LIBRARY STATE TEACHER'S C n f E«E SA TA BARBARA. CALIFORNIA tSStfi &ff***^*. UNIVERSITY OF CALIFORNIA VOCATIONAL EDUCATION General Vocational Education Series Number 1 Bulletin Number 1 SYLLABUS OF AN INTRODUCTORY COURSE ON PART-TIME EDUCATION For Administrators and Teachers of Special Classes to be Established under the Compulsory Part-time Education Act Issued by the UNIVERSITY OF CALIFORNIA in co-operation with the STATE BOARD OF EDUCATION BERKELEY, CALIFORNIA JANUARY 1, 1920 C*> c I "-' TEACKERS C L ^GE SA„TA BARBARA. CALIFORNIA I.5..ft.±l CONTENTS PAGE The Use of the Syllabus 5 Foreword 7 Topic I. The Background of Compulsory Part-time Education Acts 19 Topic II. The Significance and Need for Part-time Education 23 Topic III. The Provisions of the Smith-Hughes Act, and the California Act for Establishing Part-time Schools 29 Topic IV. First Steps Which a Local Community Should Take in Prepara- tion for Administering the Part-time Act 36 Topic V. The General Needs of Employed Youths in California and Types of Schools to Meet These Needs 40 Topic VI. The Organization and Administration of Part-time Classes 47 Topic VII. The Individual and the Course — Methods of Instruction and Standards of Accomplishment 53 Topic VIII. Vocational Counsel in Part-time Schools 57 Topic IX. Part-time Education in Industry — Organization and Admin- istration 65 Topic X. Part-time Education in Industry — Suggested Causes 73 Topic XL Part-time Education in Agriculture 81 Topic XII. Part-time Education in Commerce — Organization and Admin- istration 88 Topic XIII. Part-time Education in Commerce — Suggested Courses 96 Topic XIV. Part-time Education in Home Economics — Organization and Administration 106 Topic XV. Part-time Education in Home Economics — Class Organization and Courses of Study 113 Topic XVI. Citizenship and Health 122 Appendix I. The California Part-time Education Law 129 Appendix II. General Articles on Part-time Education 136 Labor and the Smith -Hughes Vocational Education Law. Arthur E. Holder 136 The Field for Evening and Part-time Vocational Instruction. Dr. John Cummings 141 The New Apprenticeship. Dr. John Cummings 145 The Part-time, Evening, and All-day Vocational School. James P. Monroe 149 Appendix III. Articles on Organization and Administration of Part-time Education 154 Administration of Compulsory Part-time Laws. Lewis H. Carris 154 Railroad Administration Favors Part-time Education. Arthur E. Holder 167 Printers Agree to Student Apprentices as New Method of Securing High-grade Help 170 PAGE Appendix IV. Descriptions of Schools and Courses of Study 171 West Virginia's Part-time Schools for Coal Miners 171 Brief Report on Commercial Part-time Classes. Seth B. Carkin 172 Pennsylvania Continuation Schools. M. Claire Snyder 177 The Dayton Co-operative Industrial High School. K. G. Smith.. 180 Instruction in Vocational Agriculture in Wood County, Wis- consin. W. S. Welles 182 The Dayton Part-time Trade Extension School for Apprentices. C. G. Sharkey 185 Type Courses for Continuation Schools in Commerce 187 THE USE OF THE SYLLABUS This syllabus is intended primarily for the use of those enrolled in the short courses on Part-time Education in various California cities, conducted by the School of Education of the University of California, in cooperation with the State Board of Education. The short course is to be offered in a number of centers in prepara- tion for carrying out the provisions of the new Part-time Education Act, passed by the State Legislature during its last session. There are two general provisions in this Part-time Act. One con- cerns the education, on a day part-time basis of emploj'ed minors in civic, general education and vocational subjects; and the other the education on an evening school basis, of minors under 21 years of age who are markedly deficient in the oral and written use of the English language. The course hereafter outlined covers only the first part of the act which relates to the establishment of special day part-time classes for minors under 18 years of age. The syllabus will not serve as a text, but will be suggestive in directing the thinking of those who are interested in, or responsible for the establishment of the classes which must be organized with the beginning of the school year 1920-1921. Only those references are listed which bear directly upon the topics, and which are readily obtainable. The student will not obtain the maximum of value from the course if he does not read all the refer- ences suggested in relation to each topic. Special attention is called to the various outlines and articles reproduced in the appendices. The Foreword prepared by Dr. E. R. Snyder, State Commissioner of Vocational Education, should be the first topic for the discussion of the study group, as it opens the whole field of part-time education and presents the point of view of the State Department of Education. Robert J. Leonard, Professor of Vocational Education, University of California. INTRODUCTORY COURSE ON PART-TIME EDUCATION FOREWORD This introductory foreword to the Syllabus on Part-time Educa- tion is addressed to those under training for service in special part-time classes, in order to express, in a general way, the spirit and purpose of the Act which becomes effective with the beginning of the school year, July, 1920. Part-time education is continuation education conducted during the usual working hours of employed youths. The continuation school, as originally planned, contemplated pro- viding for those children not in attendance upon the regular full-time schools, a preconceived educational content. On the other hand, the part-time school contemplates assisting these children to interpret their experiences gained in contact with the everyday affairs of life. It is, therefore, not contemplated that any preconceived uniform educational content shall be forced upon the thousands of children who will be brought back to school for four hours of instruction per week in part-time classes. It should be the aim of those in charge of the administration of these classes to provide for each child the best possible opportunity for him individually to make up the educational deficiencies revealed by his out-of-school experience. Act Drawn in Interest of Children and Public The compulsory part-time education act is drawn in the interest of the thousands of working boys and girls who have in many cases been compelled to relinquish the privilege of completing the full-time high school course so freely provided for them by a generous public. It was enacted by the people of the state, because they realized the danger that democracy runs in permitting these children to pass through the most critical period of their moral development, in most cases without a guiding hand competent or willing to give them the instruction that will make them safe for themselves and for democracy, and make democracy safe for the world. While the part-time act may appear to some to be autocratic in its compulsory features, which would impose fines upon and imprison parents and employers who violate its provisions, it is in reality, thoroughly democratic in principle. 8 introductory course on part-time education Part-time Act is Democratic Most people will agree that one of the main functions of democracy is to protect the weak. In this instance, the children at work, bur- dened at too early an age with the responsibility of self-support or the support of others, are the weak whom the act would protect from exploitation by individuals, organizations, or economic conditions. In reality, the compulsory part-time education act is a manifestation of democratic government at its best. Compulsory Features Aimed at Economic Conditions Many attempts have been made by the public school system to establish and maintain part-time classes upon a voluntary basis for the training of boys and girls already engaged in productive occupa- tions. Invariably these attempts have failed of success. The boy or girl who desires instruction supplementing daily em- ployment and who seeks a position that will permit him to reserve certain hours during the week for school purposes is usually informed that his services are not desired, for the employer wishes to hire only those who can give full time and attention to the work. Thus the boy or girl that would volunteer to better prepare himself for life 's duties is in unfair competition with the boy or girl who has no interest in further education. Large concerns have at various times attempted to maintain part- time schooling of a liberal character for their junior employees. Instead of benefitting by this service, such employers have been placed at an economic disadvantage when compared with those who require the full measure of working time from every youth employed by them. To be sure, a limited amount of the proper education will in the long run benefit the employer as well as the employee, but so long as the individual has complete freedom to barter his services in any market, the employer who independently attempts to set up an education that is as liberal in its aims as the general continuation educational pro- gram should be, is in unfair competition with the employer who makes no such provisions. The compulsory features of the act are therefore primarily aimed at economic conditions and not at individuals. Public Demand for Better Citizenship Brings About Legislation The experience of the country while passing through the war resulted in a powerful social consciousness of our deficiencies in the matter of education for citizenship. We have met and for the time INTRODUCTORY COURSE ON PART-TIME EDUCATION 9 vanquished the visible enemy of democracy, but the invisible enemy still remains. A powerful and determined movement is on foot to destroy all existing government. The enemies of democratic government direct the attention of the prospective convert to its failures to protect in all cases and at all time, the interests of the weak. Unconscious of the real ideals of democratic government ; unaware of the fact that the ideals of democracy are ever changing and that the practice of democracy can never reach its ideals but can only gradually approach them through the slow, painful process of experi- ence ; unfamiliar with the great problem involved in the protection of the freedom of more than one hundred million people, a large part of whom reside in cities that count population by hundreds of thousands or by millions, and the remainder of whom are distributed over the mountains and plains of nearly four million square miles of territory; unskilled in that logic that would enable him to expose the fallacies in the arguments of those who would destroy our government because it has in the past been unable always to protect the weak from exploitation, it is little wonder that the average citizen who perhaps has himself suffered or who has observed the sufferings of others from wrong and injustice and oppression inflicted by other individuals, or by circumstances, is unable to locate the fallacies in the arguments of those who would destroy all existing government and thereby unleash upon society the hell-hounds of destruction. The five-sixths of our population that leave school before complet- ing the high school course, and especially the half that does not complete the elementary school course are an ever ready prey for those who would sow the seeds of social destruction. At the age of from sixteen to eighteen the average individual passes from boyhood or girlhood into manhood or womanhood. This is the period in which the ideals and the habits of childhood are broken down, or transformed into the ideals and habits of adulthood. During this period, the individual ceases to think and act as a child and begins to think and act as an adult. It is the period during which the char- acters of many are inevitably and unchangeably cast; and yet we have been permitting most of our youth of this age to drift away from the school, in many instances to make their adjustment with life with- out parental, religious, or other social guidance or control. Clearly, the underlying and most important purpose of part-time education is to provide for this group social guidance, which means guidance into the duties and responsibilities of full citizenship. The duties and responsibilities of citizenship are inseparable from the 10 INTRODUCTORY COURSE ON PART-TIME EDUCATION duties and responsibilities of the individual. In general, that which is best for society is also best for the individual. There is, therefore, no real distinction between moral education and education for citizen- ship. The Principal Duties of Citizenship The principal duties of the citizen are those of: 1. Obeying social law and custom. 2. Developing and preserving a clean, strong body. 3. Producing successfully a commodity needed by society. 4. Being prepared and willing to defend the society of which he is a part. 5. Being considerate of the privileges of others and tolerant of their harmless variations. 6. Being a real democrat in ideal, in thought, and in action. 7. Intelligently exercising the franchise. 8. Being willing to accept public office if he is offered the same and can perform the service as well as, or better than some other person. Analysis op Duties op Citizenship Education for complete citizenship must therefore include training which will fit the individual for the performance of all of these duties. A further analysis of these topics leads to the conclusion that : I. Education for obedience includes : 1. The securing of a knowledge of the common laws and cus- toms with which the individual in his everyday life may come into contact or conflict. 2. The establishing of habits of right action. 3. The establishing of ideals of right action. 4. The acquiring of a knowledge of the purpose underlying each law and each custom. II. Education for health includes : 1. The establishing of correct health habits. 2. The avoidance of intemperance, dissipation, and over-exer- tion. 3. The regular and systematic exercise of the body. 4. The establishing of an ideal of bodily perfection. 5. The acquiring of such knowledge of self as is necessary to achieve, as far as may be, this ideal. INTRODUCTORY COURSE ON PART-TIME EDUCATION 11 III. Education for production includes : 1. The acquiring of a knowledge about all of the common occu- pations. 2. The securing of the necessary skill to become a successful pro- ducer in at least one productive occupation. 3. The establishing of habits of industry. 4. The establishing of proper ideals of vocational success. 5. The securing of a knowledge of the place and importance of productive work in the life of the individual and the state. IV. Education for defense includes : 1. The developing of a strong physical body properly trained to assume the defense of society from the objective or visible foe. 2. The rationalization of the ideals and the purposes of democ- racy to the end that the individual may know and appre- ciate the facts ; that the ideals of democracy are changing and that the practice of democracy can never catch up with its ideals; that while the main function of democ- racy is to protect the weak from exploitation, it has failed in many specific instances in doing so; that the history of democracy shows that the weak are being bet- ter protected as democracy gains more experience; that further protection of the weak can be secured only by the lawful orderly changing of the democratic govern- ment now existing and that the destruction of govern- ment means the annihilation of civilization. V. Education for tolerance includes: 1. The disabusing of the mind of the nation that individuals have inalienable rights, and the securing of a knowledge of those privileges that remain to the individual. 2. The securing of a knowledge of the social principles that limit individual privileges. 3. The establishing of habits of action based upon proper con- sideration for the privileges of other individuals and other organizations. • 4. The establishing of an attitude of tolerance toward different beliefs held by others. VI. Education for personal democracy includes: 1. The securing of a knowledge of the autocracies which tend to break down the spirit of democracy. A few of these are birth, wealth, education, religion, sex, occupation, and position. 12 INTRODUCTORY COURSE ON PART-TIME EDUCATION 2. The practice of a democratic attitude toward all other moral persons regardless of their birth, wealth, education, re- ligion, sex, occupation, or position; and toward all legally constituted, moral, democratic institutions. 3. The establishing of the habit of looking squarely across in- stead of up and down at all other moral persons. 4. Training in the ability to distinguish between individual traits that have no bearing upon personal democracy, and individual traits that are enemies of personal democ- ra,cy; and training in the ability to avoid them. VII. Education for franchise duty includes : 1. The securing of a knowledge of the fabric of democratic gov- • eminent. 2. The securing of a knowledge of the duties of officers of the law. 3. The securing of a knowledge of the human traits that make for the highest type of public service. 4. The securing of a knowledge of the non-political institutions of the average American community, with some informa- tion as to their purposes and the methods of their admin- istration. 5. The securing of a realization of the responsibility of exercis- ing the franchise or any other duty placed upon the individual by society. VIII. Education for official position includes: 1. The securing of a detailed knowledge of the duties and re- sponsibilities of the office which the individual expects to fill. This is a type of vocational education. Relative Importance of Citizenship Duties It is the function of the part-time class to provide for each indi- vidual instruction which will remove any deficiency in knowledge of the most important and immediate duties of citizenship. In general, these duties are important in the order in which they are treated above. In providing instruction in citizenship in the past, this order has been almost completely reversed. The source for such instruction has been largely confined to history and civics. These subjects place em- phasis upon the fabric of government and the duties of officers, and INTRODUCTORY COURSE ON PART-TIME EDUCATION 13 when functioning contribute largely to the training of individuals for official service or for franchise duties. While these duties are ex- tremely important, they are of secondary importance when compared with morals and economic independence. While intelligent obedience to law and custom is of most impor- tance, health education is next in importance. These two topics should occupy the bulk of the time of a recitation period covering not less than forty minutes of the four hours per week of required attendance. During this period all of the other general duties of citizenship should be considered. Health and General Citizenship Instruction The instruction in the duties and responsibilities of citizenship and in the control of health conditions should include the supervision of the everyday activities of the pupils in all matters relating to their moral and physical growth and development. It should also include a study of the reasons underlying right moral and right physical action. The study of the social purposes underlying law and custom, and the setting up of ideals for the control of choice in forming proper habits of action, can be secured best by using the case method of instruction: that is, by having the pupils discuss the pros and cons of a real or hypothetical infringement of social law or social custom. While ideals of action dogmatically given will in some instances function, they are much less likely to do so than ideals established through conscious right action participated in by the pupil. This participation may be real or imaginary. Real participation is, of course, most effective. This may be secured by the pupil in his everyday life. Imaginary participation may be brought about through fanciful participation in the action of real or fictitious char- acters who act morally upon ethical principle. Biography and fiction offer the best source of material for instruction in this subject. For this purpose short stories and tales of incidents in real life are much less effective than complete novels and biographies, because the life of the child must be merged into the life of the character to be imitated, if the best results are to be secured. The school recitation period in this subject should be largely devoted to guiding the pupils in their readings, and in other individual or group projects in citizenship. 14 INTRODUCTORY COURSE ON PART-TIME EDUCATION Training for Successful Production Next in importance is training for production which includes the proper choice of an occupation and preliminary training in that occu- pation or in such subjects of instruction as directly supplement it. Approximately one-half of the four hours per week of the school time of the pupils should be devoted to this field of study and work. Training for an occupation should include a study about occupa- tions. It should also include, for pupils who have already entered upon occupations which offer opportunity for education and promo- tion, instruction in the science, mathematics, drawing, or English supplementing their daily work, or in any needed process in winch opportunity is not offered by their work. For pupils engaged in non-educative occupations, a course should be provided which will expose them to industrial, trade, commercial, and agricultural occupations. This exposure should be partly by participation, partly by observation, and partly by descriptive study. The participation should be upon a project basis, carried on at the school or outside of school. The amount of time that can be devoted to the education of these children will make it impossible to accom- plish much unless the work can be connected up with outside experi- ence and outside study. The recitation period for part-time pupils should be largely a clear- ing house for difficulties met in individual projects conducted outside of school hours. For pupils of this class the laboratory should be more a place of demonstration than a place of participation. Par- ticipation in home economics, agricultural, industrial, trade, or com- mercial projects should be required of most if not all of the pupils. Relative Value of Common School Branches The part-time act by emphasizing literacy, recognizes the value of certain of the common school branches. The speaking of the language is most important of all. Reading is of next importance. Arithmetic is of third importance, and written composition, including penman- ship and spelling, is of fourth importance. These are important because they are the tool subjects essential in securing and manipulat- ing the knowledge necessary to enable one to perform his duties as a citizen producer. INTRODUCTORY COURSE ON PART-TIME EDUCATION 15 However, due to the fact that the individual must live in society, and thus maintain social contacts; and due to the fact that he must, if he is to be economically independent become a successful producer, too much time cannot be devoted to the common branches by the majority of these pupils. Perhaps in most of these cases about eighty minutes per week would be the correct time. When the pupil enters a school for part-time work, the first step should be to establish by simple test his knowledge of these subjects. If he is familiar with the fundamental processes in arithmetic and if he can get an accurate sum, difference, product, and quotient, if he can secure the thought from a printed page written in simple, everyday language, and if he can write legibly and spell passably, no further work should be expected of him in these subjects. In estimating the needs of these pupils, reading for thought should not be confused with reading for expression. The latter has no place in the part-time class save for the exceptional pupil who is personally interested in this subject and can afford to give the time to it. Spell- ing for these pupils is of very little importance when compared with reading, or when compared with arithmetic. While written compo- sition is important, again its importance is secondary to that of being able to read intelligently. For the exceptional pupil who has had no opportunity to learn the common branches, it might be desirable to give all of his school time to these subjects. For the pupil who has studied them for years in the elementary school without much success, they should be given only in connection with his concrete experiences. If pressure on accomplishment in these subjects has been largely responsible for his leaving school or desiring to leave school, it might be well to omit them temporarily. If a child has demonstrated his inability to learn to spell well, or to handle adequately the fundamental processes in arithmetic, he should not be worried further with them. It should be held in mind, however, that children that have found it impossible to advance in these studies at a younger age may have developed to such an extent that they can pursue them successfully in the part-time classes. The handling of the youth in the part-time class is an individual matter. The teacher in charge must constantly study him and try to provide for him not that education which is good hut that educa- tion which is imperative, if he is to become a self-supporting, law- abiding citizen. 16 introductory course on part-time education Part-time Pupils Must Be Taught as Individuals Any attempt to handle a non-selective group of part-time children in a single class by the class method will fail. In the larger centers where the pupils can be segregated according to needs ad capacities, class instruction may be more largely used. The part-time act provides that no uniform minimum standard of proficiency may be required of the pupils attending the part-time classes. This is undoubtedly in recognition of the fact that part -time education must be organized on the principle of dealing with indi- viduals instead of classes. The organization of the content of the subjects of instruction and the methods usually employed in the full-time schools are especially suited to that group of pupils capable of approaching the subjects of instruction in a more or less abstract manner. Upon the whole, the part-time pupils belong to the concrete minded group. In most cases they have withdrawn from the regular schools because they have been unable to make satisfactory progress in their work. It follows, then, that the content of education and the method of approach in instructing these part-time pupils must be different from that usually employed in our full-time schools. We must also bear in mind that we have but four hours per week to devote to the education of these boys and girls and that we must therefore confine instruction for each individual to those subjects that are of first importance to his preparation for the duties and responsibilities of citizenship. High Schools Have Great Responsibility and Opportunity The act provides that high school boards must provide for each pupil individual counsel and guidance in social and vocational mat- ters. A study of the act will reveal the fact that responsibility for the employment of all persons between sixteen and eighteen years of age will ultimately rest with the high school authorities. This means that high school authorities will have to act as agents for the employ- ment of all minors under eighteen years of age. Heretofore, school authorities have been made responsible for pupils only during the time while on the way to school, while in school, and while on the way home. Under the part-time act high school authorities are responsible not only for the education of this INTRODUCTORY COURSE ON PART-TIME EDUCATION 17 great group of children but also for the conditions under which they accept employment. The people of the State of California have placed upon high school authorities a great duty and a great responsibility; at the same time, they have opened up to them a wonderful opportunity for human service. In concluding this statement to teachers under training, I can do no better than quote from Section 4 of the part-time act : " It shall be the duty of the local school authorities to provide so far as possible through the classes established under Section 1 of this act educational opportunities which shall be suitable for the different needs of the various persons attending them." E. R. Snyder, State Commissioner of Vocational Education. State Board of Education, Sacramento, California. INTRODUCTORY COURSE ON PART-TIME EDUCATION 19 Topic I THE BACKGROUND OF COMPULSORY PART-TIME EDUCATION ACTS Prepared by E. J. Leonard, Professor of Vocational Education, University of California In connection with this topic read "Labor and Smith-Hughes Vocational Education Law, ' ' by Arthur E. Holder, Appendix II, and ' ' The Part-time, Even- ing and All-Day Vocational School, ' ' by James P. Monroe, Appendix II. I. Principle Upon Which Compulsory Part-time Legislation Has Been Enacted : 1. The compulsory part-time education acts in this country are based upon the established principle that the state has an inherent obligation to extend its wardship over youths after they have left school and entered upon employment and until they have reached the age of maturity. 2. The state extends this wardship over youths in order that the interests and welfare of the individual, as well as society may be adequately conserved. Questions : 1. Why should the state be concerned with the welfare and education of youths after they have left the public schools and become wage earners ? 2. What specific interests of employed youths should be con- served ? 3. What are the interests of society which should be conserved by state wardship over working minors? II. The Origin and Development of the Idea of State Wardship Over Employed Youths. 1. From the very beginning of our colonial life to the present, as a people, we have always held to the idea that it is the function and duty of the state to control all basic aspects of the employment and education of youths, to the end that they may be efficient members of society from a vocational as well as civic and social point of view. 20 INTRODUCTORY COURSE ON PART-TIME EDUCATION 2. The burden of accomplishing these ends has been shifted from one agency to another during various stages of our national development, and the vision of the ideal itself has at times been relegated to the background, but it has never been lost. 3. The present compulsory part-time acts now in effect in fourteen states give promise as a practical means of accomplishing the results which we have always desired. 4. There have been three distinct stages in the development of the idea of compulsory part-time education as we now know it: (a) colonial apprenticeship; (6) state consti- tutional provisions; and (c) permissive part-time educa- tional acts. A. Colonial Apprenticeship. 1. On the continent, the gild was usually the administering agency for the control of apprenticeship. It consisted of the master, the journeyman and the apprentice. In the American colonies, the Selectmen of the colony en- forced the agreement of apprenticeship. 2. The apprenticeship agreement required that the master was to teach the indentured apprentice the ' ' art and mystery of the craft," religion and colonial laws, and reading, writing and arithmetic, up to and including the Rule of Three. The instruction in the three R 's could be given by the master himself in day part-time and evening school classes. 3. In Massachusetts the General Court order, 1642, required all parents and masters "to teach their children and apprentices to read and understand the precepts of religion and the capital laws of the country and to give them training in employments which would be profitable to themselves and the Commonwealth." If the parents or masters failed to obey, the Selectmen took the chil- dren or apprentices from them and bound them out to persons who would obey the law. 4. Similar laws were enacted in Pennsylvania, Connecticut, Rhode Island and New York. 5. In many of the apprenticeship indentures in Philadelphia in the years 1771-1773 provisions for the apprentices to attend either day or evening schools or both, are often included. The time allowed for schooling varied with . the craft and the individual. "Roughly, the time bore INTRODUCTORY COURSE ON PART-TIME EDUCATION 21 a ratio to the term of the apprenticeship. But the school- ing- given ran as low as three months of evening school- ing out of a term of indenture of 67 months. The time for the schooling of a painter and glazier, for instance, was 18 months out of a period of 72 months." 6. The expense of schooling was usually borne by the master, although there are cases where it was shared by the parent or guardian, and other cases when the apprentice was merely allowed the time to go to school. 7. State controlled apprenticeship in the Colonial Period was therefore the first step in developing the present concept of compulsory part-time education. Eeferences Seyboalt, R. F., Apprenticeship and Apprenticeship Education in Colonial New England and New York. Vocational Summary, issue of March, 1919, page 12, Article, "Part-time Instruction not New. ' ' B. State Constitutional Provisions. 1. In every state constitution but one now in effect, provisions are made for the indentureship of minors, males under 21 years of age and females under 18 years of age, who are indigent, orphans or abandoned, etc. 2. Under these constitutional provisions the master is usually charged with the duty of causing the apprentice to be taught reading, writing, and the ground rules of arith- metic, including ratio and proportion, and of giving him the requisite instruction in the different branches of the trade. 3. Although designed primarily for the protection of orphans, and although these constitutional provisions have never been effective, they are a significant expression of the idea of the State's right to regulate employment and provide the necessary education for minors over 14 years of age. Reference Labor Laws of the United States, pages 9-29, Bureau of Labor Statistics, Number 148. 4. Other state Acts which have constributed to the clarifying of the State's right over minors are: (a) Compulsory Education Acts; (&) Acts regulating the issuance of work permits; (c) Acts forbidding employment of minors in certain occupations; (d) Acts regulating wages, hours and labor and conditions of employment. 22 INTRODUCTORY COURSE ON PART-TIME EDUCATION C. Permissive Part-time Educational Acts. 1. The permissive part-time Educational Acts were the direct forerunners of compulsory part-time acts. 2. These acts were significant, not because of the accomplish- ments which they brought about, but because they authorized public school Boards of Education to estab- lish part-time classes for employed minors and others, and, in some cases required attendance upon such part- time classes as were established, and set aside special funds for maintenance. 3. When attendance upon the established part-time class is required of employed minors, the act becomes a per- missive-mandatory act; permissive, in that a Board of Education may establish the class, and mandatory in that attendance is required, under certain conditions, when the class is established. 4. California some years ago passed a permissive part-time act, with no element of compulsion. 5. The Indiana Act is an excellent example of the permissive- mandatory type. The salient features of this Act here follow : "That the acts may go on together, vocational schools and departments for industrial, agricultural and domes- tic science education may offer instruction in day, part- time and evening classes. Attendance upon such day or part-time classes shall be restricted to persons over 14 and under 21 years of age. "In case the Board of Education or township trus- tee of any city, town or township shall have established approved vocational schools for the instruction of youths over 14 years of age who are engaged in regular employ- ment, in part-time classes, and had formerly accepted the provisions of this section, such Board of Trustees are authorized to require all youths between the ages of 14 and 17 years who are regularly employed, to attend school not less than five hours per week between the hours of 8 a.m. to 5 p.m. during the school term." 6. Such acts have been entirely inadequate in establishing part- time schools, but perhaps a necessary step in leading to the passage of compulsory acts such as California has just enacted and which gives the local Board of Educa- tion no option, except when the unit of attendance is too small to be practical, in establishing the class, and the youth no option as to whether or not he will attend, except in cases of disability, etc. INTRODUCTORY COURSE ON PART-TIME EDUCATION 23 Topic II THE SIGNIFICANCE AND NEED FOR PART-TIME EDUCATION Prepared by R. J. Leonard, Professor of Vocational Education, University of California In connection with this topic read, "Labor and Smith-Hughes Vocational Education Law," by Arthur E. Holder; "The Field for Evening and Part-time Vocational Instruction," by Dr. John Cummings; "The New Apprenticeship," by Dr. John Cummings; and "The Part-time Evening and All-day Vocational School," by James P. Monroe, all in Appendix II. The need for part-time education must be great to justify the provisions of the Federal Smith-Hughes Act making available to the states large sums of money for part-time classes, and to justify the passage of compulsory acts in fourteen states of the Union. Under Topic I, the idea that the state has an inherent obligation to extend its wardship over employed youths by enacting compulsory part-time legislation is developed. Under this topic the needs for, and signifi- cance of, part-time education will be considered. The material is grouped under three main headings : I. The Social Justification ; II. The Economic Justification; and III. The Educational Justification. I. The Social Justification. 1. The perpetuation of a democracy depends in a large measure upon the education and training of its component mem- bers. a. All must have a socialized philosophy so that individuals and groups of individuals, may be brought to see that the welfare of the nation as a whole is of para- mount importance and that this objective is consis- tent with the best interests of all individuals. This implies universal education for citizenship. b. All must be vocationally fit, on some level, so as to make possible the obtaining of a living wage and the real- ization of individual interests, ambitions, and poten- tial powers, and to contribute their share of the world's work. This implies education for vocation. c. All must be physically fit so as to be able to perform duties related to occupation home and civic group. This implies education for health. 24 INTRODUCTORY COURSE ON PART-TIME EDUCATION 2. The three types of education mentioned which may be re- garded as the minimum essentials for citizens in a democracy must, in the great majority of cases, be obtained during the highly impressionable and usually wasted years of becoming maturity, between the ages of 14 to 18. 3. Considering the fact that in the United States as a whole, it is estimated that in 1918 one out of every four youths 14 and 15 years of age, and four out of every five youths 16 and 17 and 18 years of age were not attending school, but working for wages, it becomes evident that educa- tion for obtaining the three ends mentioned, to meet the masses, must be on a part-time basis. 4. Some of the more detailed implications justifying part-time education as a means of promoting interests of universal concern are : a. Every employed youth is a potential citizen, and the control of the nation ten or fifteen years hence will be shifted to the group of the youths now employed, who are under twenty years of age. "Will they be able to carry these burdens adequately with less than an elementary education and little training for civic or vocational responsibilities? b. Work and working are the great socializing agents in a democracy. "Work is the badge of citizenship. Edu- cation for work is now more important than ever before. c. The untrained worker is a social menace as he is likely to become a casual employee, and ultimately one of the army of unemployables. d. The bringing about of a more perfect industrial democ- racy may be hastened by part-time education because of the necessity of cooperation implied between the worker, the employer, and the state through the school. e. An adequate wage for all workers is one prerequisite for social rest, cooperative citizenship, and individual and community health. Training for vocation is one factor in obtaining an adequate living and the assur- ance of continuous employment. The untrained worker is "laid off" first. INTRODUCTORY COURSE ON PART-TIME EDUCATION 25 Questions : 1. What conditions in your community illustrate the need for part-time education? 2. What steps might be taken to acquaint employers and par- ents with its value? Eeferences The Vocational Summary, December, 1918, article, "The New Apprentice- ship," by Dr. John Cummings. (See Appendix II, page 145.) Bulletin Number 19, Federal Board for Nocational Education, ' ' Part-time Education," pages 7-10. Eeport of the Commission on National Aid to Vocational Education, Vol- ume 1, pages 95-97. II. The Economic Need and Justification. 1. The lines of prophecy of William Watson in his "Coronation Ode" of 1902 are fraught with significance for this country, for among the nations, like individuals, survival and prosperity are now contingent upon intelligent use of natural resources, and the proper training of workers. "Time and ocean and some fostering star In high cabal have made us what we are. But now the race is unto them that know And not henceforth she stumbles on the prize ; And yonder march the nations full of eyes. Already is doom a-spinning, if unstirred In leisure hour, and overmuch Recline upon achievement, and be slow To take the world arriving." Decreasing natural resources, increasing competition and the adoption of vocational training schemes by other nations to produce efficient workers, will force us to project plans for universal vocational education. 2. It will be noted from the following table that for the nation as a whole the great majority of youths between 14 and 18 are not attending school, but are working for wages. 1918 Total number of youths 14 and 15 years of age 3,950,000 Total number not in school (majority at work) 990,000 Total number of youths 16, 17 and 18 years of age .... 6,300,000 Total number not in school (majority at work) 4,030,000 a. About 2,000,000 youths in the United States annually arrive at any given age from 14 to 18 years of age, 26 INTRODUCTORY COURSE ON PART-TIME EDUCATION and the great majority of this number of 16, 17 and 18 years of age, enter productive employment on the " farms, in stores, shops and factories. Most of these are untrained and therefore vastly below their poten- tialities as producers. The waste involved, though unmeasured as yet, is tremendous. b. Only through a scheme of part-time education will it be possible for the majority to obtain any training for • vocation. 3. The economic loss, not to mention other losses far more serious, incident to youths selecting employment not suited to their needs, to frequent changes in jobs, and to idleness between jobs, is tremendous. One result of an adequate scheme of part-time education would be to stabilize juvenile employment, by helping youths find their vocational level and to train them for vocations thus selected. 4. Part-time education seems to offer the only practical solution to training and promotional problems in stores, shops and factories. a. It has been noted that when youths are excused from work for part of the week to attend school it results in an increase in their production, not a decrease. b. "Training men instead of stealing them from other establishments" is a more economic means. c. The proposed plan for training men for the railroads is on a part-time basis (Vocational Summary, Septem- ber, 1919, page 90). d. Workers of promotional capacity may be developed by part-time education. e. Part-time education is the only means now available to accomplish results formerly achieved through appren- ticeship. Questions : 1. In what kinds of occupations are unskilled youths employed ? . 2. Are untrained beginners wanted by employers? Beferences Bulletin Number 19, Federal Board for Vocational Education, ' ' Part-time Trade and Industrial Education," pages 7-16. Keport of Commission on National Aid to Vocational Education, Volume 1, page 97. Eeport of Minneapolis Survey, chapter on Apprenticeship. INTRODUCTORY COURSE ON PART-TIME EDUCATION 27 III. Educational Significance and Need. 1. The success of the educational process is conditioned in a large measure upon instruction being adapted to domi- nant interests. With children these relate to play, while the dominant interests of youth relate to work, vocation and desire to earn money. Through a scheme of part- time education where the youth works part of the time and attends school part of the time, the educative process may be made effective by capitalizing upon the desire to work. 2. The years of 14 to 20 are highly acquisitional in character, and it is during this period that education may make its greatest contribution to individual development. 2. The school offers the only solution for providing means of education for employed youths. "Industry is organized to produce commodities, not to train workers." "Production is the big word in most industrial estab- lishments. However promising a boy might be, the world will not long be satisfied with promises ; he must produce goods." "The shop was called into being to produce needed commodities and it must fulfill its mission efficiently or die." "Whatever else the boy may be or do, or may not do or be, he must produce his expected share of the shop's grist." "It is 'output' or 'put out.' " 4. The shop and store may provide opportunities for obtaining certain skill and trade knowledge, but the knowledge of related subjects essential for vocational efficiency can- not, in the majority of cases, be obtained elsewhere than in the school. 5. A great majority of youths leave school because they find it uninteresting and that continued attendance would net little in the way of monetary returns. Upon entering the shop, store, farm or factory, they realize the neces- sity for further schooling. For such, the part-time school is the only hope. 6. The part-time school may be a means by which the youth may capitalize upon his previous schooling. 28 INTRODUCTORY COURSE ON PART-TIME EDUCATION "Emlpoyer, employee and educator alike have come to know that many pupils who leave the public schools at an early age never realize the relation- ship between the knowledge gained in school and the practices of the occupation." "A few hours instruction each week in related tech- nical work, personal hygiene, shop and home sanitation, and civics (in relation to daily prob- lems), builds a tangible superstructure upon pre- vious schooling which becomes a bond between the school, the shop and state." 7. The school is the state at its best, and may be of most value to the majority of youths after they have left it to go to work. For such, its value may be restored on a part- time basis. 8. Those who have lost their connection with the school will have this means of reestablishing it. Question: 1. How can the part-time school be made to take the place of the apprenticeship system ? References Vocational Summary, December, 1918, article, "The New Apprenticeship." (See Appendix II, page 145.) Bulletin No. 19, Federal Board for Vocational Education, "Part-time Education," pages 9-11. Vocational Summary, March, 1919, article, "Part-time Evening and All- day Vocational School." (See Appendix II, page 149.) Lapp, Learning to Earn, chapter on ' ' Part-time Education. ' ' Robbins, The School as a Social Institution, chapter, ' ' Organization as a Social Problem." INTRODUCTORY COURSE ON PART-TIME EDUCATION 29 Topic III THE PROVISIONS OF THE SMITH-HUGES ACT AND THE CALIFORNIA ACT FOR ESTABLISHING PART-TIME SCHOOLS Prepared by Mrs. Bessie Eogers Bartlett In connection with this topic, read the ' ' California Part-time Education Law, ' ' Appendix I. The California Act should be considered in its setting in relation to similar acts in other states and to Federal legislation. I. Laws for Part-time Education in the United States. 1. In 1911 Wisconsin passed a compulsory part-time education act, which has since been amended so that now all youths between the ages of 14 and 17 must either attend an all-day school, or be regularly employed and in attend- ance upon a continuation school for eight hours per week for eight months per year. 2. Massachusetts by legislation in 1911, and amended in 1913, provides that the school committee may establish con- tinuation schools for youths between the ages of 14 and 16 who are employed, and that Local Boards may compel the attendance of youths upon such schools. This law is of the permissive-mandatory type. 3. The first real compulsory continuation school act in the country was passed by Pennsylvania in 1915, known as the Cox Child Labor Act. The law provides for the attendance upon a part-time school for 8 hours per week of all youths between 14 and 16 years of age having work permits, with the exception of those in farm and domestic service. It compels Boards of Education to establish such schools where 20 or more minors coming under the Act are living. 4. New York State in 1910 (amended in 1913 and 1919), Ohio in 1913, and Indiana in 1916 enacted part-time laws, all of the permissive, or permissive-mandatory type. 5. Fourteen other states, including New York, enacted part- • time education laws in 1919. In the main these laws are of the compulsory type, although in one or two states actual compulsion may be avoided. 30 INTRODUCTORY COURSE ON PART-TIME EDUCATION The following- tabular statement shows the conditions in these fourteen states with reference to : (1) Minimum number of minors required to estab- lish part-time classes. (2) Ages of required attendance. (3) Hours a week required attendance. (4) Length of school year. classes. (5) Time for holding States Minimum number of minors required to establish classes (2) Age of required attendance (3) Hours a week of required attendance (4) Length of school year (5) Time for holding classes Arizona 15 14-16 5 150 hours 8 A.M.-6 P.M. Iowa 15 14-16 8 Same as public schools 8 A.M.-6 P.M. Montana 15 14-18 4 Same as public schools 8 A.M.-6 P.M. Nebraska 15 15 14-16 14-18 8 4 144 hours Same as public schools Nevada 8 A.M.-6 P.M. New Jersey 20 14-16 6 36 weeks • 8 A.M.-5 P.M. except Sat. and Sunday New Mexico 15 14-16 5 150 hours 8 A.M.-6 P.M. New York 20 1 14-18 4-8 Same as public schools 8 A.M.-5 P.M. regular school days Oklahoma 20 15 2 16-18 14-18 5 144 hours Same as public schools Oregon 8 A.M.-6 P.M. Utah 15 16-18 4 144 hours 8 A.M.-6 P.M. Washington- 1 15 14-18 4 Same as public schools 8 A.M.-5 P.M. on school days; 8 a.m. -12:30 p.m. on Satur- days California 4 12 16-18 4 Same as public schools 8 A.M.-5 P.M. Missouri 25 14-16 4 Same as public schools 1 Establishment required only in cities of over 5000 popidation. 2 Attendance upon evening school may be substituted. 3 Districts may organize schools upon written request of 25 residents. 4 High school districts having 50 or more pupils must establish part-time classes. References Vocational Summary, June, 1919, pages 21-24. Bulletin Number 19, Federal Board for Vocational Education. II. The Smith-Hughes Act. 1. The Smith-Hughes Act was passed February 23, 1917, and is the first act setting aside Federal funds for education of any kind of less than college grade. INTRODUCTORY COURSE ON PART-TIME EDUCATION 31 2. The act is designed to promote vocational education of less than college grade in a. Agriculture, b. Trades and industries, c. Home economics, through the establishment of all-day, part-time and even- ing schools and classes, and teacher training centers for these three fields. 3. It is a promotional act, so does not automatically become effective in a state, without the acceptance of its pro- visions by the State Legislature. All of the states of the Union have accepted this act, California in 1917. 4. Under the terms of the act, Federal grants of money begin with relatively small sums in 1917-18 and increase an- nually to 1925-1926. These sums are available to the states for reimbursement for vocational education estab- lished under the terms of the law. The sums available under the Federal Act for the country as a whole, on and after 1925-1926, for each of the following purposes are: a. Agricultural education $3,000,000 b. Trade and industrial and home eco- nomics education 3,000,000 c. Training teachers in : (a) agriculture, (6) trades and industries, (c) home economics 1,000,000 Total $7,000,000 As each state must duplicate the Federal fund which it may receive, at least twice this amount will be spent annually for vocational education. Funds are available to the states on a pro-ratio basis of the ratio of the state population to the country as a whole. The estimated lump sum available to California from the Federal grants for all purposes are : Federal State sources sources Total 1919-20 $ 76,497.37 $ 76,497.37 $152,994.74 1920-21 92,379.70 92,379.70 184,758.40 1921-22 105,665.62 105,665.62 211,331.24 1922-23 118,952.54 118,952.54 237,905.08 1923-24 132,239.46 132,239.46 264,478.92 1924-25 158,813.30 158,813.30 317,626.60 1925-26 and annually thereafter 185,387.14 185,387.14 370,774.28 32 INTRODUCTORY COURSE ON PART-TIME EDUCATION 5. In relation to part-time education, the Smith-Hughes Act states that "at least one-third of the sum appropriated to any state for salaries of teachers of trade, home economics, and industrial subject shall, if expended, be applied to part-time schools or classes for workers over 14 years who have entered upon employment, and such subjects in a part-time school or class may mean any subjects given to enlarge the civic or vocational intelli- gence of such workers over 14 and less than 18 years of age ; that such part-time schools or classes shall provide for not less than one hundred and forty-four hours of classroom instruction per year." 6. The California State Board of Education has indicated in detail how part-time classes in the trades and industries, home economics and general continuation work must be organized to receive Federal and State funds. These requirements are found in State Board of Education Bulletin No. 23, copies of which may be obtained by sending to the State Board, stating the number desired and purpose for which they are to be used. Beferences Smith-Hughes Act, Bulletin No. 1, Federal Board for Vocational Educa- tion. California Plan for Vocational Education, Bulletin No. 23a, 1919-1920, California State Board of Education. III. The California Part-time Act. (Only those parts of the Califor- nia Act which bear upon special day part-time classes for employed minors are included.) A brief digest of the California Act follows (the full text for which will be found in Appendix I.) 1. When operative. The provisions of this act become operative at the beginning of the school year 1920-21 for all minors under 17 years (Section 15), At the beginning of the school year 1921-22 for all minors under 18 years (Section 15). 2. Who must attend part-time classes. All persons 16-18 years must enroll in special day part-time classes, Except those a. Who live more than three miles from a high school (Section 1). INTRODUCTORY COURSE ON PART-TIME EDUCATION 33 b. Who are graduates from a four-j^ear high school or its equivalent. • c. Who are attending full time public or private day schools for four or more 60-minute hours per week. d. Who are disqualified physically or mentally. e. Who render personal service to dependents. /. Who attend satisfactory part-time classes maintained by other agencies. g. Where interests of individual would suffer if he at- tended school. 3. Who must establish part-time classes. a. High School Boards in districts having enrolled the year previous 50 day pupils, who live within three miles of the high school, except districts where less than 12 minors are subject to this act. (1) Must establish and maintain part-time classes. (Sec- tions 1 and 4a.) (2) Must provide individual counsel and guidance (4b). (3) Requires principals to issue combined school enroll- ment certificate and permit to work. (Section 4h.) (4) May order investigation upon complaint of any per- son in case of violation of compulsory provisions of this act. (Section 6.) b. Who may establish part-time classes. Any High School Board, or any Elementary School Board may do so. (Political Code. Sections 1665- 1667.) 4. Courses of study provided for by Part-time Act. Courses of study shall be designed to meet the worker's needs. (Sections 1 and 4.) Short unit courses in civic-vocational or general educa- tional subjects. Intensive study for skilled workers. (Section 4c.) Courses to prepare unskilled workers for skilled occupa- tions. (4d.) Oral and written English. (Section 4f.) Citizenship: duties and responsibilities. (Section 4 sec- ond.) No minimum uniform standard required. (Section 4g.) 34 INTRODUCTORY COURSE ON PART-TIME EDUCATION 5. Classes. Special day part-time classes shall be held in the high school district from 8 a.m. to 5 p.m. (Sections 1 and 3 first) for (1) Four 60-minute hours per week of regular school year. (2) Four 60-rninute hours per week till 144 hours accumulate. (3) By special agreement, full time attendance at a convenient season for 144 hours. (4) Special Saturday afternoon classes upon de- mand of five or more minors subject to the act. 6. Duties of a. Principals : The principals of either elementary or high schools, hav- ing enrolled pupils 16-18 years of age, must issue permits provided for in this act. (Sections 11 and 4h.) (1) Within five days after enrollment, principal shall issue school enrollment certificate and permit to work to part-time pupils ; upon request, to pupils of the 16-18 group, shall issue modified permit, where classes have been established ; to exempted persons upon request (these permits to state cause of exemption). % (2) Shall issue duplicates for guardian. (3) Shall issue duplicates and notification blanks for employer. (4) Principals of elementary schools located in districts where part-time schools are main- tained must issue certificate permits, as provided for in this act. (Note. — These certificate permits expire five days after opening of next school term.) (5) Local school authorities shall arrange suit- able courses of study. (Section 4.) (6) Principals shall notify employers should any child on any day have more than eight hours combined compulsory school attend- ance and work. (Section 7.) INTRODUCTORY COURSE ON PART-TIME EDUCATION 35 b. Employers : Employers shall require of minor a certificate permit to work, and within five days send written notification of employment, describe work, hours of day and days of week employed to board (Section 8) or to prin- cipal (Section 7). Retain and file permit with copy of notification of em- ployment. (Section 7.) See that for minors under 18 years the total number of working hours and hours of compulsory school at- tendance combined, equal not more than eight hours except in agricultural and home making occupations. Certificate permit retained permanently by employer. (Section 7.) c. Parents : The parents or guardian shall compel attendance of minors upon special part-time classes. (Section 5.) Retain copy of certificate permit to work and present same upon demand of proper authorities. (Section 5.) 7. Penalties. Parents who fail to perform duties under this act, and em- ployers who violate provisions of this act are guilty of a misdemeanor and punishable by fine or imprisonment, or both fine and imprisonment. 8. Enforcement. # The High School Board shall order investigation upon com- plaint of any person in case of violation of this act, and instigate the proper legal proceedings. 36 INTRODUCTORY COURSE ON PART-TIME EDUCATION Topic IV FIRST STEPS WHICH A LOCAL COMMUNITY SHOULD TAKE IN PREPARATION FOR ADMINISTERING THE PART-TIME ACT Prepared by J. K. Norton, Assistant Director of the Bureau of Research and Guidance of the Oakland City Schools, and E. J. Leonard In connection with this topic read, "Administration of Compulsory Part-time Laws, ' ' by Lewis H. Carris, Appendix III. The California Part-time Act affords a wonderful opportunity to render much needed educational and social service to the thousands of youths of the state who are now at work. It will be the aim of every school department in the state to so administer the part-time act that the fullest possible benefits may accrue to the workers in attendance. However, it must be remembered that the success of the work of the school year of 1920-21 will depend in each community upon the steps taken prior to that time. A plan of administration should be devised, the necessary cooperation and good will of employers and parents should be obtained, and a tentative organization and location of classes should be proposed. The following suggestions are made, to the end that the steps indi- cated below may be taken, and that the study group may share in the work. « I. What the High School Board Should Do. 1. The High School Board should request the Superintendent or High School Principal in the early spring of 1920 to a. Study the problem of part-time education in the com- munity in relation to carrying out the law. b. Make preliminary recommendations for the establish- ment of part-time classes and the administering of the law. Note 1. — In the towns and cities the Superintendent of Schools should appoint some subordinate school official, or some established bureau or agency in the system, or some com- mittee to perform the work outlined above under a and b. As the problems involved are numerous, complicated and extremely important, great care should be exercised in the INTRODUCTORY COURSE ON PART-TIME EDUCATION 37 appointment of the individual or the committee or in the designation of the agency to do the preliminary work. The individual must have social vision, breadth of view, a sym- pathetic understanding of working youths and a fair knowl- edge of the community, the schools and the teaching force. Note 2. — While the study is being made the individuals involved should keep in close touch with the State Board of Educa- tion and its agents in order to receive all the assistance pos- sible, and to insure the closest cooperation of all concerned. II. "What the Study of the Problem Should Include. 1. The working situation in the community as it affects minors who come under the part-time law. (In this connection it should be remembered that all those under 17 come under the law for the school year 1920-21, and under 18 in 1921-22 ; also that the census of minors already taken by the Board of Education will furnish most of the data required below: a. Number of minors not in school by age and sex. o. Occupational classification of minors, not in school, by age and sex, under such heads as : (1) Industry: Factories, building trades, mining and manufacturing. (2) Commerce: Clerical work, salesmen, transportation employees, etc. (3) Agriculture, including gardening, fishing, etc. (4) Domestic and personal service. (5) Number of apprentices in building trades, printing trades, machine shop trades and metal trades. (This is valuable as an indication of the need for occupational extension courses.) c. Principal employers of minors. d. Existing coqwration schools and schemes for training minors in such schools. e. Desirable time for part-time classes. (1) Dull season courses. (2) Mornings and afternoons. /. Education already possessed by minors by age and sex. g. Demand for, and opportunities for young workers in various lines of work in the community. 38 INTRODUCTORY COURSE ON PART-TIME EDUCATION 2. The School Situation. a. Relative to location of classes, etc. (1) Available space and equipment in factories, shops, stores, etc. (2) Available space in schools. b. Relative to teaching personnel. (1) Available teachers in elementary schools, secondary schools, evening schools. III. What the Recommendations Concerning the Establishment of Part-time Classes Should Include. 1. Scheme of administration. a. Centralized control under some assigned school officer, director of part-time classes, or Assistant Superin- tendent, or Director of Vocational Education, or other designated official. Note. — It should be remembered that the high school principal is designated by law as the administrative officer of part-time classes. In a large city system, however, where there are several high school prin- cipals, in order to secure uniformity, control should be centralized, as indicated above. (1) No official should be designated who will not have sufficient time to properly organize and supervise the work. (2) The designated official should have proven adminis- trative ability, know the working interests of the community, and be a person of broal social vision. b. Relation of this official to the high school principal should be clearly recognized, keeping in mind the legal aspects involved, as set forth in the part-time law. 2. Statement of estimated costs. a. Administrative costs such as: (1) Salaries of officials mentioned under 1 (a) above. (2) Printing of forms, blanks, etc. (3) Preparation of leaflets, bulletins, etc. b. Teachers' salaries. c. Additional equipment, supplies, etc. 3. Tentative list of courses needed. a. General continuation courses. b. Vocational courses in agriculture, home economics, etc. 4. Tentative location and schedule of classes. INTRODUCTORY COURSE ON PART-TIME EDUCATION 39 5. Estimated number of teachers of various types, giving due consideration to : a. Size of class unit. 1). Length of teaching day. 6. Publicity aimed to secure the cooperation of parents, em- ployers, and the youths concerned, by such means as : a. Conferences with employers. b. Newspaper articles. c. Discussions before civic and social clubs, labor unions, teachers' gatherings, etc. d. Preparation of leaflets describing the Part-time Act. Qaestiom : In your district a complete census of minors has already been taken in conformity with the State Registration Law, the data so acquired will form the basis for a full consideration of many of the problems raised under this topic. Information concerning where the blanks are kept, can be secured by consultation with school officials. 1. What service could teachers render in tabulating and inter- preting the data contained on these registration blanks? 2. What steps have been taken to date, in your community, in anticipation of carrying out the Part-time Act? 3. What definite service can this study-group render in any of the lines suggested under this topic? 40 INTRODUCTORY COURSE ON PART-TIME EDUCATION Topic V THE GENERAL NEEDS OF EMPLOYED YOUTHS IN CALIFORNIA, AND TYPES OF SCHOOLS TO MEET THESE NEEDS Prepared by C. L. Jacobs, Associate Professor of Industrial Education and Supervisor of Classes for Teaching of Trade and Industrial Subjects. I. Employed Youths and the Part-time Act. 1. Youths in California between the ages of 16 and 18 are affected by the provisions of the Part-time Compulsory Education Act, under the following conditions : a. Those who live within a radius of three miles of a suitable class. (1) Maintained by a local district board. (2) Or by the board of an adjoining district. h. Those who are not in attendance upon full-time day schools. c. Those who are not exempt because of the following reasons : (1) High school graduation or an equivalent of educa- tion in private schools or by private tuition. (2) Impaired physical or mental condition. (3) Service is needed by dependents. (4) Attending a satisfactory part-time class maintained by other agencies. (5) Interests would suffer if compelled to attend part- time class. II. Number of Youths, by Age Groups, Likely to be in Attendance upon Part-time Classes. 1. Sixteen-year-olds not in attendance upon a full-time day school. a. There are about 30,000 not in school. 1). Approximately only 20,000 of those will come under the provisions of this act. c. Of that number, probably not more than 15,000 can be counted on to attend. 2. Seventeen-year-olds not in attendance upon a full-time day school. INTRODUCTORY COURSE ON PART-TIME EDUCATION 41 a. There are roughly 45,000 not in school. 6. Approximately only 32,000 will be affected by this act. c. Of that number probably not more than 27,000 can be counted on to attend. III. Relative Number of Youths, by Sex, in Urban and in Rural Localities. (Note. — The Federal Census Bureau classifies as rural any place of less than 2500.) 1. Of an estimated 106,650 minors in California between the ages of 16 and 18, who are subject to the provisions of the part-time compulsory education act, if not in attend- ance upon regular day schools, approximately 70,000 are living in urban communities, a. About 36,000 of whom are boys, o. About 34,000 of whom are girls. IV. Distribution of the Employed Population of California by Occu- pations. 1. If we were to be guided by the 1910 United States Census it would appear that the minors in California would be distributed among the various divisions of gainful occu- pations roughly as follows : Out of every hundred youths in California coming under the Part-time Act 20 would be in the Agricultural Group, including forestry, fishing and animal hus- bandry. 30 would be in the Industrial Group, of whom 3 would be in mining, and 27 would be in manufacturing. 29 would be in the Commercial Group, of whom 9 would be in transportation, 14 would be in trade, and 6 would be in cler- ical work. 2 would be in the Public Service Group (not elsewhere listed.) 6 would be in the Professional Service Group. 13 would be in the Domestic and Personal Service Group. 42 INTRODUCTORY COURSE ON PART-TIME EDUCATION 2. The above distribution would not hold in any community in the state, but is rather on the basis of the state as a whole. For example, in Berkeley, the number in the Agricultural Group would be considerably less, propor- tionately, than that given above, while the number in the Professional Service Group would be larger. In the rural communities, the conditions will be reversed, and by far the largest numbers will be in the Agricultural Group. 3. It is safe to say that the proportion of persons engaged in agriculture has materially decreased since 1910, and that there has been a commensurate increase in manufactur- ing and commercial work. That change parallels the decrease in rural population and the increase in urban population which has been taking place steadily in this country as shown by the following figures for the United States, and for California. Census Califoi rnia Uni ted States Urban Rural Urban Rural Years Per cent Per cent Per cent Per cent 1880 29.5 70.5 1890 46.6 53.4 36.1 63.9 1900 52.4 47.6 40.5 59.5 1910 61.8 38.2 46.3 53.7 V. Occupations in "Which More Than 1000 Persons in California were Engaged in 1910. AGEICULTUEAL GROUP Male Female 1. Agriculture, Forestry, and Animal Husbandry 217,743 7,323 a. Includes such persons as farmers, fruit growers, gardeners, florists, nurserymen, stock raisers, poultry raisers, and associated laborers. b. The largest number are engaged in the soil occu- pations. INDUSTRIAL GROUP 1. Extraction of Minerals 31,254 44 c. Includes such persons as operators, officials, man- agers, and miners of gold and silver, or quar- ries, of oil and gas wells, of salt operations, and associated laborers. b. The largest number are engaged in gold and silver mining. INTRODUCTORY COURSE ON PART-TIME EDUCATION 43 j^ k | Male Female 2. Manufacturing and Mechanical Industries 263,480 30,096 a. Includes such persons as building trades workers, bakers, blacksmiths and boilermakers, build- ing contractors, cabinet makers, printing trade workers, electricians, power plant operatives, jewelry trade workers, machinist trade work- ers, sewars and sewing machine operators, leather workers, tin and coppersmiths, oper- ators in the manufacturing of products such as tobacco, glass, clay, iron, wood, etc., and associated laborers. b. The largest number were engaged in the build- ing industry, most of the skilled workers being carpenters. COMMERCIAL GROUP 1. Transportation 100,052 4,241 a. Includes persons employed in water transporta- tion, wood and street transportation, railroad transportation, express, post, telegraph, tele- phone and associated laborers. 2. Trade 133,663 17,835 a. Includes bankers, brokers, money lenders, clerks in stores, commercial travelers, deliverymen, insurance agents, workers in coal and lumber yards, workers in warehouses, workers in real estate, retailers, salespeople, wholesalers, ex- porters. b. The larger number were in retailing and in sales- manship. 3. Clerical Occupations 43,432 24,319 a. Includes agents, canvassers, collectors, book- keepers, cashiers, accountants, clerks (except in stores), messengers, office and bundle boys, stenographers, typists. b. Chiefly bookkeepers, cashiers, accountants and clerks (not in stores). PUBLIC SERVICE 1. Public Service (not elsewhere classified) 23,923 533 a. Includes firemen (fire department), guards, watch- men, doorkeepers, laborers, public service officials, inspectors (city and county), offi- cials, inspectors (state and United States), policemen, soldiers, sailors, marines. b. The largest number were in the military service. 44 INTRODUCTORY COURSE ON PART-TIME EDUCATION PROFESSIONAL SERVICE Male Female 1. Professional Service 41,138 28,315 a. Includes architects, artists, sculptors, teachers of art, authors, editors, reporters, civil and mining' engineers, surveyors, clergymen, den- tists, designers, draftsmen, inventors, law- yers, judges, justices, musicians, photograph- ers, physicians, surgeons, showmen, teachers, trained nurses. b. The largest number were in the practice of medi- cine, engineering and law. DOMESTIC AND PERSONAL SERVICE 1. Domestic and Personal Service 78,062 62,090 a. Includes barbers, hairdressers, boarding and lodg- ing house keepers, hotel employers, janitors, laundry workers, untrained nurses, restaurant, cafe and lunch room keepers, servants. b. The largest number were servants, the majority being cooks. (Note. — It must be recognized that no one community need be expected to show a similar division. In many communities some of these vocations will be entirely unrepresented. Each community must make a study of its own local conditions.) VI. What the Youths Need Who Come Under the Part-time Act. The general needs of these youths may be grouped under the fol- lowing classification heads, which the State Board of Educa- tion has agreed upon as their standard designations. 1. General Continuation, which aims to remove marked de- ficiencies in common school branches, and to assist those enrolled, in determining their occupational interests and capacities. In general, only those who fall below the sixth grade standard in general education, should be enrolled in the General Continuation class. The four hours of instruction may be roughly divided as follows : a. Citizenship and health (40 minutes weekly). b. Common school branches, such as reading, writing, arith- metic, spelling (180 minutes weekly). c. Occupational work, which may include finding courses in agriculture, industry or commerce (120 minutes weekly. INTRODUCTORY COURSE ON PART-TIME EDUCATION 45 Occupational Continuation, which aims to prepare the indi- vidual for more efficient work in the occupation in which he is engaged and desires to remain, and which has a teachable content. This is expressed in the California law as follows : ' ' They shall give all persons who are engaged in skilled occupations and who are enrolled in these classes, opportunity to better qualify themselves for said occupations." Illustrations of the groups who would desire Occupational Continuation work are : Apprentices in the building, metal or printing trades; milliners and dressmakers; boys on farms, etc. The courses should include : a. Citizenship and Health (40 minutes). b. Occupational work, supplementing daily occupation in any field, of which the four most important groups are agriculture, industry, commerce and home mak- ing. c. Elements of general education under (&) necessary in most cases, but must be presented to be effective, as related to the occupations. Occupational Preparatory, which aims to assist the youth to determine his field of interest, and give him prelim- inary training for an occupation in which he is not employed ; for example, the grocery delivery boy who does not desire to remain in that work, or does not know his field of interest. It he were below the sixth grade standard in general education, he would belong to the General Continuation Group. The course should include : a. Citizenship and Health (40 minutes). b. Occupation finding courses, in all the dominant lines should be made available in agriculture, industry and commerce and home economics. The Part-time Act requires instruction for this group as noted in the following: "They shall give all persons who are engaged in unskilled occupations or in occupations that do not offer educational opportunities and who are in attendance upon these classes, opportunity to prepare themselves for skilled occupations or for occupations that offer opportunities for promotion or further education." 46 INTRODUCTORY COURSE ON PART-TIME EDUCATION 4. Academic Continuation, to assist youths remove deficiencies, in order to enable them to enter a special school or the University. For example, a high school girl dropped out of school at the beginning of her third year to go to work. Recently, she wished to complete her high school work and enter college, but disliked to return to the school and be associated with students younger than herself. The Academic Group is the solution of her problem. She will enter the part-time class, meanwhile continuing in her occupation if she wishes, and when she has removed her deficiencies, may enter college. The course should include : a. Citizenship and Health (40 minutes). b. Instruction in any elementary or secondary school sub- ject. Note. — The names given to the four types of classes seem to describe the work which the California law authorizes, more accurately than the terminology used in other states and in the bulletins for the Federal Board for Vocational Educa- tion. That the literature of the Federal Board, and other states may be understood, the following comparison of names is listed : California Terminology (1) General Continuation. (2) Occupati6nal Continuation. (3) Occupational Preparatory. (4) Academic Continuation. Federal Terminology (1) General Continuation. Trade Extension. Trade Preparatory. (2) (3) Vocational Guidance — necessary for many of the youths — by the aid of which youths may be led to the selection of a suitable vocation — one in which the individual will be happiest, and through which society will be best served. For this purpose the trade preparatory work might be used to serve in the capacity of a prevocational course, as may also part of the general continuation work. INTRODUCTORY COURSE ON PART-TIME EDUCATION 47 Topic VI THE ORGANIZATION AND ADMINISTRATION OF PART-TIME CLASSES Prepared by R. J. Leonard In connection with this topic read, "Administration of Compulsory Part-time Laws, ' ' by Lewis H. Carris, Appendix III, and ' ' Pennsylvania Continuation Schools," by M. Claire Snyder, Appendix IV. The successful organization and administration of part-time classes involves the application of principles and purposes, not usually opera- tive in regular elementary or secondary schools, for. the following reasons: (1) The part-time school will deal primarily with youths who are working for wages. (2) Many of these youths left school because they thought it unprofitable to remain longer. (3) Some will be strangers to the public school system, for example, those educated in parochial schools. (4) Many will be conscious of educational deficien- cies hindering vocational progress. (5) Many, perhaps most of those, who attend the part-time schools will have held a considerable number of jobs entirely different in character, and will look to the school for help in determining what occupation they should follow. (6) Many will be incapable of pursuing general education with profit on account of limited natural endowment. (7) "While the physical ages of the group will range from 16 to 18, the mental ages will probably vary from at least 10 to 18. (8) The time for the part-time school is exceed- ingly brief (four hours per week) , and each hour must yield the largest possible return to the youth. (9) Unlike the day school, where only parents and teachers are concerned, in the part-time school the em- ployer is also concerned. (10) Instruction must actually function toward some worthy end in which the youth shares. All these factors are involved and should be considered in deter- mining : I. Where classes should be held. II. Who should teach. III. What should be taught. IV. How students should be grouped. I. Where Classes Should be Held. Principle involved — place depends upon where the youth will be most profited, with the least inconvenience and loss of time to the youth and the employer. 48 INTRODUCTORY COURSE ON PART-TIME EDUCATION 1. The regular high school or elementary school. a. Its advantages. (1) Equipment, gymnasia and playgrounds, labora- tories, shops, studios, etc. (2) Social opportunities. For assembling with the school group and par- ticipating in extra school activities, such as athletics, debates and amusements. b. Its possible dangers. There may be a tendency to impose academic stand- ards. Teachers may not be sympathetic. Other pupils may not be cooperative. (It must be re- membered that most of the youths coming under the law, have attended the public schools, and that many have left under unpleasant circumstances.) 2. The central down-town school where only part-time students are enrolled. a. Its advantages. (1) Most youths employed in stores and offices would be able to attend a down-town school to much greater advantage than the regular high school, and much may be gained by centralizing such instruction. Note. — Milwaukee, Kansas City, Boston and other east- ern cities, operating under part-time acts, have found it profitable to establish down-town schools, usually first renting suitable quarters in office or loft build- ings, and later constructing buildings designed par- ticularly for continuation schools. (2) A natural community of interests and social out- look exists among youths working in similar occu- pations. These interests may be capitalized by attendance upon a down-town school. (3) Problems of administration will be greatly simpli- fied. (4) It will be possible to develop a teaching staff exclu- sively for the part-time work, whose interests would not tend to be diffused on account of other responsibilities. 3. The shop and the store. a. The shop and store may be considered as meeting places for classes where a sufficient number of youths com- INTRODUCTORY COURSE ON PART-TIME EDUCATION 49 ing under the law are employed. For such youths it may offer the following advantages : (1) Saving of time. (2) Gives the working atmosphere, which it is difficult to create in a school. (3) Permits a full and complete use of the facilities of the shop and store as a laboratory for teaching. (4) In certain cases the expense of equipment is so great as to make it impossible for the school to acquire and to keep up to date. h. The possible danger in the use of the shop or store is, that the time of the youth, which is intended to be given over to instruction, may revert to employment in production. 4. The farm. a. For agricultural instruction, the farm may be used for project work, for observation and for demonstration. b. The possible danger in the use of the farm, is that the specific object of the instruction which may be needed, cannot be attained, owing to specialization. II. Who Should Teach. 1. The teacher of part-time classes, regardless of the field or subject, should possess the following characteristics: (1) A knowledge of the adolescent youth; (2) a sympathetic understanding of the type of youth who early becomes a wage earner, on account of interest or economic neces- sity; (3) a first hand knowledge of the occupations rep- resented by the youths enrolled ; (4) a dominant interest in youths and their problems rather than in school sub- jects. 2. While time and experience will determine the best sources from which part-time teachers may be recruited, it would seem from the observation of other states, that the fol- lowing suggestions will be helpful : a. For citizenship and health instruction. (1) An individual, who from the citizenship aspect, is well read and thoroughly acquainted with current literature and social problems, who can interpret prevailing conditions in terms of historic experi- ence, and lead the pupils to an understanding of their meaning. 50 INTRODUCTORY COURSE ON PART-TIME EDUCATION Or from a health aspect, one who is acquainted not so much with physiology, but rather versed in knowledge of health, relative to personal and occu- pational hygiene and recreation. (2) Such individuals may be found in elementary and secondary schools, as instructors in English, civics, history, playground activities, etc. J). For instruction in common school branches, such as arith- metic, reading, writing and spelling. (1) These teachers will probably be recruited from the elementary school field, c. For occupation instruction in industry. (1) For finding courses. The all-around mechanic with a social point of view, whose dominant purpose is to assist youths to discover the field of work to which they are best adapted, and in which, by reason of interest, will find the greatest happiness, and render the best service. Of those in schools at present, the manual training teacher may qual- ify, if his occupational experience is sufficiently varied to enable him to give at least elementary instruction in a number of fields, and provided also, that he has become acquainted with voca- tional guidance work. (2) For training courses. For the manipulative aspects of trade work. The shop trained man with native interest in teaching, who has studied the mechan- ics of instruction. For the supplemental work such as drawing, science, mathematics, etc. : (a) the shop trained man who is well acquainted with these subjects in their relation to the trade: (b) the school teacher who has specialized in these subjects, and who has had first hand industrial experience. d. For occupational instruction in commerce. (1) For finding courses. The all-round commercial teacher with a knowledge of the activities of the commercial world, including bookkeeping, stenog- raphy, merchandizing, transportation, and an interest and understanding of the types of indi- viduals who are likely to succeed in the various commercial fields. INTRODUCTORY COURSE ON PART-TIME EDUCATION 51 (2) For training courses. There are two sources : Teach- ers now employed in high schools in commercial branches and related fields, such as economics, history, and geography; and commercial em- ployees in the various lines who will take the training necessary to qualify for the teaching field. e. For occupation instruction in agriculture. (1) For finding courses. Must be a farmer who has had diversified agricultural experience, together with good agricultural training, and who possesses teaching ability. One source for these will be agriculture high school teachers. (2) For training courses. The characteristic which dis- tinguishes the teacher who gives the training courses, as compared with the one who gives the finding course, is that the former is more inten- sively trained in one of the fields, in which he may give instruction. /. For occupational instruction in home economics. (1) The home economics teacher must be preeminently interested in the home and in all its aspects, and be able to lead the girls to a love of home, and to inculcate a desire to meet and solve its every day problems, and participate in its activities. Mar- ried women who have taught, would be the best single source for teachers in this field. III. What should be taught. The principle to be applied in determining what should be taught is, that which will help the youth most in achieving those ends which are most worth while .to him. While there will, therefore, be little profit in attempting to list and describe the courses which should be offered in a part-time class, as youths representing the very greatest variety of types and interests will be enrolled, it will be valuable to suggest the offerings which should be made available to the students enrolled. There are also those, which it is agreed must be provided, regardless of sex, and different occupa- tions and interests. 1. Content which must be provided in all part-time classes. Citizenship -and health (at least 40 minutes per week; for suggestions see Topic XVI). 52 INTRODUCTORY COURSE ON PART-TIME EDUCATION 2. Content on basis of deficiencies in general education, and occupational interests. a. Common branches, such as arithmetic, reading, writing, spelling, etc. b. Occupational instruction from either a finding or train- ing point of view in, commerce, agriculture, industry or home economics. (For details see Topics IX to XV.) c. Any regular elementary high school subject which a youth might wish to study. IV. How Students Should be Grouped. 1. Prior to enrollment in any class or course, the interests and capacities of each youth should be determined by the one assigned to counsel and guidance. 2. Capacity, interest and occupation, will be the chief factors involved in grouping of students. 3. School grade completed before going to work should not be given undue weight in groupings of students except for those who wish to pursue high school courses in order to prepare for college or special school. Eeferences Vocational Summary, Juue, 1919, "Administration of Compulsory Part- time Laws. ' ' See Appendix III. INTRODUCTORY COURSE ON PART-TIME EDUCATION 53 Topic VII THE INDIVIDUAL AND THE COURSE— METHODS OF INSTRUCTION AND STANDARDS OF ACCOMPLISHMENT Prepared by E. J. Leonard The whole spirit and purpose of the California Part-time Act is to make available to employed youths that type of education which they need most, from a civic, social, physical or vocational point of view. Each hour's attendance must yield maximum returns to the youth. The purpose of this section is to help develop the point of view which the continuation school teacher should have so as to make instruction effective whether it be of the General Continuation, Occu- pational Continuation, Occupational Preparatory or Academic Con- tinuation type. I. Individual Needs — Basis of the Course. The needs of individuals in attendance is the basis upon which the courses are established. The interests, abilities and accomplishments of each pupil are the all-important factors in devising proper instruction. 1. Counsel should precede assignment of workers to courses. By intimate, personal contact between teacher and worker, data regarding the following aspects of each case may be obtained. a. Health (in particular relation to present occupation). b. Present and previous occupations. c. Occupational ambitions. d. Amount and character of previous schooling. e. General intellectual level. II. Size of Class. 1. There should be no overcrowding of classes. Only rarely should there be more than twenty in each group. 2. As a rule, group instruction should not be encouraged, owing to the diversity of the capacities and interests of the pupils. The individual, rather than the group must be the basis of instruction. 54 INTRODUCTORY COURSE ON PART-TIME EDUCATION III. The Unit of Instruction Should be Short. 1. It must be remembered that new workers are each day entering and old ones leaving the part-time school, and that therefore each day's or week's unit of instruction must be complete in itself, rather than the semester or yearly basis. 2. Extracts from a Bulletin of the Pennsylvania State Board of Education about the administration of Continuation Education are here suggestive. "Every lesson in the Continuation School should be a unit in itself. The presentation, study, and reci- tation must be completed within the time set for that lesson. Definite planning is a recognized need in successful lesson preparation. In no type of schools is this more evident than in the Continu- ation School." An example from the Pennsylvania Continuation School course of study in hygiene illustrates these points : "Lesson, Preparation for the Day's Work. Aim — To teach — How to Start the Day. Approach — When you go to work in the morning, how does your personal appearance compare with that of your boss? Development — Amount of sleep required. Regular hour for rising. A cold splash in face and chest, at least; then a brisk rub with a rough towel. Attention to the toilet; thorough washing of hands. Hair combed neatly. Pace, neck, ears, nose should be cleaned. Teeth brushed. Hands and nails should be clean and well eared for. Clothes should be neat, no buttons missing. Shoes brushed. ' ' Eeference For the above lesson, Hygiene for the Worker, Chapter II. INTRODUCTORY COURSE ON PART-TIME EDUCATION 55 IV. The Source of Instructional Material. 1. The interests of youths and the needs of which they are con- scious in relation to their daily employment or ambition for promotion, are the sources of instruction, rather than the school texts or manuals usually used by day school teachers. The teacher has before him wage-earners, not school children. 2. Suggestive of problems, the' following might be cited. a. Personal health, in relation to occupational disease or fatigue. b. Social problems, in relation to the group with whom they are associated. c. Need to learn how to add and write legibly, in order to be able to fill out a sales check properly. d. Kind of shoes which a sales-girl should wear to prevent undue fatigue. e. How to read a blue print. /. The proper fertilizer to use in raising garden crops. V. Methods of Instruction should be Real and Vital, not Bookish, and Academic. 1. Concrete, not abstract : things with which the youth is vitally concerned. 2. Sequence of instruction in relation to the whole field of knowledge not important. Should be related to day's work and maj^ cross section many fields not usually treated together in school. 3. Visual and active, requiring participation of workers, not demonstration on the part of the teacher; for example, it is insufficient, in the home economics work, for the teacher to prepare food for the table, explaining and illustrating the steps she takes; she should furnish the girls with materials to use, and direct their work, as they prepare the dish. The same principle holds in all part- time work, they must learn "to do by doing." VI. Standards of Proficiency. The law states, "they shall not require of pupils a minimum uniform standard of proficiency in any subjects maintained in these classes, except in those subjects designed to prepare for other classes or other schools." 1. The legitimate measure of proficiency for each youth is his own progress in relation to himself and his previous achievements. For example, in writing, the student may, 56 INTRODUCTORY COURSE ON PART-TIME EDUCATION at the beginning of his course, compare his penmanship with some standard scale, and by daily comparison note his progress. He should be encouraged to make im- provement, but should not be held to any definite stand- ard to attain. In citizenship, he may try to solve some problem in the fac- tory in which he works ; for example, he might, if he possesses qualities for leadership, form a club among his associates, to make better use of their leisure time. The idea to be kept in mind is that the youths may actually become better citizens, rather than learn cer- tain mechanics of governmental procedure. INTRODUCTORY COURSE ON PART-TIME EDUCATION 57 Topic VIII VOCATIONAL COUNSEL IN PART-TIME SCHOOLS Prepared by L. W. Bartlett, Supervisor of Advisement and Training for Federal Board for Vocational Education, District No. 12 I. Counsel Provided for in the Part-time Act. 1. The California Part-time Act, Section 3 (b), places respon- sibility upon the administrators of the act to provide for : a. Individual counsel and guidance in vocational matters. b. Individual counsel and guidance in social matters. II. Background of Vocational Counsel. 1. Organized vocational counsel for 3'Oung people began in 1908 in Boston with the formation of the Vocation Bureau of Boston. Since that time a public opinion has rapidly developed in favor of its extended applica- tion, and many schools in a number of states now have programs for systematic counsel. 2. Vocational counsel is endorsed by the American Federation of Labor. The most recent educational program of that organization, paragraph 2, reads as follows: "Hearty support should be given the increasing demand for well- considered methods of vocational guidance in our schools. 3. The best and most specific example»of vocational counsel is the work of the Federal Board for Vocational Education in its rehabilitation of the disabled service men. Each man is interviewed by a vocational adviser regarding his vocation and training. Its value in this field is unques- tioned. 4. It is the obligation of the state to exercise wardship over the education and employment of youths. It is therefore concerned with the training that will develop best the individual capacities of these youths, and with the invest- ment of those capacities most suitable for expression and growth. In exercising this wardship it has made pro- vision for vocational counsel. Question: 1. Why are all concerned, including youths, teachers and work- ers interested in vocational counsel ? 58 INTRODUCTORY COURSE ON PART-TIME EDUCATION III. Services Rendered by Counsel in Part-time Education. 1. The aim of counsel is primarily to assist the part-time pupil in formulating his plan for life, and in furthering that plan by education and employment in a congenial and stimulating environment. 2. Each pupil's plan becomes the basis for his course of study. Administrators must bear in mind the individual needs in providing the instruction. Necessarily the curriculum will vary from time to time, since the courses are adapted to the needs of the pupils. 3. Society will be benefited by having as its citizens people whose lives are properly motivated. Among the benefits may be mentioned an increased production resulting from a greater application of skill and personality, and consequently, a better social and vocational adjustment. Questions : 1. In what way will a plan for life motivate school and work activities ? 2. How will a better social and vocational adjustment be brought about by proper investment of life interests ? IV. Functions of Vocational Counsel. The functions of vocational counsel may be considered in the four ways in which it is exercised : A. Counsel in the selection of a vocation. B. Counsel regarding training. C. Counsel regarding employment. D. Counsel in social matters. A. Counsel in the Selection of a Vocation 1. Three steps in the selection of a vocation. a. The discovery of the field of interest. This field may be mechanics, agriculture, commerce, the professions, or some other of the occupational groups. The interest is discovered through the individual analysis which aims at an inventory and appraisal of: The ambition and aptitudes of the pupil. The interests and characteristics of the family. The work experiences of the pupil and his re- sponses. The educational experience and attainments of the pupil. The leisure experience of the pupil. INTRODUCTORY COURSE ON PART-TIME EDUCATION 59 These data, conveniently recorded, are used by the coun- sellors for such purposes as arranging training and making employment adjustments. (If data obtained by the analysis is insufficient to deter- mine the life interest of the pupil his vocational ex- perience may be increased by placement in a finding class or on the job where his reactions to the work mav be observed.) b. The second step in the selection of a vocation is the deter- mination of the pupil's capacity for growth, using school as a measure, whether the capacity is reached at the sixth grade, the tenth, the fourteenth, or whether he is able to complete a university. The capacity of the pupil may be approximated by : (1) The estimate of those who have observed his re- sponses in school work. (2) The estimate of those who have observed his re- sponses in his work. (3) The results of empirical and psychological tests. c. The third step is the selection of the occupation in the broad field of interest. Dairying, for example, is a specific occupation in the broader field of agriculture. This occupation generally becomes evident sometime after the broad field of interest is discovered and as a result of further experience in that field. That boy, for instance, who was always selling things in his boyhood did not become an auto salesman until he had seen a half dozen salesmen demonstrate their machines to his father. 2. Broad knowledge of the occupational world necessary. a. Since a pupil is expected to invest his abilities in some occupation it is advisable that he have a knowledge of the occupational world before he selects his life work or training. Especially should he know the various demands of each. This information is ob- tained casually through observation, from associates • and by promiscuous reading. It may be obtained for the pupil more specifically and fully through the study of occupations. 60 INTRODUCTORY COURSE ON PART-TIME EDUCATION 6. The survey of an occupation to be of the greatest value should contain a description of the processes, the lines of promotion, the working- conditions and the quali- fications necessary for entrance and progress. Eeferences 1. Opportunity monographs published by the Federal Board for Vocational Education. 2. Vocational surveys of Indianapolis and Cleveland and other cities. 3. The selection of the vocation. a. With this information at hand, and knowing the pupil's interests and capacities the counsellor assists the part- time pupil to make a selection of his vocation. Question: 1. To what extent can the capacity of a pupil be determined by his study reports ? By psychological tests ? B. Counsel Regarding Training 1. Experience has shown that the average pupil is not able to select wisely, without advice, the training that will develop his -life interest best. This is true of the dis- abled service man. It is equally true of the part-time pupil. 2. The individual needs of each pupil growing out of his life interest or the work he is engaged in will determine, for the most part, the training he will receive. This may be blue print reading, the operation of a calculating machine, seed testing, algebra, or anything that will increase vocational or civic skill. The counsellor will assist each pupil to outline the training to fit his indi- vidual need. C. Counsel Regarding Employment 1. Of the pupils who come under the Part-time Act : Many will be in process occupations with limited chances for promotion. Some will be misplaced. A few will be in desirable positions. A smaller number will be employed. INTRODUCTORY COURSE ON PART-TIME EDUCATION 61 2. One of the duties of the counsellor is to assist those in the process occupations, if their capacities permit, to rise into positions that offer promise, those who are misplaced to get more suitable occupations, and those unemployed to find work. 3. It is necessary, therefore, for the placement counsellor to know: a. The laws pertaining to juvenile employment. b. The regulations of the unions. c. Employment conditions and opportunities. His work will necessarily bring him in close relationship with employers. Question: 1. In what occupations are the youths between the ages of 16 and 18 engaged as revealed by the registration of minors? D. Counsel in Social Matters 1. The Part-time Act provides for counsel in social as well as vocational matters. Among problems that affect the vocational efficiency of the part-time pupil are : a. His relationship to the fraternity of his vocation. b. His part in the economics of production, distribu- tion and consumption. c. The care of his physical machine. d. The proper investment of his leisure time. e. His relationship to social institutions. V. The Administration of Counsel. 1. The responsibility for counselling should be definitely placed. Even in small districts where the counsellors may per- form other duties, care should be exercised that coun- selling is not neglected, for it is so essential to purpose- ful education. 2. In large cities one suggested arrangement would be to have a supervisor of counsel with assistants for the girls and boys in the special lines as agriculture, commerce, indus- try, and home crafts. The number of these assistants, and the degree of specialization, would depend on the size of the school system. Another arrangement for ad- ministration would be to have the counselling function through a bureau where the work of the counsellors, in- vestigators, attendance officers, and psychologists could be coordinated. 62 INTRODUCTORY COURSE ON PART-TIME EDUCATION 3. Counselling in vocational matters, especially in the selection of a vocation and training, should precede the assign- ment of the pupils to classes. This counsel, according to the provisions of the act, must be given to each pupil individually. Counsel in social matters may be given at any time. 4. Some of the recognized qualifications of good counsellors are common sense, a knowledge of adolescence, a personality that inspires confidence, an ability to understand train- ing problems. These are to bo Sought rather than tech- nical skill in the selection of the counsellors. VI. The Equipment Required. In order that the counselling may not be mere guess-work based upon personal opinion, the counsellor must have facilities at hand, which will enable him to give guidance of real value to the worker. Among these are : 1. The findings of the Census. (Carefully tabulated.) 2. The school records of the youths. 3. The occupational records of the youths. 4. A vocational library. 5. A system of record keeping. 6. Equipment for making psychological tests and physical ex- aminations. 7. Access to the working permits of the youths enrolled. 8. Means of securing information concerning occupations of the community. VII. The knowledge which the counsellor will have of the occupational needs of the community, and of the aptitudes of the youths, will enable him to bring the boy and the job together. The steps will be : 1. Analysis of the field. 2. Analysis of the youth. 3. Placement of the youth on the job. 4. "Follow up" work to secure best results, and if necessary to replace the youth in another position. VIII. Suggested Record Card. Regardless of how the function of ' counsel is discharged, in every system where any considerable number of part-time youths are enrolled, a record system will have to be devised. The card here reproduced will be sug- gestive of the fields which should be covered and about which records should be made. INTRODUCTORY COURSE ON PART-TIME EDUCATION 63 1. This record card is designed for two major purposes : a. To inventory the information, physical, educational, occu- pational, and moral about each pupil as obtained by the counsellor. This is to be the personal analysis sheet by which the pupil and counsellor are assisted in arriving- at a wise selection of a vocation. v. The card serves the purpose of educational direction as well as vocational selection. To conveniently and quickly, and at any time know those who would need certain instruction, in order that administrators might provide the desired instruction. 2. The items from which the time and nature of training are determined are so arranged that they may be flagged along the upper margin of the card. By glancing down the card file one may readily see the status of the pupils concerned. If for instance, one wished to offer a class for agricultural workers who had less than a seventh grade education, at the time when their work was slack, say January and February, the files would indicate the group. 3. Abstracts of these cards may be furnished the instructors for the pupils in their charge, thus enabling them to know the pupils and provide the instruction that will meet their needs. Part-time education should be for the most part individual. i. The card will also be of assistance to the placement depart- ment in finding work suitable to the capacities of the pupils, and in making work adjustments. Questions: 1. Why may the technical instructors not be the best qualified for vocational counselling? 2. To what extent may the counsellor be a coordinator between the school and the industry? Eeferences 1. Headings in Vocational Guidance, Bloomfield. 2. The Vocational Guidance Movement, Brewer. 3. The Vocational Summary, Federal Board for Vocational Education. 4. Vocational Civics, Giles and Giles. 64 INTRODUCTORY COURSE ON PART-TIME EDUCATION V J <. 7 o h < 2 I I- k I; til z o i a tft m u < o H' Dfe' 5 9IW30V7V oi 3^oav / /vio-isg dOHg 3N"H^wUl S5INVH13U 99H3I9S "lVt933UJ WOp c dlHST-lvUlNS^j S "3 UVU 3 HJ_V^| H5H5 hJ3 MOUvz'Nvoiaswv /vaap^vg >voiiU AVd sarin ^VOS3Nd3f( /vassnj. /kV^OMO^J SKiadS ai^uuins' »3j.NI^ -LSIdA-L 3 -3 HdVa 50 N3J.S j.N3^aag >83i3 ssnvg 33d"l3H 35UJQ aabN3SS3H ■aadT3H 3INVH53U a^aoav/M kj a3dn3H /.3 0J.7VJ A°9 /.a3AH30 -30IJ.N3addV NOix»j.aod SNvaj. 35I/VB3S nVNOS33d wvaas jnsnd SNoiss3doaj siovau. -"voimvm^sIaJ 99ovai "sojio-iins ^aru^noi a5v *< V D P -3 7 2 u r o u INTRODUCTORY COURSE ON PART-TIME EDUCATION 65 Topic IX PART-TIME EDUCATION IN INDUSTRY— ORGANIZATION AND ADMINISTRATION Prepared by C. L. Jacobs In connection with this topic read, ' ' Kailroad Administration Favors Part-time Education," by Arthur E. Holder, Appendix III, and "Printers Agree to Student Apprentices as a New Method of Securing High Grade Help," Appendix III. I. The Types of Industrial Activities in Which Persons in Califor- nia Are Engaged. Under this topic, the aim is to give a general picture of the indus- trial situation and describe the various types of part-time industrial classes which might be established, and deal with general problems of administration and organization. While changes have taken place in the vocational aspects of California within the ten years since the last census, a survey of the distribution of the working population of the state engaged at that time in manufacturing and mechanical pur- suits will aid in estimating the possible status of the indus- trial distribution today. Industrial occupations in California in which 1000 or more per- sons were engaged and the number engaged in each in 1910 : MANUFACTURING AND MECHANICAL PURSUITS Total Apprentices, building and hand trades 1,153 Other apprentices 2,795 Bakers 3,900 Blacksmiths, forgemen, hammermen 10,270 Boilermakers 1,783 Brick and stone masons 3,368 Builders, building contractors 10,412 Cabinetmakers _. 1,830 Carpenters 37,143 Compositors, linotypers, typesetters 4,582 Dressmakers, seamstresses (not in factory) 14,151 Electricians, electrical engineers 8,331 Engineers (stationary) 11,161 Firemen (except locomotive and fire department) 3,310 Foremen, overseers (manufacturing) 3,231 Jewelers, watchmakers, silversmiths, goldsmiths 1,203 Male Female 1,153 2,339 456 3,755 145 10,269 1 1,783 3,368 10,353 59 1,829 1 37,140 3 4,168 414 37 14,114 8,326 5 11,160 1 3,310 3,003 228 1,175 28 66 INTRODUCTORY COURSE ON PART-TIME EDUCATION Total Laborers -.- 6 1 ,854 Building and hand trades 38,896 Clay, glass and stone industries 4,241 Iron and steel industries 2,957 Lumber and furniture industries 5,038 Fish, curing and packing 1,243 Other industries 9,479 Machinists, millwrights, toolmakers 13,395 Managers, superintendents (manufacturing) 3,196 Manufacturers and officials 8,609 Mechanics (not otherwise specified) 1,234 Milliners, millinery dealers 4,255 Molders, casters, founders (metal) 1,808 Painters, glaziers, varnishers, etc 12,237 Plasterers 2,207 Plumbers, gas and steam fitters 7,063 Semi-skilled operatives 35,026 Cigar and tobacco factory 1,364 Clay, glass and stone industries 1,402 Food industries 4,567 Iron and steel industries 6,747 Liquor and beverage industries 1,506 Lumber and furniture industries 5,118 Other industries 14,322 Sewers, sewing-machine operators (factory) 2,466 Shoemakers, cobblers (not in factory) 2,630 Tailors, tailoresses 6,394 Tinsmiths, coppersmiths 1,181 Other occupations 17,077 Male Female 60.905 949 38,494 402 4,215 26 2,947 10 5,005 33 1,241 2 9,003 476 13,394 1 3,148 48 8,327 282 1,233 1 202 4,053 1,804 4 12,213 24 2,207 7,063 29,306 5,720 1,153 211 1,359 243 3,027 1,540 6,668 79 1,477 29 4,724 394 10,898 3,424 472 1,994 2,619 11 4,960 1,434 1,181 12,621 4,456 Totals 299,255 264,823 34,432 II. Youths May be Trained for Industrial Work in Any of the Fol- lowing Types of Schools. 1. All-day schools or classes, which have : a. Unit trade classes. (1) These give pre-employment training in distinct trades. b. General industrial classes: (1) Permitted in cities of less than 25,000 only. 2. Part-time schools or classes may give : a. Trade preparatory courses. (See Topic V, Section VI, 3.) ( 1 ) Skill and knowledge in a trade new to the youth. J). Trade extension courses. (See Topic V, Section VI, 2.) (1) Further training in the trade pursued by the youth. c. General continuation schools or classes. (See Topic V, Section VI, 1.) INTRODUCTORY COURSE ON PART-TIME EDUCATION 67 (1) Instruction which is a continuation of the work of the common schools. (2) Instruction aiming to enlarge the civic intelligence. (3) "Work designed to help in the choice of a vocation. 3. Evening schools may give. a. Trade extension instruction. (1) Advanced work in the trade pursued during a day. 1). Instruction in related subjects. (1) "Work in subjects supplemental to the work. III. Characteristics Distinctive of Each Type of School or Class. ALL-DAY CLASSES 1. The unit trade class is adapted to localities where there is a demand for workers of a given trade or industry suf- ficient to insure the absorption of those traned. The instruction is distinctly pre-employment training for youths who have determined definitely upon the occu- pation to be followed. The length of the courses may vary all the way from one to four years. Reports seem to indicate that over the country, most of the courses extend over a period of two years. 2. The general industrial class is adapted to localities of a popu- lation of 25,000 or under, which are not largely devoted to some specific industrial production. In the general industrial school, workers of all-around mechanical abil- ity are developed rather than workers of specialized skill. PART-TIME INDUSTRIAL CLASSES 1. Relative to education for industry, part-time classes are de- signed to give : a. Trade continuation work, supplemental to daily employ- ment planned to lead to advancement and promotion in the occupation in which the youth is engaged. (1) Youths are grouped according to trades, or if neces- sary, according to allied trades. 1). Trade preparatory work, to help youths discover lines of interest, and train them for occupations, other than the ones in which they are engaged. (1) Youths are grouped according to interests. c. General continuation school work which includes instruc- tion in citizenship and health, common school branches, and finding courses, as provided also under (b) above. 68 INTRODUCTORY COURSE ON PART-TIME EDUCATION (1) Youths are grouped on the basis of general educa- tion deficiencies. 2. A part-time class may be conducted upon a basis of : a. A few hours per week in school. b. Half time at school and half time at the industry. c. A dull season basis. EVENING INDUSTRIAL SCHOOL 1. The evening classes are intended mainly for persons over six- teen years of age, who desire to extend their skill and knowledge in the trade being pursued during the day. The evening class may be one of two types, namely, shop classes, or related subject classes. The latter type give instruction in drawing, mathematics, science, textiles, etc., which may be directly related to the trade, and the course is designed to fit each specific trade. IV. The Plant for Part-time Instruction in Industry. 1. In projecting a scheme of part-time industrial education, it is important to carefully consider among other things the plant for housing work. 2. The two types of work to be provided for, namely : a. Shop instruction involving primarily the handling of tools, the operation of machines and the manipula- tion of materials. b. Supplementary instruction which includes instruction in such subjects as drawing, science and mathematics. 3. It is self-evident that the problem of providing for the hous- ing of the manual instruction is by far the more serious one. The bases for determining where the instruction shall be housed are : a. Convenient to the place of emploj-ment. b. Availability of space for instruction purposes. c. Possibility of having the necessary equipment. 4. Instruction may be given : a. In the school building. b. In the industrial plant. c. In a room hired for the purpose. d. In a room donated for the purpose. (1) In some association building. (2) By some organization interested in local develop- ment. INTRODUCTORY COURSE ON PART-TIME EDUCATION 69 V. The Equipment that is Necessary. 1. It is imperative that for the very practical purposes of part- time education the equipment employed in giving the manual instruction shall be as nearly identical with that of the commercial shop as conditions will permit. 2. The equipment necessary, depends upon three conditions : a. The group which is to receive the instruction. b. The character of the proposed course of study. c. The method of instruction to be employed. 3. For Occupational Finding courses in industry the equipment should be so designed as to make it possible to give work in electricity, mechanics, wood work, printing, metal working, etc. The enlarged manual training shop may be suitable for this purpose. 4. For Occupational Continuation work in industry, equip- ment should be as nearly identical with that of the com- mercial shop as possible. VI. The Qualifications of the Part-time Teacher in Industry. 1. For Trade Finding courses (Occupational Preparatory), the teacher must be a person who knows the elements of a considerable number of trades, and who will be able to organize shop instruction on the basis of the interests of those enrolled. Manual training teachers would be eligible for this group. 2. For Trade Continuation courses : a. The applied subjects teacher who does the trade manipu- lative work. (1) The California regulations make the requirements for certification for applied subject teachers : (a) Age attainment of 24 years or over. (b) No less than three years' journeyman experience, or its equivalent where the term journeyman does not apply, on top of a full apprenticeship in the trade. (c) Health, and no physical defects which would im- pair fitness for the teaching service. (d) A moral character equal to the standards for teachers. (e) General civic and current information. (/) Teaching experience or teacher training. 70 INTRODUCTORY COURSE ON PART-TIME EDUCATION (2) Those lacking in the teacher training are required to take a training course of no less than 280 hours about as fol- lows: COURSE OF TRAINING FOR APPLIED-SUBJECT TEACHERS Applied Work Assigned observation Reports on observation Discussion of reports Students assigned to assistant teaching Reports and discussions Provision made for each student to conduct own class Student submits plans to supervisor Supervisor attends presentation of lesson Teacher's meetings held by super- visor Class Work Trade study and analysis Methods of teaching Lesson planning Organization of teaching material Instructional management Determining teaching achievement Teacher 's responsibilities Growth of vocational education Status of vocational education Smith-Hughes work State vocational scheme Contents of the supplemental subjects Methods of teaching them Allotment of time to each Ways of correlation (3) The applied subject class may be taught only by "A teacher holding a regular or special certificate authorizing him to teach his subject, and in addi- tion thereto a state board credential of the voca- tional arts type in the industry or trade in which the course is designed to prepare." b. The supplemental subject teacher. (1) The teacher of a supplemental subject should be one who has had some practical experience in the trade or trades to which the subject is to be related, and who, besides knowing how to teach, is a master of the supplemental subject. (2) Where a teacher such as described above cannot be be found, the following qualifications should be required : («.) Ability to deal sympathetically with the type of adolescent who is attracted by a manual career. (6) Industrial participation sufficient to give a first hand contact with the trades which the subject is to supplement. INTRODUCTORY COURSE ON PART-TIME EDUCATION 71 (3) 111 this state supplemental subjects may be taught by: (a) A holder of a vocational arts type certificate who may teach the subjects supplemental to his trade or industrial pursuit. (&) A holder of a special certificate in one or more of the supplemental subjects. (c) A holder of a general high school certificate who Jias in addition thereto a State Board creden- tial authorizing certification in any one or more of the supplemental subjects. c. The coordinator. (1) As close correlation between school work and shop work in all vocational courses for part-time students is of vital importance, it is desirable that someone keep in touch with the work of youths both in school and at work. This work of correla- tion may be carried on by a special coordinator or by the trade teacher. (2) In this connection it is interesting to- note that, last year, in order to encourage the establishment and development of part-time education and to pro- vide for the proper correlation between the wage- earning occupations and the part-time schooling, the Federal Board ruled that "Instructors in part-time schools and classes . . . may serve as coordinators" for the purpose of supervising or correlating "the class instruction and the prac- tical experience of part-time pupils." VII. The Character of the Course of Studj^. 1. No one course is suitable for all communities. a. Each course must be designed to meet the demands of the local building and industrial conditions. b. It must be suited to the specific needs of the various indi- viduals who take the work. (Note. — The limited time spent by part-time students in school makes individual adjustment imperative.) c. It must be accommodated to the conditions provided for the instruction. 72 INTRODUCTORY COURSE ON PART-TIME EDUCATION 2. To insure a good practical course it would be well to have for each trade an advisory committee composed of: a. Journeymen of the trade. b. Employers of such journeymen. c. Educators concerned in administering the specific trade course. Questions: 1. If a youth desires to prepare for work for which the coun- sellor thinks he is unsuited, shall the school give him the course he wants? 2. In what kinds of classes will individual instruction be essen- tial? Eeference Bulletin No. 19, Federal Board for Vocational Education. INTRODUCTORY COURSE ON PART-TIME EDUCATION 73 Topic X PART-TIME EDUCATION IN INDUSTRY— SUGGESTED COURSES Prepared by C. L. Jacobs In connection with this topic, read, "West Virginia's Part-time Schools for Coal Miners," Appendix IV; "The Dayton Part-time Trade Extension School for Apprentices," by C. G. Sharkey, Appendix IV; and "The Dayton Cooperative Industrial High School, " by K. G. Smith, Appendix IV. Under this topic the aim is to give general suggestions and illus- trations of the various types of instruction which may be given to youths in the part-time trade and industrial group. This will include : 1. Trade preparatory instruction. a. Trade finding work. b. Trade training work. 2. Trade continuation instruction. a. Applied subject work. /;. Supplemental subject work. I. Trade Preparatory Instruction. 1. When the object is finding the work for which the youth is most interested and best suited : a. The course could assume, very largely, the character of prevocational work. b. The course may be organized to be conducted : (1) In school: in which case, the shop should be equipped and the course organized to provide ex- perience in a number of trade groups. For ex- ample, the woodworking group, the electrical group, etc. The object should be to determine capacity and interest rather than to develop skill. The experience should be gained in work having an appreciable relationship to that of the industry represented. (Note. — As soon as the field of interest and aptitude is determined, the school should endeavor to obtain em- ployment for the youth in the field. His training thereafter becomes trade continuation. If the desired 74 INTRODUCTORY COURSE ON PART-TIME EDUCATION employment is obtained there should be an endeavor to secure for the youth no less than eight hours of part-time education.) (2) In cooperation with industrial concerns. (a) A number of representative plants may be in- duced to agree to an arrangement for doing this finding work. (&) The plan in Racine, Wisconsin, provides for ex- perience work in baking, printing, barber work, etc., with some one in the shop on the pay-roll of this school who is charged with the responsibility of supervising the youths. (c) This plan, under proper conditions, may offer the following advantages : (1) Work in all the principal occupations of the community. The school will be able to pro- vide only for a few of the most important ones. (2) The try-out in this plan is carried on under actual working conditions. (3) Youths who show interest and ability may thus find immediate employment in the de- sired work. 2. When the object is definite training for a trade or industrial occupation. a, The instruction properly conducted should include both : (1) Applied subject work. (2) Supplemental subject work. 5. All who have studied the problem in detail, entertain doubts as to the efficacy of such a part-time course, the time being too short. For example, for several unit trade courses like printing, machine shop practice, it has been found that not much less than 4800 hours or over two years of 50 weeks of five and a half eight hour days per week are necessary to cover a full course. II. Trade Continuation Instruction — Principles of Organization. 1. Since this work is for youths only, who are already employed in the desired occupation, the instruction must be directly supplemental to the youth's daily employment. INTRODUCTORY COURSE ON PART-TIME EDUCATION 75 2. Owing to the limited amount of time available, the instruc- tion should be of the character of a short unit course rather than to attempt a unit trade. a. The unit trade course aims to cover a complete trade in both applied and supplemental work. Thus for ex- ample, a complete machine-shop practice course might cover: assembling, bench work, floor work, shaper work, graining, milling machine work, tool making. It would include also, all the work in drawing, science and mathematics related to those processes. b. The short unit course aims to give perfection in one small branch of a trade. Thus, for example, any of the above divisions of the complete machine-shop practice course, lathe work for instance, might be the subject of a short unit course. It would include training in plain turning, thread turning, mandrel work, chuck work, face plate work, and those phases of the sup- plemental subject that have direct application. 3. The applied trade or shop work. a. The applied work should approach in character the work of the commercial shops. b. The work should be produced as nearly as possible on the efficiency basis of the industry. c. The things produced should have a marketable value. d. The instruction should be largely individual, and the method should be similar, in the main, to the best apprenticeship practice. e. The commercial shop atmosphere should prevail up to a point not inconsistent with the best interest of the student. /. The cost of manual instruction, at best, is usually far above the cost of other kinds of instruction. It is therefore, essential to find a way of maintaining the manipulative aspect of part-time education at a mini- mum of cost, while yet complying with the require- ment that the work be of a useful and productive character. To do this, it is advisable to have the pupils work on : (1) Jobs on the local plant. (2) Repairs for the school department. (3) Contracts not in competition with local labor and not unreasonably, if at all, below the market price. 76 INTRODUCTORY COURSE ON PART-TIME EDUCATION 4. The character and content of the supplemental subject work. a. The English course. ( 1 ) It should draw its material for reading largely from scientific and technical literature dealing with the materials, processes and products of the trade, also with the history and present status of indus- try, including the prevailing method of business management as applied to that industry. (2) The composition should include application for posi- tions, business letters, forms used in the industry, and also social correspondence. b. The science course. (1) It should not attempt to cover a logical survey of science as a whole ; it should draw its subjects for instruction from the particular trade, to which, in each case, it is to be applied. (2) Thus, for example, the science for machinists would include such subjects as : (a) The general properties of metals. (b) Different methods of shaping metals. (c) Elements of mechanics. (cl) Strength of materials, (e) Heat treatment of steel. c. The mathematics course : (1) It should draw upon no particular branch of mathe- matics alone, but upon any and all in so far as they apply to the particular trades of the indi- vidual. (2) Arithmetic, mensuration, geometry and algebra should each be included without attempts to classify the kind. (3) Where formulas are employed in the trade work they should form a part of the mathematics. (4) Where geometry is used in the course of the daily occupation, it should be included. (5) If a special device. (as for example, the steel framing square in carpentry) has to be used in making short cut calculations, then the mathematics course should give a place to it. (6) The course should equip the pupil with all the essen- tial short cuts in figures employed in the trade. INTRODUCTORY COURSE ON PART-TIME EDUCATION 77 Thus, for example, in electrical work the mathe- matics should include such instruction as : Systems of measuring, which should include linear measure, wire sizes, wattage, voltage, kilowat hours. Converting from one system to another, which should include the use of tables of equiva- lents, insurance tables, etc. Laying off construction, which should include locating points, drops, etc., and transfer- ring angles from blue prints. d. The drawing course. (1) It should deal with problems growing out of the par- ticular trade. (2) The work in this subject should include only such drill as is essential to ready interpretation and clear and effective expression in the field of ortho- graphic projection. (3) It will be seen from this that while certain principles of projection are needed by both the carpenter and machinist, the former would deal with a type of mechanical drawing of an architectural char- acter, while the latter would be concerned chiefly with mechanical drawings relating to machine design. 5. The half-time instruction and half-time employment plan. a. The allotment of time. (1) Members of half-time classes must devote not less than three hours to "supplemental and other academic work in class or school, and no less than three hours to employment as apprentices in the trade or industry for which preparation is being made. ' ' (2) The apportionment of time may be provided for on an alternate daily, weekly, or biweekly schedule. b. The half-time courses may be given within the school building. In that case the pupils may spend half the time in applied work and the other half in supple- mental and other desirable subjects. c. The school may arrange for cooperation with some em- ployer who will agree to employ two youths for the (8 INTRODUCTORY COURSE ON PART-TIME EDUCATION one job. While for example, boy "A" is in school, boy "B" is at work and vice versa, the periods of alternation having previously been arranged. This cooperative scheme calls for the employment of some one to coordinate the study in the school and the work in the shop. In some places the shop-teacher is assigned the duties of coordination, and at other places a special coordinator. A cooperative agreement to be satisfactory, should meet the approval of the employer concerned, the labor union involved, and the local board of education. It should make clear: (1) How long the apprenticeship period will last. (2) What instruction will be given during that term. (3) The division of time for work and study. (4) What scale of wages will prevail during the learning period. (5) Who shall be responsible for coordinating the study and the work. III. Trade Continuation Instruction — Examples of Courses. 1. Example of an apprentice class in carpentery run on a dull season basis. It is the result of a cooperative agreement between the employer and the labor union. Apprentices attend during the months of January, February, and March. They receive the amount of wages agreed upon in the apprenticeship. The following are the subjects taught with the allotment of time for each. Carpentry shop work 90 minutes daily Drawing 90 minutes daily Trade mathematics 45 minutes daily English and history 45 minutes daily Study period 45 minutes daily 2. Example of a course for messenger boys in Cincinnati, Ohio : Attendance of two groups of boys on alternate weeks. •Four hours per day. Age, between 15 and 18 years. Course : Spelling, English. Use of typewriter. Study of Morse Code and instrument operating. Civics. INTRODUCTORY COURSE ON PART-TIME EDUCATION 79 Teacher — One teacher handles all subjects, including telegraphy. She is a skilled operator. Result of instruction. Messengers who pursue the work for two years be- come eligible for beginning places as telegraphers. 3. Example of a Plumber's Apprentice Course. This course is maintained in Chicago by agreement between the Plumb- ers ' Union and the Master Plumbers' Association. It provides for a three year apprenticeship, during which time the apprentice spends three years and a half weekly for forty weeks per year in the Lane Tech- nical High School. The chairman of the educational committee of the Union visits the class to give suggestions to the teacher and to see how the work is progressing. Apprentices are fined for lack of attendance. The course includes : Mathematics as applied to plumbers. Science as applied to plumbers. Industrial history. English. Drawing. Two instructors are employed ; one devoting all his time to drawing while the other gives instruction in the re- mainder of the course. The visiting chairman of the Union Education Committee acts as the coordinator. 4. Example of a full time course in carpentry, which contains suggestive units for part-time classes. This course is given at the Dun woody Institute, on a two year basis. The students attend for seven hours each day, five days a week for ten months of the year. For part-time educa- tion any one or more of the separate units of instruction might be used, the need of the particular individuals in the class being the determining factor. a. Shop work: (1) Names, uses and care of different wood-working tools as they are called for in the work. (2) Making the common joints with which the carpenter must be familiar. (3) Use of the steel square. (4) House and roof framing; scaffold building and stair building. 80 INTRODUCTORY COURSE ON PART-TIME EDUCATION (5) Preparation* and erection of interior trim and cab- inet work. (6) Use, care and adjustment of woodworking machin- ery such as circular and band saws, mortising and moulding machines, planers and wood lathes. (7) Lectures on and installing' of builders' hardware. b. Drawing: (1) Sketching and freehand lettering. (2) Construction of geometrical problems related to the trade. (3) Orthographic and isometric projections. (4) Building details covering construction. (5) Working drawings. (6) Tracing and blueprinting. (7) Building regulations, plan reading and the drawing of specifications. c. Applied science : (1) Structure and properties of various woods. (2) Strength of material. (3) Strength of joints, girders, studding. (4) Holding power of nails, screws, bolts, and glue. (5) A study of trusses. (6) Strength added by bridging wind pressure on build- ings, snow loads on roofs, floor loads. (7) Effects of heat and moisture on wood. (8) Protective coatings such as paints, oils and creosote. (9) Fireproofing, insulation. (10) Derricks and hoisting machinery. (11) Action of grindstones, emery wheels and oilstones. d. Mathematics : (1) Board measure, and shop methods of measuring. (2) Areas of surfaces. (3) Cubic measure. (4) Geometrical problems involved in house framing, roof construction and stair building. (5) The use of the steel square. (6) Use of formulas. (7) Calculation of line, quantity of material and costs for various problems of construction. (8) The keeping of simple accounts. e. English, civics, economics and industrial history and hygiene of the trade. INTRODUCTORY COURSE ON PART-TIME EDUCATION 81 Topic XI PAKT-TIME EDUCATION IN AGRICULTURE Prepared by F. L. Griffin, Associate Professor of Agricultural Education, and S. H. Dadisman, Assistant Professor of Agricultural Education, University of California. In connection with this topic read, "Instruction in Vocational Agriculture in Wood County, Wisconsin," by W. S. Welles, Appendix IV. I. The Part-time Act as Related to Agriculture. 1. Under the compulsory Part-time Act, agricultural education for boys between the ages of 16 and 18 may be provided. 2. Agricultural education may serve two purposes. a. To help youths discover whether or not they are inter- ested in becoming agricultural workers. b. To train for more skillful and intelligent work on the farm, boys who are already so employed. II. The Importance of Agricultural Training. 1. According to the 1910 U. S. Census Report, one-third of the people in the United States engaged in gainful occupa- tions were following agricultural pursuits. Approxi- mately six million men and women were engaged in operating farms in 1910. 2. In 1910, approximately one-fourth of the people of Califor- nia were engaged in agricultural occupations. The An- nual Report of the California State Board of Agricul- ture estimates 38,000 farms in California. 3. One authority (David Snedden, School and Society Act, 1919), says that about five per cent of the farm oper- ators die or retire each year. An army of three hun- dred thousand men thus would be required, annually, to fill up the depleted agricultural ranks. On the same basis, California must have at least four thousand new farmers yearly. 4. There are no statistics available relative to the extent of the school training of the present generation of California farmers, but judging from the data made available by the farm management and rural life surveys of a few states we may safely assume that 90 per cent have not 82 INTRODUCTORY COURSE ON PART-TIME EDUCATION had the equivalent of a high school education. Judging the future by the past, therefore, it is safe to say that not less than 50 per cent of the next generation of farmers will have had more than a common school edu- cation, plus such additional training as the compulsory and part-time acts may enforce. If farmers, as a class, are to have that general and special training for their vocations that is necessary for coping with the present day problems (scientific, economic and social), they must get their preparation in the all day and part- time schools and classes of the secondary schools. III. The Type of School Best Adapted for Giving Part-time Instruc- tion in Agriculture. 1. There are two types of secondary schools in California giving instruction in agriculture. a. The special or separate school. b. The public high schools maintaining Agricultural De- partments. 2. The special schools, of which the University Farm School at Davis and the California Polytechnic School at San Luis Obispo are the only examples, are designed primarily to give vocational training to boys 18 years of age or to graduates of high schools who do not desire to pursue a degree course in agriculture. These special schools are run on a "dormitory" basis and do not lend them- selves for part-time instruction. They may serve, however, for giving dull-season all-day short courses especially to pupils desiring rather specialized work such as in gas engines, tractors, dairy manufacturing, poultry husbandry, fruit industry, etc. 3. The high schools with agricultural departments usually have only one agricultural teacher, although it is likely that many of the departments operating under the Smith- Hughes Act may have two instructors. The high school agricultural departments give all day instruction. In the non-vocational type of school about one-fourth of the pupil's time is given to agriculture, most of the work being confined to the school. In the vocational work one-half of the student's school day must be given to agriculture, and half of this must be practical or applied. INTRODUCTORY COURSE ON PART-TIME EDUCATION 83 4. Many high school agricultural departments are now offering special evening or all day courses for youths and adults who cannot attend regularly. It is also possible for instructors working under the Smith-Hughes Act to establish part-time day classes in agriculture, as nothing in the Federal or State Acts prohibits such work. 5. The thirty-four vocational departments operating under the Smith-Hughes Act and the thirty-one other high and intermediate schools teaching the non-vocational type of agriculture constitute the logical centers for giving the part-time instruction in agriculture that is now compul- sory under the California law. 6. California high schools not now maintaining agricultural departments may find themselves obliged to give at least part-time instruction in that subject, as the law provides that any high school with an attendance of fifty or more pupils during the 1918-19 school year residing within a three-mile radius from the school, must provide part- time day courses or dull season short courses, such work to include work in agriculture if there are students affected by the act desiring agricultural training. 7. An analysis of the high school attendance during the past school year (1918-19) shows that there were fifty-seven high schools with an attendance of less than fifty ; sixty- three high schools with an attendance of between fifty and ninety-nine, and 132 with an attendance over 100. These schools do not include the twenty-five large city high schools not likely to be affected by the part-time act as it relates to agriculture. 8. Probably not over 15 schools with an attendance between 50 and 100 have the required fifty pupils living within the three-mile limit. We are safe in assuming, therefore, that approximately 150 high schools may be required to give part-time instruction in agriculture. Forty per cent of these schools (sixty) now offer instruction in agricul- ture and it is very probable that in these schools the compulsory instruction can be provided with little or no trouble and expense. The problem will be to find or to train men qualified to give the desired instruction in such of the remaining (ninety) high school districts as may be necessary. 84 INTRODUCTORY COURSE ON PART-TIME EDUCATION IV. The Aim of Part-time Instruction in Agriculture. The aim and character of the part-time courses in Agriculture is determined by the interests of the youths concerned as well as by their special vocational needs. 1. The educational needs of students may be classified as voca- tional, informational and social or civic. a. The vocational include training in the manual skills necessary in the common farm operations ; and under- standing of the scientific principles underlying farm practice; drill in the mathematics of his vocation, training in oral and written expression and practice in farm business methods. b. The social studies shall include the development of an appreciation of good literature, training in the re- sponsibilities and duties of citizenship and an intro- duction to the social and economic problems of country life. c. The general or informational training will include as much additional work in English, history, etc., as the student's interest and time will permit. V. Methods of Instruction Determined by the Nature of the Work. It is evident that short unit courses will best meet the needs of the students affected by the Part-time Act. 1. The time available is limited and the character of the student is such as to preclude any but the most practical kind of instruction. 2. The average employer of farm labor is not likely to consent to an employee spending part of the working day in study, especially during harvest or other rush seasons of the year. For this reason, the dull season short-course type of work will undoubtedly meet with greatest favor among both student and employer or parent. VI. Organization and Administration of the Part-time Classes in Agriculture. The method of organizing and supervising part-time classes in agriculture will depend on the kind of high school undertak- ing the work. Two groups of schools need to be considered : 1. The high school with an Agricultural Department. In this type of school the regular agricultural instructor, with but little or no assistance, can give the needed instruction by dull season, all day, part day, or evening classes. INTRODUCTORY COURSE ON PART-TIME EDUCATION 85 2. Iii high schools that do not have an Agricultural Depart- ment, a special instructor, such as the principal or science teacher (providing he has had suitable farming experi- ence), or some scientific farmer in the community may qualify to give the desired information. 3. Arrangements may be possible so that an agricultural in- structor can offer part-time courses in a neighboring high school. 4. The supplementary vocational subjects may be given by the agriculture teacher or by any other persons mentioned above, who have or who may qualify as teachers of such work. 5. The teachers in each high school giving the part-time instruc- tion in agriculture should be solely responsible for the character of the subject matter and methods of presenta- tion, but subject to the principal of the school, however, so far as all strictly administrative matters are con- cerned. VII. Suggestive Outline for Short Unit Courses in Agriculture. The topics and arrangement as indicated below are suggestive only. Each topic should be complete in itself, so that students can take those of greatest interest and benefit to them. 1. Short unit course in fruit growing. (Example, prunes.) a. Introduction — Prune regions and importance of the in- dustry. b. Factors influencing location. c. Preparation of the soil before planting. d. Laying out the orchard. e. Preparation for planting. /. Planting the orchard. g. Cultivation. h. Irrigation. i. Pruning. j. Enemies. (Diseases, insects, rodents; methods of con- trol.) k. Harvesting the crop. I. Preparation for marketing (drying). m. Marketing — including marketing organizations. 2. Short unit course in animal husbandry (poultry). a. Introduction — Importance of the industry. Requirements for success — good breeding, feeding, careful selection, sanitation. 86 INTRODUCTORY COURSE ON PART-TIME EDUCATION b. Types and breeds : Egg, dual purpose and meat types. c. Improvement of fowls. d. Care and management, including housing. e. Feeding for egg production, growth and fattening. /. Incubation and breeding. g. Diseases and pests. h. Preparation for market. i. Marketing poultry and poultry products. Eeference Lewis, Productive Poultry Husbandry. VIII. Qualifications of the Agricultural Instructor, as set forth by the California State Board of Education. 1. Teachers of Project Work. Only two general types of teachers will be accepted as instructors of agricultural project work. One of these types is represented by the technically trained teacher and the other by the teacher with less technical training, but with wide experience in farming. The technically trained type includes graduates of standard agricultural colleges, who have had at least eight years of schooling beyond a full elementary school course, at least twelve units of pedagogical training, including practice teaching, and at least ten months of farm ex- perience secured after the age of eighteen ; or an equiva- lent training and experience to be determined by the State Board of Education. For the present, the Board will accept farm experience secured in vacation periods during the collegiate course of instruction ; and if the demand for teachers warrants the same, the Board will accept additional farm experi- ence in lieu of the above pedagogical requirement. The experienced type includes : a. Persons who have had at least four years of schooling beyond the eighth grade of an elementary school course, and at least six years of farm experience secured after the age of eighteen, who give evi- dence of being familiar with scientific methods of farming, and who have completed a satisfactory course in the classes for the training of vocational teachers of agricultural subjects set up under the Federal and State Vocational Education Acts. INTRODUCTORY COURSE ON PART-TIME EDUCATION 87 b. Persons who have had six years of such schooling and at least four years of such farm experience, who give evidence of being familiar with scientific methods of farming, and who have had the special training outlined under (a) above. c. Persons who, in the judgment of the State Board of Education, have had a combination of training and experience equivalent to the requirements specified under (a) and (&). 2. Teachers of supplemental subjects. The farm mechanics and other supplemental subjects of the course may be taught by the agricultural instructors mentioned above, or they may be taught by other qualified high school teachers especially certificated by the State Board of Education to teach said supplemental subjects. 88 INTRODUCTORY COURSE ON PART-TIME EDUCATION Topic XII PART-TIME EDUCATION IN COMMERCE— ORGANIZATION AND ADMINISTRATION Prepared by E. W. Barnhart, Supervisor of Commercial Training of University of California In connection with this topic, read, "Brief Eeport on Commercial Part-time Classes," by Seth B. Carkin, Appendix IV. As California is the western portal of American trade and com- merce over the Pacific Ocean, a large proportion of the population is engaged in commercial pursuits. Commercial education, therefore, should be given special attention in the part-time classes, for almost one-third of our people are engaged in this field. I. Commercial Work Will Probably Constitute One of the Largest Fields of Part-time Vocational Education. 1. The field of commercial occupations is approximately covered by the Federal census classifications of trade, transpor- tation, and clerical workers. The figures for California show the relative importance of these occupations to be as follows: The total number of workers over ten years of age in Califor- nia is 1,107,668. Of these there are in : Trade Transportation Clerical A total in commercial occupations 323,642 or 29.2 per cent of all workers 2. When these occupational groups are classified upon the basis of the specific nature of the work done in each group, and the strictly mechanical and industrial occupations included in the United States census are excluded, the sex and age groups in California are as follows : Males 151,598 or lS. 7 per cent 104,293 or 9.4 per cent 67,751 oi- 6.1 per cent Age Groups Total number employed 10-15 years Per cent 16-20 years Per cent Over 21 years Per cent in all occupations .. 8,589 — 78,930 — 845,233 In store occupations .. Miscellaneous 1,260 1,273 15 15 7,995 532 10 6 107,526 5,055 12 6 INTRODUCTORY COURSE ON PART-TIME EDUCATION 89 10-15 Per 16-20 Per Over 21 Per Age Groups years cent years cent years cent Clerical 372 4 6,108 8 34,396 4 Transportation 345 4 5,692 7.4 39,385 4.4 Total in commercial occupations 3,250 38 20,327 26 186,362 21 Females Total number employed in all occupations.. 2,662 .... 30,245 .... 142,009 In clerical occupations 197 7 7,369 25 17,634 12 Selling or store 257 10 3,279 11 10,310 7 Miscellaneous 369 14 2,477 8 2,681 ■ 2 Total in commercial occupations 823 31 13,125 44 30,634 21 3. These figures show that in California, the juvenile workers in commercial occupations are over one-third (36 per cent) of the total number of juveniles employed. a. In cities, the proportion is higher, ranging between 80 and 90 per cent, depending upon the size. A recent survey of an eastern city of over 300,000 population showed that 2400 out of a total of 2700 children over 14 years of age already employed were engaged in some form of commercial work. 4. Juvenile workers in commercial occupations attending part- time classes will come from the following places : a. Stores and shops of every kind : department, specialty, grocery, etc. b. Offices of selling establishments: retail, wholesale, com- mission, etc. c. Offices of factories and manufacturing concerns of every kind. d. Offices of transportation and public utility corporations. e. Offices of banks, insurance, and other financial organiza- tions. /. Offices of professional men and women : lawj'ers, doctors, etc. g. General and miscellaneous sources, including street trades. 5. The actual occupations represented will include amongst others : a. Store workers; salespeople, stock clerks, cashiers, wrap- pers, inspectors, bundle girls, markers, delivery boys, messengers, etc. 90 INTRODUCTORY COURSE ON PART-TIME EDUCATION b. Office and clerical workers: Bill clerks, file clerks, invoice clerks, shipping clerks, typists, stenographers, book- keepers, cashiers, machine operators (15 kinds pos- sible) and others, representing more than forty specialized positions. c. General commercial workers: messenger boys, office boys and girls, newsboys, telephone and telegraph oper- ators, porters, deliverymen, chauffeurs, mail carriers, stableboys and others. 6. The inference that commercial subjects will form the largest group in part-time classes, seems sound for: a. The enrollment in the commercial subjects in our high schools is the largest vocational group in the public schools. b. The number of workers from the sources (a), (b), (c) above will be augmented in part-time schools by those from other fields who want to enter commercial work or try their fitness for it. Questiom: 1. Do you have any facts to lead you to believe that the approxi- mate percentage distribution of workers in the different occupations in your locality has changed during the past ten years ? 2. Using the data obtained in the recent registration of minors, what percentage of the minors already employed are engaged in commercial occupations in your community? 3. What industries enumerated in section 4 are large employers of minors under eighteen? 4. Which of these industries employ enough minors to justify the establishment of special classes? 5. Which of the specific occupations enumerated in section 5 are represented in your community in large enough numbers to justify special classes? 6. Are the occupational facts obtained in the recent registration census accurate and detailed enough to be used as the basis for plans for class organization? Keferences Thirteenth Census, vol. IV, Occupation Statistics. Yoder, ' ' Occupations Open to Boys and Girls Under Seventeen, ' ' National Education Association Proceedings, 1919, page 264. Bulletin No. 34, Commercial Education, Federal Board for Vocational Education. INTRODUCTORY COURSE ON PART-TIME EDUCATION 91 II. The objects of the part-time classes for commercial workers are : To increase the civic intelligence. To improve their vocational efficiency. To create a desire to continue school work for improvement in vocational efficiency. 1. The children in the part-time classes will nearly all be citi- zens and prospective voters. As such they must have instruction in the subjects especially fitting them for participation in the social and political life of a democ- racy: English for social use, civics, current history, hygiene (personal and public), and guidance in becom- ing acquainted with the literature which best portrays the ideals of the English speaking people. 2. To both the worker and his employer, immediate increased working ability is the most important object. The im- mediate returns must be worth the investment in time and money. Improvement in special skill required by the occupation, increased business knowledge and infor- mation, and the development of greater intelligence in solving the problems incident to his daily work are the immediate aims of every worker and employer. 3. In the field of commercial work, the instruction must be planned to overcome the shortcomings of junior em- ployees. Inability to perform arithmetical computations quickly and accurately. Inability to write easily, rapidly and legibly. Inability to talk correctly, clearly and easily. Inability to use written English accurately or cor- rectly, including spelling, punctuation, etc. Lack of sufficient knowledge of place and transpor- tation geography. Lack of general business knowledge and information. Lack of initiative and intelligence in solving business problems. Employees who are expected to have special skill, as in type- writing, shorthand, machine operation, and occasionally some phases of bookkeeping, sometimes do not have the degree of skill necessary for satisfactory service. 4. The part-time commercial classes must be primarily con- cerned with developing an immediate increase in the earning power and working ability of their pupils. In- 92 INTRODUCTORY COURSE ON PART-TIME EDUCATION creased efficiency of the worker is the motive to be kept in mind, in the selection of subject matter and method to be used. 5. The part-time classes will not have achieved their full pur- pose, unless they develop a faith in the possibilities of practical commercial training, so that pupils who start to school under the compulsory provisions, will want to continue the same kind of work in real continuation classes, or in evening schools. The employer should be convinced that the principle of the part-time classes is right, so that he will support any extension of the present law. Questions: 1. Why is an immediate increased working ability the most im- portant object of the part-time classes? 2. How is such an increase to be obtained ? 3. What reasons can be given to explain the deficiencies of junior workers enumerated? 4. Why is the support and cooperation of the employers of minors important to school administrators? 5. What type of schooling should be provided to meet the needs of the child workers after they have passed beyond the jurisdiction of the present act ? III. Some Special Teaching Problems in the Field of Commercial Work Will Present Difficulties. 1. The occupational basis should be used in organizing classes, in order that they may have as large a field of common interest as possible to establish classes for specialized groups ; e.g. file clerks, messengers, salesgirls, delivery boys, etc. ; but in the smaller schools, this cannot be done. 2. Even in these classes, the differences in mental capacity and educational preparation will be so great as to prevent satisfactory class work unless some classification scheme is used. 3. The teaching material should come from the offices and stores in which the students are at work. Thus the writing, the spelling, the arithmetic and every other subject should be developed in handling the forms and work common to the class. This means that the usual forms and pro- cedure used by the members of the class must be familiar to the teacher, and be available for class use. INTRODUCTORY COURSE ON PART-TIME EDUCATION 93 Questions: 1. What advantages for instruction does class organization upon a basis of occupations give? 2. Are workers in the same kind of work throughout a com- munity likely to have the same hours for instruction ? 3. What classification scheme can be used for, say : a group of file clerks ranging in schooling from seventh grade to third year high school? IV. In Selecting Teachers for Commercial Classes, the Following Should be Considered : 1. The teacher must know not only the needs of the occupation, and of the worker, but must possess teaching ability, in order to meet these needs adequately, in the short unit of time allowed for this work. 2. Grammar school teachers or general high school teachers will, as a rule, be unsuccessful in handling these classes because : a. Most of them know nothing about the occupations. b. They are too likely to present what they know in abstract terms, rather than in the concrete terms of com- merce. c. They are likely to overlook the need for immediate prac- tical results, especially when they do not know the actual practical needs. d. They will be likely to stress theory and educational ideals. 3. Some high school commercial teachers for all but clerical occupations will be but slightly better equipped than any other high school teachers and will usually have the same weaknesses. In addition their familiarity with commercial text books has often given them many ideas about business which are not found in actual practice. 4. People already engaged in the occupation will not necessar- ily make successful teachers without special training because : a. They are very likely t© lack teaching skill no matter how extensive their educational background may be. b. Very few will have a teaching temperament. c. They may waste time in stressing the petty and acciden- tal, because of lack of educational perspective and knowledge of educational values. 94 INTRODUCTORY COURSE ON PART-TIME EDUCATION 5. Steps should be taken at once to select the best individuals available for teaching and see that they are properly prepared. Selection may be made as follows: a. Energetic, capable teachers interested in the possibilities of the work, should be urged to find supplementary employment in offices and stores in order to make a study of the educational needs of the worker and the work. b. Business houses should be canvassed to see whether any good material for teachers can be found among those already employed in the occupation, or in related occupations. The utilization of even three or four experienced workers as teachers would be of great value in creating a feeling of practical worth for the part-time classes. Questions: 1. Why are properly trained teachers the most important fac- tors for success? 2. What elements for success does the average grammar grade or high school teacher lack? 3. Why are most high school commercial teachers not properly trained or equipped for successful part-time teaching? 4. What can be done to make good teachers from people already engaged in the industry? 5. Why is it desirable to train and employ as teachers some workers from business offices? V. The Needs of the Local Commercial Activities Will Determine Most of the Points in the Organization of Subject Matter. 1. An analysis of the data secured by the recent registration of minors, will help to decide tentatively what classes shall be provided, and what teachers will be necessary. 2. A study of the occupational needs in the largest offices and stores in the community should be made to secure the data needed from the employer. It should include: o. The educational need's of his employees. b. The number employed in various kinds of work, so that the possibilities of having a special class for the workers can be investigated. c. The nature of work done by juveniles ; so that the educa- tional possibilities of their work will be understood. INTRODUCTORY COURSE ON PART-TIME EDUCATION 95 d. The hours of attendance which will be most convenient for all concerned. e. The most serviceable and suitable location for class rooms. /. The possibilities of cooperative action on the part of the employers of a neighborhood, to help in establishing neighborhood part-time classes. 3. The services of a coordinator, whether a part-time teacher or a special official will be advisable. Questions: 1. What facts concerning the classes needed should be obtained from the data collected during the recent registration of minors ? 2. How can the hours for instruction most convenient for the workers and the employers be ascertained for each group ? 3. Would not an intensive occupational survey of a few repre- sentative offices and stores in your community, for the purpose of studying the occupations and the educational needs of the juveniles within the scope of the part-time act be advisable? 4. How woidcl the appointment of an advisory committee from the larger emploj'ers be worth while ? 96 INTRODUCTORY COURSE ON PART-TIME EDUCATION Topic XIII PART-TIME EDUCATION IN COMMERCE— SUGGESTED COURSES Prepared by E. W. Barnhart In connection with this topic read, "Type Courses for Continuation Schools in Commerce, ' ' Appendix IV. In view of the wide range of the field of commercial occupations. it seems advisable to offer some suggestions about the content and relations of some of the principal courses. These suggestions seem necessary, also, because the methods and content of the traditional commercial courses are ill suited to the needs of the part-time classes. I. A Fundamental Course Should Be Provided to Meet the Need for General Education and Business Knowledge. 1. So many juniors in commercial work are deficient in general education and business knowledge that a course in elementary school subjects and business information is necessary. 2. The subjects given in this course should include : For civic intelligence : Elementary civics (social ethics). Current history. Hygiene. Guidance in home reading. For elementary education : Oral and written English. Spelling. Writing. Arithmentic. For business information : Business procedure and practices. Local transportation geography. 3. The course should revolve around the topics about business (business procedure and practices), so that the English in most aspects, spelling, arithmetic, penmanship, hy- giene, civics (as social or business ethics), and the local INTRODUCTORY COURSE ON PART-TIME EDUCATION 97 shipping or transportation geography will be presented as phases of business knowledge, not as independent sub- jects studied for themselves alone. For example, while studying the topic about retail stores, the spelling would be largely words from a retail store vocabulary; the writing largely the writing of store-sales tags ; the arith- metic, inanity the computations necessary in figuring sales tags; the hygiene, related to personal cleanliness and to precautions in handling food products. 4. The business procedure and practices topics should include the elementary practices and procedure followed in the use of the common business facilities. The purpose is to teach the use of the facilities offered and available under each topic, how one should use these facilities, what forms, practices, procedure and records are com- monly used. As soon as enough facts about the topic are presented, problems should be given to develop an intelligent analysis of business situations with reference to the facility in question. The topics should include : the telephone, the telegraph, the post office, retail and wholesale stores, banks, railroads, express, insurance, commercial agencies, business reference books, the finan- cial page of the daily papers. (A skeleton outline is attached as an appendix.) 5. The order in which these topics should be presented depends upon the needs and occupations of the group. The topics for the work of the group should come first; then those topics most nearly related until the needs of the group have been met. 6. If facilities are available, typewriting is suggested as an elective for those who do not need work in some one of the subjects, say writing or arithmetic. 7. In general, this fundamental course should be presented in one year for those who can assimilate it rapidly ; for the others it could be extended over two years. 8. Except for those courses in which some special skill is being developed, as shorthand, typewriting, machine oper- ation, or certain phases of bookkeeping, the needs of any special group of workers can be met by an adapta- tation and extension of the work outlined for this course along the topics which meet their needs. 98 INTRODUCTORY COURSE ON PART-TIME EDUCATION 9. This course should be used as a try-out course by workers from other occupations who desire to prepare for com- mercial work, except those who want to accpiire some special skill and have the necessary general educational background and preparation. 10. A suggestion as to time allotment is appended: a. Citizenship and health — 40 minutes per week. b. Common school branches — 160 minutes per week, includ- ing English, arithmetic, spelling, local geography. (All in relation to commercial occupations.) c. Business procedure — 10 minutes per week. 11. These three groups of subjects may be described as follows : a. Citizenship and health. (See Topic XVI of the sylla- bus. ) b. Common schools branches. c. Business procedure outlined as follow : MERCHANDISING- PRACTICES 1. Retail stores — department stores. Cash purchasing, cash register slips, sales tags, etc. Charge accounts; opening, purchasing, paying, collections. Retail store services; delivery; usual and exceptional services. Buying upon requisitions ; for other people, purchase orders, etc. 2. Merchandising profits and costs. 3. Wholesale stores, and wholesale procedure and customs. Wholesalers, jobbers, manufacturers' agents, etc. Buying from wholesalers; discounts, trading practices; invoices, statements, payment terms, etc. TELEPHONE PRACTICES 1. Procedure in having a telephone installed. 2. Use of telephone for local, two-party, long distance calls ; telephone courtesy. 3. Telephone bills, collections, charges. 4. Use of directories, and special service facilities; transmission of tele- grams, money, etc. TELEGRAPH PRACTICES 1. Procedure insending telegrams, night letters, lettergrams, etc. 2. Cablegrams and use of codes, etc. 3. Other services rendered by the telegraph companies. 4. Practice in preparing telegrams, lettergrams, code cablegrams. INTRODUCTORY COURSE ON PART-TIME EDUCATION 99 POST OFFICE FACILITIES 1. Mail service. Postage classes and rates, regulations and practices in handling letters, opening - and closing mails, post office boxes, etc. Special mail services: registered mail, special delivery, recall of letters, etc. 2. Money order service. Sending money orders; domestic and foreign; lost orders, etc. Keeeiving and cashing money orders. 3. Parcel post service. Classes of goods received; zones, and charges; general use. 4. Foreign mail service : letters ; money orders ; parcel post. 5. Postal savings banks ; depositing and Avithdrawing procedure. BANKING PEACTICES AND FACILITIES 1. Savings banks. Procedure in opening savings accounts, deposits, deposit contract, withdrawals, dividends, transfers of accounts, lost books, etc. 2. Commercial banks. Procedure in opening accounts; kinds of accounts. Deposits of all kinds; collections. Pass books and deposit contract. Checks; formal requisites. Use: manner of writing; protection. Indorsements: requisites, legal effect. Bank statements; reconciliation of checkbook and bank balances. Other facilities. Collections: special deposits, bank drafts, certified checks, cer- tificates of deposits, travelers' checks, collections. 3. Bank loans. Basis; procedure, kinds of security; personal and property credit, etc. 4. Safe deposit procedure. EAILEOAD 1. Freight services; packing, forwarding and receiving procedure; elemen- tary freight classification, tariffs. 2. Passenger services; tickets, time-tables, baggage, Pullman cars. EXPRESS 1. Sending goods; packing, sending procedure, tariffs, charges. 2. Receiving goods; collecting charges, prepaid. 3. Other services of the express company; collections, money orders. COMMERCIAL AGENCIES 1. Credit information, Dunn 's, Bradstreet 's. 2. Local credit associations. 100 INTRODUCTORY COURSE ON PART-TIME EDUCATION INSUEANCE, PEOPEETY 1. Property as store, marine. 2. Casualty, as automobile. 3. Indemnity. BUSINESS EEFEEENCE BOOKS (Type Courses for Continuation School, reproduced in Appendix IV.) 1. Newspapers — Financial and market pages. 2. Weekly reports on business conditions Dunn 's, Bradstreet 's, Babson 's, Brookmire 's ; or Newsletters of national and local banks. 3. Directories, guides. Eeferences Schock and Goss, Elements of Business, American Book Company. Teller and Brown, Business Methods, Eand McNally Company. Sheaffer, Household Accounting, Macmillan Company. Hunt, Community Arithmetic, American Book Company. Chapin, Model-store Demonstration Drills, Educational Foundations, Bank- ing Made Plain, American Publishing Company. Zaner, A Short Cut to Plain Writing, Saner and Bloser Company. II. Courses for Office Employees Doing Clerical Work. 1. General business subjects are the most important need of clerical workers. a. The almost unanimous comments of employers about their junior employees plainly indicate the need for a bet- ter knowledge of English, oral and written (includ- ing spelling, punctuation and letter composition), arithmetic, writing, general business knowledge, in- cluding local shipping or transportation geography. b. The training of the average office worker has usually been in an intensive course with very little attention to general fitness for the work or to general educa- tional preparation. c. Many 3 T oung clerical emph)3 T ees have had only a meager education but through promotion have risen to posi- tions calling for a better general education. d. The work of most clerical positions calls for judgments involving a wider knowledge of business than most junior employees possess ; hence promotion is fre- quently impossible because the employee next in line is not fitted. s* ^ B t §.#^ INTRODUCTORY COURSE ON PART-TIME EDUCATION 101 2. Specialized subjects for office employees will vary widely. a. Bookkeeping-, or record, or statistical clerks will usually need training in the execution of the technical details of their work, and a better understanding of the structure and relation of the different parts of an accounting scheme. Ordinarily, general bookkeep- ing is not needed by the minors likely to be in the part-time classes. b. Shorthand : The average stenographer has more difficulty with the English of her work than with the shorthand itself. There are very few stenographers who are less than seventeen ; and these will usually require more work in training in shorthand itself. In this field there is likely to be a demand for shorthand instruction from workers in other lines of work. In view of the length of time required to train a good stenographer, this demand should not be met except from those who show unusual ability in their work, special adaptability and who have a good gen- eral business education. c. Typewriting will be very popular and will always require all the equipment provided. It should be encouraged where facilities are available and the pupil had the general business education needed for success. d. Office appliance operators will not be able to obtain much help from the part-time classes, except in those com- munities which have a wide range of special equip- ment. There are about fifteen to twenty kinds of office appliances which call for special teaching in their operation, and few schools can expect to pro- vide more than two or three kinds at the most. 3. The pupils for these subjects will come from offices where most of them will be doing rather elementary work, though candidates for promotion to various specialized positions. 4. Courses for general office workers will be much like the fundamental course; with the topics under business procedure changed to meet the needs of the groups. 5. Courses for skilled office workers — typists, stenographers, machine operators, will be much the same except for pro- vision for drills to develop skill. "UNIVERSITY &P CALIFORNIA *ANTA BARBARA COLLEGE LIBRARY 102 INTRODUCTORY COURSE ON PART-TIME EDUCATION 6. Courses for workers in the bookkeeping and record keeping group will have to be organized according to the needs of the group. 7. The emphasis upon writing and arithmetic must be larger for this group than in the other occupational courses outlined. References Bulletin Number 34, Commercial Education. III. Courses for Retail Store Employees. 1. There will be a large demand for subjects in this field. a. The occupation statistics for this state show that for male workers in every age group, selling occupations come first ; that for women workers, selling occupations and store work give employment to very large num- bers. b. Further, retail dealers constitute the largest single occu- pation in the field of commerce. c. Instruction in store work is now an established subject in the high schools of twenty of the largest cities in this country. d. The business world acknowledges that salesmanship can be taught and that salesmen can be trained. e. Selling is no charlatan trick ; it requires a good knowl- edge of English, of handling human nature ; and a knowledge of the utility of the goods. /. From the larger stores will comes salesgirls, and stock room employees and delivery boys ; from the smaller stores will come delivery boys and salespeople in the largest number. 2. The subjects given in this course should include : For civic intelligence : Elementary civics. (Business ethics.) Current history. Guidance in home reading. For elementary education : English, oral and written. Spelling. Writing. Arithmetic. INTRODUCTORY COURSE ON PART-TIME EDUCATION 103 For store education : Salesmanship and store work. Merchandise knowledge. Business procedure (selected topics). 3. The course should revolve about the topics in store education, so the other subjects mentioned will function in improv- ing the pupils as store employees. The writing, the arithmetic, the hygiene, the business ethics (applied civics), and the English should be taught in terms of the needs of the worker — the arithmetic of sales tags and store records, hygiene for store use, writing as needed in store work, English spoken or written as needed in selling and the others in the same way. 4. The work in store topics will differ, according to the com- position of the group. Workers from department stores will need somewhat different teaching material and em- phasis from the workers from small neighborhood stores ; salespeople from dry-goods stores will require different work from those from grocery stores; but the final pur- pose should be the same for all — instruction in the topics needed to make them better salespeople and therefore better citizens. 5. The instruction should be planned to cover two years, and then leave the impression that further work in evening schools will be most profitable. 6. The following weekly schedule is suggested for the first two years, on the basis of 144 hours instruction each year: English (including oral and written English, spelling, reading reports) 100 minutes per week Arithmetic 25 minutes per week Writing 15 minutes per week Hygiene (personal) 40 minutes per week Civics 40 minutes per week Current history 40 minutes per week Store topics 20 minutes per week Merchandise 20 minutes per week Business procedure 10 minutes per week Local geography 10 minutes per week Total 240 minutes per week 104 INTRODUCTORY COURSE ON PART-TIME EDUCATION References "Retail Selling," Bulletin Number 22 (Revised edition), Federal Board for Vocational Education. "Department Store Education," H. R. Norton, Bulletin Number 9, 1917, Bureau of Education. "Retail Selling," H. R. Norton, Ginn and Company. "Outlines of Lessons for Continuation Schools," Bulletin Number 11, Wisconsin State Board of Industrial Education. Minneapolis Survey, Bureau of Labor Statistics, Number 199. Report on Evansville Survey for Vocational Education, page 375. Indianapolis Survey. Bulletin Number 21, National Society for the Promotion of Industrial Education. Series Number 4, Indiana State Board of Education. See also Bibliography appended to report first given above. For Merchandise Inf ormation : Department Store Merchandise Manuals, B. E. Kennard, Editor, Ron- ald Press. Crissey, Forest, Story of Foods, Rand McNally and Company. IV. Transportation Courses. 1. The occupation statistics for male workers in California show that the business aspect of transportation, as distinct from the mechanical or industrial aspect, is as important as the clerical field for commercial workers. 2. The railroads, the steamship, the express, and local transpor- tation companies employ large numbers of men, while in the larger offices and industrial concerns, clerks are detailed to attend solely to the shipping work of the company. The work of all these men requires a knowl- edge of shipping procedure and services, rates, and re- quirements, so there is abundant room for courses for transportation workers. 3. For many communities, the fundamental course will do if the topics relating to the transportation services are given first and allowed to occupy most of the time. But for most of the larger cities, the transportation topics must be more thoroughly covered than is possible in a mere expansion of the work outlined in the fundamental course. 4. The topic first studied and the sequence of topics about the different transportation services should depend upon the needs of the class. Railroad, freight or passenger, bag- gage, steamship, steamboat, or express will have to come INTRODUCTORY COURSE ON PART-TIME EDUCATION 105 first according to the composition of the group. The extensiveness of the presentation will also be determined in the same way. Eeferences Vocational Educational Survey of Eiehmond, Indiana, page 303. Myers, Twentieth Century. Manual of Station Services, Eand, McNally Company. Burt, Railway Station Service, Wiley. Dewsnup, Railway Organization and Working, University of Chicago Press. Western Freight Classification. Freight tariffs. Express tariffs. 106 INTRODUCTORY COURSE ON PART-TIME EDUCATION Topic XIV PART-TIME EDUCATION IN HOME ECONOMICS- ORGANIZATION AND ADMINISTRATION Prepared by Maude I. Mubchie, State Supervisor of Home Economics Education I. The Economic and Social Situation Relative to Women and Girls. A. In the United States. 1. Although nearly all women are engaged wholly, or in part, in the vocation of home-making as their primary occu- pation, a considerable number of girls and women are in wage earning occupations. The number is rapidly increasing. The necessity of supporting themselves or of contributing to the maintenance of dependents, is the impelling motive forcing them into industry. 2. In the United States, as a whole, wage earning is most com- mon : first, among girls sixteen to twenty years of age, and second, among women twenty-one to forty-four years of age, in the proportion of 8 to 5. Bread winning is very frequently a makeshift until the event of marriage, but evidently is becoming more and more a permanent activity of women on account of economic pressure. Statistics of Women Wobkebs by Age Gboups In 1910 in the United States. Of the total number Per cent Proportion of girls employed employed 10 to 13 years of age 8 1 out of every 12 14 to 15 years of age 19.8 1 out of every 5 16 to 20 years of age 39.9 2 out of every 5 21 to 44 years of age 26.3 1 out of every 4 46 years and over 15.7 1 out of every 7 3. "Woman's work, so far as wage earning is concerned, is no longer confined to those operations usually designated as domestic. Such work now engages less than one-third of all female bread-winners and the proportion is con- stantly decreasing. INTRODUCTORY COURSE ON PART-TIME EDUCATION 107 4. Neither is her work confined to household activities — occupa- tions removed from the home to the factory — for, up to 1910 the number of women among workers of cotton goods ; men 's and women 's clothing, hosiery and knit goods had not increased during several years, but there had been a one-fourth increase in the number of women engaged in tobacco manufacture, in awning tent and sail- making, and in leather goods. There had been a one- third increase of female workers in copper, tin and sheet iron products and in the making of electrical machinery. During the war there was a tremendous increase not only in numbers of workers, but also in the pursuits women entered. . 5. The dressmaking trade ranks first in the industries in the number of women employed. 6. If the industrial employment is one which has bearing upon one of the household duties, part-time instruction may serve both the wage earning occupation and the home, but this possibility is too remote to permit of extensive planning of courses of this type. 7. Women often develop businesses from their home experiences. Seventy-four per cent of the women between the ages of 21 and 44 are in homes. Many of these develop businesses from their home experiences, for example the Sassy Jane Apron Factory of Los Angeles, and the Taylor Canning Company of Santa Ana, California. B. In Your Community. 1. In order that persons responsible for the home-making in- struction may properly evaluate the subject matter for part-time courses, and select the projects and problems of home, business and community life most vital to the persons attending, it will be necessary for such individ- uals to develop a keen and sympathetic appreciation of the conditions and economics of industry, and also to gain a first-hand knowledge of the home life conditions and possibilities of persons attending these classes. They all have homes of some kind, in which they participate in home duties and responsibilities, ranging from their own personal needs to those of an entire family. Instruc- tion should be organized to meet the real needs and de- sires of these persons. 108 INTRODUCTORY COURSE ON PART-TIME EDUCATION 2. To this end local authorities should make a survey of the occu- pations in which women are engaged in their commun- ity and also of the home conditions, particularly of the wage earning girls. Due to ill health on the part of a mother, or due to financial conditions, forcing the mother out as a bread-winner, many young girls are assuming large responsibility in the home. These girls present a special problem and the district should make it possible for them to receive needed instruction, by providing care for the children under their charge during the hours of their attendance upon classes. 3. Type questions a survey should answer. a. What are the girls 16 to 18 years of age in your com- munity doing? b. What skilled trades are the girls and women of your city following? What preparation do they need for this work ? c. What unskilled work are they engaged in? d. How many are at home as house-daughters, or employed for service in other homes ? e. List the wage earning occupations, the training for which would definitely prepare for the home-making occu- pations. /. What household occupations trained for will contribute to advancement in the girls' trade experience? g. How many employed girls and women of your com- munity are living in their own homes? These un- doubtedly share in the home-keeping duties. h. How many are living in homes of other families, as roomers or boarders or both, and hence confine their domestic duties largely to their own personal needs? i. How many workers attempt to live in congenial groups and keep cooperative homes in apartments, rented houses, etc. ? The members of this group would probably be assuming more home-keeping duties than the employed girl living at home. II. The Place and Function of Part-time Education for Women and Girls. 1. Part-time education offers the opportunity for a community to safeguard the girls ' future, not only as a wage earner, but also as a home-maker. School authorities should pro- INTRODUCTORY COURSE ON PART-TIME EDUCATION 109 vide iu so far as possible, educational opportunities which, shall be suitable for the different needs of the various persons attending. 2. For the girl who is at work, the type of instruction will be determined by her dominant aim. These aims may in- clude : a. To improve her promotional possibilities in the occupa- tion. b. To change to another wage-earning occupation. c. To be more efficient in the home as a helper. d. To provide personal needs, such as clothing. e. To prepare for the vocation of home-making in antici- pation of marriage. 3. For the unemploj'ed girls at home the aims may include : a. To become a wage earner. b. To remain in the home as a more efficient worker there. c. To set up her own home. 4. The following range of work should be provided for girls in part-time classes. a. Individual counsel and guidance in social and vocational matters. This is required by law. b. Instruction in citizenship — at least 40 minutes per week. This is required. c. Common school branches. d. Occupational instruction from either a finding or train- ing point of view. e. Instruction in home economics. III. The Field for Part-time Education in Home Economics. 1. In spite of the fact that the home is the fundamental social institution, and that all that is worth while in industry and bommeree centers about the needs of that institution directly or indirectly, home-making education has been the last to receive recognition in our public school system. Since most women utimately become home-makers, all girls and women should be given the opportunity to receive preparation for this occupation. 2. Frequently the best type of business preparation may be the best home-making preparation for the individual, in that standards of efficiency and organization are gained which may later be carried over into the home, and, too, the better wage resulting from occupational training will permit of higher standards in homes. 110 INTRODUCTORY COURSE ON PART-TIME EDUCATION 3. The whole conception of home economics must be expanded from that of the study of cooking, sewing- and cleaning, important as that is, into a realization of its actual scope — the right care and conduct of human life in the home. In this connection attention should be directed to the social problems relative to the home. a. The homes of this country are largely responsible for about 15,000,000 physically defective children of school age. The preventable deaths among children under 5 years of age reach a figure far in excess of the mortality from wounds received by our soldiers in Europe. 1). Over 30 per cent of the young men of military age were incapable of response to call, c. The statistics of maternal mortality in the United States show a death rate, from disease and conditions inci- dent to child birth for the age group of 15 to 44 years of age, of 68.4 per thousand. The care and rearing of children is the most important of the skilled occu- pations of the home. 4. Group of individuals whose needs must be met. a. Young girls with a large share of home-keeping responsi- bility. There are girls on whom a large responsibility for the work of the home rests due to the loss or ill health of the mother, or due to financial conditions which make it essential for the mother to earn a living outside of the home. School authorities should take steps to release these girls regularly from their re- sponsibilities that they might profit by part-time in- struction. The organization of the school nursery would solve the problem in part. b. Wage-earners whose occupation is one other than voca- tional home-making. 5. Suggestions for the course of study. a. For the married group, courses should be organized in motherhood dealing particularly with the pre-natal and post-natal conditions, and the care of young children. Home economics teachers can give instruc- tion in the general care, feeding and clothing of young children. Much instruction in motherhood must be given by experienced physicians and nurses INTRODUCTORY COURSE ON PART-TIME EDUCATION 111 supplementing the home economics teachers, not only because they are the persons best qualified by train- ing and experience, but also because they are the persons who could gain the confidence of the public. This instruction can best be handled in short unit courses, organized to suit the specific needs of the group of persons attending. b. The value of recreational instruction as a part of home- making preparation through the organization of courses in music and home reading should not be overlooked. c. Economics of the home and house furnishing are subjects of first importance to the home-maker, but are little emphasized and often taught so as to rarely function in practical life. d. For the preparation of home-making, instruction in any of the following subjects and topics may be offered : Food preparation, preservation and service ; home sewing, including the making and repairing of clothes, linens, and other articles ; millinery for women and children ; home laundering ; home gardening ; home nursing ; home invalid cook- ing; house-keeping; the study of fabrics; textile, dress and millinery designing; house- planning; interior and furniture designing; interior decoration and furnishing; hygiene and sanitation ; household science ; dietetics ; home economy and accounting. One or more of these subjects may constitute the entire work of the class. e. Courses must offer solutions of pressing personal problems of the group attending. Illustrations of personal problems here follow: (1) The selection of material to compose the subjects and the methods of presentation must be governed by the vocational needs and the capacities of the pupils. (2) A factory worker with little time and money can- not be expected to be interested in making a shirt waist, when to keep it in repair only, would be a task. For her, training of any type must be recreative, and energizing. 112 INTRODUCTORY COURSE ON PART-TIME EDUCATION (3) For persons who have little if any time to sew, a study of dress, the economics of clothing, its care and renovation would be helpful. Clothing con- struction is far removed from their possibilities. (4) For all persons who procure their food at public places, instruction in the selection of food from the standpoint of health and their budget, is of far more importance to them than instruction in its preparation. (5) Girls living away from home need assistance in bet- tering their housing conditions. (6) Groups of girls keeping house need instruction in management of their budget. They need to have their own particular economic problems worked out. For them, balanced menus definitely ar- ranged as to food values, costs, variations, seasons, etc., quantities for serving that they may select and choose adequately with assurance and saving of time and strength, would best serve their needs. INTRODUCTORY COURSE ON PART-TIME EDUCATION 113 Topic XV PART-TIME EDUCATION IN HOME ECONOMICS— CLASS ORGANIZATION AND COURSES OF STUDY Prepared by Maud I. Mtjrchie I. Fundamental Principles of Organization. 1. Location of centers of instruction. Class centers should be located so as to be readily accessible to the groups need- ing instruction. a. In addition to the High School proper, classes could be set up by a High School Board, in an elementary school, or in any other building suitable for the pur- pose : a factory, store, etc. b. The foreign population could be best served by classes organized within their own business or home areas. 2. Instruction should be adapted to the maturity and experience of students. Students with aims and purposes quite different from those in regular elementary and high schools will be in attendance upon part-time classes. a. Experienced home-making students cannot be expected to study with the inexperienced girls as their needs require methods which closely approximate the best practice in the well-managed home. b. The less experienced must be taught details of practice and management that have become automatic with the experienced group. 3. Standards of work. The theory has long been preached that the home was wholly apart from the commercial and industrial life about us, and that shop methods were not suited to the home, even though adjustments were made to the home. This resulted in obsolete methods. a. Except for plain sewing and renovation, home dressmak- ing as such, has disappeared. The woman who attends dressmaking classes wishes to produce an article as stylish and well constructed as she can secure in a store. She is interested in time saving methods. Dressmaking courses of the household arts type will accomplish their ends when they adopt commercial methods and standards of work. 114 INTRODUCTORY COURSE ON PART-TIME EDUCATION ?;. The same holds true of many other home processes, for commercial and institutional influences have greatly improved household methods, and such should be used where possible. II. The Course of Study. A. The Short-Unit Course. 1. Most effective courses of study are organized on the basis of the short unit, or on the basis of problems. Each' unit is a series of lessons and should be complete in itself, but a number of units may be arranged in a progressive series. The short unit calls for intensive work; that which does not pertain directly to the problem at hand is eliminated, economizing the time of the pupil. 2. The subject matter taught must conform to seasonal de- mands, and to the food habits of persons attending. For example, the preparation of foods in which eggs figure must be taught during the season persons are consuming eggs in their regular diet. Methods of food service must conform to the sensible methods used in the home. 3. Typical examples of short unit courses. The units listed may be offered as separate courses in a part-time class in home economics, or they may be arranged to form a progressive series course in home-sewing, or combined with other units of one or more different subjects to suit the needs of the community and the convenience of the institution offering the course. These units are not arranged as a progressive series, but rather are intended to indicate a unit course as a type, together with suggested unit titles, length of possible course in hours and weeks, and the seasonal demand for the same. Many of these units may be offered at any time of the year. Students may enroll for instruction in any one or more units. a. Millinery for women and children.* (1) Unit — Spring millinery for women and children. 2 hours a week for from 4 to 6 weeks. March and April. (2) Unit — Children's hats, bonnets, and baby caps. 4 hours a week for from 3 to 5 weeks. March and April. Seasonal * These units were suggested at a recent conference held in Los Angeles. INTRODUCTORY COURSE ON PART-TIME EDUCATION 115 (3) Unit — Summer hats. 4 hours a week for 4 weeks. April and May. (4) Unit— Fall hats. 4 hours a week for from 4 to 6 weeks. September and October. Seasonal. (5) Unit — Winter hats. 4 hours a week for from 4 to 6 weeks. October and November. (6) Unit — Vacation hats, sport hats, outing hats, early fall hats. 4 hours a week for from 4 to 6 weeks. May, June, July, and August. Seasonal. (7) Unit — Hand-made flowers and ornaments. 4 hours a week for from 3 to 4 weeks. (8) Unit — Dress accessories. 4 hours a week for from 3 to 4 weeks. Belts, bags, collars, scarfs, decorated parasols, etc. Hand- made flowers and dress accessories might well be combined as a single course. Offered twice a year. November and December, January and February. Seasonal. (9) Unit — Light shade making. (a) Unit — Art needlework. 4 hours a week for from 4 to 6 weeks. Home deco- ration, needlework, block-printing, weaving, etc. January and February, November and December. Seasonal. b. Clothing and household fabrics. (1) Unit— Children's clothing. 4 hours a week for 8 or 9 weeks. Subdivisions (a), (6), or (c) might each be of- fered as a separate and distinct course, where the demand is sufficient. July and August ex- cellent time for schedule. September until middle of October, (a) Underwear for children. 4 hours a week for 1 or 2 weeks. (&) Dresses for children. 4 horn's a week for 3 weeks, (c) Cotton and wool suits for boys. 4 hours a week for 4 weeks. 116 INTRODUCTORY COURSE ON PART-TIME EDUCATION (2) Unit — Layette or clothing and other articles for the baby. 4 hours a week for from 4 to 6 weeks. Study and construction of clothing'. Study of other articles included in a layette. (3) Unit — Household fabrics. 4 hours a week for from 4 to 5 weeks. Seasonal — November and December. Preceding January sales. (a) Household linens, bed and table. (&) Draperies. (c) Curtains. (d) Table runners. (c) Cushions, etc. (4) Unit — Family wardrobe, or study of dress. February and March, seasonal. September, seasonal. 4 hours a week for 2 weeks. Family wardrobe studied from the standpoints of comfort, convenience, utility, and income. Problems of how to plan the wardrobe; to supple- ment clothing on hand, etc. (5) Unit — Underwear for the family. 4 hours a week for from 4 to 6 weeks. November and December, seasonal. (6) Unit — Underwear for the family, continued. (a) Study of underwear. (&) Selection and construction of flannel and muslin garments. (c) The ready-to-wear garments. (d) The home-made garments, etc. (7) Unit — House dresses and gowns. 4 hours a week from 4 to 6 weeks. (8) Unit — Shirt waists and blouses. 4 hours a week for 6 weeks. February and March, seasonal. (9) Unit — Summer dresses. 4 hours a week for from 4 to 6 weeks. April and June, seasonal. (10) Unit— Tailored skirts. 4 hours a week for 4 weeks. Cotton, wool, silk. INTRODUCTORY COURSE ON PART-TIME EDUCATION 117 Use of commercial patterns. September until middle of November. (11) Unit — One-piece dress. 4 hours a week for from 5 to 6 weeks. Wool or silk. September until middle of January. (12) Unit— Simple coats. 4 hours a week for from 4 to 6 weeks. September until middle of March, as season de- mands. ?. Preparation and service of foods. (1) Unit — Table service. 4 hours a week for 3 weeks. (a) Selection and care of linen, dishes and sil- ver. (&) Table manners. (c) Study and practice in planning, prepara- tion and service of balanced meals, etc. Note. — Place emphasis upon home needs of group attending. (2) Unit — Balanced meals or how to plan a meal. 4 hours a week for 4 weeks. Study and practice in the adjustment of meals to the comfort and general welfare of the house- hold. Breakfasts. The Sunday dinner. The company dinner. Suppers. Friday night dinners. Children's meals. Invalids' meals. (3) Unit — Buying and cooking meats. 4 hours a week for 2 weeks. Emphasis upon the less expensive cuts, and the preparation of palatable meat extension dishes. (4) Unit— Fish. 4 hours a week for 2 weeks. Selection and preparation. Emphasis upon uses of left-over portions. (5) Unit — Marketing and care of foods. Two 2-hour lessons — 1 week. 118 INTRODUCTORY COURSE ON PART-TIME EDUCATION (6) Unit — Meat substitutes. 4 hours a week for 2 weeks. (7) Unit — Buying and cooking- of vegetables. 4 hours a week for 2 weeks. (a) Vegetable cookery, 4 hours. (?>) Vegetables used in salads, 2 hours. (c) Vegetables taught in connection with soups, 2 hours. (8) Unit — Desserts. 4 hours a week for 2 weeks. Pastry, cakes, puddings, frozen desserts, miscel- laneous. (9) Unit — Preservation of foods. 4 hours a week for 3 weeks. (a) Canning and drying. (b) Pickles, preserves, jellies, etc. (10) Unit— Hot breads. 4 hours a week for 2 weeks. (11) Unit — Yeast breads. 4 hours — 1 week. (12) Unit — Candy for the holidays. 4 hours — 1 week. B. Organized About a Problem. 1. Home economics instruction may grow out of problems con- fronting people in every day life, of which the following are suggestive : a. "What foods will give me the best investment for my money ? ' ' b. "How shall I select foods so as to keep the family in the best physical and mental condition?" c. "What furnishings do I need for my bedroom, in order to have it convenient, sanitary and attractive?" d. "How may I improve my personal appearance?" e. "How may I cultivate habits of thrift?" /. "How shall I clothe 1113^ feet to keep them in normal con- dition?" This type of organization makes it possible to cover a large number of home interests in a vital manner in a short time. INTRODUCTORY COURSE ON PART-TIME EDUCATION 119 C. Organized About a Project. 1. Instruction is most effective when daily results can be put into practice in real homes. A long sustained piece of work cannot be accomplished at the school and so the school time must be largely devoted to illuminating out- side problems. The instruction and guidance must be projected into their out-of -school life. The home project offers an opportunity to provide instruc- tion functioning in the home. The basis for the selection of a project is always some manifest interest on the part of the pupil. 2. Examples of home projects : a. A study in home equipment for a given home. b. Study in cost of clothing for a definite family income. c. Housekeeping for one week under given circumstances. d. Canning a variety of fruits and vegetables as the win- ter supply. e. Marketing of foods for a family for a given time. /. Keeping an expense account over a period of time ade- quate to make it representative, together with a study of the account. g. Working out an economical plan for routing of household duties in a given home. h. A house furnishing problem with a given sum for expen- diture. i. Planning, buying and constructing the wardrobe for a given member of the family. 3. Requisities of a project. a. The project must be complete and be a purposeful unit of interest or activity, and must be applied to real situations in life. b. The pupil must have in mind a more or less clearly de- fined plan of procedure. c. The problem must be new to the pupil or presented from a new angle. d. It must be part of the instruction at school. e. Work must be supervised. /. Records of work must be honestly kept. g. Written and oral report must be submitted to the teacher. h. No school credit system should be developed which would displace the student's real motives of work, or trans- fer his interest from his real problem. 120 INTRODUCTORY COURSE ON PART-TIME EDUCATION i. Parents and teachers must cooperate. A manual activity that does not completely result in the completion of a unit is not a project ; neither is one which only illustrates an idea, a project. To estimate, select, prepare, can and store the necessary available fruits and vegetables as a winter's supply for a given family would be a project, but to can ten quarts of tomatoes would be a method or drill exercise only. The student must be conscious of the end in view and work through processes and ideas to the end. III. Methods of Instruction. 1. The usual school laboratory method in the teaching of cook- ing and sewing is not adapted to part-time classes. 2. The class demonstration method must largely prevail. The subject matter must be so organized and presented that the school time is largely used to direct and supervise home work. For example, the preparation of eggs in various ways as breakfast foods, could be explained and demonstrated by the teacher with student assistance. 3. Typed or printed recipes with directions should be taken home by the pupils for practice there. Where possible sample results could be brought back to school for in- spection. 4. An examination would consist of an opportunity given at school or at home for the pupil to demonstrate her ability to prepare certain dishes, or an entire meal. 5. Sewing, including millinery would need to be taken home by the pupils and work pursued there, rather than to have the articles placed in a school locker until the next lesson. 6. Such methods emphasize individual instruction on the part of the teacher, and develop initiative, responsibility and judgment on the part of the pupil. 7. Some pupils have no opportunities to practice in their own homes because of boarding, living in hotels, or in homes with servants. Such pupils should be given the oppor- tunity to practice in school kitchens or in school practice houses. INTRODUCTORY COURSE ON PART-TIME EDUCATION 121 IV. Teachers for Part-time Home Economics Instruction. 1. In the choice of a teacher, the most important factor is her attitude. The most effective teacher is the one who has had considerable experience with affairs outside as well as inside of the school room. The following are possible sources : a. Elementary and high school teachers. b. The efficient home-makers now teaching other subjects in the elementary and high schools. c. Experienced home-makers now in training in this state as home economics teachers for high schools. d. Experienced home-makers who have had teaching experi- ence, and who may be induced to return to the school for part-time service. e. Home economics teachers now in service may be used in part. /. Ex-teachers who may be available for part-time service. 122 INTRODUCTORY COURSE ON PART-TIME EDUCATION Topic XVI CITIZENSHIP AND HEALTH Prepared by Mr. A. J. Cloud, Assistant Superintendent of Schools, San Francisco, California I. The importance of instruction in Citizenship and Health is shown by the fact that the State Board of Education requires that a definite period of time (forty minutes, weekly) be de- voted to it in all part-time classes. 1. The pupils who will be enrolled in the part-time schools are citizens, real participants in community affairs, and if they are given the proper education by the schools, they become more valuable members, not only of the working unit, but of society as a whole. 2. For this reason, citizenship instruction is vital. The pupil's action depends not only upon information, interest and will, but upon good judgment. Therefore, he must be trained to judge a situation and meet it in the right way. 3. Good citizenship involves good health. Every year there is an enormous economic waste in the United States, caused by poor health or preventable diseases which would not occur if proper care were given to the matter of health instruction. Dr. Frank Leavitt says : ' ' Perhaps the highest service which can be rendered to society by industrial hygiene is to educate industrial classes to recognize unhygienic conditions, to cooperate with other citizens in eliminating them, and to secure the enforce- ment of health regulations. Where can this be done more effectively than in the schools?" II. Objects of Instruction. 1. To develop love of our country, loyalty to its institutions and ideals, and to promote active and willing acceptance of the duties and privileges of American electors. 2. To emphasize the protection which good government affords. 3. To show the dependence of individuals upon social agencies. 4. To show the benefits of cooperative actions. 5. To emphasize personal responsibility. 6. To establish right habits of thought and action. INTRODUCTORY COURSE ON PART-TIME EDUCATION 123 7. To show the influence of health upon citizenship and to arouse an active interest in the promotion of the general welfare through a knowledge of the principles of com- munity hygiene. III. Suggestions Concerning Units of Instruction. 1. Citizenship. a. Constant stress upon civic virtues, which having been established by the individual first in himself as funda- mental habits of good character, may then become standards of conduct for him in his relations to society. (1) Such "civic virtues" as patriotism, initiative, effi- ciency, ideals of cooperation and of service, etc. b. Lessons in community life, — with direct application first to the local community in which the student lives and of which he is a part, and then, to the state and nation at points of contact with the local environment. (1) A study of public questions, so that the prospective voter may cast his ballot intelligently upon issues submitted to the electorate for decision; as, pub- lic ownership of utilities, conservation, woman suffrage, etc. (2) A study of community activities, so that the pros- pective voter may realize the need of competent and experienced public officials, and thus be ready to join with them in the fulfillment of their func- tions. (3) A study of governmental procedure in the com- munity. (a) As, reasons for and methods of taxation, legal procedure involved in conveyances of prop- erty, etc. (4) A study of the elements of ideal government by the people leading to the formulation of principles into a Creed of Democracy. c. A specific study of typical agencies of government, show- ing relation existing between local community, state, and nation, and the services rendered by these agencies to the citizen. 124 INTRODUCTORY COURSE ON PART-TIME EDUCATION (1) Local community — as, protection (police, fire, health), education (schools, libraries), communi- cation, transportation, recreation, civic beauty, charities, correction, public utilities (telephone, telegraph). (2) State and national governments, — executive, legisla- tive, and judicial branches. As applied to the state, regulation of business, road building, reve- nue, industrial commissions, housing and immi- gration, etc. As applied to the nation, a study of the United States Constitution — brief, but com- prehensive, the post office, parcel-post, trusts, national defense, revenue, foreign affairs, public health, etc. d. A specific study of the citizen's share in government in a democracy, applied in turn to local community, state, and nation. (1) The voting franchise — meaning, duties attached. (Naturalization to be emphasized according to needs of group.) (2) Election machinery. (3) Political parties. (4) Civil service. (5) Methods of improving government through enlight- ened public opinion registering the will of the people. d. A survey of the social and economic aspects of citizenship (to be proportioned to the time allowed, adapted to the advancement of and to the varying vocations of the group). Such considerations as: (1) Home and family life and conditions, from the point of view of community interest in them. (2) Property rights — public and private; and as related to labor, for example in strikes, picketing, boycot- ting, injunctions, minimum wage laws, workmen 's compensation, employment bureaus, mother's pensions, thrift, etc. (3) Modern industrial developments and problems, as, the industrial revolution and its consequences; production, distribution, and exchange; labor unions ; public regulation ; cooperation and profit- sharing; taxation in general; single tax; social- INTRODUCTORY COURSE ON PART-TIME EDUCATION 125 ism ; sabotage ; merchant marine ; the tariff ; money; immigration; cost of living; poverty; crime, etc. (4) The United States as a world-power — international relationships; the Monroe Doctrine; League of Nations; etc. 2. Health. a. A study of proper individual health habits, in relation to such topics as food, fresh air, lighting, temperature, posture, cleanliness, dust, clothing, exercise, recre- ation, fatigue, accidents, hazards, poisons and fumes, alcohol, tuberculosis, etc. b. A survey of community health conditions in relation to such topics as water supply, drinking fountains, milk, garbage, and sewage disposal, the fly problem, the mosquito problem, infectious and contagious diseases, street-cleaning, industrial and factory safety and health precautions, etc. IV. Suggestion Relative to Method. 1. Citizenship. a. Develop the above topics according to the following steps : the idea involved, the need, the duties or service per- formed, the organization and means of maintenance. Make the instruction personal. Awaken interest and enthusiasm by local application to concrete situations, basing the lessons upon common everyday experi- ences of the student. Use much reference material ; avoid close adherence to text-book formulas. Use the newspaper and magazine, pictures, maps, charts, legislative bills, specimen ballots, tax-bills, budget exhibits, etc. Have the group make scrap-books, hold debates, utilize dramatization. Employ the project and problem method with the idea of participation by the student in governmental activities foremost, on the principle of ' ' learning to do by doing. ' ' Do not merely talk about community life. Furnish all pos- sible opportunities for the development through prac- tice of the ideal of the citizenship of service, — such as the organization of advisory councils, self-govern- ment associations, clubs, and other similar activities. b. The following method will be of special value to the youths from immigrant homes. 126 INTRODUCTORY COURSE ON PART-TIME EDUCATION (1) Reading and discussion of documents illustrating the progressive development of principles of American democracy, such as the Mayflower Compact, the Declaration of Independence, the Preamble to the Constitution, the Gettysburg Ad- dress, and addresses of Theodore Roosevelt and of Woodrow Wilson. (2) A comparative study of institutions and ways of life and of other nations and peoples. (3) Celebration of national holidays and anniversaries, such as Lincoln's Birthday, Washington's Birth- day, Memorial Day, the Fourth of July, Labor Day, Columbus Day, Thanksgiving Day, Christ- mas Day, Flag Day, etc. (4) Readings and discussions of noble deeds of Ameri- can patriots — foreign-born and native-born. (5) Committing to memory and singing or reciting of the national anthem, patriotic songs and poems, and the pledge of allegiance to the flag. (6) Formulation of the creed of democracy into a pledge for each citizen to give. 2. Health. a. Regular physical exercise in class-room, as outlined in any good physical education program, especially with refernce to correction of physical defects. 1). Observance of health laws and ordinances. Participation in movements for the improvement of public health conditions, c. Problem and project instruction. Visits to public and private institutions illustrative of health conditions. Use of newspaper, magazine, and book material, illus- trative pictures, slides, etc. V. Type Lesson Units. 1. Lesson : Protection of life and property. Aim : To show how the community protects the life and property of its citizens. Approach : Discussion of some disaster resulting in loss of life and property, with which the class is familiar. Development: Means by which the community protects life and property. In tenements, houses and schools : Fire exits, fire escapes, building laws, and inspection. INTRODUCTORY COURSE ON PART-TIME EDUCATION 127 In the street: Traffic regulations and traffic squad. Underground wires. Street lighting. In transportation. Safety devices and regulations. Coast survey, lighthouses, life saving stations. Regulation and inspection of fire escapes and eleva- tors. Means by which the community protects its citizens from fire: Water supply. Fire Department. Forest Rangers. Building Regulations. Fire Prevention Movement. Police. Responsibility of the citizen: Pupils should be taught the proper use of safety devices, the cost of fire, etc., to the community, and their duty in the prevention of accidents. 2. Lesson : Cigarettes. Aim : To present the harmful effects of cigarettes on the • growing boy. Approach: (To be supplied by the teacher.) Development: "The Case Against the Little White Slaver," published by Henry Ford, Detroit, Michi- gan, and sent out with his compliments, g'ives material for a crusade against the cigarette habit which ought to be carried on in every school. It presents the sub- ject in a way which is new to the average boy and in a way which has a very strong appeal even to the confirmed user of cigarettes. Injuries from cigarettes : Cigarettes injure a growing boy physically : They injure the lungs, cause shortness of "wind" in athletic work, and lessen resistance of the lungs to disease. They injure the mucous membrane of the throat air passages, reducing the resistance of the tis- sues. They injure the heart as shown by pulse tracings. 128 INTRODUCTORY COURSE ON PART-TIME EDUCATION They help to increase blood pressure and harden the arteries. Cigarettes injure a growing boy mentally. (You have an example in your own school, probably.) Cigarettes injure a growing boy socially : Cigarette smoking reduces a boy's chances for business success and advancement in social life. Smoking by boys is unlawful in most states : hence such boys are law breakers. Cigarette smoking injures a boy morally. The cigarette smoker is more likely to cheat and steal than the non-smoker. Large proportion of boys brought into the juve- nile courts of the country are smokers. Almost every drinker is a smoker. The cigarette smoker is more likely to get into other bad habits. Questions: 1. Can student government be used successfully with part-time classes ? 2. Suggest topics which can be used for project work in courses in Citizenship and Health. 3. How may the lunch hour be used to continue this instruction ? 4. How can unhygienic habits be overcome? 5. How can home sanitation be made a vital matter? Eeferences Publications of California Commission of Immigration and Housing, Num- bers 1-16, inclusive. Dean, The Worker and the State, The Century Company. Judd, Marshal, and others, Lessons in Community and National Life, United States Bureau of Education. Towne, Social Problems, The Macmillan Company. Stewart, Social Problems, Allyn and Bacon. Suggested Bibliography on Health Tolman, Hygiene for the Worker, American Book Company. Bussey, A Manual of Personal Hygiene, Ginn and Company. Coleman, A Handbook of the People's Health, D. C. Heath and Company. Brown, Health in Home and Town, T>. C. Heath and Company. Hutchinson, Community Hygiene, Hougton Mifflin Company. Bitchie, Primer of Sanitation, World Book Company. Bitchie and Caldwell, Primer of Hygiene, World Book Company. Williams, Healthful Living, The Macmillan Company. Bapeer, Educational Hygiene, Charles Schibner's Sons. Terman, The Hygiene of the School Child, Houghton Mifflin Company. INTRODUCTORY COURSE ON PART-TIME EDUCATION 129 Appendix I. THE CALIFORNIA PART-TIME EDUCATION LAW [To be used in connection with Topic III.] ASSEMBLY BILL NO. 516. CHAPTEE 506. [Approved May 27, 1919.] An act to require certain high school districts to provide part-time educational op- portunities in civic and vocational subjects for persons under eighteen years of age, ivho are not in attendance upon full-time day schools, and part-time educa- tional opportunities in citizenship for persons under twenty-one years of age who can not adequately speak, read or write the English language; to enforce attendance upon such part-time classes where established, and providing penalties for violation of the provisions of this act. The people of the State of California do enact as follows: Section 1. The high school board of each high school district wherein there were enrolled, in the regular day classes of the high schools of said district during the school year next preceding, fifty or more persons living within a radius of three miles of a high school located in said district, must establish and maintain, under the provisions of section one thousand seven hundred fifty c of the Political Code, special day part-time classes which shall provide at least four sixty-minute hours of instruction per week for all persons within the district who are over fourteen and under eighteen years of age who are not in attendance upon full-time public or private day schools for four or more sixty-minute hours per week, and who are not subject to the provisions of an act entitled "An act to enforce the educational rights of children and provid- ing penalties for the violation of the act," approved March 24, 1903, as amended. Said classes must be maintained between the hours of eight a.m. and five p.m. and must provide suitable instruction for the various individuals for whose benefit they are established. Sec. 2. The high school board of each high school district wherein there are living, within a radius of three miles of any high school located in said district, twenty or more persons over eighteen and under twenty-one years of age who expect to remain in the district for a period of two or more months, who are not in attendance for at least four sixty-minute hours per week upon regular full-time public or private day schools, or suitable part-time day classes such as those specified under section one of this act, and who can not speak, read or write the English language, to a degree of proficiency equal to that required for the completion of the sixth grade of the elementary schools of this state, must establish and maintain special classes in evening schools or special even- ing classes under the administration of day schools, as authorized by section one thousand seven hundred fifty c of the Political Code. Said classes shall provide instruction in citizenship for such persons for at least four sixty-minute hours per week for at least thirty-six weeks of the school year. 130 INTRODUCTORY COURSE ON PART-TIME EDUCATION Sec. 3. First — All persons under eighteen years of age who are too old to be subject to the provisions of an act entitled, "An act to enforce the educational rights of children, and providing penalties for the violation of the act," ap- proved March 24, 1903, as amended, who have not graduated from a high school maintaining a four-year course above the eighth grade of the elementary school, or who have not had an equal amount of education in a private school or by private tuition, who are not disqualified for attendance upon these classes because of their physical or mental condition, or because of personal service that must be rendered to their dependents, who reside within three miles of a suitable class maintained, either voluntarily or under the provisions of this act by a high school district, and who are not in attendance upon a public or a private full-time day school or satisfactory part-time classes main- tained by other agencies, shall be, and hereby are, required to attend upon a special part-time class maintained by the high school board of the district wherein they reside, or by the high school board of an adjoining district, for not less than four sixty-minute hours per week for the regularly established annual school term; provided, that the local school authorities may accept in lieu thereof not less than one hundred forty-four hours of attendance which, begin- ning with the opening of the high schools of the district for the year, shall be accumulated at the rate of not less than four sixty-minute hours per week; and provided, further, that the local school authorities may, in their discretion, arrange with the parents, guardian or other person responsible for any minor for his full-time attendance upon a special class maintained for such minor at a convenient season, wherein he may secure the one hundred forty-four hours of attendance required -of him under the provisions of this act. When any such parent, guardian or other person responsible for such minor agrees with the local school authorities that said minor shall attend full-time classes for any given period, such parent, guardian or other person becomes responsible for said minor's compulsory attendance upon these classes for said period. Second — All persons over eighteen and under twenty-one years of age who can not speak, read or write the English language to a degree of proficiency equal to that required for the completion of the sixth grade of the elementary schools of this state; who live within a radius of three miles of an evening class maintained by a high school district, either voluntarily or under the pro- visions of this act, for the instruction of such persons; who expect to remain in the district for a period of two or more months; who are not disqualified for attendance upon these classes because of their physical or mental condition, or because of personal service that must be rendered to their dependents; and who are not in attendance upon a public or private full-time day school or upon a class established under the provisions of section one of this act for such per- sons under eighteen years of age, shall be, and hereby are, required to attend, for at least four sixty-minute hours per week, upon a special day or evening class maintained by a high school district for persons who can not speak, read or write the English language. Sec. 4. First — It shall be the duty of the local school authorities to provide, in so far as possible through the classes established under section one of this act, educational opportunities which shall be suitable for the different needs of the various persons attending them. In carrying out the provisions of this act: a. They shall establish and maintain short unit courses and give instruction in civic and vocational subjects and subjects supplementing home, farm, com- INTRODUCTORY COURSE ON PART-TIME EDUCATION 131 mercial, trade, industrial or other occupations; and they may give instruction in any elementary, secondary or other school subject. b. They shall provide for individual counsel and guidance in social and vocational matters for each pupil enrolled in these classes. e. They shall give all persons who are engaged in skilled occupations and who are enrolled in these classes opportunity to better qualify themselves for said occupations. d. They shall give all persons who are engaged in unskilled occupations or in occupations that do not offer educational opportunities and who are in attendance upon these classes opportunity to prepare themselves for skilled occupations or for occupations that offer opportunities for promotion or further education. e. They shall provide instruction in home economics subjects for those who desire and need work of this character. f. They shall provide instruction in oral and written English and in the duties and responsibilities of citizenship for persons enrolled in these classes who can not speak, read or write the English language to a degree of pro ficiency equal to that required for the completion of the sixth grade of the ele- mentary schools of this state. g. They shall not require of pupils a minimum uniform standard of pro- ficiency in any subjects maintained in these classes, except in those subjects designed to prepare for other classes or other schools. h. They shall require the principal of the school to issue in his name a com- bined school enrollment certificate and permit to work to each person enrolled in these classes, and a duplicate of said certificate for his parents, guardian or other person having control or charge of him, and from time to time such dupli- cates of said certificate as are necessary for filing with his employers, together with such other blanks as may be necessary for the use of employers in report- ing to the principal information concerning the employment of said person. Said certificate shall give the name, age and residence of the pupil, the name and residence of his parents, guardian or other person having control or charge of him, the time of day during which and the days on which he is in attendance upon the classes, and the character of work that he is pursuing. Said certificate shall also state any physical or other condition that should limit the employment of said pupil and shall state the date of issuance and the date of expiration. Said certificate shall be issued to persons enrolling in these classes within five days after their enrollment. Certificates issued during the first school term shall expire five days after the opening of the next suc- ceeding school term of the year, and certificates issued during the last term of the school year shall remain valid until five days after the opening of the first school term of the succeeding year. Second — It shall be the duty of local school authorities that maintain classes under the provisions of section two of this act to provide, for parsons who can not speak, read or write the English language, to a degree of pro- ficiency equal to that required for the completion of the sixth grade of the elementary schools of this state, instruction in such subjects and in the duties and responsibilities of citizenship. Sec. 5. Each parent, guardian or other person having control or charge of any minor required under the provisions of section three of this act to attend special part-time classes, must compel the attendance of such minor upon the 132 INTRODUCTORY COURSE ON PART-TIME EDUCATION same. He must retain a copy of the certificate of school enrollment and permit to work provided for under section four of this act, and must present the same upon request of any officer of the law or other person authorized to enforce the provisions of this act. Should any such parent, guardian or other person having control or charge of any such minor fail to perform any of the above duties, he shall be deemed guilty of a misdemeanor and, upon conviction, shall be liable, for the first offense, to a fine of not more than ten dollars or to imprisonment for not more than five days, and for each subsequent offense he shall be liable to a iine of not less than ten dollars nor more than fifty dollars, or to imprisonment for not less than five days nor more than twenty-five days, or to both such fine and imprisonment. Sec. 6. The high school board of any high school district wherein a minor resides who has violated section three of this act shall, on the complaint of any person, make full and impartial investigation of all charges against any par- ent, guardian or other person having control or charge of any such minor for violation of section five of this act. If it shall appear upon such investigation that any such parent, guardian or other person having control or charge of any such minor has violated the pro- visions of section five of this act, it is hereby made the duty of the clerk of said board, or other person authorized by said board to bring such actions, to make and file in the proper court a criminal complaint against such parent, guardian or other person having control or charge of any such minor, charging such violation and to see that such charge is prosecuted by the proper author- ities; provided, that in cities, and in cities and counties, and in school districts having an attendance officer or officers, such officer or officers shall have power, and it shall be their duty, to make and file such complaint and see that said charge is presented by the proper authorities. Sec. 7. The employer of any minor under eighteen years of age who is too old to be subject to compulsory full-time school attendnce under the provisions of an act entitled "An act to enforce the educational rights of children and providing penalties for the violation of the act," approved March 24, 1903, as amended, and who resides in a high school district wherein section three of this act has become operative, shall require of said minor a school enrollment certificate and permit to work issued by a high school or elementary school principal of a school in the district. Said certificate shall be the authorization of the employer to employ said minor for the period between the date of the issuance of the certificate and the date of its expiration. Under no conditions shall any person employ a minor under eighteen years of age who is too old to be subject to compulsory full-time school attendance under the provisions of an act entitled "An act to enforce the educational rights of children and pro- viding penalties for the violation of the act," approved March 24, 1903, as amended, and who does not present such a school enrollment certificate and permit to work. The employer shall file and retain permanently said school enrollment certificate and permit to work. Within five days after the begin- ning of employment he shall send to the principal of the school issuing said enrollment card and permit to work a written notification of such employ- ment. In said notification he shall briefly describe the character of the work performed by the minor and the time of day during which and the days of the week on which he is employed. Said employer shall retain and file, with the INTRODUCTORY COURSE ON PART-TIME EDUCATION 133 enrollment certificate and permit to work mentioned above, a copy of this noti- fication; provided, that except in agricultural and home-making occupations, it shall be illegal for any one or more employers to employ a minor under eighteen years of age for a greater number of hours each day than will, if added to the number of hours that he is compelled to attend school under the provisions of this act, equal eight hours. It is hereby made the duty of the principal of the school which any pupil subject to the provisions of this act attends, to add his hours of compulsory daily school attendance and employment, and should the sum of such school attendance and employment exceed eight hours for any day of the week, said principal shall give notification to this effect to any employer who may be employing any such pupil after he has already served eight hours in compulsory school attendance and at employment for any such day. Except in agricultural or home-making occupations, it shall be illegal for any employer knowingly to employ on any day a minor under eighteen years of age who is subject to the provisions of this act, and who has already served during said day eight hours of time in compulsory school attendance and at employment combined. Sec. 8. Any person, firm, corporation, agent or officer of a firm or corpora- tion that violates or omits to comply with any of the provisions of this act, or that employs or suffers any minor under eighteen years of age who is too old to be subject to compulsory full-time school attendance under the provisions of an act entitled "An act to enforce the educational rights of children and providing penalties for the violation of the act," approved March 24, 1903, as amended, to be employed in violation thereof, is guilty of a misdemeanor and shall, upon conviction thereof, be punished by a fine of not less than fifty dollars nor more than two hundred dollars, or by imprisonment in the county jail for not more than sixty days, or by both such fine and imprisonment for each and every offense. Failure to produce an enrollment certificate and permit to work, such as that provided for in section four of this act, and a duplicate of the written notification of employment sent to the high school board, as provided for in section seven of this act, shall be prima facie evidence of the illegal employment of any minor whose enrollment certificate and permit to work is not produced. Sec. 9. It shall be the duty of the clerk of the high school board, a truant officer or other person authorized by said board to bring such actions, to bring an action against any person, firm, corporation, agent or officer of a firm or corporation that employs a minor in violation of the provisions of this act. Sec. 10. Should any controversy arise in any high school district in this state over the question as to whether any person is exempt from the compul- sory attendance features of this act, or over the question as to whether attend- ance on part-time classes maintained by other agencies may be accepted in lieu of attendance upon the classes contemplated by this act, the school superin- tendent having jurisdiction over said district shall provide for an investigation and he shall render a decision; proi i,T>0 (B9484s4)47G UC SOUTHERN REGIONAL LIBRARY FACILITY AA 000 242 574 2