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training and industrial high schools. It covers a four-year course of study leading to the degree of bachelor of science in industrial education. The school awarded its first degrees in this department in June, 1914, to graduates who entered with advanced standing.

In addition to the regular course of four years for high-school graduates, a two-year teachers' short course, and a special night and Saturday morning course, are offered. The work is thus arranged to supplement the academic training of graduates of normal schools or colleges by giving practical instruction as a helpful background for principle and theory. To the man of more mature years who has acquired some skill in his trade and wishes to prepare himself for teaching, a thorough working knowledge of the "mechanics of teaching" is given. For men who are already in the teaching profession, but feel the need of a better theoretical or practical basis for their chosen work, the night and Saturday morning course meets the need. A number of graduates of the short course and of the special course are making good as teachers in various parts of the country.

Methods of instruction.-The department of industrial teachers' training of the Carnegie Institute of Technology aims to train its teachers to fill positions in apprentice shops, in manual training schools-both grammar and high schools-in prevocational schools, and in trade schools. In the instruction offered the emphasis is put upon shopwork as the important groundwork of the course. The list of school shops and laboratories includes machine, pattern, foundry, forge, plumbing, bricklaying, electrical, carpentry, sheet metal, manual arts, printing, mechanical and structural drawing rooms, and laboratories for chemistry and physics.

Closely interrelated with the shop practice is the work of the department of practical sciences, which includes the technical subjects utilizing the application of mathematics, physics, and chemistry, and the instruction given under the heading of general studies, including English composition and literature; history-political, social, and industrial; industrial geography; civics and economics. The whole is complemented by a careful study of the principles of educational psychology and pedagogy, upon which the science of teaching is based. The latter makes provision for a general knowledge of psychology-the psychology of the child and adolescent, educational psychology, social psychology, social education, industrial education, school supervision and administration, school hygiene and sanitation, history of modern education, classroom management, practical teaching, and teaching observation. In addition to the equipment, the school is so situated that it can cooperate with other agencies to give the student adequate experience through actual participation, as a teacher, in the work.

Trade cooperation.-A close relationship exists between the various manufacturers of the city of Pittsburgh and the school of applied industries, which, of course, has its effect upon the teachers' training work. Ideas are interchanged and the cooperation goes to the extent of appointing committees to advise in the working out of the curriculum. A notable recent example, on a larger scale than ever before in connection with any industry, is the national recognition that has come from one of the largest bodies of manufacturers in the United States. An agreement has been made whereby the United Typothetæ and Franklin Clubs of America, and their committee on apprentices, recognize the printing department of the school as the official technical school for the typotheta. This will mean much from the cooperative standpoint.

Candidates for admission to the regular teachers' course must be able to qualify under two tests: (1) Personal interview with the dean and the head of the department; (2) presentation of a certificate of graduation from a satisfactory four-years course of study in an approved high or preparatory school, or its equivalent in practical training or experience. Applicants seeking admission to short courses, not leading to a degree, must be men of maturity and must give evidence of experience in practical work requiring manual skill by presenting satisfactory statements from

present and past employers, certifying as to character, ability, nature of work, and length of service. They must also present themselves for a personal interview with the dean and the head of the department.

For the present it is the aim of the department to limit the number of candidates in the entering class to 24 students pursuing the regular four-years course.

The work of the industrial teachers' course is in direct charge of the head of the department, Dr. Walter Libby, who cooperates with the dean of the School of Applied Industries and the other heads of departments with which the training of teachers is necessarily interrelated.

Training women teachers.-Provision is also made for the training of women as teachers of vocational subjects. This course is similar in many respects to the industrial teachers' course for men. It is offered in the Margaret Morrison Carnegie School of the Carnegie Institute of Technology. The courses as outlined include: (1) Household economics (domestic science); (2) secretarial (commercial); (3) costume economics (domestic art); (4) home arts and crafts (handicrafts); (5) general science.

BRADLEY POLYTECHNIC INSTITUTE.

Bradley Polytechnic Institute, Peoria, Ill., has begun to train teachers for schools that are strictly vocational in character. It has come to the vocational field through an effort to meet the changing demands for efficient teachers of the manual arts for grammar, prevocational, and high schools. These demands have led over into the realm of the vocational school. The institute still holds to its academic standard of high-school graduation, or equivalent, plus two years of special training in the manual arts, pedagogy, and English, before any diploma is given; and two additional years of general college work in science, mathematics, language, and history, before the bachelor's degree is given. However, young mechanics with little or no highschool preparation, but with alert minds and some evening or correspondence school work, are admitted to regular classes and given full credit for their work, not being allowed to graduate till all high-school requirements have been met in some satisfactory way.

Changing demands.—The demand upon this school for teachers of the manual arts during the past two years has been stronger than ever before, and a noticeable fact about that demand is that a much greater variety of teachers and supervisors is wanted. Besides the usual teachers of woodworking, pattern making, forging, machine shop, etc., there are requests for practical electricians, printers, men to teach the running and care of gasoline engines and automobiles, teachers of continuation school subjects, directors of continuation and vocational schools, men to teach the drawing of plans for farm buildings, teachers of agriculture and woodworking or blacksmithing, or both, suited to farm communities. From these requests it is clear that the demand for men of practical experience is growing stronger; but there is little or no willingness to take teachers with lower academic standard. Bradley Institute is attempting to meet these new demands in two ways: (1) By attracting to its courses men with trade experience; (2) by running a factory within the school, which gives practical experience in a few of the kinds of work in greatest demand.

The following record of the 80 students who have been pursuing the courses for teachers during the two years 1912-13 and 1913-14 (not including summer-school students) indicates the sources of men students in the courses for teachers:

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The equipment includes seven shops, two of which are run on a factory basis, organized with a modern cost system, with expert mechanics as instructors,. and turning out a valuable product. The records show that during the year 1912-13, September to September, the products manufactured were valued at $2,172.13. A large part of this was machinery and equipment for the use of the institute, outside sales amounting to only $270.35. The year 1913-14 will probably show an increase on these amounts. Only by having a product of considerable volume passing through the shop can the methods of doing work used in a commercial shop be carried on in a school shop, and only by having some means of disposing of this product at a fair price can any school afford to maintain such a factory shop. The contention is that this kind of shop has all of the essential educative elements of a commercial shop and none of its abuses. Skill, as well as a knowledge of principles and processes, is gained in a shorter time.

Prof. Charles A. Bennett, as director of the department of manual arts, has administrative charge of the courses for the training of teachers.

PEABODY COLLEGE for TEACHERS, NASHVILLE, TENN.

The George Peabody College for Teachers is just now in the process of organization, having opened its doors for the first time with the summer session of 1914. Numerous inquiries have been received for teachers who are thoroughly trained in some vocation and who are prepared to teach it. The demand thus far has been chiefly for teachers of the building trades, machine trades, printing, and drafting.

The present plans include provision for the training of teachers in carpentry, machine woodworking, machine shop, printing, and drafting. Students in the special teacher-training classes will be expected to spend at least one-third of their time while in the college in technical training in the subject of specialization, and to spend approximately three months of the year in actual work in the industry. It is expected that positions for students will be found which will enable them to fulfill the requirement with respect to the time employed in the industry. Prof. Robert W. Selvidge is in administrative charge of the department.

UNIVERSITY OF CHICAGO.

The department of education of the University of Chicago is interested in the work of preparing teachers for all phases of education, but so far as industrial education is concerned, it is placing emphasis on the administrative side; that is, the effort is made to develop in superintendents, principals, and teachers an intelligent interest in the whole field of vocational education, as well as accurate information regarding sound principles and practices in the several types of schools in various parts of the country. This work does not necessarily involve technical training.

Methods. Each student is encouraged to take such courses as the university affords that will give him the training of which he is in the most immediate need. The demand for teachers and directors is so strong, however, that most teachers go into the work only partially prepared. These are encouraged to return year by year for additional training and inspiration, and many respond. During the summer quarter, the period of heaviest attendance of this group, a special industrial class is conducted for observation and demonstration purposes. The class is made up of sixth and seventh grade boys, 14 years of age or over. The class is in the hands of four or five different specialists, and individual students are given opportunities to assist in the instruction and management in various ways.

The courses are under the general direction of Prof. Frank M. Leavitt.

OHIO STATE NORMAL COLLEGE, OXFORD, OHIO.

The Ohio State Normal College, Miami University, Oxford, Ohio, has been training manual arts teachers for the past six years, and many of the graduates of the manual

arts department have been drawn into the work of organizing and teaching industrial classes. But the department does not claim to be training teachers for vocational education. It is believed that until such time as adequate facilities can be provided for training teachers specifically for industrial education, the men and women who have been trained for the work in manual arts must be depended upon to supply the demand.

Methods. The aim has been to prepare teachers for manual-arts work in the smaller school systems. Special emphasis is placed on woodworking, the correlated design, and mechanical drawing. There are also courses in metal work and pottery.

Each course is treated under four heads: (1) Design, (2) working drawing, (3) construction, and usually (4) related shop mathematics. The courses are under the general direction of Prof. Fred C. Whitcomb.

UNIVERSITY OF MISSOURI.

The University of Missouri, at Columbia, Mo., has prepared plans for dealing with the problem of training teachers for vocational schools, which are held in abeyance for the present for administrative reasons. The department of manual arts, in the school of education, under the direction of Prof. Ira S. Griffith, will be equipped in due time to handle this work.

3. INVESTIGATIONS AND SURVEYS.

In the corresponding chapter in the Report of the Commissioner of Education for 1913, one section was devoted to discussion of special investigations that had been completed, or were under way or projected, in a number of cities. This method of community study for the purpose of securing definite knowledge of conditions upon which to base an industrial education program was characterized as the most significant phase of the vocational education movement during the year 1912-13. The work of investigation continues with unabated vigor, and 1913-14 has been signalized by several important contributions. Space is here given to brief reports from only a few of the cities in which surveys are yielding practical and definite results.

NEW YORK, N. Y.

The department of education is now conducting three industrial surveys with a view to the establishment of continuation instruction in cooperation with business establishments. These include a survey of Staten Island, where there are many extensive industrial establishments, a survey of Astoria, and one in the city at large with special reference to the extension of technical high-school activities. The chamber of commerce and the merchants' association have both entered into a scheme of cooperation with the board of education. The former body has undertaken to supply on schedule a number of leaders in the commercial world who will lecture to students in the commercial schools and classes. It has also given favorable consideration to a plan for distributing such students in great offices, as a means of education for undergraduates. The merchants' association has agreed to find a room in which office workers in the Woolworth Building may receive extra instruction. During the month of May a commission, made up of the mayor and other city officers, the president and some members of the board of education, as well as officers of the board, together with representatives of the business, journalistic, and educational world, and other public men, made a tour of inspection to observe methods of vocational education in Cincinnati, Chicago, and Gary, Ind.

Following this visit a public meeting of 1,600 people interested in vocational education was held, at which addresses were made by the president of the board of education, the mayor, and comptroller of the city, Dr. Gustav Straubenmüller, of the board of education, Mr. H. E. Miles, of Milwaukee, and Supt. William Wirt, of Gary, Ind. A special study of industrial education has since been undertaken.

NEW ORLEANS, LA.

The survey referred to in this chapter, in the 1913 report, has been prosecuted vigorously during the year, under the leadership of Dr. David Spence Hill, director of the division of educational research of the public school department. During the year studies have been made of special schools in various parts of the country, with a view to determining what features give most promise of success in local conditions. Bulletins.-The division of educational research has in preparation a series of bulletins setting forth the results of the year's investigations. The first of these, entitled "Facts about the Public Schools of New Orleans in Relation to Vocation," was published in June, 1914. This report contains preliminary information concerning a number of administrative problems in the elementary schools, such as progress of pupils, elimination, and a number of statistical analyses, and also studies of the industrial distribution of fathers, teachers' impressions of boys' aptitudes for trade work, boys and men in night schools, former jobs and present ambitions, and present occupational distribution of boys in night schools.

The second bulletin will summarize the information which has been gathered concerning the industries of New Orleans. Over 90 factories and other places of employment have been visited, and additional plants were investigated by means of correspondence. The third bulletin will present a report on the buildings, equipment, and organization of nine typical schools in other cities, which were visited and studied during the year.

From the data collected in these three reports it is proposed to deduce plans for curricula, teaching staff, administration, site, buildings, and equipment for a school that shall in some measure be adapted to conditions in New Orleans.

CHICAGO, ILL.

In Chicago the superintendent of public schools "concluded that great benefit would be derived in a system if the teachers, those who are directly associated with the children and youth, could first make such a study, if only of one line of instruction or effort." Without waiting for suggestion or pressure from the outside, therefore, a plan for a comprehensive study of the schools was perfected.

A committee consisting of 320 members, one representative from each school in the system, was organized in the form of 25 subcommittees. Each subcommittee was assigned to a particular phase of work; as, the school plant, administration, child study, and others. Each school in the system was visited by at least one subcommittee. Each subcommittee presented a written report, and these were published in full in the annual report of the superintendent to the board of education for the year ending June 30, 1914. The point of view is suggested, partially at least, by the following paragraph quoted from a circular letter addressed to teachers and principals by the superintendent:

Should there come later a survey conducted by inspectors from the outside, we shall have our own survey with which to judge their results. We also shall have gone through the first palpitations and excitement caused by a cooperative investigation. The reports of a number of the subcommittees are of special interest to the reader of this chapter, but it is possible to refer to only four, as follows:

Industrial and prevocational education.-The committee criticizes as misleading and ill-advised the use of the terms "industrial," "vocational," and "prevocational" in

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