of the Board of Education visits the class about once every two weeks. PART-TIME INDUSTRIAL CLASSES OF THE METROPOLI- TAN ENGINEERING COMPANY, BROOKLYN. N. Y. Organization: The Metropolitan Engineering Company, of Brooklyn, has four continuation classes, the hours being from 4 to 5:80, two classes meeting on Monday and Wednesday, and tlie other two on Tuesday and Thursday. The classes were organized September 13, 1915, and the boys are required by the company to attend them. Most of the boys work on piece work, but are paid a flat rate for two-thirds of the time spent in class. This rate of compensation varies from fourteen to twenty-five cents per hour. The company makes a very extensive line of electrical parts for use in construction work. The classes have an average attendance of seventy-eight and the boys' ages vary from sixteen to twenty-two years. They are not learning any specific trade, but are doing routine work requiring a considerable degree of manual dexterity, for which they receive good wages. Most of the boys were working at semi-skilled work. Their job can in no way be looked upon as a trade and it offers very little j opportunity for advancement to skilled work with this firm, or any other firm. Neither can it be looked upon as a suitable occu- pation for adults. This nmkes the problem of related work quite difficult. It also raises the question as to whether the instruction can be considered as trade extension work. Courses of Htmhj: The class work consists of mechanical draw- ing one and one-half hours per week; shop arithmetic three quar- ters of an hour per week ; English three-quarters of an hour per week. Complete syllabi for these courses have been worked out by the supervisor in charge of these classes. Relation Between Class Work and Shop Work: The type of work the boys perform in the shop makes it difTicult to relate the class work very closely to the shop work. In the mechanical drawing class, however, an attempt was being made to make the work practical and i*elated to the shop work. The models used 206 Industrial Education Survey were largely those that the boys were working with in the shops. There was no geometrical drawing, but plenty of freehand ortho- graphic sketches. A few drawings were made that were copies of other drawings. In the shop arithmetic class the work was pri- marily a review of the regular work pursued in the grammar grades. Very little evidence could be seen of any correlation with the work of the boys, or of the products of the firm. The English was to an extent correlated with the daily work of the boys. Teachers: At the time of the first visit to these classes two new teachers were being installed, one class having had three dififerent teachers in the previous four weeks. There had been an entire new force of teachers in the previous two weeks. At pres- ent there are two teachers employed six hours each per week by the Board of Education for these classes. They are paid |1.50 per hour for this teaching. They teach in other schools during the remainder of the day. Room and Equipment: The room assigned to the class is sat- isfactory for the purpose, it being the best in all the part-time industrial schools visited. It is suitably equipped with chairs, drawing tables, blackboards, and cases. A partition is to be built in the middle of the room, making it into two separate rooms. Attitude of Employers: The ofScials of the company inter- viewed, the superintendent and the foreman are all very enthusi- astic about the part-time industrial work. The classes were or- ganized at their request. When advertising for help they make a statement that they conduct a part-time industrial class and that the quality of the applicants for positions had improved very much since the classes were started. They expressed an entire willingness to do anything to improve the work of the classes. They feel that the Board of Education is not properly supporting the work, in that they have failed to supply competent teachers who understand the part-time industrial class. They expressed a willingness to pay the entire salary for the teachers themselves, If good ones could be obtained ; also to employ them regularly in the factory or office for full time, if that would assure good teach- ing. They are willing to start two more classes, if the Board of Education will supply good teachers. They favor the establish- ment of courses in related elementary electricity, correlated phy- sics and chemistry and a course in the study of material. They advocate not more than ten boys to one teacher, as they feel that Part-Time Industrial Classes 207 this limitation is necess^ary to obtain good results in this type of work. The company supplies to the classes complete files of the "American Machinist," "Electrical World" and "Iron Age"; but BO far the teachers have made no use of the magazines in the class room. The classes are visited nearly every day by a representative of the firm and about five times a month by a representative of the Board of Education. SUMMARY. The findings of the survey of the part-time industrial classes fihow the following : 1. That the part-time industrial work represents but a small part of industrial instruction offered in New York City. The re- port for the continuation classes for the week ending March 31, 1917, shows that there are 344 students enrolled in the part-time industrial classes. This number is about 16 per cent of the total number of pupils in continuation classes. 2. That certain conditions in this work arising from the fact that many classes are made up of pupils from different trades or branches of the trade make it difficult to correlate intimately the instruction with the shop experience of the pupils. 3. That the teachers of these classes receive practically no spe- cific preparation for the special problems of this type of teaching. 4. That the salary and assignment of work render it difficult to obtain men with special training for these classes. 5. That the teachers who are employed in the shops of the es- tablishments offering courses have uniformly acquainted them- selves with the shop work of the pupils. At the time of the sur- vey, few of the other teachers, however, had visited the shops, or the boys at vrork. 6. That the employers favor the part-time industrial classes and are working for their improvement. 7. That the contribution of the employers in apprentice wages and cost of materials amounts to more than that spent by the Board of Education for salaries and materials. REPORT OP THE ADVISORY COMMITTEE OF PART-TIME INDUSTRIAL CLASSES Part-time industrial classes, as conducted in New York City, may be considered under two heads: (1) Compulsory classes organized under the provisions of the Wilmot law for children who have been granted working papers but who have not grad- uated from the elementary school, and (2) voluntary classes for those who have fulfilled the compulsorj' school requirements and who are employed in occupations for which it is possible and desirable to give specific supplementary training, calculated to better fit the employees for the positions in which they are now employed, and for advancement to better positions. While the report of the survey which was submitted to the committee has dealt with but the second class of young workers mentioned above, your committee nevertheless feels it to be de- sirable at this time to emphasize the great need for providing a scheme of continued education for all boys and girls between the ages of 14 and 18 years who leave school and go to work. No comprehensive or fully adequate system of education can permit thousands of young people who, at' 15 years of age, have reached but the end of sixth grade, or who are merely 14 years of age though having finished the eighth grade, to go out into industry upon a single program of mere employment. The fact is deserving of great emphasis that j'^oung people, even under the most favorable circumstances, cannot be suf- ficiently well educated and otherwise developed so that by the end of their thirteenth year, or during their fourteenth year, they may be permitted in large numbers to enter industry upon the terms of opportunity that industry now offers without grave danger to themselves and to society. Legal restrictions upon hours of labor of children afford some protection. A few further legal restrictions afford a measure of protection from physical accident and minimize the moral hazard. And yet some of these beneficient restrictions serve to increase the educational hazard in that they narrow the field of choice of work of these boys and girls to the educationally "denatured" juvenile jobs so frequently described as "dead end" or "blind alley." 208 Part-Time Industrial Classes 209 These juvenile jobs are not, as a rule, beyond the strenj;th and capacity of boys and girls to master. They are of kind where youth is an asset. They are frequently relatively well paid. The danger lies in the fact that, with rare exceptions, they do not l)rovide an experience that is useful as a preparation for better paid adult positions, which these young people must later enter if they are to be adequately self-supporting, and that, on the other hand, as a rule they make no demands upon the education with which the boys and girls come to them. As a result, the very elonentary education — the minimum essentials of which have been provided at great expense by the community — is sloughed off to an alarming extent during these first years out of school. If valid and necessary to make this investment in education, in the first place, it is imperative that steps be taken to con- serve the investment in the second. Another serious defect to be remedied arises from the fact that, during the years spent in the kind of employment of which we are speaking, neither parents nor employers are doing any- thing, except in special instances, to stimulate the young people to adopt a forward-looking program for themselves, and indeed often unintelligently and even selfishly oppose their efforts, when, by chance, they make the effort. The community has undoubtedly the right to fix the terms upon which minors may enter industry. The community just as surely is under obligations to provide further part-time edu- cational opportunity and guidance during this most critical and formative period between the ages of 14 and 18 years. It requires no elaboration to convince anyone of intelligence that the initial entrance into industry, made at a period which coincides with the otherwise most critical period in the lives of boys and girls, is no time for the educational machinery to aban- don them to their own devices and the blind forces of industry. Legislation, and the public school alone, can deal adequately with the problem, and therefore upon the public school authori- ties devolves a great responsibilitj'. To fail to act would be most inconsistent with the social claims of the modern school system, and would fall far short of educational statesmanship. The scliools for the masses must not cease where those for the favored lew begin. The arguments for this work are by no means exhausted. Attention might be called to the fact that thousands of the boys and girls for whom it is asked that this part-time Instruction 210 Industrial Education Survey shall be provided, are entitled to sit five days a week in the public school and have the public pay the bill. Instead, they are at work earning millions of dollars yearly, which money they take into the homes of the most needy, where it both helps to support the families and to pay the taxes. They are also making their contribution to the industry, and must not be regarded as a burden upon industry, for, while we most often think of employers paying wages to employees, it is quite as correct to speak of employees paying a profit to employers. Every consideration of justice, every prompting of generosity, every demand of efficiency in its best sense, requires that the problem of providing adequately for the continued education of the thousands of boys and girls leaving school at 15 years of age be met promptly and courageously, particularly in all of our large cities. Turning to the second or voluntary group with which the report of the survey has to do the advisory committee is con- vinced that the city should maintain part-time industrial classes for these young people. While the arguments set forth in regard to the necessity for further education of the first group apply equally well to the second, other factors set forth below influenced your committee in reaching its conclusions with regard to part-time industrial classes. The individuals in the second group have definitely started upon an industrial career. The degree of success which will come to any of these individuals depends largely upon the degree of intelligence that they develop concerning the methods and activi- ties of the trade in which they are engaged, that is, upon their knowledge of the mathematics bearing upon trade processes, upon the elementary scientific principles involved, upon their compre- hension of technical processes, their acquaintance with the quali- ties and properties of materials used and upon their ability to deal with correlated factors, such as reading and making draw- ings and the interpretation of shop orders and reports. As the industries are organized at present, there is little or no chance for an individual to secure systematic training in any- thing other than the manipulative side of the trade unless it be given by instructors employed for the purpose, and at a time definitely set aside. A few employers are willing to go to the trouble and expense to provide such instruction, the majority are not. Because of this it has become the duty of the public to Part-Time Industrial Classes 211 lirovide facilities for such instruction through the maintenance of part-time industrial classes. This can be done economically and eHiciently only through the agency now organized to care for public instruction. Any program which has to do with part-time industrial classes for minors employed in occupations for which it is possible to give specific supplementary training should be based upon the principle that there are three parties to be considered — the State, the individual and the employer. The instruction in part-time industrial classes should consist in part of subjects such as drawing, mathematics, and science related to the industrial needs of the occupations in which the workers are employed, and in part of subjects which will con- tribute to the employee's intellectual, social and civic develop- ment. It should also be noted that the development and advance- ment of the employee will depend fully as much upon the extent to which he is given the opportunity for breadth and scope of training inside the establishment as upon outside instruction. The administration of the part-time industrial classes should be placed in the hands of the public school authorities, and should center in a director of industrial education who should have an assistant in specific charge of these classes. This assistant should have power of initiative in all matters relating to the part-time industrial classes, such as courses of instruction, location of classes, training and selection of teachers, equipment and sup- plies. Such a plan would clothe those who administer the work with sufficient power to meet the many exigencies Avhich are sure to arise in connection with part-time instruction and fix respon- sibility for results. From the reports submitted to your committee and from such observation as the committee has made, it feels that certain weak- nesses of the part-time instruction as it exists at present is largely due to the lack of such centralized authority. All part-time industrial classes should be organized as to trades and not as to time served in industry or educational quali- fications or age of pupils. Because of the inevitable variations in age and previous school experience there should not be more than twenty students enrolled in a class at any one time. By limiting the number to this extent individual instruction which is essential can be provided. To secure the maximum amount of benefit for the individuals 212 Industrial Education Survey in a part-time industrial class it is essential that workers from one industry, trade or occupation be grouped together, rather than a number of workers from a variety of industries, trades, or occupations. The workers in a machine shop should be grouped together, workers from a woodworking shop should be grouped together. Workers from a woodworking shop and workers from an electrical shop should not be grouped together. While the investigations of the survey and the report of your committee have been largely directed towards the few part-time industrial classes now in existence, your committee feels that the policy of the Board of Education should be to extend these classes wherever favorable opportunities can be found. The development of part-time classes in the absence of com- pulsory legislative enactment is a matter of slow growth in our individualistic communities. If this work is to be extended, steps should be first taken in industries representing large numbers of young workers and where there exists great need of trade extension instruction. The consent of some sympathetically dis- posed employer for the beginning of part-time classes with his employees should be secured. After such a beginning, efforts should be made through employers, associations and otherwise to secure the consent of all employers in the trade or industry in which the work has been started to release their employees for such instruction during a portion of the working day. Finally it is obvious that part-time industrial classes cannot always be conducted in commercial establishments, but must be provided for in part at least in school buildings or rooms other- wise secured for the purpose. Signed, R. O. Small, E. A. COOLEY, M. B. King. RECOMMENDATIONS OF THE INDUSTRIAL EDUCATION SURVEY COMMITTEE. Administration. Based upon the foregoing findings, it is recommended: That the administration of industrial education in the public schools of the city center in a director of industrial education responsible to the city superintendent of schools and the board of superintendents. That the field covered bj^ the director of industrial education be confined to such schools as meet the requirements for state aid and shall not include pre-vocational work, manual training and compulsory continuation school work. That the director of industrial education be entrusted with as large authority and responsibility as is practicable in the administration of his work. The committee feel that the Board of Education, the city superintendent iind the board of superintendents should recognize that their relation to the director of industrial education would be different in character from their relations with directors of academic branches. While school superin- tendents have experience and authority in the academic branches, they are usually without experience or special knowledge with respect to industrial education. They should therefore allow a more free-hand to the director of industrial education than they might be willing to grant to the supervisor of high schools or of branches of the work in elementary schools. That four assistant directors be provided to assist the director of industrial education as follows : An assistant director of day vocational schools for boys; an assistant director of evening trade classes for boys and men ; an assistant director of co-opera- live and voluntary part-time classes; and an assistant director of vocational work for girls. That according to the terms of the accompanying chart the assistant director of day vocational schools for boys shall deal with the principals of such schools, the principals with the de- partment heads and the department heads with the teachers. Tliat the assistant director of evening trade schools for boys and men shall deal with the principals of such schools, and the principals with the teachers. 213 214 Industrial Education Survey i tf H m P Q Z t-t , ^<^ ^ r, ^6 ^'^ 2^ H ^ '^ W Pi r-, H CO £-1 6 H ^ ^ o 8 P H ^ m >^ Pi^ O o ^ r/2 §2 H-l Q ^ H ^^ K <1 o o P ^ Q o w t— 1 H ^ N l-H ^