UC-NRLF PROPOSED PLAN FOR A SCHOOL OF TRADES FOR RIO DE JANEIRO, BRAZIL (BY CHARLES A. (BENNETT THE MANUAL ARTS PRESS PEORIA, ILLINOIS ill'.'lil-.l Brochures on Industrial Education Proposed Plan FOR A School of Trades FOR THE CITY OF Rio de Janeiro, Brazil / By Charles A(_Bennett Dean of Technology, Bradley Polytechnic Institute, Peoria, Illinois and Editor of Manual Traning Magazine The Manual Arts Press Peoria, Illinois FOREWORD. THE plan presented in this report has been prepared upon request of the Mayor of the City of Rio de Janeiro, acting thru the Brazilian Ambassador to the United States, His Excellency, Sr. Domicio da Gama. In securing data for the report the author is indebted to the Hon. P. P. Claxton, U. S. Commissioner of Education, and especially to Dr. William T. Bawden, Specialist in Industrial Education, U. S. Bureau of Education. He is also much indebted to Mr. C. P. Snow, Head of the Bureau of Foreign and Domestic Commerce of the U. S. Department of Com- merce, and to Dr. Julius Klein, Chief of the Latin-American Division, who gave not only free access to the records of his division, but also much personal assistance. To the following he is indebted for advice, suggestions, printed matter, floor plans of buildings and other illustrative materials: S. S. Edmands, Director of Department of Science and Technology, Pratt Institute, Brooklyn, N. Y.; Lewis Gustafson, Superintendent of the David Ranken, Jr. School of Mechanical Trades, St. Louis, Mo.; Miss Florence Marshall, Principal of Manhattan Trade School for Girls, New York City; H. W. Kavel, Acting Director of the William Hood Dunwoody Industrial Institute, Minneapolis, Minn.; Dr. Cheesman A. Herrick, President of Girard College, Philadelphia, Pa.; Leslie W. Miller, Director of Pennsylvania Museum and School of Industrial Art, Philadelphia, Pa.; Frank Forrest Frederick, Director of Trenton School of Industrial Art, Trenton, N. J.; Dr. Arthur A. Hammerschlag, Director of Carnegie School of Technology, Pittsburgh, Pa.; Joseph M. Gwinn, Superintendent of Public Schools, New Orleans, La.; Charles H. Eames, Principal of the Lowell Textile School, Lowell, Mass.; Henry W. Nichols, Principal of the Bradford Durfee Textile School, Fall River, Mass.; H. J. DeYarmett, Superintendent of Trade School, Hampton Normal and Industrial Institute, Hampton, Va.; Harry S. Bitting, Presi- dent of Williamson Free School of Mechanical Trades, Wil- liamson, Pa.; Arthur L. Williston, Director of Wentworth 468915 4 PROPOSED PLAN FOR A SCHOOL OF TRADES Institute, Boston, Mass.; and Albert J. Jameson, Principal of Worcester Boys' Trade School, Worcester, Mass. The first difficulty that confronted the writer of this report was the fact that he was called upon to plan a school for a city he had not seen, in a country he had never visited, to suit industrial needs quite unknown to him, and to fit the customs and tastes of a people with whom he had never mingled. His first effort, therefore, was to meet people who had lived in Brazil, to read books and reports, especially the reports of the U. S. Department of Commerce, and magazine articles. From these sources he gained certain impressions and facts which are stated in the following pages because they provide a reason for many of the recommendations. While the writer's information concerning Brazil is second- hand, he has prepared his report with first-hand knowledge of most of the trade schools cited in the United States and of many such schools in England, France and Germany. He hopes that this knowledge may in some measure be an offset for lack of first-hand information concerning the industrial and educational conditions of Brazil. For reading this report and checking up statements con- cerning Brazil, the author is indebted to Dr. Julius Klein, Chief of the Latin American Division of the U. S. Department of Commerce, and for reading the report and giving advice concerning educational policies involved in the report, and for many other courtesies he is grateful to Dr. William T. Bawden, Specialist in Industrial Education in the U. S. Bureau of Education, and Mr. Lewis Gustafson, Superintendent of the David Ranken Jr. School of Mechanical Trades, St. Louis, Missouri. Peoria, Illinois, June 1, 1918. CONTENTS. Page FOREWORD 3 CHAPTER I 7 Facts Concerning the Industries of Brazil which have been Consideration in Preparing this Plan for a School of Trades. CHAPTER II 23 Scope of a School of Trades Suited to the Needs of the Capital City of Brazil. CHAPTER III 31 Types of Curricula to be Offered in the School of Trades at Rio de Janeiro. CHAPTER IV 41 Considerations Entering into the Planning of the Building for the School of Trades at Rio de Janeiro. CHAPTER V 51 Concerning the Organization of the School of Trades at Rio de Janeiro. CHAPTER VI 54 Concluding Statement. APPENDIX A 55 List of Printed Matter and Supplementary Data Accom- panying this Report. APPENDIX B 56 Letter from Samuel S. Edmands. CHAPTER I. FACTS CONCERNING THE INDUSTRIES OF BRAZIL WHICH HAVE BEEN GIVEN CONSIDERATION IN PREPARING THIS PLAN FOR A SCHOOL OF TRADES. THE facts concerning the industries of Brazil which have been the foundation for the decisions concerning the scope of the plan for the school of trades may readily be grouped under five heads: (1) exports and imports, (2) undeveloped resources, (3) manufacturing industries, (4) education, (5) tastes of the people. Each of these is there- fore given special consideration. EXPORTS AND IMPORTS According to the Supplement to "Commerce Reports" issued by the U. S. Department of Comerce, December 28, 1917, the leading exports of Brazil for the year 1916, were as follows : QUANTITY VALUE Beans 45,594 tons $ 3,440,802 Beef 33,661 tons 6,766,221 Brazil Nuts 197,647 hectoliters 1,722,114 Bran 13,185 tons 312,543 Coffee 13,038,663 bags 141,401,869 Cocoa 43,720 tons 12,089,081 Cotton 1,071 tons 575,991 Cotton Seed 11,762 tons 338,335 Carnauba Wax 4,167 tons 1,914,454 Gold Bars 4,377,893 grams 2,290,169 Hides 45,552 tons 17,156,668 Herva Mate 73,652 tons 8,909,168 Manganese Ore 503,130 tons 7,080,954 Precious Stones 116,784 Rubber 31,495 tons 36,537,475 Skins 3,758 tons 3,951,312 Sugar 53,825 tons 6,136,542 Tobacco 21,293 tons 7,277,378 From another table showing declared exports to the United States the following are taken: QUANTITY VALUE Art Works $348,980 Vegetable Fibers 99,163 pounds 7,145 Animal Hair 292,090 pounds 64,368 Leather 9,335 Platinum 4,003 Wolfram 99 bags 4,337 Wood: Cedar 257 tons 15,789 Rosewood 410 tons 26,719 : -?'* *::..: &-&QPOSED PLAN FOR A SCHOOL OF TRADES From the same source, a list of the leading imports into Brazil for the year 1916, has been obtained as follows: ARMS AND AMMUNITION: VALUE Lead Bullets, Shot, Fuses and Cartridges $ 700,753 Rifles, Revolvers, Pistols and other Firearms 314,917 AUTOMOBILES AND ACCESSORIES: Automobiles 447,351 Automobile Accessories 152,175 Automobile Tires and Inner Tubes 759,408 Motorcycles 31,640 Solid Rubber Tires for Automobile Trucks 121,972 BEVERAGES: Alcoholic Beverages 604,142 Sweet Wines, Port, etc 1,292,595 Wines 5,219,702 BREADSTUFFS: Flours and Meals 142,821 Wheat 21,448,518 Wheat Flour 8,797,685 Cereals and Grains 156,483 CHEMICALS AND DRUGS: Calcium Carbide 84,234 Calcium Chloride 181,591 Capsules, Pills, etc 25,914 Caustic Potash 2,973 Caustic Soda 1,536,734 Chemical Fertilizers 2,753 Chemical Products and Medicines 6,260,461 CLOCKS AND WATCHES: Alarm Clocks 38,455 Clocks 67,927 Watches 58,815 COMBUSTIBLES: Coal 18,651,927 Coke 79,520 Gasoline : . . 2,615,364 Kerosene 5,777,681 Patent Fuel 1,193,451 COTTON MANUFACTURES: Piece Goods, Bleached 821,881 Piece Goods, Dyed 1,951,120 Piece Goods, Printed 318,259 Piece Goods, Unbleached 136,002 Piece Goods, n. c. s 5,442,415 Surgical Cotton and Gauze 114,537 Thread, Cotton Sewing 1,724,899 Washed or Combed Cotton 3,277,702 Waste Cotton 19,320 Yarn, Cotton , 991,136 Manufactures of Cotton, n. c. s 1,682,159 ELECTRICAL MACHINERY: Dynamos and Electrical Generators 83,080 Electric Motors 123,465 Insulators 74,626 Lamps, Electric 311,838 Machinery, Electrical, n. c. s 1,126,311 Transformers, Electrical 152,313 PROPOSED PLAN FOR A SCHOOL OF TRADES 9 Wire, Copper, Electrical $355,605 Wire, Copper, n. c. s 97,104 Wire, Copper, uninsulated 30,149 Wire and Cable, Electric, n. c. s 449,174 EXPLOSIVES: Dynamite 329,890 Explosives, n. c. s 18,288 Powder 7,934 FISH: Codfish 5,084,661 Preserved Fish and Fish Extracts 849,813 FRUITS: Apples 253,772 Dried Fruits 348,223 Fresh Fruits, n. c. s 238,624 Grapes 242,266 Olives 339,888 Preserved Fruits and Fruit Extracts 16,231 GLASS: Bottles 141,943 Flasks and Pots 59,208 Tumblers and Goblets 8,009 Window Glass 728,551 Glass Manufactures, n. c. s 258,314 IRON AND STEEL, Manufactures of: Axles, Wheels and Accessories for Vehicles 16,253 Bicycles 35,816 Boilers 66,514 Cutlery 444,277 Furniture, Iron and Steel 48,174 Iron Bars, Rods, Plates and Sheets 838,701 Iron, Cast, Pig, Puddled, and Filings 94,290 Iron Plates 535,459 Iron, Superstructure for Building 239,342 Locks, Padlocks, Hooks, Hinges, etc 213,525 Nails 288,541 Scales 63,792 Staples, Screws, Rivets 298,854 Steel Bars and Rods 216,657 Steel Plates 170,745 Stirrups, Buckles, Bits, etc 8,904 Telegraph and Telephone Posts, Bridge and Fence Material 125,385 Tubes, Pipes and Fittings 1,245,377 Typewriters 207,512 Wire, Barbed 1,494,347 Wire, n. c. s 1,793,784 Manufactures of Iron and Steel, n. c. s 1,526,513 LEATHER MANUFACTURES: Bags, Traveling Sets, etc 41,564 Belting 256,162 Boots and Shoes 141,267 Manufactures of Leather, n. c. s 283,637 Skins and Hides, Tanned, etc 4,951,587 Sole Leather 2,774 MACHINERY: Agricultural Machinery 163,273 Industrial Machinery 757,803 Mills . . 34,318 10 PROPOSED PLAN FOR A SCHOOL OF TRADES Motors, Gasoline, Kerosene, etc $214,369 Motors, Steam 17,223 Motors, n. c. s. (excluding electric motors) 110,646 Presses 18,903 Pumps, Hydraulic, and Accessories 90,631 Textile Machinery, n. c. s 283,958 Textile Machinery, Accessories for 512,953 Machinery, n. c. s 1,601,537 MEAT AND DAIRY PRODUCTS: Bacon 18,845 Butter 69,578 Condensed Milk 787,472 Hams 319,423 Lard 27,469 Tallow and Grease 171,844 METALS (except iron and steel) : Christofle and Plated Ware 27,291 Copper Castings, Filings, etc 134,028 Copper, Manufactures of , n. c. s 650,651 Copper Plates 254,754 Galvanized Corrugated Sheets 631,049 Lead Pipe 18,466 Lead Pigs, Ingots, and Sheets 280,799 Tin Bars, Rods, and Plates 326,075 Tin Plate, Manufactures of 37,801 Tin Plate in Sheets 2,492,172 Zinc Plates, Bars, and Sheets 73,222 MUSICAL INSTRUMENTS AND ACCESSORIES: Phonographs and Accessories 62,156 Phonograph Records 19,041 Pianos 137,476 NAVAL STORES: Rosin 1,790,615 Tar and Pitch 19,119 Turpentine 287,613 OILS: Fuel Oil . 1,375,154 Grease, Mineral, for Lubrication 58,198 Linseed Oil 704,915 Lubricating Oil 1,834,757 PAPER, AND MANUFACTURES OF: Cardboard and Millboard 455,092 Playing Cards 8,177 Printing Paper 4,181,707 Sandpaper 62,580 Paper, n. c. s 1,585,106 Writing Paper 320,219 RAILWAY MATERIALS: Axles, Wheels, and Accessories to: Railway Cars 431,940 Locomotives 904,088 Rails, Fish Plates, and Railway Accessories 608,547 Railway Cars 57,026 RUBBER MANUFACTURES: Rubber Manufactures, n. c. s 535,332 Rubber in Sheets 18,976 Rubber Toys 22,421 Rubber in Tubes : 102,050 PROPOSED PLAN FOR A SCHOOL OF TRADES 11 SCIENTIFIC INSTRUMENTS: Dental Instruments $200,807 Optical Instruments 72,153 Photographic Apparatus and Accessories 184,232 Scientific Instruments 99,701 Surgical Instruments and Goods 157,793 SILK MANUFACTURES: Silk Manufactures, Unspecified 177,714 Silk Piece Goods, Unspecified 240,199 TOBACCO: Cigars, Cigarettes, etc 26,668 Tobacco, Leaf 474,854 VEGETABLES: Green and Dried Vegetables 40,301 Preserved Vegetables and Vegetable Extracts 295,584 WEARING APPAREL: Hats, Felt 6,500 Hats, Straw 119,779 Hats, n. c. s 145,090 Hosiery, Cotton 272,791 Shoes, Rubber 23,628 Wearing Apparel, Cotton 425,466 Wearing Apparel, Linen 31,589 Wearing Apparel, Silk 44,281 Wearing Apparel, Woolen 31,073 WOOD MANUFACTURES: Furniture, Wood 62,678 Pine Lumber 179,946 Staves and Hoops 66,974 Wood, Rough, Sawed, Planed, and Veneered 24,723 MISCELLANEOUS: Asphalt 37,126 Athletic Apparatus 49,516 Boot Blacking 55,333 Carriages and Other Vehicles, n. c. s 38,097 Celluloid Manufactures 94,903 Cement 4,327,307 Chocolate 21,653 Dyes, Aniline 114,029 Emery Stones and Glass Powder 4,911 Enameled Ware 124,965 Hemp Thread 132,705 Hemp Yarn for Textiles 457,039 Hops 140,963 Ink, Printing 114,518 Ink, Writing 28,802 Lighting Apparatus 98,960 Looms 38,260 Marble, Albaster, and Porphyry 171,538 Meats, Preserved and Meat Extracts 50,914 Office and School Supplies 169,306 Paints, Dry 276,795 Paints, Prepared 529,276 Paraffin 141,316 Perfumery 869,152 Porcelain and Earthenware 944,495 Salt 752,181 Soap, Unscented 142,291 Starch... 116,095 12 PROPOSED PLAN FOR A SCHOOL OF TRADES Tools and Utensils of all kinds $1,420,190 Type, Printer's 23,212 Varnishes 157,883 White Lead 33,647 Windmills 8,213 Yarn, Woolen 614,039 Zinc Oxide 630,871 Sewing Machines 355,537 A comparative study of the exports and imports as given above leads to the following observations : 1. Brazil's exports, almost without exception, are pro- ducts of agriculture and mining, and not of manufacturing, while her imports, except wheat and coal, are very largely the products of manufacturing. For instance, her great export product is coffee, and next to that rubber, then hides, whereas among her largest imports are manufactures of cotton ; iron and steel, leather, and paper; also metals, chemicals and machinery. If manufacturing in Brazil could be economic- ally increased, the result would be profitable to the nation. 2. In some cases Brazil exports raw materials and imports the same materials in manufactured 6r refined form. For example, she exports great quantities of rubber and imports rubber manufactures, including automobile tires, to the extent of more than $1,500,000 a year. This fact is bringing a demand in Brazil for the establishment of rubber manu- factories. One United States rubber manufacturing con- cern has already obtained a Government concession, and at the close of the European War will erect a large modern plant there for the manufacture of rubber goods of all kinds. Another illustration is found in the leather industries. Brazil exports hides and skins to the value of $17,000,000. She exports only about $10,000 worth of leather, but imports more than $5,500,000 worth of leather and leather manu- factures. The U. S. Commerce Report No. 250, October 25, 1915, states that this condition may be principally attributed to the scarcity of tanning material. It states that the one important tannery of Rio de Janeiro may have to close down on account of the apparent growing difficulty in securing tanning materials. On the other hand, the U. S. Commerce Report of May 1, 1916, calls attention to the fact that pro- posals have been made to export mangrove bark, which contains 36% tannin. The Commerce Report for June 1, Supplement to Commerce Reports, Dec. 28, 1917, p. 9. PROPOSED PLAN FOR A SCHOOL OF TRADES 13 1916, reports that a factory for making tanning extract had been established in Sao Vicenti, a small town near Santos. This extract is made from mangrove bark, and the output can be increased if export market is found. These facts would point to undeveloped possibilities in leather manufacturing in Brazil. UNDEVELOPED RESOURCES. The fact above stated concerning the prospect of develop- ment of the leather industries is typical of several others. Among these is paper-making. The U. S. Commerce Report of February 7, 1917, refers to a successful paper mill in Petro- polis, which used peri-peri fibre, but was obliged to suspend operations because of lack of local capital. The Commerce Report of November 24, 1917, mentions the fact that a paper mill near Paranagua, in the State of Parana, has imported $40,000 of machinery to establish a modern factory. This mill, established with United States capital, is said to be working exclusively with the fiber of a water lily found nearby. Again on March 6, 1918, the U. S. Commerce Report states that a Norwegian Paper Company has been authorized to operate in Brazil. "The object of this company is to engage in the buying and selling of paper, cardboard, cellulose and wood pulp, and eventually to establish a paper mill in the State of Pernambuco, Brazil." In this connection it should be noted that the present annual imports of paper and manufactures of paper amount to more than $7,000,000, Concerning the woodworking industries the facts avail- able would seem to point to undeveloped possibilities. "Brazil is able to produce all sorts of wood, both of the finer kinds and those used in ordinary lumbering, but the distribution is somewhat irregular, and there is still a lack of roads through many sections of the country. Few saw mills of other than purely local importance are operated in the country." How- ever, one mill in Tres B arras, Santa Catharina, is reported as having an output of more than 3,000,000 feet per month. The company operating this mill plans to build three new mills, thus bringing their output up to 7,000,000 feet per month, of which 5,000,000 will be exported to Argentina and Uruguay. Most of this lumber is Parana pine, but the company also 14 PROPOSED PLAN FOR A SCHOOL OF TRADES produces Brazilian walnut and several other woods used in cabinet making. It has been suggested that wood pulp mills may soon grow up alongside of the large saw mills. Lumber-using factories are likely to increase where lumber is available. Concerning the iron and steel industries of Brazil the future possibilities seem great, though the difficulties to be overcome are serious. E. C. Buley, in his book on "South Brazil," published by D. Appleton & Co., in 1914, says: "In the near future, iron is likely to take first place among the mineral products of Brazil. All the iron ores of Brazil are oxides, and are richer in iron than the highest grade of Swedish ores. The deposits of Minas Geraes are enormous in their extent; the mountains of Itabira do Campo and Itabira do Matto Dentro being practically composed of rich ore. The quantity of iron in this deposit alone is conservatively estimat- ed at 1,000,000,000 tons. The process of mining is economical, for the ore can be shovelled away by steam shovels when required. When it is considered that Brazil annually im- ports 500,000 tons of iron, the economic waste in allowing these deposits to remain undeveloped will be grasped. "The difficulties are not easily overcome, however. In the first place there is no coal in the neighborhood; indeed, a seam of good coal remains to be discovered in Brazil. The iron now being melted in the State of Minas and there are two smelting establishments busy in that state has to be obtained by the use of charcoal as fuel. The second difficulty is the remote position of the iron fields; in the mountainous eastern part of the State. But month by month the Victoria- Minas railway is pushing its rails to the fields, and will shortly put them in railway communication with the port of Victoria (Espirito Santo.) "In connection with this railway a scheme has been pro- posed for the effective working of the iron deposits. It is proposed to develop the energy of the waterfalls of the river Doce, a fine stream which flows through the district, and to apply the electric power so obtained. The purposes for which the electric current are to be applied are double: the elec- trification of the railway and the smelting of the iron by electric furnaces. With the employment of local charcoal, it PROPOSED PLAN FOR A SCHOOL OF TRADES 15 is expected to produce the steel rails which Brazil is import- ing from year to year in large quantities." Another attempt to get around the shortage of satis- factory coal is mentioned in the Supplement to the U. S. Commerce Reports, dated Oct. 28, 1915. It seeks to utilize the poor coal available. The statement reads: "Such coal as exists in Brazil is most of it, found in these southern states, particularly in Rio Grande do Sul and Santa Catharina, but the quality is poor (from 25 to 60 per cent of ash, except in selected samples), and although it is at present used to some extent mixed with wood, it can not in normal times compete seriously with imported coal, unless some new method of em- ploying it be adopted. Experiments are said to have de- monstrated that it can profitably be employed in the production of gas for internal-combustion engines, but the satisfactory application of this method on a large scale still remains to be undertaken." The U. S. Commerce Reports also give evidence of con- ditions favorable to the manufacture of cement* and of porcelain.' Deposits of kaolin have been discovered which rival those of Japan. It is clear, then, that Brazil is a country with great un- developed resources and consequently undeveloped industries, and that the near future is likely to see many changes favorable to the manufacturing industries of Brazil. MANUFACTURING INDUSTRIES. From a manuscript in the U. S. Department of Commerce on "Brazilian Manufactures," dated Oct. 6, 1915, it appears that prior to that date there were 3,600 manufacturing estab- lishments in Brazil producing more than ninety different classes of articles and employing 168,000 workmen. Most of these so-called "large factories," however, are of so small capacity that they should be classed as workshops rather than factories. "Of the total number 850 have an annual production of less than 100 contos (about $32,400) each; 1,700 less than 200 contos (about $64,800); 2,400 less than 300 contos ($97,200); and only about 300 produce as much as 500 contos ($162,000) worth of goods per annum. Seven 'Report of Sept. 7, 1917. 'Report of Aug. 13, 1913. 16 PROPOSED PLAN FOR A SCHOOL OF TRADES . hundred and seventy represent a capital investment of less than 50 contos ($16,200) each; 1,750 less than 100 contos (about $32,400); and less than 40 have a capital of as much as 500 contos ($162,000). As to the number of employes, 450 have less than 10 each; 1,850 less than 20; 270 less than 50. Only 320 have as many as 100 employes each. "It is obvious that a large number of these factories are of too insignificant importance to be considered as figuring in any serious way in the development of national industries. They are mainly small shops relying solely on local markets for the sale of their products." It is evident from these statements that Brazil, for the most part, is still living in the handicraft stage of industry rather than under a highly developed factory system. From the analysis of the more important manufactures of Brazil in the manuscript mentioned above, the following items were taken and arranged in groups : i NUMBER OF NUMBER OF TEXTILES: ESTABLISHMENTS EMPLOYES Cotton Mills 161 45,942 Woolen Mills 15 1,957 Underclothing 31 2,218 Hats 83 3,268 Cravats 11 689 Cordage 7 586 Total 308 54,660 Average number of workers per factory, 177. BUILDING: Saw Mills and Carpenter Work 197 3,766 Naval Construction 17 3,622 Cement and Lime 36 1,027 Stone 21 699 Furniture 85 2,845 Ceramic Products. . 197 2,553 Total 553 14,512 Average number of workers per factory, 26. LEATHER: Saddles and Harness 40 1,309 Boots and Shoes 119 7,374 Tanning Hides 108 1,967 Total 267 10,650 Average number of workers per factory, 40. METAL WORKING: Iron and Foundry Work 192 7,362 Average number of workers per factory, 38. PROPOSED PLAN FOR A SCHOOL OF TRADES 17 NUMBER OF NUMBER OF ESTABLISHMENTS EMPLOYES PRINTING: Paper and Cardboard 23 834 Average number of workers per factory, 36. FOODS: Sugar 199 13,136 Salt a. . . 53 2,146 Flour 100 1,499 Lard 34 587 Butter and Cheese 138 931 Pastry 87 683 Confectionery, Chocolates, etc 40 1,203 Preserves 18 606 Xarque (Dried Beef) [ .. 26 3,782 Total 695 24,573 Average number of workers per factory, 36. BEVERAGES: Wine 104 1,316 Beer 186 2,942 Mineral Waters and Spirits 145 1,055 Herve Matte 44 4,975 Total 479 10,288 Average number of workers per factory, 21. MISCELLANEOUS: Soap and Tallow Candles 91 1,763 Oil and Resins 20 532 Tobacco 104 7,407 Matches 18 4,000 Total 233 13,702 Average number of workers per factory, 59. The above figures give still further evidence that the industries of Brazil are carried on in small factories with but few exceptions. The figures are, moreover, in general harmony with the statement made in "South Brazil" by Buley (pp. 151-153) that the leading manufacturing in- dustries in Brazil arranged in order of importance are as follows: (1) Textile, (2) Sugar, (3) Shoemaking, (4) Hat- making, (5) Matchmaking, (6) Breweries, etc. The cotton mills with their 45,942 employes stand out conspicuously above all others. The U. S. Commerce Report of Aug. 4, 1916, states that it had been estimated at that time that there were 250 instead of 161 cotton mills in Brazil. The following is quoted: "That the cotton-textile industry is not only a valuable asset in the prosperity of Brazil, but also a growing factor in its economic development is evident from the fol- is PROPOSED J>LAN FOR A SCHOOL OF TRADES lowing interesting data compiled by Senor Cunha Vasco in recent investigations of the cotton-textile industry: 1905 1916 Number of factories working regularly 110 250 Number of spindles working regularly 734,928 1,464,218 Number of looms working regularly 26,420 49,648 Number of hands employed 39,159 72,943 Capital $48,427,000 $78,756,000 Value of output 30,260,750 59,783,750 "In 1865 there were only 9 textile mills in the Republic." The permanency of this industry is assured in Brazil be- cause Brazil is a cotton-growing country, and its product is increasing while its importations of cotton have been de- creasing. Not only has Brazil the cotton but it is now coming to produce the needed dyes. "At the beginning of the European war there was consternation among the textile mills over the possibility of a coming lack of dyes, Germany having gradually grown to be the chief supplier of the Republic in the matter of aniline dyes. The worst predictions were verified after a few months; but, fortunately, Brazil turned to its own forests and its own small struggling domestic industry in vegetable dyes to supply the want. The result has been gratifying in that the domestic industry, small and struggling as it was, has effectually supplied the mills with enough dyes to continue operating for the present." 4 The South American Journal of London, of the date of August 5, 1916, says, "From vegetable sources there is little doubt that Brazil can produce colors of a wide range, of great brilliancy and durability. It is said that of 500 known tints, 300 can be matched in the dyes from native materials." The textile mills of Brazil are not confined to cotton as the only local product. "There is a small but growing pro- duction of flax in the southern part of the Republic, which, it is hoped, may in time supply the domestic industry. " Excellent wool is furnished by the flocks in Southern Brazil, though both woolen yarns and raw wool are still imported in considerable quantities.* uECft IMA PAINT M< I 1 GITIZCM5H1P 1 y LANGUAGE SCIENCE i INDUSTRIAL 5 MUSEUM I sros ^ MATH- EMATICS i:t.r MAKIWS \\ PHYSICAL TRAINING. BK1CK MAKIHG I HAND COMPOSI- TION MACH1KC COMP03J - TION -, BOOK T.IN01KG tAILOUA 5Si M1L1IJ7IW COSTUME TROOf UtAmHfi "DESIGN "PHOTO- ENGRAWWi SPIKHIHO TEEEHAMD ._ PHOTO- GBXPHY COMM1KLVI A1LT PRINTING. TEASES TEXTILE TRAT>L3 UlAGRAMATIC VIEW PROPOSED SCHOOL Or TBADE3 , TUQUE JANEIRO EBAZIl 30 PROPOSED PLAN FOR A SCHOOL OF TRADES With the same thought in mind a library of the most useful technical books should be provided and this might profitably be connected with the museum. FUNDAMENTAL STUDIES. No trade or industrial school in a democracy can afford to allow its students to specialize to such a degree in their studies that they fail to continue their general education their education for citizenship and for leisure hours. For this reason certain fundamental studies, more or less general in character, should be found in all curricula of the trade school at Rio. These studies might be grouped under five heads as follows: (1) Language, (2) Citizenship, (3) In- dustrial Geography, (4) Natural Science, (5) Mathematics, and (6) Physical Training. As these are common to all curricula, they may be appropriately grouped with the museum and library, as shown in the accompanying diagram. This diagram shows the four major and two minor groups of trades surrounding the central group of elements common to all curricula. The diagram also shows that drawing in one form or another is the center of each group of trades. Each curriculum is then completed by adding the special shop practice or practical experience of the individual trade rep- resented by the curriculum and the special technology of that trade. CHAPTER III. TYPES OF CURRICULA TO BE OFFERED IN THE SCHOOL OF TRADES AT Rio DE JANEIRO. THE first fact to be noted with reference to the courses to be offered in the School of Trades is that the school should contribute to the training of the three types of workers mentioned in Chapter II: the all-around trades- man, the trained technologist, and the machine operator. By adding a fourth type to these, namely, the teacher of trade and industrial subjects, we seem to cover the field of legi- timate demand upon such a school. We have, then, to be considered, courses for the following four types of workers: A The Tradesman skilled in the whole of a trade. B The Technologist educated theoretically and prac- tically in industrial processes of a group of trades. C The Teacher trained in pedagogy as well as the theory and practice of one or more trades. D The Operative semi-skilled or skilled in a narrow range of work. A COURSES FOR TRADESMEN. In general it may be said that the courses for tradesmen furnish the broad foundation curricula of the school. If these are properly provided with equipment and space, com- paratively little more is needed for the other three. The course for technologists is to a very large extent a combina- tion of the most vital elements of several tradesman courses; the teacher's course supplements either a single tradesman course or a combination of such courses or parts of such courses; while the courses for operatives are small sections of the courses for tradesmen. The most satisfactory length for a day tradesman course is, in a large majority of cases, two years. Requirements for admission, however, for this length of course must be kept rather high. The age limit should be fifteen years. The school, however, should provide a one-year preparatory course for each of the major groups of trades: one for the building trades, and one each for the machine trades, the printing trades, the textile trades. Students intending to 32 PROPOSED PLAN FOR A SCHOOL OF TRADES enter the leather or ceramic trades might take their prepara- tory work with the students of one of the other groups. At first there would be no obligation to placing all preparatory students together in one course. When the school became larger a differentation would be desirable. This course should be taken by all students who need this preliminary training. Such a course, providing for the building and machine trades together, has proved to be especially profitable in the David Ranken, Jr., School of Mechanical Trades, St. Louis, Mo. A two-year preparatory course has been recommended for the Isaac Delgado Central Trades School, which is soon to be established in the city of New Orleans. A preparatory course serves not only as a very satisfactory introduction to the work and spirit of the school, but also as a "finding" course, enabling the student and his teachers to discover for which trade a pupil is best adapted. This same idea .has been successfully applied for many years in the municipal trade schools of Paris, France. PREPARATORY COURSE. The time of this one-year preparatory course should be divided about as follows: HOURS PER WEEK SUBJECT 20 hours Shopwork, being a manual training course covering the elements of all the trades in the group. For example, if it were the preparatory course for the building group it would include elements from masonry, cement work, house carpentry, plumbing, sheet-metal work, electric wiring, cabinet making and painting. 5 hours Drawing, including mechanical drawing, freehand drawing and the elements of design. All of this would have some reference to the group of trades. 4 hours Mathematics, consisting of arithmetic, including mensuration and the elements of geometry. As far as possible problems should find their practical application in the drawing and shop- work of the course. 3 hours Science. This should include the elements of several sciences taken up from the standpoint of every-day experience. It should include: use of light, use of heat, refrigeration, the weather, the seasons, climate and health, ventilation, food, nutrition, micro-organism, water supply, disposal of sewage and simple machines. This will be preparatory to the science which comes later in the course. PROPOSED PLAN FOR A SCHOOL OF TRADES 33 3 hours Language. (Portugese.) This course should en- deavor to stimulate a taste for good reading, and to make use of the vocabulary of shop- work, as well as of the reading, in teaching written and oral expression. 2 hours Citizenship, covering history of Brazil and element- ary civics. 3 hours Physical Training or Military Drill. TWO-YEAR COURSES. The time schedule for the regular two-year tradesman courses would vary somewhat according to the trade taught, but in general half the time (20 hours a week) should be devoted to the practical work in the trade and the other half divided between drawing, mathematics, technology of the trade, natural science, geography, language, citizenship studies and physical training or military drill. The following average weekly time schedule suggests the proportioning of time for the entire course rather than a practical schedule for any particular term : HOURS PER WEEK SUBJECT 20 hours Shopwork, in one trade. 4 hours Drawing, with trade applications. 2 hours Technology of the trade. 3 hours Mathematics, applied to trade problems. 3 hours Science, applied physics and chemistry. 1 hour Industrial Geography and history. 2 hours Language, including reading, composition and busi- ness forms. 2 hours Citizenship, including elementary social science. 3 hours Physical Training and Military Drill. 40 hours In the building trades division of the school there would be seven two-year courses similar to the above; namely, (a) masonry, including concrete, (b) carpentry, (c) cabinet making, (d) plumbing, (e) sheet metal, (f) electric wiring, (g) painting and interior decorating. The shopwork in each one would be essentially different. The same is true, though in a less degree, of the technology of the trade. Drawing, mathematics and science should vary somewhat for the differ- ent trades in the group, but language and citizenship should be the same for all. The same general program and limitations would apply to the seven trades in the machine group; namely, (a) pattern 34 PROPOSED PLAN FOR A SCHOOL OF TRADES making, (b) foundry work, (c) forging, (d) machinists' work, (e) automobile repair, and (f) operating engineering. The eight trades of the printing group would be treated in like manner. They are, (a) hand composition, (b) machine compo- sition, (c) presswork, (d) bookbinding, (e) proof-reading and copy editing, (f) photo-engraving, (g) photography, and (h) commercial art. In the textile group there are several trades which would adapt themselves naturally to the type program given above. These are (a) tailoring, (b) dressmaking, (c) millinery and hat making, and (d) costume designing. But the others have become such highly specialized factory industries in many places that operatives instead of tradesmen do the work under the direction of foremen and superintendents who have greater insight into the work through longer experience or are trained technologists. This statement refers to (a) spinning, (b) weaving, and (c) dyeing. In the leather trades and ceramic trades four, (a) harness making, (b) saddlery, (c) pottery, and (d) modeling, might follow the type of course outlined above, while the others: (a) tanning, (b) boot and shoe manufacturing, (c) brick making, and (d) tile and terra cotta making would be classed with spinning, weaving and dyeing. Shoemaking, including repair- ing, might be taught as a handicraft. A closer study of local conditions might make it seem desirable to offer a one-year course in some of the trades. This has been done at Wentworth Institute, Boston, Mass. On the other hand the Williamson Free School of Mechanical Trades near Philadelphia gives three-year courses. As a rule, however, students cannot be held in school for the addi- tional year. Two-year courses are more popular, and can be made effective. B COURSES FOR TECHNOLOGISTS. The term technologist is here used to cover a variety of workers in higher industrial positions. In rank the technolo- gist is below the engineer and above the tradesman. Drafts- men, foremen, inspectors, superintendents and executive officers who need both technical training in the school and practical experience in the industry are included in this class. PROPOSED PLAN FOR A SCHOOL OF TRADES 35 Instead of being expert in any one trade, they are more likely to be acquainted with the fundamentals of an entire group of trades, and specialists in either drafting and designing, or in superintending construction or manufacture, or in executive work of some kind. At least one course for technologists should be given in each of the six groups of trades; one in the building group for architectural draftsmen, construction superintendents and contractors; one in the machine group for machine draftsmen, superintendents and factory owners; one in the printing group for superintendents and office executives; one in the textile group for designers, salesmen and executives for textile mills; one in the leather group for chemists, superintendents and other executives in boot and shoe factories, and tanneries; and one in the ceramics group for designers, superintendents and executives. In the United States, the Carnegie Institute of Technology offers such courses for the building, machine and printing trades. Wentworth Institute, in Boston, has established three such courses in the machine trades and one in the build- ing trades. The Philadelphia Textile School is an example of a school that has long been fitting young men for positions of responsibility in the manufacture and sale of textiles. At Pratt Institute, Brooklyn, N. Y., is a successful school of tanning. Any of the courses mentioned above might readily be sub- divided to allow for a higher degree of specialization. An illustration of this is found in Wentworth Institute where in the machine trades group is given (a) a course in machine con- struction and tool design, (b) a course in electrical construc- tion and operation. Another sub-division of great value might be: (a) a course for young men about to enter industry; and (b) a course for men with industrial experience who wish to become foremen or draftsmen or executives of some kind. While no two of these courses would be just alike in studies and, perhaps in time allotment, and while the course for the second year would not be like the first, the following schedule will serve as a basis for the development of particular courses, because it shows relative emphasis on the different fundamental lines of effort : 36 PROPOSED PLAN FOR A SCHOOL OF TRADES HOURS PER WEEK 10 hours 5 hours 7 hours 5 hours 3 hours 4 hours 1 hour 2 hours 3 hours SUBJECT Shopwork, covering in the two years all fundamental processes of the group of trades. Specializa- tion allowed in the last half of the second year. During this period a man who wishes to become a draftsman or designer will devote all his shopwork time to practical drafting and design- ing. Drawing, a foundation course for gaining skill as a draftsman or designer. Applied Science, practical mechanics, materials of construction, electricity and electrical ma- chinery, power plants, transmission of power, etc., for the machine group and corresponding applied science work for the other groups. In the textile and leather groups the applications of chemistry would predominate. Laboratory work and recitations. Applied Mathematics, each group of trades should have its own special problems. Technology of the entire group of trades. Language, including office practice. Industrial Geography and History. Citizenship, including elementary social science. Physical Training or Military Drill. In the practical operation of the above scheme it is pro- bable that several of the subjects would not run through the entire two years. For example, instead of giving industrial geography and history one hour a week for two years, better results would come from giving two hours a week for a year or four hours a week for a half year. The same principle might apply to citizenship studies and to language. As implied in a previous paragraph, the above schedule is not a working program but an expression of opinion concerning the proportion of time to be given in the entire course to each major division of school effort. C COURSES FOR TEACHERS. The course for teachers should be open only to graduates of the courses for tradesmen or of the courses for technologists or to such as have had similar training or to skilled trades- men, who can pass the requirements in drawing, science, mathe- matics and language. PROPOSED PLAN FOR A SCHOOL OF TRADES 37 PRACTICE TEACHING CR&ttllZAnON OF SUBJECT-MATTER 1 1 PETNCIPLZS Or TEACHING K15IORY OF INDUSIBlALnsuCAITON 1 ! \ T2ADE. AHAQT5I5 TCSTlKG-KNOWLEDGE-OT-TfiAI)! / / \ BUHJD1NG .MA-CMINt TRADES TRADES PEINT1NG TRADES TEXTUX TRADES 2EAD FEOM THE- -BOTTOM. UPWARD The accompanying diagram expresses the thought behind this course. The teacher-training work should grow out of the two-year courses for tradesmen or for technologists. If, for example, a man is to be trained to become a teacher of pattern making, he must be a graduate of the tradesman course in pattern making before he enters the course for teachers or he must have received instruction and gained experience which may be considered a fair equivalent. On the other hand, if a teacher of drawing or of elementary industrial work or manual training is to be trained, he might be a grad- uate of the technologist course. The first essential in the course for teachers is to make sure that the trade knowledge and experience is adequate. Then comes a fundamental factor in teacher training analysis of the trade processes to be taught. After this analysis of processes, the next step is to organize the subject-matter elements thus obtained with reference to teaching, but this must be done in harmony with the principles of teaching and with knowledge of what others have done in developing 38 PROPOSED PLAN FOR A SCHOOL OF TRADES courses and systems of industrial training. Hence the im- portance of giving courses in the principles of teaching and the history of industrial education. Finally comes the test thru experience in teaching. The course for teachers might be as follows : FIRST HALF YEAR HOURS PER WEEK SUBJECT 10 hours Shopwork Testing and extending experience. 2 hours Trade Analysis. 5 hours Principles of Teaching. 5 hours History of Industrial Education. 5 hours Drawing, including freehand drawing on the black- board. 3 hours Language Written and oral expression. 3 hours Physical Training or Military Drill. 33 hours SECOND HALF YEAR HOURS PER WEEK SUBJECT 10 to 20 hours Practice Teaching. 5 hours Industrial History. 2 hours Organization of Courses. 3 hours Study of Equipments for Trade Schools. 3 hours Physical Training or Military Drill. 23 to 33 hours D COURSES FOR OPERATIVES. As stated in the early part of this chapter, the courses for operatives are essentially small sections of courses for tradesmen. This is because their jobs are much narrower in scope than a trade, and because the amount of time available for study and instruction is very limited. As a rule, all-day courses are not given to train men to become operatives. Instruction is reserved for a few hours a week, usually from two to ten, taken either from the work time of the operative or from his leisure hours. If it is taken from his work time without reduction of wages, this is brought about either by law, as in most German and in a few American states, or by agreement between school officials and industrial establish- ments, as in a few large manufacturing centers in the United States. If it is taken from his leisure hours, it is usually purely voluntary on his part, though in some cases the employ- er offers special inducements in the way of promotion to opera- PROPOSED PLAN FOR A SCHOOL OF TRADES 39 lives who pursue evening courses. Whether any definite inducement is made by the employer or not, the operative knows that his best chance for advancement comes only when he has fully prepared himself for it through instruction and study as well as through practical experience; and the former can best be obtained in a trade school of high standing. Every trade school should become acquainted with the needs of its own community and offer such courses as are in greatest demand. This demand is likely to change from year to year. The best results in evening school work have usually come from offering brief highly specialized courses in sequence. They are made brief because the tuition, if any be charged, is less in amount at any one payment; and because the inter- est of the students is more easily held to the end of the course. Such courses are often highly specialized so that a student may be sure to get just the instruction he needs to help him in his daily work. They are arranged in sequence so as to induce the student to continue through the next course and perhaps through several courses to a diploma. The School of Trades at Rio de Janeiro should make a special effort to reach the operatives in the factories of the city, offering them the largest possible variety of attractive courses. It should also offer courses for trade helpers and apprentices who wish to advance rapidly to the rank of jour- neymen; and courses for journeymen who wish to become foremen. "Something for every industrial worker in Rio" might well be its motto for evening class instruction. These evening and continuation school courses should in- clude not only such courses as shop work, drawing and shop tech- nology, but also courses in language, citizenship, mathematics, geography and applied science. Indeed, almost, if not quite the whole curriculum of the all-day students should be avail- able in short-unit courses for operatives, tradesmen, fore- men, or whoever can use them to advantage, even if only for a few hours each week. In this way, by utilizing its equipment both daytime and evening, the school at Rio de Janeiro can render the maximum service for the money invested, and in this way, also, can it raise the standard of skill and efficiency in the industries of the capital city. 40 PROPOSED PLAN FOR A SCHOOL OF TRADES It is possible that part-time courses, where the pupil attends school one week and works in a factory the next week, might find favor in Rio, but the writer of this report believes that industrial conditions in Brazil are not favorable to such a scheme of school attendance. CHAPTER IV. CONSIDERATIONS ENTERING INTO THE PLANNING OF THE BUILDING FOR THE SCHOOL OF TRADES AT Rio DE JANEIRO. THE purpose of this chapter is not to present a complete building plan for the School of Trades, but to assist the architect of such a plan by discussing certain funda- mental factors which enter into the planning of a satisfactory group of trade school buildings, and incidentally to propose a typical shop unit for such a group. It is recognized that an efficient trade school in a growing community, and especially in a new and rapidly developing country like Brazil must be, to a large extent, the outgrowth of experience. It is impossible for such a school to spring at once into being fully developed. First, a goal, an ideal, a scheme, must be decided upon and never lost sight of, but the details of curriculum and methods and equipment must be subject to change in harmony with the development of the industries of the community. The successful school must be a living, growing, developing organism. This means that the building, also, which houses the school, must be subject to change and expansion. A primary necessity, therefore, is that the school be established on a piece of ground large enough to allow for expansion. If the piece of ground proves to be too small then a new site must be obtained or new and taller buildings must be constructed, either of which alternative is expensive. To build temporary structures on a temporary site is also undesirable. If possible an ample and permanent site should be secured, and a general scheme of buildings should be adopted. The buildings should be planned in units which are readily adaptable to several purposes so that as the school grows and additional buildings are constructed there will be the least possible waste in the process of expansion. As the most characteristic feature of the School of Trades at Rio de Janeiro will be the workshops, it is important to adopt a unit shop building that will have reasonable flexibility during the early years of the school, and later be permanently satisfactory. 41 42 PROPOSED PLAN FOR A SCHOOL OF TRADES UNIT SHOP BUILDING. In designing a shop building there are two primary con- siderations: space and light. The space varies according to the special requirements of the individual trades, and the number of students to be taught in a shop at one time. It is assumed that the number of students working in any one shop at one time will not be more than 25. This number has proved to be a satisfactory average unit, though in some subjects 18 to 20 is better, while in others 30 is satisfactory. As it is desirable to give the best possible consideration to advanced students, and as there is always a shrinkage in the attendance of any given class from year to year, it is assumed that 20 students is a satisfactory class unit for the second- year classes of the two-year courses, and 25 students for the first-year classes. There has been marked development in the lighting of factories and school shops during the last few years. It has come to be recognized that an efficient shop must be a well-lighted shop, and that in order to conserve the eyesight of the students the lighting of a school shop must be given special consideration. To meet this requirement several types of shops have been designed. One of these has a saw-tooth roof, letting the light in from above, but this is satisfactory only for a one-story building and does not meet general building conditions in cities where land is high in value. The ordinary skylight has the same and additional objections. At best, these are practical only under especially favorable circum- stances, as, for instance, the top floors of a building. It seems necessary, therefore, to accept the proposition that the light must generally come in through the side walls. This fact is not a serious handicap if one will use the upper part of the walls for this purpose, provide a large proportion of window space and not allow the rooms to be too wide. If the room is especially wide, prism glass used in the upper half of the windows will largely increase the amount of light in the back part of the room. It has come to be the common practice in trade school shops to admit the light from two opposite sides and from one end also, if practicable. On this account the width of the shop becomes an important consideration early in the archi- PROPOSED PLAN FOR A SCHOOL OF TRADES 43 tect's work. The question arises in about this form: "Con- sidering the lighting of the room, position of benches and machines, working space around machines, and necessary pass- ageways, what has proved to be the most satisfactory width for a trade school shop?" In answering this question the following figures are first given. They are approximately the widths of typical shops in the institutions named : Armstrong Trade School, Hampton Institute 36 feet David Ranken, Jr., School of Mechanical Trades 35 feet to 47 Worcester Trade School 40 Bradley Polytechnic Institute 40 Carnegie Technical School 48 Delgardo Trade School (proposed) 48 Pratt Institute 49 Boys' Trade School, Boston 54 At Dunwoody Institute, Minneapolis, the shop building is 68 feet wide, but the shop proper is only 44 feet, the remainder of the space being taken up with classrooms. Light, there- fore, comes into the workshops from one side only. However, the window spaces on the first floor are the full height of the room above the work benches, and to assist in the lighting of the second floor there are roof lights. The height of the ceiling above the floor is obviously another factor entering into any decision concerning the width of the shop. After inspecting most of the shops in the above list, a width of 40 feet, and a height of not less than 12 feet, and preferably 14 feet is recommended. In determining the size of a unit shop building the fol- lowing approximate figures are of value. They represent the sizes of machine shops. David Ranken, Jr. School of Mechanical Trades 47 feet x 110 feet Worcester Trade School 40 ' x 170 ' Dunwoody Institute 44 ' x 120 ' Bradley Polytechnic Institute 40 ' x 100 ' Hampton Institute 36 ' x 105 ' Pratt Institute 49 ' x 80 ' The size of the machine shop often seems to govern the sizes of other shops in the same building, especially if they are placed above or below it, but a study of the plans of the schools mentioned and consideration of the requirements for 44 PROPOSED PLAN FOR A SCHOOL OF TRADES Hi 51 PROPOSED PLAN FOR A SCHOOL OF TRADES 46 the School of Trades in Rio lead to the conclusion that in the Rio school there might well be two typical sizes of shops, one 40 feet by 96 feet to 112 feet, and the other 40 feet by 43 feet to 64 feet. The larger size would be for machinists' work, carpentry, cabinet making, plumbing, and the like, and the smaller for preparatory classes in woodworking and in metal- working, and for students taking the courses for technologists, also for a few of the trades. By placing together on one floor of the unit shop building one of the large shops and one of the small shops it is possible to make a unit building such as is shown in the accompanying sketch. Each shop is provided with a small wash and toilet room, a small office and a stock room, and the two shops together are given a demonstration room. The advantages of this arrangement are: (a) It enables each teacher to control the supplies for his shop and to keep close supervision on the students while assigned to him. (b) It makes it reason- able for the director of the school to place responsibility upon the teacher, (c) It provides a free passage way for a truck the entire length of the building, allows space for a freight elevator, and it provides a convenient receiving and shipping point for each shop, (d) It places the wash rooms and stair- ways, the two principal fixed elements in the plan, at the ends of the building. All partitions in the middle part of the building may be temporary and easily moved to suit changing conditions in the development of the school, (e) There being no permanent partitions in the middle part of the building, the space may be divided in such a way as to provide any further auxiliary rooms that may be needed. For example, the cabinet making shop may have a small finishing room, and a glue room, the machine shop may have a tool room, etc. The sizes of stock rooms will vary according to the needs of individual shops, (f) In case it should become necessary, on account of the large number of students, to use two shops for one trade, the two rooms on one floor would be used for that purpose, one being used by first year students and the other by second-year students. This arrangement would be ideal because it would provide less complex equipment for first-year students, and reserve the use of the more costly equipment for the use of the maturer students only. 46 PROPOSED PLAN FOR A SCHOOL OF TRADES In this plan each wash room contains one or two toilets, two or three urinals, a bank of from six to ten wash basins, a locker for each student receiving instruction in the adjoin- ing shop. SPACE REQUIREMENTS FOR THE BUILDING TRADES. No attempt will be made in this report to give anything more than an approximate estimate of the space which would be required properly to house the entire school as outlined in the previous chapter. It is believed that such an attempt would have very little value, if any, at the present time. But in order to roughly estimate the space required the following hypothetical study is made of the space required for the building trades group. From that a very rough estimate may be made of the entire space required. SPACE NEEDED FOR THE BUILDING TRADES. Estimate based on day classes only first-year classes ' of 25 students each and second-year classes of 20 students each. Total hours per week in day school, 8x5 40. Day Preparatory Course 4 sections of 25 students each 100 students. HOURS IN USE Woodwork Shop 40 Metalworking Shop 40 Drawing Room 20 Mathematics Classroom 16 Science Laboratory 12 Language Classroom 12 Citizenship Classroom 8 Gymnasium 12 Day Tradesman Courses. First Year 7 sections, 25 students each 175 students. Second year 7 sections, 20 students each 140 students. HOURS IN USE Masonry Shop 40 Carpentry Shop 40 Cabinet Making Shop 40 Plumbing Shop 40 Sheet Metal Shop 40 Electric Wiring Shop 40 Painting Shop 40 1st year Drawing Room 28 2d year Drawing Room 28 Technology of Trade Room 28 Mathematics Classroom 42 Science Laboratory 42 Industrial Geography Room 14 Language Classroom 28 Citizenship Classroom 28 Gymnasium 42 PROPOSED PLAN FOR A SCHOOL OF TRADES 47 Day Course for Technologists. First year 2 sections, 25 students each 50 students. Second year 2 sections, 20 students each 40 students. HOURS IN USE Woodworking Shop 20 Metalworking Shop 20 1st year Drawing Room 10 2d year Drawing Room 10 Science Laboratory 28 Applied Mathematics 20 Technology of Trades 12 Language 16 Industrial Geography 4 Citizenship 8 Gymnasium . . 12 Summarizing the above we have the following: List of Rooms for Building Trades. HOURS IN USE Woodworking Shop for Preparatory Course 40 Woodworking Shop for Technologist Course 20 Cabinet Making Shop 40 Carpentry Shop 40 Metalworking Shop for Preparatory Course 40 Metalworking Shop for Technologist Course 20 Sheet Metal Shop 40 Plumbing Shop 40 Electric Wiring Shop 40 Painting Shop 40 Drawing Room for Preparatory Course and First Year Technology Course 30 Drawing Room for First Year Tradesman Courses 28 Architectural Drawing Room for Second Year Technologist Course, 38 Mathematics Classroom for Preparatory Tradesman and Technologist Courses 38 Science Laboratory for Preparatory and Tradesman Courses 24 Science Laboratory for Tradesman Courses 30 Science Laboratory for Technologist Courses 28 Technology of Trades Classroom for Tradesmen 28 Technology of Trades and Citizenship Classroom for Tech- nologists 20 Industrial Geography Classroom for Tradesman and Technologist Courses 18 Language Classroom for Preparatory and Technologist Courses 28 Language Classroom for Tradesman Courses 28 Citizenship Classroom for Preparatory and Tradesman Courses 36 Gymnasium for all Classes (if in small sections) 66 Assigning the above to buildings we have the following: Unit Shop Building No. 1. First Floor: Cabinet Making (Shop A). Woodworking, Technologist Class (Shop B). 48 PROPOSED PLAN FOR A SCHOOL OF TRADES Second Floor: Carpentry (Shop A). Woodworking, Preparatory Class (Shop B). Third Floor: Painting and Interior Decoration (Shop B). 2 Drawing Rooms all first-year Trades manand Technologist Students and Preparatory Students. (Space of Shop A). Unit Shop Building No. 2. First Floor: Plumbing (Shop A). Metalworking Technologist Class (Shop B). Second Floor: Sheet Metal (Shop A). Metalworking Preparatory Class (Shop B). Third Floor: Electric Wiring (Shop B). (Vacant) (Shop A). Museum Building. Architectural Drawing for second-year students. Laboratory and Classroom Building. 3 Laboratories for Science. 8 Classrooms for Mathematics, Industrial Geography, Language, Citi- zenship and Technology of Trades. Gymnasium. t From the above it is seen that if all the building trades classes were to be running at the capacity assumed, the classes would occupy two unit shop buildings each three stories in height (excepting one large shop), and architectural drawing room in the museum building, three science laboratories, and eight classrooms in the laboratory and classroom building, and some space in the gymnasium. It is probable that the vacant shop could be cut into six classrooms, and that space could be found for two more classrooms in the shop building. Estimating that each of the other major groups of trades would occupy an equal amount of space and the two minor ones the leather group and the ceramics group half as much, the entire scheme would call for approximately : 10 Unit Shop Buildings. 1 Museum, Library and Drafting Building. 2 Science and Classroom Buildings. 1 Gymnasium. 1 Auditorium. 1 Power Plant. PROPOSED PLAN FOR A SCHOOL OF TRADES 49 LEATHER. POWER CEKAM1C3 TE KTIL M ^cni N GYMNASIUM 5C1EN :x c CLENC I AT I AD p; UNTJ NG BI LLDII fG rDITORIUW ZU d 2VLIN15T32AT i 10^ LIBRAE MUSEUM. MUSEUM DRAWING PROPOS SCtiOOi. or Z OL BUILDINGS ^niio.iiiXArij ED SCHEME, OF TRAmS 12JO T 50 PROPOSED PLAN FOR A SCHOOL OF TRADES For all of these a piece of land about 475 feet x 700 feet would be needed. A possible arrangement of buildings is shown in the accompanying sketch. It would be highly desirable to have the plot of land enough larger to provide for an athletic field and drill ground. An excellent example of wise provision for space for athletics and for future expansion is the Dunwoody Institute, of Minnea- polis, Minn.i Six city blocks of land constitute the site. Only about one-fourth of the shop space is yet provided and none of the other buildings have been erected. Another illustration is the recently planned Delgado Central Trades School, New Orleans, La. 2 No attempt has been made in this chapter to work out the numerous engineering and equipment problems that can be solved successfully only thru the co-operation of the director of the school, the architect, and the deans of the several groups of trades. This must be done after the school site has been selected. 'See pages 10 and 12 in the December, 1917, number of "The Artisan." s See "Industry and Education," by David Spence Hill, pages 358 to 361. This volume contains much valuable data concerning other trade schools. CHAPTER V. CONCERNING THE ORGANIZATION OF THE SCHOOL OF TRADES AT Rio DE JANEIRO. THE purpose of this chapter is to point out certain dangers and, if possible, how to avoid them, in the organization and conduct of the school. It is assumed that the primary purpose of a school of trades is to produce intelligent and skilled industrial workers who are also good citizens. If it can accomplish this purpose it is doing a great service to the community in which it is located and incidentally to the state and nation; but it is doing a greater service to the individuals who take advantage of the courses it offers. Perhaps there is no greater work that an educational institution can do in Brazil at the present time than to increase the number of efficient tradesmen and technologists. It is important that this primary purpose of the school of trades be kept clearly in mind by those who are charged with the government of the school, so as to avoid a serious mistake that has often handicapped schools of trade and industry in the United States. Too often trustees and directors and instructors have failed to keep the trade school point of view, and have lapsed into the general educational or college habit of thinking, under the dominating influence of which they have lived. Moreover, they have not caught the full significance of modern pedagogy which places emphasis on specific training rather than on general discipline. Neither have they put into practice in their own lives the democratic ideal which evaluates men, not by the diplomas they carry, but by the service they render society. To be more specific, the danger is that men will be secured to teach science and mathematics, language and citizenship, and perhaps even drawing, who view their subjects from the academic standpoint. Such a condition, bad in any modern school, is well nigh fatal in a trade school. It is essential to the success of a trade school that the science, the mathe- matics and all the other subjects be taught as related to the trades or group of trades. Each group of trades must there- 51 52 PROPOSED PLAN FOR A SCHOOL OF TRADES ORGANIZATION PLAN SCHOOL Of TSZADtS IUO IS! JANEIRO - BRAZI1 TRUSTEES os. GOVERNORS DIRECTOR. J / UEAK BU11S1NG TRADES DZAN MACHINE TRAMS DCAM PRINTING TRADES DEAN I TEXTILE LI TRADES T >EAN ATHER RADES T)JAN CERAMIC TRADI3 / // / \ \\ / / / \ \ TtAcnr.10 BuiLrxiifG TRADES TXACHZS3 MACHINE, TKAT3E3 TEACHERS "PRINTING TRADES TEACHERS TEXTILE TRADES TEACHERS LEATHER TRADES TEACHERS CERAMIC TRADES ALL TEACHEKJ3 ON PtRKANILNT STAFF fore have its own course in science, its own course in mathe- matics, its own course in drawing not so much different from the others in principles as in selection of subject-matter, emphasis and method of approach. In other words the shopwork must be the focal center of each program of studies. While it is true that the course organized to teach citizenship would be the same for all groups of trades, such a course must be practical and modern. The trade school offers the most attractive field for a teacher who has the modern pedagogical viewpoint. It should go without saying that the teacher of shopwork must, as a prime necessity, be skilled in the trade he is to teach. But he should be more than that, he must have intellectual power and ability to teach. He must be able to inspire and control students. An organization plan in harmony with the above ideal is shown in the accompanying diagram. The management of the school is under the control of a Board of Trustees or Gov- ernors. Next to this Board is the Council, consisting of the director and the deans of several groups of trades. The PROPOSED PLAN FOR A SCHOOL OF TRADES 53 director is the executive officer of the Council. The Faculty is made up of all the teachers on the permanent staff of the school. It will be further noticed in the diagram that in the Council each dean is the representative of a section of the faculty who teach students in a group of trades. There will be some overlapping but this is easily adjusted. This plan of organization is intended to avoid the usual organization in colleges where there are departments of science, mathematics, history, etc., and builds up strong groups of trade courses in which science, mathematics, language, etc., each has a place, but not a superior place, and each is under the guiding influence of the dean of the group who must have the practical interests of the group at heart. The college organization carried over into the trade school easily leads away from industrial to academic results. In matters of general interest the relation of the faculty to the Council and to the director is not unlike that in many colleges. CHAPTER VI. CONCLUDING STATEMENT. WHILE the scheme of the school of trades for Rio de Janeiro is a large and comprehensive one, and while it might, in the course of time, become even more comprehensive in scope, the entire scheme should not be attempted at once. Its growth must be gradual, and should be guided by the needs of such training as the school can give. Its policy, however, should not be to wait for demands to arise. At first, at least, it should definitely labor to create new demands for its own instruction. A new type of school in a new field must win its way to great service by rendering service, even though it be slight at first, to a great many people. Which departments of the work should be organized first cannot be stated by the writer of this report. The local field should be studied in detail before such a decision is made. The surest way to start right would be to make a rather complete vocational survey of the city, such as was made in Minneapolis, Minn., before planning the building for Dun- woody Institute, and in the city of New Orleans as a pre- liminary step in the establishment of the Delgado Trades School. The survey not only procures essential facts con- cerning the industries and the industrial workers, but it brings the school and its opportunities to the attention of just the persons who should profit most by its successful establishment. 54 APPENDIX A. LIST OF PRINTED MATTER AND SUPPLEMENTARY DATA ACCOMPANYING THIS REPORT. 1. "The Artisan," December, 1917, published at William Hood Dunwoody Industrial Institute, Minneapolis, Minn. This contains a bird's-eye view of the proposed buildings for Dunwoody Institute, a plan view of the same, photograph of the two shop buildings already erected, plans of the three floors of these buildings and photographs of interiors of shops and other rooms. 2. "Industry and Education," by Dr. David Spence Hill, being Part Two of the report of the Vocational Survey for the Isaac Delgado Central Trades School of New Orleans, La. Section XVI on "Initial Buildings and the Site for the Delgado Trades School," contains a proposed scheme of buildings and much suggestive data. 3. Floor plans of "Machinery Building," Pratt Institute, Brooklyn, N. Y., (5 blue prints), showing sizes and arrangements of forge shop, machine shop, carpenter and pattern shop, foundry and accompanying locker rooms, store-rooms, etc. Plan of first floor of "Chemistry Building," Pratt Institute, showing drawing room, recitation rooms for mathematics, and offices. Floor plan of "Tannery," Pratt Institute. 4. Fifth Annual Report of Tanner's Institute, Pratt Institute, Brook- lyn, N. Y., showing interior views of the tannery and an outline of the course of instruction. 5. Circular of Information, School of Science and Technology, Pratt Institute, Brooklyn, N. Y., 1916-17, showing exterior views of the Ma- chinery building and the Chemistry building, and giving outlines of courses of instruction. 6. Seventh Annual Catalogue of the David Ranken, Jr., School of Mechanical Trades, St. Louis, Mo. Gives outlines of courses. 7. "Vocational Education" for May, 1916, containing an illustrated article on "An Endowed Trade School in a Large City," by Lewis Gustaf- son. Contains floor plans of the David Ranken School buildings. 8. Catalogue of Wentworth Institute, Boston, Mass., 1915-1916, giving outlines of courses and interior views of the buildings. 9. "Vocational Education" for May, 1913, containing an illustrated article on Wentworth Institute, by William T. Bawden. Gives floor plans of buildings showing the arrangement of equipment. 10. Report of Trustees of Independent Industrial Schools, Worcester, Mass., 1916. Shows interior views of the shops. With the report is a sheet showing floor plans of the building. 11. Floor Plans (blue prints) of the Trades School building, at Hamp- ton Normal and Agricultural Institute, Hampton, Va., and a series of nine illustrated articles each describing one of the trades school departments at Hampton. 12. Circular of the Philadelphia Textile School of the Pennsylvania Museum and School of Industrial Art, Philadelphia, Pa., 1917-18. Con- tains outlines of courses and interior views of the building. Enclosed with the circular is a plan of one floor of the building. 13. Bulletin of Lowell Textile School, Lowell, Mass., 1902-03. This contains floor plans of buildings and interior views. 55 56 PROPOSED PLAN FOR A SCHOOL OF TRADES 14. Bulletin of the Lowell Textile School, Lowell, Mass., 1917-18. This gives outlines of courses of instruction and interior views of the buildings. 15. Catalogue of the Bradford Durfee Textile School, of Fall River, Mass., containing interior views of the building showing equipment, and outlines of courses of instruction. 16. "Executive Training for the Industries," Bulletin of the Carnegie Institute of Technology, May, 1917. Illustrations showing equipment and students at work. 17. Dunwoody Institute Evening Classes, 1917-18. Gives lists of "short-unit" courses arranged in series. 18. "The American Architect," Vocational and Trade School number, September, 1917. Contains plans of Boys' Trade School, Boston, Mass.; Manhattan Trade School for Girls, New York City; and several vocational and industrial schools. APPENDIX B. The following is quoted from a letter received from Samuel S. Edmands, director of the Department of Science and Technology, Pratt Institute, Brooklyn, New York: "As to the advisability of the establishment of a tanning school in Rio de Janeiro, I endorse the suggestion without the least hesitation. South and Central Americans have been a very considerable factor among the applicants for admission to Pratt Institute's Tanning course, even at this great distance. I have talked with many of these men about the leather industry in their home countries, and I have developed the definite impression that a tanning school located somewhere in South America, and Rio de Janeiro is perhaps as good a location as could be chosen, would fill an already considerable and growing need. As you doubtless know, there are only about a half dozen tanning schools in the whole world, and the only one in the Western Hemisphere is at Pratt Institute. South America, already a large producer of hides, will naturally be an increas- ingly large manufacturer of leather. A South American tanning school would unquestionably stimulate this development." ""-""VWUO*, YC C3955 468915 UNIVERSITY OF CALIF ORNIA LIBRARY