9 I 4 I Eecfmical &cf)ool Cast 55tb Street anb &cotnU ^ur nur o o DC u c/: X O u DC u U w X h EAST TECHNICAL HIGH SCHOOL CLEVELAND OHIO ITS INCEPTION, BUILDING AND EQUIPMENT, ETC., TOGETHER WITH AN OUTLINE OF THE n a COURSE OF STUDY a a . PRINTED FOR THE BOARD OF EDUCATION AT THE EAST TECHNICAL HIGH SCHOOL PRINT SHOP. NINETEEN HUNDRED TWELVE The Board of Education Organization for 1912 Members GEORGE C. ASHMUN D. C. WESTENHAVER EMMA M. PERKINS VIRGINIA D. GREEN JOHN D. JONES AUGUST KIMMEL B. U. RANNELLS Officers GEORGE C. ASHMUN . . President FRANK G. HOGEN . . Director of Schools J. M. H. FREDERICK Superintendent of Schools Address all communications in regard to East Technical High School to James F. Barker, Principal, Cleveland, O. East Technical High School CLEVELAND HISTORICAL STATEMENT The Cleveland Technical High School owes its origin to the Board of Education of 1905. The members constitut- ing that Board were as follows : MR SAMUEL ORTH MR WALTER D SAYLE MRS SARAH E HYRE MR JOHN C CANFIELD REV ARTHUR C LUDLOW MR WILLIAM G LEOPOLD MR FRANCIS H HASEROT In his inaugural address the President called attention to the fact that the efforts toward "Industrial education as carried out by the manual training department of the high schools were wholly inadequate ; that this manual training was entirely secondary; and that though it aimed at apt- ness, it was not of such a nature as fitted for an occupation." Mr. Orth suggested that the Board set inquiries afloat looking toward the establishment of a school for such of our youth as may desire to choose for their calling some branch of the mechanical arts. On Feb. 29 the President, in accordance with a resolution adopted by the Board, ap- pointed the following Educational Commission "to examine carefully the government, supervision and course of study of the Cleveland Public Schools and make suggestions:" Messrs. J. G. W. Cowles, Elroy M. Avery, E. M. Baker, J. H. Caswell, Charles Gentsch, Frank Hatfield, Charles S. Howe, F. F. Prentiss, Thomas L. Johnson, C. W. McCor- mick, James McHenry and Charles F. Thwing. The findings of the Educational Commission were em- bodied in a series of reports submitted to the Board of Edu- cation during the years 1905 and 1906. On Sept. 26, 1905, the following resolution was adopted: "That the Educa- tional Committee of this Board be hereby instructed to in- vestigate the advisability of establishing a Manual Training High School in this city and that it be empowered to extend i 2065689 its investigations to other cities as it may deem wise and that the expense of such investigation be and is hereby authorized by this Board." On Monday, March 5, 1906, the Board of Education unanimously adopted a resolution authorizing the issue of bonds for $350,000 for the purpose of erecting a Manual Training High School. A marked change as to what should be the policy of the school subsequently led to a change from the name as above proposed to the present one, The Cleveland Technical High School. The selection of a site was definitely agreed upon Aug. 13, 1906. Its location on East 55th Street at the corner of Scovill Avenue places the school within easy access from all parts of the city. It may be reached by the East 55th Street car line from the South Side direct and from the East and West Sides by transfer from various lines. The Scovill Avenue line connects directly with the business dis- trict. The neighborhood is ideal for such a school, being on the edge of a great manufacturing district and yet not actu- ally within the smoke and grime of such localities. Active operation was begun on the building Aug. 30, 1907. The building was opened for the enrollment of pu- pils and the organization of classes promptly on the date of the beginning of the Fall Quarter, Oct. 5, 1908. One week later, Oct. 12, regular class work began in all departments with an attendance of over seven hundred pupils. Of this number only 123 came from other high schools in the city, thus verifying the prediction that the school would create its own field in a high school population whose wants had hitherto been unmet. BUILDING AND EQUIPMENT The style of the building is English Gothic and in its harmonious proportions and adaptation to its purpose it reflects great credit upon its designer, Architect F. S. Bar- num. The dark reddish brown superstructure with terra cotta trimming upon a heavy stone water table gives an effect of strength and massiveness well calculated to offset the unusual amount of wall space sacrificed to ample light- ing; while the imposing eastern facade is divided by the projections of the end wings and of the central pavilion into a most pleasing symmetry of line and color. The plan of the building is like the letter "E" in form, there being three wings abutting from the west upon the main structure which extends north-and-south between Sco- vill and Portland Avenues, fronting on East 55th Street. The main entrance is approached on East 55th Street by a flight of granite steps. There are two other entrances on Portland and Scovill Avenues respectively. Upon entering the building from the front there is found at the right a reception room and at the left the offices of administration. Directly opposite, across the main corridor which connects the north and south wings, is the spacious auditorium with a seating capacity, including the balcony, of thirteen hundred. Flights of stairs to the right and left of the auditorium entrances lead down into the basement. Here the central space is occupied by the ventilating apparatus. The lecture rooms and laboratories for physics and chemis- try are at each end. In the north wing the entire area is devoted to a lunch room, with the necessary kitchen and serving rooms. Directly under the auditorium is the gym- nasium, encircled by its elevated cork running track, show- ers and locker rooms. The entire south wing of this as well as of the first floor is occupied by the shops. The pottery department is well equipped with potter's wheels, lathes for turning models, a slip house and glaze room set, kilns, etc. Adjacent to this is the forge shop with provisions for a blacksmith class of thirty-six. The forges have down draft and the entire equipment is thoroughly modern. The next room is the machine shop with heavy equipment suitable for the very best of trade instruction. At the end of the corridor is a foundry with a cupola for the melting of iron, a brass fur- nace, suitable core ovens, etc. At the extreme rear of the building the heating and power plant is installed. This fur- nishes heat, electric light and power and has a capacity of over four hundred horse power. On the first and second floors, the main part of the building and the Scovill avenue wing are occupied by recitation rooms. Three large rooms at the Port- land and ScovilJ avenue corners, with a seating capac- ity of one hundred and fifty, are reserved as study haJJs. In the Portland avenue wing are five wood- working rooms including joinery, turning, cabinet mak- ing and pattern-making shops. At the end of the wing corridor is a room for re-sawing and storing stock. In addition to the usual hand tools in these rooms, suitable woodworking machinery has been installed to meet the requirements of modern methods of manu- facture. Opposite the entrance to this corridor is draft- j ing room for the preparation of designs for shop problems. This is easily accessible to all pupils in the woodworking department. There is also a room for varnishing and finish- ing woodwork. On the second floor are additional recitation rooms, the school library and mechanical drawing rooms. On the third floor the Scovill Avenue wing is entirely devoted to the girls' departments. Here are located the kitchen for instruction in cookery, the dining room for les- sons in table service, and the laundry. Rooms for instruc- tion in plain sewing, dressmaking and millinery are situated in the corner of the building. Additional mechanical and freehand drawing, applied art and recitation rooms occupy the remaining floor space. A club room for school organiza- tions and a rest room are also provided. The fourth floor is occupied by additional rooms of the department of applied arts and by the printing shop. Instead of cloak rooms, individual steel lockers are built into the walls of the corridors on each floor, each locker being separately ventilated by the vacuum system. Each student is assigned one of these lockers, also a shop and a gymnasium locker, and is provided with an individual key to each. LIBRARY This is organized as a branch of the Cleveland Public Library, which furnishes the clerical force while the Board of Education furnishes the room, light, heat and equipment. The collection consists at present of about 2,000 volumes. The circulating department is supplied from the city library ; the reference department, which consists largely of tech- nical works, is furnished by the Board of Education. The library is open week days to the general public as well as to the members of the school. AIMS AND METHODS The Cleveland Technical High School has two immedi- ate ends in view : ( 1 ) to prepare youth of both sexes for a definite vocation and for efficient industrial citizenship ; (2) to help men and women already engaged in a vocation to better their condition by increasing their technical knowl- edge and skill. To such as may desire to pursue their studies still further it also offers the opportunity to prepare for entrance to technical schools of college rank. Such students should at the close of the second year consult the Principal in the arrangement of their courses for the particu- lar school for which they are preparing. 4 A proper function of this school is the extending of an opportunity for specialization down into the period of secondary education. This specialization of the secondary school is no untried experiment in the older industrial com- munities. It is, in fact, an inevitable result of the constant tendency to higher specialization which marks all growth and progress. It finds its economical justification in the bringing of greater industrial efficiency within reach of the ninety- six per cent of our population who never find beyond the high school an opportunity to fit themselves for a specific place and service in our increasingly complex civilization. The Technical High School is in fact but one part of a well defined plan of the Board of Education to provide for the vocational needs of different classes of pupils in the city. SEGREGATION In most classes the nature of the studies and the pur- poses in view are so different as to demand a separation of the boys from the girls. There is therefore organized within the one building a boys' school and a girls' school. TERRITORY The school is open to students from the district east of the Cuyahoga river living in the city. The long distances from which many students come and the length of the daily session has made it necessary to provide a lunch room where a warm noon meal may be enjoyed. This service is conducted as nearly as possible on a no-profit basis. At from eight to twelve cents one may obtain a substantial lunch. Pupils may also bring all or a part of their luncheon from home if they so prefer. THE DAILY SESSION The daily session consists of nine periods of forty-five minutes each, beginning at 8:00and ending at 3: 15. The schedule of technical and laboratory work is arranged in double periods. Ordinarily each student is expected to carry three academic and two technical or laboratory sub- jects. 5 THE SCHOOL YEAR The school is in session the year round. The year is divided into two semesters of nineteen weeks each, and a summer session often weeks. By thus elimin- ating the long summer vacation a saving of an entire year in the usual high school course is made pos- sible to those who desire it. This is ot great ad- vantage to the student who for any reason may wish to secure a maximum of education in a minimum of time. Those who do not wish to avail themselves of this advantage or whose physical condition does not permit of the strain of continuous study, still have the opportunity of devoting four full years to their high school course. The plan of a continuous session broken up into short terms is also of advantage to the student who from any cause fails in some part of his work, since by these frequent opportunities for re-adjustment he is given a chance to "catch step" again and go on with his work in a new class with comparatively little loss of time. DESCRIPTION OF COURSES ENGLISH In the teaching of English literature, the constant aim is to make clear the relation of literature to life. A develop- ment of the power of appreciation is sought. A sense of form can be developed much better by the study of good models, where the pupil sees how a master-writer puts his material together, than by the learning of rules. Such of the college requirements as lend themselves to this treatment are retained. Only those substitutions will be made which will meet with the approval of the prominent scientific schools. The works of our great English and American industrial writers will have a prominent place in the course. The sup- plementary reading will include much that is best in inven- tion and discovery, manufacture and distribution and the attendant industrial and labor problems. 6 The work in English composition also, is in entire har- mony with the spirit of the school. Little emphasis is laid on drills in formal grammar and rhetoric, but in their place exercises in original creative work in one of the most beauti- ful arts. The pupil is made acquainted with the technical methods and devices of the trained writer, and is taught to use these methods and devices consciously. This system ad- mits of an attention to the individual errors of the pupil, which results in an exactness seldom arrived at through any formal drill in rules. Wherever practicable, the composition work is co-ordinated with the other departments of the school, thus enterrelating and binding together the course of study. By these means it is believed the pupil will attain that power, ease and accuracy in the use of our English tongue, which is admittedly of such great practical value as a preparation for life. The festive days, Thanksgiving, Christmas, national holi- days, anniversaries, etc., are celebrated by the whole school, assembled together, when a program in the spirit of the oc- casion is presented. Debates, contests in oratory and de- clamation have a place in the course. The school is not primarily a preparatory school for college. However; about 30% of the pupils who grad- uate, wishing to carry their technical education further, should not be limited in their outlook when they enter the Technical High School. Therefore the course has been so arranged that a differentiation may take place at the end of the second year and the pupils intending to enter a Technical College can secure the proper preparation. Thus far graduates from this school have been accepted upon certificate at Case School of Ap- plied Science, Columbia University, Purdue Univer- sity, Ohio State University, Carnegie Technical Schools, University of Michigan and several other institutions having technical courses. The preparation of girls for normal work in Domestic Science and Art, such as is offered at Columbia Univer- sity, is unusually well adapted to the requirements of the courses at these institutions. The same is true ot girls intending to become trained nurses. The school does not prepare for courses in classical or literary colleges. MATHEMATICS In the mathematical courses the student must carry heavier work than is usual in a high school. He must not only lay the foundation for logical thinking along mathe- matical lines and be conversant with theoretical mathematics but must be able to use these mathematics wherever needed in technical work. With this aim in mind the pupil gives one-fifth of his time to direct application of mathematics. The course in pure mathematics includes the usual theo- retical work, the study of principles involved and a thorough drill in mental arithmetic and the control of number. On the technical side the pupil articulates the mathe- matics with the work of the drafting room, shop, domestic science and domestic art. Teachers of technical subjects are in constant touch with the mathematics department, anti- cipating problems which will arise and reporting immediately to that department any weakness shown by a pupil in prob- lem or principle. The work during the first two years is given five times per week and involves arithmetic, algebra, plane geometry and elementary trigonometry. INDUSTRIAL GEOGRAPHY The school offers a year's course in industrial geography which all boys are required to take during their first year in the school. This course is intended to give the student an introduction to the other sciences and furnish a background for the courses in industrial history. During the first term those factors of meteorology which have a more or less direct bearing on the industrial, social and economic conditions of a people, are studied. The weather and climatic conditions of the various countries, to- gether with the causes which govern these conditions, are considered during this term. The second term is spent in studying physiography. The processes of physiography and the land forms which they produce are studied. A laboratory and field acquaintance with the common rocks is acquired during this term. The third term is spent in studying the industries of various regions in their relations to climatic and physio- graphic conditions. The localization of industries and the causes for such localization can be worked out in a large measure. The location and growth of cities and the causes which govern their location and growth are pointed out. In general, the course aims to give the student an acquaint- ance with the physical environment in so far as it governs the physical conditions under which he lives. Excursions to factories and other points of interest in Cleveland and vicinity are made whenever deemed profit- able in connection with the study of Industrial Geography, Industrial History and allied subjects. BOTANY AND PHYSIOLOGY The course in Botany aims to give a general survey of the plant kingdom beginning with the lowest forms. Three hours are devoted to recitations and two hours to laboratory work. The field work is an important part of the course and is given in addition to the five hours indicated. The course includes a study of our native plants and trees and of their modes of growth, with special reference to their utilization in applied art. The teaching in respect to cell structure, storage of pro- teids and oils in seeds, and the growth of molds and of the yeast plant is closely correlated with that of the cooking de- partment. Part of the work in Botany is preparatory to the course in Physiology, inasmuch as the study of the processes of life and training in observation can best be begun with a con- sideration of lower forms. The girls are segregated and stress is laid upon hygiene and physiology for women. Spe- cial attention is paid to laboratory work and demonstration. CHEMISTRY FOR GIRLS This course is directly correlated with Domestic Science and its aim is to give such experiments as will be of practi- cal value to the girls after finishing school. Some of the elementary chemistry is given during the first part of the course and more, from time to time, in con- nection with the applied work. The course includes four recitation periods a week, with a double period for laboratory work. The applied work comprises the study of combustion, carbo hydrates, fats and proteins in many different phases, the manufacture of foods, the detection of the food principles in foods, such as starch in cereals, sugar in milk, etc. ; the detection of adulterants and some simple analyses, such as milk, eggs, etc. 9 CHEMISTRY FOR BOYS This chemistry is given in two separate and distinct courses. The elementary chemistry is taken in the second year and is required of all boys. Consideration is taken of the more important elements with practical application, as far as possible. Four recitations and demonstrations, with one double laboratory period constitute a week's work. The advanced chemistry is taken the fourth year and is an elective. This course is made intensely practical and includes much elementary metallurgy. The nature, uses and methods of manufacture of charcoal, coke, iron and steel are considered. Gas producers and types of indus - trial furnaces are treated. Modern, practical figures and analyses are quoted and used in the discussions and problems. HISTORY Courses are offered in Modern and Medieval, and Industrial History. American History and Civics is re- quired during the fourth year. It is expected that the work in Industrial Geography followed by Industrial History will prepare for the course in American History and Civics which includes the discussion of civic and industrial problems with a view to good citizenship. The principles underlying all the arts already suggested in the courses in English in the first two years, and illus- trated in the courses in drawing and design, will receive added illustration in the study of art products and processes of other periods of history and of industrial products and processes. By this means the imagination of the student is stimulated and his judgment developed for creative effort during the specialized work of the third and fourth years The broader view thus obtained furnishes relaxation and in- spiration for the work of his own hand which in turn gives vitality to history. Special stress is laid upon the relation of the fine arts to the mechanical arts and to the development of civiliza- tion as it appears in the home, in the industrial world and in the growth of government. GERMAN A two years course is offered, elective in the third and fourth years. The first year is devoted to acquiring a work- ing acquaintance with the essential facts of the grammar and a reasonable facility in their application in reading, writ- ing and conversation. To add interest and give concreteness to the work the reading of an easy text is begun very early. (Heldensagen). This also furnishes topics and vocabulary for supplementary work in conversation and composition and affords opportunity to hear and to use the language in connected discourse. Beginning with the second year of German, one or two of the usual literary classics are read (Immensee, Hermann und Dorothea), followed by selections dealing with German domestic life and some of the ethical of es- thetic aspects of labor (Burg Neideck, Hoher als die Kirche, Schillers Glocke) and, in the last quarter, by some technical reading along industrial lines (Selections). The texts mentioned indicate the general character of the reading but are subject to variation from year to year. MECHANICAL DRAWING This subject is taught as the language through which the student learns to give graphic expression to ideas which he is later to work out in material forms in shop and work rooms. It is the one medium through which craftsmen are able to record, clarify and perfect such ideas as may come to them. Training is given in accurate work by means of exercises and problems especially designed to enable the student to read intelligently the drawings which he is to use later in his shop practice. These exercises not only bring into use the various instruments in the student's equipment, but also represent some definite object to be made later in his course in joinery, woodturning, forging or pattern making. In addition to carefully constructed working drawings, free-hand sketches and views are made for the purpose of giving clear mental conceptions of the object and to teach the appearance and relation of the different views to each other, as well as to show the proper position of each on the drawing plate. 1 1 APPLIED ARTS As mechanical drawing is made the medium of expres- sion in the shop, so is free-hand drawing in this department. Nature forms are studied and sketched in the flat, in detail and in color. From these studies pupils derive convention- alized units which by repetition and grouping furnish mo- tives for original ornamental designs and for suggestions of form, proportions and color harmonies. These they ap- ply directly in constructive work, as in borders for gar- ments, draperies, naperies, and in embroideries, in the decor- ation of pottery and leather work; and in the designing, decorating and making of utensils and articles of house- hold and personal use from various materials and fabrics. The work therefore correlates in very definite and practical ways with dressmaking, millinery, domestic science and the mechanic arts and crafts, and with the many occasions in daily life in which an intelligent appreciation of fitness and beauty add greatly to vocational success or personal happiness. DOMESTIC ART The aim here is to give such training as will enable girls as they grow to womanhood to appreciate the practical, economic and artistic value of various materials in their ap- plication to dress and home furnishings. The course includes plain sewing, the making of outfits for use in the departments of domestic science and domestic art, undergarments, shirt waist suits, simple summer dresses and millinery. Principles of handwork in the way of rolled edges, setting in of lace, handrun tucks and elementary em- broidery are introduced and applied to underwear. Original designs made by the pupils are used for this work and in the decoration of the table linen for the dining room of the domestic science department. MILLINERY A course in spring and fall millinery is provided for girls who have learned some of the fundamental principles of sewing. Millinery affords the girl a broad expression of individuality and aims to create an appreciation of artistic color combinations and appropriateness. 12 The subject is closely connected with the courses in dressmaking and applied art and consists in talks on mater- ials used in millinery, wiring hats, making buckram and straw hats, wire frames, facings, building bows and cover- ing frames, renovation of old material and trimming hats. Attention is given to economy, simplicity, suitability and the cultivation of artistic taste in all lines of work. DOMESTIC SCIENCE The purpose of the work in this department is three-fold : (1) to teach all subjects pertaining to the care and duties of a home, that girls may be prepared for practical home- keeping; (2) to teach all theory relating to the above sub- ject as applied science, that girls may acquire intellectual development as well as practical skill; (3) to teach institu- tional cookery and kitchen management as trade subjects, that students may be prepared for catering as a vocation. To attain the end of training for homekeeping, all work must necessarily be very practical and comprehensive. The home is a very complex institution and its management in- volves the study and practice of preparation of foods, cook- ing and serving entire meals, washing and ironing clothes, cleaning, first aid to the injured, care of invalids and chil- dren, household accounting, expenditure of income, market- ing, house planning, sanitation and household furnishing and decoration. All these must be taught in the most specific and practical ways. Each student must be taught not merely about doing household duties, but to do them. An attempt is made to correlate all academic subjects included in the course for girls with the technical subjects. In arithmetic problems are given involving the standard weights and measures used in cookery. The student is drilled in dividing the quantities used in the ordinary recipe that she may appreciate the relation of the individual to the practical recipe. The cost of various foods at different seasons is computed in order to obtain an estimate of the average cost. The keeping of household accounts and division of the family income are also prob- lems to be solved. Exact computation of food values and the grouping of these foods to form well balanced menus involve mathematical problems that are studied with profit to the homekeeper in the arithmetic class. 13 During the first year botany and physiology are among the required academic studies for girls. These subjects are therefore taught as applied sciences and the theory connected with the practical work in cookery for the first year has a physiological aspect. Special attention is given to the uses of the various foods in the body, the effect of cooking on the digestion of foods, etc. Chemistry is one of the required subjects for the second year. The same subjects are considered and the same mater- ials experimented upon in the chemical laboratory as in the school kitchen. For instance, if eggs are cooked in the kitchen laboratory, during the same week their composition and properties are ascertained in the chemical laboratory. Hence the theory of foods in the second year cooking classes deals largely with food composition and food manufacture. Domestic science subjects are often given as themes in the English classes. See also the courses in domestic and applied arts for ways in which these are correlated with domestic science. In short, all technical subjects involving homemaking are taken as the basis of the course -for girls and around these the rest of the studies are grouped. The lunch room in connection with the school affords excellent opportunity for girls desiring to specialize in insti- tutional cookery. After having learned the fundamental principles of cookery, the student may go into the kitchen of the lunch room and prepare foods in large quantities, and also study the management and plan of conducting such an institution. PHYSICS Elementary physics is given in the third year and taught as applied physics with special reference to the problems of the shop rather than as mathematical phys- ics. In the fourth year advanced physics is offered. In this advanced course the general principles laid down in the third year will be used as a foundation on which to develop a physics of accurate measurements. Fou; recitation periods a week and one double laboratory period is the time alloted to each course throughout the year. 14 SHOP WORK Since the fundamental principles underlying all art are identical, during the first two years a more or less definitely prescribed outline of instruction must be laid down. The shop work of these two years is therefore practically a gen- eral course in manual training. The use and care of the various tools and machines, the qualities of materials and the processes of their preparation and distribution, and facility in applying the fundamental principles of construction arc the chief ends sought. This work is intended to be educative and creative as well as technically constructive. From elements and princi- ples taught in the mechanical drawing and shop classes each pupil makes his own designs, which, when approved by the instructors concerned, he executes from working drawings. Within due limitations as to practicability and suitability of form and material, free scope is given to his inventive talent in the making of his design; but this once decided upon, he is held to strict accuracy and workmanship in its execution. PRINTING A course in practical printing is offered as a fourth year elective. The school maintains a printing shop of modern equipment in charge of a competent printer. This is util- ized in the printing of all official blanks, programs and announcements of the school. Much of the instruction in the various courses is of so special a character that no suitable text is yet available for it. The school press is therefore brought into frequent requisition for the supplying of printed copies of the instructors' notes, diagrams and ex- planatory text to the students. A periodical edited and managed by students of the English department is published as the official organ of the school. It is illustrated by students of the drawing departments affording abundant opportunity for practice in the various branches of the printer's art. THE SCHOOL AND EMPLOYERS The interest already evinced by merchants and manufac- turers of the city means that this school will bring employers into close touch with students seeking positions. The school 15 can thus include in its duties the bringing together of these two classes. EVENING SESSIONS One of the most important missions which this school can fulfill is the betterment of people already engaged in a given vocation. The abolishment of the apprenticeship sys- tem in the subdivision of manufacturing processes has made it practically impossible for mechanics to secure any general training which will increase their efficiency and consequently their earning power in their present position or enable them to fit themselves for a better position. There is a crying need among semi-skilled working classes of an opportunity for industrial education and to meet this need The Technical High School offers trade courses during the evening to men and women already employed during the day. The evening sessions are from 7: 15 to 9: 1 5 p. m. The classes are divided into two sections, one meeting Monday and Thursday evenings, another meeting Tuesday and Fri- day evenings. The entire equipment used for technical instruction in the day school is available for the evening classes. Instruc- tion is offered to men in carpentry, cabinet making, pattern making, foundry practice, tool forging, sheet metal work and machine shop practice. Allied with these subjects is instruction offered in trade mathematics, English, applied mechanical drawing, including architectural and machine drawing. Complete courses in plain and hand sewing, machine sewing, spring and fall millinery and the applied arts are available to women. Plain cooking and whatever allied courses may be called for by a sufficient number will also be within the scope of the night school. Freehand drawing, charcoal and water color rendering, clay modeling, bookbinding, leather work, art metal work and design as applied to the crafts are also offered. 16 The completion of the four quarters of a two-year course will warrant the issuing of a certificate and by requiring a high standard of work such a certificate should have a dis- tinct value. It should mean the placing in the hands of graduates of the evening schools a certificate of character, workmanship and industrial intelligence. 17 CLEVELAND TECHNICAL HIGH SCHOOL COURSE OF STUDY FOR BOYS FIRST YEAR English 5 Mathematics 5 Industrial Geography Mechanical Drawing t> Woodworking 10 Physical Training 4 or 3 Study 10 or 11 SECOND YEAR English 5 Mathematics 5 Chemistry 6 Mechanical Drawing 4 Shop 10 Physical Training 4 or 3 Study 11 or 12 THIRD YEAR English 5 Physics 6 German or French or Industrial History 5 or Elective Technical 10 Mechanical Drawing one semester 4 Shop one semester 10 Elective Technical one semester 14 Study 15 FOURTH YEAR Advanced Mathematics 5 American History and Civics 5 German or French , or Elective Academic 5 . or Elective Technical 10 Elective Technical 15 Study 15 or 10 In the third and fourth years pupils may elect three or four peri- ods of Physical Training. In the fourth year pupils may elect two periods of Sex Hygiene in place of two periods of Physical Training. i 8 -. FIRST FLOOR PLAN CLEVELAND TECHNICAL HIGH SCHOOL F. S. BARNUM ARCHITECT CLEVELAND TECHNICAL HIGH SCHOOL COURSE OF STUDY FOR GIRLS FIRST YEAR English 5 Mathematics 5 Botany and Physiology 5 Cooking 6 Sewing 4 Applied Art 6 Physical Training 4 or 3 Study .'.'...'. 10 or II SECOND YEAR English 5 Mathematics 5 Chemistry 6 Cooking 4 Sewing 6 Applied Art 4 Physical Training 4 or 3 Study n or i THIRD YEAR English M. and M. History Physics or German or French 6 or 5 Elective Technical 15 Study '4 of S FOURTH YEAR Art History and Civics Science or German or French Elective Academic or Elective Technical 10 Elective Technical ' Study 10 or 1 5 In the first and second years the fourteen or sixteen periods as- signed to Technical training may be sub-divided as follows: Cook- ing or Sewing 4 Applied Art 10 periods. In the third and fourth years pupils may elect two or three periods of Physical Training. In the fourth year pupils may elect two periods of bex rlygiei in place of two periods of Physical Training. Pupils selecting a foreign language in the Junior and Senior year* will take Physics in the Senior year. 19