BULLETIN 
 
 OP THE 
 
 IVERSITY OF TEXAS 
 
 NUMBER 192 
 
 FOUR TIMES A MONTH 
 
 OFFICIAL SERIES NO. 57 
 
 JULY 22, 1911 
 
 Suggestive Courses of Study 
 
 IN 
 
 Manual Arts, Mechanical Drawing and 
 
 Household Economics for Texas 
 
 High Schools 
 
 o 
 
 in 
 
 uo 
 
 PUBLISHED BY THE UNIVERSITY OF TEXAS 
 AUSTIN, TEXAS 
 
 Entered as second-class mail matter at the postofficc at Austin, Texas. 
 
EXCHANGE 
 
229-611-lm-4904 
 
 BULLETIN 
 
 OF THE 
 
 UNIVERSITY OF TEXAS 
 
 NUMBER 192 
 
 FOUR TIMES A MONTH 
 
 OFFICIAL SERIES NO. 57 JULY 22, 1911 
 
 Suggestive Courses of Study 
 
 IN 
 
 Manual Arts, Mechanical Drawing and 
 
 Household Economics for Texas 
 
 High Schools 
 
 PUBLISHED BY THE UNIVERSITY OF TEXAS 
 AUSTIN, TEXAS 
 
 Entered as second-class mail matter at the postoffice at Austin, Texas. 
 
Cultivated mind is the guardian 
 genius of democracy. ... It IB 
 the only dictator that freemen ac- 
 knowledge and the only security that 
 freemen desire. 
 
 President Mirabeau B. Lamar. 
 
 \' I J> J \ *, / 
 
CONTENTS 
 
 Page. 
 
 1. Introduction 5 
 
 2. Suggestive Courses 7 
 
 3. Excerpts from the minutes of the Conference . . 10 
 
 327837 
 
INTRODUCTION. 
 
 The University of Texas is a democratic institution. It strives 
 to serve all classes of people. In doing this it realizes the 
 necessity of providing for the teaching of many subjects. Lan- 
 guages and Mathemtics have been taught in the schools from 
 the time of the first formal organizations and are well estab- 
 lished. The sciences have been introduced into the schools 
 within the last fifty years. They are now taught by laboratory 
 methods and are gaining in favor and in effectiveness. The 
 vocational subjects are persistently knocking for admission. So 
 far, except in few places, these subjects are yet unorganized. 
 Their form and content are still more or less problematic. Their 
 worth as disciplinary and informational subjects is unsettled. 
 Enough progress has been made, however, in the organization of 
 these subjects to insure their perpetuation. The University hopes 
 to contribute to the proper organization and development of these 
 subjects in .Texas High Schools. In accordance with this desire 
 a conference of teachers of Manual Arts and Household Econom- 
 ics was called to meet at the University, May 5, 1911. In response 
 to this request a number of the best teachers in Texas met and 
 spent an entire day in consultation. The names of these teachers, 
 the names of the institutions attended by them, and the names 
 of the towns in which they are working, are given: E. S. Black- 
 burn (Bradley Polytechnic Institute), Austin; Miss Martha T. 
 Bell (Drexel Institute and Teachers College), College of In- 
 dustrial Arts; E. M. Wyatt (Kansas State Normal and Stout 
 Manual Training Institute), Houston; N. S. Hunsdon (Wash- 
 ington University), San Antonio; Miss Eula P. Turner, (College 
 of Industrial Arts), Dallas; Miss Eleanor Nesbitt (Drexel In- 
 stitute), Austin; 0. A. Hanszen (Washington University), 
 Dallas; Miss Jessie L. Hetzel (.Teachers College, Columbia Uni- 
 versity), Houston; R. H. Barnes (Illinois State Normal Univer- 
 sity), Marlin; Miss Florence O'Leary (Stout Institute, Menomo- 
 nie, Wis.), Austin; Miss Cora A. Reynolds (College of Industrial 
 Arts), Dallas; Miss Nannie E. Mcllvain (College of Industrial 
 Arts), Paris; Miss Ora Blair (College attended not given), 
 Belton. 
 
6 The University of Texas Bulletin 
 
 At different times during the day Superintendents and Prin- 
 cipals assisted in the discussion. Among those in attendance 
 were Superintendent J. G. Wooton, Paris; Principal W. W. 
 Clement, Temple; Superintendent F. V. Garrison, Sulphur 
 Springs; Superintendent R. G. Hall, Cleburne; Principal J. E. 
 Pearce, Austin ; different Professors of the University and teach- 
 ers in other schools. 
 
 The morning was spent in a general discussion of principles 
 underlying the courses of study ; the afternoon was given to the 
 formulation of suggestive courses of study in Manual Arts and 
 Domestic Economy for Texas High Schools. 
 
 The suggestive courses are given in the following pages with 
 excerpts from the discussions of the morning session. 
 
 In publishing this material the University realizes that only a 
 single step is being made in the development of the work. These 
 suggestive courses will be worked out in the different schools and 
 as progress is made further announcements will follow. 
 
 Respectfully, 
 
 J. L. HENDERSON, 
 
 Visitor of Schools. 
 
SUGGESTIVE COURSE OF STUDY IN MANUAL ARTS 
 FOR TEXAS HIGH SCHOOLS 
 
 SHOP WORK 
 
 First Year 
 
 I. A course of exercises involving use of typical tools and 
 processes. 
 
 II. Study of woods and their uses. 
 
 Second Year 
 
 I. Cabinet-making and furniture construction. 
 
 II. Turning or Pattern-making and Moulding. 
 
 Third Year 
 
 I. Forging or Sheet Metal work or Pattern-making and 
 Moulding. 
 
 Fourth Year 
 
 I. Machine Shop Practice. 
 
 SUGGESTIVE COURSE OF STUDY IN MECHANICAL 
 DRAWING FOR TEXAS HIGH SCHOOLS 
 
 First Year 
 
 I. Lettering Roman Alphabet, capitals and lower case. 
 Block Alphabet, capitals. Single Stroke Gothic, capitals and 
 lower case. 
 
 II. Instrumental Drawing Use of instruments. Scale draw- 
 ings. Geometric Problems. 
 
 III. Free-hand projection sketching. Principles and decora- 
 tive design. 
 
8 The University of Texas Bulletin 
 
 - Second Year 
 
 I. .Theory of Projection and application to prisms, cylinders, 
 pyramids, cones, etc. 
 
 II. Detail Drawing Conventional representations of mate- 
 rials. Details of machine parts or building details. 
 
 III. Tracing. 
 
 Third Year 
 
 I. Intersection and development of surfaces and tinting. 
 
 II. Geometric Curves, Cycloids, involutes, etc. 
 
 III. Architectural or Machine Drawing. 
 
 IV. Isometric and oblique drawing. 
 
 Fourth Year 
 
 I. Shades and Shadows. 
 
 II. Perspective. Gearing, Cams, Mechanical Movements, or 
 House Plans Elevations and Specifications. 
 
 SUGGESTIVE COURSE OF STUDY IN HOUSEHOLD 
 ECONOMICS FOR TEXAS HIGH SCHOOLS 
 
 First Year 
 
 Cooking Application of heat to foods and introductory study 
 of food principles. 
 
 Sewing Fundamental stitches, hand-sewing, making simple 
 articles, or 
 
 Sewing One-half of work indicated above, and 
 
 Drawing Free-hand drawing, sketching and elementary me- 
 chanical drawing. 
 
 Second Year 
 
 Cooking Continue study of food principles. Preservation of 
 foods. 
 
 Sewing Planning and making plain garments, or 
 Sewing One-half of work indicated above and 
 
Suggestive Courses of Study 9 
 
 Applied Design Theory of design and its application to some 
 material such as wood or clay. 
 
 Third Year 
 
 Laundering Use of re-agents, bleaching, dry-cleaning, re- 
 moval of stains. 
 
 Advanced Cooking More complex dishes. Planning and 
 serving meals. 
 
 Dcess-making and Drafting Study of textiles. Advanced 
 sewing, plain tailored waist, skirt, dress, woolen skirt, or 
 
 Applied Design More technical designing, application to 
 cloth, leather, metal, pottery. 
 
 Fourth Year 
 
 Home Economics; Planning the home, site, house-plans, dec- 
 orations, trees, sanitation, plumbing, heating, lighting, ventila- 
 tions, furnishings. 
 
 Home Nursing. 
 
 Millinery. 
 
 Art Needle Work. 
 
 Household Decoration. 
 
10 The University of Texas Bulletin 
 
 EXCERPTS FROM .THE MINUTES OF THE CON- 
 FERENCE 
 
 (Because of the informal manner in which the meeting was 
 conducted it was not always possible to get the names of the 
 speakers or all of the points made.) 
 
 The Visitor of Schools called the conference to order and made 
 the following remarks: For sometime the University has felt 
 the need of lending a hand in the development of the teaching 
 of Domestic Economy and Manual Arts in Texas High Schools. 
 The Faculty has arranged for crediting these subjects. This year 
 we have made an examination of conditions in the state with 
 reference to the teaching of these subjects. We found on in- 
 vestigation that no two schools in Texas are teaching even ap- 
 proximately the same things or have they even approximately 
 the same courses of study. So, we were puzzled to know how to 
 assign credits in thepe subjects. We may say to you that in 
 crediting these subjects the University has in mind, first, the 
 development of these subjects in the schools. 
 
 When this meeting was called it was not our expectation that 
 we would have a large attendance. In fact we wanted workers 
 those who know what methods are and what courses are. W^e 
 wanted to do work and not eulogize these subjects. We all be- 
 lieve in them and we are all enthusiastic about them. We want 
 to make them worthy of our commendation and support and if 
 I could express in a few works our desires, it would be that we 
 do work, and as little talk as we can possibly get along with. .The 
 first thing we planned was a general discussion with reference 
 to certain general topics which underlie the courses. Then we 
 had in mind, if it meets with your approval, the appointment 
 of a committee of teachers who would be willing to spend two 
 hours between 11 :30 and 2 :30 this afternoon in a discussion and 
 organization of a course that we might publish to the state. Per- 
 mit me to say that we have not had in mind that this course 
 which you may present this afternoon will be used exactly by 
 any two schools in the state. It will merely be an outline, merely 
 suggestive, and different schools in the state will adapt it to their 
 local needs. Furthermore, it is not expected that this course of 
 study which you will plan and suggest this afternoon will be 
 
Suggestive Courses of Study 11 
 
 good for any length of time, it is to be a starting point. We 
 think after this statement we should agree on some method of 
 conducting the meeting. Now what form do you desire this 
 meeting to take? 
 
 Mr. Wyatt : Mr. Henderson, I believe that we should get down 
 to work as quickly as possible. We should have a chairman and 
 secretary, so that we can make a record of our proceedings. As 
 you are more familiar with the program and have revolved this 
 in mind over and over again, if it is in order, I nominate Mr. 
 Henderson for Chairman of this Conference. 
 Motion seconded and carried. 
 
 Mr. Henderson : I do not look upon this as an honor, I must 
 confess that it is a labor. I have requested my Secretary, Mr. 
 Embrey, to attend this meeting and make a stenographic report 
 of the proceedings. We shall be glad, however, to have you 
 choose a Secretary. 
 
 Mr. Hanszen : Would it not be better to allow your stenog- 
 rapher to act as secretary? He would be able to write up the 
 minutes better than any one else. 
 
 Mr. Wyatt: In absence of objection we will ask Mr. Hender- 
 son to take care of the minutes through his stenographer. 
 
 Mr. Wooten: Mr. Chairman, it seems to me that from your 
 statement we should have a round table discussion in order that 
 the committee to be appointed may have something before them 
 and may know the sentiment of the teachers assembled. It may 
 be that the city of Austin has a well organized department of 
 Manual Arts and Domestic Economy and others here, just begin- 
 ning, would have nothing so elaborate. Yet a skeleton of some- 
 thing to aid all ought to be the thing in view. I believe the com- 
 mittee would work more intelligently on the ideas we would give 
 them on the subject if they would hear what we think about it 
 before they formulate this skeleton and suggest that we take up 
 these things one at a time and get at them. 
 Topics submitted for discussion : 
 
 1. Shall we require some Manual Training and Domestic 
 Science of all pupils or shall these studies be optional ? 
 
 2. Shall we have Manual Training and Domestic Science 
 courses or shall we have a small amount of these subjects mingled 
 with other courses? 
 
12 The University of Texas Bulletin 
 
 3. Shall we alternate sewing 'and cooking or shall we carry 
 the two subjects simultaneously? Should drawing be required 
 with sewing? 
 
 4. Shall these courses be distributed over one, two, three, or 
 four years ? 
 
 5. The basis of credit for vocational subjects. 
 
 6. An outline of work so far as possible for the different 
 years. 
 
 Mr. Hanszen: I believe no other suggestion is to the point 
 and believe that we can proceed to the outline you have given. 
 May I make this suggestion, that we change the words "Manual 
 Training" to "Manual Arts." In some localities Manual Train- 
 ing is one form of education and includes domestic science, 
 household duties, and Art refers to context. If we would suggest 
 the words Manual Art for Manual Training, there would be no 
 confusion in our minds. 
 
 Miss Bell : I think Mr. Hanszen 's idea is a very good one, to 
 have a term that is inclusive, but I believe that Household Arts 
 would be better than Manual Arts. 
 
 Mr. Blackburn : I believe that we are going to get off the sub- 
 ject entirely. We are getting on dangerous ground when we get 
 to talking about these names and I move that we simply avoid 
 the subject. 
 
 Mr. Hanszen : My idea was that Manual Training referred to 
 the mode of education while Manual Art was the subject matter. 
 
 Question : Shall we require some study of Manual Arts and 
 Domestic Economy of all pupils or shall these studies be op- 
 tional ? 
 
 Mr. Clement : Let us hear from Mr. Hanszen on this question. 
 
 Mr. Hanszen: Before we enter into this discussion it will be 
 necessary to think out within our own minds, what will be 
 practicable. We may regard that every boy and girl ought to 
 have some form of Manual Art, some form of training through 
 the hand and eye, in some form of industrial work, cooking, sew- 
 ing, woodwork, applied design, but we must think of this in 
 connection with our present day high schools. While I feel 
 personally that every boy and girl in our state should have 
 some experience along these lines, yet I realize that it would be 
 a serious problem to attempt to force upon every boy and girl 
 
Suggestive Courses of Study 13 
 
 in our high schools such a course of study. Then again, some 
 localities have Manual Arts and Domestic Economy in the 
 grades. I believe the most expedient recommendation to make 
 is that these courses be elective in the high school putting them 
 in the same shoes as the other old line subjects. We no longer 
 require all the languages in the high school, nor do we require 
 all the sciences in the high school. So, I would prefer to make 
 these subjects elective. 
 
 Mr. Blackburn : I am inclined to agree with Mr. Hanszen on 
 these subjects. Our tendency in all high school subjects is to 
 allow electives. We do not require all students to take languages 
 nor all students to take some subjects which we consider good 
 for all students. We recognize the individuality which exists 
 among our students. I know every one has had pupils taking 
 Manual Art and Domestic Economy work, who were just simply 
 wasting their time taking it. I should not say wasting their 
 time, but they would make better use of the time putting it in 
 on some other subject. 
 
 Chairman : Let us hear from Miss Nesbitt. 
 
 Miss Nesbitt: I think it is very necessary that girls have a 
 training in home-making, that is what it is; I am not prepared, 
 however, to urge that it be required of all pupils. 
 
 Chairman : We will be glad to hear Miss Bell. 
 
 Miss Bell: I was just thinking that in case you teach Manual 
 Art and Domestic Economy in the lower grades you might make 
 it optional in the High School. I would advocate making it an 
 elective course. 
 
 Chairman: Is there any difference of opinion? If there is 
 not we would better go to the next topic. Four speakers have 
 favored making these subjects optional in the high school. 
 
 Mr. Wooten: I object to that. I want to say that I believe 
 everybody would like to have it as a course and every boy and 
 girl learn something of it. Now then the point to consider is can 
 we make it practical for four years ? I have not had time to put 
 anything of that kind in the lower grades. All of that time is 
 taken up in making a foundation for high school work. We 
 demand that pupils take it in the ninth grade, or sophomore 
 year, unless there is some good reason for not doing so. I believe 
 in flexibility in this matter. We have tried it in the eighth grade 
 
14 The University of Texas Bulletin 
 
 just in sewing. We expect to make two years of it required and 
 the last two years optional or elective as the case may be. This 
 will give a foundation along that line and there is no objection 
 to it and everybody in our town is in favor of it. I don 't believe 
 in going to the expense of putting this in and then making a 
 plaything of it. If you put it down as a strong course and re- 
 quire them to do it you will have a success that you won't have 
 otherwise. 
 
 Miss Hetzel: I believe that some of the work should reach 
 every boy and girl in the High School. 
 
 Chairman: We have both sides presented. Let us go on to 
 the next topic : ' * Shall we have Domestic Economy and Manual 
 Arts courses or shall we have a small amount of these courses 
 mingled with the other courses?" 
 
 Miss Hetzel : I think that some of this work ought to reach 
 every pupil but as to courses I believe a regular Domestic Econ- 
 omy course ought to be put into the High School. It ought to be 
 distinctive for that part which is elective, but I think some of it 
 ought to be required. 
 
 Someone : Your idea is that you would organize a four years ' 
 course and then require pupils to come in and take one year of 
 this work? 
 
 Miss Hetzel : ,To have the elementary year or a small part of 
 it required of all pupils, but those who want to take any further 
 work would have that as elective. 
 
 Someone : Would you have the Manual Arts mingled with all 
 the other courses and also a special course? 
 
 Mr. Blackburn : Would you not find a tendency for pupils in 
 the Manual Arts course to come in and, not making good grades, 
 switch off into other courses? 
 
 Miss Hetzel: No, we have it arranged that way in Houston. 
 The first year is required of all pupils and after that the work is 
 elective and! from that on they must stick to these courses the 
 same as any other. I don 't say that the first year is the best. 
 
 Miss O'Leary: I think Domestic Economy is essential and 
 think it ought to be compulsory, but we find that a few people 
 are absolutely hopeless in this line and I don't think it is neces- 
 sary to make these people take that work. If they don't care 
 about it, I think they could spend their time in the high school 
 
Suggestive Courses of Study 15 
 
 in taking those courses which will do them most good. I believe 
 that it is best to have it optional in the grades and have it 
 slightly mingled with the other courses; then have a four years' 
 course of it in the High School. 
 
 Chairman : Would you have two periods a week for two years 
 or one period a week running through four years? Would you 
 arrange so that a little bit might be taken in each of the four 
 years or a great deal in the first two years ? Would you have it 
 concentrated or distributed? 
 
 Miss O'Leary: I would have it evenly distributed, enough 
 to keep them busy for four periods a week all through the high 
 school course. If we make it a strong course, I do not see why 
 we cannot keep them busy this length of time. 
 
 Chairman: It seems to me that three different courses may 
 be introduced in these subjects. One course will contain a small 
 amount of the subject in each year of the high school, a second 
 course will have a large amount of these subjects for two years, 
 a third course will provide a large amount of work for all four 
 years. The last course would correspond to our present Latin, 
 history or science courses. Shall we arrange to have say two 
 periods each week through the four years, four or five periods a 
 week for two years, or four or five periods a week for four years ? 
 
 Miss Mcllvain : It seems to me that the best thing to do is to 
 give them a thorough course but not make it extensive. For 
 instance, let them get a good course and one that will be of bene- 
 fit to them all through life but at the same time not require so 
 much of it. 
 
 Mr. Wyatt: I agree with Miss Mcllvain. I don't think we 
 ought to try to give them so much work in the high school make 
 it a strong course but do not make it too deep. Let them go 
 somewhere and prepare themselves in advanced work if they 
 desire it. I move that we go on record in favor of making some 
 Manual Arts and Domestic Economy in the school course com- 
 pulsory for all students and in favor of having a full four years ? 
 course of elective work. 
 
 Mr. Barnes : I second the motion'. 
 
 Miss Hetzel: Some one spoke about the danger of going too 
 deep with high school pupils. I think that we can ispend a 
 
16 The University of Texas Bulletin 
 
 whole lot more time than is given to it without going too deep. 
 I think the danger is that our work is top superficial. 
 
 Mr. Wooten: Whenever you put a course like that in the 
 high school you make it a trade school and leave the literary part 
 out. I don't believe in the side show swallowing up the circus. 
 
 Chairman : It has been moved and seconded that this resolu- 
 tion be adopted. Are you ready for the question? Carried. 
 
 Mr. Wyatt : I have another motion I would like to present in 
 order to make this first resolution a little more definite: That 
 the small amount required be one and one-half hours a week; 
 that the four years elective course be at least four double periods 
 a week for each year. 
 
 Considerable discussion followed this motion and the resolu- 
 tion was revised. 
 
 Chairman: The motion as revised is: That the teachers 
 recommend that the part of the work that is to be compulsory or 
 required, if it be given in the grammar school, be at least one 
 and one-half hours for one year ; if it be given in the high school 
 that it be at least two double periods per week; and, that the 
 work indicated as elective shall cover at least four double periods 
 a week for four years in the high school. Resolution carried. 
 
 Chairman.: Shall we go to number 3? "Shall we alternate 
 sewing and cooking or shall we carry the two subjects simulta- 
 neously?" "Should drawing be required with sewing?" 
 
 Someone : It seems that we are hardly in a position to make 
 a recommendation on that subject at all on account of the local 
 conditions being so different. I believe that we ought to leave 
 that entirely to the schools as to whether to alernate or put the 
 sewing or the cooking first. 
 
 Mr. Wyatt: I suggest that we go on record as favoring a 
 certain arrangement. 
 
 Miss Hetzel I move that we drop it. I think that it is a 
 matter to be decided by local conditions entirely. 
 
 Chairman: If it is agreeable this subject will be dropped. 
 
 Chairman: Would you have any mechanical drawing at all 
 in the Domestic Economy course? 
 
 Miss Reynolds : I think you should. They have to have some 
 idea of perspective and all that part of mechanical drawing such 
 as getting the corners of a room and the fire place in the right 
 
Suggestive. Courses of Study 17 
 
 proportion, and I think that they ought to have some mechanical 
 drawing. 
 
 Mr. Blackburn : It seems to me that if they have a lady, she 
 ought to teach it and suit her course to needs. 
 
 Miss Bell: It seems to me that the drawing should be re- 
 quired in the Household Art course. They should know enough 
 to be able to plan their homes. They need to know something 
 about design. 
 
 Dr. Rail: Should not the artistic side be considered? It is 
 not to make a sketch, or teach her to understand the technique 
 of an architect. 
 
 Mr. Blackburn: Dr. Rail has the correct idea. It is very 
 difficult to get a girl to draw a straight line by a ruler. They 
 can't do it. They don't know an inch from an inch and a 
 quarter. 
 
 Someone: The artistic side is what they need. They ought 
 to be able to understand an architect's plan, and have the differ- 
 ent features explained; but girls should not be put to drawing 
 house plans. 
 
 Mr. Hanszen : .The very fact that they are unable to draw is 
 one good reason why they should be required to do it. As far as 
 ability to do that there is no question we can show thousands 
 of drawings from the Dallas High School and College of In- 
 dustrial Arts that will compare with the boys. Of course I don 't 
 want it understood that the girls should be architects, but the 
 very fact of "having made a house plan of a cottage enables her 
 to make the sketch better and quicker and she has a better con- 
 ception of distances and squares, etc. It is a means to an end. 
 
 Miss O 'Leary : I believe that I would agree with Mr. Black- 
 burn. It is the artistic side we want to develop. It is the time 
 we have to consider, and I think we are losing sight of the real 
 point in this line. We should make it design throughout and I 
 move that free hand designing be required in all Domestic Econ- 
 omy courses. 
 
 Mr. Hanszen: Could we not just say design? 
 
 Moved and seconded that design be required in all free elective 
 courses. Carried. 
 
 "The basis of credit for vocational subjects." 
 
 Someone : It seems to me that the basis of credit should be the 
 
18 The University of Texas Bulletin 
 
 same as we have in other subjects assuming that the work is 
 taught in the same efficient manner and the same effort is put 
 forth on the part of the child and the same time given. It seems 
 that the basis of credit should be the same as in Latin and it is 
 up to the University to pass upon the credit. It seems to me that 
 you can easily work up the schools to the standard required. We 
 have to go on the assumption that the work, in order to get the 
 credit, would be equal to the other lines of work. 
 
 Chairman : You mean the basis upon which we credit sciences 
 and not Latin? 
 
 Someone : Yes. 
 
 Chairman : Let me put it this way to you. The University 
 in making provisions for extending credit for these vocational 
 subjects had a pretty heated discussion. ,The next two or three 
 years will probably not see additional credits given to Manual 
 Arts and Domestic Economy. We want to place these credits 
 so that you will get the best results in your schools. If you credit 
 poor work you will not have any leverage to raise your courses. 
 If you ask for four units for your courses as they now are you 
 will handicap yourselves. 
 
 Someone : We see it perfectly plain. 
 
 Chairman: We have come to you to suggest how it will be 
 best to assign these credits that we now allow. 
 
 Someone : When we put this course in the high school some 
 other work must give way. Suppose the Latin gives way, don't 
 you think the work ought to receive the same credit as if the 
 children took the Latin? 
 
 Chairman: Theoretically, yes; practically, no. 
 
 Mr. Blackburn : The full credit should be given to the school 
 with the most Manual Arts in it and that would have a tendency 
 to improve all the other schools. I do not believe in making the 
 high school a feeder for the University. It seems that all the 
 Manual Arts and Domestic Economy given should be credited 
 in the high school toward graduation. As our graduates in the 
 Manual Arts and Domestic Economy have the same as Latin 
 graduates, the credit given in high schools should be just the 
 same in Manual Arts and Domestic Economy as for any other 
 courses for graduates from the high school, but in the Univer- 
 
Suggestive Courses of Study 19 
 
 sity the credit should be given to the school which has the full 
 work in Manual Arts and Domestic Economy. Apportion the 
 credit out as the work is given: four years, two units; three 
 years, one and one-half units; two years, one unit; four double 
 periods a week. 
 
 Someone : That would give us an opportunity at some future 
 conference to extend the work to five double periods per week, 
 if we should desire to do so. 
 
 Dr. Rail: Can you measure quantitatively the time spent in 
 these subjects as you do in other subjects? Can we state that 
 two hours spent in shop-work in Manual Arts are equivalent to 
 two periods spent in the laboratory of Physics or Chemistry? 
 Is it not true that the boy and girl in the Physics and Chemistry 
 must do considerable work outside his laboratory period, and 
 that the boy in his woodwork does not have to do the outside 
 work? I have visited classes Avhere they do not have any text- 
 book at all. Everything was included in the first period. Lab- 
 oratory hours are divided at the University of Texas. Two 
 hours are equivalent to one hour of recitation, because the stu- 
 dents are required ito do considerable on the outside. In other 
 schools the laboratory covers three hours, equivalent to one in 
 the class room and that means on that basis that every bit of the 
 work is done in the laboratory. Now it seems to me that the 
 Manual Arts and Domestic Economy ought to be measured on 
 the latter basis. 
 
 Moved and carried that two credits or two units be assigned 
 to those schools giving Manual Arts and Domestic Economy for 
 four years, four double periods per week, and that fractional 
 credits be assigned in accordance with the pro rata amount of 
 work done. 
 
 SUMMARY OF RESOLUTIONS. 
 
 1. Shall we require some Manual Arts and Domestic Econ- 
 omy of all pupils or shall these studies be entirely optional ? 
 
 Resolution: We favor making some Manual Arts and Domes- 
 tic Economy compulsory for all pupils. Minimum amount re- 
 quired, if given in the grammar school to be at least one and 
 
20 The University of Texas Bulletin 
 
 one-half hours per week for one year ; if given in the high school, 
 to be at least two double periods per week for one year. 
 
 2. Shall we have Manual Arts and Domestic Economy courses 
 or shall we have a small amount of these subjects mingled with 
 other courses? 
 
 Resolution : We favor having full four year courses in these 
 subjects. The full courses to be elective with some portions 
 required of all pupils. 
 
 3. Shall we alternate sewing and cooking or shall we carry 
 the two subjects simultaneously? 
 
 Resolution: We favor leaving this to the individual schools. 
 Shall drawing be required with sewing? 
 Resolution : We favor making design a part of all full courses 
 in sewing. 
 
 4. The basis of credit for vocational subjects. 
 Resolution: We recommend that, under present conditions, 
 
 two units of credit be assigned to those schools giving Manual 
 Arts and Domestic Economy for four years, four double periods 
 per week, and that fractional credits be assigned in accordance 
 with the gro rata amount of work done in other schools. 
 
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 Bachelor and Master of Arts and Doctor of Philoso^ hy. 
 
 DEPARTMENT OP EDUCATION : Prof e&sional courses for 
 teachers, leading to elementary and permanent certificates. 
 
 ENGINEERING DEPARTMENT: 
 electrical and mining engineering. 
 
 Degree courses in civil, 
 
 LAW DEPARTMENT (in its new building) : Three-year 
 course, leading to Degree of Bachelor of Laws, with State 
 license ; course leading to Degree of Master of Laws. 
 
 SUMMER SCHOOL : Regular University and Normal courses ; 
 seven weeks. 
 
 Session of 1911 begins June 18. 
 For catalogue, address 
 
 THE REGISTRAE, 
 University Station, J. ustin. 
 
 DEPARTMENT OF EXTENSION: I. Corresponder -e Divi- 
 sion, offering courses in various University schools, f < r which 
 registration may take place at any time. II. Publr Discus- 
 sion and Information Division, through bibliographies and 
 traveling libraries supplying information on current problems. 
 III. Lecture Division, presenting members of the University 
 Faculty in popular lectures, singly or in series. 
 For catalogue, address 
 
 THE DIRECTOR OF EXTENSION, 
 
 University Station, Austin. 
 
 MEDICAL DEPARTMENT AT GALVESTON 
 
 Four-year course in medicine; two-year course in pharmacy; 
 three-year course in nursing. Thorough laboratory training. 
 Exceptional clinical facilities in John Sealy Hospital. Uni- 
 versity Hall, a dormitory for women students of medicine. 
 For catalogue, address 
 
 THE DEAN, Medical College, 
 
 Galveston. 
 
 Austin Printing Co., 
 
 Austin, TXA*.