I'ACK NNEX S 062 THE COURSL OF STUDY IN 108 THE MECHANIC-ARTS ETHICAL CULTURE SCHOOL CENTRAL PARK WEST AND 63d ST. NLW YORK CITY March, igog-iooo. .IFORNfA FACILITY Mechanic-Arts GENERAL STATEMENT The reader will undoubtedly note the use in this course of the term "Mechanic-Arts." Although it is not commonly used in this sense it has been adopted, after careful reflection, as the most accurate caption that can be given to that department of manual work that uses the tools of the mechanic. Moreover, throughout the length and breadth of the course in this depart- ment, the pupils' experience is of the mechanic or artisan type. The term "Mechanic-Arts," therefore, has been adopted as the title for all the manual work that is conducted in the shops of the school. One other introductory word : So brief a statement as that which follows can deal only with the most important and funda- mental of those general considerations that have governed the development of the mechanic-arts course in this school. There- fore, much that is generally understood to belong to the forms of manual training under discussion is left to the reader to supply. The mechanic-arts are pre-eminently the tool using arts. Their significance in the school is in direct relation to the part they have played in the development of man and civilization. That this significance is great is clear from the fact that the development of tools and the tool arts is wrapped up in and closely integrated with the development of all human interests, achievements, and endeavors. But especially germane to the question of the educational value of the tool arts is the fact that their development has been parallel with, and a cause of the development of the most fundamental traits of human nature and 2066541 genius. From this relationship we derive the two fundamental considerations from which alone there can be worked out ade- quately the position of the mechanic-arts in the curriculum and life of the school; namely, on the one hand, their subject matter or content; on the other, the human needs to which the bear- ing of these arts on life work and the social structure give rise. An adequate working conception of the function of the tool arts in the school must recognize and give just consideration to both the motor and idea sides ; to the technical and social content ; to the craft and mechanic aspects ; to the art and the science of the workshop of industry; and, finally, the industrial and humanistic significance of work. Both in the conception and practice of the work the trouble has been in the omission of important factors and in the emphasis of some at the expense of others. The great practical problem is, therefore, to see to it that all motor activity is enriched with the idea and image ; that all technical power is balanced by social insight; that genius both of the mechanic and craftsman order be given due respect; that both the art and science of the con- structive arts be represented ; and, finally, that not only the prac- tical and industrial, but also the humanistic quality of tool work be instilled through the workshop of the school. Improvement in the general practices of the tool arts in schools requires that further progress be made along the follow- ing lines: first, in respect to the scope of the subject matter, and the concrete forms to adequately convey and express this con- tent; second, in regard to securing more vital relations between the work and the needs at different ages; and, finally, in regard to methods of presentation. In addition to what has already been stated in regard to the scope of the mechanic-arts, it remains but to mention that we are coming to a point where even the industrial and eco- nomic factors are being considered in a spirit that speaks well for the growing freedom from tradition. To the extent that by "the industrial" is meant a general intelligence concerning the life, labor, interests, and achievements of industry, this is substantial progress. To the extent also that the term "eco- nomic" means opportunity to participate in some useful, pro- ductive work with the knowledge that it is meeting some real social needs, it is progress toward giving the pupil what is his due. There is little danger that these matters will be over- emphasized as our schools stand at present. The danger is quite the opposite, viz., that they will not receive due attention. The significance of tool and constructive work to different periods of child life is a problem of great difficulty, and one which must continue to be the center of study and most active effort. In both the Primary grades and the High School there is need for technical knowledge and power, yet there is a difference as to the degree and the social bearing of both. There is something of the mechanic and craftsman about the work in the lower grades; but when these elements are met with again in the high school, they possess other and more defined characteristics which call for special treatment. So it is with art and science features, and especially with the social aspects of the work which in the two periods, and those intermediate, possess important differ- ences in meaning. A survey of the stages of development reveals the fact that at first the racial instincts predominate with their corresponding interests and tendencies toward expression, while later, interests and motives become more individual and seek special and differing forms of embodiment. Our endeavor is to conform our school practice in the mechanic-arts to this line of development In the Kindergarten and Primary Grades, the tool work contributes with other forms of manual work toward providing those forms of motor and sensory experiences, and those foun- dations of mental life through clear imagery which are so fun- damental in the needs of the period. The submergence of the tool work, as a special interest within the general interests of the grades, is a necessary recognition of the undifferentiated condition of experience at this time. It is the practice to take up the several forms of manual work at times when the general class work requires expression in one or another form, rather than according to a set time program. In the intermediate grades it becomes necessary to grad- ually differentiate mechanic-arts as a subject. This, of course, places the greater burden upon the teacher of this subject to utilize its vital historical, mathematical, scientific, aesthetic, and other relations, and makes the need of correlation between sub- jects more evident. The child's growing powers of observation and analysis, the broadening of his interests through the en- largement of his social environment, and his awakening curi- osity about dynamic phenomena are considered proper justi- fication for the attention this School gives to the physics of mechanic-arts. These intellectual and social interests are awak- ened and satisfied in the works of the fifth, sixth, and seventh grades. In the eighth grade, many disturbing elements due to the rapid pre-adolescent changes make it very difficult to determine just the forms of work that it is wisest to provide. For this reason the outline of work for this grade, as given below, is to be considered tentative. It is not a question of giving up manual work altogether in this grade, but rather a question of meeting in a suitable manner the growing diversity of interests and capacities. It is possible to recognize among the boys of this age two types of manual workers mechanic and non-mechanic. One group displays progressive aptitude for the use of tools, while the other shows no such native bent or interest. The manual needs of both types must be met. It is here that printing, and also photography, being of a less mechanical nature than the mechanic-arts, find an important function in the curriculum. In respect to printing it has been satisfactorily proven that it will give a new lease of life in manual work to many boys of the non-mechanic type of mind. It should be mentioned in connection with both printing and photography, that in regard to no other manual work does the school offer such good opportunities to bring out the pro- ductive and economic aspects. The products of both have a decided economic value which gives to the work a kind of seriousness and respect that has been lacking in too much of our manual work. The problem connected with the mechanic type of the eighth grade is by no means simple. Just at present the arts and crafts side of tool work is being tried, the work being done in co-operation with the art department. In some classes this form of work proves fairly satisfactory. In others there is something missing, and it would appear that a distinctly differ- ent type of work is needed. Such a new feature might be called productive and experience work, and might be characterized by much vigorous tool work. Subdivision of labor, co-opera- tive effort, the use of machine tools and productive methods, and the advantages of organization would all be used to the end that the mind become well stocked with images of technical and constructive matters ; that the habit of working effectively be well started ; and that the value of organization and method in its several aspects be inculcated. The work of this grade is therefore held open for experi- mentation in this or other directions which it may seem advis- able to test. No factor affecting the value of manual work is more im- portant than that of the methods of presentation and the teach- ing devices. The products of children's tool work mean nothing unless the methods by which these are gained are known. In the conduct of the tool work outlined in this course of study, the main controlling ideas are: That the degree and quality of the self-directed work result- ing from the methods is the best index of their success. That the work is presented by means of selected studies, as indicated in grade outlines, rather than by courses or series of models. As a result all motor activity is aroused by idea and image, and all technical power ac- companied by social insight. That all studies are conducted, as far as possible, by means of experiments and tests in such a manner as to convey a sense of their being real problems in construction and mechanics, as indeed they should be in everything but size. In any confined city school the problem must be a matter of how best to bring in, in a vital and realistic sense, something of the real world of constructive industry. While a course of models as exercises is not considered necessary or desirable in order to provide adequate technical training and progression, these matters are given careful and constant attention; and the same freedom to do practice, drill, and test work that is exercised in other subjects, such as mathematics is maintained in reference to shop work. The greatest insistence is placed upon the work being an honest pro- duction of the pupil and the result of earnest mental and physi- cal stress and effort on his part. It is not, however, considered necessary for one pupil to perform the whole of a given piece of work. An honest contribution serves the purpose. In the preparation of stock and in giving out directions for work as much as possible is left to the initiative and ingenuity of the pupils. The outline of work given below represents the efforts this school has made toward solving the problems set forth in the foregoing statement. Outline of Course in the Elementary School KINDERGARTEN Wood and simple tools are used in the shops to make toy furniture and simple toys of various kinds. The larger mus- cular movements are involved. GRADE I Individual playhouses, made from wooden boxes. Open- ings for windows are sawed and framed, and roofs are added. The houses are decorated and furnished as described in the Domestic Arts pamphlet. 8 In connection with the garden, plant labels, garden stakes, transplanting sticks, and hot-bed supports are made in the shop. In connection with the seasonal work also, shop work is involved in making such objects as crates for Thanksgiving contributions or wooden objects for Christmas gifts. The tools used are the hammer, saw, plane, and bit. GRADE II A small dugout or some other toy suggested by the cen- tral idea of the grade (primitive life) is made in the shop. In the shops also articles for the garden and for seasonal use are made very much as in the first grade. Each year some general class need arises, which can best be met by group work, such as making steps or trellises for the garden. The different forms of manual work in the primary school are so closely bound together that the reader should turn to the elementary course of study to gain an adequate idea of this feature of the school's work. GRADE III The shop work of this grade is limited for the present to the making of Christmas gifts and certain games to be used in connection with arithmetic. Most of the manual work is related to the study of pioneer life, and falls within the departments of Domestic Science and Domestic Art. GRADE IV The shop work for this grade is concerned with the con- struction of models of wagons, sleds, sleighs, and other simple means of transportation. Motive is given the work by the study of exploration and discovery, which occupy the attention of the class in its history and geography. Models of primitive forms of wagons, sleighs, and boats are shown the class, and the primitive methods of wheel and frame construction discussed. A simple form of sleigh, sled, or wagon is made with some care for technical methods, and later the child is encouraged to work out other forms. A beginning is made in this grade toward de- veloping the idea of the working drawing, working sketches, partly freehand and partly with instruments. Care is exercised with reference to proportion rather than exact size. GRADE V The shop work in this grade begins to deal more definitely with instruction in the use of tools. A higher standard of technique is now required. The boys are drilled in the use of tools and in proper methods of work. The practical problems are of such a nature that they give numerous opportunities for reviews of the elementary principles which will apply to all work in future years. Special stress is laid on the methods of getting out work to a given size. This brings in selection of working face and edges, exact measurement, and ability to plane and saw exactly to a line. Working drawings and freehand sketches are made as aids in developing images and clarifying ideas concerning the work. On the side of content, the work is related to the evolution of time-pieces. Shadow sticks, quad- rants, sun-dials, and water clocks are designed and constructed. Intensive study is given to the sun-dial and other timekeeping instruments, such as water clocks, weight clocks, and modern spring and electric clocks. The motive of this study is histori- cal as well as constructive, and the value placed upon time is taken as an index of the degree of civilization attained by the race. The physics and mechanics involved in the various forms of timekeepers is the beginning of industrial mechanics, which is the central thought in the shop work of this and the two fol- lowing grades. This part of the work is generally finished about the month of April. The remaining weeks of the school year are spent in the construction of games. These are made in wood and are used as a basis for a thorough drill in technique. GRADE VI The shop work of this grade is devoted to a simple study 10 of industrial mechanics as exemplified in building construction and seen in buildings, bridges, elevated structures, and the like. The arrangement and kinds of material used, and the reasons for the same are considered. The simple truss is studied, and tests are conducted to demonstrate the value of such arrange- ment, and to illustrate the various strains which structures undergo. Simple bridges and similar constructions are worked out in wood and Venetian iron. In the truss bridge the joints furnish an entirely new prob- lem that requires careful and systematic instruction. The value of the thought side of the work is brought out clearly here in the experiments which demonstrate the function of the joints, and the need for care in getting them exact. In the Venetian iron bridge an entirely new problem, involving the use of new tools, faces the class. Pieces are joined together by iron binders and rivets instead of nails and dowels. Working in this new medium and by methods of construction which are in practice in the out- side industrial world, gives the boy a new and rich experience. In the group work the spirit of co-operation is brought out, the class being divided into groups working under a foreman. After the study of the bridge, the principles of the lever are taken up and applications in everyday life are noted, such as scales, both primitive and modern, for weighing goods. Here, too, as in Grade V, the historical aspect is dwelt upon. Note is taken of the facts that the advance of civilization has in- creased man's power of discriminating variations in weight. The study of the lever at this time is especially valuable as an aid in the study of proportion and the equation in arithmetic. Various methods of handling heavy materials in buildings and commerce are also considered. This involves the lever, truss, the pulley and axle, and the inclined plane. This work involves review in the elementary wood-work methods, and sys- tematic instruction in new and more advanced problems in wood and metal work. As in the grade below, working draw- ings are made for the class, and both mechanical and freehand working drawings are made by the boys. ii GRADE VII In this grade, the practical constructive work is done in connection with a study of the fundamental problems involved in the use of water, wind, steam, and electric power in the development of industry. This requires, on the one hand, a consideration of the simple mechanical elements in these power machines, and their applications to various industries; and, on the other hand, practical projects for construction which make direct use and application of the studies made by the class. The chief work is an intensive study of water power and water wheels. From this are derived the principal elements of physics and mechanics which underly the operation of all power ma- chines, making possible a more rapid, yet intelligent, considera- tion of the other power machines. THE METHOD OF STUDY The vital interests of the study are its history, physics, mechanics, and the problems in constructive design, drawing, tool work. The method aims to consider these interests in a rational order, i.e., from a general acquaintance to a more particular and accurate knowledge of the mechanics of water power; and, in a way that will give the pupils first hand and real experience with the forces and problems involved, lead to a growth of imagery from the ideas considered, and so make progressively for creative thought, and, finally, for intelligent hand work at the bench. The practical shop work in this grade calls for the use of both wood and metal, and tends to add to the boy's fund of gen- eral mechanical knowledge. The problems in both mediums grade excellently well with the work of the previous class. Those engaged in wood work have to do with the technical methods of laying out work, and the tools and processes involved in cutting straight lines, right and other angles, and arcs of circles having tangential and other space relations to each other. In both wood and metal work methods of working pieces together which have common dimensions is taught. In metal work, 12 shearing, filing, sawing, drilling, shaping, riveting, and solder- ing are involved. In connection with the study of machinery, the idea of accurate connection with revolving wheels and shafts, and the importance of a straight shaft and alignment of bearings and friction, are met with by necessity. In many ways the value of good mechanical adjustment is made impressive. Special attention is given to working drawing in connec- tion with this work, the aim being to teach it as the language for expressing ideas of exact mechanical relations and opera- tions, the year's work focussing and culminating the occasional work in the drawing of previous years. OUTLINE OF THE STUDY I. WATER POWER: 1. Historical sketch: primitive uses and types of water wheels; later developments; effects of invention of the steam engine ; modern uses. 2. The physics of water power: the main points in the dynamic action of water. II. THE WATER WHEEL. Its mechanics, design, and construc- tion. 1. Classes and kinds of water wheels as determined by the manner in which the water acts upon them; explained and illustrated. 2. Problems of design: (a) The size of the wheel, as affecting speed, force, or pull, and finally power; actual tests with wheels giving data for these considerations; drawing problems; laying out of simple mo- tions; lines of action; value of centre and working lines, etc. (&) Number of buckets for best mechanical action. (c) Form of buckets; tests made of different forms for values. (d) Size of jets as bearing upon power. 13 (e) The measure of power; h. p. equivalent, actual power of operating wheels. (/) The wheel case, bearings, shaft, pulleys, etc. 3. The drawing, construction, and tool-work. III. OTHER POWER MACHINES: The windmill, steam engine, electric motor, hot air engines. The main facts and principles of these machines are presented from working models, apparatus, diagrams, and illustrative matter. IV. SPECIAL MACHINES: Upon completion of their water wheels, pupils are given the opportunity of inventing some machine which can be driven by their water wheel ; or they may select and make such a machine from several prepared designs. In this grade, a change is made in the subject matter and method of the work in consequence of marked changes which it is necessary to recognize in the pupils at this period of life. A change is made from the industrial-mechanical studies of the preceding years to studies concerned with the home and its furnishings. Special attention is given to the art and construc- tive sides of cabinet designs. Pupils invent their designs in the art department and afterwards go to the shop to work out their ideas in wood. To meet the needs of two types of students which will inevitably appear in a class of this age the mechanically en- dowed and the non-mechanically endowed two forms of manual work are offered elementary, cabinet work and printing. OUTLINE OF CABINET WORK (ACCORDING TO THE PRESENT METHOD FOR THIS GRADE) ELEMENTS OF CABINET CONSTRUCTION AND DESIGN. Pupils work part time in the shop and part time in the art department. 14 Problem i. Type project of the box order of construction, such as letter-case, stationery holder, book- rack, foot-stool. (a) Construction and technique involved. The grain of wood and its demands in structure as to strength, shrinkage, swelling, warping, etc. Mechanics of structure. The binding and bracing elements of join- ery. Joints suitable for the particular pro- ject selected. Technical methods. System and order in organizing work; get- ting out stock to size; making and cutting joints ; cutting outline forms ; tools used, their construction and mechanics. (b) Design involved. Base and other structural features and their decorative treatment; outline modifications with principles involved. Problem 2. The Picture Frame. (a) Construction and technique. Rabbeting, plan- ing, moulding joints suitable for frames, cut- ting, setting up, finishing; tools used, their mechanics and construction. (b) Design involved. The function of the frame as a protection to and a setting for the pic- ture; the demand of environment; the de- mands of the picture, as to texture of wood, color, width and style of moulding, proper use of the mat. Pupils are to determine the requirements of a frame for a definite and individual picture. Problem 3. Type project of the small frame construction order, such as a framed stand or stool. 15 (a) Construction and technique involved. Frame construction and joining; the mortise and tenon plain, keyed, and pinned. DESCRIPTION OF PRINTING WORK The study is taken up from the educational or cultural side, but the importance of the technicalities of the study are not overlooked. Short talks giving an inkling into the history of printing are given, and reference is made to the early efforts of Guttenberg, Caxton, and Franklin. Practice in composition, imposition, presswork, and distri- bution is furnished by work for school. This includes spelling lists, blanks, labels, school festival programs, a school calen- dar, and a school magazine. This work is closely correlated with the English work, giving an opportunity for fine practice in spelling, punctuation, etc. Short talks are also given on the processes of making zinc cuts, half tones, and chalk plates, and on special machines, as the linotype, and the monotype. Opportunity is given for doing small jobs involving zinc etching, chalk plates, and wood cut processes. To observe printing in its social and industrial re- lations, excursions are made to typical establishments. Mechanic-Arts Course in the High School Distinction is given to the forms and practices of manual training in the High School because of the following consid- erations : The high school age is the period when youth approaches adult life, physically, mentally, and socially. (i) Physically, it meets certain definite needs of this period of rapid growth and development, in that it occupies a place between the purely physical health work on the one hand, and the purely intellectual work on the other, and demands a union of the two in the deft and skillful play of the muscles 16 upon the images of the mind, thereby developing them into realities of practical achievement. (2) Mentally, aside from the subject matter with which the manual arts are concerned, there is the imagery of and touch with real and concrete things in their mechanical and con- structive relations which play no small part in saving the high school student from entering, at all too early an age, upon a purely mental diet. (3) Socially, the manual work is significant at this period in that it gives a greater degree of democracy to the school's work and interests. It introduces the student to the labor, works, and standards of the adult mechanic and craftsman at a time when most influences are away from these fields of human life. It meets certain important and legitimate vocational and avo- cational interests of the pupils at this age. Vocationally, the mechanic-arts concern chiefly, though not solely, those students who contemplate entering the engineering professions. Avo- cationally, the manual arts concern every high school student who, possessing some faculty and inclination for tool crafts- manship, will gain something in all round development and character by its practice. Engineering students are, as a general thing, expected to take the mechanic-art courses which underlie the engineering arts. Other students may elect any of the courses offered, with certain necessary restrictions, and are encouraged to practice some one of these to a greater degree of thoroughness. Courses in con- structive drawing and design are to be given as supplementing the manual arts courses. Students in the arts courses are required to take at least one year of drawing. FOR ENGINEERING STUDENTS These courses aim to give the rudiments in the practice of the several mechanic-arts upon which modern industry and en- gineering is founded, and some insight into the nature of modern tools and machines. 17 FIRST YEAR Cabinet construction including joinery and turning; supplemented by a course in drawing and design. SECOND OR THIRD YEAR Alternately Forging or pattern making and moulding; machine drawing and design. FOURTH YEAR Machine shop practice. CRAFT COURSES ELECTIVE The aim in these courses is to give a knowledge of and some ability in the practice of a mechanic-art, which will carry over into adult life as a permanent asset on its avocational side, giv- ing a continued interest in and keenness for manual work on its art and craft side. COURSES: cabinet making, with wood-turning and metal work as supplementary branches; forging and metal work ; machine work ; printing. These courses should be supplemented with at least one year of drawing. CONSTRUCTURAL DRAWING This course presents drawing as the language of the mechanic-arts. It deals with the principles upon which con- structional drawing is based only to the extent required to make intelligent its practices and methods. These principles are worked out in connection with practical problems, which in turn are derived, as far as possible, from the immediate shop problems of the pupil, the aim being to acquire ability, to express ideas in the language of drawing, rather than gain a knowledge of the mathematical side of drawing. In addition to this, constructive design is an important fea- ture in the course. The instrumental work is supplemented by considerable freehand drawing. The length of the course for any individual student depends upon his needs, and varies from one to three years. OUTLINE OF DRAWING FIRST YEAR All students: principles, practices, and tech- 18 nique of the working drawing ; cabinet construction and design; joints, their function, design and expression by drawing; simple types of cabinet design. SECOND YEAR Craft students : special types of problems of cabinet design ; turned work, its uses and designs ; metal work; forging; cabinet trim. Engineering students: elements of machine drawing and design. THIRD YEAR Engineering students only: elements of ma- chines, kinematics, gears, cams, and mechanical mo- tions. This gives the basis for understanding the machine work for the following year. Normal Training Courses This course might be characterized as an apprenticeship student system or method of training. The student spends the larger portion of his time in the shops, observing and participat- ing in the every day practice of the manual work of the school, from the Kindergarten through the High School. In this way, he gradually acquires an insight into the points of view of both the pupil and the teacher. Every phase of the work is open to the student's inspection. The teachers in charge meet all questions openly, and take the students into their confidence relative to the problems and difficulties that are encountered, and the efforts to overcome them. One of the effects of this method is an absorption of a mass of seemingly minor elements, which are, however, of great importance in bringing to maturity their judgment and feeling for the work. The greatest result to be obtained from this contact with the every day work of the classes is the sound basis that it assures for the theoretical studies which are necessary in an adequate professional training. It gives to the formal study of psychology a background of experience and observation that is invaluable. All observation and work in classes is supplemented by a conference course which directs atten- '9 tion to the factors and problems of significance. Also in the courses in the history of education, mechanic-arts theory, and general and special mechanic-arts methods, the observation and practice work with the regular shop classes of the school give a substantial basis for a vital and real comprehension. OUTLINE OF NORMAL COURSES COURSE i. This course requires two years and leads to the diploma for teaching mechanic-arts in the elementary school. OBSERVATION AND PRACTICE During the first year greatest emphasis is laid upon the obser- vation of and practice with the regular children's classes. The shop technical practice of the normal student is largely with these classes for reasons given above, and in addition, that the ground work and technique of shop practice may first be acquired from the point of view of the child. In the second year, the student takes such shop practice in joinery, cabinet work, and other mechanic-arts as the needs of the individual dictate, in order to complete his technical training. In addition the student is required to work out original problems in connection with the regular work of the grades and as a part of his second year's thesis. PRACTICAL WORK 1. SHOP PRACTICE. First Year: work and observation in Grades I to VIII in- clusive. Three hour course in technical wood work. Second year: cabinet making; wood turning; thesis prob- lem. Electives: printing; forging; pattern making, and moulding; machine shop practice. Open to either first or second year student, as the individual needs and programs may allow. 2. DRAWING, DESIGN AND ART. Mechanical Drawing: work is given to cover the elements 20 of constructive and working drawing, and perspective, cabinet, architectural, and machine drawing. Freehand Drawing: practice in connection with all shop work, drawing, and design courses. Special Course: half-year instruction given in object and illustrative sketching on paper and blackboard suitable for manual training practice. Design and Art: observation and practice work with Grade VIII relative to shop problems. In Conferences and in the mechanic-arts theory course con- sideration is given to the art element in manual work. Special Course: half-year in constructive and applied design. 3. SPECIAL FORMS OF MANUAL WORK. Domestic art, domestic science, clay modeling. Short courses are required in these forms of hand work to give some experience in and appreciation for the field of hand work outside of the mechanic-arts. The course, how- ever, does not contemplate a preparation to teach these forms of work. THEORY AND CONFERENCES 1. Manual Training Theory: one year; two hours weekly, re- quiring intensive study; reports, papers, and general read- ing on the several important phases of manual training, as an educational factor. 2. Manual Training Practice: one year; two hours weekly; con- ferences to review and clarify the students' observations and experiences in regular shop classes, and studies in the content, form, economy, and organization of manual train- ing practices; the study of models, projects, and practice teaching; original work and theses. 3. Methods of Teaching Mechanic-Arts: one year; one hour weekly; intensive study; reading; written work and class 21 discussion upon the problems and devices in mechanic- arts. Practice teaching is related to this course. 4. Theses: in the second year the student is required to work out complete in both its theoretical and practical aspects some original study relating to the conduct and practice of mechanic-arts in schools. 5. Special conferences with the heads of other departments may be arranged to assist and give advice as the need arises. 6. General courses required of all students: Psychology: two periods a week, one year. History and Principles of Education: two periods a week, one year. General methods: two periods a week, one year. ADVANCED STUDENT COURSE This course is offered to teachers of some experience, who, in increasing numbers, are coming to recognize the value of a period of recreative and constructive work and study. It is the aim to provide conditions and a freedom not pos- sible when professionally employed to gain a larger perspective of, and to work out to greater clearness and completeness, some of the pressing problems of their work. There is a special need for this kind of work in regard to manual training. For admission to this course it is required that the student give evidence of fitness and ability to do substantial advanced work. It requires that: 1 . The student shall undertake to investigate and work out to greater clearness some problem of manual train- ing, theoretically, practically, or on both aspects combined. 2. The student shall work with, and observe, classes with which his special problem is concerned. 3. The progress and development of the work shall be paralleled by a conference course with the head of the department. 22 3 1158 01254 9985 A 000 085 731 4- The study undertaken by the student shall be formu- lated and in shape for publication by the end of the year. (Publication not required.) ELECTIVE WORK 1 . The student may take up any line of shop work, pro- vided there are regular classes in practice. 2. The student may join the conferences of the Elemen- tary Course. 3 . The student may take up any of the studies enumerated under the two-year Normal course. 4. The student may take subjects in other departments of the School, if practical arrangements permit University of California SOUTHERN REGIONAL LIBRARY FACILITY Return this material to the library from which it was borrowed. AP&8&J088 / 1 2 3 UNIVERSIT SI REGIONAL