STACK ANN EX 062 6 63 Instruction in Printing in Public Schools (Jf^ire.D l^^OTHBTA^ of ^^i^^\cA V Instruction in Printing in Public Schools Recommendations of U T. A. Committee on Education Revised Edition Published In" Department of Education UNITED TYPOTHETAE oj AMERICA J 608 South Dearborn St., Chicago 1922 ; UNITED TYPOTHETAE OF AMERICA COMMITTEE ON EDUCATION H. P. Porter, Chairman, Boston E. Lawrence Fell, Philadelphia A. M. Glossbrenner, Indianapolis J. Clyde Oswald, New York Toby Rubovits, Chicago F. W. Hamilton, Secretary, Boston DEPARTMENT OF EDUCATION L. S. Hawkins, Director Chicago M. W. Haynes, Assistant Director Chicago T. G. McGrew, Superintendent U. T, A. School of Printing Indianapolis Copyrighted 1922 All rights reserved Printed by United Typothetae of America School of Printing Indianapolis, U. S. A. CONTENTS PART I Conditions and Policy 7-13 PART II Preliminary Investigation 14-15 PART III Course of Study 16-19 PART IV Equipment 20-25 PART V Qualifications of a Printing Instructor 26-29 PART VI Guide tor Report on a School of Printing 30-34 PART VII Typographic Technical Library 35-40 PART VIII Practical Apprenticeship for Printers. 41-42 PART IX Standard Apprenticeship Lessons 43-45 2066545 RESOLUTIONS passed by the United Typothetae of America in its Thirty-second Annual Convention, Cincinnati, September 23, 24, and 25, 1918: Resolved, That the public school educa- tional policy, as prepared and outlined in a pamphlet issued by the Committee on Education, entitled "Instruction in Print- ing in Public Schools," is hereby adopted as the official policy of the United Typoth- etae of America. PART I CONDITIONS AND POLICY THE COMMITTEE ON EDUCATION has been carefully studying, ever since it was first created, the problems arising out of the introduction of the teaching of printing into public schools. It is convinced that the time has come for action by the United Ty- pothetae of America to deal in timely and effective fashion with the situation which threatens grave danger to the industry and to the boys undergoing instruction in the schools. As a step toward such action the Committee submits the following report and recommendations. Conditions The last few years have witnessed a rapid and extensive" growth of printing-teaching in the public schools. The Committee has not been able to get any definite statistics as to the number and loca- tion of schools giving some form of instruction in printing, but data in its possession show that the number is very great and is rapidly increasing, that the whole country is involved, and that the results are far from satisfactory. Some of the Principal Causes Are /. The general demand Jor industrial education. This is a widespread demand and is sure to be greatly stimulated by the recent Federal legislation creating a Federal Board tor Vocational Education and providing very large subsidies in aid ot such education. In many cases school boards appear to be yielding to this demand without thorough preliminary study of the prob- lems involved. 2. Printing is not a localized industry and, therefore, interests all communities of any size. 3. Printing is not laborious. 4. Printing is interesting to many boys. 5. The product of a printing department is useful and even salable. Boards are not infrequently led to introduce it on the ground that the use of the product will obviate the necessity of purchases and that the product can even be put on the market, and thus the department can be rhade self-supporting. 6. The supply houses have seen in the public schools, a great market for their goods. Conditions and Policy One great supply house has organized a department for the handling of school equipment and has inaugurated a carefully plannetl campaign for marketing it. Types of Instruction in Printing PRINTING instruction IS OF THREE DISTINCT TYPES /. Manual Training. This type of instruction is not intended to have vocational significance and the pupils are not supposed to be prepared for entrance into the industry. It is intended to develop a certain amount of manual dexterity and care and precision in operations. It is a part of general education and is pursued for its educational values, such as development of the qualities indicated, training in formal English, the educational content of the matter printed, and the like. 2. Prevocational Training. This type of instruction is intended to give the pupil a certain practical insight into the elements of the industry. In prevoca- tional work this insight is usually extended to several industries. The intent is to give the pupil an elementary insight into a number of industries so that he may have an idea of their content and proc- esses, the materials used and tools employed, their demands upon the craftsman, and the rewards they offer. Its intent is to provide some basis for the choice of vocation to be seriously taken up later. 3. Vocational Training. This is direct and purposeful teaching of the industry as a voca- tion. The purpose is to prepare the pupil for wage earning in the industry. Sometimes, the aim is to qualify the pupi! to do journey- man's work, though this is not often contemplated in printing. Sometimes, probably much more often, it is intended to fit him to enter the industry with advanced standing as an apprentice. General Attitude of the Committee The Committee sees possible value in all three types of instruc- tion. With the first it has little concern. Properly conceived and properly administered it has little or no relation to the industry, at least directly. It has educational advantages and it may lead some promising boys to take up serious vocational work in printing with ultimate profit to themselves and to the industry. The Committee regards the second type as very useful if prop- erly conceived and properly administered. It is a great help to boys facing the very momentous choice of a life work to have provided for them the basis of an intelligent choice and thus helped to avoid the waste of time and energy involved in unintelligent experiments which may after all, result in a wrong choice and a life of misspent ertion, unsatisfactory alike to the workman and to the industry. Conditions and P olicy 7 The Committee regards the third type as potentially very useful if properly conceived and properly administered: There is no doubt that systematic training is better than haphazard picking up of an industry. It would be better that vocational training were carried on in connection with a well developed system of apprentice training in the industry itself, the shop teaching the trade processes and the school teaching the related things which the shop usually has no facilities for teaching. In the present state of the printing industry there is undoubtedly a place for direct vocational training in the schools. The character and extent of the co-operation be- tween the school and the shop must be a matter of local adjustment. Detailed discussion of this whole question may be found in a book, "Practical /Apprenticeship for Printers," published by the U. T. A. Department of Education. It will be noticed that each of the foregoing statements is qualified by the proviso, "if properly conceived and properly ad- ministered." Unfortunately this proviso is by no means generally met. Present Defects The defects generally observed fall for the most part into classes specified below. They are not all found in every instance, of course, but are of common occurrence and not infrequently many of them co-exist in the same case. /. Lack of clear defination af aim of strict adherance to the aim as defined. From the evidence in the files of the Committee it is clear that confusion exists in the minds of many educators as to the aim and scope of the instruction given. Not infrequently they appear to think that the limits of the three types are not clearly defined and that they may shade into each other or be blended in a single effort. There is also a strong tendency on the part of instructors to develop, or try to develop, all manual and prevocational work into vocational work, just as for many years the faculties of agricultural colleges had to be restrained from attempting to develop them along the lines of so-called cultural education. 2 Insufficient or ill chosen equipment. A school print shop should be conveniently located in a properly placed and well lighted room of a shape and size adapted to the use to be made of it. The equipment should be ample, modern, and chosen with a view to its educational value and uses. In quantity and quality it should compare favorably with that of commercial shops doing a similar class of work. Unfortunately this is often not the case. Lack of available funds and lack of practical knowledge of requirements on the part of educational authorities often handi- cap the department in the matter of quantity and quality, or betray the school buyers into the purchase of what an adroit salesman wishes to sell rather than what the department ought to have. CONDTTTONS AND Poi.ICV 3. Incompetent Instruction. A head of ,i printing department (in most cases he is the only instructor) should have had experience at least as a hand composi- tor and a platen pressman in a commercial establishment doing a high grade of general work, antl should have the ability to impart knowledge to his pupils. Unwillingness to pay sufficient salary, lack of knowledge of the requirements of the position, yielding to other than educational considerations in the choice of an insfuctor and other causes often lead to the selection of incompetent in- structors. 4. Unbusiness-like methods. The methods used in school print shops should approximate as closely as possible those of commercial establishments. Adherence to ordinary school habit and tradition, ignorance, and slackness often lead to methods and practices which go far to unfit the pupil for usefulness in a commercial shop. For example the Committee has knowledge of one school printshop where stools are provided boys working at the case. Sometimes no attention is paid to value of time or material. 5. Low standard of product. Much of the work done in school print shops is of low quality, hardly equal to that of the poorest and cheapest of job plants. Those responsible for the work do not seem to realize the importance of a product at least up to current commercial standards. Such low standards are bad for the pupils and bad for all concerned. School boys cannot be expected to do difficult composition well. They should not be permitted to do difficult composition badly. The work given them to do should be suited to their state of de- velopment, and they should be held to correct performance of it. 6. A frequently used argument for a printing department is that it is self-supporting. It is doubtful if such a department ever is really self-supporting, but, if the public is not too intelligent in the matter of cost finding, it can be made to appear so by doing a considerable amount of printing of a commercial nature. Sometimes this is for the school itself, sometimes for the school board, sometimes for the munici- pality in general. School board reports and other public documents are printed. Sometimes the general commercial market is entered. There is in the files of the Committee information about one par- ticularly flagrant case where the head of an educational institu- tion which boasts a department of printing advertised to the busi- ness men of the community that his school would guarantee to do printing for one-half the price asked by any commercial printer. While the objections to such commercialization from the stand- point of business are obvious, the Committee contents itself with pointing out that such a policy is educationally fatal. While a Conditions and Policy school of printing should have live product, any attempt to run it with a view to self support or profit destroys its educational value and turns it into a method of exploiting unpaid boy labor for the purpose of unfair competition. Educational values alone should be considered and the head of the department should be the final judge of the work to be done. 7. Lack of relation to the industry. Ordinarily school printing departments are as unrelated to the printing industry as the departments of English or geography are unrelated to any other industry. There is no vitalizing contact with the industry, no consideration of the relation of the absorbing power of the industry to the number of boys who can be properly and profitable trained for it, and no method provided by which the graduate may find an open door to employment on recognized terms. Consequences The consequence of a growing perception of these defects is a deepening distrust of all efforts to teach printing in schools. Em- ployers are dissatisfied with the graduates of such schools who enter their employ. The International Typographical Union, through committees, has given the matter a good deal of study and appears strongly disposed to adopt an attitude of absolute disapproval of any school teaching of printing which goes beyond work in related subjects, and to insist on the absolute banishment of all printing equipment from the schools. Clearly, printing instruction vitiated by the defects enumerated is worse than useless. Boys who are subjected to it are not only not fitted, but distinctly unfitted for the industry. It tends to recruit the ranks, already too full of poor workmen, to furnish a supply of cheap labor for cheap shops, to lower the standards of the industry and to subject good workmen to all evils of cheap competition. The existing condition should be ended or mended before its evils, not yet very seriously felt because of the newness of these enterprises, become intolerable. Remedies Fortunately the condition is not beyond remedy. It can, in the opinion of the committee, be handled if proper action on a sufficiently comprehensive scale is promptly taken by the employ- ing printers of the country. Even if such action is not taken as generally as it should be local conditions can be dealt with wherever the employers rouse themselves to action. The remedies will be considered from the standpoint of the em- ployer. There is, however, every reason to believe that organized labor will be found ready to co-operate to any desire or practical extent. 10 Conditions and Pomcy /. Organization. No effective action can be taken by printers unless they act together. Where there is a local Typothetae, the organization is at hand. Where there is none, the printers should organize for this purpose. The obstacles to organization which sometimes unfor- tunately exist ought not to be influential here because there are no diverging or conflicting interests involved. 2. /Advisory Committees. Competent and advisory committees should be appointed to consult with the school authorities, to advise as to the conduct of the work, to keep the printers in vital contact with it, and to pro- vide for the proper placing of graduates. The experience of this committee abundantly proves that such advice and co-operation will be welcomed by school authorities and the approval of the industry will be eagerly sought. 3. Visitation. Such committee should visit the schools frequently and make careful examination of the work and methods found. 4. Report. Such committees should report at regular intervals to the local orgainzation, and copies of their report should be sent to the U. T. A. Department of Education, 608 South Dearborn Street, Chicago. This report should be much more than a mere record of impressions or a note of what the visitors happened to notice. It should go thoroughly and exhaustively into an examination of all parts and phases of work. The points to be treated in the report should be thoroughly understood before the visits are made and the examination should be carried on with the report in mind. The Committee on Education, through its Department of Education, is prepared to furnish full directions and to advise concerning such examinations and the framing of proper reports. 5. Organized effort. Such a report as above indicated will furnish the basis for a definite approval or disproval of the work done and for construc- tive effort at improvement. If printers of any community know exactly what they want done, and why and how, there will usually be little difficulty in securing it. If difficulty arises, the material is ready for a campaign of publicity or even of action at the polls. Recoimmendations The Committee on Education respectfully recommends to the Executive Council: 1. That this matter be made an organization activity. 2. That this report be printed in suitable form and distributed as follows: Conditions and Policy H {a) To all local Typothetae. {b) To all printers of importance, whether members of the U. T. A. or not. It is understood that there is an avail- able mailing list at headquarters. {c) To the general officers and Committee on Apprentices of the International Typographical Union. {d) To the members and executive staff of the Federal Board for Vocational Education. (e) To the members and executive officers of the several State Boards of Education. (/) To the superintendents of schools in all places of con- siderable size. A mailing list may be found in the report of the U. S. Comniissioner of Education. 3. That local Typothetae be urged to organize local commit tees, to investigate local conditions, and to report to the U. T. A. Department of Education before commencing the in estigation. 4. That leading printers in places where there is no Typothetae be urged to organize for the purpose indicated above. 5. That the field agents of the United Typothetae of America be directed to give especial attention to the relationship of local organizations to the teaching of printing in their communities. 6. That especial efforts be made to secure the co-operation of the Federal Board for Vocational Education in efforts to improve, standardize, and direct the teaching of printing in schools. Note: The foregoing (Part I of this pamphlet) was submitted in the form of a Report to the National Officers and Executive Council of the United Typothetae of America* by its Committee on Education. Same was approved and all recom- mendations adopted. Later this printed form was submitted to the convention held in Cincinnati, September 23-25, 1918, and officially adopted per resolution on page 4. *The United Typothetae of America is the International Association of Master Printers of America. PART II PRELIMINARY INVESTIGATION EDUCATIONAL authorities are very sincerely anxious to secure the co-operation and advice of the representative men in the several industries whenever there is any question of opening voca- tional or industrial schools. This is so because they are anxious to work for the best interests of both the young and the communityj because they are keenly conscious of the need of industrial advice and because they realize that an industrial school whose human product is not suited to the purpose for which it has been prepared is worse than useless. For this reason, local printers are likely to be consulted when there is any proposal to introduce the teaching of printing into the schools. If not consulted, they should not hesitate to offer their aid and counsel. Constructive suggestions will always be gladly welcomed and freely used. Before the co-operation of the industry is pledged to any project to teach printing in the schools, certain questions should be definitely answered. These points should all be settled, not only in order that the industry may co-operate heartily, but also in order that the purposes and plan of the school authorities may be clearly fixed in advance. /. What is the motive for starting a printing school? Schools of printing are started from a variety of motives. Some- times it is thought an easy way to meet in part the demand for vocational training, sometimes it is regarded as one of the conven- tional elements for an industrial school curriculum, sometimes it is due to the representations of a skilful supply salesman, some- times it is represented as self-supporting or even profitable to the school, sometimes it is based on a sense of the great cultural value of training, and sometimes there is a real local demand for boys trained in a school of printing.? 2. What is the purpose of the proposed teaching of printing? It should be clearly decided at the outset whether or not the proposed teaching is intended to lead directly into the industry. In many cases teaching of the elements of the industries appears to be undertaken with a vague idea that it may be useful it the boy takes an interest in it and later desires to enter the industry. It is quite conceivable that certain work might be done in classes in printing which would be of value to the boy without in the least preparing him for the industry, but such work should be kept in its place and not presented as an introduction to a craftsman's career. A purpose should be clearly laid down and consistently followed. Preliminary Investigation 13 3. Is the proposed printing school to be considered purely as an educational project? When education becomes industrial education it does not cease to be education and begin to become industry. No printing school should ever be conducted with one eye fixed on the income from sale of output, whether such sale is direct to customer or indirect, by doing city printing for nothing. Commercialism is one of the deadliest and commonest enemies of printing teaching and should be eliminated at the beginning. 4. Is there any need for proposed school ? Is the local industry strong enough to warrant an undertaking to produce boys trained for the trade, and how many such boys can it absorb annually? There is no need for a school of printing in any locality where there are not enough printers willing and able to employ its gradu- ates to enable a class of reasonable size to graduate every one of its numbers into the industry. No community has any right to waste public money, and, what is much more important, boy life in vocationally educating boys in excess of the absorbing power of the industries. Some shortsighted employers would like to have an over supply of excellent material prepared so that they can pick exceptional individuals and leave the rest to shift for themselves, but the number of such employers is not large and they should not be encouraged. If there is sound motive, a definite purpose, a clear acceptance of educational responsibility, an industrial need, and an open door of opportunity for each boy, the conditions are present for a school of printing which shall benefit alike the boy, the industry, and the community. PART III COURSE OF STUDY FOR PRLVTING IN PUBLIC SCHOOLS (Two Year Vocational Course) As a result of a careful study of the requirements essential to competent instruction in accordance with the foregoing state- ment, the U. T. A. Committee on Education recommends the following outline of a course of instruction on printing which has been prepared in collaboration with a number of experienced and successful instructors in printing. The course of study here set forth is intended for pupils between 14 and 17 years of age. In preparing it, consideration has been given to the rapid growth of the Junior High School movement in the United States, and to the fact that pupils are not really equipped to undertake strict trade training until they have completed at least the eighth grade of school life; any trade course offered pre- vious to this time should be looked upon as prevocational or "find- ing" courses. It is assumed that pupils who undertake the work here suggested are desirous of mastering the elementary portions of the printer's trade; that actual trade conditions, so far as equip- ment is concerned, prevail in the school shop; that the one in charge of the classes of printing is not only a teacher, but a printer; and finally, that teachers of allied academic subjects are familiar with the science, mathematics, design, and terminology of the printing trade. It is believed, on the strength of considerable practical experi- ence, that such a course as is here indicated will give the pupil a good two years training on the cultural side, and will at the same time prepare him so that he will be welcomed by the industry and accepted as a superior apprentice of advanced standing. This course is planned for a school day of at least six hours, three hours of which is to be devoted to shop work, and the remain- ing time to the related studies in Design, English, Arithmetic. Science, History, and Civics. These related studies can easily be fitted into a three hour session divided into four periods of forty- five minutes each. The proposed outline of the course is given in detail herewith. The lessons indicated are taken from the Standard Apprenticeship Eessons for Printers published by the U. T. A. Department of Education. The arrangement of the various sub- jects is intended to give the most feasible correlation between the shop work and the related subjects. HiooH'jc^ ::)ijai b3 ': i>f)it«44n'l h ■ f'S to eUtr SYNOPSIS OF TWO-YEAR VOCATIONAL COURSE FOR USE IN PUBLIC SCHOOLS BASED UPON STANDARD APPRENTICESHIP LESSONS FOR PRINTERS Issued by United Typothetae of America Department of Education I Course of Study 15 Comment Regarding Contents Of Courses shop work All practical work should be given in short exercises in plain composition, involving only those operations used in setting book pages, such as would be involved in publishing a school paper or printing tickets, programs, etc., for school affairs. iVo job work should be done except with strict regard to its instructional value. The work of the course should cover the following major operations and be limited to them. 1. Composing lines and paragraphs. 2. Taking proofs and correcting. 3. Setting headings, etc. 4. Making up pages. 5. Imposition of book forms, 4, 8, and 16 pages. 6. Locking up for press. 7. Making ready and printing. (Setting gages, underlaying and overlaying, feeding the sheets.) 8. Pamphlet binding. The exercises will, of course, Increase in difficulty as the work goes on, but care should be taken not to make the work too am- bitious either in quality or extent. In the time allowed the pupil ought to be well grounded in the operations indicated and able to be useful in any shop to which he may be admitted. The shop practice prescribed will be ample for the work of the two-year vocational course. It is not advisable to attempt more than is indicated in the lessons specified. DESIGN IN PRINTING The beginner in the school print shop should be given instruc- tion in the use of the drawing board, T-square, and triangles; also the mechanical and free hand construction of simple alphabets such as vertical and slant hair-line gothic in capital and lower case styles, with elemental instruction in the embellishment of this alphabet with serifs and shaded lines to produce different styles of type faces. He should also be taught to sketch in titles and display lines, making letters free hand with the use of light guide lines. This work is to be a foundation for the work in design to be begun in the second semester and to continue during the remainder of the two years. The course in Printing Design should aim to afford a clear re- lated knowledge of the fundamental principles underlying good design in the Fine Arts, particularly as applied to the Art of Printing. It should deal with the laws governing balance, harmony, proportion, emphasis, color and their application in orderly ar- rangement so as to produce effective results. Designs and layouts made in class and used in shop work are of great importance. The 16 Course ov Sud^' class work must at all times be held to practical lines. (Books recommended — U. T. A. Typographic Library, Part VII, "Design, Color, and Lettering," six volumes, all by Harry L. Gage.) ENGLISH At the outset the student should be made to realize the im- portance to the printer of a knowledge of the English language^ and all instruction in English should be given from this standpoint. The work should therefore co-ordinate very closely with the shop practice. The major portion of the time should be given to an intensive study of the mechanics of written expression, i. e., spelling, punc- tuation, paragraphing, capitalization, proofreading, etc. Litera- ture" need occupy but very little time because the very nature of the printer's work constantly places him in touch with the best writing of the day. (Books recommended — U. T. A. Typographic Library, Part VI, Correct Literary Composition, Volumes 32 to 40, by Frederick W. Hamilton and others.) TRADE ARITHMETIC Information should be given as to trade measurements and computations, with practical problems in co-ordination with shop work. (Textbook recommended — "Applied Arithmetic for Print- ers," by E. E. Sheldon. Vol. 22, U. T. A. Typographic Library.) ELEMENTARY TRADE SCIENCE Elementary Trade Science should consist of such portions of physics and chemistry as might be of direct or indirect use to the printer as well as of those portions of the trade which are of definite scientific character. For example, the chemistry connected with printing inks and their use in the pressroom, and theory and rudi- mentary application of levers, pulleys, screws, gears, wedges, toggle joints, cam and eccentric, calipers, velocity, weight, tem- perature, atmosphere, belts and shafting, and elements of elec- tricity with reference to its application in the printing plant. ELEMENTARY ACCOUNTING AND BOOKKEEPING This course should be primarily of trade significance, i.e., it should deal with the simple problems of bookkeeping, cost finding, estimating, and recording which are directly connected with the work in the shop. It is really an insight into bookkeeping and some of the simpler phases of management. It is not intended to fit the boys for the office end of the busi- ness, but to enable them to realize something of the many elements which enter into the selling price of a piece of printed matter and Course of Study 17 of the way in which such price must be ascertaineci, in order to develop an appreciation of the value of time and an understanding of the relation of labor cost to the entire cost of production. HISTORY OF PRINTING The course in the History of Printing should trace the efforts of men to convey thought by means of visible marks from the be- ginning to the present time. Early writing, alphabets, manuscript books, early printed books, the development of the craft, the en- largement of its scope, and the development of machines and proc- esses should be described. The relations of books and printing to general history, particularly to civilization, literature, art, and industry should be included. (Books recommended — Books Before Typography; The Inven- tion of Typography; History of Printing, Part I; History of Printing, Part II; Printing in England; Printing in America; Types and Presses in America; all by Frederick W. Hamilton. Volumes 49 to 55, U. T. A. Typographic Library.) CIVICS The U. T. A. Department of Education recommends for this subject the U. T. A. Course on American Social and Industrial History (Group Eleven of Standard Apprenticeship Lessons for Printers). This course traces briefly from the earliest beginnings the organization of society from the primitive family group to the modern state, showing the basic principles of social organization and the meaning and purpose of government. In the same way it traces the development of industrial or- ganization from the original single producer to the modern system of specialized occupations. Placing the beginning of modern life at the invention of typog- raphy and the discovery of America, it shows the momentous re- sults of each. The lines of development are traced from the earliest discoveries to the adoption of the Constitution of the United States. Special studies are made of Washington and Franklin. There is a discussion of American ideals and American institu- tions. The development of the United States from the thirteen colonies to their present state is traced along historical, social, and industrial lines. The course closes with a careful and thorough, but simple dis- cussion of the economics of the printing industry. Throughout the course mere dry recital of fact is avoided, but facts are interpreted and made the means of teaching and em- phasizing important fundamental principles. PART IV EQUIPMENT FOR A TRADE SCHOOL FOR APPRENTICE PRINTERS THE APPRENTICE in any mechanical trade should be instructed from the first in the most approved elementary processes prac- ticed by competent journeymen, and he should be allowed to work with standard materials, tools, and accessories in common use in the practice of that trade. There are, unfortunately, many materials and tools used in the printing industry that are not properly standardized; there are many inconsistent, confusing variations and wasteful methods of the actual workshop against which the modern apprentice should be carefully warned. The first concern should be that the apprentice should understand and master sound rudiments of the trade, and then that his instruction should be such as to enable him gradual! v to develop in his work any reforms and improvements which will prove of real advantage. It is essential that the beginner at the compositor's trade should learn to use standard cases, composing-sticks, and other tools, as well as standard type. He should not acquire his first lesson by working with makeshift, "amateur" appliances and inferior ma- terial, or by inept, unworkmanlike methods. The same may be said concerning the apprentice pressman. Yet it does not neces- sarily follow that for instruction purposes, the latest idea in ma- terial or the last improvement in a machine offer any superior ad- vantage over an older, generally accepted material or machine. In many cases study and practice with an "improvement" may be a serious limitation if one does not go further back to fundamental principles. Sound instruction should be stripped as much as pos- sible of superfluities in order that the essential elements may be clearly seen and understood. All peculiarities or eccentricities should be avoided. A vocational school for apprentices is no place to try experiments or introduce inovations. There is a tendency on the part of ambitious printing instructors and directors in public schools to cover too much ground and to introduce too elaborate equipment. The U. T. A. Department of Education wishes to express emphatically the opinion that such equipment as cylinder presses, linotype machines, or monotype machines have no legitimate place in the public school printing shop, at least for the work of the two-year vocational course. In most cases these machines have been introduced to satisfy demands tor job production in connection with school printing rather than to fill an obvious or clearly defined instruction need. Training in the Equipment 19 fundamental principles of hand composition and platen press-work constitutes the essential foundation for these advanced subjects, and the equipment provided should be only such as is necessary for fundamental instruction. At the same time, schools should avoid the use of worn out, obsolete, or second hand equipment. Such items as are installed should be representative of the best practice in the printing industry at the present time. Instead of the old style of wooden case stands, the modern dust proof cabinet is preferred. For efficiency in class work, each student should be providetl with a California job case laid with body type, a composing stick, a galley, and a locker which shall be for his exclusive use during the term. Each case, stick, and galley should be numbered for identification and should be frequently inspected by the instructor. It must not be forgotten that over-equipment is a serious fault and leads to many abuses. While the equipment indicated in the list given herewith can hardly be reduced without serious handicap to good instruction, great caution should be exercised in adding to it unless to accommodate more pupils. If only one kind of a proof press is to be used, the Washington hand press is preferred. It is desirable that apprentices should learn the craftsmanship of their work and be able to produce good results with common means — not necessarily inferior means. Practice on a hand press enables the apprentice to cultivate skill in rudimentary printing, to exercise his own skill in producing an even impression, the right amount of impression, the right inking, etc. If he learns to do it well in this way, he will have no trouble in quickly master- ing the problem with a mociern machine which automatically does the work with a minimum of skill and care. The ability to make a good impression on an old-style hand press may well be con- sidered the first step in good press-workmanship. Assuming that each pupil will take proofs of his own compo- sition and that it will often happen that more than one student will need the proving facilities at the same time, a galley ro'ler press will be desirable in addition to the hand press. This simple and com- monly used apparatus is not costly and will occupy little room. Practice in taking proofs with proof-planer and mallet should also be required. The type of platen press indicated in the list has been found excellently adapted to instruction purposes. The prevalence in local use of some type of light and comparatively simple press might make it advisable to substitute that for the one named. If the number of pupils calls for a second press it would be well to add one of the Golding type of different size. For instruction purposes it is well to accustom the pupil to the use of presses of different types, as the purpose is instruction and not quantity of production. ?0 F-QUri'MKNT The pupils will then learn the operation of common but somewhat different presses. It is hardly desirable to intrcjduce the heavier kinds of presses unless there is some strong special reason or unless there are advanced pupils. The equipment hereinafter listed is considered as meeting the above requirements and as sufficient to enable a class of fifteen pupils to accomplish the shop work called for in the accompanying curriculum. The items indicated are named as suitable in kind, proper in quality, and adequate in amount. It is by no means in- tended that these specifications should be taken in all respects literally, as in style of type, cabinets, makes of press, or designation of type faces. Recommended List of Equipment body type 25 pounds 6-point Century Oldstyle. 25 pounds 8-point Century Oldstyle. 50 pounds 10-point Century Oldstyle. 25 pounds 12-point Century Oldstyle. 25 pounds 14-point Century Oldstyle. 25 pounds 1 8-point Century Oldstyle. 25 pounds 24-point Century Oldstyle. JOB TYPE 3 fonts 6-point Cheltenham Bold. 3 fonts 8-point Cheltenham Bold. 3 fonts 10-point Cheltenham Bold. 3 fonts 12-point Cheltenham Bold. 3 fonts 1 8-point Cheltenham Bold. 3 fonts 24-point Cheltenham Bold. 2 fonts 30-point Cheltenham Bold. 2 fonts 36-point Cheltenham Bold. 2 fonts 48-point Cheltenham Bold. 2 fonts 60-point Cheltenham Bold. 2 fonts 72-point Cheltenham Bold. 3 fonts 6-point Light Copperplate Gothic No. 21 3 fonts 6-point Light Copperplate Gothic No. 22 3 fonts 6-point Light Copperplate Gothic No. 23 3 fonts 6-point Light Copperplate Gothic No. 24 3 fonts 12-point Light Copperplate Gothic No. 25 3 fonts 12-point Light Copperplate Gothic No. 26 3 fonts 12-point Light Copperplate Gothic No. 27 3 fonts 12-point Light Copperplate Gothic No. 28 3 fonts 6-point Heavy Copperplate Gothic No. 22 3 fonts 6-point Heavy Copperplate Gothic No. 23 3 fonts 6-point Heavy Copperplate Gothic No. 24 3 fonts r2-point Heavy Copperplate Gothic No. 25 Equipment 21 3 fonts 12-point Heavy Copperplate Gothic No. 26. 3 fonts 12-point Heavy Copperplate Gothic No. 27. 2 fonts 8-point Cloister Black. 2 fonts 10-point Cloister Black. 2 fonts 12-point Cloister Black. 2 fonts 1 8-point Cloister Black. 2 fonts 24-point Cloister Black. 2 pounds 10-point Century Oldstyle Braces and Dashes. 2 pounds 10-point Century Oldstyle Fractions. 2 pounds 10-point Century Oldstyle References. 1 pound each fractions and references in 8- and 12-point Century Oldstyle. 5 pounds 10-point dot leaders. 5 pounds lO-point line leaders. 3 fonts 8-point Century Oldstyle Italic. 3 fonts 10-point Century Oldstyle Italic. 3 fonts 12-point Century Oldstyle Italic. 3 fonts 1 8-point Century Oldstyle Italic. 3 fonts 24-point Century Oldstyle Italic. BORDERS AND DECORATIVE MATERIAL 5 fonts type borders and ornaments. SPACES AND QUADS 10 pounds 6-point Spaces and Quads. 20 pounds 8-point Spaces and Quads. 20 pounds 10-point Spaces and Quads. 20 pounds 12-point Spaces and Quads. 5 pounds 14-point Spaces and Quads. 20 pounds 1 8-point Spaces and Quads. 20 pounds 24-point Spaces and Quads. 10 pounds 30-point Spaces and Quads. 10 pounds 36-point Spaces and Quads. 10 pounds 48-point Spaces and Quads. 10 pounds 60-point Spaces and Quads. LEADS AND SLUGS 100 pounds 2-point Labor-Saving Leads. 100 pounds 6-point Labor-Saving Slugs. 1 Eureka Lead Rack. METAL FURNITURE 100 pounds Labor-Saving Furniture. CASES 1 Metal Furniture Case (Single). 2 Rule Cases. 2 Lead and Slug Cases. 22 l''.(.)ril'MF.NT 4 Triple Cases. 2 Space Cases. 3 Quad Cases. 2 Leader Boxes. BRASS RULE 1 Case Composing Rules. K) pounds 2-point Labor-Saving Hairline Brass Rule. 5 pounds 2-point Labor-Saving 1 -point face Brass Rule. GALLEYS 25 Rigid-Rim Steel Galleys 6x10. 6 Rigid-Rim Steel Galleys 10x16. 15 Rigid-Rim Steel Galleys 5x23)4 ■ COMPOSING STICKS 30 Buckeye 6 x 1 School Composing Sticks. 6 Buckeye 8 x 1 School Composing Sticks. 2 Star 12x2 Composing Sticks. PAPER CUTTER 1 30-inch Paper Cutter. STAPLER 1 Boston Stapler (Style A). MISCELLANEOUS 1 Galley Cabinet to hold 5 x 23^ Galleys. 1 Galley Cabinet to hold 6 x 10 Galleys. 2 Tables for bindery. 1 Platen Press Cabinet. 1 Ink and Roller Cabinet. 2 dozen Improved Hempel Quoins. 2 kevs for above. 1 Mallet. 1 Planer. 1 Benzine Can. 3 Ink Knives. Printing Inks and Paper Stock. Oil Cans, Tools, and Accessories. 1 Flat-top Instructor's Desk 34x60. 1 Chair for Instructor's Desk. IMPOSING TABLE 1 No. 3980 Imposing Table with cast iron surface 39 x 63, contain- ing reglet and wood furniture in standard units, bins for galleys, drawers, letter boards, etc. Equipmext 23 CABINETS FOR TYPE CASES 15 Single tier Type Cabinets No. 2155, each with twenty California Job Cases and Tracy top. PRINTING MACHINERY 1 Platen Press 8x12, Chandler & Price, with regular equipment, gear and pinion guard, fly-wheel guard, platen guard, Yi h.p. variable speed motor, starting switch. 1 platen press 12 x 18, Colt's or Golding, With complete equip- ment, fully guarded, 1 h.p. variable speed motor and starting switch 1 Washington Hand Press 17x12. 1 Proof Press, Poco No. or Vandercook. The equipment indicated above should occupy at least 1,600 square feet of floor space. There should also be a separate stock room about 12 x 16 feet with shelving, and an adjacent class room with individual desks. Working Conditions No instructor can render efficient service unless he be given proper working conditions. The school print shop should be in an accessible room of adequate size, with good light and ventilation, and in a location as favorable and desirable as that of any other school room. Basement rooms are usually unsatisfactory for print shops. Another important factor in the working conditions is the size of the class. In public schools there is often a tendency to force upon the teacher of printing more students than he can properly handle. Against this practice the U. T. A. Committee on Educa- tion emphatically protests. The consensus of opinion among vocational school directors and instructors, after many years of experience, is that fifteen students at a time is as many as one instructor can efficiently handle for this kind of work. The equip- ment listed above is based upon this size of class unit. PART V QUALIFICATIONS OF A PRINTING INSTRUCTOR IN ORDER that the interests of all concerned — the trade, the schools, and the public — may be best served, two things are es- sential: first, that instructors in printing shall be competent; and second, that their entire time in school be devoted to the teaching of printing and allied subjects. School officials responsible for determining an applicant's fit- ness for the position may find the following questions of assistance: 1. Is he a practical printer with extensive shop experience? 2. Does he possess sufficient training as a teacher to utilize his knowledge and skill in directing the progress and development of the student? 3. Has he good acquaintance and good reputation in the trade? 4. Has he sympathy with the policy of the school, and will he enter enthusiastically into its work? 5. Is he earnest, honest, loyal, energetic, studious, patient, firm, sympathetic, co-operative, and progressive? 6. Has he good health, good habits and associates, good ap- pearance, proper living environment, and a harmonious disposi- tion? 7. Does he have any domestic troubles; is he financially em- barrassed; is he living within his means ? 8. Is he a man with "common sense;" one not inclined to fanaticism of any sort, or to devote undue attention to outside interests? 9. Has he a good general education, including a knowledge of the allied lines of the industry? 10. Does he realize that the characteristics we wish possessed by our trade and our community as a whole must permeate his meth- ods of teaching and be a part of his personality? n. IS HE A GOOD CITIZEN. Concerning the second point mentioned above, namely, that an instructor should devote his entire time to teaching printing, it is unfortunately true that many men are attracted to teaching posi- tions, even at lower salaries than they receive in the trade, by reason of the short working hours and frequent school vacations, which time may be utilized by an aggressive man to further his personal business interests rather than in promoting the welfare of the school or improving himself professionally. Such a man should not hold the exalted position of a teacher. The right man should Qualifications of Instructor 25 be paid a salary commensurate with his ability so that his whole- hearted interest can be devoted to his work as an instructor of printing, and he will have no temptation to piece out an inade- quate income by engaging in outside activities. After securing the best possible instructor, constant effort should be made to encourage his professional improvement. High standards must be developed and maintained. There is a tendency among printing instructors to become "long" on theory and "short" on shop practice. Those in charge of the work must guard vigorously against this. Method of Instruction A great deal depends on the thorough, systematic direction of the student's development. The work should be taken up in logical order and so diversified as to afford all possible experience. The instructor should keep in mind the aim of the instruction and the individual nature of the student, and should utilize all the means afforded by each process and operation to demonstrate the practi- cal application of principles. He must guard against accidents, inferior work, laziness, and slack discipline, giving particular at- tention to safety of operation, thoroughness of instruction, quality of work, and time of production. He cannot render satisfactory service as a teacher unless he learns to plan the work ahead. Records of Grades Keep adequate records and samples of product. Grading should be such as to show the strong and weak points of the student in relation to basic work. For example, shop work should be graded on component factors such as workmanship, speed, design, initia- tive, and self-directive ability. Grades should be cumulative day by day. A blanket grade at the end of a term is of little value unless based on daily operation. Always maintain a high standard of work. A Manual for Instructors In order to help instructors in printing to conduct their work on a sound pedagogical as well as trade basis, the U. T. A. De- partment of Education has prepared a manual entitled "Teaching Apprentices in Printing Trades." This book is intended both for instructors in schools of printing and for foremen having supervision of apprentices in printing plants. It contains a discussion of a few of the fundamental principles of teaching, and shows how these principles are applied in the teaching of printing. The table of contents below will indicate the subject matter of this book. Chapter I. The Printer as an Instructor Printing and Teaching. Production and Instruction. The Untrained Versus the Trained Teacher. 26 ■ QuAl.ll ICATIONS ()]■ InS'IRUCT O r Chaiter II. What to Teach The U. T. A. Standard Apprenticeship Courses. The Instruction Groups. The Instruction Units. The Lessons. Related Studies. Courses of Instruction. Revision of Lessons. Chapter III. How to Teach The Instruction Guides. Methods of Teaching. Essentials of Good Instruction. How the Learner Learns. Laws of Learning. Progress in Learning. Maximum Efficiency. Forming Trade Habits. Developing Trade Judgment. Chapter IV. Instruction Devices The Oral Recitation. The Written Recitation. The Lecture. Questioning The Demonstration. The Illustration. The Experiment. Practice on the Job. The Examination. Chapter V. The Lesson Characteristics of a Lesson. First Step — Preparation. Second Step — Presentation. Third Step — Application. A Lesson Analyzed. Chapter VI. Getting Interest of Students Interest Factors. The Progress Chart. The Credit Certificate. Chapter VII. Grading or Rating Students Rating Systems. Rating Factors. The Measuring Scale. Apprentice and Journeyman Standarcis. Standard Rating Schedules. Qualifications of Instructor 27 Appendix A Courses of Instruction for Various Printing Trades. Appendix B Specimens of Printing School Records. Appendix C Outline of Standard Apprenticeship Lessons for Printers. The price of this book is ?2.00, postpaid. Conference of Printing Teachers As a further means of promoting thorough instruction in printing, the Department of Education conducts a conference for printing instructors every summer at the U. T. A. School of Print- ing in Indianapolis. This conference is attended by some of the strongest teachers of printing from all over the country, also by heads of demonstration or instruction departments of some of the prominent manufacturers of printing who are endeavoring to carry on their work according to sound teaching principles. Register of Candidates for Positions to Teach Printing As a matter of service both to schools in need of instructors in printing, and to instructors desiring to secure positions, the U. T. A. Department of Education has established a register for printing teachers. Registration blanks may be obtained by teachers upon application. When school officials apply to the U. T. A. Depart- ment of Education for teachers of printing, information will be given concerning such suitable candidates as are available, to- gether with their qualifications. There is no charge for this service, either to teachers or to schools. All communications will be con- ducted with the utmost confidence and discretion in the interests of all parties concerned. Address all inquiries concerning either the book, "Teaching Apprentices in Printing Trades," the summer conference for printing instructors, or the register of candidates for teaching positions, to United Typothetae of America, Department of Edu- cation, 608 South Dearborn Street, Chicago. PART VI GUIDE FOR REPORT ON A SCHOOL OF PRINTING THE Advisory Committee in each place where there is a school of printing should report upon it annually. To secure fresh- ness and originality of report, it would be well to have at least some of the members of the committee changed each year. As a guide in the preparation of such a report, the following suggestions are offered. This guide is intended to be more than a mere questionnaire. It is intended to furnish a means for a com- plete examination and report upon the school. The questions are not intended to be answered by yes or no, but to be indications of points upon which full information is desired. Obviously some of these questions will be needless in some cases; for example, if the work is only manual training. While only relevant information should be sought, care should be taken to make it as complete as possible. Character of the School Is the school supported by public funds or by private endow- ment? If by public funds, is it supported by the city alone or do the state and national government contribute, and in what proportion? How much money was spent for the support of the school in the last fiscal year? What is the purpose of the instruction? Is it (1) manual train- ing (part of general education), (2) prevocational (preceding serious vocational education), or (3) vocational (direct for the industry) ? Is the purpose sharply defined and consistently followed? If the purpose is vocational, what is the nature of the work done? Is it (1) full-time day work, (2) part-time day work, or (3) evening work? If it is a combination of two or more of these, what is the rela- tive importance of each? Location Is the school well located ? Is it easy of access from the homes of the pupils? Plant Is the plant well located in the building? Describe it fully, showing whether or not it is of proper size, airy, and well lighted. Guide for Report 29 Describe the lighting system fully. Describe the heating system and state whether proper tempera- ture and humidity are maintained. Is it kept clean and workmanlike in appearance? Is it safe from fire? Are waste paper and the like properly cared for? Is there proper toilet and lavatory accommodation? Equipment and Supplies Give a full list of equipment. Is the layout of the plant good? If not, in what respect could it be improved? Is the equipment new and up-to-date ? Are the machines provided with proper safety appliances? Is the equipment in good repair and well cared for, cases clean, etc.? Is the blowing out of cases hygienically done? Teachers If there is more than one teacher, the information asked should be given fully with regard to each separately. Name and age. Subject taught. Education. Experience: (a) in the industry; (b) in teaching. Has he high standards of excellence in printing? Has he practical ideas of shop management? Are his methods workmanlike? Is he a good disciplinarian? Does he keep in close touch with the local industry? Is he sympathetic and helpful toward the pupils? Are his appearance anci personality good and likely to be help- ful to the pupils? Has he energy and initiative in directing the work of his de- partment? IS HE A GOOD CITIZEN? Has the committee any comment to make as to the man or any of his relations either to the school, the industry, or outside inter- ests? Curriculum (/) Full time day work. How long is the course? 30 GuTDK FOR Report Give the curriculum in full, including shop work and classroom work, for the entire course, showing how many hours per week (actual clock time) are given to each subject in each semester or term. What text books are being used? (Give titles and authors.) Are the book subjects taught by the teachers of printing? If not, are they given in separate sections and arranged to co- ordinate with the shop work, or do the printing pupils go into general classes with pupils learning other trades or no trades? If the classroom work is partly special and partly general, de- scribe it fully. What is the system used in grading? Is the grading general, or are the grades for shop work and book work separated ? Are the school credits given for shop work equivalent to those given for classroom work ? Is the shop work covered by a general mark, or are grades so given as to show separately such qualities as promptness, neatness, care of tools and materials, speed, initiative, etc. ? {2) Part-time Work How much time do part-time students give by the week and by the term or semester? Describe the work fully. (J) Evening Work How much time do evening students giver Is there a system of unit courses? Describe the work fully. Product What is the product of the school print shop? How much work is done: (a) for the school; (b) for other schools; (c) for the school board; (d) for the city; (e) for the general public? If possible this information should be given by means of a full list of jobs done for a year preceding the date of the report. This list should be in detail, giving a full description of the job and the number of copies printed. If any books, pamphlets, or peri- odicals are printed, the size of the page and number of pages should be given, as well as the number of copies. What consideration governs the choice of the work done? Who determines what work shall be taken in? Is there any deliberate purpose to make the school print shop self-supporting or a source of direct or indirect financial gain? Is the quality of the product up to first class commercial stand- ards for similar work? Guide for Report 31 How far is the product really the work of the pupils? For example: a program is printed; who chose the paper, selected the type faces, and laid out the copy? Pupils How many pupils are there in full-time day courses; in part- time courses; in evening courses? How many of the pupils who enter complete the course ? How old are the full-time pupils? What previous education is required of them? Who decides whether or not they take the printing course? Is there any tendency on the part of the school authorities or others to put into these courses pupils who are not making good in academic studies ? Do the boys work in printing shops during the summer vaca- tion ? How many boys can the local printing industry absorb annually ? What arrangements are there for the passage of boys from the school to the industry? With what standing are these boys received into the shop as compared with other boys ? Is there any plan for having the graduates accepted as regular apprentices? How many of the pupils are thus apprenticed? Is there any provision made for continuing the apprentice's instruction after he enters the shop? Is there any plan for keeping a record of the graduate's progress in the industry? Other Vocational Courses Does the school system support other vocational courses: (a) day, (b) part-time, (c) evening? For what trades is instruction given ? Has the printers' organization ever asked the schools for help? What is the attitude of the superintendent of schools towards providing adequate vocational instruction for (a) the printing trades, (b) the other trades? Approval of Schools of Printing In order to establish more intimate and helpful relations be- tween the United Typothetae of America and the public schools that desire to conduct their work in printing according to U. T. A. principles and standards as set forth in the preceding pages, the Department of Education has prepared a Certificate of Approva 1 of Schools of Printing, an application form for which will be 32 Guide for Report sent upon request. The inffjnnation called for in this applica- tion is substantially the same as is indicated in the questions above. The Certificate of Approval of any school for conducting instruction in printing in accordance with standards established by United Typothetae of America, will mean that this school will receive all possible aid that the U. T. A. Department of Education can give as a result of its research work carried on throughout the whole printing industry of the country. There is no fee at- tached to this application or the certificate of approval. PART VII TYPOGRAPHIC TECHNICAL LIBRARY THE following list of publications, comprising the Typographic Technical Series for Apprentices, has been prepared under the supervision of the Committee on Education of the United Typoth- etae of America for use in trade classes, in courses of printing in- struction, and by individuals. Each publication has been compiled by a competent author or group of authors and carefully edited, the purpose being to provide the printers of the United States — employers, journeymen, and apprentices — with a comprehensive series of handy and in- expensive compendiums of reliable, up-to-date information upon the various branches and specialties of the printing craft, all ar- ranged in orderly fashion for progressive study. The publications of the series are of unifrom size, 5x8 inches. The general make-up in typography, illustrations, etc., has been, as far as practicable, kept in harmony throughout. A brief synopsis of the particular contents and other chief features of each volume will be found under each title in the following list. Each topic is treated in a concise manner, the aim being to embody In each publication as completely as possible all the rudimentary information and essential facts necessary to an under- standing of the subject. Care has been taken to make all state- ments accurate and clear, with the purpose of bringing essential information within the understanding of beginners in the dif- ferent fields of study. Wherever practicable, simple and well-de- fined drawings and illustrations have been used to assist in giving additional clearness to the text. In order that these books may be of the greatest possible help for use in trade-school classes and for self-instruction, each title is accompanied by a list of Review Questions covering essential items of the subject matter. A short Glossary of technical terms belonging to the subject or department treated is also added to many of the books. Price for Complete Library The price of the complete Library of sixty-five volumes is $50 to members of the U. T. A., public schools, and public libraries; to all others $100, f.o.b. Indianapolis, Indiana. The regular terms on which the Library is sold are an initial payment of $30 with the order (except to those not entitled to the special price, in which case the initial payment is $60). The balance of $20 (or $40 as the 34 Tf.chnical Library case may be) is to be paid as deliveries (jf adilirional vf)lutnes are made. Public schools and libraries, if not allowed by their reg- ulations to pay in advance, will be permitted to make remittance after initial shipment of books is received. Separate volumes will be sold at $1.50 each. To schools and libraries the price is $1.00 per volume. How TO Order Address all orders to the Department of Education, United Typothetae of America, 608 South Dearborn Street, Chicago, 111. Please write name and address plainly and state how you want the books shipped. Enclose check, money or express order. Delivery of all finished volumes will be made at once — balance upon com- pletion. List of Titles The Library consists of ten general divisions containing a total of sixty-five volumes, each being an authoritative text-book upon some important subject of the printing or allied industries. The complete list of titles is as follows. Volumes ready for delivery are indicated by the asterisk (*). PART I — Types, Tools, Machines and Materials *1. Type: a Primer of Information By A. A. Stewart Relating to the mechanical features of printing types; their sizes, font schemes, etc., with a brief description of their manufacture. 44 pp, illustrated; 74 review questions; glossary. *2. Compositors' Tools and Materials By A. A. Stewart A primer of information about composing sticks, galleys, leads, brass rules, cutting and mitermg machines, etc., 47 pp.; illustrated; SO review questions; glossary. *3. Type Cases, Composing Room Furniture By A. A. Stewart A primer of indormation about type cases, work stands, cabinets, case racks, galley racks, stand ing galleys, etc. 43 pp.; illustrated; 33 review questions; glossary. *4. Imposing Tables and Lock-up Appliances Bj A. A. Stewart Describing the tools and materials used in . locking up forms for the press, including some modern utilities for special purposes. 59 pp.; illustrated; 70 review questions; glossary. *5. Proof Presses By A. A. Stewart A primer of information about the customary methods and machines for taking printer's proofs 40 pp.; illustrated; 41 review questions; glodsary. *6. Platen Printing Presses By Daniel Baker A primer of information regarding the history and mechanical construction of platen printing presses, from the original hand press to the modern job press, to which is added a chapter on automatic presses of small size. SI pp.; illustarted; 49 review questions; glossary. *7. Cylinder Printing Presses By Herbert L. Baker Being a study of the operation and mechanism of the principal types of cylinder printing ma- chines. 64 pp.; illustrated; 47 review questions; glossary. 8. Mechanical Feeders and Folders The history and operation of modern feeding and folding machines; with hints on their care and adjustments. Illustrated; review questions; glossary. *9. Power for Machinery in Printing Houses By Carl F. Scott A treatise on the methods of applying power to printing presses and allied machinery, with par- ticular reference to electric drive. S3 pp.; illustrated; 69 review questions; glossary. *10. Paper Cutting Machines By Niel Gray, Jr. A primer of information about paper and card trimmers, hand-lever cutters, power cutters, and other automatic machines for cutting paper. 70pp.; illustrated; IIS review questions; glossary. *11 . Printers' Rollers By A. A. Stewart A primer of information about the composition, manufacture, and care of ink rollers. 46 pp.; illustrated; 61 review questions; glossary. Technical Library 35_ *12. Printing Inks By Philip Ruxton Their composition, properties and manufacture (reprinted by permission from Circular No. 53, United States Bureau of Standards); together with some helpful suggestions about the everyday use of printing inks, 80 pp.; 100 review questions; glossary. 13. How Paper is Made By William Bond Wheelright A primer of information about the materials and processes of manufacturing paper for printing and writing. 68 pp.; illustrated; 62 review questions; glossary. 14. Relief Engravings By Henry P. Porter Brief history and non-technical description of modern methods of engraving; woodcut, zinc plate, halftone; kind of copy for reproduction; things to remember when ordering engravings. Illus- trated; review questions; glossary. *15. Electrotyping and Sterotyping By Harris B. Hatch and A. A. Stewart A primer of information about the processes of electrotyping and stereotyping. 94 pp.; illustrated 129 review questions; glossary. PART II — Hand and Machine Composition *16. Typesetting By A. A. Stewart A handbook for beginners, giving information about justifying, spacing, correcting and other matters relating to typesetting. Illustrated; review questions; glossary. *17 Printers' Proofs By A. A. Stewart The methods by which they are made, marked and corrected, with observations on proof- reading. Illustrated; review questions; glossary. *18. First Steps in Job Composition By Camille DeVeze Sugestions for the apprentice compositor in setting his first job, especially about the important little things which go to make good display in typography, 63 pp.; examples; SS review questions; glossary. 19. General Job Composition How the job compositor handles business stationery, programs, and miscellaneous work. Illus- trated; review questions; glossary. *20. Book Composition J-W. Bothwell Chapters from DeVinne's "Modern Methods of Book Composition," revised and arranged for this series of text-books by J. W. Bothwell of the DeVinne Press. New York. Part I: Composi- tionofpages. Partll: Impostition of pages. 229 pp.; illustrated; 525 review questions; glossary. *21. Tabular Composition By Robert Seaver A study of the elementary forms of table composition, with examples of more difficult composi- tion. 36 pp.; examples; 45 review questions. *22. Applied Arithmetic By E. E. Sheldon Elementary arithmetic applied to problems of the printing trades calculation of materials, paper weights and sizes, with standard tables and rules for computation, each subject amplified with example, and exercises. 159 pp. 23. Typecasting and Composing Machines A.W. Finlay, Editor ' Section I — The Linotype. Section II — The Monotype. Section IV — Other Typecasting and Typesetting Machines. A brief history of typesetting machines, with descriptions of their mechanical principles and operations. Illustrated; review questions; glossary. PART III — Imposition and Stonework *24. Locking Forms for the Job Press By Frank S. Henry Things the apprentice should know about locking up small forms, and about general work on the stone. Illustrated; review questions; glossary. 25. Preparing Forms for the Cylinder Press ByFrank S. Henry Pamphlet and catalog imposition; margins; fold marks, etc. Methods of handling type forms and electrotype forms. Illustrated; review questions; glossary. PART \V—Pressivork 26. Making Ready on Platen Presses By T.G. McGrew The essential parts of a press and their functions; distinctive features of commonly used nia- chines. Preparing the tympan, regulating the impression, underlaying and overlaying, setting gages and other details explained. Illustrated; review questions; glossary. 36 Technical Lirrary 27. Cylinder Presswork By T. G. McGrew Preparing the press; adjustment of bed and cylinder, form rollers, ink fountain, grippers, and delivery systems. Underlaying and overlaying; modero overlay methods. Illustrated; revfew questions; glossary. *28. Pressroom Hints and Helps By Charles L. Dunton Describing some practical methods of press room work, with directions and useful information relating to a variety of printing press problems. 87 pp.; 176 review questions. 29. Reproductive Processes of the Graphic Arts By /f. IF. Elson A primer of information about the distinctive features of the relief, the intaglio, and the piano- graphic processes of printing. 84 pp.; illustrated; 100 review questions; glossary. PART \— Pamphlet and Book Binding 30. Pamphlet Binding By Bancroft L. Goodwin A primer of information about the various operations employed in binding pamphlets and other work in the bindery. Illustrated; review questions; glossary. 31. Book Binding By John J. Pleger Practical information about the usual operations in binding books, folding, gathering, collating, sewing, forwarding, finishing. Case making and cased-in books. Hand work and machine work. Job and blank-book binding. Illustrated; review questions; glossary. PART VI — Correct Literary Composition *32. Word Study and English Grammar By F. W. Hamilton A primer of information about words, their relations, and their uses. 68 pp. ; 4 review questions; glossary. *ZZ. Punctuation By F.W. Hamilton A primer of information about the marks of punctuation and their use, both grammatically and typographically. 56 pp.; SO review questions; glossary. *34. Capitals By F.W. Hamilton A primer of information about capitalization, with some practical typographical hints as to the use of capitals. 48 pp.; 92 review questions; glossary. *35. Division of Words By F.W. Hamilton Rules for the division of works at the end of lines, with remarks on spelling, syllabication, and pronunciation. 42 pp.; 70 review questions. *36. Compound Words By F. W. Hamilton A study of the principles of compounding, the components of compounds, and the use of the hyphen. 34 pp.; 62 review questions. *37. Abbreviations and Signs By F. W. Hamilton A primer of information about abbreviations and signs, with classified lists of those in common use. 58 pp.; 32 review questions. *38. The Uses of Italics By F.W. Hamilton A primer of information about the history and uses of italic letters. 31 pp.; 37 review questions. *39. Proofreading By Arnold Levitas The technical phases of the proofreader's work; reading, marking, revising, etc.; methods of handling proofs and copy. Illustrated by examples. 59 pages.; 69 review questions; glossary. *40. Preparation of Printers' Copy By F. W. Hamilton Suggestions for authors, editors, and all who are engaged in preparing copy for the composing room. 36 pp.; 67 review questions. 41. Printers' Manual of Style A reference compilation of approved rules, usages and suggestions relating to uniformity in punctuation, capitalization, abbreviations, numerals, and knidred features of composition. 42. The Printers' Dictionary By A. A. Stewart A handbook of definitions and miscellaneous information about various processes of printing alphabetically arranged. Technical terms explained. Illustrated. Technical Library 37 PART y 11— Design, Color, and Lettering *43. Applied Design for Printers By Harry L. Gage A handbook of the principles of arrangement, with brief comment on the periods of design which have most influenced printing. Treats of harmony, balance, proportion, and rhythm; motion symmetry and variety; ornamental, estheric, and symbolic. 37 illustrations; 46 review questions glossary; bibliography. 44. Elements of Typographic Design By Harry L. Gage Applications of the principles of decorative design. Building material of typography; paper' types, ink, decorations and illustrations. Handling of shapes. Design of complete book, treating each part. Design of commercial forms and single units. Illustrations; review questions; glossary; bibliogiaphy. 45. Rudiments of Color in Printing By Harry L. Gage Use of color; for decoartion of black and white, for broad poster effect, in combinations of two, three or more printings with process engraving; Scientific nature of color, physical and chemical. Terms in which colors may be discussed; hue, value, intensity. Diagrams in color, scales and combinations. Color theory of process engraving, experiments with color. Illustrations in full color, and on various papers. Review questions; glosasry; bibliography. 46. Lettering in Typography By Harry L. Gage Printers' use of lettering; adaptability and decorative effect. Development of historic writing and lettering and its influence on type design. Classification of general forms in lettering. Ap- plication of general forms in lettering. Application of design to lettering. Drawing for repro- duction Fully illustrated; review questions; glossary; bibliography. 47. Typographic Design in Advertising By Harry L. Gage The printers' function in advertising. Prospects upon which advertising is based. Printers analysis of his copy. Emphasis, legibility, attention, color. Method of studying advertising typography. Illustrations; review questions; glossary; bibliography. 48. Making Dummies and Layouts By Harry I.. Gage A layout of the architectural plan. A dummy; the initation of a proposed final effect. Use of dummy in sales work. Use of layout. Function of layout man. Binding schemes for dummies. Dummy envelopes. Illustrations; review questions; glossary; bibliography. PART VIW— History oj Printing *49. Books before Typography By F.W. Hamilton A primer of information about the invention of the alphabet and the history of bookmaking up to the invention of movable types. 62 pp.; illustrated; 64 review questions. *50. The Invention of Typography By F.W. Hamilton A brief sketch of the invention of printing and how it came about. 64 pp.; 62 review questions. *51. History of Printing — Part I '. By F. W. Hamilton A primer of information about the bgeinnings of printing, the development of the book, the de- velopment of printers' materials, and the work of the great pioneers. 63 pp.; 55 review questions. *52. History of Printing — Part II By F. JV. Hamilton A brief sketch of the economic conditions of the printing industry from I4S0 to 1789, including govenment regulations, censorship, internal conditions, and industrial relations. 94 pp.; 128 review questions. *53. Printing in England By F. JV. Hamilton A short history of printing in England from Caxton to the present time. 89 pp.; 65 review ques- tions. *54. Printing in America By F.W. Hamilton A brief skecth of the development of the newspaper, and some notes on publishers who have especially contributed to printing. 93 pp.; 84 review questions. *55. Type and Presses in America By F.W. Hamilton A brief historical sketch of the deveolpments of type casting and press building in t-he United States. 62 pp.; 61 review questions. PART IX — Cost Finding and Accounting 56. Elements of Cost in Printing By Henry P. Porter A primer of information about alt the elements that contribute to the cost of printing and their relations to each other. Review questions; glossary. 38 Tkchnical T.trrary 57. Use of a Cost System By Henry P. Porter The Standard Cost Finding forms and ihcir uses. Wliat they should show. How to utilize the information they give. Review questions; glossary. 58. The Printer as a Merchant By Henry P. Porter The selection and purchase of materials and supplies for printing. The relation of the cost of raw material and the selling price of the finished product. Review questions; glossary. 59. Fundamental Principles of Estimating By Henry P. Porter The estimator and his work; forms to use; general rules for estimating. Review questions; glossary. 60. Estimating and Selling By Henry P. Porter An insight into the methods used in making estimates, and their relation to selling. Review questions; glossary. 61. Accounting for Printers By Henry P. Porter A brief outline of an accounting system for printers; necessary books and accessory records. Review questions; glossary. PART X — Miscellaneous 62. Local and Industrial Relations By Henry P. Porter A brief sketch of the development of social and industrial relations from tlie earliest times to the present. 63. Health, Sanitation and Safety By Henry P. Porter Hygiene in the printing trade; a study of conditions, old and new; practical suggestions for im- provement; protective appliances and rules of safety. 64 Topical Index By F.W. Hamilton A book of reference covering the topics treated in the Typographic Technical Series alphabetically arranged. 65. Courses of Study By F.W. Hamilton A guidebook for teachers, with outlines and suggestions for classroom and shop work. PART VIII PRACTICAL APPRENTICESHIP FOR PRINTERS MORE than twenty of the states have enacted legislation com- pelling boys and girls to attend school part time after entering upon employment. This movement is spreading and should re- ceive the active support of every citizen interested in seeing an ef- fective apprenticeship system developed. Educators generally agree that the part-time plan properly worked out is the most effective way of teaching a trade. The apprentice learns how and why in the school, and develops skill by application in the shop. No other trade offers a better opportunity for the development of an effective part-time plan of apprentice training than does printing. It is still and always will be a skilled trade that depends fully as much upon intelligence and judgment as upon skill of hand. The nature of the work is in itself intellectually stimulating. Apprenticeship Handbook There seems to be general agreement that better trained crafts- men are needed in the printing industry. Ways and means tor meeting this need are fully discussed in a book entitled "Practical Apprenticeship for Printers" prepared by the U. T. A. Department of Education. Organization. The proposed plan of organization is based on the principle that the industry through its international and local bodies will stand sponsor for the program of training. At the same time provision is made for the active co-operation of the individual employers. The hand book suggests a type of organization for the larger community that has enough education activities to warrant the employment of a local Director of Education. Needs of the detached or isolated shop are met by the "Apprentice Department" plan. In between these two extremes are many varying conditions which are fully considered. Types of Schools. Some of the types of schools discussed are the shop schools maintained by individual plants, local Typothetae schools, continuation schools, evening schools, and endowed schools. The conditions under which federal and state aid are available are set forth. Courses of instruction are outlined and required equip- ment is listed. The approval of schools, the issuance of certificates to apprentices, and the general conditions relating to the most successful apprenticeship are here included. School Room and Shop. Mere service of four or five years in a printing plant does not insure the development of an apprentice boy into a skilled printer. It is possible for him to serve his time 40 Practical Apprf.nttcf.ship without attaining the proficiency of even a two-thirder. On the other hand, the vocational school can never produce skilled print- ers. The advantages of apprenticeship and vocational training combined will insure the industry a better grade of boy, more faithful service, and more highly skilled, intelligent craftsmen. The Indenture. Every apprentice should be indentured. The indenture should guarantee to both parties faithful performance of mutual service. To the employer: prompt, accurate and faith- ful service; to the apprentices: thorough, systematic and complete instruction in the trade and related technical subjects. Contents of Apprenticeship Handbook I. The meaning of Apprenticeship. II. Organization for Apprentice Instruction. III. Types of Schools. IV. Equipment and Instruction. V. Content of Courses. VI. Employer and Apprentice — their relations to each other and to the Industry. VII. Course for two year vocational school. VIII. Craftsmanship Requirements. IX. Selection of Apprentices and Special Schools. X. Apprentice Lectures and Special Services. This book is now on sale by the U. T. A. Department of Edu- cation. Price ^2.50. PART IX STANDARD APPRENTICESHIP LESSONS IN ORDER to furnish a standard of instruction and to facilitate the work of the local instructors, the U. T. A. Department of Education has started a comprehensive program of preparing in- struction material for the courses outlined in the hand book, "Practical Apprenticeship for Printers." The material has been arranged in groups of instruction units. For example, the group on Elements of Composition consists of five units : Unit I — Principles of Type Setting. Unit II — Proving Composition. Unit III — Distribution. Unit IV — Style Aids in Composition. Unit V — Calculation in Composition. Each of the other groups is similarly constructed. Instructors' Guide and Students' Lessons. For each of the instruction units there is an instructor's guide, and a number of individual lesson sheets for the student. The instructors' guide contains a statement of the teaching aim of the unit, the equipment needed, the conditions necessary, specific suggestions concerning the teaching of the lesson, and a schedule for rating students for the work of the unit. The students' lesson sheet contains the es- sential theory, directions for the practical work, and questions which bring out the leading facts and practices connected with the lesson. The first unit "Principles of Type Setting," in the "Ele- ments of Composition" Group is broken up into five lessons as follows : Lesson 1 — Learning the Case. Lesson 2 — Using the Composing Stick. Lesson 3 — Justification. Lesson 4 — Spacing. Lesson 5 — Setting Various Measures. Self-Teaching. These lessons are being worked out in detail and are made as nearly self-teaching as possible. This will con- serve the time of both instructor and student, and will help the in- 42 SiANUARi) Apprenticeship T^essons cxjK'ricnccd instructor to avoid many mistakes. It will also make it possible for apprentices in smaller places, where it is not feasible to contluct a class with a regularly employed instructor, to receive this instruction. The lessons may be sent to him and he can pur- sue them in the shop under the supervision of a journeyman printer. Shop and Related Instruction. It is recognized that the object of an apprenticeship system is to teach the boy a trade. The trade can not be properly learned unless the boy knows the English, mathematics, design, and business methods which accompany the trade. For this purpose there are included groups of units in re- lated subjects. Instruction Groups No. No. Group Name of Group Units Lessons One Elements of Composition 5 25 Two Book Composition 4 26 Three Display Composition 3 15 Four Advertising Composition 4 16 Five Job Composition 7 40 Six Stone Work 2 15 Seven Platen Press 9 45 Eight Cylinder Press 13 61 Nine Linotype 4 52 Ten Monotype 12 97 Eleven American Social and Industrial History 4 26 Twelve English for Printers 5 34 Thirteen . . . .Arithmetic for Printers 6 33 Fourteen .... Design for Printers 9 74 Fifteen Pamphlet Binding 6 26 Sixteen Shop Routine 4 12 Seventeen . . . Power Equipment 2 8 Eighteen .... Health and Safety 2 12 Nineteen .... Proofreading 6 38 Outline of Lessons 43 Price of the Lessons The lessons are sold only in groups, except in the case of the lessons recommended for the two-year vocational course as out- lined in Part III of this pamphlet, which will be sold in semester sets. Until the lessons for all groups are printed, separate units will be sold from uncompleted groups. Group One | 5.00 Group Eleven §5.00 Group Two 5.00 Group Twelve 7.00 Group Three 3.00 Group Thirteen 6.00 Group Four 3.00 Group Fourteen 15.00 Group Five 8.00 Group Fifteen 5.00 Group Six 3 . 00 Group Sixteen 2 . 50 Group Seven 10.00 Group Seventeen 1 .50 Group Eight 15.00 Group Eighteen 2.50 Group Nine 10.00 Group Nineteen 7.50 Group Ten 20.00 For separate units from uncompleted groups the price will be twenty cents a lesson. The same price v.i\\ apply to the sets of lessons in the two-year vocational course. A discount of 50% from the above named prices will be allowed to Typothetae members and to schools or instructors. A further discount of 25% will be made where ten or more sets are ordered. BOOKS ON PRINTING American Handbook of Printing, Eiimund G. Gress, Oswald Publishing Co. New York, $2.50. American Manual of Presswork, Oswald, Oswald Publishing Co., New York. Art and Practice of Typography, Edmund G. Gress, Oswald Publishing Co., New York, $10.00. Cmomercial Engraving and Printing. Chas. W. Hackleman, Commercial En- graving Publishing Co., Indianapolis. $15.00 — 20% discount to schools. Correct Composition, Theodore L. DeVinne, Oswald Publishing Co., New York. . Design and Color in Printing, F. J. Trezise, Inland Printer Company, Chicago, 1909. Drawing for Printers, Ernest Knaufft, Inland Printer Company, Chicago, 1899, $2.00. Elementary Course in Printing, F. J. Thoren, Joliet Calendar Co., Joliet, 111., $2.00. Inks, Their Composition and Manufacture, C. Ainsworth Mithcell and T. C Hepworth, Inland Printer Company, Chicago, $3.00. Letters and Letter Construction, F. J. Trezise, The Inland Printer Co., Chicago, Illinois. Lewis System of Teaching Printing, Thomas T. Lewis, Instructor in Printing, Monteith School, Newark, N. J., $5 00. List of Technical Words and Their Definitions, F. K. Phillips, American Type Founders Company, Jersey City, N. J. Manual of Style, University of Chicago Press, Chicago. Manufacture of Paper, Sindall, Inland Printer Co., Chicago, $3.00. Manufacture of Paper, Charles Thomas Davis, Henry Carey Baird & Co., Philadelphia, Pa. Maqua Plan for Teaching Printers' Apprentices, R. S. Benham, care The Maqua Co., Schnectady, N. Y., $3.00. Mechanism of the Linotype, John S. Thompson, Inland Printer Co., Chicago, 111., 1921. Modern Book Composition, Theodore L. DeVinne, Oswald Publishing Company, New York, 1904. Modern Presswork, Fred W. Gage, Inland Printer Co., Chicago. Modern Type Display, J. L. Frazier, Inland Printer Co., $5.00. Paper, H. A. Maddox, Inland Printer Co., $1.00. Paper and Its Uses, Edward A. Dawe, Inland Printer Co., $4.00. Papermakers' Pocket Book, Beveridge, Inland Printer Co., Chicago. Paper Technology, R. W. Sindall, Inland Printer Co., Chicago, $7.00. Practical Apprenticeship for Printers, United Tvpothetae of .America, Chicago, Illinois, $2.50. Practical Printing, George Sherman, Oswald Publishing Co., New York, 1911. Practical Typography, George E. McClellen, Manual .Arts Press, Peoria, 111. Practice of Presswork, Craig R. Spicher, Carnegie Institute of Technology Pittsburgh, Pa. Plain Printi^ig Types, Theodore L. DeVinne, Oswald Publishing Co., New York. Making Type Work, Sherbow, Century Company, New York. Presswork, E. G. Robb, Dunwoody Institute, Minneapolis, Minn. Books on Printing 4*5 Printers' Arithmetic, Charles L. Woodfield, Chicago Typothetae School of Printing, 60 cents. Printing, Charles Thomas Jacobi, Inland Printer Company, Chicago, 111., $4.00. Printing and Bookbinding for Schools, Vaughn, Bruce Publishing Co., Mil- waukee, Wisconsin. Printing and Writing Materials; their Evolution, Adele Millicent Smith, John C. Winston Co., Philadelphia. Printing for School and Shop, Frank S. Henrv,John Wilev (^ Sons, Inc., New York, 1917. Printing Occupations, Textpook of, C. W. Hague, Bruce Publishing Co.. Mil- waukee, Wisconsin. Print Shop Mathematics for Public School Classes, J. A. Ginsbach, Stout Institute, Menomonie, Wisconsin. Proofreading and Punctuation, Adele Millicent Smith, John C. Winston Co., 1006 Arch Street, Philadelphia, 1907. Progressive Exercises in Typography, Ralph A. Loomis, Taylor-Holden Co., Springfield, Massachusetts. School Printshop, The, Katherine M. Stillwell, Rand McNally 6c Co., Chicago, Illinois, $1.00. Text, Type, and Style, George B. Ives, Atlantic Monthly Press, Boston, Massa- chusetts, $2.00. Treatise on Title Pages, Theodore I.. DeVinne, Oswald Publishing Co., New York, 9021. Type Metal Explained, Imperial Type Metal Co., Philadelphia. Typography of Advertisements, F. J. Trezise, Inland Printer Co., Chicago, Illinois, $1.00. Vocational Printing, R. W. Polk, Guy M. Jones, Co., Indianapolis, 1918, $1.25. BOOKS ON TEACHING Instructor the Man andthe Job, The, Charles R. Allen, J. B. Lippencott Co., Philadelphia, Pa., $1.75. How TO Teach, Strayer and Norsworthy, The Macmillan Co., New York, $2.00. Learning Process, The, Colvin, The Macmillan Co., New York. Instincts in Industry, Tead, Houghton, Mifflin Co., Boston, $2.00. Psychology for Normal Schools, Averill, Houghton Mifflin Co., Boston, $2.25. Employment Psychology, Link, The Macmillan Co., New York. Vocational Psychology, Hollingworth, D. Appleton and Co., New York. Training Industrial Workers, Roy Willmarth Kelly, Ronald Press, New York Teaching Apprentices in Printing Trades, Published by United Typothetae of America, Chicago, $2.00. Order books mentioned above from the publishers or from your local book dealer. Do not order from United Tvpothetae of America except its own publications. SERVICE TO SCHOOLS AND INSTRUCTORS IN PRINTING BY U. T. A. DEPARTMENT OF EDUCATION Registration of Applicants to Teach Printing See Page 27 Free Application for Certificate of Approval of School of Printing See Page 31 Free Certificate of Approval of School of Printing See Page 31 Free Practical Apprenticeship for Printers See Page 39^0 $2. 50 Teaching Apprentices in Printing Trades h manual for instructors, 6x9. 100 pages J2.00 See Pages 25-27 Standard Apprenticeship Lessons for Printers Nineteen Groups divided into 109 units and 674 lessons Each lesson is a self-teaching instruction pamphlet ot 8 to 16 pages containing information, shop practice, and questions; each unit is accompanied by an in- structor's guide giving teaching aim, equipment and working conditions, specific suggestions for conduct- ing the work, and schedule for rating students. See Page 42-43 An Outline of Lessons will be sent free upon application. Special Two-Year Vocational School Course See Page 14 Personal Service Through conference and correspondence the Depart- ment will advise and assist school officials in formu- lating and carrying out plans for teaching printing on an approved basis. Typographic Library Sixty-five volumes. A complete set of reference books for journeymen and apprentices. A handy compen- dium of reliable, up-to-date specialties of the printing industry. See Pages 33-39. Per volume, net SI .50 To schools, per volume,. net i .00 Address all orders for any of the above publications, or com- munications relative to service, to United Typothetae of America Department of Education, 608 South Dearborn Street, Chicago.