LCIO@! HE45 niversity Li ica "Part Feo Ma ‘ Vocational Survey ‘ vy VP THE ISAAC Hetkie as Le SCHOOL” ) # i seas fs a 4 , ie Paice Study oy Pe : Eatoblistonents) of New Orleans and _| ‘Mechanical Occupations of Boys and ae ; ‘Men. With Reference to Education 4 aod: a ‘Plan os the teleeile Schools s BY DAVID ‘SPENCE HILL, PH. ce ‘Director ‘Division of Educational Resentch, iach ie - Department of Superintendence, Public Schools, - be : si anew Orleans Louisiana. : he y Publied ane “THE COMMISSION COUNCIL, NEW ORLEANS, Giohel - le NE: FONG ei san an) Part Two Vocational Survey FOR THE ISAAC DELGADO CENTRAL TRADES SCHOOL INDUSTRY AND EDUCATION A Preliminary Study of Manufacturing Establishments of New Orleans and Mechanical Occupations of Boys and Men With Reference to Education and a Plan for the Delgado School BY DAVID SPENCE HILL, PH. D. Director Division of Educational Research, Department of Superintendence, Public Schools, New Orleans, Louisiana. Published by THE COMMISSION COUNCIL, NEW ORLEANS JUNE 1916 —@, 13660 press OF Taw AMERICAN PRINTING CO., LTD. 535-537 Poypras STREET NEW CRLIEANS, LA, LETTER OF TRANSMITTAL. NEW ORLEANS, June 27, 1915. SIRS: I have the honor to transmit herewith Part Two of the Report on the Vocational Survey for the Isaac Delgado Central Trades School. This Survey was begun in Septem- ber 1913 as a portion of the work of the Division of Kdu- cational Research of the Department of Superintendence of the Public Schools, under the provisions of Ordinance 608, approved July 15, 1913 by the Commission Council. Part One completed during June 1914, was devoted to a study of some facts about the public schools of New Orleans in relation to vocations. Part Two contains a study of rep- resentative manufacturing establishments, of the building trades industries, and of the related mechanical occupa- tions of boys and men in New Orleans. It contains also a definite plan for the building and equipment of the school, recommendations concerning its control, organization and operation and an exposition of some important relevant problems. The Survey is comprehensive in scope and thor- ough in execution. Part Two of the Report will afford you much assist- ance in the establishment of the Delgado School and pro- vides useful information and valuable suggestions to all who will have part in its operation and management. For these reasons, I recommend that the accompanying manuscript prepared by David Spence Hill, Director of the Division of Educational Research, be put into printed form by the Commission Council, and that it be given consideration be- fore further steps are taken to carry out the provisions of the will of Mr. Delgado. iii iv. There is to-day a wide spread and insistent demand for vocational education. The Commission on National Aid to Vocational Education has emphasized the fact that the kind of vocational education most urgently demanded at the present time is that which will prepare workers for the more common occupations in which the great mass of common people find useful employment. The welfare and future prosperity of New Orleans are partly conditioned. on her having an adequate supply of trained and skilled workmen. There seems to be a strong opinion in this com- munity that the Delgado Central Trades School should be. put into operation at the earliest practical date. Very respectfully, J. M. GWINN, Superintendent of Schools. To the Mayor and Commission Council. TABLE OF CONTENTS. v PAGE FOREWORD AND REFERENCE TO PART ONB...........0- see eeeeee 1 SECTION 1. PRELIMINARY VIEW OF THE OCCUPATION OF Boys AND MEN...,.. 13 Work, Drudgery, Vocation. Educational and Social Study of Occupations. Occupations of Boys and Men in the United States. sade sce ce es ee erev aye tas sere aoe aye we bias SRateats ers 13 Summary by the Census of Factory Industries in New Orleans. 25 Summary by the Census of Occupations in New Orleans... 26 Correlating Industry, Research, Education................ 33 SECTION II. METAL WORKING INDUSTRIES AND THE RELATED OCCUPATIONS. . 35 In the United States. Foundry Machine Shop Products. Ship Building Industries and Related Occupations in New OPICAIG: (3555.20 093 ciaiere Reel tuae wae ae Gl eat a al aaeraiends hanna e eens 36 Railroad Shop Repair and Construction Industries and Occu- PAUIONS | ssi esaiev ar we theses 3. dichteuahid Vainase ges tau tae egos weer 43, Sheet Metal Products............ cc ccc cece eect cet nacetes 51 Cans and Stamped Ware ........... cc cese cee eee eee eeeees 53 Automobile Industry and the Related Occupations.......... 55 Metal Beds and Springs .....-....... cc ce cece eect ee eeees 59 Railings, Fences, Artistic Iron Work.............-..0 0008 60 Metal Grinding and Filing............ 0.0.0.2. cee cece eee 61 TYPOWPItGYS: ©. 220an-c aie Se se ee Ss Eka are a Ses 63 Metal Plating 2.5 eacsee wel atea nears ies Gg gee elt Gnas ara ease 63 Stencil and Stamp Manufacturing.............. 0. cece eeee 64 Steel: Sates ose: sock gies hance GS asec Misa aes tod alanbe ble @iersia la aseteeels 65 Mechanical Dentistry .......-.... cece ecs cee ceenceneeee 65 Watch and Clock Repairing............... cc cee cere eee eee 66 Summary of Employers’ Replies................cceeeeeeee 68 Responses from Local Unions in Metal Working Industries.. 69 Summary and Educational Recommendations for Occupations Observed in Local Metal Working Industries............. 70 SECTION III. Power, LIGHT AND HEATING PLANTS AND RELATED OCCUPATIONS... 79 Power, Light and Heating Plants and Related Occupations.. 80 Steam and Operating Engineers ...........---..seeeeeeees 84 Electrical Workers in Power Plants.................. couse (85 Stationary Firemen: io-¢ jie s.ececels aed -ea ate: ween gee SN Se 85 Other Occupations in Power and Light Systems............ 86 Summary and Educational Recommendations for Occupations in Local Power, Light and Heating Plants.............. 86 SECTION IV. PAGE ELECTRIC MANUFACTURING AND CONSTRUCTION, TELEPHONES, TEL- EGRAPH AND THE RELATED OCCUPATIONS.........0++¢teeeeee 91 In the United States. In New Orleans...............6+-- 91 SV@LEDYAP HN: es le ess igek tis bts nes solo tpss eee atlas cote edn eevee Tao LS 92 Telephone assccieivee ss svarse reese ian teey oa COG eee Mews « 93 Electrical Workers ...........ccs cece ee eeeee silane eh aes 96 Responses from Local Union..............0.c cee e eee eeeee 99 Summary of Employers’ Replies...............eeeeseecees 100 Educational Recommendations...............0ee eee eeeeees 100 SECTON V. LUMBER AND ITS REMANUFACTURES...... 0.00.00 eee eect re neene 103 The Lumber Industries of the United States as a Whole. Seasons, Hours, Wages in Branches of Industry. Health- fulness and Hazards? viscose ieeedie ag scar aeewe nnn tes ees 103 The Industry in Louisiana............. 0. cece cece eens 104 Importance of Lumber and Woodworking Factory Industries Lit N@We OFlOans = oic5¢ acess Gos. aud e018 Gow Sualer guseele Qua iateow sat else wichnansy s 105 Saw and: Planing: Mills. jo ccc. cd cenciegiom eee ie baw aea ee 105 The Number and Variety of Actual Occupations Within a Local Saw and Planing Mill.................. 0200s eee 107 Sash, Doors and Blinds............ccccee cece seen er eesues 115 Wood Box: Factories 1... sodssaeteurs de tikgchckns ae edge ae Paar 119 Wood Furniture, Cabinet Work, Refrigerators............. 122 Coopera ge iis cat sak caer a kaa Cada Wey ON eu Om inte 129 WO LEIS: ess coseehe resists ess wig Bem tek WANTON eaten Rae eda alatssecneia Ua aE uae 132 Cisternis® 2 sissies ows dl SATE SARPONTD KAP ero THT eRe Be 134 Brooms and Brushes ............. cece eect eee e entrees 134 Model and Pattern Making................ cece cece eee eees 137 Summary of Responses of Employers in the Lumber and Woodworking Industry ............ cece cece eee eee eens 139 Memoranda from the Mill-Men’s Local Union............. 140 Summary and Educational Recommendations for Occupations in the Local Lumber and Woodworking Industries........ 141 SECTION VI. LOCAL BUILDING TRADES ........ 0. ccc eee cee cee eee 149 Variety and Numbers in United States. Wages Throughout the Country. Attitude of the American Federation of Labor Concerning Industrial Education.................- 149 Trades Studied in New Orleans. Method................. , 151 CAPPENTE LS ce sciig: steer aileiie ssi sass aeersinue dhanoudyaiace aie ave va Back eoaeeat tients 152 Painters, Decorators, Paper Hangers..............0000e een 154 Bricklayers) |. sagt sscia eset Spe taeW egg tackcdnavese aha aia aptter toes ouess acc ies 159 Plumbers, Pipe Fitters, Steam Fitters..................4. *, 161 Plasterers: “ace assess wae ey ee seem Bat exes el ae To 165 Slaters:: sec ceurvienisahnciele es waged Se eae wae wane camer Dacheres 167 vii SECTION VII. Paca PRINTING AND PUBLISHING INDUSTRY AND THE RELATED Occu- PATIONS dsc -cssgeceo giea le eters & Soak tee Bole her a oie we snes eee eee 169 Branches of the Industry in the United States, Morbidity and the Accident Hazard of Printers. Importance in the United States. Relative Importance in New Orleans. Study of Local Plants and Workers .............seeccseeeeenees 169 Book and Job Printing .............. ee eee cree ee eeeee Sete AZ Book Binding and Blank Book Making..................- 182 Hand Engraving on Steel and Copper Plates............... 183 Photo Engraving and Electrotyping ................+-.00- 184 Lithopraphing: «35305 tees omissions aaa made eis she eee See 189 Newspapers and Periodicals Gia ce WAR Ge ee areoua needa utes carte aah RA 191 Summary of Responses from Labor Unions.............. wn 192 Summary of Responses from Employers.............-...0: 196 Educational Recommendation for Printers’ Trades and Indus- ‘ C168 is. ak ieee wees dari ewan are ices WRswleteg © ae 197 SECTION VIII. MISCELLANEOUS INDUSTRIES AND OCCUPATIONS............2.0005 207 Tobacco Manufactures ..........0 ec ccc cece ee eee renee 207 Sugar Refining and Related Occupations.................. 217 Molasses and Syrup Mixing and the Related Occupations... 219 Confectionery and Candy Making..................0e0e0es 222 Macaroni and Spaghetti......... 0... ccc cece eee eens 224 Marble and Stone Works........... 2. cece eee eee eee eeeee 226 Umbrellas and Canes: seis ieccgeee eee 5 sheen ee eee sw aee 229 Optical Goods: codecs ecice bie gieecned ita Sus, one gate apeeeieian sf a reais nae 231 Cotton. Mills)... 35 i gashone des cee eee waileace Seeoe eee mees 233 Musical Instruments .......... ccc cece ce cee reece eee eeeee 237 Laundries and Related Occupations. ..............00.eeeeee 241 Shoe Manufacture and Related Occupations................ 245 Artificial Limbs, Orthopedic and Surgical] Supplies......... 247 Horseshoeing® sic. scenes. e oa 8s Oss oo hea pees ewe S eae 248 Awnings, Sails, Tarpaulins, Tents................00eeeees 249 Riggers: iss cvcxeses 9 hsb oe ee laces Gas hex Sone emeceoa ees 250 DIVOTS: csiasa de tesehdss avara hob aus alec eheuarin eels dda Sayiascuasaeboeee eee a Oeeaee 250 Barbers: sccisev'ai Cds chs gart sess suis Bane Sis Sea ae eins Sa eel 251 Stewards, Chefs, co: Waiters, etc.......-.2 2. ee eee eee 253 Mechanical Occupations Under City Government............ 255 Other Local Industries and Mechanical Occupations........ 257 SECTION IX. COOPERATION WITH UNITED STATES NAVAL AUTHORITIES......... 259 Nautical School for Boys Who May Go to Sea.............. 259 Correspondence with Secretary of Navy...........-..5---5 260 Navy Yard Positions ............. 02 e eee e eee ees Sea eieste .. 263 Further Correspondence ..... KATIE Ren A naked ates atteaaee 266 wiii SECTION X. PAGE Sea Foop CULTURE AND INDUSTRY...........000:+eeeeeeeeeess 269 Gulf Fisheries. Conservation. Suggested Course. Local Co- operation of Merchants. Comments by Experts. Recom- MONGALIONS 6465s Meee cae OREO si-aundte ater aneteana hey ive’ 269 SECTION XI. SCIENTIFIC AGRICULTURE, DAIRYING AND HORTICULTURE FOR CITY BOYS~ a8 cer wes nde sa Sheet Hehe soe G4 bee Sains Lessee ee . 273 Opportunities in Louisiana and New Orleans............... 274 The Floral Industry in New Orleans ..............e20eeees 274 A School of Scientiife Agriculture and Dairying—Williamson. 275 Summary and Educational Recommendations............... 277 SECTION XII. RESPONSES FROM LABOR UNIONS..........00: tc cccecescetoerre 281 SECTION XIII. THE PROBLEM OF A NEGRO DEPARTMENT ..........0. ees eeceeees 2865 TW: QUESTIONS + sive 325:5o5s-4 tess! av gucrord Badd: ola ree Spare suans abs erete: sreterelas 285 Conditions of Negro Boys in New Orleans..............2+-: 286 Occupations Which Negro Boys Prefer ..............eeee0> 287 Summary and Educationa] Recommendations............... 288 SECTION XIV. VOCATIONAL GUIDANCE IN NEW ORLEANS....-- re ee 291 Boys’ Jobs and Life Work.............. ccc cece eter e tenes 291 Facts About Wages and Education of Boys................ 292 Boys Desired Trade Training................ cece cee eeees 294 What Boys Want To Be and Do...... snevebneal Nhiaccsaen ets Gi odsvateta 4 294 Further Studies of this Kind............ 0. ccc cece cece eee 296 Recommendations Concerning Vocational Guidance sas Rega an es 298 SECTION XV. CouRSES OF STUDY FOR THB DELGADO SCHOOL AND EXAMPLES OF GENERAL PROGRAMS, DISTRIBUTION OF SHOP PRACTICE AND THEORY IN PUBLIC AND PHILANTHROPIC TRADES SCHOOLS.... 308 Flexibility of Program Needed........... qc. 0c ese cue ceuee 308 Forming Courses and Program for Delgado” ‘School.......... 304 Reasons for Preparatory Trades Course Department in Del- Wado: School) sc cess iesedis coserskie aise avn ei a eae seaaa tess eased bes Initial Courses of Study for the Delgado ‘School, Preparatory, Practical, Evening, Part-time..............0 2c eee eee Experience of Germany, France, England, Ireland.......... Detailed Examples of General Programs and Courses in Prac- tical Trades Schools for Boys and Men in the United States: Ranken, Wentworth, Lane, Rochester, Typographical Union, Carnegie, Williamson in Detail.............. 0222 ee ee eee Further Illustrative Data......... 00... cece ee eee ees SECTION XVI. INITIAL BUILDINGS AND THE SITE FOR THE DELGADO TRADES ISGHOOL: oi teapaere ware ysis ware weds amas eave S Siapavaive sib Requirements for Site. Free Site Possible................-- Suggestions for Architect of Delgado School................ A Drawing of the Proposed Buildings................ ae Explanation of Drawing............ ccc eee e eee e eee eees Summaries of Approximate Floor Areas and Cubage for the Delgado School. oicscavcicaiyesesitie los tre hese ginesicnlaverars eitole tetra lens Miodern Practice in Construction of Trades Schools in Amer- ica and Europe, e. g., in Massachusetts, Missouri, Illinois; Paris; France: 40256 satas 54 $4 po9 RAGES Hae ER RES SECTION XVII. MACHINERY AND EQUIPMENT OF THE DELGADO SCHOOL.......... Recommendations Regarding Equipment................... Examples of Equipment. Carnegie Technica] School, Worces- ter Trade School for Boys, Lane Technical] School, Chicago. SECTION XVIII. NOTES ON FINANCE ........0 se eeeeeves Saideno\asn oes 8 deg cRieio eee eteL thus The Gift of Isaac Delgado .......... ccc ccc e cece eee ences Statement of the Commissioner of Public Finance.......... Estimate of Costs of Initial Plant ......... 0... css eee ee eee Estimate of Cost of Instruction.................e eee eeees Estimated Cost of Maintenance, Materials, etc............. Disposition of Products of Delgado School.................. Disposition of Unexpended Portion of Delgado Fund........ Concerning State Aid .......... ccc ce eee eee eee rete nees Concerning Federal Aid............ cee eee cece teen caeee ” Pace 806 322 346 351 351 355 368 358 362 366 375 375 377 SECTION XIX. PAGE CONTROL AND ORGANIZATION OF THE DELGADO SCHOOL.......-.-.- 395 The Problems of Dual and Unit Control............-..008- 395 Briefs Concerning Unit and Dual Control of Vocational | Schools” e.Asse. ta tap acter Ge sehen taped Chioae eae peels & 396 Our Recommendations for the Control and Organization of the: Delgado ‘Schooliccis cheeks vats cee eed seas ee eee at 399 A. Board of School Directors to Control.........---...065 400 B. Associate Council for Delgado Trades School.......... 400 C. Duties of Associate Council ..............0 cece eens 401 D. Further Duties of Associate Council.................. 401 EK. Relations and Communications of Associate Council With Board of School Directors.................2085 402 F. Director of Delgado Trades School.................4- 402 G. Staff, Instructors and Assistants.................66- 403 SECTION. XX. ACONCLUSION © ico 5.24u ob ccdingiyne Rs Sec tuad ave tease anes 407-409 LIST OF ILLUSTRATIONS. FIGURE. Paces 1. Proportions of Persons Engaged in Each General Division of Occupations, by States—U. S. Census, 1910.......... 18- 2. Instruction in Foundry Trades, Wentworth Institute, BOStOM aes csicase, 5 duns avesnsvecayan m «apie Gvsiis coyacengh ssutha aleieodavaia foun dverala lenis 37. 3. Erection and Operation of Engines by Students, Went- worth Institute, Boston ......... cc cece eee e eee e eens 40: 4. Learning the Machinist’s Trade, Wentworth Institute, BOStOM 05 6 jiecs osae wea sachs hs eeieceng MWe Bo Ra BE SR aTe 5 Pupils in Gasoline Engine Department, Worcester Trades School sos2.c4c0-s0.5-02 so eae Pee hs SAME ROR EY ow Owe . 56 6. Power and Light Plant Operation ...............-.ee0e- 80 Pupils in David Ranken, Jr., School of Mechanical Trades, St. Louis. Pupils in Worcester Trades School. 7. Dynamos and Motors, Wentworth Institute, Boston...... 86 8. Learning by Doing: Ranken, Wentworth ................ 88 9. Organization and Possible Steps of Promotion in Local Tel- ephone Company .......- 06. s eee eee eee eee tee een ees 10. Practical Studies in Electricity, David Ranken, Jr., School of Mechanica] Trades, St. Louis ...............05 100 11. Pattern Shop in David Ranken, Jr., School of Mechanical Prades;. SOs Luis vise ccs oui ace cavoue ouschies ue asics iain oo eveaseweus 124 12. Directed and Useful Practice in Worcester Trades School.. 150 18. Advanced Electrical Wiring and Carpentry, David Ranken, Jr., School of Mechanical Trades, St. Louis............. 152. 14. Learners of Painting and Decorating within the David Ranken, Jr., School of Mechanical Trades, St. Louis.... 154 15. Bricklaying as Taught within the David Ranken, Jr., School of Mechanical Trades, St. Louis................ 160. 16 Plumbing by Pupils of the David Ranken, Jr., School of Mechanical Trades, St. Louis........-.......eeeceee 162 17. Pipe Fitting Within the Wentworth Institute, Boston..... 164. 18. Printers’ Trades: Pupils at Lane and Gary.............. 198 19. Central Labor Exchange, Berlin, Germany.............. 282 20. Proposed Isaac Delgado Central Trades School for Boys.. 306 21. Studying Applied Science, The David Ranken, Jr., School of Mechanical Trades, St. Louis...........0.00ceseeue 814 22. Features of the German Continuation School............ . 316 23. Scenes within the New School of Arts and Trades, PAIS, FAN CO: s:e.0ie ce versra cei deesc.a0e ethewiois Gee wale eee e Sea Ribera ee 318 24. Trades Instruction in Berlin................-. eee eeeee 820. 25. Weaving Shops, Artane Industrial School of Trades, Ar- tané; Treland): 332 c0cdieeds ka ees oe Res He eee G Cee 3222 30. 31. 32. 33. 34. 35. * FIGURE PAGE 26. Division of Work, Worcester Trades School.............. 324 27. Acquiring Knowledge and Skill at Wentworth........... 330 28. Plan of Building Proposed for the Isaac Delgado Central Trades Schoal, New Orleans.............0 ccc eeeeeeas 360 29. Buldings of Trades Schools ............. eee ee eee ee nee 368 The Lane Technical School, Chicago. The David Ranken, Jr., School of Mechanical Trades, St. Louis. Unit Buildings of the Wentworth Institute, Boston ...... 370 La Nouvelle Ecole D’Arts et Métiers de Paris, Vue d’en- __ SEMDIC: sada nate tants Gasp Giee eee tas aware tna 374 Buildings of Carnegie Institute of Technology, Pittsburgh. 376 La Nouvelle Ecole D’Arts et Métiers de Paris: Facade Prin- pale sur le Boulevard de L’Hopital..................4. 378 Isaac: Delgado cisii ath :sitensece ate aie Gi avene bte Elec atau aie bce 384 Products of Worcester Trades School................... 388 TABLE II II IV VI VII VII IX XI XII XIII XIV XVI XVII XVITI XIX XX XXI XXII XXITI XXIV LIST OF TABLES. PAG# Stations in Enrollment of Thirteen-Year-Old Boys and GEIS! 656s casicanewcatevicnes p werg eto ae Saks Laas ame tary Omtene 8 Gainful Occupations and Growth of Population........ 17 Total Number of Workers ..............ccccceeeeees 18 General Division (Old Classification) of Occupations in United ‘States... ci eecadianiaeeus gi keoeswnraweces 20 Outline of Certain Industries and Numbers of Occupa- tionis: “PN EKe IT 6c casas ier bobo Whee acs orcas aces OA ROD 23 Census of Manufactures in New Orleans, 1909.......... 26 i ” ” ” ” BP To cig Mw we a7 The Summary by the Census of Occupations in New Orleans) aie ster teeacsh edits oie ace 3 es tagica aus Grace a eesda anes 29 Summary of Employers’ Replies in Metal Working In- GUSULIES: jo 65 sats g.oh Bie oie Saeed a Hee da RA AMG A ew ora hide ones 68 Summary of Responses of Employers in the Lumber and Woodworking Industry ..............c cee ce ce ceees 139 Decorative Contracting ........ 0.0... cece cece eee caes 156 Summary of Written Responses from Printing and Pub- lishing Employers ... 4g ...... cee c cece eee eeectectes 196 Wages in Tobacco and Cigar Pactories wc.2.a2 sees uae 2T1 Repairers and Makers of Musical Instruments in New Orleans? jes vescrs der hairs ce waawiee seer nes oie eae 238 Wages in Laundries............ 00. c cece cece eee eaes 242 Schedule of Wages, U.S. Navy Yard..............00.. 265 Work Certificates Issued to Children from the Different Grades of the Schools........-..-0 0: ce ceaceeeeceeee 292 Wages and Ages of Boys Compared with Grades of Schools Completed by the Boys..............-00e00- 293 Statements of Boys and Men in Night Schpols Regarding Lack of Trades Courses........... 20: e cee ceeceeates 294 Occupational Preferences of White Boys Thirteen Years Old and Older in the Public Elementary Schools...... 295 Occupational Preferences of Colored Boys Thirteen Years Old and Older in the Public Elementary Schools...... 296 Tentative Courses of Study, Rochester Public Schools.... 332 Further Illustrative Data Concerning Typical Public and Philanthropic Trades Schools.............-2ceeeeees 346 Summary of Approximate, Available Floor Areas and Cubage for Delgado School..............eeeeeeeeeee 362 Approximate Floor Areas in Detail for Initial Buildings of Delgado School.......... 0... cc cece ee cece eens 362 FOREWORD AND REFERENCE TO PART ONE. It is a startling realization to awaken to the fact that as a rule teachers and school officials know little of the actual lives of the majority of industrial workers who have been “prepared for life’ by our schools. The schools are intended to train boys and girls for success in their stations of life as men and women, and to incorporate the best of life into school work. Until this Survey was authorized by the city and school authorities of New Orleans, never before had any school man systematically studied by per- sonal contact the representative daily occupations, opera- tions, duties, hours of labor, wages, processes, and phy- sical and mental conditions that make up the life of the majority of boys who are leaving our schools to enter mechanical occupations. It is a wonder that our schools are not even further removed from practical life and that in- dustry is not also more indifferent to the task of the schoolman. The Mayor and the Commission Council and the school officials of the largest city of the South are to be commended for their adoption of scientific method of preparation by study of such conditions before attempting to establish the Delgado School. Limitations of time, and of energy of the maker of this Survey, and of money, have restricted considerably the nature of the work, but we are able to affirm that an un- usually excellent plan of procedure has governed the under- taking. In the past it has been the case too many times that when a new school was needed, first, ground was bought, a building then erected, teachers and employees in- stalled, and lastly, the course of study needed was consid- ered. Thus the demands of youth too often have been con- sidered last, rather than first. In our preliminary Survey for a trades school for boys we have attempted to reverse that procedure in school establishment. Sei First, we have considered the numbers and kinds of occupations generally open to boys and men in the United States. Secondly, by personal visitation, inspection of shops and factories, conferences with employers and employees, and of correspondence we have endeavored to learn at first hand the educational needs both of prospective and also of present workers in New Orleans. Thirdly, we have formulated a tentative course of study, or system of instruction, intended to meet these as- certained needs, a system within the compass of the allotted sphere of the Delgado School. Fourth, this proposed course of study was compared with similar courses in good existing industrial and trades schools in the United States, for which purpose the writer visited these schools in St. Louis, Boston, Milwaukee, Chi- cago, Williamson, Pa., Portland, Oregon, etc. Fifth, kinds of buildings and equipment were indicated as a deduction from the foregoing and as suitable for the foregoing instruction and courses. Sixth, a plan for the employment of instructors, or- ganization and administrative control, was drawn. Seventh, many related problems were examined and data procured for their solution. The above steps constitute the guiding principles we have followed in procuring data and in writing this report. In carrying out the wishes of Mr. Delgado it would have been an easy matter quickly to buy land, erect im- posing buildings, select teachers from scores of applicants, and then call the result a trades school. In a community where no trades school exists and where as concerns trades schools there are practically no men with thorough training or experience in the organization and erection of trades schools, or teachers with both practical and theo- retical preparation in trades school work, such a course inevitably would have entailed the waste of thousands of a dollars and, educationally, the plant would have been a sham, however imposing the edifices. Experience in other cities where trades schools are in operation proves that, even with intensive efforts by specialists to study needs and to plan in advance, it is difficult enough to adjust effectively a proposed trades school to the neéds of a com- munity. The location, character and number of buildings should depend upon the character of the curricula and the trades to be taught. The curricula and the trades are to be determined partly by the nature and number of local industries, occupations and of existing schools. The trades school is a vocational school emphasizing preparation for definite, money-earning vocations in which an important factor is manual occupation. ais uae eee 40 Clothing industries— Suits, coats, cloaks, overalls ............ ROS ATS Asean aete Celure eas 33 Other clothing factories....... Orit ca batanden cn deredde Se S dicidn tieieSalca Waahaiavenowaisd 35 ‘Corset: factories: aig ee oak wae g ess Mee Se ees a 29 Glove factories ...... Bee BARR say ES Heth : 23 Wool and felt hats ......... 65 Shirt, collar and cuff factories 32 Food and kindred industries— BA@Reries: ei 6:5 4 utteocs’ 58 Gs Wiens a Soh seed Lele aliv nao e OeENS ile a teavls Sg lovene 28 Butter and cheese........:..ssssrscececveesreees ab side usage a 20 Candy factories...........00000000- Sisal ie i 06o AP Resnenta Shel hn Se elie 24 Fish curing and packing” ws soualiahidask acieyevneeeueninder wes acecaieeieve nace aren iatnO 23 Flour and grain mills ........ eh Buena S's Wee Rae teteaT ye was RISE 31 Fruit and vegetable canning....... uasusteadicere ebay: foltoeenoeler cela: a aria teireare 22, Slaughter and packing houses........ Teeite S ie Scene NS Mix ote 50 Sugar factories and refineries ...... i Sisaplaliones Fok i, Beep ananoe he Seta Seah eheits 30 Other food factories........ sins fevijons Cuda Beloanokar ale ace Weusulansedeseyeuial ret losta (2e) je 35 Iron and steel industries— Agricultural implements............. Fes aide g Paielany a ew ane aheseay 47 Automobile factories ..... 0... cc eee eee ee eee Barsertod a5 epee 71 Blast furnaces and steel rolling mills.................. 0.00 ee 87 Car and railroad shops .............-. easare ee a reer euehlunaieter ace te taae aps 63 Tron fOUNATMES: sc seg 2 ose owinieeeraca eee erereisiuanae sere Biseislyplbeal auerevs secede ‘ 63 Ship and boat building ........ Beata tab eete eh 2 ae 8 Waseca 3 ob mines 47 Wagon and carriage factories..........-+-. GEE Tie te Bula Os Ova weed 59 Other iron and steel factories ..... eururueeanele daedhvarid usted sivacenane A syatacnonde 96 Leather industries— Harness and saddle factories ......¢e cee e eee e creer eens aes ee 22 Leather belt, leather case and pocketbook ‘factories. 001222 IIIT1! 28 Shoe factories........ eared selndevaveriesaatielio ee sige faisa1r8, 7a a iebaseses acbayeehece Fe 78 TANMCIICS: scodor witwawsararpnae Brasdrsserd-aieie spaveue ey avgieo © Ridevaueraeace s avaloantens 48 Trunk factories..........-..-5 ea 8, 5 Bieeaetar'es # a yatetae ebeyee ai erdsaganees 22 Liquor and beverage industries— BPO WOTICS! aja: 6s-feveieectrales suaiere rsaanaie se eentde astanbriene sbcaise sve seee steed + ee 36 Distilleries ..........0.000ee Give Sarde tSyfouiebiatisinct'e eile ce favemnavanatiansd:'ee ienetra 28 Other liquor and beverage factories ..... siiaianteirgsee aire vette tsfeaRebsy aig eicers 25 Lumber and furniture industries— Wood box factories .......-..++ Sad bg sees Dee SN oe a eS 32 UENLCUTE? sesse(sivice 2 saideneceroyaceyee Sie Seve el fausar’atianlo-ahcerredine eels sore -ehaumsinire satceressebie “6 57 Piano and organ factories......... igs iiva assatcrichigsrser'arter asian “aneieeeiievahier aveirer 50 Saw and planing mills.......... ohesle eae eee Bava Ge ea ade Wie uetalie ware oats 59 Other woodworking factories....... S005 2 lose OERO ONG 65 Se AROS ee eas Se 55 Metal industries, except iron and steel— Brass millS .......--2005 i slg aca ear Spay a6 aslere Savaantish ah Giseie 6 Valse 0 62 Clocks and watches .......... samedi eas Bish Sone ORRaar ai he 'seus SPSS eae eb aS 55 ‘Coffin factories ...........- S fatidrrd nite a Caiatjn vot ends iatiguishia.‘evse:, cusieviekceasirei'e 4-66 39 Gold and silver ...... stabs ah GviGria cab sy area. 3:6 "99 voy WS auer eral daiis “4 Sie eteitese ca ate 45 Jewelry ....... a Specie Teste uabr ee Oe. o SMe Hanerata ose w WUE Gta aS relelle Myeresebalate ele 46 —26— TABLD VI. CENSUS OF MANUFACTURES, 1909, NEW ORLBDANS, LA. “ PERSONS ENGAGED IN INDUSTRY. : + == 5 9 g g: | a8 € 5 5: 3 & Wage earners B A Z 8 | Bq Clerks. (average number). 2 sa q 2 — . oe) INDUSTRY 8 Sor te 5 ‘a a 25 = a Me ie = i 29 : ; a: | 28 2 = ae 3 3 ‘3 a: |) ‘ 16 and over. : oO rl Pe 9g bi 2 a. og 2 ©) 4 ° S|) & Wsileg| s | | 8 c . ea 2, | Bs a 8 $ ¢ & a of g ep | ey ss ° g 3 a 3 58 ag} as) & m 5 ‘a a a cha z £8 a s o =) > All ind 8 5 a E industries... ... 48 20,938 754 | 747 | 1,924 | 327 | 17,186 12,209 | 4,005 972 56,933,549 $73,514,472| $78,794,030 | $30,061,971 Bags, other than paper. 6 3 , , B y $56,933, 514, 794, 061, Bread and thee: BRRATS es 6 1 26 15 474 139 226] 109 2,352,005 5,430,920 5,351,661 27 products teenie 5 1,107 134 15 41 23 894 695 155 44 1,303,355 2,840,652 3,242,739 1,312,386 Canning and preserving.| 11 222 , 2990 “, 160 coke, , , Carriages and wagons| : 14 9 15 2 182 45 IST [ie cine 254,801 309,359 292,461 90,559 and materials ....... 0 309 2 Cars and general shop 2 8 6 1 272 Sih isonues 1 256,977 322,889 373,015 231,728 construction and re- pairs by steam rail- road companies...... 6 1,055 =e 10 Mos | teas 973 OTS le sceecdateue 873,964 894,779 894,779 534,112 Clothing, men’s, includ- ing shirts..........| 19 920 29 11 54 9 817 72 142 8 1,115,666 1,008,453 1,168,205 508,336 Confectionery ........- 8 220 6 6 15 6 187 51 112 24 224,137 494,014 638,206 338,754 Cooperage and wooden : goods, not elsewhere specified ........... 20 509 20 14 18]... 457 456 ]...... 1 1,180,122 833,328 933,610 398,729 Copper, tin and _ sheet- iron products ...... 43 1,031 41 34 85 24 847 711 104 82 3,861,346 2,388,118 2,554,111 980,579 Foundry and machine- shop products ...... 39 844 38 33 67 8 698 693 liswias 6 1,919,799 1,737,006 1,894,720 875,170 Ice, manufactured......| 20 340 2 29 25 | vas 284 294 |e cin aa iwnescs 2,934,481 594,350 660,570 410,274 Leather goods ........| 12 269 13 9 41 3 203 194 4 5 565,423 743,309 823,138 286,030 Lumber and timber products ........... 54 2,042 45 72 113 12 1,800 1,743 19 38 4,582,477 3,467,532 3,866,734 1,746,220 Patent medicines and compounds and drug- gists’ preparations... ‘ 20 176 13 14 25 14 110 46 57 7 199,028 280,014 360,333 228,300 Printing and publishing.| 122 1,762 || 111 | 107 385 | 47 1,112 943) 116 53 2,041,366 2,721,596 3,014,449] 2,204,374 Rice, cleaning and pol- MSDN! oie i5 cus asionnccs.ve 9 317 5 24 49 5 234 227 5 2 2,264,728 5,089,072 5,124,836 443,718 Shipbuilding, including boat building ....... 10 211 7 11 8 1 184 184 | caeweleu cease 470,994 258,213 303,356 238,296 All other industries*...| 304 9,066 || 248 | 324 879 | 157 7,458 4,483 | 2,328] 647 30,532,880 44,105,868 47,297,047| 18,954,923 * All other industries embrace: Artificial flowers and feathers and plumes, 1; artificial stone, 11; awnings, tents and sails, 6; axle grease, 3; baking powders and yeast, 1; baskets and rattan and willowware, 5; belting and hose, leather, 2 ‘2; blacking and cleaning and polishing preparations, 1; bluing, 2; boots and shoes, including cut stock and findings, 12; boxes, cigar, 2; boxes, fancy and paper, 2; brass and bronze products, 2; brooms, 4; brushes, 1; carriages and sleds, chil- dren’s, 2; cars and general shop construction and repairs by street railroad companies, 1; chemicals, 3; clothing, women’s, 5; coffee and spice, roasting and grind- ing, 16; coffins, burial cases, and undertakers’ goods, 1; cordage and twine and juts and linen goods,1; cordials and sirups, 8; cotton goods, including cotton small wares, 2; electrical machinery, apparatus, and supplies, 2 ; electroplating, 3; fancy articles, not elsewhere specified, 1; fertilizers, 1; flags, banners, regalia, society badges, and emblems, 1; flavoring extracts, 3; flour mill and grist mill products, 2; food preparations, 22; furnishing goods, men’s, 3; furniture and refrigerators, 17; gas and electric fixtures and lamps and reflectors, 1; gas, illuminating and heating, 2; glass cutting, staining, and ornamenting, 2; gold and silver, reducing and refining, not from ore, 1; grease and tallow, 1; hand stamps and stencils and brands, 3; hosiery and knit goods, 1; house-furnishing goods, not elsewhere specified, 2; iron and steel forgings, 1; jewelry, 2; leather, tanned, curried and finished, 1; liquors, distilled, 4; liquors, malt, 8; liquors, vinous, 1; marble and stone work, 13; mattresses and spring beds, 19; millinery and lace goods, 1; mineral and soda waters, 13; mirrors, 2; models and patterns, not including paper patterns, 2; oil, cotton seed, and cake, 1; paint and varish, 3; photo-engraving, 2; pottery, terra cotta, and fire-clay products, 3; pumps, not including steam pumps, 1; roofing material, 2; showcases, 1; silverware and plated ware, 1; slaughtering and meat packing, 8; soap, 5; statuary and art goods, 2; steam packing, 1; sugar and molasses, 2; sugar, refining, not including beet sugar, 3; surgical appliances and artificial limbs, 2; tobacco manufacturers, 22; type founding and printing material, 1; umbrellas and canes, 2; upholstering materials, 7; vinegar and cider, 1; window shades and fixtures, 1; wirework, including wire rope and cable, 1; wood distillation, not including turpentine and rosin, 2:wood preserving, 1. SoD see ‘T ‘aueo re8ns {7 ‘pogreds a1ym -as[9 j0U ‘spooZ uspooM ‘$T ‘paaied puB peutin} ‘poom {1 ‘aISol pue VUIZUedIN} BUIPNPUT OU ‘UOTLIIISIP PoOoM ‘!T ‘seinjxg puB sopeys MOPUIA 2% ‘sdljs Joq}vem pue sUv—aIds JOOP PUB AOPUIM ‘{]T ‘Ieplo puke ABZUIA : fF ‘S[eliaj}eM Surieysjoydn ‘¢g ‘saueo pue se[jeqquin + § “SOSI[BA PUB SHUNI} >] ‘pagioeds eleqMesje jou ‘s[oo} :{ ‘gnus pue ‘Suryoms pue SUyMayo ‘ov"qQo} {¢g ‘aTBMUTy {T ‘spoos wsaAOM dTWSeIa pue Siej1e3 ‘saspuaedsns $] ‘Iesns y00q SuIpNpoUy jou ‘SUIUgII IVSNS {9 ‘FIOM UOAT [BAInjoNays $Z% ‘spueq PUe Sous :T ‘aleM pejeueus pue poduvys :% ‘dvos ! 7 ‘Suryord jeom ZUrpnpour jou ‘apesajoqM ‘BULIazYSNVIS ![ ‘SeT}[aAOU SUIST}IOAPe pue suSIS ‘y ‘S}IIyS ‘y ‘Wepoom “SUIpTINGdIys :[ ‘Joes pue Wor ‘Surprinqdiqs :) ‘asesnes 9 ‘sSourvyq pue A1aTppes :[ ‘Sspelqeyeul Bugoor $g ‘sx1o}BAaSIajJol ‘¢g ‘sjonpoid svpo-o1g pus ¥}}00-B110} ‘ArtaqQ0d ![ ‘pagroads ereymaste you ‘sorddns ,saoquinid ‘9 ‘seones pue saAreseid ‘soryotd ‘F ‘SutavrZUa-0j0qd :§ ‘soneusod pus Aremnjsed : 7 ‘syvrieyeu Suyaed ‘FT ‘spunodmos pue saujotpem juejed $] ‘syuted :_[ Payroeds otayMesta jou ‘TIo ! ZT soUojsqmo} puke s}usuINUOM ‘{¢ ‘saite}Ied Jsded SUIPN[OUL JOU sude}}eVd pue sj[epoml :[ ‘pemBIzuN pues PeMTeA ‘SIOAIJU ‘TT ‘s10}BM Bpos puv [e1ouror ‘L ‘spoos sav] pur Arum ‘FT ‘spaq Sutads pue sasseajjeu $Z HIOM oU0}S PUB afqivmM ‘¢g ‘syonpoid sequy pus sequiNny[ 2G Surgdeasoyiy :T ‘shoura ‘sdouby 2% ‘parlt stp ‘sdonby] $ T ‘poyslug pue palianod ‘pouus} ‘1eq}eal ‘2 ‘AqjoMeal $[ ‘SSuIsIOJ [ee}S puUv. TOL -OG “PadhpoRInuEM aot ¢g ‘spoos jIuy pur Siosoq | T ‘sduvyis puey {TT ‘ato aq} Woda Jou ‘Surageal pUv Suronper aaay[s pue pros :T ‘suyjueum “BUI0 PUB SUUTRIS “SUTIN ‘ssBls 2 — “Suyvey pur Suyeawayl ‘ses fT ‘soanjxy opjooye pUs sBs {2T ‘einylainy :g ‘s,uaul ‘spoos Surqsu “UZ TE ‘peyfoods atsqMas[a }oU suoperedaid pooy ig ‘s}oRAjxe SULIOABB {T ‘sdauuvq puB sseg :g ‘Surjpurad oazeid Surpupeul ‘eyed aed -doo | PUB Jo2}S ‘“SUTABIBUa 1% “SuljyB[domoaye :¢ ‘satjddus pus snqyeviedde ‘Aroulya em [eopoela +: [ ‘suoreaedeaid (sjstésuaip :Z ‘spoos 0}}00 a sdnis SUIOAUB PUB S[BIPIOD :T ‘auLA} pue aFepa0d [@5 ‘Wor Joays pue uy ‘doddoo $F ‘asvradooo ! yT ‘weed aor puw AraM0TVeF “Woo + G ‘spoos siayvjiepun pUe sasvo [vany ‘suoo :F ‘s,WeuIOM ‘Sulqjyora {TT ‘s[wotmeyo $Z% ‘sayuedui0d peorllred of1joata Aq saredet pus WoTJON.A}sMO0D doys [elses puB S1vd :gT ‘suoseM puv sae. {¢ ‘Ysg SuraAqoseid pus Suruugos ‘] ‘seysnaq ‘Fp ‘smooiq ‘7 ‘sjonpoid aeddoo pue ezuo1q ‘ssviq ‘Ff ‘teded pus Aduey ‘saxoq :{ ‘ae8p ‘saxoq {9 ‘seoys puB s}00q $% ‘SsuIpuy soys pue j00q :»y ‘Buryeu Yooq yueTq pue Surpurqyoog :7T “suiniq : 1 ‘sSutsseqp pue ‘sureys ‘SuryoeTq $% ‘leqjee, ‘“BUn,eq : fF ‘aIVM MOT[IM PUB UB}}IVI PUB ‘sJeyseq :T ‘ysBes puv stapMod Zuryeq :¢ ‘s[lvs puw sjuUs} ‘sSujaMe !) ‘s}yonpold auojs [BPS $y ‘squUy, [BY y :s0e8IqMse Selajsnpul Jeq}0 [IV (T) QEL'GIS'8% | 6zL‘O8E'EL eee'ce0'F Ses | T6T‘L9S‘6S = Tereererrereses(T) saqysnpuy 10430 TIV 999'808'+ TSL'GFS'T G8¢'09¢ 9TL'T | Sar Sart pee - renee goqjereSio pue savS1o ‘ooovqor, POS'F8F'S 6G‘ LES'F Z98°CFT GEG TS8‘STL's 8 eee treresseess Surqstod pus suruveo ‘ao BLE ers 'T LETEE L8G GLE [1S POS'BEL 8F 8 s[eotpotsed pue sasdedsmeou ‘Buryqstiqnd pue Ssuuaig T9U'09T ET O6T‘'S6z 688'8Ts | 20¢ 166‘8S6 19 re seteesces ss saof pues yooq ‘Suryqsitqnd pue Suryulg FT L109 T SOT LIST ShG'Ts 98 Geg'ecP - ae seed oe sectors “++ +aygo PUB pads 109109 ‘TIO OS0'9EF'T 6TS‘TLS TS8'88 3¥9 PLE‘6S6 BG es sauersts sas ‘sponpord [[Tu Suraeyd ‘1equiny 929'F66'F LEO'CEET GEC. LSF 80¢ E18'F15'9 6 ae aii a Fete e ete e eet eee sees eee es Gregor ‘sronbry 066 0SL T [86‘GZ8 €0S'00¢ ce9 CLL ELSES 6T ve peer sig ‘'+ssjonpord doys eulqovm puv Aipuno,y SPT'086'F 661'1T69'S 0G62‘FIT 008 686‘8C9'T 91 2 ye ‘*Sulpuys pux Suyseod ‘aojds puw sezjop Z8P TCT $19'TS8 £00'L6T eh, Te6EZ) or re Leesa ST Tee se teetes GOUE ‘SUTTOTO 098 6FO T GPF'90E F8SL FSO LOTT ZOL‘990'T LZ aS a ee A eee eS FRE eR ee ee soyuedui0a poles , * ; 8 oD wveys AQ siredet pus WoTjONIJsuOD doys [eiseuss pue siVp 816 'S8F's Ges'ec6'T 806'9LF 016 TOF‘LET'T FOL : nae frenetere spnpoid Arayeq 1aq}O pue peeig 9e8'O8T‘T F6E‘L8L S62'98T FPP 668006 ¥ Mieieregheaates «aetenetaeieet i? emiaawel MaonaomL SoRne 3c0 F08'L ZOE'866'9 6S0'98E, ETL, F98'088'S ? vente e ee eee eee eeeeeeeeeesees Jaded weg? J0q}0 ‘sseq BLe'ogs'egs | GEr'Tos‘Ors | 96L'2EC'sS | GzE'LT | FoO'RBG'Ecs | se, oo frctt tt ttt etter terete eeeeseees Sopnasmpur ITV a“ a ve BS z gaee s BEE ge ao 3 BaBa = Bs8 20 2 a otee g aoe 89 ze : Rees = eee am ©. “oe” b : p : 7 “BUBISINOT ‘SUB2IO MON “9T6T ‘6 Gorey ‘snsuep eq} jo nveaing ‘adtemmo0g jo JuemjiIedeq ‘FIGT ‘SHUNLOIVAONVA WO SOSNGO: ‘penuyuogo— IA AIGV.L 98. In explanation of the more recent summaries by the Bureau of the Census a circular was issued by the United States Department of Commerce on February 16, 1916, which contained the following statements: “The figures are preliminary and subject to such change and correction as may be found necessary from a further examination of the original report. “The census of 1914, like that of 1909, with reference to manufactures, excluded the hand trades, the building trades, and the neighboring industries, and took account only of establishments conducted under the factory system. In the last census, also, as in that for 1909, statistics were not collected for establishments having products for the census year valued at less than $500, except that reports were taken for establishments idle during a portion of the census year, or which began operation during that year, and whose products for such reason were valued at less than $500. “The word ‘establishment’ as used in the census reports may mean more than one mill or plant, provided they are owned or controlled and operated by a single individual, partnership, corporation, or other owner or operator, and are located in the same town or city. “The reports were taken for the calendar year ending December 31, 1914, wherever the system of bookkeeping permitted figures for that period to be secured, but when the fiscal year of an establishment differed from the calendar year a report was obtained for the operations of that establishment for its fiscal year falling most largely within the calendar year 1914. “The population of New Orleans at the eee of 1910 was 339,075, and it is estimated that it was 361,000 on July 1, “The statistics represent the establishments fais within the corporate limits of the city. “The summary shows that there was a considerable decrease in the manu- facturing activities in the city during 1914 as compared with 1909. This de- crease was due largely to the fact that an important sugar refinery discon- tinued manufacturing within the limits and increased its plant located outside the corporate limits. There was also a considerable decrease in the manufac- turing of distilled liquors and other fodna tries, “The census inquiry does not include amounts paid for miscellaneous ex- penses, such as rent of offices, royalties, insurance, ordinary repairs, adver- tising, traveling expenses, or allowance for depreciation. “The value of products was $69,631,000 in 1914, and $78,794,000 in 1909. “The value of products represents their selling value or price at the plants as actually turned out by the factories during the census year, and does not necessarily have any relation to the amount of sales for that year. The values under this head also include amounts received for work dose on mate- rials furnished by others. “A comparative summary for the city for 1909 and 1914 follows: Census— es ot 3 4 2a Ag SLB 1914. 1909 se sas ao Number of establishments ........ sonal ena 133 848 —13.6 Persons engaged in manufactures ....... 20.811 20,938 —0.6 Proprietors and firm members ...... 594 154 —21.2 Salaried employees .... eae 2,888 2,998 —3.T Wage-earners (average number)... oer 17,329 17,186 0.8 Primary horsepower .......... evaa:tevial grace 37,133 38,145 —2.7 Capital ............. sees ROR beeen $53,989,000 $56,934,000 —5.2 Services: oc cases ie ecoseiaeacties aie ciate eels sanee| 12,889; “000 tee 9.6 Salaries ....... Mae sks SSR BRS Pres 3,801, 000 3,240,000 17.3 Wags crs Beis kse Reina acd ee ters 8,538,000 8,020,000 6.5 Materials .....-......6.. icseeseesees{ 40/561/000 48,732,000 —16.8 Value of Products ...ccveii sees y pense ..| 69,631,000 78,794,000 —11.6 (1) A minus (—) denotes decrease. —29— THE SUMMARY BY THE CENSUS OF OCCUPATIONS IN NEW ORLEANS. We have compiled Table VII from available data of the Census, which exhibits the specified occupations at the time of all persons ten years of age or over in the City of New Orleans. TABLE VII. Total Persons 10 Years of Age and Over in New Orleans Engaged in Each Speci- fied Occupation. (U. S. Census, 1910, Vol. IV, p. 180.) New Orleans. | Population 10 Years of Age and Over in All Occupations. Male. | Female. Agriculture, forestry and animal husbandry...................55 3,156 602 AT TVCRS! | geiceseseteainorts sop scren tisilaruieeiray See fens ieuiel cane attaijac tube aioe a neuen aust oe 286 14 Dairy PAM ELS: eye 6 osc zsq sess esar scars ao Sean esd RR ES Aedaonwnae doses 174 17 Dairy farm laborers ...............005 A cattaheush aaifombeenecae 242 30 Farm: LQDOrers: jsrcveete gala rest sig aren Sealants I BTA Oe Ae - 847 415 Farm, dairy farm, garden, orchard, etc., foremen........ 42° 2 Fishermen and oystermen ......... 0.000 cece eer uceee BQ \sescasterecs Oreste res: «siesta aveveraiees. Witenes bem ae eon ttt . DE [bessecationsnscs Gardeners, florists, fruit growers and nurserymen Garden, greenhouse, orchard and nursery laborers Lumbermen, raftsmen and wood choppers........ Owners and managers of logs and timber camps. Stock herders, drovers and feeders............. ISCOCHS MAISE TS? cone cocvartenatcnansoeeauarenai Sv isiceusnckiicaganorsvaccslont Other agricultural and animal husbandry pursuits Extraction of minerals ............00 0.0 ee eee eee neces Operatives, officials and managers Coal mine operatives ............0.20008 Gold and silver mine operatives............ Operatives in other and not specified mines.............. Quarry operatives ............ ie Fal SO Say OES cs ho RS RSIS tS Oil, gas and salt wel] operatives Manvfacturin: is Apprentices Bakers Blacksmiths, forgemen and hammermen ............... BS CHSTAG EIS) po cacatce c3 se corisisoeani eds co serse. oa Sassavlanide srayibi ilapenbcbieawapan eis Forgemen, hammermen, welders ..........----.-0+- Boiler’ makers. «aig ccssciuss aanvevowes naa mavawieeron cations Brick and stone MASONS .......--. cece eee eee ee eee eee Builders and building contractors..............-00000- Butchers and dressers (slaughter house)..............6- Cabinet: makers! 6 gi-eg6-66-ciwtoosevers cg sobs iene iw 6 anew aie Carpenters: < esac. ecieisesmee sted career eam eas Compositors, linotypers and typesetters ..............0- COORD EES: sniise co ecn.a coreusyalodanensicyeite sone pnysisiaio eeaieiticXar sto kako edextarte eblasex duc ee enere and seamstresses (not in factory).......... VOUS: scssssraicver ay a caaseiaiainy'ee ahiaye avo shia) aro sahaeuiavaninirar ay oe aul ce ecena Tea: Electricians and electrical engineers ............0202055 Electrotypers, stereotypers and lithographers........... Engineers (mechanical) ......cecccsee cece teres ee neees Engineers (stationary) ........ce eee e ee eee eee e cent FORT VELS: o.cncss 08 50:5055 9585/55 SR PRES A RRO BS OAS OUT a aya Filers, grinders, buffers and polishers (metal).......... Firemen (except locomotive and fire department)........ Foremen and overseers (manufacturing)............... Furnacemen, smeltermen, heaters, pourers, puddlers, etc.. 1D. | eaeenes Glass: DIO WOES: vice jes ieco Zeta se cayieise cetseins im: 20 calininéscopeansbiier 8 sayaluer a\arcdeaioe bo kewasie Jewelers, watchmakers, goldsmiths and silversmiths..... 156 2 | Female. Printing and publishing Shoe factories PROCTOR ci ov sate kee yoge a ememiha sey a RATER E EY Turpentine distilleries ..... STS: MOOR ce, Siaaietas a. Gig ar aed Lute tee etiagiel ele DE EEE, los ew ug AY wan aa gregh etdice Bea e WIE aan seeders Machinists, millwrights and toolmakers...............-5 Managers and superintendents (manufacturing) ........ Manutactirers 2nd OMCIAIS oie kde dea aces af Mayne Sacer IMECHANICS. (1,0; 81) 6. tenmarawarn caters fe Chavenete Sid-avs eshamidereacodeuased face Millers (grain, flour, feed, ete.)...... cece eee ees Milliuers and millinery Gealletsirs «soins. on eameyn ae Molders, founders and casters (metal). Oilers of MACHIN CGY cacdctaced saree casita cetaseus nse aeaiieliante Painters, glaciers, varnishers, enamelers, ete Paper hangers ec eics is sada Gan ay Ake er kep ane © ei ess Pattern and model makers PASE OU OTS ou 5 o's ue See OREN G44 Wits Rk aac ane Plumbers and gas and steam fitters ....-.....0.cccaeeee PECSGMC (RUMOR) vised a ad enieine nee aw Roofers ANA Slatev's scien avers abownn dee ena PAWVOUS, iuse us Va Kees se ou oe AO EL EEE SS Semi-skilled operatives (n. 0. s.): Chemical: IMAUStIICS) cle. 5 ees esha secsbaveuseded ve ne ayendlidcha deena se Cigar and LODACCO: PACKOVICS:, « cuaveseice ee ecersss aveksena ee casa Clay, glass and stone THREES Cc lothing industries Food industries Harness and saddle indust Iron and steel industries Other meta) industries Liquor and beverage industries Lumber and furniture industries ...........0.-00005 Paper and” pulp. sms: ois s6c 2s sc csenessaveceeecene ale syeora cea @ Printing. and ‘publishing: .-66 suiceeracs ea ee a ane es ace oe SDOS TACtONOS cL agen ses kes po eaE eee EAS GELS A alos Tanneries .......... I earltiSag seute eek otal ae teense telah yone tiene Textile industries: Beamers, warpers and slashers ......... Bobhin boys. doffers and carriers. eve ‘Carders, combers and lappers...............05 Drawers, rovers and twisters.............c.eee eae DID TOTS. esc.) sasusscie'cceadeubiih 4 0h eoseusoaaneoneure Caaaetasideatiieie eee WEOBVOCLS® aes sar ecraenplacsia ale: pty autkauaees WuENeiAd ARdasian ON Lg Winders. reclers and, SpOOlers 2c eae ae ewe eee es TGEE VCCNRETIORK jo wey iia k Rees eee Oa EES Other industries ................0. SiegieRldaa Se ts Population 10 Years of Age and Over in All Occupations. Male. Laborers (n. 0. 8.) : Building and hand TEAGCS 65.0 4 ithe saan Menace Stee 6,893 91 General and not specified laborers... ..... eee eee 6,486 91 Helpers in building and hand trades. 407 |..----- Chemical industries ........... 108 4 Clay, glass and stone industries. 114 2 Iron and steel industries......... 0... cee evecsecees 22. 6 OLE TOOtSt MIS IGS soos epi Sb eH eM 70 4 Lumber and furniture industries.................. 907 11 Textile industries ........ sesso ys em mais eee 217 27 OCHET: “IMGAUSETICS: sacs ieecenianal goa sree suevere dea sar pha arenin Snr, ae. 1,999 13. Food industries : BRIO TICS! — is ja.2s ssttdnienies saree oe data avian Vices SaNONIA aap NS 53 9 Butter and cheese factories ...........+.0000. Be oie ee casei Fish curing and packing oes 5 2 Tlour and grain mills ........... LG lienecate eves Fruit and vegetable canning, ete... 16 1 Slaughter and packing houses... 71 1 Sugar factories and refineries .. 535 8 EMER TOO LNCEOTICS! sts irietecavereid t: sidacecasnia/ lave Giber 216 14 GAS AWOL RES iia Soccer te nadteuas dire selene evgenei‘elema peice ateemobaed Gu'stynine Liquor and vicerage industries .............00000- OTT) POHME TICS wii ie: ua yards a dads clie alecdyertee Cte eden asia eave’ Paper: ‘and: pulp: mails wis. oes tAeuetciseals eee ae dee a —31— Population 10 Years of Age and Over in All Occupations. Male, | Female. Sewers and sewing machine operators (factory).......... 53 416 Shoemakers and cobblers (not in factory)........... aera 492 4 Skilled occupations (n. 0. S.)...e. eee ee eee Ads ds t's eon ae 51 2 Piano and organ tuners ......... BBS Se Sb su-citer Sut TERN eid 30 |aserceves WO0d CAEVELS: oes ieee cide eevee aw eve i: devswtjenixor el eceneveois ne eee eee Other skilled SepuDREaRE diserask scene Gievaranaeia ve ia’s are 7 2 Stone cutters ........ cece eee ee eee 5S ede abi a ae Patel 89 lacswsion ys Structural iron workers. (building) cei ddelucrscreent wasnasebage OD Mane, sleaitecark Tailors and tailoresses .......... ATA Saami i Nalcranid seine Sola avedlons 528 84 Tinsmiths and coppersmiths ......... cee ee eee eee eee AG 2 Aoatoicceeaeue: Upholsterers ........... ers Wien FG Fao Sasi 142 2 Transportation. . itive), Laz: 415 Water transportation “(selected ‘oéeupations) : Boatmen, canalmen and lockkeepers............ siete GS i osaceseseus s Captains, masters, mates and pilots.......... eS 483 |..... whee Longshoremen and stevedores .........-. SHES RES 2,478 3 Sailors and deck hands ............. eats nctaicad Shtadebsd 866 |.....- i Carriage and hack drivers......... a iaefsdan Std ait ove or aiations DAT WV scecsexsnane Chaulleurs sae. s2s.04 samaees a Ave senid apstcas a aie wreseutaeld DAG 12a taints Draymen, teamsters and expressmen ...........4.-4: 2,583 2 Foremen of livery and transfer companies .......... 420 | scenes Garage keepers and managers ..... OAs iecaterers Hostlers and stable hands ..... 275 é Livery stable keepers and managers. 31 ei Proprietors and managers of transfer companies 88 6 Railroad transportation (selected occupations) : Baggagemen and freight agents ...... 58 Boiler washers and engine hostlers.... Brakemen. 5: .cc02 se ese ks 6 a Ie Conductors (steam railroad) ...... sia d's Bie ene BASES Si Conductors (street railroad) ......... eee eee ee eee Foremen and overseers ...... 0: cece eee cette eeee TEDOLEES? 6 caciicna, 9 toe een ay ESS Sie Saha) eee he Re INERT 6 Locomotive engineers ........ 0. cece eee eee Locomotive firemen ....... cece ee eee eee eee nee IMOEORINENN: sfasscceieiisasy's.ov ow neicerinr oh 80 A ee rtancn eid eatin leusticaice are Officials and superintendents ......... Seg ieeatenasibleraceiiene Switchmen, flagmen and yardmen ................-% Ticket and station agents..........- cece eee e eens Express, post, telegraph and telephone (selected occu- pations) : Agents (express companies) .........-. (PaaS eS LD: A Peivedelateaans Express messengers and railway clerks............. VBA: iecsrecciereys Mail carriers .......eecs eens Shaadhe ere aabiaeanee ee, 166 3 Telegraph and telephone linemen...........-.-+-045 100 Gaerne Telesrapl MOSSON SETS. o4.4 yang enews nn cwweeenw es or EBS veicvetveye Telegraph operators ..... cece eee eee ete 263 41 Telephone onerators ..........-5 Ge Sleed BRIO CDI NS 30 291 Other transportation pursuits: Foremen and overseers (NM. vu. S.). se eee e ee eee eee 121 2 THSPCCtOnS: eo gee x ses cstar sia ie wi couevateutbaserge tw re ars arenas a aprewinanse 173 2 Tiaborers (ne. 0: Sa) soc g 15.4 se sewers tao as a 2,369 3 Proprietors, officials and managers (hy Oe Sead ese 74 1 Other occupations (semi- ore decicaueele ia gechaterriuaestabaay Omg lbsaus 169 10 Trade ... pisertonal dosinciiaanedeticccirwaiceeeclaasn: EBSA Les 3,487 Bankers, ‘prokers, ‘and money ‘ie 805 16 Clerks in stores ........ 2,698 400 Commercial travelerS ..... 0. ee eee ee tee eter e eee naes 2,211 21 Decorators, drapers and w ndow dressers 34 2 Deliverymen ........0cccrceceacoee ZOOS: bieviecsicaicore Floor walkers, foremen and overseers ; 114 6 Inspectors, gaugers and samplers ..... Sabtes 284 6 Insurance agents and officials ...-. ec. eee cee eee eee 699 14 Laborers in coal and lumber yards, warehouses, etc...... 729 6 Laborers, porters and helpers in stores..........00e005 1,299 50 REWSDONS “ocean renin bane Pk x etch e PERMA MSS BK ale 238 ie wearers Proprietors, officials and managers (n. 0. 8.) npeuciadaiies Siaisagneees BB: Wace g: besile Real estate agents and officials ......... is eibie Gains aoa heciee 361 13 Retail Gealerg aoe c 6 ei sseen sce he tems 8 igelaeaspiler ities mare aaa 6,479 882 Salesmen and Saleswomen ......--.. csc cs eeeeeecsccece 3,474 1,966 Undertakers cq ss.uweeumnss 6 rabSaih eg Ueaan ae tac ct ffokgai a2 10 —32— Population 10 Years of Age and Over in All Occupations. Male. | Female. Wholesale dealers, importers and exporters..... gisidia teeters 484 6 Other pursuits (semi-skilled) ...... cece ccc e cence eeeeee 262 89 Public service [not elsewhere classified]...........-- Sige eesti Ss 3,411 24 Firemen (fire department) ...... Ws fedeguceAbxonaue ao abakesaeecioese 439) |b. aacswes Guards, watchmen and doorkeepers...........00ee000% 722 1 Laborers (public service)........... MCLE ETA CRIES 580 6 Marshals, sheriffs, detectives, etc.......... Gay Rie eS 152 1 Officials and inspectors (city and county)............+> 309 6 Officials and inspectors (state and United States)....... 326 5 MPOVICOMIONG 5s sitshieris vopeste io cure 4 iepasterlavie0l sc 614g. wsee se egies Ae aitaltalenorievede xem 494 [oc cuone Soldiers, sailors and marines ..... juiteriveia:s: dee aR ere aoe ies 314 eae Other pursuits ..........ccceeeveee aigeee ge oa fets wets eaexe ¥ 63) Professional service ..............0cceceeeseeet tee tecseeserceesss| 3,903 3,230 ACEOEBE <5 55yie)'stide-c.teumnetenale: arotehe.euersriavassice. ote layetiieva sue le’ avaraylusisels, W1 | 43 AUCDITECES (co: soecgusvace sie sts Wher 4s Win Barer Dbaheh ar peda e eae ais asalangvere-s 152 Artists, sculptors and teachers of art...........eeeeeee 102 50 Chemists, assayers and metallurgists ...........e.e0-000- 122 2 Civil and mining engineers and surveyors ............-. Ba No eee: tae CV eT ey MVE Ns jos isiis fod oe -Sen Snd his. Ws ia ee St eh oiratiniavrea ls wvtaansnee, daira ee 345 |[....... College presidents and profeSSOrs ....-..eseeeeeeeeeuae 82 28 DISGUIStS nya s.p ss 5 MERE 681s RRA VAS SEES BEERS 199 5 Designers, draftsmen and inventors............0eeeeeee 103 4 Lawyers, judges and justices ..........cceeeeeeee aaron 510 Musicians and teachers of music .......... idvavallorévaser iar 372 458 PROSTORES 4 ov 5s eee HRs SERS AE REE EP ORO EN ES BOY 118 4 Physicians and surgeons .........-eeecceeceeeeees mba ei 614 20 BSOWIMGD: 65.26 caricese: dia a sesesenetacese ars sanncoueienSueieysyare josenineies ere ch ebye 106 3 SEI nae hse mo oh aii dk dah ae A ee wa HAL AA a 180° 1,894 Teachers (athletics, dancing, etc.).........-ee eevee 6 9 Teachers (SChOO]) .....cccccavecsseccccccccee ahiaise 174 1,885 TRAINEE. TLUPSES: sc seasons cede. 55. Eldtelineaticue: oo 5d Aoaneaner 82s eee ReAae 26 530 Veterinary surgeons ..........-+. Resah les SeAenes Bhalreslonel eis\euetane é 28 |..... Other professional pursuits ....... cee cece eee weer ewes 33 21 Semi-professional pursuits ....... ccs e cece cece rece eee 265 90 Attendants and helpers (professional service)........... 73 46 Domestic and personal service ............,.:ecsceseseececeees| 9,052 | 24,710 Barbers, hairdressers and manicurists .............+ asia 1,148 155 Bartenders): a cis joie veseree e tieis were taye; sual 016-0 a eiataveyaliar ar eenca erie veie 1,093 Billiard room, dance hall, skating rink, etc., keepers..... 2 9 Boarding and lodging house keepers...........eeeeeeeee 69 923 FROOUDIACKS? 5 5si.5-e-escansiisigce: sic Bys osteaS Sue) S6: eile lane Zeueed alee. aisbsceuana TI: Vote siccesees Charwomen and cleaners .......-..+0eeeee- eee Eos 16 86 Blevator tenders .....--ccseveccetceucens Saxe: wines she aya M4t |e. cscsrenevs Hotel keepers and managerS...........e cece ver seeesaee 7 13 Housekeepers and stewards .......ceceeceececceecceee 102 571 Janitors and SeXtOnsS....... cee cece ene e eect eae eenee 205 107 Laborers (domestic and professional service)........... 292 13 Launderers and laundresses (not in laundry)............ 198 9,365 LAUNGLy Operatives: 6 cis ais iia 2350 sia accsiane e's ere suet enaiiov el ore 66:16 yanenarsel ace sores @ Jara athe nah w Ooh Shay a ce leven $130 per month 1 BORNE RHEE HBR 1 Westinghouse electric motor, 10 H. P.; 1 duplex steam pump, 744x44%4x6; steam pump, 6x5%x6; 2 hydraulic drop pit jacks, 3 engine lathes, 16” and 18”; 1 radial drill press, 30; 1 water tool grinding machine, 1 emery wheel grinder. III.— MACHINE SHOP. Machinists, etc., per hour: Machinists’ lathe hands ........... cece cere cree ae eeees 42 ft under instructions lathe hands............... 27% to37% of apprentices on lathes ......... cece eee eee eee 15 to 22%. rs under instructions on draw-cut shaper ........ 27% apprentices, planer hands .....-...e+eeseeees 15 to17% “ apprentice on drill presS.......-...00eeeeeee 15 “ handyman on Grill presS............-0eeeeee 18 i on boring Mill... .... cece eee ee eee eee 42 ee apprentices, milling machine and stud machine.15 to17% ae apprentice in tool rooOM..........eee eve eevne 4 es apprentices im. 100] TOO. «cee a eek nwws bem as 12¥% to 20 ee handyman in t00l rooM........ es eeeeee eee 27% se handymen on piston bench, injectors, rod bench, link bench, air pump bench............... 42 e under instructions (brake valve hand)...... a 40 cents “ 6 “ AG 2 Machinists’ apprentices, air puinip bench, rod bench....... 15 to18 Cents 1 (Cvice: an )isveca is .2 55 eesevontca sees sateen e oan 42 ss 3 “ apprentices and 1 handyman (floor). seeeee 15 tO 20 ce 3 sf handymen, driving box, air compressor ‘Toom, VAL avaieccsootus ever woe -20 to 25 Ke 7 colored helpers, cleaning yard and “shop, | lye ‘tank hand, * oiler of machine ee He SAAC assisting mipehine Bande: «--..-15 to16% Foreman ........ $130 per month 1 day engineer. 15 s¢ 1 night engineer. < 70 es DT iClQRK 4.3. one ciearaaasules ee ee 50 ” MACHINE SHOP EQUIPMENT. Two Scotch marine boilers, 125 H.P.; 1 Babcock & Wilcox boiler; 1 Inger- soll & Rand air compressor 1800 cu. ft.; 1 Ingersoll & Sargent air compressor, 750 cu. ft.; 1 Westinghouse compound ene 65 H.P.—10x18x10 cu. ft.; 18 lathes (driving wheel), 15”, 16”, 18”, 20”, 2 30”, 32”, 36”, 74”, 76"; 2° im- proved turret lathes No. 2, 1 Gisholt turret ne. 24” salt radial drill press, 72”; 1 radial drill press No. 2; 1 6-spindle multi iple drilling machine; 3 upright drill presses 19”, 23”, 25”; 2 friction disc drill press, 10”; 1 column friction dise drill press; 5 planers, 48x48x16, 36x36x11, 27x26x77, 26x26x6 (2); 1 frog and switch planer, 26x26x6; 1 horizontal boring mill, 60”; 2 boring and turning mills, 51”, 96”; 1 portable eylinder boring bar; 2 shapers, 20”; 1 trav- eling head shaper, 13” 1 special railroad draw-cut shaper, g2" 3 2 universal milling machines, No. 1; 1 water wheel grinder, 3x20; 1 yankee twist drill grinder; 1 Universal grinder, No. 3; 1 emery wheel grinder, 2x10; 1 swing frame grinding machine, 2x10; 1 auto surface grinder, No. 4; 2 emery wheel grinders, 16”; 1 swing frame ’ grinding machine, 1 water tool grinder, No. 5; 1 grinding machine column without counter shaft ; 2 screw machines, Nos. 2 and 8; 1 slotter, 12”; 1 clotter eae 16”; 1 steam gauge testing machine ; 1 vacuum gauge testing machine; 1 Green River bolt cutter, No. 55; 1 Green River bolt and nut tapper, No. 35; 1 portable rotary valve seating machine; 1 steam traveling stan 10 tons; 1 link radius bar; 2 feed water heaters, 30x73 and 241%4x71; 2 duplex steam pumps, 444x3144x4; 2 duplex steam pumps, 8x2x3; 2 duplex air pumps, No. 5; 1 face plater, 44x95 ; 1 hyereulle wheel press (84”), 200 tons; 1 hydraulic driving box press, 50 tons; 1 Maurel hack saw, No. 2; 6-line shafts. IV.—FREIGHT CAR REPAIR TRACK ORGANIZATION. Occupations, wages per hour: Piece work inspector ........--. cece eee eee ae pt aanta 27% cents Material checker ne be 99 Freight car carpenters 82 Freight car repairers 22 Steel car repairers ... 18 to25 ee 11 Freight car carpenter apprentices . 10 to20 a 1 Air brake inspector 25 “ 7 + 5 wusiwvaitats. i646 wa dsewend es 2 Bese 1 ilaaedocessheis lhpeipatans cave. ta sat oveedsee [atlas ecoXene Heavy machine and boiler TOPOL iis dys dce ae toriscspenaes 52 q Yer Yes Yes Yes Marine repairs and building. 100 5 Yes No Doubtful Doubtful Sheet metal products..... 14 0 Yes Doubtful; Yes No Sheet metal and plumbing.. 11 ne Yes Yes Yes No Sheet metal products....... 2 D> lesseapaicezests| Sgouniaie ep & egteuens St ale S's 5 le we Sheet metal products...... ‘ 40 6 Yes Yes Yes voubtful Steam railroad shops........ 600 50 Yes Yes yes |Doubtful Steam railroad shops........] 160 20 Yes Yes es (Doubtful Steam railroad shops.. 233 ? Yes Yes Yes Yes Steam railroad shops 69 2 Yes _ Yes Yes Yes Sheet metal products.. 50 sa Doubtful Cans and stamped war 450 100 | No Grinding . 3 % Grinding . e 3 1 GLIDING sete b.8 eaten ee 2 1 Plating. os scevsieue dh siece.ive terwienere 3 oh Tron work.............. ieee q 2 wishiel Sess Puasa wiece:steife alsi'e jos; sy ertexe Automobile repairs ........ 25 10 Yes Yes Yes |Doubtful Automobile repairs ....... ‘ 13 ? Yes |Doubtfull Yes No pe RESPONSES FROM LOCAL UNIONS IN METAL WORKING INDUS- TRIES. To date responses have been received to our inquires from two Locals, as follows: Lodge 37, International Brotherhood of Boiler Makers and Iron Ship Builders. There are 140 members (white), of whom 28 are help- ers and apprentices. Minimum age of apprenticeship re- garded as 18 years, of helpers, 16 years. Wages and hours: Workers, 443-5 cents per hour; apprentices, 30 cents per hour; helpers, 20 cents per hour; hours are 9. The an- swer, yes, was recorded in response to the inquiry (See page 281) regarding preparatory, practical, part-time, even- ing public trades schools. The written responses indicate a spirit of co-operation with the proposed Delgado School. Five years is considered the period for apprenticeship, one apprentice being allowed for three mechanics. It was believed that wide knowledge of the business would in- crease efficient work and invite promotion of the worker. The range of skill and knowledge desired in a skilled worker with apprentices and helpers is thus indicated: The laying out, marking off, manufacturing and re- pairing of boilers, tanks, stacks, ships; grate work and rig- ging; fire doors and fire frames; iron and steel tanks, pon- toons; air, oil and water-tight purifying boxes; stand pipes; riveted iron or steel pipe lines; smoke consumers; brewery vats; condensers; acetylene and electric welders; steel en- gine tanks; frames for trucks; car work; grain hoppers; angle iron work; repairing channel irons; brake beams. Boiler makers operate power machines, such as: Tube welders, rollers, pneumatic machines, hydraulic riveters, punches, shears, hydraulic flangers, drill presses, stay-bolt drilling and tapping machines, etc. Local 196 Amalgamated Sheet Metal Workers Interna- tional Alliance. There are 95 members, of whom 26 are helpers. Help- a ers and apprentices are taken at 14 years. Four years con- sidered term of apprenticeship. One apprentice is allowed to three mechanics. Wages stated: Workers, 40 to 50 cents per hour; apprentices, 50 cents to $1 per day; helpers $1 to $2.50 per day. Wide knowledge of business not considered necessary and would not mean promotion to the worker. Attitude to- ward proposed types of trades school (See page 281). Pre- paratory, No; Practical, No; Part-time, No; Evening, Yes. A competent sheet metal worker should be able to read plans and specifications, lay out work, form it and erect same. Tools used: Cornice break, squaring shears, crimper, swager, turning, folding. Also hand tools, as: Shears, punches, chisels, dividers, hammer. SUMMARY AND EDUCATIONAL RECOMMENDA- TIONS FOR OCCUPATIONS OBSERVED IN LOCAL METAL WORKING INDUSTRIES. I. The scores of specialized trades, as well as occupations requiring a more general skill and knowledge, in the metal industries throughout the United States, afford large possi- bilities for employment. Industrial depression throughout the country only temporarily, we believe, diminishes the number of these opportunities. In New Orleans the mechanical occupations observed in metal working industries are threefold: (1) Common labor; (2) the skilled and semi-skilled trades in metal working; (3) trades incidental to the conduct of a metal products plant, such as engineer, carpenter, painter, etc. In this con- nection notice is taken of the possible opening of the United States Naval Station in New Orleans. (See page 259.) If this course, some additional incentive for trades courses might be developed by the Delgado Trades School. It is now possible for us after the preceding survey of metal working establishments to indicate those trades for sc which systematic training, either in a trades school or in in- dustry, is necessary, and also to designate the trades for which special, preparatory training, in whole or in part to be offered in the Delgado School, is desirable and practicable. By special training is meant intensive trades instruction and practice, above that of the Preparatory Trades Department of the Delgado School. In order to designate these occupations, in the next paragraph we recapitulate within each of our thirteen groups or kinds of metal working industries all of the local occupations observed, and we print in BLACK TYPE only those trades or parts of trades which should be given special consideration for intensive day or night courses in the Del- gado School, either at the outset or as soon as the time and means are opportune for the establishment of these trades or courses. Duplications, of course, appear for the present in our designations. In Section XV, which outlines tentatively the whole course of study for the Delgado School, we will bring together properly all of the trades thus designated in the preceding sections of the report. There are numerous occupational designations not thus emphasized by us for special consideration, but this does not mean that the Delgado School will not help the workers in many of these. Some of the occupations referred to are not full-fledged trades, others are blind-alley occupations, still others are a part of, or are closely related to trades of a well estabished character. Furthermore, the Preparatory Trades Department would be of service to a prospective worker in almost any good mechanical trade. In designat- ing the selected trades (BLACK TYPE) something more than the mere theoretical possibility of installing any given trades school course has been considered, and especially have we considered the observed local conditions and wages as factors, as well as the demand for the trades abroad. It is manifestly impracticable to emphasize more than a rea- sonable number of cccupations for the advanced courses of the Practical Trades Department of the Delgado School. It oO should be understood that many phases of trades can be taught by means of short, intensive “unit” courses given in the evenings for skilled and semi-skilled workers in the in- dustries. (A) Local Foundries, Machine Shops, Shipbuilding (not includ- ing here the Naval Station, for which see page 264). Apprentice, Assembler, Bench hand, BLACKSMITH, Calker, Cast- ing cleaner, Case maker, DRAUGHTSMAN, ELECTRO-PLATER, EN- GINEER, FOREMAN: Calker, Dock, Machine shop, Paint shop, Pat- tern shop, etc. .FORGE WORKER, General or on boring mill, Planer Shaper, Outside work, etc. MOLDER, PAINTER, PATTERN MAKER, Shipwright. (B) Local Railroad Repair and Construction Plants: Blacksmith shops: Apprentice, Bolt maker, BLACKSMITH in tool, general spring or freight work; FOREMAN, Handyman, Ham- merman, Heater, Laborer. Boiler shops: Apprentice; BOILERMAKERS ON: Patch, Crow- bar, copper hop, stay-bolt rivets, tube welding, thread cutting, grade bars, firebox tubes, or sheet work. FOREMAN, Handyman, Helper, Tool room man. Coach (passenger) repairing and painting. AIR-BRAKEMAN, Ap- prentice, ARMATURE WINDER, Banana rack man, Coach Carpenter, CABINET MAKERS, Coach letterer, ELECTRO-PLATER, Foreman, Helper, Laborer, Locomotive Painter, PIPE FITTER, Pit workers, Re- frigerator mechanic, Tinsmith, Truck man, Upholsterer, Wire worker. Coach (freight) jrepairing, etc. Air brake inspector, Airbrake re- pairer, Assistant foreman, Axle lathe hand, BLACKSMITH and helper, Bolt threader, Bolt cutter, DRAUGHTSMAN, Drill pressman, Foreman, Freight car carpenters, Freight car painters, Freight car appentices, Helper, Handyman, Locksmith, Locomotive carpenter and helper, Ma- chine hand, Material checker, New round house gang boss, PATTERN MAKER, Piece work inspector, SAW FILER, Stationery fireman, Stationery ENGINEER, Steel car repairer, Tinsmith; WHEEL MA- CHINIST; borer, lathe, press; Wood machine hands and helper. Erecting shops: Apprentices: Cab, driving brake, engine truck, spring rigging, shoe and wedge, steam chests; FOREMAN, Handy- men; Helpers, MACHINISTS: Valve man, guideman, shoe and wedge. Machine shop: ENGINEER (day and night), FOREMAN, MA- CHINIST, Apprentices: Air-pump bench, boring mill, drill press, floor lathe, milling machine, planer, rod bench, stud machine; Helpers: Clean yard, shop, lye tank, oil shaft, assist. MACHINIST HANDY MEN: Air compressor, Drill press, Driving box, Floor, Tool room; MACHINISTS: Air pump, boring mill, brake valve lathe hands shaper. Roundhouse: Apprentice, Assistant foreman, AIR BRAKEMAN, Boiler washer and helper (day and night), Box and truck packer, Cab man, Crew caller, ELECTRICIAN, Engine dispatcher, Engine in- spector, Firebox bricklayer and helper, Foreman, Head wiper, Hostler and helper (day and night); Inspector of tender brake and draw bar, inspector of pop valves, MACHINISTS (night and day); Guide and piston, lathe hand, running repairs, shoe and wedge, shop work, valve; fp Operator shop switch engine, Portable crane man and helper, (day and night), Roundhouse cleaner, (Signal marker and head light at- tendant), Spring gang foreman and men, Steam pipe man, Tank cleaner, Tool checker, Tool helper, Turntable operator, Wiper. (C) Local Sheet Metal Products Shops and Can Factories. APPRENTICES and helpers, DRAFTSMAN AND DESIGNER, Shop workers using: Hand tools, compasses, pliers, shears, square; Machine operators using, cornice breaks, power shears, punches, presses, etc.; Outside workers on gutters, spouts, cornices, skylights, tinsmith; DIE MAKER, FOREMAN, Laborer, Machine operators; e. g. for baking, capping, flanging, handle making, painting, printing or lithographing, punching, seaming, soldering, testing, MACHINE RE- PAIRER, MILLWRIGHT, Plater. (D) Local Metal Grinding and Filing. Grinders: Fine tools, on machine knives, street grinders, SAW. FILERS: Saw and planing mill, sash, door and blind factories, box factories, etc. (EB) Local Metal. Plating. ELECTRO-PLATERS and polishers. (F) Local Railings, Fences, Artistic Iron work. BLACKSMITH, Forge worker. (G) Local Automobile Repairs and Service. BLACKSMITH, Chauffeurs,, Helper, MACHINIST , MAGNETO MAN, MECHANIC, PAINTER, REPAIR MAN, Service man, TIRE RE- PAIRER AND VULCANIZER, Trimmer, Upholsterer, Wheelwright. (H) Typewriters. Typewriter machinist, Type writer repair man, Typewriter shop foreman. (1) Horseshoing. Farriers and helpers. (J) Mechanical Dentistry. Gold worker, Rubber worker, Utility boy. (K) Local Watch and Clock Repairing. Repairer. (L) Local Steel Safes Agencies. Safe expert. (M) Local Stencil and Stamps Shops. Engraver, Rubber stamp makers. II. The adjustment of various phases of the Delgado School (Preparatory Trades Department, Practical Trades Department in its several Divisions, the Unit Evening Courses, and Part-time Agreements) to serve prospective and also present workers in the metal working industries, cannot be done entirely in advance. This adjustment must == F4=— be a gradual one, managed by a director and advisors with insight, technical knowledge, and patience. Definite recom- mendations in the light of the preceding data are: 1. Regarding elementary education. All prospective workers in the metal working trades should be urged to complete the minimum of six grades in the existing public schools. 2. Regarding Preparatory Trades Department. With- in the Preparatory Trades Department for boys from 14 to 16 years of age, a view and insight should be afforded into the nature and rewards of a wide range of vocations within the metal working industries—a view and insight similar in purpose and scope to that to be afforded for the Printing In- dustries and Related Occupations (See page 169), Lumber, Remanufacture and Related Occupations (See page 103), Power, Light and Heating Plants and Related Occupations (See page 79), The Building Trades (See page 149), and Miscellaneous Industries (See page 207), etc. Great care should be taken that the work of the Prepar- atory Trades Department should not take the form of con- ventional manual training with emphasis upon routine wood-work, the making of pretty little things, and with no view to vocation. The essence of the preparatory trades course in metal working should be practical, leading to in- telligent choice of vocation based upon self realization of in- terest and individual adaptation. Familiarity with the bare elements of pattern making, foundry work, iron forge work, sheet metal working, machine shop equipment, and prac- tical, electrical work in their industrial applications, and printing, can be made possible to the boy in the Preparatory Department. Some drawing and shop mathematics, civics and practical English, industrial and personal hygiene, can be begun. The elements of physics and chemistry, in strictly practical application, may also be begun. The course should be flexible. On page 303 there are cited definite examples of similar courses now in effect in some American cities. In New Orleans, boys of this age, 14 to 16 years, now in large numbers drop out of school altogether. The Fas Preparatory Trades Department of the Delgado School can be made a powerful magnet to hold the boys through this critical period. It would be a desirable preparation for any of the several scores of semi-skilled occupations (pages 29-32) which we have noted, but have found not demanding special, prolonged training. It should be remembered, save for evening and possible part-time classes, that most of the students during the first two years of the school’s history will fall within this Preparatory Trades Department and the Evening Classes. 3.. Regarding Practical Day Trades School Department, Metal Working Trades Division. (A) MACHINIST CoURSE. For boys 16 years of age and over and those who have completed the Preparatory Trades Department, or at least eight grades, or the equiva- lent, and have chosen a trade. At the outset of the Delgado School at least a three years’ course of combined practical and theoretical work should be offered in preparation for the machinist’s trades. Emphasis is to be placed upon all-round adaptability to use of machine and hand tools. Every effort should be made to give only thorough, practical training and to keep a youth in the school until the end of a full course. The na- ture of the tools in practical use in New Orleans is revealed in our preceding descriptions of local plants. Such equip- ment for the Delgado School should be selected only by a competent, trained Director in touch with local employers and employees, and the Advisory Committees (See page 401) and familiar both with the best trades school practice as well as with local conditions. It cannot be selected prop- erly by the routine channel of a supply department. Ex- amples both of equipment for the machinist shops of trades schools and also of well-ordered arrangement of shop prac- tice and studies in the best type of American trades school may be seen on pages 322 et seq. Closely articulated with the large Machine Shop there should be observed a modest provision in space for the fol- lowing courses within the general group called the Metal nee Working Trades Divisions (See page 309); (a) Pattern making; (b) foundry practice; (c) automobile shop; (d) sheet metal working. These spaces, or rooms, may be used as the needs of the special corresponding trades develop; and as candidates appear from the ranks of the Preparatory Trades Department. (B) SAW-FILERS COURSE: The importance of the lum- ber industry in the South, in Louisiana and New Orleans, and the skill and good remuneration characteristic of the saw-filer’s course, point to provision for such training in a practical shop. Under a man experienced at saw filing, a machinist-student can specialize in this work after serving a year or two in the general machine shop. The kind of equipment needed for this work is indicated on pages 62, 115. The maintenance of the saws of the woodworking shop should be in the hands of a practical saw filer acting also as machine instructor. Lumber may be purchased econom- ically for resawing, and thus the saws will fulfill a practical use as well ag educational purpose. (C) AUTOMOBILE MACHINIST AND MECHANIC’S COURSE: Present conditions point especially to opportunity for supplementary instruction of men and boys now in the automobile industry. Skilled automobile machinists and mechanics are needed. It is believed, therefore, that besides the main, general machine shop, that unit, night courses should be offered with the co-operation of local dealers and employees. Old automobiles, samples of lighting systems, and of accessories may be utilized as part of the necessary equipment. The brief unit courses may be developed later into a full three or four years automobile machinists’ day course. For the above trades mechanical drawing as applied to practical machine design will be necessary and should be provided in connection with architectural drawing for car- penters and woodworkers. The mathematics given will be practical; industrial and personal hygiene and civics should be given concretely. (D) REGARDING KINDS OF SHOPS AND Roos. The build- ee ing of the METAL WORKING TRADES DIVISION will eventually comprise or be contiguous to shops and rooms for: (1) Pat- tern making; (2) Foundry; (3) General machinist practice (4) Saw filing shop; (5) Sheet metal and boiler working; (6) Electrical shop; (7) Automobile shop; (8) Plumbing and steam fitting shop; (See Building Trades, page 359) ; (9) Industrial physics and chemistry; (10) General draw- ing room; (11) Attached class rooms (eight); (12) Store and Material rooms; (18) Offices of head of department; (14) Lavatories; (15) Lockers; (See page 363). It is not necessary to have separate shops for the Preparatory Trades Department. Examples of best types of trades school shops and rooms of these kinds are seen on page 366. 3. PART-TIME CLASSES. The Director of this Survey has in scores of instances explained to individuals the nature and desirability to employers and employees of part-time classes. (See description of local shops.) Understanding and interest in the practical details for such co-operation have been of slow growth in New Orleans. It is vital that this understanding and interest should be nourished to the point of action. The summary, page 68, merely represents the expressed attitude of responsible individuals in metal working industries, toward part-time and other schools. Labor organizations should be led to feel that requests for special evening, or part-time and continuation courses will be fairly considered. Employers should be induced to make concessions in hours, time allowances, or wages, as incentives to ambitious workers who desire to attend Del- gado courses. It would be highly desirable if a fair working agree- ment could be entered upon, to credit upon apprenticeship, work properly completed by a youth over 16 years of age in the Metal Working Trades Division of the Trades School (See page 310). Part-time classes should increase the chance of promotion of employees, make their work more efficient for the employer and in some instances enable poor boys who have not entered industry to pay their way while they study a mechanical trade. oo P Ra (5) Regarding Evening Courses. The factors com- batting evening courses for men in the industries are these: (1) Men and boys who work hard at physical Jabor during nine or ten hours a day in this climate, are not in condition to profit by much extra and prolonged work in the evening. (2) Lack of interest. Hundreds of youths seem to lack am- bition and definite aim. Systematic effort should be made to elicit requests from groups of workers for practical, ap- propriate evening courses in the Delgado Trades School. These evening courses should be conducted under the imme- diate direction of the technically trained instructors of the Delgado School. Examples of what is being done in evening trades courses in other cities are seen on page 315. SECTION III. POWER, LIGHT AND HEATING PLANTS AND RE- LATED OCCUPATIONS. It is observed that in all of the large manufacturing plants—lumber, metal working, printing, ice making, etc., wherever steam is used, engineers and firemen are em- ployed. The City’s water pumping and purifying plant util- ize the services of many engineers, machinists and firemen, etc. The steam power, heating and electric equipment of office and public buildings, hotels and some of the heating plants of the schools, churches and theaters require also the employment of engineers or firemen. While a power plant manufactures primarily nothing, merely transforming the energy of coal into steam or electricity, nevertheless the trades employed incidentally and in addition to that of the stationary engineer, are related to those of the metal work- ing industries and are in many instances identical. The extent of the manufacture of electrical products in New Orleans is indicated on page 91. Electrical workers of various grades—inside and outside men—are employed in the building trades. In this present section we are chiefly concerned with the electrical workers employed in the generating plant. In factory power rooms the operating engineer may be at once steam engineer, electrician and ma- chinist; in the largest power plants the employments are specialized. In addition to engineers, firemen and electrical workers this group of industries actually employs skilled workers representing a score of different trades. Through the courtesy of local business officials we are able to print herewith data that have been furnished con- cerning : (1) The equipment of one of the largest groups of electrict light and power plants operated by steam in the South; (2) the occupations utilized in the various depart- 719 —80— ments of the plants, with wages, hours of labor, etc., speci- fied; (8) occupations utilized in gas making; (4) other departments of this company, in which the power is used to energize the cars or lights and in which the company employs men in mechanical occupations. All of these data are intended to disclose the vocational opportunities existing in this our largest electric power and light furnishing system in New Orleans. Altogether, about 350 men are employed by this one system in skilled, mechan- ical occupations. The written data furnished were supple- mented by notes after visits to five of the power stations by the writer. All of the stations referred to below are a part of the one system. To a prospective worker in power and light plants the description and analysis of this plant is val- uable, since every city to-day contains such plants with equipment and organization of similar nature. Station one. A central station generating electricity for lighting purposes. Chief engineer of this station emphasized the need of prac- tical sense, adaptability, nerve, as well as technical knowledge. Seems proud of the men he has trained, some of whom have found good positions in other cities. A chief must be able to put on overalls and go inside a boiler. No man employed who is not able in an emergency to rush in and do dangerous and dirty work. An excellent system of recording the output of each generator, several times an hour, is in effect. Careful record is made of opening and closing switches, of accidents, repairs—in fact of all that goes on in plant. Employed here are: One chief engineer; 2 assistant engineers, 3 water tenders, 3 switch board tenders, 1 all-round machinist, 3 oilers, a mason for gen- eral work around furnaces, etc. Also noted: Heat saving device by which hot gases from furnace heat water for boilers, thus conserving great waste. Several of the boilers, engineers, and dynamos, are held in reserve for emergency service. This station has 3,800 B. H. P. B. & W. water tube boilers, these are equipped with Murphy automatic stokers and Green economizers. Has 4,300 kilowatts of D. C. commercial generating equipment, and 1,050 kilowatts of A. C. 3-phase, 60 cycles generating equipment, also 2,500 kilowatts motor generator sets. The motor generator sets being operated with current supplied from the Central Power Station. There is no machine shop attached to this station. This station supplies business district with commercial lighting and power. Station two. This is the Central Power Station of the System— Although the plant occupies in part an old building, yet it is a model of efficiency in operation, cost-record system and discipline. Men all work eight hours. There seems to be a wholesome esprit de corps. Superintendent says that a foreman and superintendent must above all know how to manage men. Says he will not employ a man who drinks, either on duty or off. Engineer, switchboard men, PUPILS IN DAVID RANKEN, JR., SCHOOL OF MECHANICAL TRADES, ST. LOUIS. PUPILS IN WORCESTER TRADES SCHOOL. Figure 6. POWER AND LIGHT PLANT OPERATION. mae [irs and water tenders hold exceedingly responsible positions. If switch- board man should throw a wrong switch, or a switch at the wrong moment, it would probably throw enormous turbine engines and gene- rators from their foundations. The nervous strain of this position said to be great. So also with water tenders. An efficient water tender can save large amount of fuel each day, as well as prevent accident. Element of danger in these plants is great, some of the machines carrying voltage of 6,600. There is a machine shop as a part of this central station. The equipment of this station. It has 10,500 B. H. P.,, B. & W. water tube boilers and are equipped with Murphy automatic stokers and Sturtevant economizers. Has 15,500 kilowatts equipment of A. C. 3-phase, 60 cycles, generating equipment, which is composed of five G. EH. Curtis vertical turbines; two of these are equipped with surface condensers, and three with jet condensers, and also 8,300 kilowatts D. Cc. R. R. units for street railway work. The A. ©. & D. C. switch- boards are equipped with the most improved automatic appliances for safeguarding the electrical equipment, also for metering current and checking same. In this plant we have a machine shop equipped with the following tools: 3 Screw Cutting Lathes, 1 Large Turning Lathe, 1 Large Planer, 1 Shaper, 2 Drill Presses, 1 Jig, for Hacksaw, 1 Car- borundum Wheel, 2 Grindstones, 2 Pipe Threading Machines. Station three. Has 4,000 B. H. P.—four Meine water tube boilers, which are equipped with Murphy automatic stokers and Sturtetant economizers, and four Edge Moor water tube boilers, these are equipped with Hawley down draft furnaces. Has 3,850 kilowatts ca- pacity of D. C. equipment for street railway work. Has one 500 K. W. motor generator set, with current supply for this unit: coming from the Central Power Station, this is also used for street railway work. From this station there is also an A. C. commercial service, and sev- eral circuits for city lighting, this going through transformers with the primary current furnished from the Central Power Station. Sub-station four. This sub-station (on Iberville Street) is a model of fire proof, substantial structure adapted to its use. Materials are steel, iron, concrete, brick, only. It is understood to have cost less than $25,000, and this without contractors “extras.” Has two 1,000 kilowatt capacity motor generator sets for street railway work. Some city lighting service and A. C. commercial feeder with primary cur- rent supplied from our Central Power Station. Sub-station five. Has one 1,000 kilowatt capacity motor generator set for D. C. commercial lighting and power supply in business dis- trict. The current supply for operating this also comes from the Central Power Station. Sub-station six. Has three 500 kilowatt motor generator sets, and its function is the same as the Bourbon -Sub-Station. The primary current supply comes from the Central Power Station. Sub-station seven. Has four 500 kilowatt motor generator sets, these being used exclusively for street railway work. Also supplies A. C. commercial lighting and power and city lighting, with primary current supply coming from the Central Power Station. All motor generator sets in the system can be inverted if desired, which makes the system very flexible. Wages and hours of labor. In this chapter we are con- cerned largely with metal working industries and the re- —82 lated occupations. In making this analysis of our largest power and light generating system we are able to include a nearly complete statement of the occupations with the vari- ous departments. It is better to present this all here, occu- pying logical order than for us to present the departments piecemeal in other sections of this report. The great com- plexity of the organization of this type of industry is thus disclosed to the reader and perhaps to the prospective am- bitious worker. The occupation statistics furnished by the president of the company are as follows: TRANSPORTATION DEPARTMENT. Hours. Trades or Occupations— Wages. of Labor Superintendent ........... cc eee eee Salary Assistant superintendent ............ Salary Starters and supervisors ............. Salary Station foremen ......... 0.0.00 eeeee Salary IMGLOPIIOM,. © 5425S. 28s is, equ eialir ee 6 seuss aero teane 24 cents per hr. reg. time 10 386 cents per hr. overtime Conductors: . aio sc-sieia Ss wdinectnapeueiae dos 24 cents per br. reg. time 10 36 cents per hr. overtime Switchmen and flagmen ............. 75 cents per day 10 Bridge: temders! 4 as éis 3 don cent vere as $1.50 per day 10 TRACK DEPARTMENT. Superintendent .......... 2c. cere eee Salary Road Master. oss s eedeee.e 8 ie oy Siege ead Be Salary General construction foreman ‘ Salary Pavers ..... . $4.00 per day 10 Carpenters 2.50 per day 10 Pitmen ... 2.00 per day 10 Blacksmiths 3.50 per day 10 Gardeners .... Bakken ise 5 1.50 per day 10- Draughtsmen and fieldmen ........... Salary POWER PLANT. Superintendent .......... cece eee eee Salary Assistant engineers ..........2-2.008 $3.00 per day 8 Blectri cians: s.5c cscs ayaa odes area ere 150.00 per month Machinists: 2006602 srekietsagre eee + 3.50 per day 8 Oilers: eee 69-5 ce ee BE he Ans 50.00 per month GYANEMIED,, ise 52655 256: doa uaatene sie BH A Ripreneee SOE 2.25 per day 9 RAG BOLS > ssdscccsua sb. Cais gens ee Sie Reayeredana sie 2.75 per day 9 Boiler attendant and help............. 2.00 per day 8 Water tenders ..........-0 ccc eee eee ate 3.00 per day 8 PUMPIMNEN eiseo des is eciaed GO aG See ar a 1.75 per day 8 Boiler cleamers ............cecceecees 2.00 per day 9 Pipe fitters and boiler makers.......... 3.00 per day 9 BISCKS It Sg 23-0 a Zanes wa. ers are teeters eo 3.50 per day 9 MASONS! sariia ais. 2 eat a tdveaa ed) Ot amet cae & 3.50 per day 9 Carpenters coc 5234-4 v sates a eee esgeaies 2.50 per day 9 UV O MIO a2 css ayeyascneide Siisuelioneria nr: dats GuaneiaNane 2.50 per day 8. EQUIPMENT DEPARTMENT. Superintendent ............... 0c e eee Salary Master mechanic ........ Beeler Salary Inspector of equipment Salary Machinist ..... 3 00 per day 9 Wheel borers .. 3.00 per day 9 Hydraulic press 2.00 per day 9 Blacksmiths ..... 5 3.50 per day 9 —83— Hours Trades or Occupations— Wages. of Labor Tinsmith and Babbit ..... Beieselia say x Biacecouay 2.50 per day 9 Sheet iron, pipe and fender % 2.25 per day 9 Electricians .......... 3.00 per day 9 Armature winders 3.25 per day 9 Field ...... Bagaerets 2.00 per day 9 CarpPeDters) oo Ssccinive gies b dreraerateln ai 2.50 per day 9 Upholsterers: oc dvecslee ana gine 3 Sia Se aera. 2.75 per day 9 Revister repairers ..44440444 8543444 0 2.75 per day 9 Plating and polishing ................ 1.75 per day 9 Brass molders ........ 00.0 eee e eee 2.50 per day 9 PINCUS oe car seceaues hae eee i aneteind beets 2.50 per day 9 PAI Nels. os isic wines vows s Sioa ah ee ee 2.25 per day 9 Repair foremen ........ Bie esac dh us “hea Canceytiaea 90.00 per month PUCMO Mo ooo aise yess oteane coreeuscavn a'alia totibnttmente sie 70.00 per month Deper Pik DeMEre nese ee ¥ 4a ee: 56.75 per month DISTRIBUTION DEPARTMENT. Superintendent ............ Wed Suleconouaieaie Salary Stable attendant and help............ $50.00 per month Foreman railroad department. 8 aN teeta 105.00 per month TAMEMON: « > peers, andes Severe debe DS Seas aeak 3.15 per day 9 TDGSEGT ccs sricgeeensuen ss teresa dusaecdbeusl a loreycthee route 2.00 per day y BonGe y= ice we vavicviedens ce! dserecav pier te eae ots 2.75 per day 9 Blaeksmaveh easing; a 200 sa statanavace sees > eevee 3.00 per day 9 Wheelwright sisasccsaccacness cancers 3.00 per day 9 Foremen undg. elec..............- Bigaee Salary Foreman overhead elec............ enevee Salary CaDleMane . ie sepvveverirgrecn ge wrote oceans eaters - $2.00 per day 9 Inspector and “troublemen. 0, arte 3.15 per day 9 IPAVOLS «els 3.30.3 Apap ds 28 6 MLS toe Las ba aes 3.00 fee day 9 General foremen meter department aor Salary Inspector and testers................. $60.00 per month Service and meter men ........ «.++.e- 60.00 per month TIMMONS. 2:5 wins ee eds os eed de dK eecete 2.10 per day 9 GAS DEPARTMENT. Printers: .... 6.000. ta acerca . $85.00 per month Electricians .. 85.00 per month Car fillers .. 75.00 per month Firemen 3.00 per day 12 Engineers ........ 3.00 per day 12 Oilers ...... y 1.75 per day 12 Pipe fitters: vs canes ac 4 eaves ok eae +. 2,50 per day 10 TSYICK. AV OLS: es. lepers S26 Sena teicpas od ee weet, 2.50 per day 10 Blacksmiths .......... Bole sada fanionseh tae aeeeatetvn 3.00 per day 10 GCA FDeN CONS: «co esceas, Gc: sane enenbicaer ad nesenecanenete 2.75 per day 10 Telpher man ......... 2.50 per day 10 Gasmaker 254 4scne cess 3.00 per day 12 RROGMAD: 25553-60140 hoe ae 1.50 per day 10 Caulkers ........... 2.25 per day 10 Are trimmers .... 2.25 per day 10 FAtters® acces. 3.5 ois tee 2.50 per day 10 Painters ....... ats 2.50 per day 9 Harness maker ... 2.50 per day 10 Stablemen ..............-.- 2.50 per day 10 The Superintendent of Power, a man who has worked from the bottom to the top in mechanical occupation, writes further as fol- lows: “The men who operate the steam generating stations are engi- neers, water tenders, oilers, firemen, coal elevator men, electric re- pair men, switchboard men, pipe fitters and boiler cleaners. “The men who operate the sub-stations are electrical men who must thoroughly understand the principle of A. C. and D. C. gen- erating and switchboard equipment. These men receive their train- ing at the Central Power Station. “The men who are employed as machinists in the power stations 84 acquire their knowledge by serving as apprentices in various shops of the City. “Tn starting up a plant primarily skilled engineers have to be em- ployed who are skillful in their business, sober and industrious. The next in line are machinists, pipe fitters, helpers and oilers, who, if qualified are promoted to a higher grade. These men as a rule are studious and keep posted on all new developments made in steam en- gineering, appliances, etc., in order to make themselves eligible for promotion. “The graduates of a trades school such as you have outlined to me would have qualifications which would induce them to look for something better in the way of compensation than they would re- ceive starting in at the bottom in a power station, and I feel sure that there would be no difficulty for any of these boys sectring good lucrative positions, as there is a scarcity of young men who have the. knowledge such as the Trades School would give them. Besides, in. acquiring the knowledge imparted by the Trades Schools they would acquire a faculty for consecutive thought. I feel certain that many of the boys with natural ability would attain as high eminence in the: profession that they select as those who graduate from the more prominent technical schools.” STEAM AND OPERATING ENGINEERS. The last Census gives 1236 as the total of engineers in: New Orleans, of whom 47 were colored. This figure, how- ever, includes every grade of work from the crude operator of a hoisting engine or a heating plant to the highly skilled. chief of a central electric power and light plant. In addition. to these there are some 352 locomotive engineers who live in. New Orleans. There is an unknown number of marine en-- gineers upon vessels touching this port, as well as upon local tug, excursion and freight boats. In some instances an en- gineer is expected to be also a machinist, saw filer or plumber or all-round handyman. Response from Local Union. In the International. Union Steam and Operating Engineers Local No. 226 there are 120 members, all white. No apprentices are reported,,. but the reported minimum age for apprentices is 18 years. No regular scale of wages was reported by the Union. Wages. and hours “depend on skill,” it is stated. It may be seen by our references to descriptions of various plants that wages. of stationary engineers in New Orleans range from $2 to: $3 and $4 per day, and some are on monthly salaries. Re-. sponse to our circular of inquiry indicates thus the attitude —85— of the Union toward the types of public trades school pro- posed: Preparatory trades school, No; Practical trades school, No; E'vening trades school, Yes; Part-time classes, Yes. , ELECTRICAL WORKERS IN POWER PLANTS. The electrical workers—practical engineers, dynamo men, switchboard operators, etc.;—in power plants should be distinguished from the electrical wiremen of the building trades (See page 97 et seq.), or from the electrical repair man in a shop—as well as from the electrical engineer, a graduate of a college of technology. In the electrical courses of the Delgado School emphasis will be placed upon the practical, wage-earning electrical trades, including op- erating engineers, as well as other electrical workers. STATIONARY FIREMEN. The installation of automatic stokers has displaced an army of firemen throughout the country. Locally it is re- ported that the demand for this labor is decreasing, there now being some 350 workers, white and colored. The wages range from $1.75 to $3 per day. The responsibility and strain undergone by a compe- tent fireman are great. An experienced worker emphasizes these points, for example: (A) He must be able to withstand intense heat at all times. (B) He must understand the carrying of water to boil- ers and be, vigilant in this matter for the sake of public life and property. (C) Careful and constant labor is necessary to main- tain fires for the amount of steam necessary to operate the plant where employed. (D) He should have skill in the use of shovel, slice bar, rake and crow-foot, all of which tools are made of steel. a: ae (E) The conditions of employment sometimes bring lumbago and the eyes may be affected by heat. (F) The hours are long, varying from 8 to 12 in dif- ferent plants. (G) The operations can be learned in two years, the entrance age being 18. Strength and energy are required. Response from Local Union. Local Union 197 of the International Brotherhood of Stationary Firemen respond- ed readily to our inquiries and manifests a desire to co-op- erate in the Delgado School. The answer Yes was given with regard to the attitude of the Local toward preparatory, practical, part-time and evening public trades schools. It is believed also that a “wider knowledge of the business would mean promotion to the worker.” Other suggestions from the Union are embodied in above paragraphs. It would seem highly desirable to make it possible for a fireman of ambition to be assisted by the Trades School in learning to be an operating engineer. OTHER OCCUPATIONS IN POWER AND LIGHT PLANTS. Reference to the preceding analysis of our largest pow- er and light plants indicate the nature and large variety of the different skilled.and semi-skilled occupations employed. Such others of these as demand articulation with the Del- gado School are discussed in appropriate chapters of this report. SUMMARY AND EDUCATIONAL RECOMMENDA- TIONS FOR OCCUPATIONS IN LOCAL POWER, LIGHT AND HEATING PLANTS. 1. The wide range of occupations. We enumerate be- low all of the occupations of men and boys noted, printing in BLACK TYPE the names of trades, practical for special recognition in the shops and courses of the Delgado School. Figure 7. DYNAMOS AND MOTORS WENTWORTH INSTITUTE, BOSTON. —=87— The words FOREMAN and SUPERINTENDENT are in- dicated in black type for although no course such as ‘‘fore- manship” is practicable, nevertheless men with skill and knowledge in the different trades may be preferred for pro- motion to executive positions. Special reference has been made to groups of related occupations (e. g. in street car shops) on page 82. There are numerous instances of occu- pations (as blacksmith, machinist, painter, etc.) found also in plants of other industries, as well as in power and light plants. Are trimmer, ASSISTANT ENGINEER, ASSISTANT SUPERIN- TENDENT, BLACKSMITH, BOILER MAKER, Boiler attendant, Boiler cleaner, Bonder, BRICKLAYER, Bridge tender, Cableman, CARPEN- TER, Car filler, Calker, Conductor, Construction foreman, Craneman, DRAUGHTSMAN, ELECTRICIAN, ENGINEER, Fieldman, Fireman, Flagman, FOREMAN: Meter, railroad, underground electric, overhead electric; Gardener, Gas maker, Harness maker, Inspector, Lineman, MACHINIST, Mason, Motorman, Oiler, Paver, PIPE FITTER, Pitman, Pitter, PRINTER, Pumpmen, Rigger, Road master, Rodman, Service man, Stable attendant, Starter, Station foreman, SUPERINTEN- DENTS: of transportation, power, track, equipment, distribution; Su- pervisor, Switchman, Telpherman, Tester, Trimmer, Troubleman, Water tender, Wheelborer, Wheelwright. 2.. Preparatory training for the majority of prospec- tive workers. For ALL of the above workers, a general ele- mentary education (at least six grades) is desirable; com- pletion also of Preparatory Trades Department of the Del- gado School by prospective workers of any grade, doubtless would facilitate promotion. 3. Practical Trades Department, Division of Operat- ing Engineering. The practical power plant of the Delgado School should function for threefold purposes: A. Training of prospective operating engineers in the understanding and management of steam driven engines, boilers, electrical power and light units, gas engines, refrig- erating machines, and the auxiliaries of a steam plant— such as injectors, feed pumps, valves and packings, filters, feed water heaters, vacuum pumps, gas and oil fuels. B. Generation of power and light for use in the shops and rooms of the Delgado School. —88— C. Utilization of additions to the power equipment which may be eventually constructed by advanced students of the Metal Working Trades Division. The engineers’ course. Outlines of three-year trades school courses in actual operation in American trades schools are given on page 322. It is intended by us that the full day course in Operat- ing Engineering will be open only to boys who have com- pleted the Preparatory Trades Department or the equiva- lent. The course will be co-ordinated with applied physics and will consist during the first year of machine shop work (see pages 311 et seq.), especially in the construction of power machinery. The condition of our industries in New Orleans war- rants the combining of steam, electrical and gas engineer- ing for a course to train the practical operating engineer. Detailed suggestions with regard to such courses are print- ed on pages 303-350. The equipment and power plant. Engines, boilers, dy- namos, motors and auxiliaries will be selected with refer- ence to the three functions above mentioned. Types of ma- chinery to be used by prospective engineers are described in the Survey (e. g. on pages 80 et seq.), Memoranda of power equipment now in use in good American trades schools are found on pages 375 et seq. A trained director aided by competent advisers (mechanical engineers, operating engineers and manufac- turers), should select the equipment. It cannot be done eco- nomically or suitably by routine methods of the schools or by persons inexperienced in trades school and power plant requirements. It is believed that a considerable portion of the machinery may be obtained gratis from manufacturers, for educational purposes. Suggestions concerning the building for a power plant are on pages 351-374. 4, Part-time and evening courses. Access of advanced students to power plants in New Orleans for observations RANKEN WENTWORTH Figure 8. LEARNING RY DOING, —g9— and perhaps as helpers or apprentices may be arranged for in some of the large systems described. The City’s pumping stations, drainage, and other municipal plants may also of- fer such opportunity for more extended experience of pros- pective engineers. The responsible and technical nature of activities in these plants makes such arrangements for stu- dents difficult. Evening courses, chiefly unit courses dealing with some fraction of the art and science of operative engineer- ing should be developed as need may be expressed by local engineers desirous of self improvement. Similar courses for firemen who desire to become en- gineers may be offered, but it is probable that the long hours and physical strain of the occupation will deter most of them from extra application. SECTION IV. ELECTRICAL MANUFACTURING AND CONSTRUC- TION, TELEPHONES, TELEGRAPH AND THE RELATED OCCUPATIONS. In the United States. The types of establishments in- dicated in our present topics include a vast army of work- ers. One of the included industries alone, for which data are available (electrical machinery, apparatus and supplies), employs nearly 100,000 workers. The number of workers between 1899 and 1909 increased more than 100 per cent, the value of products 139 per cent. The value of these pro- ducts in 1809 was $221,308,5638, of which 162.3 per cent was value added by manufacture. These figures refer not only to the manufacture of electrical machinery, apparatus and supplies, but also afford an index to the growth of the elec- trical business in general before the European war. There are available no combined data showing the number of wage earners in these industries and also of the electrical and me- chanical workers in the telephone and telegraph business, in power and light plants and in the construction and build- ing trades. This vast group of occupations offers vocational opportunities of the most numerous and attractive kinds in mechanical occupations. In New Orleans. We are not including in the several topics of this section data concerning the plants and occu- pations for the generation of electric power and light, for which see page 79. Local employments referred to herein are for: (1) Repairing, including armature winding and automobile work; (2) manufacture of switchboards, acces- sories, etc.; (8) electrical elevator construction; telephone and telegraph construction and maintenance; (5) wiring for buildings, inside and outside. There are no very large local manufacturing establish- ments for electrical goods. Two or three concerns make 91 —92— electrical specialties, switchboards, etc. There is a large number of contractors for electrical work and there are re- tail and wholesale supply houses. The president of one of the largest of these writes: “We do no manufacturing whatever; so, for that reason, specially skilled operatives in any one particular line, are not necessary to us. “We believe, however, that a vocational and industrial school, such as you propose, would be a great help to us, and we would be willing to assist the school, in giving preference in employment, to graduates of such school, where we have openings. “In the employ of our store in Chicago, there are a number of young men who work and attend these vocational schools in pairs; one of them works one week and the other attends school; the next week this one works, and the first one attends school; in other words, they work alternate weeks, and attend school alternate weeks, and, as I understand from reports of our Chicago house, a number of these young men have done very well, though the pairing off has not al- ways been successful. “The writer has always taken the stand here, of encouraging his employees to attend night school; and, as a matter of fact, for any of the younger boys who have not made the eighth grade in the public schools, we insist upon their attending night school; of course, there are not many of them, but, such as there are, are employed with that understanding.” TELEGRAPH. Besides a district telegraph and railroad lines, there are two large telegraph systems of the telegraph corporations. We are concerned here, and also in the discussion of the local telephone business, chiefly with the various electrical and certain other mechanical workers in these industries of communication. Statements obtained from an official of the largest local system of telegraphs indicate that there are employed in this system 150 skilled telegraphers, 15 or 20 of whom are women, 10 linemen, 3 electricians with 7 helpers. “Electricians average about $90 per month.” Steps of possible promotion to operating department are: (1) Messenger. He should know topography of town, locations, etc., with reference to business and residential sections. Wages: Mini- mum, $15; maximum, $40 to $50; Average, $25 per month. ‘“‘An am- bitious boy can rise to high office. Inclined to think reports exagger- ated about sending of boys to disreputable places. As a matter of fact department stores send boys to such places.” The present man- ager was once a messenger. A boy must be able to read, write, know how to calculate, know the geography of this town and of the United States. (2) A messenger may be promoted to a minor clerkship, prob- ably a check clerk. Wages; minimum, $20; maximum, $35; average, = Ho $25, per month. (3) An ambitious clerk attends the company’s tele- graph school, where he becomes an operator, minimum salary $50, maximum, $90. For the local telegraph school two telegraph instructors are em- ployed. Boys practice on old business done over again. There are 16 branch offices in New Orleans and the graduates of this school may go to these branches; some go io the country offices. TELEPHONE. Thanks to the labor and interest of local officials we are able to present more complete data regarding the local telephone system. The General Manager writes in substance: “We are very much interested in the movement to establish a trades school in New Orleans. We believe that it would be not only a credit to the City and one oi which we could speak with pride, but it would be an especial benefit to our industry, in that it would have a tendency to add permanently to the employees, stimulate inquiry and research to the extent that it would broaden and better equip those upon whom we have to depend to construct, maintain and operate the physical property of our Company. “We are attaching hereto a rough sketch, showing the plan of or- ganization of the Plant Department in our New Orleans exchange, on which we have shown opposite each Sub-division, the number of peo- ple employed. “All employees. work nine hours per day, except on Saturday, on which they are required to work only seven hours. Owing to the mild climate of New Orleans, the number of employees remains about the same throughout the year. “We are giving you detailed statements of Linemen, Central Of- fice Men, and Cablemen, inasmuch as the majority of our employees can be grouped under these three heads: Central Office Men—include the Testboard men, Switchboard men, including Chief Electrician, and beginners. Wages $50 to $85 per month. Chief Electrician, $100. Linemen—include Installers, Head Linemen, Troublemen, and those working in crews. Wages $35 to $70: per month for white. Cablemen—include Cable Foremen, Cable Splicers and Cable helpers. Wages $50 to $85 per month. “We believe that a practical evening trades school would suit the requirements of our business more than any other. We shall be glad to co-operate with the school in furnishing it certain kinds of equip- ment that may be used for demonstrations, and we will also be glad to co-operate further in providing men for giving these demonstra- tions and lectures of a practical character along the mechanical lines of our industry.” Organization and steps of possible promotion in local telephone business. The chart referred to in the letter ex- hibits (page 94) plainly the local organization of the cor- —94— poration. Similar charts for the purposes of studying in- dustrial organization and of vocational guidance could be made advantageously in New Orleans for every large or- ganized industry. Occupations of Boys and Men. More than 125 males are employed in mechanical occupations by this local branch of the telephone company.. These occupations are duplicat- ed by thousands of similar opportunities throughout the country by this great corporation. Analysis and enumera- tion of the different mechanical occupations in the local sys- tem is therefore of interest in consideration of the possi- bility of vocational education and of opportunity for youth in this wider field throughout the country. CENTRAL OFFICE MEN 26. In general, these men have charge of switch-board, power plant and storage batteries at the exchange. The work is constant, is not hazardous, and it opens into a wide field. The demand for this labor is increasing. A youth may begin at 18, must have at least grammar school education, have a mechani- cal bent, and be temperate and attentive. The operations can be learned in the plant while he works under an experienced man about four years. For part-time and evening classes courses were suggested in the fundamentals of telephoning and in electrical engineering. There are about 30 of these workers in New Orleans. Test-board men. They test trouble which interferes with tele- phone service and send troublemen to remedy same. Test with in- stallers. Switch-board and frame men. Clear trouble on local and toll boards, assign panel and jack numbers for new lines and changes. They look after storage batteries. Beginners. Polish plugs, change switch-board cords, clean power machines, run jumpers, etc. CABLEMEN, 238. In general, the duty of cablemen embraces the splicing of individual cable conductors, testing and picking out the cable assignments, and the closing or wiping of cable joints, also the clearing of trouble and the maintenance of cables. The occupation is hazardous; the worker must climb poles and ride cable messen- gers. A youth begins at from 18 to 30 years of age, and can learn in about two years. Technical education is not essential, though help- ful. He must be active, swift and accurate. Night and part-time schools might give “the what, why and how of electrical transmis- sion,’ the common use of cable tools, and electrical engineering. There are about 30 in the City. Cable foreman. Supervises the work of cable splicers and keeps up the cable plant. Cable splicers. Splice and repair cable under direction of the cable foreman, clear cable trouble. Cable helpers. Assist cable splicers to swing platforms, mix wip- ing metal, and heat same, heat paraffine, prepare sleeves. Hand tools to splicer and help him test. GENERAL MANAGER ———{ a OF PLANT Ow Puanr —|— Riant Of Way Sureevisor Pais eee Foreman i aaille= —_l— = 5 teil ecenes = - LANT ENGINEER Caawe an a LL PLANT Cnie Equiement Surervisor Estimators Tour Line Inseecrors Tou Wire Cues DearrsmMen —__ PLANT CHIEFS Cueen Equipment Foreman ee Crewe Cromer Clee MECHANICIAN ere oe INSTALLER Sveery Cieen INSPECTORS CuieraKs HeL_pere __| Cieen eel. =e peo cakes See, NGPECTORS 7 OL “3S, Custoo1an OF Buipines ee = om Teovera me WiReE Cee Heao See — Lineman Carrenres Heao Janiroe Meee le — Fane Janitors Coes Cenrea, Ormcemen © 5 Teougteman Fieenan Cas.e Foremen POX Insrarrcers ie Casye Seucers I Ccern Cemere Hevrecs Figure 9. ORGANIZATION AND POSSIBLE STEPS OF PROMOTION IN LOCAL TELEPHONE COMPANY, gr LINEMEN. Linemen are used in the construction, rearranging, and maintenance of the aerial plant. They generally begin as ground- men or helpers. They climb poles and the work is hazardous. A young man can learn the work in one year; it is largely a matter of physical development. He should be active, cautious and of a me- chanical pent. He should have a common education, training in the use of tools, and general knowledge of conductors and circuits. Eve- ning courses might teach different kinds of plants, reasons for use of different materials and fundamentals of telephoning. Head lineman. Handles crews for installing, moving and taking out telephones. Handles crews doing maintenance work such as re- placing bad poles, cross arms, rewiring cut-ins, etc. Handles shopmen and P. B. X. installers. Chief installer. Supervises the work of installation and mainten- ance crews. Installers. Put in, move and take out telephones. P. B. X. installers. Put in and repair P. B. X. switchboards and special apparatus. Troublemen. Work under the direction of the test board men— they “shoot” trouble. Toll wire chiefs. Test toll line trouble and direct toll troublemen to clear same. Handle Morse leases. Handle small maintenance jobs with the toll troublemen. Toll line inspectors. Walk over toll lines to inspect same and Make report on work necessary. Inspectors. Report to chief installer. Make inspection of new in- stallations and maintenance work. Handle small jobs of maintenance and installation in the country. Secure data for new installa- tions. Cable tester. Tests cable troutle, measures same and gives loca- tion to cable splicers. Toll troublemen. Clear toll line trouble and do Jight maintenance work under the direction of toll wire chilefs. OTHERS— General foreman. Handle construction and maintenance work un- der estimates. Plant engineer. Prepares estimate for new construction and keeps plant records. Division plant supervisor. Handles plant schools, makes general inspections. Watches organization and general results and _ con- ditions. Toll plant chief. Has supervision over the tol! plant, and toll wire chiefs and toll line inspectors work under his orders. Wire chief. Supervises all maintenance work in Central Offices, P. B. X. S. and telephones in Citv. Checks trouble reports and stor- age battery reports. Is responsible for all records kept by his depart- ment. Right-of-way agent. Secures RW in accordance with the rules of the company. Shopman. Repairs subsets, assembles new subsets. Packers. Assists supply clerks in handling material, unpacking and placing on shelves and in bins in the warehouse and giving out over the counter to the men. Supply clerk. Requisitions, receives and gives out supplies. He is in charge of all material and must keep proper supplies on hand. Carpenter. General repairs to buildings, booths, tools and dam- —96— ages to property of others. Makes special cable boxes and terminals and special cabinets. Painter. Refinishes wood work of switchboards, etc., paints new boxes and cabinets and general repairs around company’s buildings. Refinishes walls, etc., damaged by installers. Fireman. Fires boiler for heating plant and keeps up all plumb- ing. Mechanician. Repairs automobiles, railway motor cars and gaso- 1ine engines. Helpers. Assist mechanician. Custodian of buildings. Supervises janitors, carpenters, painter and fireman. Is responsible for condition of all buildings and yards. Supervises building and plumbing work given out by contract. Clerk. (For chief installer). Handles line orders. Receives re- ports by telephone from men in the field during the day. Keeps in- strument records. Janitor (colored). Regular janitor’s work. Head janitor (colored) supervises and assists other janitors and gives out janitor’s sup- plies. ELECTRICAL WORKERS. Electrical workers in building trades of New Orleans. Reference to electrical workers other than those in the building trades has been made on pages 79, 91, of this study. In the building trades the men are either inside or outside wiremen. The latter are linemen. There are approximately 350 inside wiremen in New Orleans, nearly all of whom are white men. The seasonal ac- tivity corresponds with that of building activity, the busy season being mainly the spring and summer. Establishment of new industries, erection of plants in New Orleans or in nearby towns may occasion unusual activity at any time. Local contractors include both those who maintain or- ganized offices with cost-record systems and also small contractors whose offices are “under their hats.” There is considerable complaint prevalent concerning types of elec- trical workers who may possess a certain skill, but who nevertheless do not possess other education and equal sense to balance the skill. There are instances also of lack of sense of mutual responsibility and loyalty as between em- ployee and employer in the production of the right quantity and quality of work. It is probable that the public and em- 97 ployer and employee, are suffering from unsatisfactory la- bor conditions in the electrical contractor’s business. Knowledge and skill required. Besides the elements of character, a general education, physical vigor and loyalty to his employer, a competent inside wireman in New Or- leans is expected to be able to use or install properly these materials: Rigid conduits, conduit elbows, conduit bushings conduit straps, conduit hangers, lock nuts, conduit flexible, conduit fittings, non-metalic conduit, ceiling boxes, bracket boxes, switch boxes, floor boxes, box covers, fixture hang- ers, cutout cabinets, panelboards, metering panels, meter loops, cutout boxes, asbestos, cut out blocks, fuse plugs, enclosed fuses, flush switches, D. P. switches, 3 way flush switch, 4 way flush switch, snap switches, D. P. snap switches, 3 way snap switches, 4 way snap switches, knife switches, door switches, pendant switches, rubber covered wire, lead covered wire, fixture wire, special wire, lamp cord, reinforced cord, packing house cord, show window cord, molding wood, molding metal, molding fitting, fixtures, clusters, key sockets, keyless sockets, wall sockets, rosettes, socket bushings, cord adjusters, shades, shadeholders, adapters, attachment plugs, incandescent lamps, lamp guards, arc lamps, cleats, knobs, tubes, screws, nails, toggie bolts, annunciators, annunciator wire, annunciator cable, elevator cable, bells, buzzers, push buttons, silk cord, door openers, burglar alarm, batteries, bell ringers, telephones, telephone cable, speaking tube, whistles, letter boxes, tape, solder, compound, acid, oil. Contractor-union agreements. We append extracts from an agreement in force between some local contrac- tors and the International Brotherhood of Electrical Work- ers Number 130. Article I, Section 1: It is agreed by party of the first part that none other than members in good standing with party of the second part shall be employed, except in cases of emergency, when party of the second part is unable to furnish the required number of men; in such cases party of the first part may hire workmen other than members in good standing with party of the second part. Section 2: Party of the second part to issue permits to such men em- ployed until such time as they can furnish sufficient workmen to party of the first part, or workmen furnished permits becomes a member in good standing with party of the second part, which he will be required to do within three weeks after being employed. Zee Notx.—This section to be construed to be for the purpose of bringing all men employed within the scope of this argument, thereby maintaining settled working conditions in the interest of industrial peace. Article 2, Section 1: Three classes of workmen may be employed, classes to be known as Class A (General Journeymen), Class B (Junior Journeymen), and Class C (Apprentices). Section 2: Class A shall consist of journeymen wiremen who have served a full apprenticeship at the electrical construction business, and qualified be- fore the regular examining board of party of the second part. Section 3: Class B shall consist of men who have worked at least three years at the electrical construction business, and who are competent to pass the regular examination provided by party of the second class for Class B men. Section 4: Class C shall consist of apprentices who have worked six (6) months or more at the electrical construction business, and who are competent 2 pass the regular examination provided by party of the second part for Class men. Article 3, Section 1: Class A workmen shall do any class of electrical work as directed by employer. Section 2: Class B workmen shall be allowed to go on any knob and tube job without being accompanied by a Class A man. He is also permitted to do repair work, all kinds of bell work, conduit extensions. Section 3: Class C workmen (Apprentices) shall at all times work under the direct supervision of Class A or B men. Article 4, Section 1: It is agreed that the classes of men employed shall be at the following ratio: The proportion of workmen on any job shall be the ratio of two Class A men to one Class C man or Class B man. A Class B man shall be consid- ered as a Class C man except on knob and tube work, and as above stipulated. In case of only two men on any job, then one may be a Class C man. On knob and tube work the ratio of Class B men to Class C men shall be the same as Class A men to Class C men. It being further understood, however, that the Class A man shall be in charge of the job. It not being compulsory upon party of the first part to employ other than one Class A or one Class B man on any job. Article 5, Section 1: It is agreed that the following minimum scale of wages shall be pe for regular working hours on regular working days for a period of two (2) years from date of this agreement: Class A men receive 50 cents per hour; Class B men, first year after pass- ing examination, 30 cents per hour; Class B men, second year after passing examination, 35 cents per hour; Class C men, first year, by individual agree- ment with employer; Class C men shall, after receiving examination, receive, second year, 20 cents per hour; ‘Class C men shall, after passing examination, receive, third year, 25 cents per hour. Section 2: It is agreed that all apprentices shall be reigstered with party of the second part upon employment, but shall not be required to become a member of local uniion until he has worked at the electrical business six (6) months, it being understood that first-year apprentices shall be under the sole direction of their employers as to duties, wages and hours of work. Article 6, Section 1: Hight (8) hours shall constitute a day’s work, to be reckoned from 8 o’clock A. M. to 5 o’clock P. M. under ordinary circumstances. All work by the same man in addition to the above, between 5 o’clock P. M. and 12 Midnight, shall be paid for at the rate of one and one-half the regular rate of pay, and from 12 Midnight to 8 o’clock A. M. double rate of pay; it being distinctly understood that the employer may work shifts of men, eight hours each, either day or night, at single price; provided, however, that the question has been submitted to the Arbitration Committee and has received their approval. However, all time between 5 o’clock P. M. and 8 o’clock A. M shall be seven hours elapsed time, with eight hours’ pay on Shift Work. On all Sundays and Holidays hereinafter specified double the regular rate of wages shall be paid for all time worked. Section 2: In no case shall workmen be Feduived to work on Labor Day, except by special permission of party of the second part. Section 3: Workmen shall report at 7:45 A. M.—unless otherwise ordered—on the job or at shop, as directed by employer. When on work in the city workmen shall be required to be on job at 8 o’clock A. M. and put in eight hours to constitute a day’s work. This applies to territory known as the City of New Orleans. Section 4: When working out of the City of New Orleans workmen shall receive hotel and traveling expenses (and sleeping accommodations on train —99— when necessary), and shall receive pay while out of the city to the extent of eight (8) hours in each calendar day. " Article 7, Section 1: The specified Holidays shall be all Sundays, New Year’s Day, Fourth of July, Labor Day, Thanksgiving Day and Christmas. Section 2: When the men do not receive their pay on job, carfare will be allowed from job to office, but the workmen shall not leave his work before fifteen (15) minutes of the agreed knocking off time. Article 8, Section 1: Workmen shall furnish all tools necessary except stock and dies, vises, wrenches 18” or over, pipe cutters, hack saw blades, chisels over 12”, taps and drills, and other special tools. Section 2: The individual signing tool tickets to be responsible for the return of all tools furnished by employer, unless he notifies employer that there are no adequate means for the safekeeping of said tools and material on job. It is understood that after journeyman uses all the above precautions in his power to protect same, his responsibility ceascs. Response from the Local Union, Number 130, Interna- tional Brotherhood of Electrical Workers. (1) At a conference of the writer and the Local it seemed apparent that the members were desirous of co-op- erating with the Delgado School. A point emphasized, how- ever, and one to which authorities of the Delgado School should give heed is an unfair competition now threatening the skilled worker. It is claimed that youths with a smat- tering of theory and practice in electricity sometimes leave our high schools to compete at very low wages and with poor workmanship with skilled mechanics. The Local be- lieves that students in the electrical courses of the Delgado School should not be certificated until the completion of an entire, practical course of two years or more after which, if not before, experience should be had in commer- cial work and shops. (2) In Local 130 there are 176 members (white). Apprentices and helpers, number 40. One apprentice to two workmen is allowed by the Local. The minimum term favored for apprentices was considered to be five years. (3) Responses to our circular of inquiry state attitude of the Local toward phases of trades school ag follows: Preparatory, No; Practical, Yes; Evening, Yes; Part- time, No. . (4) The competent workers of this union are largely men in the building trades able to install all wires used for light, power, bells, signals, intercommunicating telephones and all conduits and moldings for these wires. They are able also to connect and operate electric motors, dynamos and switch-boards. —100— SUMMARY OF EMPLOYERS’ REPLIBS. Types of Trades School Favored. ui : a] g BP Kind of a of 3 i © Establishment. # | 8s s g oa 8 & | ht a s 4 3 so) 5e | £ | & gy 8 io] eB | am A a a Au BDlectrical supplies ............. 2. eas Yes Yes Yes Doubtful Blectrical elevators ............ 10 |....+.] Yes Yes Yes Yes Electrical repairs and construction| 16 |...... Yes Yes Yes No Hlectrical contractors........... LO: oo scieve Yes Yes Yes Yes Hlectrical contractors ........ lL Bi lhecewentces Yes Yes Yes Yes EDUCATIONAL RECOMMENDATIONS. FOR LOCAL OCCUPATIONS IN ELECTRICAL MANUFACTURING, CONSTRUCTION, AND IN OPERATION OF TELEGRAPHS AND TELEPHONES, 1. The Preparatory Trades Department is suited at first for the boy who must leave the elementary schools at 14 years of age, and who desires to become a practical electrical worker of any type. 2. Unit Evening and Part-time courses should be en- couraged to help groups of workers now employed. Courses conducted by experienced men should be emphasized in dif- ferent phases of the following subjects: (a) Electrical plant operation. (bo) Armature winding, machine work and con- struction on dynamos, motors, batteries, switch- boards, automobile systems, telephone and tele- graph apparatus. (c) Electrical wiring of houses—elementary and advanced. 8. During the first year or two of the Delgado School, it is believed that organization of any electrical workers day courses within the Practical Day Trades Department (for boys 16 years of age and over) is not warranted by Figure 10 PRACTICAL STUDIES IN ELECTRICITY SCHOOL OF MECHANICAL TRADES, ST. LOUIS. JR., RANKEN, —101— present local, manufacturing conditions. Emphasis rather should be laid upon electrical work in Evening and Part- time or Continuation Cources. The Practical Day Courses should be organized as soon as a sufficient number of quali- fied candidates appear. 4. The electrical courses should be developed with a view to vocational opportunities in power plants (See pages 79, 91), telephone and telegraph service, automobile work, as well as in construction work. Great care should be taken not to turn out smatterers in electrical work and to require sound training in the fundamentals of practical physics, chemistry, mathematics, machinist’s work, in hygiene and civics, as well as the knowledge and skill of a practical electrician. The courses should be articulated with the work of the machine shop, with emphasis there on the con- struction of electrical machinery. 5. The continued interest and co-operation of employers and employees, already manifested liberally, should be en- couraged by the school authorities. SECTION V. LUMBER AND ITS REMANUFACTURE. The lumber industries of the United States as a whole. As a whole these industries include 48, 533 establishments. This group includes 33,090 sawmills and logging establish- ments, 6,402 independent planing mills, 1,179 box factories, 3,155 furniture and refrigerator factories, 1,693 cooperage and wooden goods, and miscellaneous establishments. To- tal value of products, $1,582,522,268, of which $867,948,- 552 is value added by manufacture. Wage earners, 907,514; this number is second only to the number of wage earners in the combined industries, foundry and machine products, iron and steel, steel works and rolling mills, cars and gen- eral shop construction, etc., Census Vol. VIII p. 40 and p 421.) Seasons, hours, wages in branches of the industry. adn the South both out-door and indoor work continue throughout the year. In the North, logging is done during the winter, the sawmills being somewhat more active dur- ing the summer. Seasonal activities for the various re- manufactures of lumber vary with local and trade condi- tions. Throughout the country in lumber manufacturing the nominal (full-time) hours per week range from 60 to 62.5 hours per week. Healthfulness and hazards. Mortality by accident for lumbermen is marked high by insurance men—at 19.8, compared with 9.4 for “all occupied males.” However, this evidently can not apply to the different departments of the wood-handling and closely related industries, or uni- formly to the scores of occupations within these. The healthfulness and the hazard as affected by machinery, ac- tivities and environment vary not only in establishments but also markedly within different departments of the same kind. Open air, vigorous action and variety are favorable 108 = —104— elements in some lumber industries. On the other hand, labor in unsanitary camps, or swampy countries, in log ponds, the dust in saw, planing mills, box and furniture factories, cooperages, and the machines—saws, carriages, planers, shingle cutters, barrel making machines—all these are factors in phases of these industries. Continuous phy- sical and mental tension on the swiftly moving carriage of sawmills is mitigated by the accuracy and speed that re- sult from practice, but the tension and fatigue are suffi- cient in many instances to limit enlargement of knowledge of the industry and to deaden interest. A commendable tendency is developing, aside from the requirements of the law and of employers’ liabilities, to adopt humane safety devices for the protection of the workers. However, a student of typical indoor plants is impressed with the ne- cessity for further attention to safety devices and hygienic conditions of ventilation, lighting, disposition of refuse, and also for organized effort for the social welfare of workers and their families. The industry in Louisiana. Since 1899 in Louisiana the development of the lumber and timber industry has been remarkable, and in 1909 the state ranked third in the value of lumber and timber products (Census, VIII p. 422). The long leaf pine and the cypress of the State are famous and there are important species of cottonwood, red gum, tupelo, ash and hickory. The last Census ranks Louisiana first in number of wage earners, second in the value added by manufacture, and third in value of products (Vol. VIII, p. 738). In this state there were 702 of these establish- ments; 46,072 wage earners, or 60 per cent of the total for the state; value of products, $62,838,000, of which two-thirds is value added by manufacture. More than half of the establishments employed less than twenty wage earn- ers. Not included in this enumeration are 17 furniture and refrigerator factories reporting 359 wage earners, and 41 makers of “cooperage and wooden goods not elsewhere specified,” employing 966 wage earners. The prevailing —105— hours for the majority of workers in the state were reported to be 60 hours per week and more. Importance of lumber and woodworking factory indus- tries in New Orleans. In our local study we include saw and planing mills; sash, door and blind factories; box fac- tories; furniture, cabinet and refrigerator factories, coop- erages, cistern makers, coffin and casket factories, broom and brush factories, etc., and the mechanical occupations of the wage earners therein. We are able to state under the appro- priate topics only the approximate numbers of establish- ments and workers of each class at present in New Orleans. No accurate statement of the kind has permanence. Many. of the establishments in New Orleans are small, and some of these combine with simple manufacture a retail business. While there is, strictly speaking, no existing “typical saw mill,” “typical box factory,” ‘cooperage,” etc., we have used these phrases, making certain that we have studied representative establishments of each class, for the purpose of noting and describing the existing occupational conditions therein from the standpoint of education. SAW AND PLANING MILLS IN NEW ORLEANS, Plants in New Orleans. It is difficult to draw a line be- tween plants strictly saw mills and those that are planing mills, since the saw mills do some of the work of the inde- pendent planing mills. There are three large saw mills within the city and many nearby. There are a half dozen sash, door and blind factories, nearly as many planing mills, and six or eight manufacturers of wood boxes. We are not considering here small lumber and wood yards. Companies that have logging camps at a distance have in several in- stances local saw and planing mills where the lumber is resawed. Owing to trade conditions the local mills were not running with full forces (March, 1915). Inspection. In numerous instances managers and offi- cials of local plants have facilitated the director’s work of —106— inspection and study of plants. Hours were consumed in pointing out and describing machinery, occupations, etc. Machinery. Equipment of a sawmill includes circular saw, band saw, gang saw, edger, trimmer, slasher, car- riage. A circular saw is a steel disk with sharp teeth at the edge; a gang saw is a set of several saws set in a frame which operates up and down; the band saws are endless, thin, steel bands, made in large and small dimensions. In addition are, the power house equipment, boilers, engines, dynamos; the shafts, belts and unit power devices; the re- pair shops and a consumer of waste. Waste. The waste pieces consumed at saw and plan- ing mills and other woodworking plants represent a large potential of useful power and is material often squandered by present methods of disposal. Analyses of occupations. To understand the problems of education and of industry with reference to occupation within the various divisions of the lumber and wood manu- facture industries, it is necessary to study the different trades, occupations, operations or processes in each im- portant local branch of the industry. In many cases we shall find it impossible or undesirable to articulate the work of the school directly to a given occupation, either before or after the worker enters the industry. But ‘education for life” is likely to be an education based upon abstractions unless we first acquaint ourselves with the literal activities of our wage earners of different groups in New Orleans. The analyses that follow are based upon: (1) Personal visits and conferences by the writer in New Orleans. (2) Written data from employers. To our original inquiry by mail, a majority of establishments made no reply whatever. (3) Available printed reports especially, Bulletin 129, United States Bureau of Labor Statistics. Occupations within a local saw and planing mill plant. The importance in this state of the lumber industry war- rants an intensive study of representative local plants. In- stead of a bare enumeration or series of mere definitions we have chosen to name and describe in outline ali of the me- —107— chanical occupations or actual employments and trades at present in one large local sawmill plant. This plant in- cludes as departments, a sawmill, a lath mill, a shingle mill, a planing mill, lumber yards, shipping department, shops, power plant, offices, etc. These employments include many which are merely incidental to the conduct of a plant and many of them can be classified as common, unskilled labor. Not included in this city plant are choppers and sawyers and timber workers employed in the woods. All clerical employees are omitted. The workers enumerated may be classified as: (1) Laborers; (2) semi-skilled or machine hands; (8) skilled. The Number and Variety of Actual Occupations within a Local Saw and Planing Mill (Enumeration is alphabetical). 1 Binder and Packer in shingle mill. Wages 10 cents per hour, white or colored—Laborer. 1 Blacksmith in sawmill. Wages, 37.5 cents per hour. White. Skilled. 1 Blacksmith’s helper in sawmill. Wages, 22.5 cents per hour. Semi-skilled. The blacksmiths use forge, hammer and anvil, weld castings, drive rivets and co-operate with wheelwright in making repairs. They do ae general work of a blacksmith and also of a farrier or horse: shoer. 1 Bolter in lath mill. Wages, 16.5 cents per hour. Colored. A laborer who passes slabs through pairs of saws for lath stock. 1 Block Piler in shingle mill. Wages, 14 cents per hour. Colored. Laborer. 1 Bundler in lath mill. Wages, 10 cents per hour. Colored. La- borer. 1 Carpenter in lumber yard. Wages, 25 cents per hour. Colored. Crude work of carpenter. Builds foundations for lumber piles and stakes cars. 1 Checker in lumber yard. Wages, 17.5 cents per hour. Colored. Laborer, who tallies loads hauled by contract. 1 Counter in lath mill. Wages, 14 cents per hour. Usually a col- ored boy who counts laths in each bundle. Cypress laths are packed 50 to the bundle. Carriage men. The carriage is a large traveling platform swing- ing like a bobbin, back and forth some 30 or 40 feet and having equip- ment for seizing and holding logs to saws. On it are two doggers and a setter, the latter having higher class work than that of the doggers. A fourth man, the sawyer, not on the carriage, operates a lever which throws the logs on to the carriage. The work on the carriage is dan- gerous. Constant attention is necessary or the worker will be thrown from the carriage. Success requires ability to reason quickly, nerve, and physical agility and strength—this for all four workers—doggers, setter, sawyer. The steps of promotion or experience are dogger, setter, sawyer, foreman. aa0es= 2 Doggers. Wages, 20 to 22.5 cents per hour. Colored. Laborer. He controls a lever which sends steel barbs or dogs into the log, and thus it is seized, carried and turned at will. There are not more than a dozen competent doggers in New Orleans. 1 Setter. Wages 32.5 cents per hour. Colored. Skilled. Standing on the traveling carriage he operates a lever which sets the log out setter judges quickly what thicknesses of boards can be cut with least waste, and is signaled to by the sawyer. A setter begins the trade at 20 or 25 years of age. Must have had about one year’s experience as. dogger. There are about six employed setters in New Orleans. There 1s said to be a demand for skilled setters. 1 Sawyer. Wages, 65 to 70 cents per hour. White. Skilled. Car- Tiage sawyer controls speed of saw, movements of carriage and the power appliances which turn the log on the carriage. His knowledge and quickness of perception and judgment must bring quick and ac- curate decisions how best to seize or “stab” the log and to manipulate it and the carriage and saws, so that the best size and quality of lum- ber. may be obtained and waste avoided. He stands near the carriage, operating levers. It is claimed that “The successful working of the eutire plant depends upon the sawyer more than upon any other one wage earner in the mill.” Under his direction are dogger and set- ters. From three to five years are required in learning to be a car- riage sawyer. General elementary education, knowledge of machin- ery, principles of steam and water cylinders are desirable. Entrance age is about 25 years. Age of maximum productivity, from 30 to 40 years. There is hazard in the occupation and the continual standing position is a strain. 1 Feeder of matcher in planing mill. Wages, 16.5 cents per hour. Colored. Semi-skilled. 1 Feeder of rip saw in planing mill. Wages, 15 to 20 cents per hour. Colored. Semi-skilled. 1 Filer of saws in sawmill Wages, 80 cents per hour. White. Skilled. 1 Filer helper, in above. Wages, 20 cents per hour. White. Semi- skilled. 1 Filer of saws in shingle mill. Wages, 40 cents per hour. White. Skilled. The saw filer fills a highly skilled and responsible position; he is possibly the most important mechanical worker in a) mill. The position is an avenue to general foremanshhip, and is one that re- quires unremitting interest as well as physical and mental strain. Hours of labor vary from 6 to 12—‘in order to keep the mill supplied with saws.” Experienced filers are continually learning something new that develops from improvements in making steel. To begin the trade he needs a general elementary education, technical knowledge of ma- terials and accuracy and skill in handling steel and tools. There are a score of skilled saw filers employed in the city. In a saw or planing mill, he files, hammers and sharpens the teeth of all saws, band and circular. He also repairs, patches and welds the saws. The hammering is all hand work and consists in producing” desired tension in saws so that they will run true on wheéls and not crack. Some of the work is done automatically. In New Orleans shops may be found machines to aid in grinding, brazing, swaging, shaping, stretching, rolling; also tension and set gauges, automatic knife grind- ers, in addition to hand tools. See page 62). —109— 4 Firemen, saw and planing mills. Wages, 25, 22.5, 19, 16.5 cents per hour. Colored. Semi-skilled and jaborers. 2 Floor cleaners. Saw and planing mills. Wages, 16 and 14 cents per hour. Colored. Laborers. Foremen. 1 General foreman or Superintendent. Wages, 64 cents per hour. White. Skilled. Possible avenues of promotion to this po- sition, from (1) engineer, (2) millwright, (3) saw filer. Above the general foreman is the general manager. The foreman must have thorough knowledge of all departments of lumber manufacture. Intelli- gence and interest are demanded and developed by necessity for ability to choose and place men, to devise labor saving devices, repair ma- chinery, to administer first aid to injured, and to effect sanitation. The occupation is hazardous, the hours are long, but the employment is constant throughout the year. There are probably 40 foremen in wood- working plants in New Orleans, but probably only six general foremen of this kind. 1 Foreman in planing mill. Wages, 48 cents per hour. White. Skilled. Has charge of entire planing department where all kinds of dressed lumber, moldings, pickets, flooring, etc., are produced. He must have general education, be able to handle all machinery--as mold- ers, matchers, saws, engines, etc., and be able to manage men. Op- portunity exists to manifest intelligence in up-keep of machinery and improvement of methods. Hours long, occupation constant, less active in winter. 1 Foreman in shingle mill. Wages, 37.5 cents per hour. White. Skilled. Into shingle mill are run the rejected logs and cants, where they are cut into blocks 16 inches long. The blocks are sawed into four or five inch dimensions and placed in shingle machines which revolving, cuts the blocks into shingles. Singles are then sorted and packed into bundles. The foreman has charge of the making of shingles. He must be able to manipulate and adjust machines, and to manage men. The operations can be Jearned in one or two years. The occupation is hazardous and involves physical strain. ‘L Foreman in shipping office. Wages, 54 cents per hour. White. Skilled. This man gets out orders, has charge of all shipments. Knows grades of raw lumber and is a judge of good manufacture—casings, moldings, base, rustic, etc. Position is both clerical and executive, Occupation is not hazardous and is constant. He needs general edu- cation, technical knowledge of lumber, ability to manipulate labor, ac- curacy, agility, reliability—rather than skill with the machines. 1 Foreman in wood yard. Wages, 17.5 cents per hour. White; Clerical and executive. Keeps record of loads sold daily, has rharge of wood piles and wood loaders. 1 Cut-Off Sawyer, shingle mill. Wages, 17.5 cents per hour. Col- ored. Semi-skilled. Operates lever for saw which cuts blocks for shingle mill. 1 Cut-Off Sawyer Helper. Wages, 16.5 cents per hour. Colored. Laborer. 1 Dinky Operator, log pond. Wages, 22.5 cents per hour. White. Laborer. Operates, by means of lever and windlass, cable on logs at pond to unload from cars. 1 Draw Saw Operator, sawmill. Wages 22.5 cents per hour. Col- ored or white. Laborer. Measures log with 10 foot stick and drons steam saw to cut length desired. 2 Edgermen, sawmill. Wages, 32.5 to 35 Gcents per hour. White. —110— Skilled. After board leaves carriage it runs on rollers to the edger in which the adjustable saws remove the rough edges. Edgerman sets the saws to best advantage for cutting board for commercial purposes. There are about six edgermen employed in the city. 2 Edgermen helpers. Wages, 15 to 17.5 cents per hour. White or colored. 2 Edgermen Off-bearers, sawmill. (See below). 2 Engineers—steam, stationary—Sawmill. Wages, 45 cents per hour. White. Skilled. Planing mill. Wages, 22.5 cents per hour, White. Skilled. 'L Engineer—steam locomotive and switching. Wages, 22.5 cents per hour. White. Skilled. ~in this large mill the engineers are all-round mechanics, steam fitters as well as operators of their engines—a Corliss, other smaller stationary engines and a small locomotive. The work involves cou- siderable muscular and nervous strain, but tends to promote intelli- gence and demands constant interest. While the present supply of engineers is sufficient the demand is increasing. It is pointed out that apprentices, assistani engineers, engineers, mark one line of pro- motion to general formanship. 1 Feeder of band saw in planing mill. Wages, 20 cents per hour. Colored. Semi-skilled. Passes board through saw, in resawing for crating and panel-stock. Must determine quickly advantageous position for material. Feeders of fast machines must place boards almost as they come to him. 1 Feeder of surfacer in planing mill. Wages, 17.5 cents per hour. Laborer. Places boards to saw. 1 Gateman. Wages, 14 cents per hour. White or colored. Takes up dray tickets and sees that nothing leaves yard without office re port. 1 Grass cutter. Wages, 15 cents per hour. Colored. Laborer. 1 Hand machine operator in shingle mill. Wages, 20 cents per hour. Colored. Laborer. Makes shingles of small blocks too small for the power machine. 3 Hog chain operators in lath mill. Wages, 12.5 cents per hour. Colored. Laborers. 9 Jackmen in lumber yard. Usually contract work at 35 cents per M. They earn from $1.25 to $2.50 per day. White or colored. Laborer. piles lumber by means of block and tackle. 1 Knee bolter in shingle mill. Wages, 22.5 cents per hour. Colored. Laborer. Saws the shingle blocks into dimensions 4 and 5 inches, be- fore they pass to shingle mills. ‘ 1 Knee bolter helper. Wages, 16.5 cents per hour. Colored. La- orer. 1 Knot sawyer in shingle mill. Wages 22.5 cents per hour. Colored or white. Laborer. 5 Laborers. Lath loader, log pond. Wages, 12.5 cents per hour. Colored. La- borer. Loads lath on trucks after manufacture. 8 Laborers for country shipping. Wages, 14 cents per hour. Col ored. General utility. 2 Laborers for dock shipping. Wages 20 and 15 cents per hour. Colored. General utility. 2 Loaders for city shipping. Wages 16 and 14 cents per hour. Colored. Laborers. Place lumber properly in cars for shipping. 1 Loader and tallier in shingle mill. Wages, 22.5 cents per hour. —1lll— Colored. Semi-skilled. Keeps an accurate account of different sizes and grades loaded in car, and does manual labor. 1 Log deck man, in saw mill. Wages, 17.5 cents per hour. Col- ored. Semi-skilled. Man on log deck decides length to which the log is to be sawed; also scales the log with a rule to determine num- ber feet log scale mill manufactures. He measures diameters of both ends of log, and the length. Hither “Doyle’s’, or “Scribner’s” rules are used in finding log feet. A field worker of this kind is able’ to es- timate contents of a standing tree, log scale, and to estimate log scale of timber per acre. The work requires aptitude, knowledge of rules, accuracy and speed in applying them. A good man can learn it in three months. There are both mental and physical strains in+ volved in the daily labor, although the work is not hazardous. Line of possible promotion—setter, dogger, estimator of timber. In New Orleans there are about 10 white and 5 colored log deck men. 1 Machinist in saw mill. Wages, 35 cents per hour. White. Skilled. General repair and upkeep work. Usual qualifications of machinists. (See page 35). 1 Machinist’s helper. Wages, (15 cents per hour. White or col- ored. Semi-skilled. 1 Marker for saw mill. Wages, 27.5 cents per hour. White. Semi- skilled. This man classifies all lumber as it leaves the mill, carried along automatically on chains. He turns a board and puts thereon the grade mark. Every mill has its own code of marks. Thorough knowl- edge of the different grades of lumber as defined by rules, technical knowledge of lumber defects and accuracy and quickness are re- quired. Nervous strain or active attention is constantly demanded. One year is required to learn the work, if a man has aptitude. Pro- motion above this position is that of shipping foreman. 1 Matcher setter in planing mill. Wages, 22.5 cents per hour. Col- ored. Semi-skilled. Work is similar to that of molder setter. 2 Millwrights. Wages, 35 to 25.5 cents per hour. White. Skilled. Repair and construction work in saw mill. Skill and knowledge as general mechanic required (See page 85). Places boxes on timbers for shafts and pulleys, adjusts machinery, belting and keeps mill run- ning. New problems arise every day, and. the work demands interest and intelligence. In addition to knowledge of machinery, belting, drawings, etc., must also use woodworking tools. Both physical and nervous strain are involved and the hazard is unusual, since the work is continually about machinery. It is estimated that there are 50 white and five colored millwrights in New Orleans, and the demand is said to be increasing. In the saw mill, the position is in line of promotion to general foreman, 1 Molder Setter in planing mill. Wages, 25 cents per hour. White. Skilled. The work is similar to that of the matcher setter and also to grinding (See page 62). The knives are fastened to machine by means of bolts. These must be set correctly in order to make the moldings exact. He must know how to set the different knives and how to grind and make them by means of the grinding machines. Me- chanical ability to handle all tools, knowledge of drawings, measure- ment of angles, familiarity with lathes and general woodworking are necessary. Every new molding demands interest in the making of knives that will do the work. 9 Mule boys. Wages, 15, 14, 12.5, 9, one at 5 cents per hour. Col- ored. Laborers. 5 Off-bearers for band saw in saw mill. Wages, 20, one at 16.5, —112— cents per hour. Colored. Laborer. Sees that slabs, knots, etc., from band saw go straight on rollers through the mill. 2 Off-bearers for edgerman in saw mill. Wages 15 and 16.5 cents per hour. Colored. Laborers. They remove the strips and edgings from edging table after material passes through edger to platform where lathes are made. 3 Off-bearers for matcher in planing mill. Wages, 13 and 15 cents per hour. Colored. Laborer. He places lumber in orderly form ‘on truck to be carried to car for shipment, after the lumber has passed through the matcher machine. 1 Oiler. Wages, 22.5 cents per hour. Colored. Laborer. Oils ma- chinery throughout mill. 3 Packers in shingle mill. Wages 9 cents per M. White. Semi- skilled. Places together shingles (200 or 250) and nails cleats to hold securely. The occupation is mechanical although by constant practice @ Man becomes able to judge whether shingles are missing fron, large bundle, by noting number of layers and the thicknesses of shin- gles. About 20 workers in the city. 2 Pond-man, log pond. Wages, 20 cents per hour. Colored. La- borer. Sorts and propels log by means of a pole to log chute. 1 Scaler in saw mill. Wages, 25 cents per hour. Colored. Semi- skilled. Checks by quick measurement the number of board feet in rough log. (1 Sharer in lath mill. Wages, 12.5 cents per hour. Colored. La- borer. Assists feeder. 1 Shorts man in saw mill. Wages, 16 cents per hour. Colored Laborer. A youth, who saws ends, that have been sawed from boards, into shingle boards, etc. 1 Siding grader in planing mill. Wages, 20 cents per hour. Col- ored. Laborer. Before handling the siding is graded. Cypress lum- ber grading rules can be learned in a couple of weeks by experience, 1 Slasher man in saw mill. White. Laborer. Slasher directs lumber through series of saws, several feet apart, so that it will be cut evenly. ‘ 2 Sorters and helper in shingle mill. Wages, 22.5 and 10 cents per hour. Colored. Laborer. Places blocks of wood for shingle machine. 6 Sorters for saw mill. Wages, 17.5 and 15 cents per hour. Col- ored. Laborers. These men place boards with grade-marks on dif- ferent trucks according to grades. Agility, strength and accuracy are required. Possible promotion is to grading lumber. 7 Sorters in yard. Wages, 16.5 and 15 cents per hour. Colored. Laborers. 1 Spalt piler in shingle mill. Wages, 12.5 cents per hour. Col- ored. Laborer. After logs are cut to 16 inch lengths they are put into shingle mill by the spalt piler. A false movement means the loss of a hand. 1 Stableman in wood yard. Wages, 21.7 cents per hour. White or colored. Laborer. 1 Stake cutter, log pond. Wages 17.5 cents per hour. Colored. Laborer. Cuts stakes on log car. . es 1 Switchman. yards. Wages, 17.5 cents per hour. Colored. La- rer. 3 Tallymen, saw mill and shipping. Wages, 25 and 32.5 cents per hour. White. Largely clerical. Worker needs agility and accuracy in perception and in simple mental arithmetic. Tallies the output of the mills. After a board is graded, the tallyman by glancing at the Sait dimensions is able to score number of feet immediately. Boards are rarely, if ever, measured by rule. A bright young man with at least eight grades of schooling, can learn the work in six months or a year. For this kind of work there are a dozen men employed in the city, and demand is reported as increasing. 4 Teamsters. Wages, 20, 17.5 and 15 cents per hour. Colors]. Laborer. 1 Timber jump saw operator. Saw mill. Wages, 22.5 cents per hour. White. Semiskilled. Timber and boards are measured as they pass on conveyor. Saw is operated by pressing foot on lever, and the wood is cut to exact length desired by operator. The work is not dangerous, but involves physical strain. Agility and accuracy are necessary. The work is easily learned in the factory. There are about 12 men employed thus in the city, three-fourths of them white. 2. Transfer men. Yards. Wages, 17.5 cents per hour. Colored. Laborer. After car is loaded, it is transferred to different tracks and division of yards. Duties similar to those of switchman. ; 1 Trash car operator, log pond. Wages, 15 cents per hour. Col ored. Laborer. Car is placed under chute and when one end is load: ed, he moves the car , with the car replaced, along track in order that other end may be loaded. 3 Trimmer men in saw mill. Wages, 25, 20, and 19 cents per hour. Colored. Laborer. After lumber is edged it is placed on trimming table. The trimmer man operates a number of saws, cutting board exact length desired. Saw is operated by a lever, easily learned. 4 Watchmen. Wages, night, 25 and 20 cents per hour; day 17.5 cents. White and colored. Honesty, activity, endurance, intelligence required. 1 Wheelwright for saw mill. Wages, 30 cents per hour. White. Skilled. Makes wagons, lumber dollies, or small flat cars, and re- pairs about the mill. Works with blacksmith. 3 Wood pilers in yard. Wages, 15 cents per hour. Colored. La borer. Cords up refuse and small pieces. 1. Wood chain operator in lath mill. Wages, 12.5 cents per hour. Colored. Laborer. 1 Wood hauler. Wages, 406 cents per load. Colored. Laborer. 2 Yard tram track workers. Wages, 15 and 14 cents per hour. Colored. Laborers. 2 Yard Cleaners. Wages, 15 and 14 cents. Colored. Laborers. STUDY OF LOCAL SAW AND PLANING MIILLS. In addition to the preceding analyses of conditions in a large local cypress saw and planing mill the following notes (Plant two) will suffice to portray the other representative sawmills of the city, and the remainder of the notes concern planing mills, adjuncts to sawmills out of town. Plant one. The products of this local plant are: Lumber, cypress shingles, laths, etc. In the fall of 1914, 181 men were employed in departments of the establishment as follows, with average wage per day indicated in each group: Saw mill, 55 men, $2.55; shingle mill, 18 men, $2.19; lath mill, {11 men, $1.24; shipping crew, 35 men, $1.97; planing mill, 14 men, $2.04; green lumber piling, 27 men, $1.54; wood —114— yard and cart drivers, $1.58; contract stacking, $2.07. Hours of labor in this plant are 10 per day, nine on Saturdays. Detailed analyses of the occupations in this plant are given above. About 80 per cent of the workers are colored. An official makes the point that negroes are not best around machinery—‘they get excited.” As a rule, the un- skilled occupations are filled by negroes. The representative of the company who facilitated the inspection and study is a graduate of a northern university, and has been with this company six years. He declares that much that he learned in college, including Latin, before obtaining his degree, was a distinct loss of time and effort, and of no use to him in business. Is hope- ful about the value of a trades school to local industry in general. Emphasizes the value of brains in suggesting labor saving devices: ‘“always opportunity for poy or man worker who can do this.” Showed one machine recently installed at cost of $2,800, which saves the com- pany $18 per day in wages. Another, invented by an employee, cost about $100 to install; it saves the company more than $1000 per year. Plant two. Products, mahogany lumber. This plant is reported to be the largest mahogany saw mill in the world. Mahogany logs, brought up the river to the mill, are there sawed for commercial uses. The plant covers several acres and utilizes the river instead of alog pond. At this writing (March, 1915) a full or maximum force is not employed. In mechanical work, there are at present 123 men, 86 of whom are colored. ‘ The organization of the plant comprises, (1) Offices, with ex- port, traffic, purchasing, sales and accounting departments; (2) Saw mill, with usual equipment of band saws, carriages, conveyors, edgers, trimmers, log deck, pond (river), saw filing shop, yards, kiln, etc The one story mill is equipped with automatic sprinklers. An approximate grouping of the skilled workers includes, with the average wage; 2 sawyers, white, 60 cents per hour; 2 filers and helper, white, 50 cents per hour; 1, blacksmith, white, 35 cents per hour; 7 inspectors, white, 45 cents per hour. Also white are, 1 setter, 1 engi- neer, 1 trimmer. Classified in the class of common labor and the semi-skilled, are: 37 white men, including 1 oiler, average wage 19 cents per hour; 86 colored men (including 4 doggers, 2 off bearers, 2 deckmen, 2 assistant trimmers, 2 firemen, 6 working with logs in river, and 6 under the mill, removing slabs, etc), average wage 16 cents. In some cases wages range as low as 7.5, 10, 12.5, 14, 15.5 cents; in other cases as high as 40, 45, 50 and 60 cents. , The manager favors preparatory trades school strongly; practi- cal trades school if supplemented by part-time instruction in mill. For this, only team-plan (different boys in alternate weeks) would be feasible. Most of the work of the mill is purely mechanical. There is demand and good remuneration, however, for the young man with brains and agility. Efficiency methods and devices devised by skill- ful workers with ambition will bring promotion and reward. Plant three. Products, dressed and rough lumber, also bricks. The local plant of. this company covers several squares. It comprises: Offices, yards, power plant, planing mill, blacksmith and repair shop, saw filing department, stables. In the planing mill there are the usual circular and band saws for the cutting and trimming of rough lumber into various sizes. Ordin- ary shaft drives are used. The manager favors trades schools. Fat vors preparatory, practical and evening trades schools as related to his business, but doubts practicability and value of part-time classes =iis= in his line. He was educated in Switzerland, although a native of New Orleans, and is skilled at woodworking, an activity he pursues a3 an avocation. Some 14 men were employed in the manufacturing department. There are two blacksmiths and a small company of yard men and laborers. Wages of white men of low-grade and semi-skilled are $12 per week. Four white men of high grade skill receive—onse, $30, one $18, and two $16.50 per week. One colored man receives $14.40, another $11.40 per week. No employees are boys. The saw filing department is small, but simlar to that of other saw and planing mills of New Orleans. There are power machines for grinding, brazing, swaging, shaping, stretching, rolling. An auto- matic knife grinder and tension and set gauges are also used. The filer in charge earns $30 per week. He was first a general mechanic and then drifted into the filing trade. Says a filer must know some: thing about materials, i. e. steel, must be a skilled mechanic and be adept in the various operations mentioned above. Here is a trade that can be taught partly in a trades school. (See page 62). The stables of this plant are interesting for their cleanliness and sensible arrangement. The manager reports he has saved thou- sands of dollars in feed bills and expenses by the introduction of scientific feeding of animals in his companys stables. ‘ Plant four. Products: Dressed yellow pine lumber. In operating the local planing mill 60 men are employed, 52 of whom are negroes. The time of maximum employment is December. Fully 75 per cent of the workers are of low-grade skill, operating one machine or car- rying on one process. Wages per day for whites, highest, $4.50, low- est $2.00, of greatest number, $2. Negroes, $1.50 to $2.50. > No system of training of employees is in effect, save perhaps in the office departments “where office boys endeavor to work up.” Em- ployees are obtained for the mill by advertising or through others in same line. No definite convictions were expressed about relative values for this business of preparatory, practical day or evening trades schools, although favorably disposed to them all. Part-time classes “hardly practicable in our line.’”’ This mill is the local establishment of a company having a lumber plant in Mississippi. SASH, DOORS AND BLINDS. Factories in New Orleans. There are 15 establishments for the making of sash, doors, blinds, mouldings, stairs, office fixtures, etc..—the work in some factories overlapping that of the planing mill and of the cabinet maker. There are 500 men and boys employed, most of whom are white. The workers may be classified into three groups: (1) Skilled; (2) Semi-skilled or operators of one machine; (3) Laborers, unskilled. The first group includes bench hands, inside carpenters, cabinet makers. They fit and perfect the parts of doors, sash, blinds, fixtures, cabinets, etc. The second group, the machine operators, saw lumber into —116— lengths, widths, make moldings, stairs, tenon and mortise, sandpaper and smooth material. In small factories a man may be called upon to use different machines as the work in hand requires. In large establishments extreme special- ization is observed. There is no constant relation between the numbers of bench hands, machine operatives, laborers, in the various factories. A local plant analyzed. To show the activities and the equipment of the representative sash, door and blind fac- tories in New Orleans, we present herewith notes in detail, which were formulated after inspection and prolonged con- ferences with the foremen and superintendent of this plant. Our notes or studies of others of these factories in New Orleans supplement this analysis and suffice to por- tray the industry and the occupations therein for the con- sideration of educators. This establishment, “Plant one,” produces sash, doors, blinds, stair cases, office fixtures, cabinets, scroll work, etc. It occupies two floors of a frame building and is well equipped with automatic sprinklers and protective devices for machinery, thus reducing the hazard to life and limb. The upper floor especially is well lighted and there are dust-removing devices. At this dull time about 50 male workers are employed, all white, save a few negro laborers. On the first floor are located the machines for sawing\ the rough lumber to lengths, on the second floor are the machines and depart- ments for making, assembling and finishing. Outlines of the pro- cesses and equipment follow. 5 In the making of sashes, doors and blinds the steps and machines are: (1) Lumber is dressed by passing through a planer, and then stored. (2) Material is cut to dimension by means of, (a) sash, door and blind sawyer; (b) frame sawyer; (c) miscellaneous sawyer; these saws are cross and rip. On this floor there are also molding machines and turning lathes. Work for sashes, doors, blinds and frames, etc., must be first “laid out’ for all these machines. On the second floor, (3) the sash, door and blind maker lays out the job; (4) Mortising machine is used. (5) Tenon Machine. (6) Sticker machine. (7) Relich machine. (8) Pieces are assembled. (9) Door, sash or blind is passed through the sander or sand-papering ma- chine. (10) Materlai may be sent to the glazier. (11) Blinds also pass through the rabbiting machine. , In the making of frames for doors and windows, the materials laid out and cut to dimensions are passed through, (1) hand jointer;: (2) sticker, which cuts to width; (3) sander; (4) dado or grain saw: (5) pocket cutter; (6) pulley machine, which cuts box for weights; (7) assembling department; (8) bench-workers’ department, where the job is perfected. In the making of stairs, the steps are: (1) Stair builder makes plans for use of material; (2) sawyers (first floor) cut lumber to re- —117— quired dimensions; (3) jointer is used; (4) sander; (5) the material returns to stairbuilder to be laid out for the gaining or routing; (6), he lays out treads and risers to be cut by cut-off sawyer; (7) bench department cleans and prepares for shipment. There is a cabinet department, where store fixtures and work of quality is done by skilled hand-workers. There is also a scroll, and band saw or bracket department, where a skilled worker designs and executes fine work with power scroll and band saw. This product is not in demand now. Two architectural draughtsmen are employed. A foreman with the engineer, does filing or grinding. This plant is not running on full time, but like some others was on part time. Wages in round figures and incompletely were stated as follows for full time, and range from 50 cents to $3.25 per full day of 10 hours: One sash, door and blind sawyer, $3; frame sawyer, $3.25; general sawyer, $2; planerman, turner, molder man, each $3; one glazier, $2.50: unskilled helpers and laborers, $1.50; one sash, door and blind maker, $3.10 ;one frame maker, $3.25; cabinet maker, $3 Three bench men $2.75; six or eight frame nailers and bench men, $2.50; two assembly men, $2.25; eight machine hands or wood work- ers, $2.50; six boys learners or apprentices, 50 cents per day. En.igi- neer who also does work of grinder and millwright, $100 per month. There is no regular system of instruction but boys are “promoted according to ability.” Superintendent favors part-time plan, but fears that necessity for earnings would deter boys. Preparatory trades school also good for prospective mill workers. Boys and men are too tired at night for study. A few have tried to take correspondence courses. Superintendent and foreman both willing to help Delgado school. They suggest that conditions of labor with regard to this type of factory work is not encouraging in New Orleans. Competi- tion, demand for cheap products, and low wages, place skilled men at disadvantage. The physical strain of long hours (10 at full time) and necessity for attention to the task in hand are severe. On the other hand, for the better class of workers, there is constant stimulation of intelli- gence in executing the changing work as prescribed by the archi- tects as it comes to the factory in considerable variety. STUDIES AND INSPECTIONS OF SASH, DOOR AND BLIND FAC- TORIES IN NEW ORLEANS. Plant one. (See above). Plant two. Products: Sash, doors, blinds, etc. This large plant consists of the following departments: Sales, bookkeeping, estimating, drafting, lumber yard and stables, power plant, planing mill, molding, cutting, door and blind, frame sash, bench, glazing, sundry, mainten- ance, warehouse, packing and shipping departments. At the time of inspection about 130 employees were in the manu- facturing department of whom 100 were white men and boys, 25 colored men and boys, and 5 white women. About 15 white boys were under 16 years of age. There were probably 25 more men em- ployed during busy times. No system of training employees for skilled work is utilized fur- ther than the following: “Each employee in mill is: put on his merit. The majority are all hard working, industrious men, with boys under: 16 years of age numbering about 15 per cent——” The manager fur-- ther stated that “The boys start in as light help or off-bearers, and ad- vance to feeders of light stock and there show their adaptability for —118— further advancement. If the boy is not born witn the necessary pa- tience and mechanical mind he will not advance from there. It takes -years of training to make journeymen out of the gifted boys. The de- tails in our business are so numerous that no man in any one gen- eration can master them all. Astronomy is about the only. science that does not enter into a full knowledge of the wood-working in- dustry. The journeyman is the boy who has mastered enough of the details and trained his body and fingers to give a day’s produc- tion a The memoranda concerning occupations in the various depart- ments of this plant were obtained by inspection and correspondence as follows: Estimating department. A skilled estimator must know grades and prices of lumber and material; also processes, and blue print drawing. Lumber department. Buyers must be expert judges of quality and prices. There are also classifiers of moderate skill, who know quality and prices. Tallymen and checkers require moderate skill in making measurements. Stackers pile the lumber into different sorts. A ‘skilled foreman who understands the treatment of woods and can :Superintend unskilled labor manages the kiln. Maintenance department. In the machine and repair shop there are a few machinists, lathe men, wagon makers and blacksmiths. One skilled man supervises the automatic sprinkler for fire protection. Power plant. The power plant includes an engineer for Corliss engine and a fireman for the boiler. Glazing department. Here are four glaziers of moderate skill who place window glass in doors and sashes. The planing mill and molding department. Employed here are wood-working machine hands, feeders, and ordinary common la- borers. One skilled saw filer is employed. It was stated that, “It is hard to get a good saw filer. Few men are qualified. Probably all of the mills employ saw filers. This might be taught in a trades. school.” The door, blind, sash and frame department. Requires practical Jayout men (advanced journeymen), journeymen, machine hands, feeders and common laborers. Sundry department. Requires practical shaper, band scroll, saw machine hands, joiners, wood turners, and wood carvers. Bench department. Requires stair builders and joiners. This firm did not fill out the blank form used by us for waga statements. A letter from the manager, however, states: “The boy as a rule start in at 50 or 75 cents per day, depending on physical de- velopment. The journeyman’s wages are from $2.50 to $4 per day of nine hours, depending on skill. The man that can do but one thing in any one department is not considered a journeyman, and the average wage of this class is $1.75 per day.” Suggestions of Manager for Trades Schools. “The first essential to trades schools, I think, is to build them separately for the wood- working industry, the metal working industry, and the stone and earth working industry, as each school of the three industries in another generation will be clustered with branches of its own and a university itself.” The president of the company spoke of his feeling of pathos when- ever he visited the factory; portrayed the futureless life of a boy working for 75 cents a day at a dirty machine. This official said he was willing to co-operate heartily, and approves the trades school Abs —119— movement in behalf of the poor boys in our city. Some of his em- ployees, he said, were ignorant and suspicious—the machine hands particularly being without: ambition or prospects for the future. Plant Four. Products: Sash, doors, blinds, general factory work.. This is a small establishment employing 22 men, two of whom are negroes. Five employees are rated as of high grade skill. The trades utilized are carpentry, cabinet making, machine operators. No boys under 16 years of age in this shop. Statement of wages: For the five workers of high grade skill, the lowest is $13.50, the highest wage is $25 per week. Employees of low-grade skill, greatest number receive $12 per week, lowest wage $7.50, highest, $123.50. In answer to the question regarding provision for the training of employees, a member of the firm states: That employees are ob- tained from other factories and also: ‘“We take a young man as appren-- tice. If he has mechanical ideas and is willing to learn, we make’ a mechanic of him. Otherwise, he is discharged.” He is in favor of preparatory, practical day, evening and part-time trade schools. Thinks his business would be advanced from “10 to 20 per cent if more skilled’ workers were available.” Plant Five. Products: Sash, doors, blinds, frames, mantles. This factory employs 16 workers, six of whom are considered of high grade’ skill and ten of low grade skill. Most of the latter receive $13.50 per: week, lowest $6, highest $15. Wages of the six employees of high-grade skill are stated as follows: Highest, $18; lowest, $15; of greatest number, $18.’ No difficulty in obtaining or training skilled employees is reported. Training and supervision of employees: “Stockholders of this corporation are all practical and competent men and act as heads of departments or supervisors.” In favor of preparatory and also prac-- tical day trade schcols. Doubtful about evening and part-time classes.. If more skilled workers were available business would be advanced by “reputation for good work.” Plant Six. Products: Sash, doors, blinds ,moldings, etc. Trades employed: Cutters, machine hands, turners, bench hands. Skilled’ employees are obtained from other factories, or are trained in plant. “Men go from one factory to another.’ “We have no regular systen® They are put to work with skilled men and gradually become acquaint- ed with the operation of machine.” Total employees 26, of whom 20 are white, 6 colored. One under eighteen is heing trained for high-grade work; two for low-grade work—all three white boys under 18 years of age. In time of maximum employment five more white men are employed. Wages: Of 10 white employees of low-grade skill, highest $3; lowest, $2; of greatest number, $2.50. Colored $2. Entployees of high-grade skill, highest, $4; lowest, $.50; of greatest number (not stated). WOOD BOX FACTORIES. Nature of the local industry. Some of the products of saw and planing mills are remanufactured into shooks and packing boxes of many kinds. The occupations involved are those of common labor and of highly specialized ma- chine or hand operations. Some manufacturing establish-- —120— ments make boxes for their own products. Altogether there are about a dozen factories distinctively for the mak- ing of wood boxes in New Orleans, employing approxi- mately 500 persons, of whom a tenth are female and one third are colored. Skilled occupations in box factories—filers, millwrights carpenters, engineers, sawyers, machine operators—are similar and often identical with work in planing mills. The analysis of Plant One that follow indicates the processes in box making and also the points at which special training in a trades school is either desirable or impracticable. Study and Inspection of Wood Box Factories in New Orleans. Plant one. Products: Packing boxes, shooks, hardwood lumber and boxed shooks. The plant covers many acres and includes lumber yards, switches, offices, large one-story factory, lighted from roof, 350x380 feet, power plant, saw filing departments, etc. Typically modern processes of box making as practised in New Orleans are observed in this factory. The steps, materials and workers are thus indicated: (1) Lumber is unloaded from cars by negro laborers. Much of the lumber is shipped from the company’s plant in the country. (2) Resawing operators. These men, feeders and offbearers, white and colored, pass the lumber through the resawer, a band-saw, which splits the planks to required thicknesses. (3) Planer. Feeder and offbearer, white, pass the split pieces through this mill and then it goes to the cut off saw. (4) Cut off saw, where the smoothed boards are cut into short pieces of required length. The lengths are automatically controlled by a model or block inserted by one of the two white operators at each circular cut off saw—there being also a negro off-bearer. (5) Rip-ssaw. The ripper and off-bearer now pass the short pieces lengthwise through the circular saw. Quick determinaion of quality of each piece of wood, as suited to different parts of a box is required here in addition to manual dexterity. (6) The matching-machine prepares the grooved and tongued edges of the pieces. Two colored youths operate this machine. (7) The squeezing machine forces the two edges together. Two colored operators. (8) Two special cylinder printing presses with large brass dies or type make impressions in black and in colors directly upon the wood. One white, one colored operator. (9) A doweling machine forces a metal binder to hold pieces together. One white operator does this on piece work basis. (10) Automatic nailing machine is operated by a white youth, This machine drives a dozen nails at each blow. (11) Boxing shooks. Some of the material is bound in knocked dowa form for shipment. The bundles are held by thin iron strips. Relatively few of the 200 employees engaged in the above opera- tions are skilled in more than one operation or process. Most of them are semi-skilled workers or laborers. Wages average about as follows: —121— on full time, 58 hours per week, 10 hours per day: Laborers, $1.50, $2; feeders and operators and resawer, $1.75, $2.50; planing machine, $1.50, $2.50; cut-off sawyer, $1.10, $1.75, $2.25; rip-saw, $2, $2.50; matching machine, $1.50; squeezing machine, $1.50; printing press, $2; doweling machine, $2; nailer, $2, $2.50. A cost-record system is maintained by means of a checker who keeps tally on the machines. While the machines are generally equipped with safety devices, the operation of some of them is hazardous. The establishment is well lighted and ventilated. Physical strain of incessant motion, standing through long hours and the necessary close attention to dangerous saws restrict mental development, do not promote interest in the industry or impart wide range of skill or knowledge. The excep- tionally capable boy with physical endurance and desire to rise, may seek a foremanship or superintendency as a goal. Skilled Mechanics. A half-dozen highly skilled mechanics are em- ployed as operating engineers, saw-filers, millwrights, carpenters. An engine (Corliss) of 1,000-horse power is operated by two engineers. The saw-filing shop has usual equipment for work upon band and circular saws. One skilled carpenter does special hand work. Two millwrights readjust machines, make repairs, etc. It is found to be a point of economy of life and property to have all readjustments, or even slight repairs of machinery made by the skilled millwrights rather than by operatives. All of these skilled operatives receive $5 per day, except the saw filer, who receives $6. The manager of this concern took pains to explain operation of plant in detail. Favors preparatory trades school. Does not favor as feasible the practical, evening, or part-time trades schools for majority of his employees—the operatives. Intensive trade teaching unneces- sary, operatives too tired or indifferent for night school work, compe- tition too severe to permit concessions for part-time. He is willing to co-operate, however, with any ambitious boy for part-time work Three or four only of his operatives have tried correspondence courses, a few the night schools; results not encouraging. Some 40 white and some 40 colored youths under 18 years of age are learning to be operatives, but there is no systematic method of instruction. Such class of labor as a rule is very transient. The busy season is the fall of the year. The work, however, is fairly constant. Trades schools, he thinks, should articulate with the skilled trades of this industry, as those of the saw-filer, eagineer, millwright, car+ penter. Emplovers greatly feel the need of men with ideas, inven- tiveness, ambition. “Great lack of such in mechanical trades of New Orleans.” He estimates that there are four or five hundred cperatives, fifty or sixty skilled employees in box factories of New Orleans. Plant two. Products: Wood boxes, shooks, etc. This plant at present employs 48 men, of whom 26 are colored. Full force, it is said, comprises 200 men. Some of the present force are negro boys and men—some of the boys apparently quite young, about 16 years of age. They act as “catchers” (off-bearers) at certain of the machines. Wages range from 75 cents to $2.50 per day for operatives. One saw filer makes 45 cents per hour, or $4.50 per day. The factory works usually 10 hours per day. On somewhat small scale, equip- ment and processes include: (1) Unloading material from cars: (2) Resawer (band saw), with feeder and catcher; (3) planer; (4} —122— cut-off sawer (circular saw); (5) rip-saw (circular saw)—each of these ‘having feeder and catcher (off-bearer), white or black; (6) printing press; (7)matcher for tongue and grooves; (8) automatic nailers, two of which nail and clinch nine and twelve nails at a stroke; (9) steam- pressure bundler for shooks, operated by two white men. These men place the bundles and tie them with hemp to the number of some 8,500 bundles per day. There is a small separate boiler and power plant. Waste products are burned. As a rule the machines have few protective devices and offer danger from saws, shafts and belts. The manager complains much of sickness—fever—among his employees. Although interested, he gave no definite suggestions for the Delgado School, except to say that department for saw filing would be in order, as saw filing is a trade -in itself. Plant three. Factory is operated by a corporation for their pro- -ducts which are made here and in the East. Formerly operated a manufacturing plants here, but found it less profitable. Attributed this partly to the non-productiveness of employees and lack of sense of individual responsibility. It is said they brought here foremen who were for a time efficient, but before long these got like the rest. They closed the plant. Noticed the same thing in box factory. ‘The spirit is hard to define, but involves also a general lack of intelligence and ambition.” The box made is a wire bound, veneered, patented, box. Ordinary saw and planing mill machines are used, and construction of box relatively simple. Employees learn to operate a machine rather than to learn a trade. Total employees at present, 35, 27 white men and boys making from 70 cents to $1.75 per day; white women and girls, eight in number, making from 70 cents to $1.25 per day. One foreman makes about $20 per week. No systematic method of instruction is followed. The local manager favors preparatory trades school and also part-time, team classes. Was very courteous and attentive to questions and requests. The plant utilizes what evidently were old cotton sheds or ware- houses. There is plenty of fresh air, but the sheds are dark in places and the whole factory has an appearance of crudity. One or two rather young girls and boys were observed working about the place. Plant four. Products: Cigar boxes. (See Tobacco, page 207. WOOD FURNITURE, CABINET WORK, REFRIGERATORS. Importance. More than 125,000 wage earners in this eountry, chiefly white men and boys, are employed in the making of wood furniture and refrigerators. The products of these industries overlap other branches of the lumber and wood-working industry in general—and also overlap the metal-working industries, in the matter of iron beds and other metal articles of furniture (See page 59). Pro- ducts turned out in furniture, refrigerator and cabinet plants are such as tables, chairs, couches, taborets, music —123— cabinets, medicine cabinets; furniture for schools, churches, offices, and stores; willow, reed, rattan, splint and rustic furniture, telephone booths, counters, racks, stands, etc. This wide range of products, however, is not characteristic of the local plants. , Local plants and workers. In New Orleans the indus- tries are confined chiefly to the production of wood beds, chairs, tables, dressers, office furniture, bar fixtures, cases,. the refinishing and repairing of antique furniture, upholst- ery, interior work, cabinet work, refrigerators, screens,. etc. There are some half dozen establishments manufactur-. ing furniture and cabinet work, but only two or three of con-- siderable size. There are two or three devoted to the mak- ing of refrigerators—one of moderate size. Altogether, about 400 men and boys are employed in the factories, practically all white, and 30 were reported as under 16 years of age. Seasonal fluctuations do not greatly affect the business, although the greatest number of wage earners are employed during November. The workers are not organized, are usually trained in local factories and are recruited locally. Three represent- ative establishments employing about 150 men and boys report difficulty in obtaining and training skilled employees. A large establishment employing 250, reported “no diffi- culty.” As in box factories, so also in these establishments. there is duplication of some of the occupations of the plan- ing mill. For example, wood-working machine hands, cab- inet makers, saw filers, engineers, etc. STUDY AND INSPECTION OF FURNITURE, CABINET, FIXTURE. AND SIMILAR ESTABLISHMENTS IN NEW ORLEANS. Plant one. Products: Wood furniture. This plant conducts a busi ness both of manufacturing and of jobbing. It manufactures chiefly bed room furniture, such as beds, wardrobes, chiffoniers, chairs, ete. Does not make iron furniture. In jobbing sells carpets, matting, iron. beds, refrigerators, etc., being importer and exporter. Large quanti-- ties of matting are imported from China. Parts of chairs are pur chased in Massachusetts or in Chicago, and are then assembled in New Orleans. Here follows an analysis based upon personal inspec- —124— . tion and correspondence. It is intended to convey a definite idea of the industry and the occupation therein locally. Office. Office employs some 20 people—typists, book-keepers, sales- men, etc. The business is under control of the vice-president, a general superintendent, a foreman, and sub-foremen. In this con- nection an official writes: “Many of our foremen in the different departments came inte the shop as apprentices or operators—the superintendent of our factory was formerly at the bench in the cabinet room. Our office force has been largely recruited from the different departments. Several men in our organization to-day draw salaries of $1,200 to $2,500 per year who came into some department of this plant at a salary of $5 or $6 per week. Of course, opportunity largely depends upon whether a business is alive and growing, or whether it is at a standstill. Manufacturing is somewhat in its infancy yet in the South and once a manufacturing plant becomes established on a paying basis, the possibilities for advancement for young men are very great.” a This plant employed in usual seasons 250 persons, 55 of whom are under 17 years of age. The workers are not organized. Thirty boys under 18 years of age are being trained for high-grade work. “We just bring up our foremen from the ranks. They have gained their knowledge and experience in the shop.” About 20 of the 250 employees are designated as of high grade skill, average wage being $15, lowest $12.00, highest $18. A statement of average weekly wages is as follows: Men Boys Under Seventeen. Department— Average Average. Number Wage. Number. Wage. Machine Work...... 29 $13.50 19 $4.50 Cabinet Work....... 16 12.00 6 5.50 Finishing Work..... 26 10.00 10 4.50 Shipping Department 28 11.00 1 4.00 Chair Work......... 26 8.00 19 3.60 Lumber Yard....... 10 9.00 Cae Soerees Low-skilled labor is employed in helping at piling and sorting lumber. The wages of 100 low-grade employees are stated as: Aver- age, $10; lowest, $7; highest, $15 The workers appear satisfied in this factory, working 10 hours a day, 6 days in a week, but the future does not seem large for most of the youths. For example, a good worker in this factory may obtain, after 10 or 15 years of service, $65 or $75 per month, and with a personal acquirement of little more than a specialized skill with not much knowledge of the industry as a whole. The processes are all gravitating toward machine work. This unfavorable view, however, should be qualified by the fact that the more highly paid brick layer, carpenter, plumber, etc., is subjected to great uncertainty regarding periods of work, while in this factory employment jis practically constant all the year round. Machine department. This contains the following machines, with white operatives for each kind: Stock or cross saw machine, rip-saw, planers, sticker (works four sides at once), resaw machine (splits 3. ET eee Figure 11. PATTERN SHOP IN DAVID RANKEN, JR., SCHOOL OF MECHANICAL TRADES, ST. LOUIS. —125— planks), benoner (puts shaping on both ends at once), Whitney plane (a high-class smoothing machine), end sander, carving machine, chisel, mortiser (for making square holes), dove-tailer, lock machine, belt sanders, chain mortisers, lathes (old fashioned kind are now used because there seems to be some increased demand for old fashioned high post beds), boring machine. Some of the most experienced men in the machine department are expert in overhauling the machines they operate as well as understanding fully how to put the work through the machines. The boys 14 years of age and over in this department do the off-bearing work—that is. take the material away from the machines as it comes through, piling it on trucks. While no particular apprentice- ship is required, nevertheless considerable skillful knowledge is required in this department and it takes several years for an appren- tice to become proficient as an operator. The boys who stick at this work and grow up in the shop are finally promoted to the oper- ating end of the machine, and become expert as operators. Wages in this room vary from $6 to $18 per week. There were 29 workers in the machine department and 19 white boys. The average wage of the men is $13, of the boys $4.50 per week. Cabinet department. Not many boys are employed here as more skill is required and more depends upon individual skill and creative ability. It takes many years of service to become a really proficient cabinet maker, although the tendency is more and more away from band work to machine work. For example, a boy working with a key hole machine can prepare more than a thousand key holes in a day whereas an old fashioned hand worker might have trouble in making one score. Formerly, ends of drawers were smoothed by sand paper in the hands. In this cabinet room there is the power propelled end sander for smoothing ends of the drawers almost instantly. Finishing department. Here are used oils, varnishes and paints. Beginners are put into this department where the wood is filled and stained in preparation for the different coats of varnish. Skill is required to apply a smooth finish in coat of varnish and in rubbing and polishing. ‘We cannot afford to trust an amateur with what we call the ‘last coat work’.” Some 26 men are employed here and 10 boys. The average wage of the men is $10, and of the boys $4.50 per week. The foreman of this department said he has been with this firm 17 years, two other employees said they had been with the firm 14 and 18 years, respectively. Chair department. In a separate building the parts of chairs are assembled and the chairs finished and upholstered. The manufacture consists chiefly of the process of putting imported parts of chairs together. Boys are employed in varnishing. Quite young boys were seen packing and repairing chairs. Twenty-six men are employed here at an average weekly wage of $8. The boys (19) average $3.60. A degree of skill is needed by the few workers in the upholstering department, but on the whole, the work of chair making here is done by a laborer and by a low skilled operative. Lumber yard. Low skilled labor, including negroes, is employed in piling and sorting lumber. One lumber inspector passes upon the qualities, and the foreman and several workmen attend to the simple process of the kiln. Ten men are employed, average wage being $9 per week. : : —126— Shipping department. Skilled labor is not required for shipping. It was stated that “a good deal of application promotes an employee to a better salary and a better position. On no department does the successful business depend more than upon proper shipping arrange- ment directed by competent heads. We spend a great deal of money in this direction and employ a lot of men. For example drivers and helpers on motor trucks come under the control of the shipping room.” In the shipping department 28 men and one boy are employed — average wage of men $11, of the boy $4, per week. Power and machine shop department. The foreman is a skilled mechanic as well as an engineer. He and two other men operate the Corliss engine, machine tools, automatic feed boilers. He and the two men also attend to repairs including the filing of saws. There is an automatic saw sharpener for small band saws, which sharpens these saws without attention of operator. Big band saws are still sharpened by hand. The engineer also attends to the automatic sprinkler plant. Future prospects of this industry. An official of this company has kindly volunteered his opinion with regard to future development: “Like most manufacturing in the South, the furniture factories got a poor start in New Orleans. Plants were established here from time to time, beginning 30 or 40 years ago, without success, but finally, one here and one there, under better management, obtained a foothold, until to-day no line of manufacturing is more prosperous or more firmly established in this city than the making of furniture and its kindred lines, like mattresses and springs, etc. “What the possibilities are for future growth is hard to deter- mine just at this time when business is so demoralized in all lines. A great deal will depend upon getting more people into our state and into adjoining states. We have much valuable land ready for cultivation which is not now in use and we could support a much larger population in the country around about us if we could obtain it. “For the past several years many conditions have been against the prosperity of this section, conditions which it is not necessary to enumerate, but our people are familiar with the situation, and there has not been the usual opportunity to develop manufacturing industries in recent years, because we did not have sufficient pros- perity to attract them. “What our city and the surrounding country needs is a new start on the road to development—we need a new impulse. We are not making as much progress as we should.” This same official emphasizes the necessity of teaching the boys the common elements of education. Said he thought he could arrange for part-time classes which he favored. Said he could even be willing to pay boys for time given to part-time classes. Plant Two. Products: Wood furniture. This plant has two or three large buildings, a lumber yard, etc. The larger building covers one quarter square and is a three-story frame structure. Only fairly lighted, and the machinery on the ground floor seems crowded together. On this ground floor were engaged youths and men operating wood lathes, saws, and the usual wood cutting machines of a planing mill and factory. The building across the street is of cement and sheet iron. Later and written responses from an official contain emphatic approval of the four types of trades schools suggested, “When facto- ries are very busy it is hard to get skilled workmen.” At present —1]27— 15 boys under 18 years of age, three of whom are colored, are being trained for “high-grade” work; a boy is advanced as he learns his work. Being trained in low grade work are 20 boys under 18, 16 white, 4 colored. Employed here are 66 workers, 11 of whom are colored. Forty workers are designated as of “high grade _ skill.” Two colored boys are under 16 years of age. Employees of high grade skill receive (white) “$13.50 and up;” colored, “$4.50 to $9” per week. Plant three. Products: Office and store fixtures, cabinets, screens. There are 15 employees, all of whom arei classed as of low grade or medium skill, 4 of high grade skill. They work 8 hours. The low grade workers earn from 50 cents to $1.50 per day; the others from $2 to $2.75 per day. The foreman gets $3.50. Member of firm favors part-time classes, but is doubtful of prac- ticability. Favors evening trade courses and also preparatory trades school. Method of training indefinite except that “helpers remain until they catch on.” Takes about five to seven years to make an ail-round workman. “A machine operator for the machine can learn in from three months to one year.” This man complains of dull times. Plant four. Products: Show cases, cabinet work. This estab- lishment occupies four floors of an old building. About 30 white men and boys are occupied as machine wood workers, assemblers, finishers, in staining and varnishing cases, etc. Considerable handwork seems to be done. The young manager is energetic and seems interested in the Delgado School. Definite information upon the usual form sheet has not been obtained. Plant five. Products: All kinds of cabinet work as, bank, store, office, fixture, rust-proof wire screen, etc. During November, 1914, 18 white men and three boys were employed. Of these 12 were of medium or low grade skill, operating one machine, or carrying on one process. Wages, $13.50 per week for greatest number. Two white boys were preparing for this class of work. Nine workers possessed high-grade skill with knowledge of all processes, or a number of processes, or high skill in one process. Two receive $26.50 per week, seven, $18 per week. The manager claims that his business could be advanced 50 per cent if more skilled workers were available. Favors preparatory, practical day, evening and part-time classes. “Six months as helper, six months on machinery, one year on cabinet bench, one year in finishing room, generally produces a good skilled workman in our line.’ The proprietor states that there is a demand for first class furni- ture upon which there is considerable hand work and artistic finish. Says he and others fear to take a big contract in New Orleans because of inability to get skilled laborers. The making of goad furniture, of cabinets, filing system, etc., out of native woods could be developed here. He says: ‘I beg to state that one of our great needs in this city, that would be appreciated, would be in the training of young men to be cabinet makers. “This cabinet making trade is practically dying out every day, and it has been felt by the cabinet manufacturers of this city that a school which would teach boys cabinet making would be a great thing not only for the making of skilled practical men, but would —128— also increase the manufacturing industry of this city, and give some encouragement for them to go forward. “As it is now it is a hard undertaking to go into contracts for large jobs when it is not safe that the cabinet makers are to be had here to turn out the work. In the above lines I refer to high grade furniture, such as: bank, store, and office fixtures. “I sincerely hope that this trade will be taught in our city in the near future that we may have the pleasure to say we have enough first-class cabinet makers to supply the country with high grade wood work that is now being shipppd into our city.” This plant is a crowded one and occupying two floors and is not fireproof. (Since the above observations a serious fire has occurred.) Plant six. Products: Ice boxes, refrigerators, show cases, parti- tions, office equipment. Trades: Cabinet making, finishing, tin- smithing. This little plant represents a type of establishment with inade- quate capital, in a dilapidated, unsanitary building, but the proprietor is a hard working, skilled mechanic. Came trom abroad some years ago and he and his brother have started this factory with their savings. Was trained in in a shop where instruction was given in woods and materials, glueing, acquaintance with tools, use of tools, in planing, chiseling, also in designing and drafting. Has a few machines for sawing, planing, etc. Exhibited a complete outfit for a large billiard parlor, consisting of tables, cabinets, partitions, all first class work which he and his helpers constructed. Without suggestion, he said “that it would be well to have practical tradesmen to devote some of their time to helping out the boys in these schools.” He employs 4 workers of medium and low grade skill, the wages ranging from $3 to $18 per week. Plant seven. Products: Refrigerators. No response to our in quiries. Plant eight. Products: Chairs. In this factory chair-parts are assembled and the chairs finished. Parts are bought ready made in Massachusetts or Michigan. This importation, it was stated, is one partly “because have not quite the kind of wood here.” The fact, however, probably reveals a neglected branch of industry await- ing development in Louisiana. Occupations noted in this plant of about 40 workers, all men and boys, were assembling, finishing, uphol- stering, packing, and some caning. Caning is done in the Hast by machinery, and sometimes in penitentiaries. Caning, the manager stated, offers no prospect here, and will be useless to teach in a trades school as a gainful occupation. The manager appears not unfavorably disposed toward a part-time class. Plant nine. Products: Antique furniture. This establishment deals in antique furniture of all kinds—the remodeling and repairing of same—and of first class hand articles of furniture. The establish- ment is a large one occupying two or three wings of an old building of the French quarter. The place extends back, with court yard, etc. Eight workers were found, French, Italian, and Austrian; men are from 25 to 50 years of age. The foreman is foreign born, educated abroad. There are skilled cabinet makers, finishers, and upholterers. Foreman receives about $25 per week. Other wages stated as from $2 to $3.50 per day of 9 hours. No response to our inquiry for usual written data. Ig Proprietor says, “Good cabinet maker here can be hired for $2.50 a day.” Complained of great lack of skilled labor in his line. Says he has tried 20 different boys, but “after a few weeks they imagined they knew cabinet making and left unless paid high wages.” Cabinet makers should know joinery, inset work, use of plane, chisel, etc., as well as knowledge of mahogany and walnut and other woods. Finishers need not be so skilled. They do sand papering, planing smoothing, rubbing, varnishing, etc. This is one of the few places seen in New Orleans where real handicraft on many types of furniture is seen in actual operation. Hardly any machine work is used. Business is reported fairly steady the year round. COOPERAGE, The industry and the workers. In the United States 30,000 persons are engaged in the cooperage industry— practically all males over 16 years of age. Generally the time of maximum employment is the fall and winter months. More than a thousand persons are thus employed in Louisiana, most of whom are in New Orleans. The pre- vailing hours of labor in this industry of the state are from 54 to 60 hours per week. Most of the score of cooperage plants in New Or- leans are small. In some of them no actual manufacturing is done. A few of the establishments handle only second- hand barrels and employ common labor. Coopers who do repair work are found in breweries, etc. In the larger cooperage plants of New Orleans the following character- istics are noteworthy: 1. Through the introduction of machinery, cooperage employs today chiefly low-grade or semi-skilled workers doing piece-work. Few old-fashioned, skilled coopers can be found, although here and there a machine operator may be found who is a skilled cooper, and in New Orleans a few skilled coopers were found doing special work. 2. The actual processes of a cooperage are indicated in the accompanying accounts of inspections. One employ- er writes, “Not more skill, but more energy is needed.” It will be seen that there are employed the following di- verse kinds of workers, most of whom do not represent well-defined hand trades, —130— (a) Common laborers and helpers. (b) Men who wnload cars. (c) Men who operate kiln. (d) Men who steam and heat staves. (e) Men who operate setting up device. (f) Men who operate windlass. (g) Men who operate hooping and drawing devices. (h) Men who operate crozier. (i) Men who operate bung-borer. (j) Men who operate heading-up-machine. (k) Men who operate lathe or smoothing machine. (1) Hoopmakers, for wood or iron. (m) Boys who weld hoops electrically. (n) Machinists and knife grinders. (0) Power engineers. (p) Warehouseman, etc. 8. Wages in cooperage plants vary largely with the amount of work an individual turns out, especially where piece-work is the system. General statements are that white men of low grade skill receive from $1.50 to $2.25 per day; colored men, $1.25 to $2.25 per day. Few negro em- ployees were reported as of “high-grade” skill. Wages of the white men, of high-grade skill, $2.00 to $3.50 per day. 4. The local season of maximum activity in the coop- erage business is reported as the month of December. The slack season is January and following months. 5. One large establishment reports difficulty in ob- taining skilled employees and foremen. Another, “no diffi- culty.” Generally, the local labor for the work seems a- bundant. INSPECTION OF LOCAL COOPERAGES. Plant one. This plant occupies an extensive one-story building. The manager courteously answered questions, showed the plant, explained processes. Products are barrels, tight and slack. The work is nearly all mechanical, requiring merely an adeptness in handling machines and the labor is 90 per cent eolored men. Processes of making tight barrels (vinegar or whiskey) in this plant are as follows: —131— The staves are bought elsewhere outside of state. Gum wood probably not right quality in Louisiana. (1) Staves are heated; (2) they are set in cast iron rings; (3) windlass is used pulling staves together; (4) barrel or package is heated; (5) trusser is used which slips on hoop tightly; (6) crozier or buffalo is used. The croziering involves chamfering and howeling which is the finishing of the end edges of the barrel with bevel grove, etc. Formerly, this was done by hand—now done in large numbers by machinery; (7) bung-boring; (8) use of headingup machine. A similar series of machines is used in making slack barrels. It takes a team of about nine men to operate a set of machines. These men can make about 3,500 barrels per day. Formerly, one man, a skilled cooper, could make by hand not more than fifty, the average now being with machinery 350 or 400 per man. Hoop-making. In this cooperage, iron hoops are made, strips of thin iron are put through four processes done by machinery: (1) flaring; (2) punching; (3) riveting; (4) expanding. It is evident from above that the skilled cooper has been put out of business. Only skilled coopers pointed out were two white men whose business was as follows: They gathered the rejected pieces of wood unsuitable for machine, and with skill, make com- plete packages or barrels out of these fragments. They are paid for this by piece work, and, says the manager, are glad enough to get the job as busines, for the skilled cooper is idle. Of his own employees he says 80 per cent are men, 20 per cent youths, 10 per cent boys under 17 years. The majority are negroes. Impression of manager is that trade education can help cooperage very little in New Orleans. No apprenticeship is required. It was noted that all of the machines used were made elsewhere, as in Buffalo, N. Y., etc. The opportunity exists for a bright boy or man to improve the efficiency of machines and also to do skilled repairing. Plant two. This plant is in a large building of three stories and covering one square. Twenty years ago it was probably a modern plant, but to-day it appars not fireproof or very well illuminated. In busy times about 150 men and boys are employed. More than 80 per cent of the workers are colored men and boys, all, says the manager, being over 16 years of age. The colored workers earn from $1.25 to $2.50 per day. The foremen get from $2.00 to $3.50 per day. Much of the work, however, is piece work and the wages therefore vary with the workers. The operation of this plant is similar to other local plants on a larger scale and with more complete machinery. It is about as follows: (1) The staves go from cars to a large kiln on the ground floor; (2) they go to the joiners who hold the staves edgewise against re volving knives some six feet in diameter. These are dangerous and it was observed that of the five men operating the five machines every one has one or more fingers bandaged. These men work piece work, are white men, and are said to earn from $12.00 to $16.00 per week. Next are used: (3) Windlasses; (4) heaters; (5) trussers (6) croziers; (7) bung-borers; (8) heading-up machines; (9) lathes for smoothing the barrel. A small department is for making headings. A team of five boys makes about 800 of these per day. Part of this work, is dangerous, Two boys do electric welding of wire hoops. It was observed that the —132— welders used no goggles nor eye glasses—eyes not being more than 18 inches from the metal. The slack barrel department was not in operation for some cause. It was not apparent that a trades school could be easily articu- lated with this cooperage business. However, it is noteworthy that every one of the high class machines was made in the North, and as in some other industries, it is seen that we do not produce this type of machinery in New Orleans. The gumwood in Mississippi seems better than the gumwood of Louisiana. Some red oak obtained from Louisiana. Skilled coopers are employed here only to work over damaged barrels and inspect barrels, etc. Practically no demand for the old fashioned skilled cooper. In the power room an engineer ran a Corliss Engine and two dynamos. COFFINS. The industry and the workers. The making of coffins, burial cases, and undertakers goods occupies some 10,000 workers in the United States and of these workers fully 80 per cent are males over 16 years of age. Prevailing hours of work are long, from 54 to 60 hours per week. A large local plant employed in December about 90 workers in the manufacturing department. All of these are white, all but 16 are males, and all but six are over 16 years of age. Seventy per cent of the male workers in this plant are classed as of “medium or low-grade skill, operating one machine or carrying on one process requiring small degree of skill.” About one-half the number of the 16 women are of this class. The wages of 30 per cent of boys and men classed as of high skill range from $4 to $20 per week; girls and wo- men in this group receive from $6 to $13 per week. The work is reported steady through the year. The daily period of labor here is from 8 to 10 hours. Being trained for work in the low-grade group were three boys; in the high-grade group four girls. No difficulty is reported in obtaining and training employees in the es- tablishment to act as foremen or department heads. A fav- orable attitude was expressed to all four kinds of suggested —133— trades schools—preparatory, practical day, part-time and evening schools. The making of coffins and caskets utilizes the services of many small groups of workmen of divers types, e. g. en- gineer, firemen, planing mill operatives, cabinet makers, carvers, metal workers and solderers of zinc and coffiin linings, workers who do sand papering, painting and dry- ing. There are upholsterers, makers of trimmings and lin- ings for coffins and caskets. Women and girls operate sew- ing machines for the last class of work. The relatively small importance of this local industry, having in all about 100 employees, does not warrant for our purpose further analysis than the above facts and the accompanying sketch of one factory. A TYPICAL COFFIN AND CASKET FACTORY. Products of this concern are coffins, caskets, cedar chests, boxes, robes and linings. Plant is a large one for New Orleans, covering about one quarter of a square—five floors. The building is a modern one having cement floors and columns and iron construction with fire doors, etc., all well equipped with automatic fire extinguishers, wire glass and suction tubes for carrying off dust. In most of the work rooms visited illumination was good although fresh air was not abundant. The psychic effect of daily labor with objects utilized in the inevitable procedure at the end of human life, is an unmeasured factor in the welfare of workers. First floor. One engineer; Corliss engine and dynamo; two men in fire room—two boilers, automatic feeders using shavings, etc. Throughout the plant the shaft system of driving is used. No unit drives observed. Packing and shipping department. Office. Second floor. Complete planing mill with highly specialized ma- chines doing work such as described in furniture factory. These machines were protected against dust. Third floor. Here five men were engaged in hand work on expen- sive caskets. These men seemed to be skilled carvers and cabinet makers, some of the few seen in New Orleans. Fourth floor. Work room for zine and copper linings. Two men employed here. Here also a department for cloth lining and upholster. ing. Nine women and girls on power trimmings on coffins. Fifth floor. Here is done the sand papering, painting, and drying, a fairly skilled kind of work. = CISTERNS. There are about six establishments in the city now, most of them working very few men. There are 40 or 50 white cistern makers in the city. Ten years ago there were 15 or 20 establishments. A skilled cistern maker formerly did most of the work by hand. To-day in one large shop there are used: (1) Pony planer; (2) jointer; (8) band saw; (A) grooving machine; (5) rip saw; (6) hand tools, saw, chisel, plane, ete. Especially in assembling cisters is skill required. The workers earn to-day from $1.50 to $2.50 to $2.75 per day. Busy season spring and summer. Cisterns are used for brewers tanks, vats, etc., but metal is now displacing wood for tanks. BROOMS AND BRUSHES. The industries and the workers. A wide range of kinds of brooms and brushes is made throughout the country, in- cluding: Brooms for sweeping floors, streets, ceilings, hearths, and whisk brooms. These are made of broom eorn, but some for brewers’ use are made of bristles. Street or push brooms are made of rattan, basswood fibre or split bamboo. There are brushes for toilet purposes, cleaning, polishing, painting; brushes for artists, sash tools, hair pen- cils, hairbrushes, shaving brushes, acid brushes, dentist, platers’ brush wheels of brass, steel and bristles; comb cards, loom dusters. Few of these kinds are made in New Orleans. These two local industries (brooms and brushes) are small ones. Locally the busy season is from October through March; the slack season from April through Sep- tember. The abundance of some of the raw material used, the increasing market and the simplicity of many of the operations both in broom and brush making would seem to invite enlargement of these manufactures. With re- —135— gard particularly to brush making (push brooms, steel brushes, deck scrubs, shoe brushes, etc.) a skilled worker in New Orleans made the following observations: ‘Brush manufacture here has been difficult not only because of lack of capital and skill invested therein, but also for these reasons: Jobbers have at times made too high prices, driv- ing away for example, the trade of steamships. Work done in penitentiaries may also cause hard times for the brush maker. A fair business in mops here was ruined by compe- tition with penitentiary goods.” This worker claims also that in factories, especially in the North, all-round brush makers are hard to find since the trade has become special- ized into machine operating and it is to the interest of manu- facturers who desire fewer factories not to encourage all- round knowledge of the brush making industry. The wages are not high, as the following accounts of inspections show. Girls are entering the industry in com- petition with men. Our impression is, however, that these industries could be enlarged in New Orleans owing to the increasing market and to the fact that much of raw ma- terial now purchased elsewhere could be grown in this state. INSPECTION OF LOCAL BROOM AND BRUSH FACTORIES Plant one. Products: Medium and high grade broom-straw brooms This factory occupies on old, one-story building which is excellently lighted from sky lights and is well adapted, except for a dirt floor. Eleven white males are employed, one boy learning the business. Five of the employees are rated as of low grade or medium skill, five or high-grade. Wages for low grade; highest $12.00, lowest, $4.00, of greatest number, $9.00, per week. Wages for high grade: Highest, $12.00, lowest, $10.00, of greatest number, $13.00. All of the work is piece- work, however, and the figures are approximations. The hours are from 7 a. m. to 5 p. m. with 30 minutes for lunch, i. e., 91% hours. Processes.. The processes of broom-making studied in this factory are as follows: (1) sorting: The first crop of broom cane is used for inside, the second for cover—the two composing the hurl. Sorter separates the corn into (a) exposed and stained; (b) cured in shade; (c) fine fibre, pea green color. This work requires good eye, deft hand, experience. (2) Cutting: A boy using simple knife lever trims the bundles received from sorter. (3) Dyeing: Some little skill is required in dipping the corn into trough to secure right shade. (4) Blending: This is done in a small extemporized room or com- partment with sulphur dioxide. (5) Broom making: Foot-power —136— machine and one operator; (a) Corn is twisted around handle with wire to hold; (b) broom is shaped by hand; (c) two coats of hurl are added. Hand knife is used also; (d) tin “lock” is put on. Broom is practically finished; (6) Removal of seed: Power brtish removes remaining seed. (7) Sewing: this machine requires skill and also knowledge of machine. (8) Trimming: End of broom straw is trimmed with hand-machine. Shoulder of broom must be kept in proper place. (9)Labeling. Done by hand. (10) Bunching or packing: Simple hand work, preparing for shipment.. It is to be noted while the work is specialized, machine work, that one good broom maker makes 150 brooms a day while another may make only 85 or 90, and not as good brooms—a matter of skill with the foot-power machine. The one boy being taught in this factory, between times picks out grades of corn, tries to operate machine. May learn in about one year—there is little systematic training. The handles used here are procured in Louisiana. The manager is about to experiment with the growing of broom corn which at present is secured from Oklahoma. Manager expresses difficulty in obtaining skilled employees. Two labor saving devices are idle, he says, because of inability to find properly skilled operators. “Two of his present workers came from Chicago. He is in favor of prepara- tory, practical, evening and part-time trade school courses. Probably could arrange for using services of an alternating team of three or four boys on part-time plan. Plant two. Product is brooms. Raw materials, straw from Iowa and Arkansas, and some 600,000 wooden handles from Michigan. The manager says beach and magnolia of Louisiana might be used, but it is hard to secure a supply. Processes in broom making in this modern factory are as foliows: (1) Sorting: The straw is shaken and sorted by three or four girls. (2) Scraping: (3) Bleached with sulphur. (4) Bundles of straw are dipped in tank of aniline dye. (5) Stalk cut from the hurl, the outer cover, by boys. (6) Color sorting (girls). (7) Sizing according to lengths by girls. (8) Broom makers, men, operating machines— tiers and sewers. (9) polishing and coloring handles. (a boy). (10) Broom cutting. A boy trims on machine to final shape. In this plant there is a small printing press operated by a boy. There were about 40 or 50 persons engaged here, about one-third of whom were young women. Most of the labor, medium grade skill. The occupations do not seem to offer much prospect of advancement Requests to answer our questionnaire regarding wages, hours, workers, etc., have brought no result. Plant three. Products: A variety of brushes. Store and factory, two floors of a narrow shop. The manager or proprietor says in New York are men who can make only one kind of brush, “big factories permit workers to make only one kind of brush, in order to pre- vent the starting of competitive factories’. Says he himself applied for a job in Chicago and when they found he was a brush maker refused him a place. Says; there are “eight or ten men in the United States who are really all-round brush makers” He learned trade from father—took about ten years to learn both machine and hand work. Says his plant only one in South making many kinds pf brushes. Makes the following: Bottle and shoe brushes; steel, floor and push brooms; deck scrubs; counter dusters; special work. Is now trying to specialize in a substitute for corn, steel broom and steel] brushes. —137— In a large plant part-time classes (team work) might be feasible, he says. He employs when busy four white men, two girls about 18 years of age. The men may make from $2 to $4 per day—the girls from $1 to $2.50 per day—piece work. Skilled employees are chiefly transient workers who come and go. He does not seem enthusiastic about the prospects of the brush industry in New Orleans. “Old fashioned general broommaker is being put out of business by highly specialized machine work of Northern factories.” MODEL AND PATTERN MAKING. The trade and the workers. In the United States there are about 5,000 model and pattern markers, not including makers of paper patterns. Of these about 95 per cent are males over 16 years. In New Orleans there are some 40 pattern makers, practically all men. They are scattered among manufacturing establishments; for example, a few skilled workers chiefly in wood are employed in the machine and foundry industries as pattern makers. However, it is claimed that manufacturers often “send their jobs else- where.” No apprenticeship to pattern making exists here and few if any boys are learning the trade. Pattern and model making is interesting, clean work; requires wide mechanical knowledge as well as considerable skill in the wood and metal working tools. It does not require great physical strength. LOCAL ESTABLISHMENTS. Plant one. Products: Patterns, models, specialties. Inter- viewed proprietor. Claims this to be one of “most complete pattern and model shops in the South.” It is situated on ground floor of a building and has rather large open back yard where a shed is utilized for special work to be described below. Speaks of troubles with labor. Says the transient mechanic is not desirable and that it is difficult to train boys because older employees talk to them, make them dissatisfied and insubtordinate. Favors evening trades school decidedly. Doubtful about part-time, and it was hard to get definite answers about preparatory and practical trades schools. Says regular wages are $3.75 per day of nine hours for a skilled pattern maker. Claims there are not more than 30 pattern or model makers in New Orleans, and out of these probably not more than ten are really skilled people. This plant is now employing one low-grade skilled worker and two high-grade skilled, but business, says he, is slack. Attention was called to some 30 men working in the yard re ferred to above. Responses showed that this establishment is ac- customed to doing special contract work. For example, somebody —138— has invented a way of manufacturing turpentine cups so that the plant was turning out 20,000 a day, at low cost. This is a case of a manufacture on contract. Here is illustrated how individual initia- tive and inventiveness may open a way even in a small business. Plant two. Products: Patterns and models. This is a small shop in which proprietor is chief workman. At times employs one or two helpers. He is a skilled French workman; was formerly chief mechanic at a theatre but started in business for self. Comr plains that pattern business is dull in New Orleans. ‘Forced to do model making to make a living....” Skilled workers do not in- crease and desirable work is made elsewhere. “Boys here too im- portant to learn.” Estimates that there are some 30 model makers in the City. A skilled mechanic of his kind is employed at each of the six large theatres, he says. Sie aif ie tees elle Teel, (ain egal aang bog Gers ce amaneless a pais Or 208s gene ON ON ON sox sox 00Z Critiiitins sexog diciele Pa tiacea | rs bee ade eee OE at MO. on pe iss ee cae Sox SOX sox Sox Sok gor Te ae ee ae i a ae i SL ggg POMOC | SORUNOE (BOR no ROR cece ON coxealinat ar os Sr gee ees } ae a on sox oon sox itd sainjxy pus aaaae s ae 33 s0 OL ett ttre ttt te ett e cece n ete tees x ae aon ox a oe QINJIUINT Poom sox sax sox sox sompeMI0g 99 ein}JUINT PooMm sox sox sox sox ON ogc SIN}IUINT PooM sox oN sax sox re re ee SCT ehees Soe ececeeet ats tes Trur Surueyd pues sequny Pe Oe we ee . eee ee eee ele ee tee we we Wee a ek amo qued ‘stsA[BUB vag I8t eee ee mee eee we we * [yur Suyue[d pue arequin'y mgyyqnoq fries ttt teeter tfee eens wae fare whee taheges Tau eerie acon dyate ; 09 Does Wiilicterectern ares ae Tra Suyueid pue requny a “£103 mL ted W3IN Ava -eisdalg ‘soafoldmg Ppelilys -poysoday Suluiwiy, JO suyureyqo ‘spnpolg —SsVY Yong ‘jooyoy sepeiy, s10AByy uy AyNOwIG S19UIBI-33B AA ‘AULSOGNI ONIMYOMCGOOM AONV HAAN! GHL NI SUBAOTANAD AO SASNOdSHU AO AUNVWWOAS ‘XI @1avan —140— Memoranda from the Mill-Men’s Local Union. The Lo- cal Union comprises chiefly workers in sash, door and blind factories. There are 78 members, all white. The Local has co-operated cordially in this study—both the organiza- tion and individuals therein answering inquiries willingly and in writing. Many facts have been ascertained by means of correspondence and conferences at meetings of the organization. There is at present no agreement existing regarding proportion of apprentices to workmen allowed by the union. Helpers are taken at 14 years, apprentices at 17. It is stated that little chance exists in New Orleans for systematic training of boys in skilled work; that the tendency is to put a boy showing some ability to work as soon as possible on a machine. This is hurtful to the work- ers because of elements of danger to the boy or youth, low wages thus encouraged, and because of the narrow speciali- zation in a machine operation. Conferences brought out the fact that evening courses related to the work of the mill-men would be appreciated by them—such a course, for example, as the reading of architect’s and of machine drawings and the study of wood working machinery. A revival of apprenticeship adjusted with allowances for work done in a public trades school. was suggested and favored. It is stated that wages in New Orleans, for mill-workers in sash, door and blind factories, average from $2 to $3.50 per day of 9 hours. Apprentices receive from $3 to $7 per week. Many of the men are in favor of compulsory education to the age of 16. With regard to favoring the four types. of trades schools, (preparatory, practical day, evening, part- time) the union answers, “Yes,” in each case. One group of 15 skilled workers cabinet makers, ma- chine operators, benchmen, foreman, carpenter, cutter, wood. turner suggested in writing courses needed in night schools to help them in present occupation. Many of them desire mechanical and architectural drawing, some special work in cabinet making, and others knowledge of wood working: —141— machinery. These experienced men are practically united in their statement that the young worker receives no or very little systematic instruction in the shops. SUMMARY AND EDUCATIONAL RECOMMENDA- TIONS FOR OCCUPATIONS IN THE LOCAL LUMBER AND WOODWORKING INDUSTRIES. Our scrutiny of the scores of occupations within the branches of these industries results in four conclusions (A, B, C, D.) a (A) CONCERNING THE MAJORITY OF THE WORKERS. For the modicum of skill and knowledge required for aver- age competency in the vast majority of the occupations no prolonged training in shop or school.is required. Workers of low-grade skill, working at a machine or attending one process or operation, quickly learn the labor required. Health, strength, agility, good eyesight, common sense and sobriety are the essential qualifications for numerous jobs in saw mills, planing mills, in furniture, box and broom factories. However desirable for citizenship and individual welfare a good schooling for the workers might be, the best that can be expected, under present economic condi- tions and the rate of elimination from the schools, is a good elementary education of six or eight grades. A citi- zen at least should know how to read, write, the elements of practical arithmetic, personal hygiene, and something of history and civics. There is no dearth of unskilled and semi-skilled opera- tives in the woodworking plants of New Orleans. For the prospective low-grade workers in wood-working plants it would be desirable to have the boys attend in addition to the sixth grades also for two years the Preparatory Trades Department of the Delgado School, (See page 306) for four reasons: (1) Afterward they would not succumb easily to the daily routine of purely mechanical work so that the job becomes a blind alley in which they lose ambi- tion; (2) young men with resolution and a view of indus- —142— trial organization gained in the Preparatory Trades De- partment, while doing good work, at the same time, could utilize such jobs as temporary steps to more promising openings in the industries; (3) the tendency to employ youths and boys in competition with men would be lessened by retaining the boys in school; (4) the hours are so long and the physical strain so great in the majority of these occupations that little can be expected of the fatigued work- er in a night school. These “jobs” offer opportunity to make an honest liv- ing, and they are essential to industry and prosperity, there- fore are not to be despised. The tendency of the pres- ent conditions not to offer opportunity for enlargement of the skill, knowledge, and promotion of the majority of workers is increased by the physical and mental fatigue interfering with night classes. From the educational point of view, mitigation of this tendency and the building up of a more competent body of workers can be had by part-time arrangements for ambitious workers and the general short- ening of hours of labor—an incentive to workers that could be made beneficial to the industries. If a considerable num- ber of workers already in the industry cannot profit by part-time or evening trades classes, then one general elemen- tary and preparatory trades education may be prescribed for prospective workers who will enter in the future at the bottom rounds of these industries. (B) CONCERNING THE MINORITY, THE SKILLED CRAFTSMEN. We discover numerous occupations, both those a part of and also those incidental to the woodworking industries, which can be taught either in whole or in part by a practical trades school having specialized courses. It will appear practicable to erect courses for some of these trades selected as the most promising for our purposes. Occupations in lumber wood-working factory indus- tries which are amenable to specialized trades school in- struction will be here indicated in heavy type, thus: Under each following group of the local branches of these indus- tries we shall name the different occupational designations —143— we have found (as in Section II, page 71), printing in BLACK TYPE those suitable for intensive trades school training for prospective workers, and for the im- provement of present workers. For discussion of the actual plan finally proposed, see page 310. It will be seen that some of the skilled trades are common to several types of establishments. For example, engineer, saw filer, mill- wright, cabinet maker. Wages and conditions of these trades vary considerably in different factories, as they do also for the unskilled and semi-skilled. Mechanical occupations in local saw and planing mills including shingle and lathe mills. Binder, BLACKSMITH, Blacksmith helper, Bolter, Block piler, Bundler, CARPENTER, Truckman, Checker, Counter; Carriage men; Dogger, Setter, SAWYER; Cut-off sawyer and helper, Dinky operator, Drag saw operator, Edgerman and help- er, STEAM ENGINEER; Feeders, Band saw, Surfacer, Matcher, Rip-saw; Fireman; SAW FILERS; in saw mill, in shingle mill, helper; Floor cleaner; FOREMAN; General, Planing Mill, Shingle Mill, Shipping office; Hand machine operator, Hog chain operator, Jackman, Kneebolter and helper, Knot Sawyer, Laborer, Lathe load- er, Loader and tallier, Log deck man, MACHINIST and _ helper, Marker, Matcher setter, MILLWRIGHT, Molder setter; Off-bearer; band saw, for edger, for matcher; Packer, Pond man, Scaler, Sharer, Shortsman; Sorters and Helpers: In shingle mill, saw mill, yard; Spalt piler, Stableman, Stake cutter, Switchman, Tallyman, Team- sters, Timber jump saw operator, Transfer men, Trash car operator, Trimmer man, Watchman, Wheelwright, Wood pilers, Wood hauler, Yard tram track worker, Yard cleaner. Mechanical occupations in local sash, door and blind factories. Assemblers, BENCH MAN, Blacksmith, CABINET MAKER, checker, ENGiNEER, GRINDER and Wheelwright estimator, Feeders of rip saw, cut-off saw and planing mill machines. Frame nailers, Frame sawyer, Glazier, helpers, Laborer, Lathe men, Lay-out man, Off- bearers, Sash, door and blind sawyer, SAW FILER, SCROLL AND HAND SAW WORKER, STAIR BUILDER, Tallyman, Teamster, Turner, Wagon maker, Wood carver. Mechanical occupations in local wood box factories. Cigar box makers; ENGINEER; Feeders, Off-bearers or catchers and Helpers on various planing mill machines; Fireman, FOREMAN, Laborer, Labeler or paster, MILLWRIGHT; Operators in doweling, nailing, matching, printing and pressure bundling machines; Resawyer, SAW FILER. Mechanical occupations in local wood furniture, cabinet work and refrigerator factories. CABINET MAKER, Chair carver, Chair finisher, Chauffeur or truck man, ENGINEER, Finisher, Fireman, FOREMAN, Helpers, Laborer; Operators of power machines, as: Cross saw, rip saw, planer, sticker, benoner, and sander, carving, chisel mortiser, chain mortiser, lathes, boring machine, dove tailer, lock machine, Whitney plane, etc.; Packer, Upholsterer, SAW FILER. Mechanical occupations in local cooperage. Boys who weld hoops —144— electrically, Chauffeurs and teamsters, coopers (skilled), steam and electrical engineer Fireman, FOREMAN, helper, iron hoop maker, kiln operator, laborer; Operators: Setting up device, windiess, hooping and drawing, crozier, bung borer, heading-up-machine, Lathe or smooth- er, heater; machinist and knife grinder. Mechanical occupations in local coffin factories. CABINET MAKERS, CARVERS, Chauffeurs and teamsters: ENGINEER; finish- ers, doing sand-papering, drying, etc.; Fireman, FOREMAN, lining and trimming makers (girls), METAL WORKERS (soldering) on zinc, cop- per, etc.; Operators, helpers, etc., for various planing mill machines; PAINTERS and varnishes. Local cistern makers: CARPENTER and cistern maker, Laborer; Operators of planing mill machines. Local broom and brush makers. All round brush maker; Boys, men or girls who are operatives in operations of broom manufacture, as: Sorting, cutting, dyeing, blending, broom making, removal of seed, sewing, trimming. Jabeling, bunching or packing. (C) CONCERNING THE TYPE OF TRADES SCHOQL COURSES INDICATED IN WOOD WORKING OCCUPATIONS FOR THE DELGADO SCHOOL. 1. In the Preparatory Trades Department. This pre- paratory trades school should as a rule take boys from 14 to 16 years of age. Not teaching a trade, it will assure familiarity with materials—woods, metals, with various hand and machine tools, give definite ideas regarding in- dustrial education and enable the boy by trial] and direction to find his proper occupation. The general elementary education required for entrance (six or eight grades of the common schools) will be supplemented by simple English, practical arithmetic, hygiene, and introduction to mechani- cal drawing, chemistry and physics. The work will be divided between shop and class room and emphasis will be placed on the practical. Full sized, not miniature products should be made. Gainful occupa- tion and good citizenship should be the goal. No attention should be paid to the demand to meet college entrance re- quirements, as the school is to function for the vast majority who will never enter college. For more detailed sugges- tions see page 322. 2. In the Practical Trades Department. The saws for wood working will require provision for filing (See page 108). Money can be saved and practice gained by provision for resawing of rough lumber instead of pur- —145— chasing resawed material. Furthermore, saw filing, as an occupation incidental to woodworking in this country war- rants provision for the training of apprentices. This is considered under Metal Working Industries and Related Occupations. (See page 62.) The incidental trades of the engineer, of the machinist, mill wright, are also considered under other heads. With regard to foreman there are several avenues of promotion, and trades school training in one of several trades should facilitate promotion to this position. It is doubtful whether or not the wood working occu- pations are over done in New Orleans. Industry is ever ready to utilize more skilled workers, but the machine operations within planing mills, sash, door and blind facto- ries, box factories, furniture factories, etc., are not broadly skilled trades and do not offer high wages or promise of promotion. It would not help New Orleans to train a host of young men to remain in these machine occupations. As related, however, to CABINET MAKING, MODEL MAK- ING and CARPENTERING, MECHANICAL and ARCHI- TECTURAL DRAWING, it is recommended that a moder- ate space and equipment be provided as a mill room for ma- chine woodworking operations. (See page 365.) The machinery should be of the practical, full sized type, not toys, or exclusively of the “manual training” type. Cer- tain machines and operations within this machine wood- working shop will be utilized in appropriate work for boys of the Preparatory Trades Department. See page 307. They may also be used as demanded by the necessity of Evening Trades Courses. Care should be exercised from the outset to develop short intensive “unit” courses to bene- fit boys and men already at work. The machine wood- working room should be sufficiently remote from class rooms to give protection from unnecessary noise. There should be provided rooms and spaces for: (1) Carpentry; (2) Cabinet making; (3) Model making; (4) Related academic work; (5) Drawing; (6) Sawfiling —146— (see page 355) ; (7) Stock or storage; (8) Lavatories, etc. ete. The purposes and scope of the three phases of wood- working to be taught may thus be indicated: Strong boys who are ambitious to become contractors eventually but to enter a trade first may take up carpentry, house framing, and mill work. (See page 311). Boys who desire to work on hard woods, do compara- tively fine work for interior finish of houses and in the construction of furniture, and to operate power machinery, may later specialize in the course of this division in cabi- net work. Pattern making is related both to the foundry and ma- chine shop and also to carpentry and cabinet making. It. demands some ability “to think things out for oneself,” an aptitude in mechanical drawing. Pattern making should follow a year or more in carpentry and mill work. The Wood Working Division of the Practical Trades Department, receiving boys at 16 years of age finally will be thus constituted: Wood Working Division (a) Carpentry; (b) Cabinet making; (c) Pattern making. The sequence in detail of the practical work done must. be worked out with reference to: (a) The general aim of the Preparatory Trades Department; (b) the specific needs. of prospective carpenters, cabinet makers, and model mak- ers. Such courses must be directed only by men of practi-. cal experience in these lines. Character and teaching abil- ity especially will be needed in these instructors: (1) A skilled hand cabinet maker; (2) a man thoroughly versed. in machine work; (3) an experienced carpenter. Preferred for this kind of teaching are men who have served jour-. neymen and apprentices, but who also have had training in such schools as Williamson, Ranken or Wentworth. —147— Examples of wood working in good trades schools are given on pages 322 et seq., and for related academic work on page 324, and for equipment, spacings, etc., on page 362. (D) DISPOSITION OF PRopUCTS. This problem is dis- cussed further on page 401. It is ‘*o be strongly emphasized in the Wood Working Division that: (1) Ex- ploitation of boys is to be avoided in producing a commer- cial product; (2) a commercial product is necessary in order to develop in the student: (a) interest, (b) thor- oughness, (c) speed; (3) half-baked mechanics must not be turned out to compete with trained labor; (4) the amount manufactured will not affect appreciably local manufactur- ers; (5) hundreds of dollars can be saved taxpayers by the manufacture of furniture for the Public Schools of New Orleans. (E) CONCERNING COOPERATION OF EMPLOYERS AND EMPLOYEES WITH THE DELGADO SCHOOL. Benefit both to industry and to individuals will accrue only by persistent and intelligent cultivation of mutual cooperation by director and faculty of the Delgado School with employers and employees. All will have to make con- cessions in order to develop an efficient industrial education- al plant, which will be something more than a mere decora- tion for our city. It appears plain that we need on the part of employees greater zeal and effort to promote both their own welfare and that of their employers, with a desire to avail themselves of opportunities that will be developed. Employers to make the Delgado School effective should open incentives both to prospective and also to present employees in the way of time allowances for the part-time training of deserving individuals, or to develop and main- tain special unit courses, and in efforts to improve the health and social welfare of workers. In constant touch with the Delgado School there should be in advisory capac- ity responsible representatives of both employers and em- ployees. (See pages 400, 401.) SECTION VI. LOCAL BUILDING TRADES. Variety and numbers in United States. An inventory” of the building trades throughout the country includes, be-- sides apprentices, helpers and laborers, these groups: Brick-- layers, Carpenters, Inside Wiremen, Painters, Plasterers, Plumbers, Sheet-metal workers in contract shops, Steam-- fitters, Stonemason, Structural iron workers. Complete lists: for different cities show considerable variation both in. terminology and also in proportionate numbers. The ten-- dency toward specialization, introduction of machine made goods and local conditions make difficult any generalizations: concerning these different groups. The relative number of workers in the building trades throughout the country are: these, according to the U. S. Sensus: (Vol. IV, p. 55) Carpenters and joiners........... 830,322 Painters, glaziers and varnishers.. 340,513’ Masons (brick and stone)......... 204,174 Plumbers, gas and steamfitters.... 167,849' Plasterers ........ 000 cee cece eee: 50,533 ° Paper hangers ................. . 26,3884° Roofers and slaters ...............- 15,111 Mechanics not otherwise specified... 26,208° Wages throughout the country. Accurate generaliza— tions about the wages paid, irregularities of employment, hours of labor, etc., are especially difficult: The United States Bureau of Labor Statistics (Bulletin 131, 1913) has: issued a study of the union scale of wages and hours of labor” for more than 40 trades in 39 important industrial cities of the country. The study is of interest in: exhibiting for these- cities the union scales of wages during the preceding six con secutive years and also the hours of labor. in:the. respective trades. 149. —150— Our local studies reveal the fact that whatever may be the union scale stated for a given occupation, there are wide variations in practice both above and below that scale. Com- parison of data for various occupations cited in this report shows, for example, that this is true in the case of carpenters and printers. An attempt has been made by the Secretary of the Builders’ Association of Chicago to gather and present on one page the rates of wages paid per hour in 67 cities for 23 building trades and occupations. The data, we are told are obtained “from the various secretaries of employers’ associations throughout the country.” Doubtless the figures presented are nearer the union and the maximum rates than representative of the averages of the actual minimum, maxi- mum and the wages of the majority of workers. ATTITUDE OF THE AMERICAN FEDERATION OF LABOR CONCERN- ING INDUSTRIAL EDUCATION. Senate Document 936 contains the Report of the Com- mittee on Industrial Education of the American Federation of Labor. Organized labor has opposed types of trades schools run for gain, or schools with narrow and prescribed training in selected trades, and “the flooding of the labor market with half-trained mechanics for the purpose of ex- ploitation.” However, organized labor has declared emphat- ically in favor of a well defined industrial education fairly conducted by public authorities. Following are excerpts from the above report of the Committee on Industrial Edu- cation of the American Federation of Labor (Pages 18-19) : “The trade unions have been waiting in vain for 25 years for the manual-training schools to furnish recruits to the ‘depleted ranks’ of skilled labor. It is time now to take steps to bring back the standard of efficiency. We want a system which will develop the labor power of our people so that every worker may become interested in his work and appreach the limits of human efficiency. Our public-school sys- tem of to-day teaches too much and educates not enough, and fails entirely to prepare its pupils for productive labor. It must be changed, and quickly, and the change must be radical. We can not add a few experiments in trade training in our larger cities or introduce intense manual-training school departments to supplement a Latin and Greek curriculum. Our boys and girls must leave school thoroughly pre- pared by industrial training to do well some kind of productive work. A healthy community is impossible without the union of the school- Figure 12. DIRECTED AND USEFUL PRACTICE IN WORCESTER TRADES SCHOOL. —151— house, the home and workshop. Modern life has not yet accommodated itself to the great revolution of our industrial system. Nothing but a thorough industrial education and understanding of economic inter- ests of society can lead to the necessary union between labor and capital and give peace and prosperity to the present disturbed and suffering industrial world. “The committee, after due consideration of the importance of the several systems of schools now in operation throughout the country, recommended the following specific types of schools for the advance- ment of the prospective apprentice to the trades, as well as for those who have already entered the trades: 1. Supplemental technical education: Supplemental technical education for those already in the trades. The demand for such in- struction is measured by the necessity for training in particular trades and industries, and the chief aim of such instruction shculd be to present those principles of arts and sciences which bear upon the trades either directly or indirectly. Such schools are commonly known as continuation schools, whether their sessions are held in the day, evening, or on the part-time plan. 2. Industrial education: The establishment of schools in con- nection with the public-school systems, at which pupils between the ages of 14 and 16 may be tavght the principles of trades, not necessa- rily in separate buildings, but in schools adapted to this particular education by competent trade-trained teachers. 3. Trade-union schools: The committee recommends the continu- ance of progressive development in supplemental trade and education as inaugurated by trade-unions, such as the supplemental trade courses established by the International Typographical Union; techni- cal courses of the Photo-Engravers’ Union; School for Carpenters and Bricklayers, Chicago, Ill.; The International Printing Pressmen’s Technical School, at Rogersville, Tenn.; and the School for Carriage, Wagon and Automobile Workers, of New York City. The committee further recommends that all trade-unions which have not adopted a scheme of technical education give the matter the consideration it so richly deserves; and they further believe that the undertakings of the above unions call for the most enthusiastic admiration and are en- titled to the most cordial and loyal support. 4, We finally recommend that if, in the course of time, schools un- der public administration with a broad and liberal course of instruction (with an advisory committee composed of employers as well as trade- unionists) shall demonstrate practical efficiency in training workers for the highly skilled trades, we favor the recognition of that portion of time spent in the schools, which, after an examination by the union at interest of the practical and theoretical ability of the apprentice, can be considered comparable to actual training in particular trades as a substitute for a period of the apprentice’s time spent entirely. in the industry.” ‘ Trades studied in New Orleans. Our limitations of time confine this study for New Orleans to brief considera- tions of these building trades—the most important in num- bers of wage-earners—in the city: Bricklayers, carpenters, A —152— electrical workers, painters, plasterers, plumbers, steam fit- ters, slaters. Method. The information in the following notes is ‘based upon: (1) Written data received from labor unions -and individual wage-earners. (2) Written data from con- tractors and employers. (3) Conferences both with indi- vidual wage-earners and with employers. (4) Where local ly applicable, we have endeavored to use the finding of the Richmond survey. CARPENTERS. ‘The ancient trade of the carpenter employs about 4,000 ‘men in New Orleans and more than 10,000 throughout the ‘state. Approximately, a third of the workers are negroes. ‘The term carpenter is used loosely to denote alike the men -with skill and men who are hardly more than laborers, using the saw, chisel and hatchet, and who work on odd jobs. The carpenter in charge of the erection of a building needs ex- tensive knowledge and skill. He lays out work for the brick- jayers and carpenters, and often superintends the entire building. He can use skillfully saws, planes, hatchets, ham- mers, brace, bits, level, chisels, ete. The modern planing mill has removed much of the hard work from the carpenter who is a master of his tools. Some carpenters are little more than assemblers of woodwork prepared in the mill. The operations or processes of the carpenter and joiner are thus described : “The carpenter-joiner puts in window frames, hangs sashes, doors and blinds; does all kinds of inside woodwork on door frames, jambs, trim, washboards, picture moldings, wainscotings, paneled ceilings, and mantels; builds staircases of simple construction and puts on all kinds of interior finish, both in hard and soft woods. The carpenter-framer builds frames for inclosing and holding concrete in place until hard. ‘The carpenter-stair-builder builds the more difficult and ornamental staircases. A few men specialize in such lines of work as the laying of parquet floors and interior finishing of hard wood.” Wages and hours in New Orleans. Instances are on record here where carpenters are working as long as 10 hours daily for $2.50. The hours generally are 9 or 10, and Figure 13. ADVANCED ELECTRICAL WIRING AND CARPENTRY DAVID RANKEN, JR., SCHOOL OF MECHANICAL TRADES, ST. LOUIS. —153— tl.2 wages reported by the local union range from 30 to 45 cents per hour. Helpers may receive 16 2-3, 25 or 30 cents per hour. A carpenter is expected to buy his own tools and to keep them in good condition. Seasonal activity varies. with building operations; busy season usually spring and. summer. LOCAL UNION ORGANIZATION. In addition to the Mill-Men’s Local (See page 281) there’ are two local carpenters’ unions—one of which is at present- active. This union, Local 1846, United Brotherhood of Car-- penters and Joiners of America, has co-operated readily in: the preparation of this section of the report. There are 165 members (white) ; apprentices, two. It is acknowledged that there is no systematic provision for carpenters’ appren- tices in the City, although the term of apprenticeship is re— garded to be four years and the entrance age 17. The Union in conference expressed itself favorably toward preparatory, practical and evening phases of trades schools, provided boys were not turned out prematurely at the end of a preparatory trades course with a smattering of carpentry. The following resolution was adopted by Local 1846, and this should be given serious consideration in the de- velopment of a course for carpentry in the Delgado School: Resolved: That the Carpenters’ Local 1846 is in favor of an apprenticeship agreement under which a boy not less than 16 years of age should be permitted to attend the Del- gado Central Trades School during the dull season (between December and March) and such time should be credited on. a four years’ term of apprenticeship. EDUCATIONAL RECOMMENDATIONS FOR CARPENTRY. 1. Boys who intend to enter carpentry as a skilled trade’ should secure a good elementary education of at least six or eight grades. A boy 14 years of age may enter the Prepara— tory Trades Department of the Delgado School. —154— 2. Prospective carpenters and joiners 16 years of age and older should be given full opportunity to become highly skilled workers in a three years’ course offered in the Prac- tical Trades Department. The course should combine prac- tical work in full-size construction, joinery and some mill work. The outline of the course may be modified after the carpentry course of the Williamson Free School of Mechan- ical Trades. (See page 344.) 3. The desire of the Local Union to co-operate in ap- prentice and part-time courses should be considered by the school authorities and encouraged by employers. 4, Unit evening courses on phases of the trades of car- pentry, joinery, cabinet making and mill work should be de- veloped from the outset. PAINTERS, DECORATORS, PAPER HANGERS. The trades in New Orleans. In these notes on the trade of the painter as a local occupation of men we are not con- cerned with a few landscape and portrait painters or with the occupation of teachers of art or of men and women en- gaded in the promotion of certain types of art instruction. Our data have regard to: (1) House painters for outside work; (2) painters and decorators for interior work; (3) car automobile, wagon and factory painters; (4) sign paint- ers. This fourth group, of course, does not belong to the building trades. The last census enumerated 1090 white men and 286 negroes as “painters, glaziers, varnishers,” within the city of New Orleans. This figure includes both mere brush men doing outside work and the rarer, trained artisan. House painters. The trade is affected by the fact “that anyone can apply paint with a brush,” just as carpentry is affected by crude uses of saw, hammer and chisel. Consid- eration of the actual operations and processes of which the skilled artisan in the building trades is master discloses large opportunity for systematic instruction. General processes. A member of the Painters’ Local Figure 14. LEARNERS OF PAINTING AND DECORATING WITHIN THE DAVID RANKEN, JR., SCHOOL OF MECHANICAL TRADES, ST. LOUIS. —155— Union, Number 166, writes this sketch of what a competent person in the trade should be able to do. “An apprentice should learn first the mixing of colors for dif- ferent surfaces, such as ‘flat, glass or eggshell.’ There is the mixing of tints to get required tone and harmony of colors. A finished me- chanic should be able to study and know conditions as he finds them in various surfaces, such as soft plaster, water stains, sweating walls, and be able to treat all of the various woods with stains and filler. He should be able to apply all materials used in the trade in an artistic manner aud know how to figure accurately on all work and execute according to specifications. He must be able to offer suggestions as to color schemes. He skillfully handles tools, such as torch, steel wood, stippler, calsomining brush, blenders and others. The general pro- cesses or operations are about the same: Work from a primer to a preparation and then to a finish, work which requires sometimes, two three and even more coats of paint. Climatic conditions here are factors to be studied in the painting trades. “A great benefit and advantage to the young decorator and fresco painter would be a course in ornamental designing.” Healthfulness and hazards of the trades. Much has been written concerning the dangers from poisonous mate- rials used by painters. Such materials are: White lead, lead sulphate, chrome yellow, chrome green, red lead, ete. Dust raised by sand papering or by compressed air machines may be very dangerous. Turpentine, benzine, wood alcohol, amyle acetate are dangerous if not handled cautiously and intelli- gently. A painter needs be careful with regard to ventila- tion, the handling of paint-soaked clothing and of his food. Industrial and personal hygiene should not be omitted from the training of a prospective painter. Branches of the trade involve some hazard in the painting of high walls, the use of ladders, scaffolding, etc. Paper hanging. Akin to this group of builders’ trades is the trade of the paper hanger, the main operations of which are thus described in the Richmond Survey: “First the old paper is removed, the wall scraped, cracks and depressions filled and smoothed up with a mixture of plaster of Paris, and all angles pointed up; then the wall is sized by giving it a coat of thin liquid glue; the blank mar- gin of the paper is cut off, either by a machine or with a knife and straight edge, and the paper cut to the proper length; the paper is now laid on a table and pasted and fold- —156— 2 -ed; after it has “soaked” sufficiently it is placed in position and pressed down smooth with a dry brush.” In New Orleans paper hangers do “piece work,” that is, a worker may be paid from 10 to 121% cents per roll for his labor. Expensive papers and contracts demanding high skill bring more per roll. While there are approximately 150 paper hangers in the ctiy, contractors claim that compara- -tively a fraction of these are skilled artisans. Painters and decorators. The local decorative industry ‘includes painting, paper hanging, interior woodwork, fine ‘furniture, upholstering, draperies, art glass. The following ‘tables of wages and occupations was prepared upon request “by a local contractor: TABLE X DECORATIVE CONTRACTING. Wages. ————-—_ Business. Occupation and Trade. Minimum. Maximum. Designers .. .......... $15.00 per week $40.00 per week eee wave seine sila Ke ae ae “tae ae ae achine operators ..... .50 per day .00 per day Anterior woodwork < Gabliet makers «cscs 5 200% « 375 furniture ....... CALVES: » Gane oyu e 4 eres 3.00 “« « 4.50 " Finishers ...........-- 2.00 “ “ 450 “ « Upholsterers....... co ca, el TE So ( Painters ...........55 2.50 « 3.50 « « feces Plasterers ............ 3.00 * © 450 “ « Painting and paper Scrapers ........ ae 22.00. SS 2.00 * RONBINS cc kn ie Wood finishers 2.50 “ “ 8.50 “ “ Paper hangers , as “BOO Ke “t 5.00 ‘“ a Sewing girls........... tte * 250 “ Draperles ......... | Drapers ceocbd Sea R Ce 8.00 “« “ 5.00 ‘“ “ This contractor also offers the following suggestion : ““Under local conditions it is impossible to have a system of ‘training employees for skilled or supervisory work, owing to the fact that we have no material to draw from. In my experience thq matter of apprenticeship has been discouraged owing to the lack of training while at an age that allows them to learn a trade without ‘tthe necessity of absolute wage earning. “Nearly all factories will require from a man in their employ, a certain amount of skill for which they are willing to pay a reasonable day’s wages, and from an economical standpoint, under local condi- tions, cannot afford to train men who require living family wages, when they can secure older men who are proficient in their work. “The young help in the factories to-day represent that element who work at any job obtainable without consideration of their fu- —]§7— ture training; as they are not guided by any preference in their few years of schooling. “The trades school would assist greatly in training the boy or even perfecting the man, so that immediately he becomes of value, and proficiency becomes an object in life and he is fitted to earn livable wages at a much younger age than the haphazard taking up of craftsman work through chance.” Car, automobile, wagon and factory painters. Under the respective topics of the industries we have noted a group of more specialized painters, scattered through railroad re- pair shops, automobile and wagon shops, and in furniture factories. In one of the last, aside from the finishing process, articles of furniture were quickly coated with pig- ment by dipping the article into a large receptacle of the liquid. The decoration or finishing of fine furniture is, however, a matter of handicraft. Automobile painting is becoming a special trade in New Orleans. Coach painting may be for steam or street railroad passenger cars, or for freight cars, and these different grades of work employ dif- ferent branches of the painter’s trade. Steel cars are now being painted by means of power spray. Sign painters. Painted signs may be of the large con- spicuous kind, or smaller card and cloth signs. Sign painters do office and window lettering and a variety of commercial work. Skilled makers of signs find their products in use all over the country, and locally there was previous to the war some demand for skilled sign makers, of whom it is said there are not more than a score in New Orleans, not includ- ing helpers and apprentices. Wages of boys reported as entering sign painting shops at about 15 years of age are $2.50 to $3.00 per week. “Wages increase as they learn to a maximum of $4 or $5 per day. In Chicago and New York to as high as $6 or $8 per day. A local employer states that “boys want large wages to start with and are unable to do much.”’ Busy season is from mid- dle of August to June. Considerable natural talent is desired in a good sign painter and the work holds fascination to the interested worker. Good elementary education, including punctuation and grammar, ability to lay out work, make designs and —158—. color combinations and habits of accuracy are necessary. He must learn drawing, the use of brushes and drawing tools and the arrangement of words and phrases. Steady hands, good eyesight are fundamental requirements. Local sign makers say the work can be learned under a practical man in three years. Response from Local Union, No. 166, Brotherhood of Painters, Deco- rators and Paper Hangers of America. In addition to the outline of processes and operations quoted above that was furnished by the Secretary (see page 155) these further responses were made to our inquiry: Members (white) of union, 200; apprentices, 7. One apprentice to five journeymen is the rule, adhered to according to conditions and contract made. Three years is the term considered necessary for the period of apprenticeship, the minimum age of apprentices being 17 years. It is believed that wide knowledge of the business is necessary for efficient work and makes for promotion. ‘“Yes’ is the answer re- turned to each of the four questions, as to whether the Union favors a public preparatory trades school for boys between the ages of 14 and 16, or an all-day public trades school for those between 16 and 18, or public evening vocation schools for those over 16 years, or public part-time classes. Union wages: Apprentices, average 15 cents per hour; journey- men, 40 cents. Hours are 8 per day. EDUCATIONAL RECOMMENDATIONS FOR PAINTERS, DECORATORS, PAPER HANGERS. 1. In assisting the painters’ trades, emphasis in the Delgado School should be laid upon appropriate, practical evening courses for improvement of workers in the trades. First, for those doing the finer grade of interior, sign and car work; secondly, for house painters, apprentices and helpers who may desire to perfect themselves in the trade. Such unit courses should be conducted by the most expe- rienced and intelligent type of artisan and teacher. The courses should include hygiene and safety. 2. Continuation or part-time courses, especially in drawing, the elements of chemistry, etc., may be developed if interest of groups of workers and employers can be ob- tained. 3. Preparatory Trades Course in Delgado School, would be a minimal, desirable preparation for prospective painters about to leave school to enter a shop. =159— 4. It is believed that some skilled painters here suffer low wages because customers do not carefully discriminate between the work of an artisan and that of a semi-skilled worker. Thus an unfair competition is forced upon the man with training. The Delgado School should both increase the knowledge and skill of painter and also educate the public to a remunerative appreciation of good work. BRICKLAYERS. In New Orleans. Of the approximately 1,000 brick and stone masons in New Orleans more than two-thirds are ne- groes. The Census figures of 1910 are: Total, 681; negroes, 485; workers between ages of 16 and 20 years, 77. The bricklayers are said to be well organized. Maximum wages of bricklayers for 8-hour day is 62.5 cents per hour; helpers, 20 to 30 cents. Non-union bricklayers may receive 40 or 50 cents; helpers, 15 to 17.5 cents, with longer hours. Seven facts. Regarding the relative numbers and the training of negro and white bricklayers seven facts are im- portant: (1.) Unlike in the cities of the North, in New Orleans negro bricklayers are in the majority and have an effective organization, with good wages, and ability to affect the reg- ulations governing admission of workers to the trade. (2) In slavery times there were skilled negro brick- layers, and this skill has in measure been transmitted from father to son. (3) Negro mechanics from Tuskeegee and similar schools are in New Orleans. (4) There seems to be little or no provision locally for the training of white youths in bricklaying. (5) The work is not popular with white mechanics because of warm climatic conditions and the predominance of negroes. Labor in the open air, however, is advantageous and the danger of accident from scaffolding is not great. (6) The seasonal variation of building activities in New Oleans is not so great as in rigorous climates. Never- theless the labor of a bricklayer is sensitively dependent —160— upon weather and other conditions. The failure of others to deliver building material or to finish preliminary work makes the bricklayer lose time. This intermittency of work discounts the apparently high wage. (7) It is significant to note the responses obtained from questions put by us to the parents of 2,244 white boys in the Public Elementary Schools and 551 white boys in the Warren Easton High School; also of 244 negro boys in the elementary school—all the boys being 18 years of age or older. One of the questions was, “What does he (your boy) want to be or do?” Among the parents of the 2,244 white boys, two answered “bricklayer;” not one of the parents of high school boys so answered. Of the parents of 244 negro boys, 32 answered, “bricklayer.” Furthermore, in our census of occupations of men and boys in the night schools of 1913- 14 there was found not one bricklayer, or bricklayer’s ap- prentice or helper. Operations and processes. While the use of concrete, tiles, terra cotta, etc., has affected the trades of the brick and stone masons, nevertheless in peculiar measure a good mason is master of his tools. It is a handicraft where the skill necessary in former days is still in demand, unlike the trade of the carpenter, where at many angles the machine products of planing mill, or sash, door and blind factory makes more than moderate skill unnecessary. The detailed outlines of a three years’ course for prospective bricklayers are given in Williamson Bulletin Number 7, and illustrate to a boy the development of the trades and also show how well adapted the trade is to school instruction. It includes prac- tical work in building construction of some 30 varieties. It also includes systematic studies of materials—bricks, lime, sand, gravel, broken stone, cut stone, cements, concrete, hair; of tools—trowels, chisels, larry, hods, hammers, lime and pins, level, scutch, T-square, bevel, chipping block, joint- ing tools, pick axe, boning rod, screens, shovels, grafting tools, rubbing stone, brick saw, hawk, beedle, rammer, wrenches. Also studies of bonds—American, English, Flemish, Dutch; the stretcher, heading and raking bones. A 2 u 3 6 a 3 a 2 8 3 et ws ot = Figure 15. BRICKLAYING AS TAUGHT WITHIN THE DAVID RANKEN JR., SCHOOL OF MECHANICAL TRADES, ST. LOUIS. —161— course of training in concrete construction is given. In addi- tion to practical work shop-talks are given on all phases of the trade. Characteristic processes of the bricklayer are thus sum- marized in the Richmond Survey: “Laying brick is required in the construction of buildings, engine foundations, or, for other purposes. In Richmond the bricklayer sets window sills and caps of cut stone. The more skilled work is required in building corners, window frames, arches, gables, pressed- brick fronts, and in ornamental work. In the construction of walls various sorts of bonds are used, the most common bond in Richmond being what is called locally the ‘four-inch bond’; English and Flemish bonds are used to some extent. In the characteristic processes of bricklaying skill is required in the use of the trowel, plumb line, and pin.” EDUCATIONAL RECOMMENDATIONS FOR BRICKLAYERS. 1. Prospective bricklayers need to qualify in a general elementary education of six grades and preferably in at least two years’ work in the Preparatory Trades Department of the Delgado School. 2. Certain technicalities of the trade can be learned by part-time or evening instruction—as the reading of blue- prints, architects’ specifications, methods of bonding, new materials and practice. Opportunities for such continuation courses should be made known to men and boys in the trade and their value explained. 3. Small but definite provision with regard to space, etc., within the Practical Trades Department of the Delgado School should be made for a three years’ day course in bricklaying, modeled upon the plan of the Williamson and the Ranken Schools. This should be done either from the outset of the Delgado School, or developed later from even- ing and part-time courses offered from the outset for the white boys and men. PLUMBERS, PIPE FITTERS, STEAM FITTERS. The trades in New Orleans. The Census gives a total of 837 plumbers, gas and steam fitters in New Orleans, 58 of whom are colored. It is certain, however, that the term —162— “plumber” as denoted by the Census is used in a very gen- eral sense. Definite data from local employers and em- ployees have been difficult to obtain. Our information indicates that this trade locally is in an unsatisfactory condition, from many view points. In general the machine manufacturer of joints, appliances and plumbing materials has modified the work of the plumber who formerly had to be a master of his tools. Locally the employing plumbers’ associations have not been effective— there have been two such associations; and the plumbers’ local union is reported to be weak, the steam fitters’, stronger. One prominent employer claims that “the town is full of incompetent plumbers, and the good, skilled plumbers are injuring themselves by protecting them and competing with them.” Another reports, “The crying demand here is for skilled mechanics in this line.” Still another, “There is great need of skilled steam fitters.” Plumbers. The secretary of one of the employing plumbers’ associations says there are about 175-200 licensed “master plumbers” in the city, and about 40 shops. ‘Others work under their hats.” So far there are few negro plumb- ers. Negroes, however, complain that they “often do much of the hard work in plumbing for the journeyman while the journeyman gets most of the money.” This secretary states that scores of plumbers are mere “handy men,” and that there is little systematic instruction of boys and helpers. “The greatest trouble,” says still another plumber, “is get- ting helpers. They come for a while, then claim to be com- petent, quit, go to another plumber, where perhaps his lack of skill and knowledge is found out.” Some young men are attempting self-advancement in plumbing by taking correspondence courses. Attempts have been made in New Orleans to start a “plumbers’ school.” Plumbers state that one man started an alleged trades school for plumbers. It was alleged that he was sending boys out on jobs on the plea of practice, but was profiting by the labor of the boys, who at the same time were being charged for instruction. Figure 16. PLUMBING BY PUPILS OF THE DAVID RANKEN, JR., SCHOOL OF MECHANICAL TRADES, ST. LOUIS. —163— A plumber and proprietor exhibited a code of rules in force for the boys of his shop. He permits no drinking, swearing or smoking while on duty, and endeavors to use tact in weeding out any disgruntled or sore headed boys “likely to spoil his whole force by behind-the-back com- ments.” He states that more get-together spirit is needed, that distrust and lack of mutual respect often exists between journeymen plumbers and employers. Pipe fitting, plumbing and steam fitting defined. Pipe fitter. An ordinary gas and pipe fitter connects gas and other pipes. The trade is employed by gas and railroad companies and around manufacturing plants. The fol- lowing two definitions are from the Richmond Survey. of 1914: Plumber. “The work of the plumber consists of laying lines of Pipes for water, gas, and sewer systems from the street main to and beyond the line of house; the installing in buildings and residences of plumbing fixtures and their appurtenances, such as filters, meters, tanks, bath-tubs, showers, washbasins, sinks, water-closets and uri- nals, and all connections for toilets; fixtures and pipes for gas, sewer- age and drainage purposes. The pipe metal most commonly used in Richmond is lead, which necessitates a high degree of manipulative skill in wiping joints.” Steam Fitter. “The work of the steam fitter consists of install- ‘ing steam and hot-water heating, and refrigerating plants of every description. This work involves the cutting of pipes to length and the threading of ends, making connections and running lines of pipe; making connections for ice and refrigerating plants, installing power pumps and making all necessary connections.” The distinct trades—plumbing, gas fitting and steam fitting are closely related in their local development, although the last is the more difficult trade to master. There are probably not more than a score of genuinely skilled steam fitters in this city. The wage is $4.50 for 8 hours. Gas and pipe fitters. The largest employer of plumb- ers and gas fitters in the city maintains both a shop and a store. He reported 15 employees in manufacturing de- partment and 40 plumbers, with 40 helpers. In the shop are: 2 platers on galvanic work, 1 lathe hand,. 1 finishing hand, 12 assemblers and electrical workers on fixtures. One or two of his employees have attended a New York trade school for plumbers and others are using the corre- spondence courses. The official in charge is emphatically in favor of night trades courses for plumbing within the Del- gado School. Said he would require every boy or youth in his employ to attend a proper trades school at night. Wages reported: Boys start as helpers at 50 cents, and work up to 75. cents, $1 and $1.50 per day. The maxi- mum wage for his mechanical workers is $4.50 per day. As a rule throughout the city, pipe and gas fitters receive from $2.50 to $4 per day; their helpers, $1.75 per day. While skilled workers may obtain standard high wages, the unsatisfactory conditions noted above result in a vari- able wage. While the 8-hour day and $4.50 wage repre- sents a maximum as a rule, there are numerous exceptions on record. EDUCATIONAL RECOMMENDATIONS FOR PLUMBERS, PIPE FITTERS AND STEAM FITTERS. 1. Prospective plumbers, pipe fitters and steam fitters before entering a shop should gain the minimum of a full elementary course, or six grades, plus two years of work in the Preparatory Trades Department of the Delgado School. 2. For improvement of workers in the industry unit, evening courses should be organized with the aroused co- operation of employees and workers. As: For plumbers and pipe fitters. Intensive courses in the night school to meet the specific, technical needs of groups of applicants in the trades. Suggested courses are: blue print reading of architect’s plans; local rules covering sanitation and legal provisions; elements of mechanics; demonstration of new appliances. For steam fitters. Similar to above with specific work covering the installation of power stations, steam and hot water heating plants, refrigerator plants, etc. 83. Further efforts looking toward the organization of day (including part-time) trades courses in plumbing and Figure 17. PIPE FITTING WITHIN THE WENTWORTH INSTITUTE, BOSTON. ab: steam fitting should be made. Moderate provision in space should be made for these uses. (See page 364.) PLASTERERS. Plasterers in New Orleans. In New Orleans there are about 600 plasterers of various types. Fully 75 per cent of these are negro men. Hight or ten per cent are foreign born, or foreign born and native white parentage. Nine or ten per cent are native whites. In former years, it is said locally, that a boy had a better chance to learn skill- ful plastering because there were many experienced jour- neymen from Europe, from whom the apprentice boy learned much. There are specimens of plastering in New Orleans which were done in the old days and illustrate some of the artistic and practical possibilities in the industry as a hand craft. The large number of negro plasterers is partly a heritage from slavery, when there were some skilled negro workers who have transmitted the trade to the present generations of negroes. There is a local union of plasterers. The scale of wages is about as follows: Journeymen, 50 cents per hour of eight hours, 49 hours per week. Apprentices receive $3 or $4 per week the first year, $6 or $7 the second year, $9 or $12 the third year, and $12 the fourth year. No regular indenture of apprenticeship is observed, but four years are regarded as the period of preparation. The en- trance age is from 14 to 21 years. Non-union men work for 9 hours, 54 hours per week, and receive $15 or less per * week. The seasonal fluctuations are those of building activi- ties, they being adversely affected locally during January and February. Skillful workers, it is reported, “are al- ways busy.” Recently the demand for workers has de- creased owing to the general effect of the war. What a New Orleans plasterer does. A proficient plas- terer is skillful in the use of trowel, hawk, brush, pointing trowel, darby, joint rods. He uses lime, cement, sand, —166— plaster of Paris, stucco; etc. His products are plain plas- tering of walls, lathing, ceilings, and other surfaces and cornices, moldings, columns and ornamental work. In plastering a flat surface there are three coats: (1) Scratch coat, consisting of plaster with hair; (2) brown coat, with-. out hair. This coat is plastered (3) either for sand finish. or for hard finish with lime putty and plaster of Paris. This last coating is finished smoothly. The white sand obtained in Louisiana is excellent both for the product and for the ease of the plasterer. There are plasterers in New Orleans who do only plain, crude plastering, but the possibilities of fine products. in the trade are enough to stimulate intelligent interest. Experienced plasterers report that the work does not in-. volve undue physical strain, even the work of ceilings, although the eyes of some have been injured by lime dur-. ing such labor. EDUCATIONAL RECOMMENDATIONS FOR PLASTERERS, Educational needs of workers. 1. For boys who intend to enter the plasterering trade at 16 or 17 years of age, the two-fold aims of preparation for (a) citizenship, and (b) general acquaintance with fundamental tools, materials and methods, the reading of blue prints and specifications, and hygiene, etc., should be observed. These aims can be met at the outset of the Delgado School by a prevocational or preparatory trades course (see page 308) based upon at least the work of six grades. 2. Space, one or two small work rooms, should be re- served for the possible future developments of intensive courses in plastering, stucco and ornamental work. These should be erected when a sufficient number of advanced day, or part-time, pupils warrant the maintenance of the courses. 3. Continuation and evening courses for plasterers in the trade may be, (a) elective work in blue-print work, re- —1]67— lated English and arithmetic, or (b) unit courses in tech- nique, blue-print work, etc., as justified by the number and preparation of the applicants. Richmond, Virginia, has installed courses for negro plasterers in which chiefly are taught the elective (a) work. The instructor of the class is a graduate of Hampton In- stitute. He was Master Mechanic of Building Trades at ‘Tuskegee for six years, and has had charge of industrial work of the Virginia University since 1907. He is also a practicing architect when not engaged in school work. SLATERS. The making and repairing of roofs occupied in 1914 on the average of about 300 men in New Orleans. Most of the slaters (about 100) are negroes. It is claimed that a negro is better adapted to stand the heat of the sun while doing this work. The negro uses a patch of canvas to sit ‘upon, and can work in heat that may seem terrific. The steps of promotion of.a youth becoming a slater are illy defined, but locally are about as follows: (1) Boy helps on job and on wagon. (2) Carries slate on head. (3) Learns to walk on ladders and roofs. (4) Works ac- cording to a chalk line drawn across roof. In working two skilled slaters are placed at the end of a chalk line ‘on the roof, the helper or apprentice working between them. (5) Nails slate. (6) Becomes a finisher—i. e., cuts slate, fits slate to valleys on roofs, etc. Repair work requires unsual skill and judgment, and foremen are sent to do this. The dull season in slating is from October to March. Competing materials are tile, metals and asbestos shingle. Colored slate comes from ‘Vermont, black slate from Pennsylvania. Numerous local slaters are both practical slaters and contractors. Some of them do all kinds of roof-repairing. The workers as a whole are not well organized. One large employer asserts that there are “plenty of workers, but entirely too much shiftlessness.” Hours of labor are not well defined, being 8 and over. Wages: A boy may begin 6g as low as $2 or $3 a week. A good youth earns $1 a day, and is gradually promoted to the maximum of $3. EDUCATIONAL RECOMMENDATIONS. (a) Appropriate part-time or continuation and night classes for boys and men in the industry, and (b) a mini- mum, the Preparatory Trades Course, are the educational measures indicated for workers and prospective workers in this industry; (c) special provision in the Delgado School in the Practical Trades Department is not recommended for the training of slaters. SECTION VII. PRINTING AND PUBLISHING INDUSTRY AND THE RELATED OCCUPATIONS. Branches of the industry in the United States. Publish- ing includes three branches, namely, book and job printing, periodicals and newspapers, music. The Census Bureau recognizes six branches: (1) Book, job printing and pub- lishing; (2) printing, publishing newspapers and periodi- cals; (3) bookbinding and blank-book making; (4) engrav- ing on steel and copper plate and printing from such plates; (5) lithographing; (6) printing and publishing music. There are many related industries, particularly photo-en- graving, stereotyping and electrotyping, wood engraving, and the making of printers’ materials. Morbidity and the accident hazard of printers. As in other industries, occupational morbidity in printing varies in branches of the business and particularly with individual establishments. A great insurance company includes printing, including the work of compositors, pressmen and lithographers, as a dusty trade, and dust is conducive to tuberculosis. There are avoidable conditions in some printing establishments, such as: Cellar, attic or rear- house locations; smoking during work-hours; dirty floors and furniture; lack of receptacles for rubbish; lack of window space; artificial lights, insufficient or poorly ar- ranged; lack of air space; unclean toilet; insufficient wash basins, towels and soap; inadequate provision for hanging street clothes; seats without backs. Mortality from acci- dents is 20.6 per cent among engravers; it is 13.5 per cent among pressmen and press feeders. Average per cent of deaths, all occupied males, due to accidents is 9.4. Importance in the United States. Of factory indus- tries, printing and publishing considered as a whole, by the Census, (Vol. VIII, p. 45) ranks fifth in the number of 169 jis wage-earners (258, 434), and sixth in the value of products ($737,876,087). The majority of the workers labor from 48 to 54 hours per week, and of this majority the greater number work 48 hours. Relative importance in New Orleans. In value of fac- tory products printing and publishing rank high among the manufactures of New Orleans. (See Table VI.) In no other one manufacturing industry, save for bread and bakery products, are there so many establishments. In 1910 there were 122, present number not known accurately, but there are scores of small shops, some merely having a hand-press and its owner. (Census Abstract, pp. 672, 673.) The number of printers in the city fluctuates in un- usual degree because of the influx of unemployed work- men from the North during the mild winters of New Orleans, and recently on account of readjustments in the mutual attitudes of the unions and the newspaper pub- lishers. At the time of the last Census 1762 persons were engaged in the industry. Of these 111 were proprietors, 539 salaried employees, and 1112 wage-earners. Of 648 compositors, linotypers and typesetters specified, 116 were from 16 to 20 years of age, 349 of native parentage, 48 were negroes. There were also 74 pressmen, 55 engravers, 185 “semi-skilled” operatives, 17 laborers. Study of local plants and workers. In our study of local conditions in the printing and publishing business we have followed these steps: First, questionnaires and letters were mailed to print- ers and publishers. Representative newspapers and general printing establishments responded to these inquiries, but. the majority evidently paid no attention to the question- naire or to our letter. Secondly, personal visits were made by the Director to typical plants or shops. Here with only one or two ex- ceptions, he was afforded time and courteous attention by officials and proprietors in responding to inquiries, making explanations of processes and inspections of equipment. The method of personal interview has been found funda- —1T1— ‘mental in obtaining for the uses of education and of future vocational guidance definite information about our indus- tries and occupations. 38. The writer attended meetings of associations both of employers and of employees. E. g., the Typothetae and the Pressmen’s Union. In New Orleans it was not worth while to visit the scores of small printing shops, many of which are of one type—the illy-equipped, struggling and unsanitary shop. Our inspections cover practically the entire range of the business, and are believed to be adequate to portray fairly the predominating and typical conditions of the several phases of the industry. Representative establishments of each type have been studied. The results are grouped in the remaining part of this Chapter under the topics: Book and Job Printing and Publishing, Bookbinding and Blank Books, Lithographing, Photo-engraving, Engraving, News- papers and Periodicals. We include also information and suggestions under the topics, Summary of Responses from Labor Unions in Printing Trades, and Summary of Re- sponses from Employers, prominent representatives of both groups having co-operated cordially with us in this study. Altogether, we have located and described the conditions of labor for some thirty occupations in New Orleans, found in branches of our printing and publishing industry. A brief characterization in general terms of most of these oc- cupations and trades will be found in the Charts of the United States Bureau of Labor Statistics, Bulletin 162. In addition to these designations, we now have also avail- able the accompanying characterizations of various pro- cesses as actually observed in concrete instances in. New Orleans’ shops. It will be found that we have observed thus locally the following occupations: Ad-man, artist, bankman, bindery girls, bookbinder, cylinder pressman, compositor, electrotyper, engraver, embosser, etcher, fin- isher, forwarder, lithographic artist and engraver, litho- graphic feeder, lithographic pressman, linotype operator, machinist, monotype operator, stone-hand, photo-engraving —172— operator, photo-engraving finisher, router, platen feeder, proofreader, stereotyper, transferer, utility workers. A careful reader of the topical divisions noted in the con- crete examples contained under each topic may obtain a comprehension of the present status of these occupations in New Orleans portrayed with a view to improving the conditions of employees and employers by means of voca- tional education, in particular by means of the Delgado Central Trades School for Boys. BOOK AND JOB PRINTING. Characteristics and importance. The greater number of printing establishments make a wide range of products, utilizing altogether the products of compositors, linotypers, monotypers, engravers, lithographers, binders, etc., accord- ingly as one or more types of work are emphasized. With the exception of printers in New Orleans in newspaper plants, the greater number are engaged in general or job printing, and the majority of the shops are the small job printing plants. The workers with few exceptions are white males. STUDY OF LOCAL BOOK AND JOB PRINTING PLANTS. Plant one. Products: Law briefs, books, pamphlets, periodicals, catalogues, railroad tariffs and forms, office stationery. The estab- lishment occupies a specially modeled two-story building, well lighted, and containing offices, shipping room, press room, compo sition room, bindery, etc. It is a modern shop, employing in the printing departments about 24 males and four females, distributed as follows: Three linotypers, averaging $35.00 and $30.00 per week; one monotyper at $35.00; eight compositors at $21.00; cylinder press man at $18.00; two cylinder feeders at $15.00; job pressman at $16.50; proof reader at $24.00. It is stated that wages of beginners and apprentices are advanced according to ability and performance of the boy until they are considered “competent” as apprentices, when they are paid two-thirds wages. The boys begin at three or four dollars per week. Besides two office boys, there are three others in the establishment. In the bindery there are one journey- man and four girls, the latter receiving one dollar per day. The skilled workers are paid according to a time system and therefore the above statements of wages are only approximate. Hygienic conditions in this shop are better than the average, as are hazards from machinery. Unit power system is used on some of the machinery. In the bindery, machines used by the girls are: dangerous to hands and fingers. —178— The hours of labor are eight, except for linotypers who work seven and one-half hours per day. Printing Office Equipment: (4) Mergenthaler Linotype Machines (2) Monotype Keyboards (2) Monotype Caster Machines (1) Proof Press (3) Miehle Cylinder Presses (1) Automatic Feeder (7) Chandler-Price Job Presses Type and Cases Time (electrical) Clocks Bindery Equipment: (1) Seibold Cutter (1) Dexter Folder, with automatic feeder (2) Latham Wire Stitchers (1) Perforator Machine (1) Punching Machine (1) Booker Pressing Machine (1) Index Machine (6) Sewing benches (1) Round Backing Machine (2) Glue pots, heaters, bone folders, etc. (1) Bundle Machine (1) Embossing Machine (1) Table Shears for cutting boards (2) Numbering Machines (1) Round Corner Machine {1) Pallet, brass type, gold leaf, ete. In the use of the linotype it is claimed that an intelligent man, not a printer, can readily master its operation within a few months. Difficult repairs are made by local representatives of the linotype company. More all-round ability is required of the operator of the monotype, since the mechanical composition by single letters rather than by lines requires practical knowledge of composition. By the linotype, lines of type are automatically cast as the operator manipu- lates the keyboard. In the case of the monotype, a perforated paper record is first made upon the monotype keyboard, then this, at will, is run through the monotype caster which produces a metal type for each perforation, etc. One skilled cylinder pressman, a man trained in the shop, manages the Miehle cylinder presses. Three younger men, of less skill, feed the paper to the presses. Required here are: (a) Ability to manipulate the platen and form to required printing surface; (b) dexterity of fingers and eye in feeding. In the bindery department much of the work is done by girls. These processes in the binding of pamphlets and books were ob served: (1) Material is passed through the Dexter folder, an automatic machine which feeds, folds and piles the sheets as required at the rate of 1,000 per hour; (2) Latham wire stitching is used; (3) perfora- tor machine; (4) punch press; (5) forms are gathered into books by hand; (6) sewing with thread by hand; (7) collating jobs, dupiicates, triplicates, etc.; (8) finishing, i. e., cut cloth or leather into forms for making books; (9) pallet, with brass or ordinary type, is heated and —174— with this gold leaf is applied upon the surfaces holding albumen or other sizing. The cost record system of this establishment is one of the most complete systems of the kind encountered in New Orleans. It results in the exhibit of every six minutes of time expended by respective workers on each job and the cost thereof, and also from day to day the productive and lost time for each six minutes (one tenth of one hour) during the day. The system is nearly automatic requiring the entire attention of only one young woman and the quick drawing horizontally of a short penciled line and the number of the job by the workers after the completion of each task. The president of the company states that the installation of this system has within a few years changed the status of his firm from uncertainty to positive daily knowledge of his business and good profits. It is im praclicable to reproduce here the seven or more blanks used in the gystem, but a brief description will indicate the operation of this efficiency device, as it is applied, step by step, to every job or con- tract undertaken: ‘1. Copy or manuscript is placed in a manilla envelope (414x 10% inches) upon which are printed memoranda and spaces for number of job, date, salesman, for whom, address, brief description of job and quantity ordered, when promised, whether imperative, kind of stock and sheets, cover, composition, when proof is furnished, press work—cylinder or Gordon, inks, proofs, bindery, pads, perfora- tion, number, binding, marking, etc. This envelope and contents follow the job from worker to worker. 2. Time tickets. These ruled sheets (12x61%4) are provided in different colors for the skilled workers, i. e., hand compositors, lino typers, monotypers, cylinder and job pressmen, bookbinders, etc. A horizontal line contains the record of a job (recorded by number). Vertical lines, 80 in number, divide the eight hour day into periods of six minutes, beginning at 8 a.m. These daily blanks, of six or seven colors for each class of workmen, are delivered to the office each night, as a basis both of pay roll and also for cost-records. See 3 and 4 below: 3. For payrolls a sheet (14x814 inches) is ruled vertically for the four departments, composition—including hand, linotype and monotype—job press work, cylinder press work, bindery. For each kind of worker and individual is recorded on horizontal lines the following: Pay roll time, or time paid for; Productive time, time to be charged to jobs; non-productive time, i. e., the remainder.. 4. The totals of each of these daily sheets (No. 3) are collated upon a similar monthly record (1014x1514) one horizontal line for each day. 5. Upon a cost sheet (14x914 inches) one for each job, daily is recorded at the office the time expended whether in linotyping, monotyping, composition, press work or bindery. Also cost of ruling, half tones, electros, paper stock, miscellaneous, etc. Finally, the total cost, price sold at loss or profit on the job. 6, Monthly statement of costs. As a sensitive barometer of the status of the business, data from the preceding, and from the books, are collated monthly on a sheet 12x914 inches. There are vertical rulings for each of the departments, office, hand composi- tion, linotype, monotype, cylinder press, job press, bindery. At a glance for each of these departments and for the business as a whole for the month are exhibited these items: Pay roll, Rent, —175— Light, heat and power, Insurance, Interest, Depreciation, Spoiled Work, Direct expense, Bad debts, Taxes, Public enterprises, Adver- tising, Office stationery, Distribution of office expense among depart- ments, Total cost of departments. Also, for each department, Charge- able hours, Net cost per hour, Average net cost per hour for. months. Total net cost per 1000 for —— months, Average number of ems per hour per machine, productive time, Per cent productive, Average per cent productive for —— months. 7. In addition to the cost record system, for the convenience of the office and salesmen, an extra book is kept for future reference in which are recorded all of the items regarding each job com- pleted. In making estimates for -customers this book enables the estimator at a glance to recall the expenditures, profit or loss, with the last job of the customer. The president of this local modern printing establishment gave freely of time and information to the investigator. He states that no rule holds with regard to the source of employees. About one half have been trained in his own establishment. Considerable difficulty has been found in obtaining or training employees to act as foremen or department heads. For employees in general, he is fairly well trotected by the union organization which can supply journeymen. No systematic provision exists for training of apprentices. They pick up knowledge and skill. Union apprentices do work in cor- respondence schools. He is strongly in favor of the preparatory trade school. Is agreeable to a part-time arrangement, but doubts practicability, especially of team-plan. Does not believe workers would do much in a practical evening trade school; Too much ten- dency in New Orleans “to work by the clock for that.” A practical day trade school for boys over 16 years can be developed only grad- ually; is not needed at once. Plant two. Products: Printed matter of all kinds. The estab- lishment occupies a remodeled two-story building, lighted mainly from a large central skylight and by electricity. One feature of this establishment is an autopress. The autoprinter is a machine that (a) feeds, (b) prints, and (c) deposits the sheets. This device, and also the automatic feeder on a large cylinder press, takes the place of the human eye and hand—i. e. of a worker. Recent improvements noted also are steel-topped imposing “‘stones.’” A cost record system is used here, a system somewhat abbrevi- ated, by utilizing two sides of the sheets and kept track of by a member of the firm instead of by a special clerk. The form blanks used include: A. Large manilla envelope, “Job Ticket,’ having spaces for all necessary details concerning data of order, salesman, customer, quantity and description, stock, ruling, composition, plates, press, bindery, office work, delivery. This job ticket follows the work to completion. A duplicate remains in the office. B. Colored blanks for different workers respectively in compos- ing room and in press room. Instead of the worker drawing a penciled line to indicate duration of tasks, he uses a time clock which stamps under productive and non-productive, the time hours and minute at beginning and end of each period of work or operation. An important feature of these blanks are the memoranda printed on the back to indicate operations “Chargeable,” “Chargeable or Non- chargeable” and “Non-chargeable.” A code of numbers, with stars and asterisks, odd numbers for the composing room, even for the —176— press, enable the worker to abbreviate the nature of the operation recorded, with the time. This grouping of data is of service in calculating the costs of jobs, rather than of use for the making of pay rolls which are determined thereby. These memoranda here- with reproduced are of interest also to denote the scope of activities within the composing and press rooms. PRESSROOM OPERATIONS. Chargeable. 2 Make-ready. 4 Pulling press proofs. 6 Registering. 8 Actual Running Time. 10 Bmbossing. 12 Wash-up account customer. 14 Press changes. 16 Holding press customer’s proof. 20 Waiting for ink to dry on short run, work and turn; work and tumble. 22 standing time account customer—explain in remarks. 24 Adjusting automatic feeder. Individual Time. (a) Slip-sheeting and removing slip-sheets. (b) Bronzing. (c) Piling stock. (d) Jogging. Chargeable or Non-chargeable. (Governed by Circumstances.) 50 Mixing ink. 52 Repairing plates, not holding press. 54 Repairing plates, holding press. 56 Lifting forms. 58 standing time, faulty plates. Non-Ohargeable. 222 General wash-up. 224 Waiting for office O.K. 226 Waiting for stock. 228 Waiting for form. 230 Waiting for ink. 232 Standing time, faulty com- position. 34 Standing time, faulty imposition. 236 Standing time, laying plates wrong. 238 Making up shortage. 240 Accidental delays—explain in remarks. 242 Repatring, eee in remarks. 244 Oiling. 246 Re- pairing automatic feeder. 48 Repairing motor. 250 Standing time, rollers run down. 252 Saw trimmer: (a) Squaring and trimming cuts. (b) Making type--. high. (c) Routing. COMPOSING-ROOM OPERATIONS. Chargeable. 1 Author’s alterations. 3 Composition, job. 5 Composition, straight. 7 Composition, tabular. 9 Composition ad. 11 Lane 13 Foundry. ick 15 Making changes on pices 17 Extra proofs. 19 Dividing for colors. 21 Caring for liv ematter. 22 Cutting linotype slugs. 25 Arranging in alphabetical order. 27 Make-up. 29 Cutting special material for apes job. 31 Register- ing form. 33 Saw trimmer: (a) Cutting slugs. (b) Routing. (c) Trimming cuts. (d) Mounting cuts. Non-Chargeable. (Non-productive.) 101 Distribution. 108 Changing bad letters or characters on press. 105 Cutting material for general equipment. 107 Extra work caused by accident— explain in remarks. 109 Hunting for lost pages, electros, cuts or other things— explain in remarks. 111 Hunting for sorts—explain what in remarks. 113 Laying cases. 115 Making changes or corrections on Bree eee what in remarks. 117 Proving galleys. 119 Re-locking forms. 21 Copy holding. 123 Dropping forms. 125 Putting plates away. 127 Regular proofs. 129 Strip- ping dead pages. Cc. ‘Individual Job Record,” showing in detail cost and selling prices, with totals for job (on reverse side of C). . “Job Tickets” (duplicate of A) E. “Daily Summary.” with lines for each worker in composition and press work. F. ‘Detailed Office Record,’ showing pay-roll, productive and non-pro- ductive time both for composing-room and for the presses, as the Autopresg, the Pony Miehle, Largle Miehle, etc. On the reverse page, there are records for stock, linotype. binding. and engravéng. G. ‘Department Expense for Month.” H. “A Final Sheet, or Summary’ in vertical columns provides for each department and press. On horizonal lines are entered for the month _the respective costs. as: Payroll, rent and heat, light, power. insurance and taxes, {nterest, depreciation, bad debts. spoiled work. stationery and postage. adver- tising, cartage and carfare, miscellaneous. Also, total general expense, de- partments, hours chargeable to each department, net costs per chargeable hour, average cost per hour for months, per centage of productive time IT Employees. In this establishment, which was not running at full force, there were employed 27 white men and boys and four girls—all over 16 years of age. The hours are nine per day, 54 per week, save for four months when they are 50. “Some of the work- men are only apprentices and receive from $9.00 per week upwards, and the highest wage paid by us to the workmen at the bench or case or press is $25.00 per week.” Average wages stated: Hand com- positors, $19.50 per week ((boys ($3.00); linotypers and monotypers $21.50, or ‘11 to 15 cents per 1000 ems.; proof reader, $25.00; cylin- der pressmen, $12.00 to $18.00; platten pressmen and feeders, $3.00 to $15.00. “Boys begin at $3.00 per week and are advanced about once a year. Cost-record system gauges the production and value of workers.” In the bindery, the rulers, a man, earns $19.00 per week; the girl feeder of the ruling machine earns $6.00—as do the other girls— pamphlet workers, or forwarders and finishers. In busy seasons {September to January) from 5 to 20 girls are employed. Source of workers in New Orleans. Supply is reported inade- quate save in case of proof-readers, stereotypers, press-feeders. Some of the linotyping is “bought”; that is, two machines owned by out- siders are operated within the building. Common deficiencies indi- cated are slovenliness, lack of symmetry, carelessness, inability to di- vide words, lapses of attention, indifference. Official of the firm suggests need in New Orleans of part-time courses in the Delgado School, and is willing to make arrangements for individuals “one-half time in school, one-half time in shop.” Thinks school should give, first, general elementary education; secondly, emphasis on general work of hand composition, as knowledge of cases and type, point system, press operations and possibly some correlated drawing or design. A linotyper and a monotyper need skill in punctuation, indentation and knowledge of English. This official does not favor preparatory trades school; favors practical trades school, “provided boy is 15 rather than 16 years of age.” Favors evening trades school, most of all the part-time plan. Says formerly skilled workmen paid more time and attention to training of boys. In his shop “the boy is taught by some of the older and experienced workmen under the supervision of the superintendent. We have had good results from this system.” It should be noted, however, that in recording either productive or non-productive time no mention is made of the item. He thinks equipment and costs for a printing department of a trades school should be about such as this: Material for hand composition—cost...................0.00. $1000.00 DU: TEAM OLY DO. Ya:incecste co Reet ten tie Sens Ges Se tee tcnents ccud Fa Meera wee seen 3000.00 2 Platen Gordon preSSe€S........ 0... cee cece eee en teen eens 500.00 1. (Pony ceylinder: press: wis ss elects aces es acesia sameeren eee gunn es ois 1700.00 MiscellaneOUs® <6. cccci se coscuetan taquck abides Peed eT eon 300.00 Total: estimate: \ sos. ccsaesw iste waved Pines con's sd wins sce $6,500.00 Plant three. Products: General printing, booklets, folders, mail- ing cards, commercial printing, especially “out of the ordinary adver- tising matter.” The establishment occupies two floors of a two- story building and the place, though not in a modern building, ap- pears clean and the shop is well organized. The cost-system used is a brief but efficient one. The proprietor gave every facility for —1738— study of the business. He favors the four types of trades school, but is dubious about the practicability of part-time classes in New Orleans. Individual cases might work, but it would set a demoraliz- ing precedent to some boys. At present a boy in his shop is taught by foremen; instruction purely incidental. Thinks a boy should work at least two years at presses, then two or three years in compos- ing room; this would make a genuine printer. Prospective printer should be taught details of the cost-record system. The shop is union. The hours are 48 per week. In the three departments, besides the office, are: Three compositors at $25.00, $21.00 and $10.00 per week; three press workers, at $19.50, $16.50, and $15.00: one boy in the bindery at $8.00 and one or more girls at from $4.50 to $6.00. There is a negro porter. All are over 16 years of age—one boy being a full-fledged apprentice. The proprietor finds no difficulty in obtaining skilled employees. Plant four. Products: Linotype-composition. This small busi- ness consists simply of two linotype machines and operators (own- ers). It is conducted at the front end of the second floor of the printing shop (Plant three). It is an example of an arrangement noted in other printing establishments where the linotyper owns his machine and sells his work at 35 cents per 1000 ems to printers. Plant five. Products: Linotype-composition. This small busi- ness is similar to number four. The proprietor talks intelligently regarding aspects of the trade. Says a boy should not be put at linotyping too young, certainly not under 16 years of age. A, lino- type machine alone costs $3,000. Accessories, about, $1,500; total outfit, more than $4,000. Linotype is preferable to monotype work in that single types tends to slip or stick. Permanent record of monotype is, of course, an advantage. An operator should be more than a manipulator of a key-board; he should know his machine. He should know also English. In daily work he may acquire considerable knowledge from the matter he reads. This man is interested in his work. Says there is demand for skilled linotypers in New Orlans. Plant six. Products: General printing publishing, book-binding, Owing to hurry the president of the company courteously asked the investigator “to call again.” The printing shop occupies the ground floor of an old remodeled building; the bindery (chiefly for pamph- lets) is on the ground floor. Hours are nine per day. Classifica- tion of employees not obtained. Statement by questionnaire: 10 white male employees, 5 white females—all over 16 years. Employees of low-grade skill operating one machine or carrying on one pro- cess, four males; highest wage $15.00, lowest $13.50 per week. Fe- males, three; highest wage $6.00, lowest $3.00. Employees of high- grade skill with knowledge of all processes or a number of processes, male, 6; highest wage, $25.00; lowest, $18.00; Females, 2, wages $7.50 and $5.00. Difficulty is expressed in obtaining employees: they “change from one shop to another.” One boy and three girls are reported to be in training for high-grade work in this shop. Trades and occu- pations used: Linotype operators, compositors, pressmen, book- binders. Busy season is “12 months in year.” Plant seven. This small establishment advertises to do printing of the better class—art and commercial printing; designs and writes commercial literature: mottoes, cards. Since our questionnaire was answered, a visit shows the place has changed hands. The former proprietor is employed in a large local establishment. Some written —179— observations are suggestive, e. g.: “The printing business of Louis- iana is in its infancy, every line of it. Engraving, bookbinding, ty- pography, press work and edition printing. Big work is not done in this state, but out of it. A preparatory trades school taking boys, at 14 years of age undoubtedly would give prospective printers a basis A practical day trades school, taking boys at 16 years would help meet the problem of skilled employees. Evening trades schools hardly —————. The young man’s mind does not seem to be receptive after a day’s work Part-time classes would be of value beyond the shadow of a doubt, provided a good type of in- dividual were selected for ability, not merely through political in- fluence or because he happens to be in this line.” Plant eight. Products: Job printing of various kinds. This es- tablishment, although occupying an old building, has been cleverly divided into offices, press and composing rooms and is an excellent type of relatively small shop. The cylinder and platen form presses are operated by unit electric power equipment. There are nine white male employees. There are four compositors, one cylinder and three platen pressmen. As a rule it is found that about one fifth of the compositors can do the work of a stone-hand. There is one apprentice. Difficulty is reported in obtaining skilled employees and those to act as foremen or department heads. The president favors all the trades schools proposed except the preparatory type, the value of which he doubts. For a practical course in printing he suggests the following: Courses, (a) Composi- tion, (b) feeding platen presses, (c) feeding cylinder presses, (d) linotyping. Equipment, one Miehle cylinder press, 25x38, about........ $2000.00 Two Chandler and Price platen...........-.. 0. cece eee eee 350.00 Material for composition including proof press.............. 1000.00 Paper “CUttED » deren is tociaactceaivneress Wonseuthe oxen som eed: botanic aoe Mean bee ial soe 150.00 Linotype and supplies............ 0.0 ccc eee cee ee eens 2500.00. Total G8timate. «.2cc6sch.atithte.d eat aul hod pana $6000.00 He calls attention to the fact that linotype machines cost much less than formerly. An official of this company also gave the fol- lowing memorandum of his equipment, which is pretty well bal- anced for a first class small establishment doing composition, press work and pamphlet binding only. 1—25x38 Optimus cylinder. 8—8x12 C. & P. Platen. 1—12x18 “ 1—14x22 s - 1—Seybold power cutter. 1—Potter proof press. 1—Latham stitcher. 1—Latham punch. Type, stands, numbering machines, composing room material. Plant nine. (Colored workers only). This small shop is in a decrepit one story, building. It is one of two or three printing shops run by colored men. Its products are stated to be “circulars, bal- lads, society notices, financial, rally cards, etc.” A small paper for —180— colored people has been discontinued. The outfit consists of small cylinder press, job platen, type, etc. The two workers in the place were, one a man and the other a youth. The latter said he “completed nine grades of school, started in at printing seven years ago at $2.50 per week and is now earn- ing $9.00 per week.” The older man said there is no prospect be- fore the colored printer in New Orleans. He is not employed in shops run by white men, and the colored people do not support with patronage the colored shops. There are practically no skilled col- ored printers in the city. One school, conducted by northern people here, has a printing department. Plant ten. (Colored printing shop). A visit to this place shows that it is closed. A colored printer says it has been “sold out,” but will open again soon. It is a larger shop than the other and evidently did more pretentious work. The location is the large office building erected by negro societies and interests. Plant eleven, Products: Printing, lithographing, embossing, binding. This is the establishment described under “lithographing.” Employed here in addition to lithographers, are 15 printers, and 13 workers in the bindery (See p——). This bindery is specialized for the making of blank books, some fine work being produced by hand. The superintendent expresses little difficulty in obtaining skilled employees, “who can be got elsewhere.” He is favorable to the establishment of a trades school, preparatory, practical or evening, and believes that the efficiency and future opportunity of employees would be increased. He thinks part-time arrangements for individuals could be effected, say for two boys in printing and two in binding. The dull season in this establishment is July and August. Plant twelve. Products: Job printing. This is an example of a small shop maintained by a skillful printer who can do good work and two employees, one of whom is a boy about 16 years of age. The proprietor says, “Have employed six pressmen who were natives of New Orleans, none of whom were competent. Present pressman is from Birmingham and is paid a salary ($16.50) and percentage of net profit.” He favors the four types of trades schools, but doubts practicability of part-time classes. The boy receives $3.00 per week and one dollar raise every three months. He is allowed to handle good work, an experienced printer standing by and explaining technical points to him. Upon inquiry this boy stated that already he had worked in (a) dry goods stores, (b) printing offices, (c) book binderies, (d) drug stores. Says he wants to be “boss in a printer’s office.” He left school at 13 years from the sixth grade. Plant thirteen. Products: Printing and stationery. This es- tablishment comprises a retail store for stationery, office furniture and supplies, in addition to a complete printing plant and a bindery. It occupies three floors of two buildings which have been thoroughly remodeled, with automatic sprinklers, separate retiring rooms for male and female employees, etc. The illumination has been im- proved and altogether the plant seems modernized, evidently soon to outgrow its present leased quarters. The president of this company is an experienced printer, today capable of rapid hand composition. With regard to different phases of printing trades considered both in his own establishment and in the city as a whole he gave the following facts and opinions: ; —181— Hand compositors: Except in kinds of Job work, the monotype and linotype have displaced hand composition. Employed here, 8 white men; throughout the city, about 200. Wages paid here, mini- mum $20.00 per week of 48 hours. Boys begin at $3.00 per week; “when competent as apprentices receive two-thirds wages of a jour- neyman.” He suggests that more boys should be trained as hand compositors as rural districts still offer opportunity for these. From: three to five years are required to train a skilled compositor. At present he obtains many of such workers from the North and West.. For training of compositors, in fact for prospective printers in gen- eral he recommends: (a) The minimum of a full elementary course- of eight grades—“nothing less;” (b) while at work in shop, the boy should take night courses under a practical expert in the composition. or other work he is to do. Linotype operators. In this shop the linotyper works 714 hours. per day—wages, $27.00 per week. A journeyman printer can quick-. ly learn linotyping. It is possible however, for a person not a printer to learn the bare operation of the machine within three or- four months. Monotype operator. There is one operator; hours eight per day;- wages $27.00 per week. The machine (one) demands for its satis~ factory operation qualities similar to those demanded for the linotype,. i. e., general education, alert mind, nimble fingers, knowledge of the monotype parts—this machine being a complicated mechanism val- ued at about $4000. This firm does not do stereotyping. ‘Merely a process of dupli- cating.” The work of make-up and stonehand is not a specialty here; it is done by any journeyman. The all-round cylinder press- man receives $24.00 per week here, working 48 hours per week. For cylinder press feeder, he pays a minimum of $15.00 a week, 48 hours; platen feeder receives $16.50. A good feeder, he says, must learn the machine as well as the mere operation. It is stated also. that “New Orleans is only city where women or girls are not em- ployed as press feeders.” The firm does not employ a special proof reader. The bindery of this establishment employs 10 persons: One man ruler at $27.00 per week; one man forwarder at $18.50; one (man) finisher at $21.50; two cutters or utility men at $18.00 per week; three girls who fold and stitch and sew at $8.00 per week; two boys whe. wrap, etc., at $4.00 and $5.00 per week. The president of the company is in favor of the four types. ‘of trades schools including the part-time system. The firm has; no systematic provision for training boys. é Plant fourteen. Products: General printing. This shop was not inspected. Data communicated in writing: Employees, maties 23 white, one colored; female, three white. Wages: white males, - highest,. $30.00, lowest $15.00, of greatest number $25.00. Colored main, $10.50.. No employees are being trained for skilled work; none, “are under 16 years of age. President favors preparatory trades school and practical’ evening trades school. Favorable to practical day trades school pro- vided students. join the union. Thinks students in part-time classes. could not get employment. He expresses difficulty in training or obtaining skilled employees. Some of them obtained from the unem-- ployed of other cities. —182— BOOKBINDING AND BLANK BOOK MAKING The industry in general. This is a branch of the pub- lishing and printing industries impossible of clear-cut de- marcation, either throughout the country or in New Or- leans. The Census under “Bookbinding and Blank Book Making” indicated 19,938 wage-earners working in 1054 establishments of the industry; value of products $31,742,- 416, of which about two-thirds was value added by manu- facture. The number of workers increased 25 per cent and the value of products 50 per cent during the decade 1899-1909. (Vol. VIII, p. 438.) The industry includes a wide range of products and occupations, as: Bookbinding; blank-book making; embossing; book gilding; paper ruling; paper cutting; card, book and paper edging; card beveling and bronzing; the mounting of woolen and other samples; show-card mounting, etc., all of which are included in the classification of the Census. Local status. Many of the printing establishments of New Orleans have bindery departments, as already noted. (See page 172, et seq.) There are also six or seven sepa- rate bindery shops—altogether about 18 binderies—all of the small establishments employing from one to eight white men and boys each, and girls according to the work in hand. There is a small local union. Little if any effort is made toward systematic apprenticeship. Boys are em- ployed as utility help and may be advanced according to ” pportunity. They begin at $3 per week. There are num- bers of “bindery girls” in New Orleans who upon occa- sio.1 are called in to bind pamphlets, folders, catalogues, etc. Their wages vary from $6 to $10 per week. Binders earn from $15 to $22 per week. The shops as a rule are not in the best type of modern sanitary buildings. It is neces- sary for our purpose to study only two or three independent shops in adclition to the bindery departments already noted. While. there are inviting possibilities of hand-craft work of artistic value in this industry, locally the modern trend is observed toward a purely commercial and machine product... —183— STUDY OF TYPICAL LOCAL BINDERIES. Shop one. Products: Binding of all kinds. The place is equipped with new and modern machinery including perforator, numberer, wire machine, pallet, etc. Busy season is reported to be “all the year.” Including proprietor there are three men, two women, one boy em- ployed. Wages of boy $8; of women $6 and $10; of men $18. In the use of hand stamp, a girl, it was noted, makes four motions for each sheet, at the rate of about 40 sheets per minute. This means over 9000 monotonous motions per hour. The work, however, is usually intermittent and does not continue for eight hours. The proprietor of this progressive little establishment favors practical and evening trades school to help his business. The bindery, he thinks, should be in close relation to the printing department. The one boy in this shop, sweeps the floor, runs errands, and learns what he can. Shop two. Products: Binding. This bindery savors of the old times when emphasis and value were laid upon fine, hand work. The old proprietor displayed a set of fine hand-engraved tools ta be used in the embellishment of books, which he said hardly had been of use in ten years. He has the spirit of an interested craftsman and. artist. Machine work, he explains, has displaced the former and more substantial and artistic binding and finishing of books. The. present work of the shop is largely upon law and library books. There are employed four men, two middle aged women, one girl, one boy. The shop occupies two floors of an old building. It has. quite a complete equipment including a ruling machine. Shop three. Investigator was referred to secretary of union: This shop appears similar to the others in equipment and organi zation. HAND ENGRAVING ON STEEL AND COPPER PLATES Characteristics and importance of the industry. In general the products of this industry are plates used in the printing of invitations, reception and visiting cards, com- mercial and social stationery, wedding announcements, di- plomas, certificates. of stock, etc. Related to the occupa- tion of the engraver is the work of artists and draftsmen who make designs or letters. Where the work is special- ized there are also the burnishers, the die-stampers and packers. Some engravers do their own designing. En- graving on steel and copper is a skilled occupation where a man must be master of his tools. The copper and steel plates are used in printing, and thus the industry is dis- tinguished from designing and engraving for other pur- poses. The daily work requires considerable confinement, con- —184— stant use of lenses—sometimes under artificial light. In- terest in the labor comes from variety of the work and the necessity for new designs. The last Census enumerates in the United States 316 establishments, 5,326 wage-earn- ers, products valued at $9,432,479, of which nearly 80 per cent is value added by manufacture. (Vol. VIII, p. 438.) LOCAL ESTABLISHMENTS AND WORKERS. ‘Two or three shops do this class of work in New Orleans. Thére are also establishments that take orders for engraving but send the work elsewhere. Interviews established the following facts: 1. There are some half-dozen skilled engravers (men) of this type in New Orleans. 2. The processes include these operations: (a) Hand engraver cuts plate in steel or copper using a lens. In etching the design is cut in acid-resisting substance covering the metal, and the whole is afterwards placed in acid. (b) Pressman utilizes the copper or steel plate in printing. (c) Embosser stamps from female die and counter to paper or cards by means of hand or power press. 3. An engraver should possess: (a) Special ability for fine work -and artistic tendency; (b) good eyesight; (c) abilities both to imitate .and to originate. 4. Busy season is from October to June. July to September is very dull. 5. Wages vary from $30 to $50 per week. 6. Hours of labor are long, from 54 to 72 per week. PHOTO-ENGRAVING AND ELECTROTYPING, Importance and nature of the Industry in this country. Photo-engraving is a specialized, modern outgrowth of the printing industry. The photographic process is a com- monly used method of reproducing drawings, designs, pho- tographs, illustrations, maps. Some establishments, pri- marily printers, make their own plates, but such is not the general custom. In the United States there were more than 300 photo- engravure establishments, with 5,343 wage-earners, pro- ducing eleven millions of dollars of products, 85 per cent ‘of which was value added by manufacture, according to the last Census. An example of the rapid growth of this in- dustry is observed in the fact that magazines and news- —185— papers of all nations for illustration of text or advertise- ments have adopted the use of photo-engravings. The industry and the workers in New Orleans. There are six or seven establishments in New Orleans devoted to the photo-engravure industry. Newspapers include a photo-engraving department. There are about 40 white men and boys engaged in this work in New Orleans. The workers are organized, but two or three of the shops are. not union establishments. The processes of photo-engraving as practiced in New Orleans involve many steps and several sets of workers.. There are shops, however, where one all-round worker may follow the material through various steps or processes.. The industry involves a practical type of designing, photog- raphy, use of chemicals, electric motor, rocking bath, air- brush, colors, screen, power router, saw, oval machine trimmer, beveler, drill and hand tools. In the best of the local establishments the steps and types of workers ob- served in New Orleans in the making of half-tones and line- etched plates are as follows: (a) Design or copy made by practical artist is used. Ordinary work of artists made for color effect and em- bellishment will not suffice. The designs or pictures have essential requirements for reproduction; as, definite black and white, pen and ink outlines, hair-brush and border work. Three color work is also used. (b) A worker known as the “operator” photographs by artificial light on a wet plate the design or drawing. The operators of different shops develop their own solution for the plates. In photographing on zinc or copper a screen is. used, some types of which cost several hundreds of dollars, and it requires delicacy in handling. The screen is made of a piece of soft glass upon which lines are drawn at right angles by means of diamond points as fine as 132 to the inch. The sheet of glass so prepared is faced with a pro~ tecting surface of glass. (c) The negative film is stripped from the plate and. —186— skillfully placed in reverse position on a heavier piece of glass. (d) The picture is then eransferred to sensitized sur- face of copper or zinc. (e) The plate is next put into an acid booth of a power rocking machine and etched. There are gas flames for drying. (f) A router removes by a power drill and saw of delicate adjustment the surplus metal. (g) A finisher who is a practical hand engraver trims and removes imperfections by hand. He uses also the oval machine, which cuts an elipse or oval accurately. (h) A proof is now taken, often on a Washington hand press. (i) The cut is mounted on wooden block and by use of power devices—trimmer, saw and drill—is put into final shape, the exact height of type. The healthfulness of the occupation is affected by sev- eral factors which demand attention. Chemicals, nitrate of silver, prussic acid, etc., are dangerous to body and life. ‘Careless exposure to intense light may produce injury to eyes. The router and other power devices, if operated with- out due attention and skill, will inflict serious wounds. In making electrotypes it is the object to make fac- similes of matter that has been set up in type. An im- pression of the type is made in wax; this is dusted with black lead and the whole suspended in a bath of copper sul- phate. By electrolysis a copper surface is produced which is removed from the wax by means of hot water. The process of stereotyping is a specialized aspect of the printers’ trade which occupies a few men in New Or- leans, chiefly in newspaper work. In the papier-maché, or paste process, a substance is pressed against the type. The reverse impression is then well dried and afterwards filled with molten stereo metal. The plate thus made is put through “finishing processes” and made ready for the press. —187— LOCAL ESTABLISHMENTS. Plant one. Products, plates for photo-engraving. Two well-lighted and ventilated floors are occupied. The equipment appears new and the place is clean. Besides the manager and a designer or artist there are three or four skilled workers—no boys. Average wage in effect here is $22.50 per week, eight hours per day—but it is stated that the establishment pays as high as $30 per week in order to retain excellent workmen. The manager thinks there is a demand in the United States for a good school of photo-engravers, even if same is not justified by the demand in New Orleans. ‘There are only about a score of workers in the local union. Their rule is to allow one apprentice to five journeymen.” No fixed system is observed with regard to the pay or instruction of apprentices. This manager estimates the cost of an equipment for a good working plant at $8,000. Plant two. Products, plates, printing, electrotyping, artists’ work. This establishment occupies the whole of one large floor. It comprises office, art department, and provision for the various stages of work and processes described above. Twenty workers are employed, three of whom are boys. It was pointed out that the young man operating the router was doing this well after some five months of practice. The shop is modern in equipment and conduct. There is a time-card system in use so that each workman keeps track of time spent on a job in order that the actual costs of products may be Known. It was stated here that there is a strong demand for skilled photo-engravers in the East. An official inquiry of the company strongly emphasized the practical kind of art work required. Says he: ss If you want to reproduce you must have copy to reproduce from. These artists must be familiar with the methods of drawing from reproduction. They must know what shades of tones will pro- duce the best halftones; in making wash drawings or retouching a photo they must know the strength of pen lines for zinc reproduc- tion work; compared to these reductions of copy, they must know proportion exactly in order to make drawings to reduce to exact sizes; they must know color and color effects for color work engraving. In fact, they practically must know the wants, trials and tribulations of the engraving department, when they are forced to handle copy made by some amateur or inexperienced person in order to overcome same.” Detailed data were not obtained regarding wages of employees, boys and men. With regard to this point and the training of boys, the same official made these interesting statements: , ‘In training young men in this line of industry we find it a good Policy to study the character of boy; even his physical make up, in order to determine what branch of the business he would be best suited for. For instance, if a boy is clumsy and has large hands, he would hardly ever master the art of handling a finisher’s en- graver tool, or handle the camera. He may fit all right -around machinery or the etching departments, but he could never strip or transfer. The photo-engraving trade is a healthy one as well as a. mild and interesting profession. The men work eight hours per day,, and average in salaries from $18.00 to $40.00 per week. It is best, to start a boy as an apprentice about the age of 16 vears of age, and if that boy has had any education or schooling, or any fair amount —188— of brains, it does not take him more than a year or two to master the particular branch of the business that he has taken a liking to, if he is conscientious.” “I would like to see the art of plate making or photo-engraving established as one of the trades to be taught in the proposed Isaac Delgado Central Trade School, and hereby offer a tender of my as- sistance in the way of giving any information that you may desire.” Plant three. Products: Plates for newspaper illustrating, photo- engraving in black and in colors, electrotyping. This establishment occupies the whole of an upper floor. The place is not well illumi- nated. The proprietor is an experienced photo-engraver who has trained many workers and he was attentive and willing to help in our inquiry. He states that he has trained the majority of all the en- gravers now working in New Orleans, and also a number of young men sent to him by Central American governments. Besides himself there are eight, most of whom are there as learners receiving wages from $2.00 to $10.00 per week, it was ‘stated. It is claimed that the boys are prone “to remain two months and leave” for some job that pays slightly higher wage. Adequate provision for systematic instruction of such boys is not provided, however. The equipment of the place is not dissimilar to that indicated in the other local plants. “There are too many shops here,” the pro- prietor declares. He estimates the equipment of a photo-engraving department for the Delgado School would cost $10,000. He writes in part these observations: “There are no women, girls, or even boys working at this trade under seventeen years—no female help at all. “If it does not conflict with the rules of the Delgado legacy, a photo-engraving trades school could be made self-supporting after a while, by charging tuition to pupils from other states or countries, who would apply because of the fact that there is no public school of this kind in existence—it would be in itself a university of photo-engraving in the United States, similar to such an institution in England and Germany—I believe Austria also has a government #chool in Vienna. “All the large photo-engraving establishments in the United ‘States will support such a school, like they at first supported the ‘private school I mentioned in my first letter—until this school adver- tised that they could secure $40.00 per week jobs to their pupils after ‘one year of training, and similar misrepresentation.” Plant four. Products: Engraving and electrotyping for printing purposes. The president of this concern communicated in writing these memoranda: Winter is the busy season. One boy under 18 years of age being trained for high-grade work. The highest wages are stated as $30.00, the lowest $9.00, of greatest number $27.00 per week. Difficulty is reported both in training and in obtaining ‘skilled employees. He is in favor of a public trades school as ‘affecting his industry—whether preparatory, practical, evening or ‘part-time. The last would be of value “if they would attend.” He says in substance: “The greatest drawback in our business is the inaccuracy and ignorance as to proportions; here a training school would be of assistance; also practical arithmetic—not merely written for- mulas, but with the aid of objects that pupils will have to handle in their trades.” —189— “I have experienced a great difficulty in teaching men what they should have been taught when boys attending school.’ “A trades school would in my estimation be of great help and make the learning of a trade easier and more pleasant to the average boy.” LITHOGRAPHING. The industry throughout the country. Approximately twenty thousand (15,073 in 1909) are wage-earners in lith- ographing throughout the country. They received wages amounting to $10,202,184. Value of products in 1909 was $34,109,233, of which two-thirds was value added by man- ufacture. This sub-class of printing usually includes the production of prints from designs inked upon stone or cer- tain metals; the making of the designs and preparation of lithograph plates of stone or metal may be included. Local industries and workers. In New Orleans there are four or five establishments equipped for lithograph- ing. The equipment may be an adjunct or department in relation to printing, binding, embossing and other business. There are not more than 50 men and boys employed at lith- ographing in New Orleans. Practically none are being taught systematically the various processes. Kinds of workers are, respectively, sketch artists, lithograph artists, transfer men, stone grinders, pressmen, fly boys, utility men and apprentices. Many of the skilled workers in New Or- leans learned in local shops, but the supply of such em- ployees is also drawn from St. Louis, Chicago or other cities. A local employer suggests that training in lith- ography would open opportunity for young men to go to cities of the North where the industry is strong and skilled workers are in demand. Competing points nearest to New Orleans are reported to be Houston and Birmingham. Ob- viously the demand for workers is limited in New Or- leans, although the industry here should grow and there exists here no adequate provision to train lithographers. New processes and presses are modifying the business, es- pecially the “offset” process, observed in operation at a ‘local can factory. —190— Processes. In New Orleans three types of processes are in operation: (1) Pen and crayon work; (2) engraving on stone; (8) off-set process. In this last the impression is made upon zinc, from this to rubber blanket from which the print is made. It is a more economical process than the older ones (No. 1 and No. 2). The operations of process number one, most commonly used here, are described under Plant two below. LOCAL LITHOGRAPHING ESTABLISHMENTS. Plant one. This establishment, in addition to lithographing, produces printing, binding and embossing, and also includes large business in fine office furniture and_ supplies. The plant occupies a modern five story building. There are 25 workers in mechanical trades in the manufacturing departments. The manage- ment afforded every facility to the investigator. Hours of labor are generally nine per day. Wages paid, average as follows: Printing department: Compositor, $21, cylinder pressman, $21, job pressman, $15, stonehand, $22.50, linotyper, $25, foreman, $30. Bindery: Foreman, $25, finisher, $25, ruler, $22, forwarder, $18, young women $7.50. Lithographing department: Engraver and artist, $35, transferer, $30, pressman $27, feeder $15, stone grinder, $9. Embossing department: Embosser $20. There are five learners or apprentices being taught incidentally, two in printing, two in the bindery, one in lithographing. “Wages begin at $2.50 per week and become $3, $4, $6, and upwards as boy is promoted.” The lithograph- ing shop produces chiefly commercial stationery, using small stones. The processes here on a smaller scale are similar to those of Plant two below. Plant two. Products: Lithographing, printing, binding. It occu pies a three story building. In the lithographing department alone there are some 30 workers, white men, i. e., about five artists, two transfer men, one stone grinder and cleaner, eighteen pressmen, feeders and fly boys, foremen, etc. The president of the company and workers demonstrated in careful detail the processes in use. The steps are these: (1) Artist makes design on sketch with a special grease-ink. (2) Fine lines or shading is done automatically by a diamond-point machine. (3) Bavarian stone is smoothed to plane surface by the grinder working by hand. (4) Designs (for convenience in multiple form) are struck by means of needle points on transfer paper specially coated with gelatine, glycerine, flour, starch, etc. (5) Face down, the designs are impressed upon the stone by means of hand power-press. Afterwards, defects are remedied by application of a preparation called “Touche.” (6) To strengthen the impression, transferer next “rolls up” with stone transfer ink, i. e., carefully rubs surface with ink applied with a soft rag, and then hand roller is used. (7) Acid is applied to stone; it is effective except where design protects the surface. (8) There are six presses. The principles of the lithograph- —191— ic press are these: Iron rollers distribute ink on a _bed-plate; leather rollers distribute ink on the stone where it adheres only to the design; a film of water distributed by other rollers protects the remainder of the stone from the ink, the water not adhering to the greasy ink. In lithographing colors, separate stones are used for each color, the points of superior position of which are indicated by register lines. Light colors are applied first. In bronzing, a yellow: ish brown ink is applied, then the print is run through a dusting machine. Little brushes go over the paper and the fine, metal dust adheres to the moist ink. In operating a press, the pressman regulates the ink, reduces number or character of impressions when necessary. Feeder puts paper to grippers and side guide. (9) A mechanical process of varnishing the lithograph completes the work. In this establishment the hours are from nine to ten. Artists, however, work eight hours. Accurate statements of wages were not requested in this instance. There is no systematic apprenticeship in lithographing. Demand for highly skilled workers is limited and can usually be met by application to Northern cities. Plant three. Products: Lithographing. This shop, employing three or four workers, occupies ground floor of an old building. Proprietor declined to make out blank, suggesting that investigator go to other establishments, first. NEWSPAPERS AND PERIODICALS. Importance in the United States. No emphasis is nec- essary to call attention to the importance of the establish- ments in this sub-classification of the printing industries. The Census enumerates 18,871 establishments, 108,672 wage-earners, $74,401,593 wages, value of products $406,- 090,122, of which three-fourths is value added by manu- facture. Some of these establishments do miscellaneous job printing, some publish, but only hire composition and presswork. In addition to proprietorship, professional, clerical and unskilled occupations, the making of newspa- pers and periodicals offers large and constant vocaticnal opportunity in skilled printers’ trades throughout the country. In Louisiana. Of the approximately 200 newspapers and periodicals in Louisiana, the vast majority are weeklies. During the ten years preceding the Census the dailies did not increase in number, but increased in circulation; week- lies increased both in number and in circulation; monthlies increased slightly in number and circulation. In New Orleans. Of the more than fifty newspapers —192— and periodicals in New Orleans most of these publish only, and do not execute composition and presswork. Most of them are weeklies or monthlies, including medical, church, trade, labor, agriculture, and school periodicals. There are a few published in foreign languages, German, Italian, French, and there is a negro journal. Recent controversies between employers and employees of the three large daily papers and consequent changes in their plants have made it difficult for us to obtain com- plete analyses of the existing conditions, occupations and equipment. We are presenting here, therefore, only the brief memoranda in hand before the recent reorganization of the working forces of three large daily papers. DAILY NEWS PAPERS IN NEW ORLEANS. Plant one. Products: Afternoon daily and Sunday papers. Entire force comprises editors, reporters, compositors, linotypers, pressmen, stereotyper, mechanics, bookkeepers, clerks, solicitors, newsboys, etc. Much difficulty was expressed with regard to obtaining skilled employ- ers. Favorable opinions expressed with regard to preparatory, prac- tical and evening trades courses for printers. Employees of high grade skill reported 87. Hight boys are reported being trained for work of medium or low grade skill. Plant two. Products: Morning and weekly papers. In the me- chanical departments all of the work is night work. There were 85 employees of whom three are apprentices in these departments. Compositors, linotypers, stereotypers, photo-engravers, pressmen, ma- chinists are employed. Difficulty is expressed regarding employ- ment of skilled workers. Manager favorable to preparatory, practical trades courses. Evening, “No;” doubtful about part-time courses. Plant three. Products: Afternoon, daily and Sunday papers. Total employees in mechanical departments, 60. There are three apprentices. “Excepting apprentices to whom we teach all branches, we have no other system of training employees.’ SUMMARY OF WRITTEN RESPONSES FROM LABOR UNIONS IN PRINTING TRADES. In response to our circular of inquiry (see page 281) for information to be used in organizing the Isaac Delgado Central Trades School for Boys, full responses were received from New Orleans Typographical Union No. 17 and New Orleans Printing Pressmen’s Union No. 26, the member- ship of both aggregating 423. The returns were signed by —193— the secretaries, who were requested to fill out the blanks carefully after the matter had been considered by the re- spective unions. Memoranda from the Local Typographical Union— White men, 321; women, 2; colored members, none. White apprentices enrolled, 30; helpers, 3, white. Propor- tion of apprentices to workmen allowed by union: In book and job shops, one to each five or fraction of five; in news- paper plants, one to ten, not more than three to shop. Min- imum age of apprentices arid helpers is 16 years. Average wages: $3.50 to $3.92 for day men; $4.57 for night. “Straight type is paid for by piece rate, 10 and 12 cents per 1,000 ems, day and night. In answer to the question, “Besides skill is a wide knowledge of the business also considered necessary for efficient work—would such knowledge mean promotion, etc., the response is, “Business is constantly changing and requires constant study and attention of workers. Anything promoting knowledge is good.” The secretary of the Union also contributes the following: “In newspaper offices there are: “ADMEN—Who must be qualified to set advertisements, receiv- . ing the copy from the advertiser or foreman of the office; casting same as to the prominence of display given to certain features. “MAKEUPS—Who must be competent to make the matter up into pages, after it is delivered to him by the admen and bank men.” “BANKMEN—Must be able to collate copy of type set by machine and admen, sending same into the proofreaders with a clean, read- able proof. He is required to pass all o. k. galleys of matter on to the makeup bank for use of makeup in filling up pages of forms. “PROOFREADERS—Must be competent to detect errors of gram- mar, etc. Must have a general knowledge of subjects and familiar- ity with meaning of immense vocabulary. He must read very rapidly, gathering the sense of the matter he is reading and at the same time detect errors of all Kinds, and be constantly on the lookout for li- belous statements that occasionally slip by the editors and copy readers not in the employ of the composing room. “LINOTYPE AND MONOTYPE OPERATORS—Are required to set a given amount of reading or ad matter, the present scale re- quires 4000 ems per hour, equal to about 112 lines of the Times- Picayune reading matter at present. “MACHINIST—Must be competent to adjust and keep in running order the machinery of ‘the plant, but particularly of the type- —194— setting machines. Competency as a linotype machinist requires ‘special apprenticeship even for an otherwise competent machinist. “In book and job offices the division of the trade is similar, ex- cept that the job typesetter must be familiar with the terms of paper, sizes, etc.; also imposition of forms. This latter work is ae specialized in the hands of stonemen or makeups, s0- called. “The machine typesetters are required to be combination men —i. e., they must know how to take care of the mechanism of their Diachines, repairing all ordinary breaks and making all of the ne- cessary changes for setting different sizes of type and different measures.” The question, “Do you favor respectively public pre- paratory or public all-day practice or evening or public part- time types of trades schools (see page 281) were answered in each case “Yes.” Memoranda from Local Printing Pressmen’s Union— White: Men, 99; women, 1. Colored, none. Appren- tices, not stated. Proportion of apprentices to workmen allowed by the union, “one to every platen pressman,” a rule “which is adhered to in all cases.” Four years are con- sidered necessary for period of apprenticeship. Minimum age of apprentices, 16 years; of helpers, 18 years. Hours of labor are 8 for male and female. Wages for week: Fore- ‘man, $22.50; cylinder pressman, $19.50; platen pressman, $16.50; cylinder feeder, $15 per week. Union favors preparatory trades school reaching boys ‘between ages of 14 and 16 years. Part-time classes for per- sons using a part of their working time for instruction re- lated to their employment—“Yes.” To the question: “Do you favor an all-day public trades school for boys and girls ‘between 16 and 18 that would give two years of practical, specialized training, together with drawing and mathemat- ics, provided the graduates of such schools should serve two ‘years more as apprentices or improvers?” the answer was, “No, they would have to serve four years in the shops.” RESPONSES FROM PRINTING EMPLOYERS’ ORGANIZATION. We have already called attention to the spirit of co- operation manifested to the writer in conferences by em- ployees’ organizations. The local employing printers’ or- —195— ganization, the New Orleans Typothetae, invited the writer to a conference and he explained the substance of this pres- ent report and his recommendations. Afterwards the fol- lowing resolutions were formally communicated to the writer by the local Secretary-Actuary : “Whereas, Realizing the importance of vocational training, and the study and thought that is being devoted to this subject through- out the entire world, and especially in this country, and recognizing the opportunities of New Orleans in this field by the generous legacy of Isaac Delgado, and “Whereas, Dr. David Spence Hill having prepared an outline of the proposed Graphic Arts section or department of the Delgado Trades School, and submitted this idea and plan at a meeting of the New Orleans Typothetae, it was “Resolved, That we endorse the idea and plan as outlined and pledge our interest, support, and co-operation in the speedy accom- Plishment of the proposed school and its successful operation.” March, 13, 1915. —196— ao ‘pa1oaBy [OONDY sepvay, Jo sdAL ({eayUByeW) SieuIBI-838M sex Bax j i ea 8 Buyjuyid qof pue yoog “ZT Tayqnog Sox 0 T so suyuyid qof pus yoog “TT Tay qnod Sox r See z Suyjujid qof pus Hoog “OT Sex Bex Bie LSD, (ASE, Ol ee | 6L suyjujid qof paw Hoo “6 sax Sox We) Geer IGE) Re or supuyad gof pus yoog ‘8 sox . 89 Gy Res EN] Cp pg sheeeenesere te Buyjujid gof pus yoog ‘2 sex Sox Se le eee |e sibel alles sees te sZupuyid gof pus Ryoog -9 Sax TnJ7qQn0qg Go| PEN seaifia si shecsaetsg| besten esterase T Sunuyid qof pues qoog ¢ sex Tagy3qnoqd t oe 6 Suyjujid qof pus yoogq “F sox sox g T 8 Zuyjuyid gof pus Hoog -¢ Tay3qnoq sox Tere S REPS igh | is sie cree sere L suyuyid oot pues xoog “s Sex sox ON & t 0c Buyjujid qof pus yoog ‘T 0 etp= Q a bbe | ay ge | Bue bl oe) Ge) Be So E € Ba 23 BOS 3 = = oe gn BS ov Sh ae = m & = PRES e asd é ‘yUBld Jo PUTA EBS See -ayemeg 218 Ee ge g a ‘SUMAOIUNG DNIHSITANd GNV ONILNIYd WOUd SASNOdSAY NGLLIUM JO AUVAWOS ‘TX @T4VL —197— EDUCATIONAL RECOMMENDATIONS FOR PRINT- ERS’ TRADES AND INDUSTRIES. I. In the printers’ trades there is imperative need of general elementary education, including spelling, punctua- tion, composition, writing—for the compositor, linotyper, monotyper, engraver, artist and proofreader. The young boy who is a prospective printer should stress accuracy in spelling, punctuation, and good English. This founda- tion is especially demanded of compositors, linotypers, mon- otypers, and proofreaders. Arithmetic, applied to con- crete problems of actual shop and office; the elements of geography, of history, and of hygiene—all these universal fundamentals should’ be obtained in the first six grades al- ready provided in the public schools, and more as individual opportunity permits. We have in mind the making of a citizen as well as a printer. II. A Preparatory Trades Department, a prevocational course in the Delgado School, should include provision for prospeetive printers. On page 306 we have presented reasons why a Preparatory Trades Department is to be an important phase of the Delgado School. As applied to pros- pective printers, it will be found that: (a) Some boys will not decide to become printers until the end of this course of one or two years; (b) the shop work will be diversified so that a pupil aged 14 to 16 years may spend a few weeks in forge work, or in electrical wiring, or in woodworking, or in printing, etc., until he finds the particular occupation that strongly attracts him. The routine labor of these young boys, as in feed- ing platen presses, simple composition, and helping in more difficult operations of press room, composing room, or pho- to-engraving, should either eliminate printing from the con- sideration of the boy, or else interest him to the point of definite choice of it as an occupation. As soon as aptitude, knowledge, and manipulative skill and definite choice are manifested by the individual, he should be advanced into the printing courses proper, i. e., Practical Printing Trades Division for boys 16 years of age —198— or over and those who have completed the work of the Pre- paratory Trades Department. (See page 308.) Hand com- position, the simpler forms of job printing, knowledge of symmetry and artistic arrangement of types, of the con- struction of presses and some practice in manipulation as feeders, etc., can constitute work in actual printing for boys in the Preparatory Trades Department. III. There is warrant for provision for a Practical Printing Trades Division—a printing shop within. the Del- gado School. The importance of the printers’ trades both in New Orleans and throughout the country and the voca- tional opportunities warrant this special provision within the Isaac Delgado Central Trades School for Boys. The im- portance is indicated by the skilled occupations, the number of workers, the value of products and the general difficulty during ordinarily prosperous times in training and obtain- ing highly skilled employees and foremen. Furthermore, the expenditure of hundreds of dollars each year by the school boards for printing, and in the past for some printing poorly and slowly done, point to a splendid opportunity to utilize all of the printed material needed in the schools as the basis of practice work in the Delgado Printing Trades Division. A personal examination of the shops and of the work done in the public printing schools of Gary, Indiana, of Chicago, of Boston, and other cities, has proved both the pedagogical significance of this plan and also that there is economy to the taxpayers. A commercial product to be used by the schools should be made. This is not meant to imply, however, that boy should be sacrificed to product. The educational aim should be paramount. There should be no exploitation of youth, and to become a full-fledged printer a student should com- plete, with certificate, the full course. Care should be taken not to permit half-trained printers who may try to use the prestige of the Delgado School to enter the market and com- pete with skilled men. A modern cost-record system, such as “The Standard” adopted by the Typothetae, should be operated for every job Peer EMERSON SCHOOL, GARY, INDIANA. Figure 18. PRINTERS’ TRADES: PUPILS AT LANE AND AT GARY. —199— turned out of the shop—this for the habituation of the stu- dent and also for the efficiency of the plant. It is highly important that a skilled printer of recog- nized success in printing shops and who retains the respect of journeymen printers should have charge of the printing shop, both for the Preparatory Department and the Prac- tical Trades Department. The shop instructor, a man who combines thorough-going printer’s experience with a knack for helping boys, should direct, step by step, the advance- ment of the pupils into practical printing. A full knowl- edge of the craft with inculcation of good standards of me- chanical and artistic execution, rather than specialized practice in any one process of trade, should be the aim of the trades courses in printing. Part-time and Evening Trades Courses for Printers. These important courses should be developed by interesting systematically both wage-earners and employers. It is par- ticularly desirable that arrangements be made with em- picvers providing for systematic instruction of boys over sixteen years of age in part-time classes. A majority of representative employers interviewed are in favor of part- time classes. Both the Typothetae and the Pressmen’s Union have also expressed themselves favorably toward the part-time plan. Evening trades schools should function only for men and for boys not less than 16 years of age. IV. One printing shop will suffice for the printing courses of both Practical Trades Department and the Pre- paratory Department. This shop should be used by: (a) Boys 14 years of age or older of the Preparatory Trades Department; (b) boys of 16 years of age and over able to follow training for a printers’ trade three or four years; (c) boys and printers already in the industry who desire to improve their technical knowledge and skill by means of special part-time or evening courses. Our preceding survey and analyses of printing indus- tries and trades in New Orleans show that the printing shop of the Delgado School should be organized with especial reference to training boys for superior excellence in the fol- —200— lowing industries (A, B, C, D, E, F, G). The general na- ture of the training to be offered is outlined in each case: (A) Job printing, printing of newspapers, periodicals, books, ete.; skilled hand composition for commercial adver- tising, circular, pamphlet, tabular, statistical and miscella- neous printing—these offer opportunity for future workers in New Orleans and elsewhere, and much of the skill and knowledge of these trades can be acquired in the Delgado School. Such a printing course in actual operation in one Chicago public trades school is as follows: “The courses taught in the printing department include letter ing, designing, harmony in colors and in proportions; the tech- nical rules in composition in straight matter and in job composition; mastery of type sizes, faces and of practical job work; use and care of all materials, such as leads, slugs, rule, furniture, machinery, tools, and stocks, (inks, paper and cuts); casting and machine com- position, both monotype and linotype; more formal and exact work in composition, make-up, imposition, lock-up, feeding (both Gordon and cylinder), and make-ready (both Gordon and cylinder); paper stocks and their uses, such as knowledge of weights, sizes, quali, ties, and cutting; the business connected with printing, business arithmetic as related to stocks and printing; English as related to spelling, punctuation and proof reading; production cost, mainte- nance and repair costs, the selling price, the relation of these to each other in an efficient conduct of one’s business.” Machine composition has displaced straight hand work for books and newspapers. Of the type-setting machines there are the Linotype, Linotype Junior, Intertype, Mono- type, Simplex, etc. One can learn the use of the keyboard of the Linotype or Intertype within a few months. How- ever, a linotyper is superior when he has in addition to the special skill: (a) Good elementary education; (b) knowl- edge and skill at hand composition; (c) familiarity with mechanism of the machine. These abilities are especially desirable in the use of the Monotype. In the Delgado School the use of the Linotype or the Intertype is recommended in the last of a three or four years’ printing course. The instructor in charge of the shop should be able to operate the machine used, as well as be an all-round printer. Correlated with the work of this shop, the English course should perfect the worker in the use of proofreader’s —201— marks, comma, semi-colon, colon, period, dash, parenthesis, bracket, interrogation, exclammation, apostrophe, hyphen, braces, etc. Study of printing inks, rollers and paper should be extended to the chemical laboratory. Hygiene, personal and industrial, should be taught and practiced. A histor- ical sketch of printing, in its many divisions, should be given interestingly as a part of the English course. The purpose in this history course should be to awaken general interest in the great industry of which a printer’s trade is a part. This awakening should bring ambition and efficiency and adaptability to the worker. In Munich the teaching of his- tory and civics as “haphazard information,” or “subjects in the air,” is avoided by making the center of interest the particular trade of the student. In the Delgado School the printing plant as described above, and related courses, intended to prepare youths for efficiency in the trades of job, newspaper, and periodical shops will meet the needs of the greater number of boys and youth who may enter branches of the printing: industry, whether as hand compositors, linotype or intertype opera- tors, make-up or stone-hands, cylinder and platen pressmen, press feeders, plate printers, and proofreaders. (B) Bookbinding and ruling. The number of skilled binders at work—less than a half hundred boys and men— and the unskilled, operative work of bindery girls and the little demand for hand-craft work, do not indicate large opportunity for boys and men entering the industry locally. However, the bindery is a necessary and stable institution as related to printing, and considerable opportunity for ad- vancement to fair wages, or to foremanship and proprie- torship can be found for the skilled worker either here or in other cities. Occasionally a customer may be found able to appreciate and pay for high-grade hand-craft work, for which the occupation affords interesting possibilities. Within the Delgado School there should be provided a first- class but small bindery, including a ruling machine, and to be used under these conditions: (1) As a part of the print- ing shop, to be used strictly for its educational value while —202— working incidentally on materials published for the Delgado or for the elementary, high, normal, girls’ vocational, and evening schools; (2) boys in preparatory trades and in practical trades courses may spend part of their time here; (3) a few part-time students can be taught; (4) special and hand-craft work in bookbinding may upon demand be given in short unit courses in the evening; (5) the instructor in bindery can be employed on part-time, or as occasion de- mands, for evening and unit courses; (6) the ruling machine can be operated similarly as an adjunct to the printing shop. Boys who desire to learn to become bookbinders, for- warders, finishers, rulers, can obtain an adequate start with the above provisions, when their training is supplemented by practical work in local binderies. (C) Photo-engraving. The status of the photo-en- graving industry, and the two-score of workers in New Orleans do not warrant the immediate installation of a com- plete plant within the Delgado School. For purposes of demonstration in connection with photography and chem- istry, a small equipment may be utilized. At present, a boy who intends to enter the trades of this industry should secure: (a) In the elementary schools at least the general education of six or eight grades; (b) preparatory trades course in the Delgado School of at least two years or three, including special courses in applied chemistry, prac- tical free hand drawing, hygiene, perhaps some instruc- tion in the history of the industry. Boys and men in the shop should be offered, by the Delgado School, evening or part-time courses selected from the above, most of which may be derived from the courses of larger classes of pupils. Only four photo-engravers or assistants were enrolled in our night schools during the past year. It should be observed in the future whether definite opportunity develops to establish a photo-engraving school to be self-supporting from the attendance of pupils from other cities. In such instance the co-operation and advice of employers and employees, here and abroad, should first —208— be obtained before setting up a complete equipment for photo-engraving within the Delgado School. Specialized knowledge and practice work for the operator, router, etcher, and finisher may be obtained by part-time arrange- ment in local shops. (D) LElectrotyping. This work, done chiefly by two establishments in New Orleans, which also make photo-en- gravings, needs little provision within the Delgado School. A demonstration or small practical outfit can be installed in connection with photo-engraving. (E) Stereotyping. Provision should be made only for demonstration and practice, as in case of electrotyping. (F) For hand-engraving on steel and copper plates. No course in hand-engraving in the Delgado School is justi- fied by the local status of the industry. Practical training of the occasionally qualified youth for the occupation can be secured in a shop. Minimum preparation for the same is: (a) General elementary education for citizenship; (b) preparatory trades course giving knowledge of materials, acquaintance with tools, shop methods, hygiene, but not in- tensive specialized training in the work of the hand-en- graver. For the occasional boy who is in a shop, part-time courses in the Delgado School should be selected in chem- istry of inks and papers, and other materials used, free- hand drawing, designing alphabets. Manipulative skill should be obtained in the shops. (G) Lithographing. No complete equipment or shop for lithographing is warranted in the Delgado School. Suf- ficient apparatus for demonstrating or explaining funda- mental processes should be installed in connection with printing department and practical chemistry. This equip- ment demonstrated by a local lithographer would be suffi- cient to show how designs are made on lithograph stone, engraved or drawn; how inked impressions in duplicate are made on stone or metal; operation of the lithograph press. Prospective lithographer should follow in succession the minimum of: (a) General elementary course through six or eight grades; (b) Preparatory Trades Department; (c) —204— a year or more in Printing Division; (d) special work as applicable to chosen phase of lithography, e. g., practical art, or press work, or transfer work; (e) practical training not offered in the Delgado School should be acquired by part-time arrangement with a local lithographing plant. Boys intending to become lithographic artists, transferrers, or lithograph pressmen should endeavor to make part-time arrangements with a local employer. V. Equipment. Equipment of the Delgado printing shop at outset should be simple. The special equipment. of a bindery, photo-engraving, etc., may be added as the needs increase. A complete printing shop of the typ¢ de- scribed can be equipped for $10,000. The outfit of the Lane Technical High School, Chicago, began with an expenditure of $1,200. It has accumulated to date equipment amount- ing to some $12,000. Suggestions for a part of the printing equipment are indicated on page 179. However, it is alto- gether possible that manufacturers will make marked con- cessions in order to place their machinery in the school and in some cases it may be done gratis. The actual selection of the equipment should be left to a competent director for the school familiar with trades school work, and to the prac- tical trades instructor after they have had careful confer- ences with local men in the industries, supplementing the study of this report and after consideration of available de- scriptions of equipment in other trades schools. Such ma- terials should not be selected or purchased through the rou- tine channels of a supply department. VI. Rooms for Printing Division. Space will be needed for (1) composing room, (2) press room, (3) bind- ery, (4) photo-engraving, electrotyping, etc., (5) litho- graphing, (6) store room, (7) class or conference room, (8) lavatory, (9) offices. The natural lighting and ven- tilation should be the best. The artificial lights should have translucent shades for electric lights in approved form. Electrical power, with group or shaft and unit drives. (See page 362.) The power should be supplied by the Operating Engineers’ Division of the School. —206— VII. Co-operation with employers, employees, and schools. The authorities in charge of the Delgado School should cultivate incessantly an intelligent co-operation with boys and parents, with the representatives of employers and employees in the printing industry, and an understanding and response to the needs of workers in the industry. Rad- ical concessions by employers for part-time classes, in the case of capable boys, promise returns for the industry and for individual development. The continued, sympathetic interest of employers’ organizations and of employees’ unions already manifested should be cultivated further in a fair spirit. It would seem advisable to develop a system of apprenticeship in which credit should be allowed on the term of regular apprenticeship for time in the Delgado School, under fair conditions to be agreed upon. It is recognized that this public trades school, maintained by the taxpayers, cannot be run for or by either employers and their organizations, or employees and their unions, but rather for the benefit of the community as a whole, and mainly for the coming generation of men who are now boys and youths. Only by continuous readjustments of trades school and jobs can our printing industries be improved by means of the Printing Division of the Isaac Delgado Central Trades School for Boys. SECTION VIII. MISCELLANEOUS INDUSTRIES AND OCCUPATIONS. TOBACCO MANUFACTURES. The industry throughout the country. Tobacco manu- factures throughout the country embrace establishments producing chewing and smoking tobacco, cigars, cigarettes and snuff. The tobacco manufacturing industry ranks tenth in the United States in number of workers, eleventh in value of products, eighth in value added by manufacture, the last being 57 per cent of total value of products (United States Census, Volume VIII, page 45). Value of products in 1909 was, $416,695,104; number of wage-earners, 166,- 810. Of these workers 3.6 per cent were under 16 years of age, of whom there are 49.9 per cent males, and 46.5 per cent females (Census, 1910, Volume VIII, pp. 53-267). The local workers. The score and more of tobacco manufacturers in New Orleans comprise chiefly small es- tablishments, but there are a half-dozen of considerable magnitude. About 1,500 persons are employed, men and women, boys and girls. More than half of the workers are females, and about 20 per cent of all the workers are ne- groes. About half the female workers were not over twenty years of age, about one-eighth of the male workers were boys not over twenty years of age. (United States Census, 1910, Volume IV, pages 184 and 570.) Organization of workers. The number of tobacco workers enrolled to-day in local unions is relatively small. Answers were readily returned from our questionnaires, both from the Cigarmakers’ Local No. 53 and from Tobacco Workers’ International Union, Local No. 45. A sum- mary of the responses follows: 207 —208— Tobacco Workers International Union, Local No. 45. Men: eight white, two colored. Women: 60 white; none colored. “We have no apprentices” was reported. Minimum age of employees is 16 years. Hours of work, nine for men and women. “Wages for men, minimum $14; piece work for females.” The Secretary reports sentiment favorable to all four types of trades school—preparatory, practical, evening and part-time. Cigarmakers Local No. 53. Enrollment: men, 19 white 70 col- ored. Women, 20 white, none colored. No apprentices are reported and no contracts are in force with regard to apprentices, save that three years are considered necessary for an apprentice to serve in the trade. Helpers are taken in at 14 years. Daily period of labor is reported as eight hours for male and female. Wages, $2.50 per day for male and female. The Secretary of the Local Union reports sentiment in favor of all four types of trades school denoted above. In further explanation she writes: “Cigar making is paid by the thousand. It depends on the worker’s speed. The average wage is $2.50 per diem. There are two branches in the cigar making trade. The first class work is molded in the hand and the other work is pressed in wooden molds and finished by hand. The tools required are: A cigar cut- ter, a rolling board and a knife. There is another branch of the business, i. e., cigar packing and classing, which requires the same length of time to learn.” Team work used. The higher grades of cigars are made by hand, one skilled worker completing a cigar. Most of the cigars made in New Orleans are of medium and cheap grades, and for these mechanical labor-saving devices and team work are utilized. There is no provision for the systematic training of boys to become skilled cigar-makers, and the desirability of formal provision for preparation of boys is lessened by the large numbers of girls and women who are operatives in various branches of the industry. Cigar-making is one of the relatively few semi-skilled occu- pations in which are found colored men in New Orleans. Cigarettes and smoking tobacco are the products chiefly of machinery, attention to which requires little skill and knowledge upon the part of operatives. Certain prelim- inary processes and the weighing, packing, etc., require a low-grade skill, easily acquired. Finally, the governmental restrictions regarding bond- ing, revenue regulations, taxes on products, complicate the problem of trades school courses in the tobacco industry for boys, should such courses be demanded. Sanitation and safety. The occupations of the tobacco —209— industries have improved in sanitation. Public sentiment and factory inspection have lessened the dangers of the crowded, unhealthful factory, and the evils of the sweat- shop and the “home-factory” in which cigars are made in wretched rooms where living room, bed room and kitchen and work room often are found in common. Even in the best factories, however, every part of a cigar is run through human fingers. Where tubercular persons and those suf- fering from venereal diseases make cigars, particularly, where a criminally careless maker moistens the end of cigar with tongue or moisture from mouth, there is disgusting peril to the consumer. One cigar-maker suggested that the “schools might educate the public about the dangers lurk- ing in cigar-making.” Dangers to the worker in this trade in New Orleans vary with the factory and the individual. In one factory where dust and stuffy air were oppressive it was claimed that the large number of girls present objected strenuously to the opening of windows, even in moderately cold weather. The best way to avoid dust-danger is “not to have any.” In New Orleans conditions could be mitigated by prohibi- tion of the sweeping of dry material, by training employees to use open windows, by better ventilated and lighted lunch rooms, organized social welfare work and by installation in modern buildings instead of in old, adapted, or modified structures which in several cases are far from fireproof. Mortality from consumption in dusty trades is greatest in trades exposed to continuous inhalation of metallic and mineral dusts. Some cigar-makers claim that tobacco dust is “death to germs.” Experience of insurance companies shows relatively high mortality from consumption for work- ers in “vegetable fiber dust.”’ The sitting posture, the un- ceasing movement of fingers and eyes, the monotony of phases of the work done are detrimental. On the other hand, piece-work, the easily acquired skill and demand for steady operatives, a certain independence of time, make the industry not unattractive to many girls, women, and men. In the cigarette and cigar industries both the physio- 2210s: logical and psychological factors of monotonous repetition in a few of the occupations are unwholesome and deaden- ing. For example, consider a young girl who packs cigar- ettes. Her work may be to place paper shells in cigarette bags of paper. To fill each package requires six or eight movements of the hands and arms. In a day of nine hours this girl reacts with muscles and eyes some sixty thousand times—and this with unremitting attention, and for the sum of one dollar and twenty cents ($1.20). The pressure in other operations of cigarette-making is perhaps not so great, but automatic, high-pressure work of this character gives the worker practically nothing in useful skill and knowl- edge, and doubtless is productive of abnormal physiological stress. Seasonal fluctuations. The busy season for cigar- making and related operations in New Orleans is the fall— September to December. The slack season is the summer time—from May to September. In the summer insect life attacks the leaf; humidity also at times interferes with reg- ular routine. Cigarette and smoking tobacco makers re- port that the seasonal fluctuations are not marked in these industries. “Employment is steady the year round.” It is to be noted that in Richmond, Virginia, November to June is reported as the busy season for both cigarette and cigar-making. From July to October the slack season. Wages of children and women. The report of the Wage Investigation made by the local chapter of the Con- sumers’ League (1914) contains the following data: —211— | 902 pie od £8 |19 j6o |ze |te jog ice [es jee Ise ltt Ize |pe loz Ise loz ORES ERAS EE STO is 5 “opel Ip le le IE Te Te 2 seseseeeeees gnosmerpaoanpy g le Se eRse ses Rs lie RH COND aha fig al Lok A [ies hea Bh se eae oy Z a oe ee oe . JIUBIID sdBiog oI : cea lz le de ie le le ie feed ed ae Fisse2 aapaieg ar : ; veel PTE TT Ie UE pe i: sect eteeeeeeec eres SOBUEE St ; gop decelg (eeefeecefeeeede [Fe tE BF ee “-gqUBIEISsY PUB sorpElalo’ ee : e le cz de le te oe fPesehe 12 [Beedle . meme C eT Heise TS oe ane rd Te. ie. 9 Ee asses ease ® ve Je_V Yung 92 . Pe 8 ae Dele a eee icele fe ee eae ee slp Gs 9 8 Pr 8 ween ee eaeee dedunig SL vere[eeee[eeecfecscfereefecede [eeedh (8.18. 12 8B 3 ae o+ Todays eer ‘to'lt) |e ler tas let let jit for ist iet |tt jg ¢ parse ee ttrstcs gaye zae “"""le lez |9¢ log [ze lez lat let let itz Ie lst le 9 Treteessess ss JeHBAL resp) | | | | | | | | 180, | 1249 | Gz Og | Bt et | ar OT |00 6/00 slog 2/00 z]og gloo slog ¢loo slog Floo Flog gloo elos zi 00 z¢ : Gz 0% at ST or OT | 6 [00 8l0S 2/00 Ljo¢ 9/00 9log sloo slos Foo vos g]00 slog Zj00 c TUL | NOILVdN000 ‘wor}ednd7Q AG—uaIpIIqD pue usuIOM Jo sesBy ' ; qs ‘SHIUOLOVA UVOID ANY OOF : TIX GIVI “—219— LOCAL TOBACCO INDUSTRIES. Plant one. Building is four-story brick, not a modern factory or - proof, but adapted for its purpose. Products: Cigarettes and to- acco. Training employees. Employees are trained in the establishment. “No difficulty in obtaining or training skilled employees’—“Only in a tobacco and cigarette factory could any one, in our opinion, be trained to do properly the work our employees are called upon to do.” —We have had occasion to employ young men as machinists’ assis- tants who had served their apprenticeship in some machine shop. Such, we are glad to report, made good. With the exception of our engineer and fireman, necessarily experienced when first employed all employees are trained in our own factory,” writes the manager. Total number of employees in manufacturing department: 439. Male: White, 59; colored, 44; under 16 years of age, white, 4; colored none. Female: white, 312; colored, none. Under 16 years of age, white 20; colored, none. The average wages were stated in writing to be as follows: White male employees of low-grade skill: Lowest, $5. highest, $12; of greatest number $9 per week. Females white: Lowest $6; highest $9; of greatest number $7.50 per week. White male employees of high-grade skill: Lowest, $20, highest $55, of greatest number $20 per week. Female white: Lowest $10, greatest number $12. Shipping offices employ some 15 packers and clerks; Main office some 20 bookkeepers and stenographers. On the fourth floor were 49 men and boys, 25 of whom were negroes; 24 white. They work nine and one-half hours—make from $3.50 to $12 per week, average wage of beginner about $5. Feeders (boys and men) place tobacco in machines; receivers remove the tobacco;cutters operate the shredding or cutting machines; a few laborers. There are 14 women, all white. Some of them are 60 years of age. They were stemming and stripping tobacco leaves at four cents per pound, at which rate they realize from $3 to $8 per week, working short hours. Steaming or moistening the dry leaf is. accomplished by men placing the tobacco within a large drum. Flavoring is done also by mixing within a copper cylinder or drum. Licorice and other substances are prepared or boiled on this floor. Selecting and assorting the tobacco from the hogshead for blending purposes falls to the experienced superintendent. As he has been 40 years in the business his story is interesting: (1) Started as stemmer at $4 per week, and “dynamited my way up.” (2) Became a cutter then mashed his leg after one or two years. (3) Became assis- tant foreman. . (4) After three or four years became clerk in a store. (5) Bookkeeper and collector for three or four years at $75 per month —did not like it. Returned to factory. When his factory was ab- sorbed by the present corporation he was made (6) superintendent. He is general supervisor on all floors but the packing floor. Another floor is devoted to cigarette making. There are about 200 girls and also five or six men who act as mechanics overseeing the machines. The machine unrolls a narrow strip of paper and deposits evenly thereupon the tobacco. The paper is then rolled and a device automatically spreads paste on the edges and seals the tube. A knife cuts this into cigarettes which fall rapidly into @ tray. badd eA Female 2 Operators—piece work—earn about.............. $7.00 per week 10 Tippers—piece work—earn about.................. $4.50 per week All help except porter, are white. Method of training is for one girl to break in another. The skill is middle grade. ‘Doubtful whether trades school would help this business. Probably a preparatory trade school would.” Manager complains that business of department stores here could produce good goods at low prices and umbrella business ought to grow in this climate. “Great trouble,” says he, “is to obtain orders.” Shop two. Products, umbrellas, parts of which are bought else- where. Employs: 2 Male cutters at $10.00 to $12.00 per week. 4 Women seamstresses, average wage per week $7.00 ao $8.00. 16 Girl tippers at $5.00 to $6.00 per week. 18teamer and presser at $20.00 per week. 2 Drillers who bore the handles and use glue at $10.00 to $1200 per week. 1 Inspector at $7.00 per week. 1 Packer. 6 Traveling men who cover Louisiana, Mississippi, Alabama, Florida, Georgia, and Texas. Altogether this plant employs 14 males and 18 females. This factory is quite well lighted, work is done in one large room. The manager agreed that ambitious youths might learn the umbrella business in a trades school, then after a short experience here in shops might go elsewhere and establish same in small ci and towns of the South. It would seem that in the umbrella busi- ness there is a bare chance for short unit courses. EDUCATIONAL RECOM MENDATIONS. It is obvious that the small numbers of both boys and girls who may enter the umbrella business should possess the modicum of knowledge and training secured by (a) —231— elementary general courses, (b) prevocational courses. To the individuals with ambition evening and part-time classes should offer wide opportunity. No special workshops or courses need be erected in the Delgado School for the um- brella workers of New Orleans. OPTICAL GOODS. General importance. About 8,000 persons in the Unit- ed States in some 225 establishments are engaged in the manufacture of optical goods—a business that has grown rapidly. The annual products at the time of the last Cen- sus were worth $11,734,811, of which nearly 70 per cent is value added by manufacture. Local establishments and workers. The optical goods industry is a relatively small one in New Orleans. The making of lenses is the most important part of the industry here, although the business is intermingled with the sale, repair, fitting or manufactue of many kinds of optical goods, as spectacles, eye-glasses, artificial eyes, opera, marine, spy and race glasses, thermometers, barometers, lanterns, etc. Altogether, the industry employs about 50 persons, chiefly men and boys. This does not include clerks, salespeople, dispensing opticians and optometrists. Many of the latter either fit to the wearer glasses made at the three or four local concerns who grind lenses, or use stock lenses—since they do no grinding themselves. In some cases the opti- cian or optometrist is simply a middleman serving the purchaser between the lense grinder and oculist. In former days, lenses were ground by hand; to-day, the skill required is simply that of operating mechanical devices, such as lense grinders with iron surfaces, edging or revolving stones, polishing lathe, drill, pliers, etc. There —232— is a slackening of the lense and spectacle business from June to October, owing to the vacation period. Wages of all-round workers are $14.00, $15.00, $16.00, $24.00 and. $30.00 per week. Boys begin at $2.50 or $3.00 per week and are gradually advanced. Ability as semi-skilled operator at grinding is not hard to acquire within a few months. Knowledge of the principles of optics, laws of refraction of lenses, cylinders and prisms, the use of diopter measure- ments and interpretation of oculists’ prescriptions require intelligence and application. LENSE-GRINDING SHOPS IN NEW ORLEANS. Shop one. This establishment is devoted to wide range of op- tical goods, as spectacles, eye glasses, lenses, opera and field glasses, barometers, thermometers, etc. In manufacturing lenses four work- ers employed, one skilled man and three boys. Equipment of shop consists of following driven by electric motor: (1) Lense-grinder; (2) two-edgers; (3) polishing lathe; (4) drill; (5) small hand tools; (6) materials, lead glass, cutters, frames, etc. The manager mentioned four establishments employing respectively, one man and three boys, three men and four boys, two men and four boys, eight men and 15 boys. Says eight or 10 skilled grinders practically do all of the grinding for New Orleans and vicinity. One of them earns as much as $30.00 per week; most of the all-round workers earn $15.00, $18.00 or $20.00 per week. Proprietor did not think distinct classes for optical workers would be justified. by status of industry here. Shop two. This business not confined merely to grinding and making of eye glasses and spectacles, etc.; it is a general optical business. Ten employees work on eye glasses. The manager does not seem to think that trades school could help his business. Says he prefers to train promising boys or young men at his shop and that he would make an agreement with the school to supply such training in his shop. Does not seem to like the idea of putting this work in a trades school. Mentioned its impracticability and small demand for such workers in this part of the country, and also suggested that the turning out of many such workers would effect harmful com- petition with the workers not engaged. Says a bright boy can learn the business by grinding lens, etc., in about six months. He agreed that a bright youth might learn fundamentals in a trades school, enter his shop here for awhile, and then go into similar business for himself in some small city. EDUCATIONAL RECOMMENDATIONS. Three leading proprietors responding to our inquiries are not opposed to the various types of trades school sug- gested for the Delgado, but complain of no great difficulty —233— in obtaining or training the employees needed. The occu- pation of optical worker has not been developed, its work- ers are not numerous or organized and the remuneration is not high. No inconsiderable opportunity exists for a few young men to enter the business with a view ultimately to set up establishments of their own either in New Orleans or elsewhere. Such boys -would profit by training in ad- vance through: (a) General elementary courses of six or eight grades; (b) prevocational courses (Preparatory Trades Department); (c) special attention to the physics of light. Boys employed in the business should endeavor to arrange suitable part-time courses. All of these oppor- tunities will be provided to serve the larger group of stu- dents in the Delgado School. COTTON MILLS. Scope of the industry in United States. During 1909 there were 387,698 persons engaged in cotton manufactur- ing establishments in the United States. The value of pro- ducts was $628,391, 813, of which 40 per cent was value added by manufacture. Of these wage earners, 62.6 per cent were males and 49.5 per cent females, 16 years of age and over (Census, Volume X, 1910, page 41.) In New Orleans. Four cotton mills employing 1,300 persons are in New Orleans, of whom about half are girls or women. Only about 10 per cent of the workers are colored. The following brief description is based upon a personal study of one of the large local cotton mills. It -is intended to present fairly occupations as they are actually observed in such a mill. —234— A STUDY OF A LOCAL COTTON MILL. (1) Dyeing. Men and boys do this in separate building. Both the finished yarn and also raw cotton dyed in large tanks and by machines carrying streams of material in and out of the tanks to the automatic driers. Material here is aniline and also synthetic indigo. Two boys to a machine. Heat in this room is great, even in February, and the odors are not pleasant. (2) Picker room. Here sets of machines remove the dirt, etc., by machinery. (3) Laps room. Here “strong arm boys” lift the laps or large rolls of cotton off machine. Some of these rolls weigh three or four hundred pounds. (4) Card room. Cotton is deposited into cans and here also remainder of dirt is removed by machines. Boys and men. (5) Railway heads. Four or five cans supply one machine and the cottons emerge twisted together loosely; the cans rotate. (6) Frames for bobbins. Here finer twist is produced. A large number of girls attend to these machines. Boys manage bobbins and remove same. (7) Spinning room. Girls and women attend machines making still finer grade of yarn. (8) Spoolers. Girls pass the thread upon wooden spools. boys assist. (9) Placement of threads. Girls do this; boys assist. (10) Drawing-in-hands. Women and young girls here. Work hard on eye sight. Necessitates drawing of thread through steel needle adjusted in frame. Frame operates in connection with loom. (11) Sizing and dye machines. Tanks of caustic acid are used. Some colors are for materials in the native state, but it depends upon the goods. Sizing is a starchy mixture applied with heat to the thread for stiffening and to make it brittle. Men and boys use these machines. (12) Weave room. Girls and women attend the looms mostly. Cloths are made in large quantity. The females range from the young girl to old women, girls about fifteen or sixteen years of age at the lower limit. (13) Cloth room. Women inspect finished cloths for defects in color and make. Machines clean, fold and assort. Women, boys and girls employed. It is mostly machine work. (14) Packing and baling. Cloths are pressed by machines into bales and then packed by men. (15) Storage. (16) Power Plant. This plant is an interesting one because it contains three large steam turbines, also electrical generators and pumps lifting water from the river and driving it out. The boilers have automatic attachments for distribuing fuel. Worthy of note are several special features seen in this plant, features that are intended to increase efficiency by the elimination of waste, as follows: (a) The president every day gets a detailed report of quantity of products of every department; of amount of raw material and of finished product going out; also amount of coal burned: It is found in these last instances that since cotton is affected by moisture in the air the amount of power used depends upon the weather. —235— (b) A newly installed machine determines the percentage of moisture in each cotton bale bought. Ordinarily it is supposed to be about seven per cent, sometimes 25 per cent is detected, meaning several dollars per bale. (c) In the boiler room, in addition to the feed-water heater, which raises temperature of water from the condenser 78 degrees up to 208 degrees there is also a device for heating this water by means of the hot gases and smoke which heretofore escaped up the chimney, so that the water is heated by these gases to 240 degrees. This means a saving of some 12% per cent, it is claimed. River water enters the plant ai 47 degrees. (ad) By a routing system they are usually able to find room of machine and girl where mistake is made. If a girl makes a mis- take she is fined and this tends to keep the quality of the work up. (e) Realizing the fact that cleanliness and recreation are advan- tageous to the workers, the Company is installing a recreation plant. It is to have a lunch room, gymnasium, recreation, and auditorium for the health and comfort of employees. The Company is paying for this to the extent of some $3,000 and claims it will spend some $75 per month in maintaining the same. This is thought to be not merely philanthropy but good business. They expect to have there a skilled woman specially trained to look after the young girls as counsellor, friend, manager, etc. Possibly they will have some school features. (f) The president says he does not think there will be difficulty in organizing part-time classes where teams of boys or girls could alternate in shop and school from week to week. Seems certain about this. This same official says that the modern factory should be built out of concrete, steel and wired glasses. It should be nearly ajl windows. In long buildings it is necessary for good light to utilize _the saw-tooth kind of room facing the North, the only disadvantage being that the glass transmits the heat which may be prevented by whitewashing it. He is also a believer in the prisms for refracted light. Regarding engines, while he regards the turbine as an improvement, said he would prefer the Diesel engine as most econom- ical. This engine makes power out of crude petroleum. In many departments ventilation was bad. An assistant superin- tendent claims that is is necessary to keep the air humidified otherwise processes will be hurt. It is said that in England the law compels not to have humidity more than 78 per cent. No such law here, however, and they run it up to 80 per cent, or more. Sometimes troubled by static electricity. In some of the rooms loose lint fills the air which felt most oppressive. In the drying room the fire risk was great although there are automatic sprinklers. “Sometimes two or three fires a week here, all of which, however, are quickly managed by the automatic sprinkler.” The president says it is difficult here to obtain the right kind of labor, that is people with some ambition and intelligence. He seems most willing to co-operate with all modern agencies in im- proving both his plant and the condition of his workers. An assistant superintendent says he learned the business in the mill, but spent three years at a school of technology. He seems versed in all of the technicalities of the business, which are highly complex and could not be controlled without intelligent organiza- tion and closest supervision. —286— The girls come to work at 6:30 o’clock a. m. and work 10% hours except on Saturday. The total number of hours per week is 60. The girls make from 70 to 90 cents per day. Men from $1.25 to $2.25,.and some even more. Indicated one repairer about 35. years of age who had been there since he was 14 years of age and is now making $2.25 per day. The man appears very frail. Incidentally employed, apart from cotton manufacture, there are about four score mechanics and foremen, including: One superintend- ent, 15 foremen, 18 loom fixers, 19 card grinders, 8 spring loom fixers, timers, etc. This approximate statement of wages per week was. given: Employees of low-grade skill: Male: Highest, $12; lowest, $3.60. Of greatest number $6. Fe- male: Highest, $6; lowest, $3.50. Of greatest number, $4. Employees of high-grade skill. Male: Highest $18; lowest $9. Of greatest number, $12. Fe male: Highest $12; lowest $6. Of greatest number, $8. EDUCATIONAL RECOMMENDATIONS. 1. Save for the training of mechanics, machinists, engineers, and foremen, etc., provided in regular courses, no specialized training of boys especially for loca] cotton mills is desirable. A full elementary education would, of course, be desirable in all ranks. 2. The long hours of labor and the nature of the daily work does not render promising the prospect of profitable evening school work. If a sufficient number of men in the cotton mills should apply, however, opportunity to develop desired unit courses should be afforded. For the girls and women, evening courses similar to those suggested for girls in the tobacco factories might be developed. 8. Part-time arrangements for boys and men in the Delgado School should be developed wherever practicable. —287— MUSICAL INSTRUMENTS. Character and importance of the industry in the United States, Makers of musical instruments may manufacture many classes of products as (1) pianos, (2)organs; (3) materials for pianos and organs, as cases, actions, sounding boards, keyboards, pipes, keys, strings, washers, etc.; (4) instruments and materials, e. g. cornets, trombones, tubes and other brass instruments, cymbals, drums, xylophones, castanets, harps, lyres, guitars, banjos, mandolins, zithers, violins, violincellos, piano players, sound-reproducing ma- chines, ete. In round numbers 45,000 persons are employed in these industries in the United States—most of them in manufac- ture related to pianos. The products are valued annually at about $100,000,000. (Census, X. page 513). Ninety per cent of the workers are white males over 16 years of age. (ibid pages 254.) Local establishments. There are no large factories in New Orleans devoted exclusively to the manufacture of mu- sical instruments. There are a small number of skilled in- strument makers, and local dealers in musical instruments employ repairers and instruments workers in small numbers. In some of the work a variety of skill is demanded and considerable opportunity for commercial advancement for a few skilled, ambitious youths is reported as will be seen trom the notes and letters appended herewith. The workers in New Orleans. There are about 100 white men and boys employed in work upon musical instru- ments. The work is in demand the year round. No definite system of apprenticeship exists. Says one employer; “We allow the boys, who are being trained, to work alongside of skilled men, and in this way they are taught.” phe TABLE XIill. REPAIRERS AND MAKERS OF MUSICAL INSTRUMENTS IN NEW ORLEANS. Weekly wages of employees of low-grade skill. Male Greatest Firm wage earners Highest Lowest Number I 6 $4.00 $16.00 I I 3 $12 4.00 6.00 Iv 5 2.50 10.00 Weekly wages of employees of high grade skill. Male Greatest Firm wage earners Highest Lowest Number 1 19 $40 12 $18.00 U 8 30 8 $20 to $22.50 Il 3 30 16 18.00 Iv 15 30 8 Attitude of local dealers. Three of the largest local employers of workers on musical instruments declared in favor of trades school, preparatory, practical, evening and part-time. It is likely that part-time arrangements could be effected for a few boys. The notes and letters that fol- low disclose further their attitude. Notes and Inspections in Local Establishments. Firm one. Products: Repairs for pianos, player pianos, victrolas, etc. An officer of the company named the following mechanical oc- cupations utilized in his business: Repair men for outside work: (a) Piano tuners; (b) tuners and action regulators in the sphere of organ construction; (c) adjustera for electrical pianos. Shop men: (a) Tuning; (b) action regulators; (c) making bass strings; (d) veneering, gluing, etc., cabinet work; (e) varnishing;, (f{) making and placing keys; these are cut out of celluloid; (g) automatic action repairers who must know something of pneumatics; (h) repairers of talking machines, violins, mandolins, reed and brass instruments. There are four men in the shop and twelve on the outside. An official stated that in his opinion there is good opportunity for youths to enter the above lines of work. Said trouble in New Orleans is lack of skilled labor. One piano factory here closed on this ac« count. He said that such men as above after experience in his es- tablishment might go into adjoining towns such as Brookhaven, Jackson, etc., to work as a combined expert repairer and salesman. Firm two. Products: Repairs for pianos, player pianos, organs, etc. Utilizes a few cabinet makers, furnishes tuners. Manager —239— stated that he was disposed to experiment with part-time courses on the team-work basis. One Manager writes: “In answer to your letter inquiring what branches of skilled trades our industry draws from, will say that in the manufacture of pianos the number and grades of occupations are so numerous and diversified that it would be impracticable to go into the subject for the reason that there are no piano factories existing in New Orleans and there is very little likelihood of there being any in the future for well known economic reasons, the prin- cipal ones being that these factories are near the source of supply and the labor market, the two principal centers being Chicago and New York. “However, in the retail business there is but one branch of skilled labor generally known as piano tuning and repairing. The practical occupations are divided into three branches, as follows: “1. Piano Tuning. Piano tuning is a very highly skilled art, re- quiring the combination of special talent and applied art. There is a splendid demand for good tuners, and we are to-day looking for good men all over the country, and it is almost impossible to hire them.” “Since the advent of the player-piano the demand for good tuners has increased on account of the increased supply of work. There are tuning schools that pretend to teach by mail, but such institutions are ‘impractical for manifest reasons. It is difficult to apprentice young men into tuning for the reasons that practical tuners will not impart their knowledge to apprentices, and the best tuners, therefore, learn their trade in the factories or at some of the recognized schools in the East, particularly Boston. The new Conservatory of Boston has a sep- arate tuning department. “What we call plain ordinary piano tuners who know nothing about the mechanism of a player-piano, but are simply what we call good rough tuners, receive $15 per week and up. Good tuners get $20 to $25 per week. Expert tuners, $25 to $35 a week. A good all-round tuner, who understands the player-mechanism, gets from $20 to $25 a week, and an expert tuner and player-man, $35 to $40 a week. “2. Piano Repairing. The playing mechanism of a piano is what we term the ‘action,’ and as each note consists of eighty-eight dis- tinctly different parts it is a very highly complicated and delicate mechanism, requiring skilied labor in taking it apart and repairing the different portions by putting in new felts, reassembling and carefully regulating the whole action very much in the same manner that a watchmaker would assemble the parts of a movement. The knowl- edge of this work is very much easier to impart to apprentices, and we nearly always keep one or two apprentices on hand, teaching them the work of repairing. We have found, however, that not 10 per cent of such apprentices ever take up the art of tuning. “3. Piano Finishing. This is a distinct part of the work, consist- ing of case work, the mending of broken veneers and staining, varnish- ing and polishing the case. On account of the high lustre required in piano finishing this is obtained only by means of hand polishing on the last coat. The warmth of the hand and the manner in which it is done is required to bring the lustre to the veneer. This is, there- fore a very skilled work. We have no trouble in getting apprentices for this line of work, but it is difficult to obtain a high percentage of efficiency.” “Apprentices receive $3 to $4 a week until they are able to mas- —240— ter the rudiments and then they get $6 to $12 a week. Expert fin ishers receive from $15 to $20 a week. “The introduction of the player mechanism put into pianos, con- structed on the principle of pneumatics, is complicated and almost impossible for the old-time tuners to master. Usually the best player men are apprentices or boys who learn the trade in the repair shop. A combination tuner and player-man is therefore the most in demand of all. “The scarcity of good tuners and repair men would lead me to gay that the demand is about four times as great as the supply and the consequence is that the owners of pianos are obliged to trust the work to incompetent hands who really do more harm than good, for a good piano can be very easily ruined by a poor tuner. This, de mand was so keenly felt in New York two years ago that the public schools instituted a separate department in the night schools exclus- ively to teach piano tuning and repairing and this institution is almost self-supporting. The instruments that are repaired are bought very cheaply at auction houses and when repaired, are turned out in such presentable condition that they’ bring good prices. “It is my opinion that a similar institution in New Orleans would be almost self-supporting. We ourselves would find it profitable to send a great deal of repair work of our own to be done, if a satis- factory schedule of charges could be arranged and I have no doubt that this service would be taken advantage of by all the retail piano houses. ‘I could put you in communication with the heads of tuning schools in Boston where I have no doubt you could obtain the ser, vices of a practical man in this line and if there is any further in- formation on the subject that you desire, it will afford me great pleasure to give it.” : Another local agent writes: ‘A number of years ago, a piano factory started in New Orleans, but had to close down on account of lack of labor. “There is at present an opening unexampled in the history of musical instrument repairing; need is great of men experienced in this line, owing to the advent of the player piano and electric piano. Both of these instruments require repair men who know, not only what used to be necessary for the ordinary tuner, tuning action regu- lating, but also a thorough knowledge of the principle of pneumatics. “There is a good living to be made as well in repairing the small musical instruments, brass and reed. Good varnishers and finishers are very rare in this City. In this line, there is hardly a first class repair man in the State of Louisiana or Mississippi out- side of the City of New Orleans. ' This is an ideal place for a musical instrument factory, but the labor problem absolutely prohibits it.” SUMMARY AND EDUCATIONAL RECOMMENDATIONS. 1. The small number of workers on musical instru- ments in New Orleans and the diversification of the work, i. e., piano tuning, finishing, repairing; piano player and electrical work; repairs of musical instruments, make it —241— impracticable to provide in the Delgado School special courses, instructors and equipment for each of the occupa- tions. 2. Opportunity should be extended to local employers and employees to conduct unit evening courses, e. g. in piano tuning, and finishing and repairing. Allowance for space in buildings should be made to this end. The courses can be articulated with work in physics of sound, mechanics and electricity; also with the cabinet making. 3. Boys in general prevocational or the Preparatory Trades Department should have their attention called to the opportunities suggested. Afterwards, by proper part- time and evening courses in physics or in cabinet work as required, their progress in the musical instrument industry here could be facilitated greatly, as well as by intensive, practical, unit courses conducted with the help of local employers. LAUNDRIES AND RELATED OCCUPATIONS. The industry in New Orleans. The matter of regular cleansing of various articles of clothing is the basis of gain- ful occupation for approximately 10,000 women and girls in New Orleans if we include laundresses working in homes. The census data are as follows: Laundry operative: Females—white, 307; colored, 278. Laundresses not in laundry: Females—white, 794; col- ored, 8,571. A report during 1914 on wages of women and children in New Orleans, prepared by S. M. Hartzmann for a local chapter of the Consumers’ League, contains this table show- ing actual wages received by 253 laundry operatives. The report does not exhibit any existing differences between the wages of the white and the colored operatives: —242— i Sas j - 8 or 61 Te he jee sr jee sor G oe oa arate “+ peI0L, he IT F z I nS Rife Se ee Zr : AT 4 Fe rfeh arg [Pend oe pian we Steet #Z T ; WT 9 t sofas & | &e aes tes: a faba Ses 6L alee ly I Sg t sas a) axeedene ot oe cL Tt g z @ I geate Hilts le Uae [esa oo aged FP I G 8 ¢ z stein, SBheie te aloes esp Guslehee 8Z T. srl G c z seedy Sie ee 5 wines 8z G F 9 z I nae 3 eres Secs eL T t Zz £ siete ey ek ede ep stedans 12 seepreeedy L 8 t I ae eer Tl ee Zz e £ Pete eal rane Sec Jana 6 7 z z Tt e wie S56 Se @ 29 ‘ ve ele z Tis LGR Lb ae T adele sugea piece sesh ute doce gs see felt carer fea ae b aieas | 78701, 00 slog 2/00 z]09 gj00 glo geloo slog F100 Fog g}00 slog 2} 00 2$ Of LIOO LIOS 9/00 9lOE S/00 Slog FOO FOS E/00 SlOs cl00 Z| tepun ‘oy AG—ueIpLIyO pus uemoA, Jo sade, ATH00M SUpMOUS ‘SGIMQNOVI—AIX DIAVL —~243— The published enumeration by the government does not distinguish men and boys working in laundries, who are employed either directly in laundry processes or incidentally as mechanics, engineers, etc. In New Orleans there are a hundred small Chinese laundries and nine steam laundries of considerable size, one of these being one of the largest in the United States. For the purposes of this survey we give below only notes of in- spection concerning typical, large laundries. We have noted particularly the vocations therein of boys and men. “LAUNDRIES !N NEW ORLEANS. Plant one. This large modern plant includes numerous features of sanitation and efficiency. At the time of inspection approximately 325 persons were employed, of whom 200 were females, chiefly white girls and women, none, it was reported, under 16 years of age. Occupations of Men and Boys. I. Power plant. Employed here are two engineers and a fire- man. Wages, $25 and $15 per week. An Allis-Chandler connected directly to dynamo furnishes electric power for the entire plant. II. Up-keep and repair. Two machinists and electricians at $28 per week. One blacksmith and horseshoer, $18 per week. Wagon maker, $20; carpenter, $18; painter, $18 per month. Ill. Laundry Proper: Mangle room: One foreman, $25. Assistant, $15. Semi- skilled operators, (white and colored) 14, $10 and $15 Shirt and collar room: One foreman, $35. Operators, 15; white, $12 to $15; colored, $8 to $14. IV. Dry Cleaning: Superintendent, $30. Dyer, $25. Operators, 10 colored, $7 to $18. In the dry cleaning processes used are: (1) Garments are washed automatically with gasoline; (2) a power pump circulates the gasoline; (3) a still separates gasoline from impurities so that it is used again; ()) clothes are dried. V. Stables: Attendants for 40 head of horses. Drivers for auto trucks, 3; wages, $15. Occupations of Girls and Women. Girls and women do team work in the collar and shirt rooms. A small number of colored women do special hand and domestic work. In the laundering of a collar there are twelve steps, each repre- senting a phase of highly specialized labor performed by an individ- ual. The steps are thus indicated: (1) Washing machine, (2) wring- —244— ing, (3) starching, (4) drying, (5) dampening, (6) ironing, (7) ironing outside edge, (8) dampening seams, (9) ironing edge of standing collar, (10) use of drying tube, which dries and shapes; (11) froning the top, (12) shaping machine. : Here are the similar steps in laundrying a shirt: (1) washing, (2) wringing, (3) starching, (4) drying, (5) dampening, (6) pressing, (7) ironing sleeve, (8) do. neckband, (9) do. yoke, (10) do. cuff, (11) do. body. Plant two. This place does not represent the best type of laun- ary. Following is an outline of the establishment, and indicates what. a boy working up to superintendency must pass through or understand. (1) Washroom. Worker should know chemicals, soaps, acids, ma- terials, machinery, temperature of water, quality of water, soft, hard, lime and salt waters. “To-day water varies from 10 to 15 per cent in lime, formerly it varied much more.” Foreman of washroom gets $3 per day. Other male workers, from $12 to 14 per week. Five of the men are colored; foreman is white. Manager says white men do not keep their feet dry and are more subject to rheumatism than the negroes in the washroom. (2) Extractors. One man here and a helper. Both colored. Highest wage, $12 per week. One must understand the relation of the speed and gearing of the engines both to washroom machinery and to extractors. (3) Starch-room. Here five girls and women, colored and white. They get from $4 to $6 per week. Must know how to measure starch and to cook it, etc. (4) !roningroom. Sixteen girls here—all colored except one white girl, Irons use both gas and electricity, so that if electricity fails other is available. These girls get from $3.50 to $7 per week. (6) Shirt machines. Twenty-six white and colored women and girls make from $4 to $5.50 per week. It takes girls about two weeks to learn to use a gas iron, but only a few hours to learn to use a steam iron. (6) Collar-room. Processes similar to shirt machine. Four girls. employed; wages $4.50 to $7 per week. (7) Shipping-room. Four girls and one man. They make from $6 to $14 per week; they sort and wrap goods. (8) Delivery department. Drivers, boys, wagons. EDUCATIONAL RECOMMENDATIONS. 1. Occupations of men incidental to the conduct of a modern laundry include the work of mechanics, engineers, electricians, etc., trades for which special courses will be provided by the Delgado School. Special day courses for prospective male operators in laundries are not necessary. 2. In addition to the work for boys in the Delgado School, for the girl operatives, it would be desirable to have part-time or evening courses in home-making courses sim- ilar to those suggested for female tobacco workers. (See page 215.) —245— SHOE MANUFACTURE AND RELATED OCCUPATIONS. Importance. The boot and shoe manufacturing indus- try throughout the country comprises approximately 2,000: establishments, 220,000 workers, making products valued at: $515,000,000, of which 35 per cent is value added by manu- facture. In New Orleans local establishments dealing in shoes are of four kinds: (1) Cobblers, working by hand; (2) shoe repairers, using machine outfit; (3) shoe factories; (4) dealers. It is well known that the trade of the hand cobbler is nearly extinct. The shops for the quick-repair of shoes by machinery are numerous and usually contaim two or three workers besides the proprietor. We have made: no attempt to number. or analyze these shops. It is certain: that the hours of labor therein are long and as a rule the: wages are low, as competition is keen. While proprietor. ship in a good location offers opportunity to a qualified man, the demand for preparation for labor in these repair shops does not require special courses in a trades school. Shoe factories proper are few in New Orleans, there being five, none of them very large. The number of em- ployees is reported “to vary with conditions.” One of the largest establishments reports 135 workers; males, 100: white, 35 colored; females, 35 white. TWO LOCAL SHOE FACTORIES. Plant one. Products: Shoes. Employees reported, 15 males, 15 females, all but one over 16 years of age. The superintendent, a man who has risen from the ranks, explained that a boy might learn the- industry as it exists in this representative establishment by stages: such as these: (1) Errand boy ............. | Heeling ............005. $3.50 to $4.50 per week.. Feeding .........esceees J (2) Pulling tacks ........... Filling bottoms ......... $12 per week average. Leveling .......-....04. (3) Seat trimming ......... : Seat nailing ............ i $12 per week average. (4) Heeling and heel trimming. $2.50 to $3 per day. —246— (5) Inseaming and stitching. Edge trimming. Rough rounding This is somewhat skilled work. A good man can learn this in about a year... Pay, $20 to $25 per week. (6) There are five foremen at $21 per week.. Plant two. Products: Shoes. First floor: In the back of the downstairs store is a cutting room with cutter and finisher. This cutter, it is said, has been 32 years at the trade cutting out all parts of shoes by hand. He now makes $2.25 per day. He is now 45 years of age. In old days a cutter used to design, cut and then make the whole shoe. Now the cut material is passed on to the machine operatives. The finisher in this room is polishing and finishing the strings, etc. Second floor: This room filled with machines, but three men only observed working. One man said he had worked 18 years and is now making $16 per week. He runs five or six different kinds of machines, including heeling machine, clinching machine, leveling machine, slugging machine, standard screw machine. Formerly, he said, some 12 years ago, there were nine men on this floor. Third floor. Fitting room, also full of machines. Two men only here. Said that five years ago 13 men were there. Average wage is $2 or $3 per day. One machine operator, a good workman, said he had been there 21 years alto- gether—now making between $2 and $3 per day. Rather liked the work,. because he was not physically able to do harder work. EDUCATIONAL RECOMMENDATIONS. 1. The shoe making and repairing industries here do not warrant special provision for the training of prospec- tive workers by the Delgado School. 2. A boy desirous of entering the industry could prof- itably complete at least the general Preparatory Trades De- partment of the Delgado School before attempting to gain practical experience in a factory. 3. Opportunity should be extended to any group of shoe workers desirous of organizing a proper special unit course in the evenings at the Delgado School. —247— ARTIFICIAL LIMBS, ORTHOPEDIC AND SURGICAL SUPPLIES-. Importance. Four or five thousand workers in this* country are engaged in making surgical appliances and arti- ficial limbs. This work is not affected generally or locally by seasonal variation, while throughout the country the hours of labor vary from 48 to 60 per week, the prevailing hours being from 54 to 60. The majority of establishments employ only from one to twenty wage earners. Value of. products, $12,399,314, of which 56 per cent was value added: by manufacture. (Census. Vol. VIII, p. 501.) The industry and the workers. The nature of the in- dustry presents variety and is likely to an unusual degree to stimulate the intelligence of a worker. It is thought locally” that the industry would be promoted by any type of trades- school—preparatory, day, evening or part-time, if the’ courses were related to the various lines of .work in this in-- dustry. “A more intelligent system of endeavor” is needed.- These occupations are such as: Woodworking with saw,- plane, chisel and draw-knife; machinists work with various: metals; leather and cloth work; management of electro-gal-- vanic plating.apparatus. It seems possible in one large es.- tablishment to try out a part-time arrangement. At present’ workers are obtained from variable sources. They are gen- erally trained in local shops, but difficulty is found in both: obtaining and in training skilled emlpoyees. A TYPICAL ESTABLISHMENT. This establishment combines manufacture, jobbing and retail- trade. Surgical and orthopedic appliances are made on order of physi-- cians and others, and a good business is done in the making of arti-- ficial limbs. The actual tasks before the workers vary with the indi- vidual order, and thus a wide range of skill in the use of tools and ma* terials is demanded. The making of artificial limbs is largely individual, and work is* a peculiar trade that utilizes a composite of skill in wood, metal, varnish, etc. In addition to this the ability to make casts, follow’ written directions and drawings and make nice physical adjustments are demanded in this establishment. Here are a half-dozen skilled’ workers, white men, using wood, metal, leather, cloth and varnish. A small electric plating plant is included in the establishment. A~ few women as sewers are employed. Wages not obtained. —248— EDUCATIONAL RECOM MENDATIONS. It is obvious that this relatively small though important industry does not warrant definite provision in a local day trades school except where a part-time arrangement can be effected, or in the evening classes. Boys definitely prepar- ing for this work could easily obtain valuable preparation sim general woodworking, metal working and other courses of the Delgado School in addition to the general work of the _Preparatory Trades Department. A local manufacturer -feels favorable tothe experiment of a part-time class. HORSESHOEING., This well known occupation is in a discouraged condi- tion in New Orleans owing to five facts, it is claimed: (1) Foreign labor and negroes introduce cheap rates. For ex- ample, one well-known shop charges a minimum of 40 cents per shoe, $1.50 for four, the difficult work bringing more. Cheap workers shoe a horse for $1. (2) Unskilled labor is allowed to compete with the skilled. (3) Automobile has displaced popular use of horse. (4) Commercial establish- ments as an adjunct to factories or stables set up small blacksmith shops, where a man working for $2 or $3 per day does the crude work both of a farrier and a general worker with iron and steel. (5) No adequate provision exists in New Orleans for the training of horseshoers; the work is hard, pay is uncertain and probably few white boys are en- tering the trade. The following study of one of the oldest shops in the city is sufficiently illustrative of the trade: Local Horseshoeing and Blacksmith Shop. This shop was established 80 years ago and represents knowl- edge and skill handed down in a family. Father and son now own -and operate the shop. Materials used are chiefly rough shoes made —249— in Pennsylvania by machine processes. Tools and processes in this typical farriers shop are: (1) Farrier’s hammer; (2) buffer, a small flat tool for opening clinchers and pulling off old shoes; (3) pinchers for removing old shoes; (4) nippers to pull nails and trim down the foot; (5) rasp, a coarse file, for leveling foot and clinching the nails; (6) hoof tester—a large nickel plated calliper with roughened ends used to detect tender and sore spots in the foot of an animal; (7) rubber pads, etc.; (8) nails of different sizes, numbers 3, 4, 5, and 10; (9) anvil, sledge, punch, hand-forge, etc.; (10) drill press, This shop formerly cared for the horses of 22 physicians. No educational recommendations are suggested save: for (1) general elementary training, (2) blacksmith and. forge work in the Delgado Schoo} for a prospective horse- shoer, (8) self-improvement of workers in the business by means of night courses. NOTE CONCERNING AWNINGS, SAILS, TARPAULINS, TENTS- A half dozen establishments in New Orleans make or furnish awnings, tarpaulins, tents, sails, flags, filter cloths, ete. Much of the material is furnished on individual order. One of the largest of these establishments employs 20 work- ers, of whom 8 or 10 are sailmakers, There are probably a score of sailmakers in the city. No formal apprenticeship exists. Boys may begin at $3 per week. A good worker earns $3 per day. The hours are long, from 9 to 10 per day. A skilled satlmaker cuts, sews on canvas, splices ropes, etc. Girls, white and black, sew with power machines. There is complaint of the carelessness or botched work of some men who put up awnings on residences, etc. One prom- inent proprietor thinks the Delgado School could organize a small class to teach boys how to sew, fit canvas, make: awnings, etc. —250— NOTE CONCERNING RIGGERS. The rigging business in New Orleans is largely in the hands of Greeks. There are two contractors or firms ex- clusively doing this work. The business consists of the use of ropes, pulleys, tackle, etc., in the moving of very heavy objects, the repair of smokestacks and in construction work. Riggers are not used extensively for ships in New Orleans, as the tackle of ship is largely wire or steel rope put on in ship yards once and for all. Sailing ships now are small factors in the business. At the United States Navy Yard the -wages of riggers are from $2.24 to $3.52 for an 8-hour day. NOTE CONCERNING DIVERS. In New Orleans there are six or more professional divers. The work requires physical strength, endurance, and agility in the handling of objects, tools, tackle and car- goes under water pressure. Knowledge of and habituation to the use of the diving outfit are necessary. Mechanical aptitude is essential. A complete outfit includes air hose, helmet, suit, and co-operation of diver, pump boy and assist- ant. An outfit cost from $150 to $500, according as in- tended for shallow or deep water. Divers earn at the Naval ‘Station from $6 to $10 per day. Independent divers on ‘emergency jobs may earn $25 per day, and even more, but the employment is irregular. The work involves great phys- ical and nervous strain, and while an independent vocation, “will be open to very few boys and men. No special educational course needs be offered in the Delgado School. A knowledge of machine work and of ele- mentary physics would help the prospective professional diver, who must gain most of his specialized skill by prac- tical experience. —251~ BARBERS. The ancient trades of the barber and the hairdresser are carried on by some 200,000 workers in the United States, of whom 90 per cent are men; about one-fourth of these are negroes ; the ages of the majority range from 21 to 45 years and over. In the present study we are concerned particu- larly with the occupation of the male barber. The study of Ayres designates the trade of the barber as a “stable occu- pation” in the sense that the proportions of barbers to the total population of respective cities are remarkably uni- form. The trade has been affected by the advent of the safety razor, which has caused a diminution of patronage. The healthfulness of the occupation is involved by no considerable hazard, although the long hours of confinement. in illy ventilated shops and the nature of the tonsorial op- erations demand hygienic precautions. The work has little season variation. LOCAL BARBERS. Of the near thousand barbers in New Orleans about one-fourth are negro men, one fourth native whites, the remainder being for- eign born or of foreign parentage. The local of the Journeyman Barbers’ International Union of America comprises 156 members. There are now 10 apprentices, the proportion of apprentices to work- men allowed by the union being one to every six journymen. Three years is the period of apprenticeship, the boys being taken at the minimum age of 16 years. “There is no specified salary for ap- prentices,” is the report of the union. Union wages are reported to be “60 per cent of amount earned.” The hours of labor average 75 per week. Many boys, especially colored boys, hang around barber shops to shine shoes, brush clothes, do menial service and await small tips. This kind of work without some provision for training as a barber is a blind-alley job and undesirable. Probably 200 boys under 20 years of age may be found employed in the barber shops of New Orleans. It is significant, that during January, 1915, the results of a census of all of the boys 13 years of age and older in the elementary grades of the public schools of the city show that 21 boys (17 white,. 4 colored) prefer to be barbers. A census of all of our public night schools disclosed only seven barbers or assistants enrolled in the: public night schools. Local Union No. 496 is in favor of all four types of trades schools suggested—preparatory, all-day practical, evening, part-time.. There are “barber colleges” in New Orleans run as a commercial enterprises by individuals or corporations. —252— The general requirements of the organized barbers are indicated py the following statements: “In order to become a practical ‘barber and a member of this union it is necessary that an apprentice must serve no less than three years of apprenticeship under a prac- tical barber, and must have full knowledge of the keeping of his tools in a sanitary condition and must be thoroughly conversant with the rules and regulations of the State Board of Health. Noa barber college graduates are allowed to join our union.” An experienced barber in a first class shop and who learned the trade from his father communicates the following regarding the oc- -cupation in New Orleans: “The pay of a barber varies from $40 to $120 per month. Much depends not only upon the skill of the barber, but upon his ability to make himself agreeable and to make and retain friends. It all depends upon knack or skill, common sense and brains. Many bar- ‘pers are not making a living to-day—the safety razor has cut business about 50 per cent. “The prevalent, local wage system is this: A skilled barber ‘in a down town shop may receive 60 per cent of earnings. In other shops he may receive a guarantee of say, $12 per week with a promise of 50 or 60 per cent of all money earned in excess of $18 per week. “In the old days there was a kind of apprenticeship when a boy would enter a shop, pick up what he could in the way of tips, ete., and gradually learn the trade, practicing on people out of employ- ment, etc. To-day the good barber has not the time to spend in training boys because after having trained the boy it 1s simply to lose him to another shop. Barber colleges give about the only systematic training to-day, but some of them are fraudulent. They make a boy pay in advance, keep him awhile, permit him to practice on hoboes, and as soon as convenient the proprietor will say, ‘Now you are a barber, go.’ ‘J think a free trades school (barber department) where the work could be taught by honest, competent men, would be a great thing for the business. Besides active barbering, sanitation could be emphasized in such a course.” EDUCATIONAL RECOMMENDATIONS. 1. Effort should be made to enroll the boys, white and ‘colored, of the barber shops into night schools for ele- ‘mentary courses, or for work in the Delgado School. 2. For the definite training of prospective barbers no course or equipment should be provided at the outset of the Delgado School save as follows: In the erection of the build- ing for this and similar uses in connection with local trades, allowance should be made for one or two small rooms adap- table for the use of unit courses as demanded by local con- ditions. If the barbers of the city will co-operate in the establishment of a barber’s course, and if there are suffi- —2538— cient numbers of applicants, say twenty, such a course could be organized. The complete course should include: (1) Ele- ments of general education for citizenship; (2) appropri- ate phases of hygiene; (3) the art of the barber taught by a practical barber. Such an opportunity in a public trades school seems possible because of: (a) The relative stability of the trade and the inadequate provision for training of barbers in shops; (b) the existence of commercial enter- prises subsisting on the fees of boys who may become bar- bers. STEWARDS, CHEFS, COOKS, WAITERS, ETC. The purchase, preparation and serving of food for the public employs a large number of men in New Orleans, in addition to the waitresses employed in some restaurants. Establishments include clubs, hotels, restaurants, lunch rooms, ship and railroad service. But one of the half dozen steamship lines employs its stewards in New Orleans, it is said. Hours of labor are very irregular in these occupations. A steward may labor from 10 to 18 hours on occasion. Cooks, 12 hours, waiters from 8 to 12 hours. Data secured from local stewards, proprietors and waiters are as follows: Stewards. A steward is a general manager of the cul- inary end of a club, hotel or restaurant. A capable steward has worked his way up through steps, such as, storekeeper, assistant or inside steward, assistant to cooks and all the grades of cooks, such as fry cook, boiler, sauce, pastry chef ; or bus boy (assistant to waiter), captain to waiters, head waiter, and finally, steward. In big hotels there is a chief steward. In New Orleans there are employed in hotels seven stewards; clubs, nine; railroads, fifteen or twenty. —254— As a rule all are white men. The wages here reported range from $900 to $4,200 per year. There is a local branch of the International Stewards’ Association, which is an educa- tional and fraternal organiaztion. Chefs. About 40 chefs, many of whom are of French extraction, are employed locally in hotels and restaurants. Wages vary from $100 to $200 per month. Nearly all are white. Cooks. More than 200 men, a few of whom are colored, are employed as cooks. Wages are reported to range from $10 to $20 per week. This does not include the men em- ployed in the bakeries of the city. Pantry man. Several score men are employed in mixing salads, making club sandwiches, opening cases, etc. They receive from $8 to $20 per week. Cooks’ Assistants, About 100 white men are employed, receiving from $8 to $15 per week. Waiters. In hotels there are some 200 waiters. Negro waiters are not used here, save in one large hotel. Male waiters are chiefly French, German, Italian and some Mex- ican bus boys. Hotel waiters receive about $25 per month and tips. “Unfortunately the public,” says an experienced res- tauranteur, ‘‘may regard the waiter as a man who has failed or who can do nothing else well. ..Tipping and grafting are evils of the trade, e. g., unless he is tipped, a cook may de- lay a waiter. Waiter may delay or annoy a guest, or he may even give food away to bring forth a tip. This is hurtful to waiter and destructive to employer.” Lunch counter waiters. There are some 200 in the city. They receive from $8 to $12 per week and tips. Bus boys. More than a hundred youths are employed to assist waiters, set and unset tables, clean up, etc. They receive $7 or $8 per week. Dishwashers. More than 200 white and colored men are employed as dishwashers at wages varying from $7 to $10 per week. , —255— Soda dispensers. Numbers of boys and youths are em- ployed especially during the summer months, especially in drug stores, as dispensers of soft drinks. SUMMARY AND EDUCATIONAL RECOMMENDATIONS. 1. The quality and fame of New Orleans cooking should be upheld if possible by educational efforts looking to the efficiency and welfare of the men and women engaged in the business of preparing and dispensing food. 2. The place of steward, of chef, or of proprietor, war- rants special studies, but the positions of waiter, bus boy, etc., demand little training, save in certain specific duties and in the elements of hygiene. 3. Long hours make practically impossible profitable evening unit courses for the benefit of waiters. 4. In connection with the lunch room of the Delgado School, and the courses in hygiene, the possibility of devel- oping a course for prospective chefs and stewards may be investigated further with the co-operation of the Stewards’ Association and of local employers. MECHANICAL OCCUPATIONS UNDER THE CITY GOVERNMENT. With the increasing tendency to make efficiency the criterion of permanent employment in the administration of public affairs in American cities, attention is being directed more and more to the skill and knowledge of public ser- vants. In the City of New Orleans the operation and care of waterworks, a magnificent power system of sewerage and drainage, fire department, municipal repair plant, docks and wharves, building, street, and other construction, and, by the school authorities or city, the construction and repair —256— of schoolhouses—all of these municipal necessities together support hundreds of workers in the mechanical trades. We note, for example, the following different kinds of workmen among the employees of the Sewerage and Water Board and In the Department of Public Property: Armature winder Laborer Attendant Lineman Blacksmith Machinist Boilermakers Mason Blower man Master mechanic Blue print man Mechanic Brickman Messenger Bridge keeper Meter reader Cable splicer Office boy Carpenter Ofler Caulker Operator Chauffeur Painter Cook Paver Cranesman Pipe layer Draftsman Pipeman - Dredge operator Plumber Driver Porter Elevator tender Repairer Electrician Rodman Engineer Saddler Fireman Sexton Filter attendant Stableman Foreman Steam fitter Gardener Superintendent Gauge observer Sweeper - Grader Switchboard man Hammerman Tappers Helper Tool sharpener Hostler Warehouseman Inspector Watchman Janitor Water boy Keeper These memoranda of the mechanical trades in the em- ploy of the city do not constitute the reslts of a study of this problem in New Orleans. The memoranda are rela- vant, however, to emphasize two points of interest alike to our boys and to our taxpayers and citizens: (1) With the continual efforts of the City Govern- ment to introduce efficiency methods, obtainment of these employments will become increasingly more a matter of ability and industrial service. (2) In casting up vocational opportunities for boys —257— who may complete the courses of the Delgado School, these City employments should be counted. It would be a marked benefit to our community for the City to employ in the fu- ture many able graduates of its own school of mechanical trades—the Delgado School. OTHER LOCAL INDUSTRIES AND MECHANICAL OCCUPATIONS OF BOYS AND MEN FOR WHICH OUR DATA ARE INCOMPLETE. The entire range of manufacturers, and of mechanical occupations in New Orleans, it should be understood, is not represented by the intensive studies we have recorded in the preceding pages. The following limitations have determined the number of industries studied by our methods: (1) Not essential for the purposes of this study for the Delgado School are more minute enumerations; (2) the entire labor of inspections, conferences and writing for the Survey and the Report have devolved upon one man, assisted by a secre- tary, both working half-time during twenty months; (3) es- tablishments representing some of the industries have sent in data insufficient or incomplete at this writing. Here is a list of New Orleans industries and mechanical occupations of boys and men not completed in this Survey. Not all of them are of minor importance; some employ chiefly girls, still others employ machine operators and large numbers of unskilled laborers. The workers in the occupations, however, should not be excluded from possible benefits in our extended and reorganized system of voca- tional training, intended both for workers already in indus- tries and also for prospective workers. Artificial stone Cordage and twine Baking powder Cork stoppers Baskets and willow ware Concrete blocks Belts Creosote lumber Breweries Cotton yard men Canning and preserving Cotton seed oil Clothing and tailors Fertilizer Chemicals and drugs Flavoring extracts Chewing gum Freight handlers Condiments Carters Coffee and spice roasting or grind-Harness and saddlery ing Hat cleaners Hosiery and knit goods Ice and cold storage Ink Loaders Liquors, distilled Longshoremen Mattresses Mineral waters Mirror and glass Mosquito bars Moss Newsboys Paint and varnishes Paper boxes Patent medicines Pottery Pipes Petroleum refineries —258— Photography Rice cleaning and polishing Scalemen Screwmen Show cases Slaughtering and meat packing Soaps Stevedores Spices Statuary Stave classers Street piano men Suit cases Sweeping compounds Tallow Teamsters Toilet articles Wagons SECTION IX. CO-OPERATION WITH UNITED STATES NAVAL AUTHORITIES. During our survey of mechanical occupations of boys. and men in New Orleans several phases of ocean and of river service were encountered. It is known that: (1) New Orleans as the ranking second port of the United States is in contact with numbers of ocean going vessels of the mer- chant marine, upon which are employed engineers and me- chanics, electricians, ship carpenters, etc. (2) The build- ings and equipment of an important Government Naval Station, including machine shops, docks, etc., are located in New Orleans. (3) A considerable number of tug boats and river steamers give employment to engineers, pilots, mates, deckhands, etc. NAUTICAL SCHOOLS FOR BOYS WHO MAY GO .TO SEA. In addition to the United States Naval Academy at An- napolis, where selected youths are trained to be officers in the navy, the Government maintains schools, as at Chi- cago, Norfolk and San Francisco, for the training of en- listed men of aptitude to become skilled workers on ship- board. It is not probable that the Delgado School should or could compete with these naval institutions. Furthermore, whatever may be the theory, it is practically difficult for a man to work up to high grade officer’s rank in the Navy unless he be a graduate of Annapolis. A former instructor in the United States Naval Acad- emy at Annapolis suggests that there would be good oppor- tunity in a proposed Nautical School Division of the Del- gado School, to prepare boys for the merchant marine. Specific training should help a young man to pass exam- 259 —260— inations for officers’ places in merchant marine. Some marine ofifcers have both the British and the American licenses, and, said this experienced officer in January, 1914, “Our nautical law is no real bar to success for ambitious young men who would succeed in the merchant marine.” This officer started a nautical training school in Bos-. ton twenty years ago. Declares that “such a school for New Orleans should have a three years’ course, taking boys at fourteen, and graduating, say, ten each year. Such boys could readily get employment. They could get employment, and the training develops them in body and mind.” He does not emphasize the great importance of sea-going experience. While it is necessary, the main idea is to accustom a youth to working on a moving platform, to give him sea-legs, over- come seasickness. This naval officer cites the case of a blue- jacket whom he personally instructed in chart work, hydro- graphic drawing, etc.; the man “easily obtained a master’s license in the merchant marine.” Our inquiries of the Secretary of the United States Navy concerning Nautical School. The following letters and notes are self-explanatory and are recorded here for refer- ence in any future movement to develop the idea of a Nau- tical School in New Orleans. They indicate to date the ef- forts of the Director to develop this phase of our problem: ‘Division of Educational Research, Department of Superintendence, Public Schools, New Orleans, Louisiana, December 29, 1913. Honorable Josephus Daniels, Secretary of the Navy, Washington, District of Columbia. Dear Sir: Mr. Isaac Delgado has bequeathed to the City of New Orleans nearly one million dollars to be expended in the establishment of a trades school for boys. I am authorized by the City io make a preliminary study looking to the proper organization of the courses of study and the equipment in general of this trades school. The sum named should be ample to supply a complete plant in which boys and youths may be taught the mechanical trades and occupations. I have in mind the Leith Nautical School of Scotland, and have thought that with some encouragement from the naval authorities and shipowners in general we might profitably inaugurate here a depart- ment of this school intended to prepare boys for such positions as the following on ships: Petty officers, steam and electrical engineers, wire- less operators, various kinds of machinists, carpenters, etc., etc. Such —261— an institution started here in the largest city of the South and in a great seaport like this might add considerably to the efficiency of our navy in preparing men for the ships in a way somewhat similar to the manner in which more advanced students are preparer to be officers at Annapolis. I should be very grateful to you if you would give this suggestion of mine consideration and, if possible, would give me encouragement to prosecute the matter further. I am at your service, either here or in Washington, to take up the details if so desired by you. I am, respectfully yours, DAVID SPENCE HILL. Navy Department, Washington, January 2, 1914. Mr. David Spence Hill, Municipal Office Building, New Orleans, Louisiana: My Dear Sir: J have received your letter of December 29th con- cerning the proposition to establish a trades school for boys at New Orleans, and asking for information concerning the attitude of the navy towards this project. I consider that your suggestion is one which is not only of very great importance to the navy, but to all young men in civil life who are looking forward to occupations in line with the subjects you mentioned in your letter. As you may know, a modern man-of-war is in many respects a splendid manual training es- tablishment where nearly every trade needed in a small town finds practical application. I have just inaugurated a new educational system which will give greater encouragement than ever before in the history of the navy to young men who wish to perfect themselves along trade lines while they are serving an enlistment under the flag. J will send you a copy of the order placing this system in operation and I will also send you at an early date and from time to time copies of Handy Book, which will be used in the navy in connection with the instruction of our men. It is my belief that schools such as the one you suggest, if directed along practical lines, may result in the training of a splendid class of young men for service in the navy, which affords a life career for those who wish to remain, or which will afford the means for comple- tion of their practical training in case they prefer to leave the service at any time. Your letter will be kept on file, and I hope to hear from you again or to see you should you come to Washington at any time in connec- tion with this subject. Very sincerely yours, JOSEPHUS DANIELS, Secretary of the Navy. Division of Educational Research, Department of Superintendence Public Schools, New Orleans, Louisiana. January 10, 1914. Honorable Josephus Daniels, The Secretary of the Navy, Washington, District of Columbia: Dear Sir: I thank you for your letter of January 2 expressing in terest in our plans for the Delgado Central Trades School for Boys, for which Mr. Delgado has given our city nearly one million dollars, —262— Iam availing myself of your kind invitation to write again concern- ing this matter. It would seem that the geographical location of New Orleans, the increasing merchant marine and its possibilities as a naval port might justify the establishment of such a school or department giving in- struction, for example, in some of the activities outlined in your Gen- eral Order No. 68, which I have read with interest. Perhaps with the help of experts in the naval service we could construct a definite course of study for petty officers, engineers, mechanics, seamen, etc., a part of which course could be completed in the Trades School, a part at sea. You will readily understand that definite encouragement from the naval authorities, such as would permit me to follow up the pro- posal with our city officials and citizens, would greatly aid the project if you should consider it a desirable plan. ,» Permit me to suggest the following questions for consideration: (1) If a suitable portion of our bequest were used in establish- ing a nautical school what aid and co-operation might we expect from the Navy Department? (2) Could several skilled men or officers be detailed as instructors here at the expense of the Government? (3) Could an old warship be sent to New Orleans for the use of the nautical school? (4) Is there any other factor of help or encouragement that might be offered, such as inducements or incentives, to our boys who might become graduates of the proposed school? As an educator, I heartily approve your general plan of education of men in the service, as described in General Order No. 63. The particular kind of co-operation with local authorities suggested in this present letter might serve to enlarge and make practical this general movement for the better training of our men in the navy. I trust that we may be able to perform the experiment with satisfactory results. The plan appears to teem with excellent possibilities both for our citizenship and the navy. If the tentative proposals I have suggested should meet with your approval and if you should care to talk over the subject, I will try to arrange to go to Washington for this purpose some weeks hence. I am, sincerely yours, DAVID SPENCE HILL. Navy Department, Washington, January 28, 1914. Mr. David Spence Hill, Municipal Office Building, New Orleans, Louisiana: Dear Sir: I am in receipt of your letter of January 12th, relative to the establishment at New Orleans of a nautical department as a branch of the Delgado Central Trades School for Boys. Boston, New York and Philadelphia have the Nautical Schools and ships belonging to the Government have been loaned to them for use as school ships, but all these schools were conducted without expense to the Govern- ment other than the salaries of officers who have been from time to time detailed to the loaned vessels to help carry on the work. I would suggest that you correspond with the Nautical School Boards of the three above-named cities; from them you probably could obtain much detailed information. Answering your queries as numbered: —263— (1) The Navy Department could offer little or no aid in the estab- Mshing of a nautical school, unless Congress should authorize the loan of a vessel for its use; no suitable vessel is now available for loan; should the law permit and a suitable vessel become available the de- partment would allow some retired officer or officers to assist with the work, if they voluntarily desired to do so. It is probable that they would expect remuneration from the city for their services. (2) This ig answered under (1). No old warship could be sent to New Orleans for the use of the school without the passage of a law which would permit it. None suitable is now available if the law existed. (4) No encouragement in the way of inducements or incentives could be offered by the Government to prospective graduates of the nautical school, other than their enrollment as a part of a reserve which might be called on in time of war. (5) The navy now maintains a number of auxiliaries, principally colliers, which employ civilian officers and men. The quartermasters in this service are usually selected from candidates who apply, and who are graduates of nautical training schools. Such men are eligible after obtaining their mate’s papers for promotion whenever vacancies occur to the grade of Third Offiver in the Naval Auxiliary Service, and there are at the present time several men in command of colliers who have been former graduates of nautical schools. Sincerely yours, JOSEPHUS DANIELS, Secretary of the Navy. Notes on Conference with Secretary Daniels. During April of 1914 the writer called on Secretary Daniels at his office in Washington and brought to his attention again our correspondence with regard to the proposed nautical school. The idea was made plain to him that the distinctive idea in the proposed plan is that some boys of fourteen years should be induced to prepare for a life in the navy by means of a co-operative scheme of instruction as between the trades school and the navy. The Secretary seemed impressed, called in his aide and re- quested that he and I should take up the matter with Rear Admiral Blue. The matter was gone over with Admiral Blue, and he also seemed very agreeable to the plan, explaining, however, that because of the navy regulations and conventions no formal preferment could be given to the graduates; such a procedure would demoralize men who now for many years have been working for promotion. ‘However,” said the Admiral, “‘as a matter of fact, boys of such training would actually obtain preferment because of unusual ability and knowledge.” The Admiral suggested that I should draw up the proposed plan and submit the same to him. Said it would not be impossible perhaps to secure a warship. Warned that such ships usually are dilapidated hulks which cost much to keep in shape. The Admiral agreed that perhaps the naval station here in New Orleans might be utilized in connection with this branch of the proposed school. NAVY YARD POSITIONS. Marked opportunity in mechanical trades is found in the Navy Yards. The whole force in the Navy Yard Service —264— is classified in five groups, as follows: (Form 2012—Au- gust, 1914, U. S. C. S. Commission) : Group 1—Laborers and others engaged upon manual work which requires no mechanical skill or trade knowledge; such as boys; boys, boiler scalers; dispensary attendants; hod carriers; hostlers; janitors; laborers, common; stable keepers; stevedores; teamsters. Group 2—Apprentices, helpers and others engaged upon work which requires some mechanical skill or trade knowledge, such as apprentices; boys, rivet heaters; dredgers; helpers; holders-on. Group 3—Artisans, such as anchor makers; angle smiths; blacksmith; block makers ; boat builders; boiler makers ; buffers and polishers ; cabinet makers ; calkers; carpenters; carvers; chain makers; coffee roasters; coopers; copper- smiths; core makers; die sinkers; divers; drillers; drivers; electro-platers ; engine tenders; fasteners; finishers; firemen; flag makers; flange turners; forgers; furnace men; galvanizers; gardeners; gas fitters; gas-producer men; hammermen; harness makers; horseshoers; joiners; leather workers; letterers and grainers; machinists; masons; mechanics, electrical; melters; mill men; millwrights; model makers; molders; oakum spinners; operatives, female ; ordnance men; packers; painters; pattern makers; pavers; pile drivers; pipe coverers; pipe fitters; plasterers; plumbers; punchers and shearers; reamers’; riggers; riveters; rollers, iron; sailmakers; saw filers; sawyers; seamstresses ; sheet-metal workers; ship fitter; shipsmiths ; shipwrights; slaters; spar makers ; steam fitters; stone-cutters; tinners; tin roofers; tool makers; tool sharpeners; turners; upholsterers; varnishers and polishers; wharf builders; wheelwrights ; wiremen. Group 4—Supervising artisans, such as master mechanics, foremen; quar- termen and leading men in charge; foremen, quartermen, and leading men serving under other supervising artisans; tug master. Group 5—(a) Special employees whose primary qualification is a trade knowledge, but who are not required to possess more than a limited educational qualification, such as artisan inspectors, assistant examiners, planners and esti- mators, progress men, and special mechanics. (b) Special employees who are required to have educational and technical qualifications, such as chemists, clerks, draftsmen, electrical experts, laborato- rians, magazine attendants, mechanical engineers ,messenger boys, messengers, store laborers, sub-inspectors, timber inspectors, watchmen. The term “‘clerk’ as here used is a general one and includes the positions of book-keeper, stenog- rapher, and typewriter, in addition to those usually designated as clerk. “On account of the great amount of repair work at navy yards, which is of intermittent character, the number of employees varies from time to time according to the work on hand. 5 Y “Retention in employment depends upon the needs of the service, and the character of the employee’s conduct and work is determined by the head ef the department in which he is serving. When a reduction becomes necessary those whose services are of the least value will be first dispensed with. “Eight hours constitute a day’s work. Half holidays are allowed on Satur- days from June 15 to September 15. “Bach employee in the Navy Yard Service may be granted 15 working days’ leave of absence each year without forfeiture of pay during such leave, but it is lawful to allow pro rata leave only to those who have served 12 consecutive months or more. During the second service year 30 days’ leave with pay is allowed, 15 days at any time during the year, and 15 days at the rate of 1% days per month, as earned, from the beginning of the service year. During the third or any subsequent service year, 15 days’ leave at the rate of 114 days per month is allowed. In any case the right to leave with pay lapses at the end of the service year in which it is due. “An employee in a navy yard who is injured in the usual course of em- ployment is entitled to receive for one year thereafter the same pay as if he continued to be employed, unless such employee, in the opinion of the Secretary of the Department of Labor, be sooner able to resume work No payment will be made if the injury is due to the negligence or misconduct of the employee, nor anless such injury shall continue for more than 15 days.” Prevailing wages at the New Orleans Navy Yard are stated in Table —265— TABLE XV. SCHEDULE OF WAGES, 1915. U. S. NAVY YARD, NEW ORLEANS, LA. Office of Labor Board. March 5th, 1915. GROUP 1. (Use Application 1642). Max. Min. Max. Min. BOYS! Scie io Seared aveeutes ae 1.28 0.48 LOborers s64 4s saesos 2.00 1.36 Hod Garriers .14 40445 2.24 1.20 Teamsters .......... - 2.08 1.20 Janitors ....-....0005 2.00 1.04 GROUP 2. (Use Application 1800). Max. Min. Max. Min Helpers, boilermakers’. 2.16 1.44 Helpers, sheet metal ne general ..... 16 1.44 workers’ .......+5.- 2.16 1.44 “s machinists’ 216 1.44 Helpers, ship fitters’... 2.16 1.44 i painters 2.16 1.44 - smiths’ ..... 24 1.52 sf molders’ 2.16 1.44 “woodworkers’ 2.16 1.44 GROUP 3. (Use Application 1800). Min. Max. Min. Boat builders 2.48 Masons ...........0+ 5.20 3.28 Boilermakers zi 2.24 Molders 3.76 2.24 ‘Calkers, wood .... . 3.52 2.24 Painters .. 3.28 2.24 Calkers and _ chippers Patternmakers 4.00 2.48 1LOM) o's 4 hte ons 3.52 2.24 Pipefitters .... 3.60 2.24 Carpenters, house..... 3.52 2.48 Plasterers 4.00 2.72 Coppersmiths ........ 4.00 2.48 Plumbers ..........++ 4.48 2.48 DAV Or) oso: sirayeiaes ees sone 10.00 6.00 Riggers. sociiesec-esssspi 3.52 2.24 Drillers .........0555 2.24 1.20 Riveters .........0-.. 3.52 2.48 Electricians ......... 3.76 2.24 Sailmakers .......... 3.28 2.24 Engine Tenters....... 3.52 2.00 Sheet-metal Workers... 3.60 2.48 Firemen ...... sta ferns vena 2.48 1.76 Shipfitters ........... 4.00 2°48 Furnacemen ......... 2.48 2.00 Smiths .............. 4.00 3.04 Gardeners ........... 2.24 1.12 Shipwrights ........ » 8.52 2.48 Joiners ............. 4.00 2748 Wiremen ........... « 93.52 2.48 Machinists .......... 4.00 3.04 A local official of the Navy Yard has facilitated our effort to exhaust the possibility of a beneficial de- velopment of co-operation between the Yard and the Del- gado School. Among other suggestions he writes: “A. It has been my experience that too much attention, particularly in the southern trade schools, is paid to the wood working trades, and too litfe attention to the metal working trades, particularly as regards boiler-making, ship-fitting, riveting, chipping, metal calking, and sheet metal work. The reason for this is that the equipment for a proper manual course for the metal working trades is much more expensive than for the wood working trades. It is my understanding that the manual training courses in your public schools are devoted almost entirely to wood work and painting. “B. As exemplifying the local condition as regards wood working and metal working trades, applications for employment have been received from only nine men in the important ship-building trades, excluding machinists, while eighty applications have been received for positions in the wood-working trades. The above covers journeymen only and does not refer to helpers. “C. My observation of the work performed by repair shops on vessels on the Government Dock is that there are practically no competent shipfitters in this district, and that it is necessary to use boiler-makers. Now, a ‘boiler-maker, as a general rule, has no experience in templet work, and the result in one or two jobs that I have watched has been disastrous, a ship having been delayed on the dock for two days, making the work cost about $1,000 more than it would have cost if experienced ship-fitters and been available. “PD, You will also note the interesting case of the Steamship HEREDIA, —266— which vessel is understood to have gone to New York for structural repairs which I roughly estimate at $35,000. “E. J further realize that a shipfitter cannot be made in a day, so that what you will do now will be looking far into the future. As regards the immediate Situation at the local Naval Station, I am now combing the Atlantic ae Navy Yards in an effort to find competent ship-fitters, riveters, and metal calkers. : “FE. You doubtless realize that in order to develop maximum efficlency it will be necessary for the city trade schools to secure the co-operation of the local repair shops, and you doubtless know how this is done by the Cincinnati Trade Schools. “G. On the other hand, I know of instances, notably that of the New- port News Ship Building and Dry Dock Co., where the mechanical establish- ments have made arrangements for the city trade schools to give courses of night instruction to the apprentices at the works, so that these apprentices would obtain their trade education at the works, and their general education at the public school night courses. “HW. I should be very glad indeed to assist in every possible ed in the development of a trade school. This development should certainly be as a supplementary course to the public school system and should not be developed independent of your present excellent system of general education.” Correspondence Concerning Co-operation Between New Or- leans Navy Yard and Delgado School. More promising for our boys than the inducements of a proposed Nautical School are the possibilities of co-opera- tion with the Navy Yard at New Orleans. The atttached correspondence indicates the status of this phase of our in- quiry. Division of Educational Research, Department of Superintendence, Public Schools, New Orleans, La. April 21, 1915. HONOBABLE JOSEPHUS DANIXLS, The Secretary of the Navy, Washington, District of Columbia. DAR SIR: This note is with regard to the proposed Isaac Delgado Central Trades School for Boys in New Orleans for which a legacy of nearly a million dollars has been turned over to this city. I am writing to solicit your interest and co- operation in the matter of articulating the work of this trades school with the work of apprentices at the Naval Station in this city. What I have to suggest applies to the large force that we hope may be employed there within the next few years. I am familiar with your efforts to increase educational facili- ties for boys and men in the Navy, and am desirous of assisting you in this excellent policy. * The unexpected legacy of Mr. Delgado makes it possible for us to arrange for a combination of technical training within a trades school and of actual work within the Navy Yard. Such a plan, it seems, would furnish a strong incentive to draw an excellent class of boys into the Navy Yard service. In brief, the plan I have to suggest proposes to give access to the shops of the Navy Yard under proper regulations to honor students who may becoriie special apprentices. We have ample precedents in the case of many large corporations for the practicability of the part-time system of education in the mechanical trades, for example, in the case of the New York Central Shops, The Westinghouse Company, in the schoo] system of Milwaukee, Cincinnati, an Massachusetts. I have had a conference with Naval Constructor H. T. Wright, now at the Naval Station of New Orleans, and he agrees with me that the ne plan with reference to the Delgado School would be of the highest value an importance if put into operation: t is realized that the Regulations Governing Employment of Labor at Navy Yards provides for the registration and employment of apprentices at Navy Yards, and that any departure therefrom involves the approval of the Civil Service Commission and may further necessitate an Executive Order exempting apprentices from the operation of the Civil Service Act. —267— Therefore, it is recommended that the following supplementary Regulations be applied to the U. 8S. Naval Station, New Orleans, Louisiana, for the purpose of securing co-operation between the Naval Sation and the Trades School. . The Isaac Delgado Central Trades School for Boys will maintain an honor roll of boys between the ages of 14 and 21 years, from which the school Reece will select boys for temporary apprentices service at the Naval ation. 2. The Navy Department will authorize a suitable number of apprentices in the various trades. 3. hen occasion arises, the Industrial Manager of the Naval Station and the Director of the Delgado School will confer as to the number of boys that ean be efficiently employed at the Naval Station. The Director will select from the honor roll and certify to the Industrial Manager the names of the boys 80 selected for the various trades. 4. The boys selected will be subject to all Departmental and Naval Station regulations while employed at the Naval Station. 5. The rates of wages for such apprentices will be based on the maximum rate of wages paid to journeymen workmen at the Naval Station, in the trade in which they serve, as follows: Between ages of 15 and 16... 20 per cent nA “16 and 17. 25 per cent a “ “ 17and 18. 30 per cent ne “ “18 and 19. 385 per cent ee “ “19 and 20... 40 per cent a “ “ 20 and 21. 61 per cent You may recall, Mr. Secretary, that I visited you on April 20, 1914, in order to talk over the matter of a similar cep eee of the Delgado School in estab- lishing as a part of the same a Nautical Department. We also had some corre- spondence with regard to this matter and at the end of our conversation the mat- ter was taken up with Rear Admiral Blue. Whatever may be the outcome in the future for the development of a Nautical School in Nw Orleans, it appears plain that the development of the co-operation of the trades school with the exitsing Navy Yard is feasible and highly desirable from ee point of view. May I venture to urge that oo and Mr. Roosevelt, the Assistant Secertary of the Navy, who I believe is espcially interested in Navy Yards, wil give these sug- gestions serious consideration. During June, 1915, authorized by the Commission and the School Board of this city, I shall hand in a formal report containing recommendations, and after that the Trades School will be established. I am, very respectfully yours, : DAVID SPENCE HILL. NAVY DEPARTMENT, WASHINGTON, May 1, 1915. My Dear Mr. Hill: I have received your letter of the 21st ultimo and have read the same with much interest. I have referred it to the Industrial Manager of the Navy Yard, New Orleans, La. (Naval Constructor Wright), for his comments thereon, upon re- ceipt of which I will communicate with you again. Very truly yours, Mr. David 8. Hill, New Orleans, La. JOSEPHUS DANIELS. Division Educational Research, Department of Superintendence, Public Schools, New Orleans, La., May 6, 1915. ORE Pern ue Daniels, Secretary of the Navy, Washington, District of I thank you for your note of May first with regard to a plan of co-operation between the Naval Station of New Orleans and the proposed Isaac Delgado Cen- tral Trades School for Boys. We are awaiting with great interest your decision, and appreciate very much the interest that you are manifesting. IT am very truly yours, DAVID SPENCB HILL. SECTION X. SEA FOOD CULTURE AND INDUSTRY. Gulf fisheries. Adjacent to New Orleans and within a zadius of 150 miles are wonderful fishing grounds. The nutritive and attractive nature of sea food, of recent years, and the increased cost of living, both these causes are mak- ing more important the products of the fisherman and the oysterman. Available from our waters are pompano, Span- ish mackerel, red fish, croaker, sheepshead, speckled trout, red snapper, crabs, shrimp—river and lake—crawfish, sea turtle, green and loggerhead turtle, diamond-back terrapin, and oysters of unexcelled quality and size. Wise methods of planting oysters have helped to maintain our tremendous output of oysters amounting nearly to one-quarter of the total production of the Southern states. Of game there are native varieties of mallard, teal, pin-tails, canvas-back, dos gris, poule d’eau, quail, doves, squabs, snipe. In addi- tion to the above, available for business are Northern varie- ties of fish and game. Conservation, These splendid natural assets of Louis- iana should be used, but also carefully conserved. Game has been slaughtered, oyster beds ruined by ruthless methods. An experienced man in the industry says he has seen tons of shrimp caught in nets dumped overboard on account of failure to facilities, markets, etc. Our investigation indi- cates also that the local industry has been hampered by fric- tion between the fishermen or producers and commission merchants. Suggested course. An outline of a practical course in sea food culture could be formulated thus: (1) Construction and use of boats, rowboats, sailboats. (2) Construction and use of gasoline engines. 269 —27T0— (3) Construction and use of tools, fishing tackle, nets, tongs, etc., used in the business. (4) Fundamental biological facts concerning fish and oysters and their conservation and increase. (5) Sanitation of the occupation, sleeping quarters, food, cloth- ing, ete. (6) Methods of refrigeration, packing and transportation. (7) Principles of industrial organization, or marketing and distrib- uting goods. (8) Application of methods of efficiency and the elimination of waste. (9) Alternating classes in the school and on the fiishing grounds. Local co-operation of merchants. At this writing no complete canvass of local men engaged in the industry has been made. The president of one concern expressed great interest in the possibility and function of a school to help the sea food industry. He offers to accompany the director through the fishing grounds and also to lend for a time the services of a competent man for certain matters of prac- tical instruction, if needed in the Trades School. Comments by experts. Possible co-operation in this matter with governmental bureaus is indicated in the fol- lowing communications received by the Director of the Divi- sion of Educational Research: Department of Commerce, Bureau of Fisheries, Washington, January 9, 1913. Mr. David 8. Hill, Director of Division of Educational Research, New Orleans, La.: Dear Sir: I have your courteous letter of 5th instant. Your sug- gestion of a Department of Sea Food Culture, or Fish Culture, in con- nection with the Delgado Central Trades School for Boys to be estab- lished at New Orleans is an excellent one, and one which appeals to me strongly as being along lines about which boys should know. In regard to your specific questions, I am sure that the Government would be glad to assist in any way that it can toward realization of the founder’s ideals regarding this school. Those of us who are inter- ested in fish culture and fish and game conservation would undoubtedly be glad to render any assistance that we can in the way of advice, suggestion, or coming to Louisiana and giving lectures, courses of in- struction, conducting field studies, etc., etc. I am sure that the United States National Museum would be glad to co-operate in any way. That institution puts up study and educational series of specimens in the various groups of animals. I do not know of any similar school in the country that goes very far along these lines. The Commercial High Schools in some places do a little. The most important perhaps is the High School of Com- —271— merce, New York City; but I think I am justified in saying that they have little more than made a beginning. There is certainly nothing done in any school anywhere that prepares one to enter commercially an oyster and fish cultivation, or business. Japan has such a govern- ment school where it teaches its people to become fishermen or fish dealers or traders in the various lines. Your institution should pro- vide a good course in elementary biology, also in practical fish culture, business methods and organization, as you suggest, and in the protec- tion and conservation of natural resources. I am dictating this reply now in order that you may know of my approval of, and sympathy with, your undertaking. I shall give the matter further attention when I have leisure, and shall be delighted to correspond with you further regarding such matters. I may say that for several years I myself gave a course of lectures and field demonstrations to the Cornell University Forestry students and to those of the Yale Forest School. It seemed that there were many things regarding fishes, birds and mammals about which for- esters should know. I tried to develop in the young men an interest in these things and believe that in many cases it was successful. Respectfully, BARTON W. EVERMANN. DEPARTMENT OF THE INTERIOR, BUREAU OF EDUCATION, WASHINGTON, January 9, 1914. Doctor David Spence Hill, Department of Educational Research, Office of the Superintendent of Public Schools, Municipal Office Building, New Orleans, Louisiana. Mr. dear Dr. Hill: I have read with interest the copy of your letter to Mr. B. W. Evermann, of the United States Burtau of Fisheries. I heartily ap- prove the plan of having a department of “Sea Food Culture” in the Delgado School. The time has come when we must deal with every problem of this kind in a more scientific way than we have in the past. We cannot continue to be destroyers to the extent that we have been. Everything of this kind must be done in the future in such a way as to get not only the best present results, but the best results in time to come. With best wishes, yours sincerely, P. P. CLAXTON. RECOM MENDATIONS. The preceding notes about the Sea Food Industries are intended to put on record suggestions for use in future con- sideration of the subject with regard to the Delgado School. They do not represent a complete survey of this field. The nature and number of the occupations employed, the voca- tional opportunity offered boys, should be investigated fur- ther. —272— It is recommended that the Director of the Delgado School and the governing Associate Council should not lose sight of the problem, but nevertheless at the outset of the school should not be diverted by it from effecting the main purposes of the Delgado School as defined in this report. SECTION XI. SCIENTIFIC AGRICULTURE, DAIRYING AND HOR- TICULTURE FOR CITY BOYS. OPPORTUNITIES IN LOUISIANA AND NEW ORLEANS. Figure 1 shows that Louisiana is not overwhelmingly an agricultural state, in comparison with twelve other agri- cultural state. With the reclamation of vast areas of mar- velously rich alluvial land probably there will appear an un- thought of prosperity and new applications in the use of the soil for fruit growing, truck farming, production of alfalfa, and cultivation of flowers in addition to the established pro- ductiveness in sugar cane, cotton and rice. With a college of agriculture within our State University at Baton Rouge, an agricultural experiment station at Audubon Park, New Orleans, and more than a score of agricultural high schools in the state—opportunity for training youths in agricultural pursuits is not lacking in Louisiana, either for country or for city boys. Our observational study of the mechanical occupations of boys and men has been confined fo the limits of the city of New Orleans. Farms are closely adjacent to the city, and there are both farm owners and laborers who reside in the city, although their activities lie beyond the city limits. During certain seasons whole families migrate to the coun- try to help with the crops. The workers may be found with- in the city on truck farms, within florists’ nurseries, and private estates. There are scores of men who attend to lawns for a consideration of two or three dollars per month in each case. Italians, French and German and negro work- ers predominate in these pursuits in Orleans Parish. A majority of these workers are laborers for the mass of whom the Trades School can do little. Three classes of 273 —274— facts, however, warrant our consideration of the possible development in the future of an appropriate department within the Delgado: (1) Hundreds of residents of New Orleans are engaged in these industries, and the demand for their products and also the opportunities for develop- ment of the soil nearby are both increasing. (2) The writer has visited dairies within our city limits where conditions are not sanitary. The unsatisfactory equipment and conduct of many of our dairies, the owners of some of which have been prosecuted recently by law, and most of which have not been certified by the Milk Commision, points to the need of training boys in New Orleans to the practice and theory of sanitary and efficient dairying, with a model plant. More than one influential man has urged this recommenda- tion, and the movement might meet with popular acceptance and support. (8) Facts regarding horticulture, the floral industry in New Orleans, and the care of our parks, support the idea of work with the soil for city boys. This considera- tion is strengthened by statistics concerning the large sums of money sent away from Orleans Parish and Louisiana for butter, eggs, dairy products, fruit and flowers. THE FLORAL INDUSTRY IN NEW ORLEANS. In New Orleans there are approximately 50 floral estab- lishments. Many of these, however, are mainly stores and do little growing. About 25 florists are actual growers. It is a surprise for many persons to learn that most of the cut flowers of certain kinds sold in New Orleans are bought first in Chicago. Conferences with experienced local florists brought out these facts: The climate here may interfere with the growth of some flowers—such as carnations. These require a temper- —2715— ature which necessitates refrigeration. It is a mistake to assume that the cut flowers we buy cannot be grown here. Definite experiments have shown that American Beauties, Sunbursts, Radiance, Bride’s Roses, can all be grown here. Chrysanthemums grow splendidly. The soil is not detri- mental to the growth of flowers. ‘The true reason that more flowers are not grown here is lack of investment of capital and of intelligent effort in this industry. There are unique advantages in New Orleans, as: (a) Artificial heat such as used in the North is unnecessary; (b) no great ex- tremes, or vicissitudes of climate, either of heat or cold; (c) natural flora is abundant; (d) great field for experi- mentation.” Full statements of profits or of wages are not avail- able. A prominent florist vouches for the following con- eerning possible steps of promotion for a boy: “In about three years a good steady boy of intelligence and ap- plication can become a florist. The first year he earns about $5 a week. The second year $7.50. The third year about $10 a week. When competent, about $15 or $20 a week. If he becomes expert he may become a foreman of a nursery at $100 to $150 per month. All of the above are supposed to be grower florists.’ A SCHOOL OF SCIENTIFIC AGRICULTURE AND DAIRYING. The Delgado School not for delinquents. In another report we have described how these pursuits have been util- ized for the development of unfortunate boys and youths who have been removed from vicious environments of the cities. Such examples are seen at St. Charles, Illinois, and at the institution conducted by Father Barnabas in West- chester County, New York, the farms and shops of which were visited by the writer. (See An Experimental Study of Delinquent and Destitute Boys in New Orleans and Notes Concerning Preventive and Ameliorative Measures in the —276— United States, 1914, page 130.) It should be made plain at the outset that the Isaac Delgado Central Trades School for boys is not to minister to any particular group, such as delinquent boys, or backward boys, but rather to the major- ity of healthy, normal boys from our schools who may be attracted to the mechanical industries whether the boys be rich or poor. We cannot expect the Delgado School to function strongly for good unless strong types of boys be made to feel the honor and privilege of attendance thereon. With this understanding to prevent confusion with regard to the aims of agricultural schools for the young boys, as distinguished from the agricultural college, we may profit- ably consider in outline a statement, a single example, about one of the most interesting experiments being conducted at the Williamson Free School of Mechanical Trades, William- son, Pennsylvania. There is, of course, available a vast liter- ature upon the development of schools of scientific agricul- ture. THE WILLIAMSON FREE SCHOOL OF MECHANICAL TRADES. References will be made to other courses of the Wil- liamson school, as Machinists, Operative Engineers, Brick- laying, etc. (See pages 323 et seq.) We herewith present an abstract to show the conduct of the Scientific Agricultural Trade Course of Williamson: WILLIAMSON SCIENTIFIC AGRICULTURAL TRADE COURSE. Farm Practice. ‘(1) Under this head will be classed the work in Farm Mechanics, which will consist of talks relating to the machines in use on the farm: Blacksmithing; farm carpentry; concrete construction; steam and gas engines and electric motors. (2) Stock Judging—Talks with illustrations showing the correct type of one oe of domestic animals; extensive work in judging classes and indi- viduals. First Year—Judging with score card. Second Year—Judging without score card. Third Year—Competitive Judging. (3) Dairying: ‘Care and feeding of dairy cattles; the production of milk; stable sanitation; testing milk; handling milk for market; butter making; eream separators and dairy machinery; the manufacture of cottage cheese and commercial buttermilk; dairy bacteriology. (4) Poultry Raising, including hatching by incubator and natural pro- cess; preparation of broilers for market; feeding for egg production and growth ; mating and judging stock. i . (5) Horticulture; grafting, spraying and diseases of fruit trees ; commercial fruit growing; farm and market gardening. - (6 Market Farm Produce; the killing and curing of meats; lectures on the value of organization in marketing; and world's greatest markets, cold storage.” —27T7— The work by years. First Year— Warned Practice nos i4cs6-54 660 esaeu sd eee Seon eu ecadevevavens 36 hours per week “Between the hours of 5 and 7 a. m. and 1 and 5 p. m. the students are de- tailed to the various departments to carry on the work of the farm. This practice ig to be closely correlated to the classroom work, and to be supplemented by “field talks” relating to the work in hand. Special emphasis is placed on the training of the students in efficiency. Time exercises are given and a continuous effort made to develop speed and accuracy in the performance of farm work.” Breeds Of [ive St0€hi a i5404 546d Se bE Sw ea dedn nese 2 hours per week NOMS. iescseideetslcona Sesunsagaass sco: acer javelave:oied Ste saiaraaargae re orecetout Dec RCP eR Academic work: Arithmetic, history, geography, gram- mar, spelling, physiology, hygiene, botany—each 2: NOUESS “COTA sade. 2,554.4 nants sd 4-9 Soar Suctiacd- ay aleve eats ato Se DPA WAD Bass coi sauaatenrase seed we abedaloyeneresaie A cerobudeiendiclec cwiebavane 6 “ “ TUMORS 6 wat k ee mnge Ske Eades ge eae Ee 1 ee es fe MUSIC: 5 oisseiacdyesice:erbygess ara atest egies caerIa on 4-< ale Gee Be! ee Ss Second Year— “The work in Farm Practice during the Junior Year is a continuation of the plan as outlined for the Freshman Year. Farm practice. 2.25 ses eke ob week bts RRR 36 hours per week Agronomy and diseases of plants...........-...005 2 Se as Feeds and feeding (April to September)............. De te ee et Veterinary science (September to April)............ Si RS oe Academic: April to September: Grammar and spelling, literature, civil government, physics, chemistry, commercial, each 2 hourS.........eeeseeecccceeee 12 te s a MONSUIAtION 6 icone ee sue pe ayer de Ree a wwnee bee AS eo eet (Fe September to April: Grammar and spelling, literature, civil government, physics, chemistry, commercial, each 2 hours... 4°¢¢ «« 4 Algebra os Fs 1 “ “ “ MSL C: fod cceowseis xe 638 eaters sarees ane eifataile Bibs WAR eeninere waa 1 ne a as q Third Year. i Farm Practice. “Farm Practice five and one-half days per week for two successive weeks. Each third week the student will spend seven full days in the departments. An opportunity will be given here for students to specialize in any of the various departments of the course. Lectures will be given from time to time covering in detail some branch of farm practice. A chance will be given for original work, and each student will be required to assist in the management of the farm for a specified number of days. Time will be allowed for experimental work in crop growing, feeding and manufacturing farm produce. Special attention will be paid during the latter part of the year to the marketing of produce and the business management of a ‘arm.’ SUMMARY AND EDUCATIONAL RECOMMENDATIONS. 1. A caution. Enthusiastic advocates of a type of agri- culture for city boys have urged the writer to recommend forthwith the installation for the Delgado School of a model farm in whole or in part. In the selection of such provision within the school, the criteria of judgment referred to in the selection of trades courses should be observed (See page 303). The contemplation by tired city workers of aspects of farm life is sometimes fascinating. There may be some- thing instinctive in our organism that yearns for close touch with nature. The well-known movement of our population —278— from the country into the cities is noted with alarm by econ- omists. However, producing successfully a livelihood, and also educational and social benefits, from work with the soil, ‘involves a life not fascinating in all aspects; it involves physical strength, aptitude, snecial training, patience and eapital. The special training for agricultural life as indi- cated by a glance at the courses of any one of the scores of state colleges of agriculture is not at all coincident with the making of miniature gardens on city lots by children, for pastime or development of love of Nature. Gardens cul- tivated by children in the public schools may arouse a gen- uine. love of flowers and may also be a means of building habits of thrift, and of outdoor life. A very few boys may thus be inspired to become farmers. This is an excellent fea- ‘ture of our educational and civic life in the city, but it should not be confused with that kind of practical training for making a livelihood by mechanical occupations, which -will be an aim of the Delgado School Furthermore, it has not been demonstrated that any considerable proportion of boys has voluntarily left any city for life on a farm, or that they would certainly make the choice, if abundant opportunity were open. It is interesting to note that in a recent study of the vocational preferences, expressed in writing by 2,299 of our white boys in the pub- lic elementary. and high schools, 19 said they would like to become farmers. Among 244 negro boys but 3 said they preferred to become farmers. All of these boys were 13 years of age and older. Possibly more might be incited to covet life on a farm. It is fatuous to think that a depart- ment of scientific agriculture, dairying, or horticulture within the Delgado School would bring about an exodus of either white or colored youths from the city to the country, For centuries, whatever fascination rustic, bucolic, or pas- toral life has held, it has been dimmed by the lure of the city. 2. A definite recommendation. It would be wise to set aside adjacent to the buildings of the Delgado School an area sufficient to develop in the future, if desired, (1) a —279— small but model dairy, (2) intensive truck farming, (3) floriculture, also in connection with the care of our public. parks. Precedence in the Delgado School should be given to” the development of the skilled mechanical trades, such as the machinists, the carpenters, the practical engineers, the printers’ trades, etc. Our strained resources for mainte- nance now render inadvisable rash experimentation in agri- culture. An open space of ground for a school is desirable, however, whether it be used for the purposes of a junior school of scientific agriculture or for recreation and health. SECTION XII. RESPONSES FROM LABOR UNIONS. To all local labor unions, for which were known the ad- dresses of the secretaries, circular letters were sent as fol- lows: VOCATIONAL SURVEY FOR THE ISAAC DELGADO CENTRAL TRADDS SCHOOL FOR BOYS. TO THE LABOR ORGANIZATIONS OF NEW ORLEANS: The secretaries of the local unions will please fill out these blanks care- fully, after the matters have been considered by the respective unions. Accurate and complete statements are desired in order that the returns may properly repre- sent the views of each union. This information is desired for use in organizing the Isaac Delgado Central ‘Trades School for Boys in New Orleans. Your co-operation is earnestly requested. = DAVID S. HILL, Diretcor. DATA FROM LABOR UNIONS. Name of union? Number of men belonging to union? White, . Colored, Ps Number of women belonging to union White, . Colored, ——. Total number of apprentices? White, . Colored, . Total number of helpers White, Colored, What is the proportion of apprentices to workmen allowed by the union? Is this rule one which is adhered to in all cases, or are special contracts made to suit varying conditions? How long is it considered necessary for an apprentice to serve in this branch of the trade, or what is the period of apprenticeship? At what minimum age are apprentices taken? Helpers? On the back of this sheet (or on other paper) please indicate what a competent man or woman in your trade should be able to dof De scribe operations, processes, tools. Beside skill, is a wide knowledge of the business also considered neces- sary for efficient work in this branch of the trade? Would such knowledge mean promotion in the business? Wages and hours of workers: Male, Wages and hours of apprentices: Male, Wages and hours of helpers: Male, IMPORTANT. . pup oot FP 89 @ ro e i Female, 5 Female, . Female, 13. Do you favor an all-day public industrial or preparatory trades school which would endeavor to reach boys and girls between fourteen and sixteen, who now leave the common school in very large numbers be- fore graduation? Such a school would not teach a trade, but would give a wide acquaintance with materials and fundamental industrial processes, together with drawing and shop mathematics, with the object of giving a better preparation for entering the industries at sixteen and better opportunity for subsequent advancement? 14. Do you favor an all-day public trades school for boys and girls between sixteen and eighteen, that would give two years of practical, special- ized training, together with drawing and mathematics, provided the graduates of such schools should serve two years more as apprentices or improvers? Do you favor public evening vocational schools giving instruction as indicated in questions 13 and 14, and furnishing also supplemental 281 —283— Local 1846, United Brotherhood of Carpenters and Joiners of America. International Brotherhood of Boilermakers and Iron Ship Builders, Lodge 37. Amalgamated Sheet Metal Workers’ International Alliance, Local 196. International Brotherhood of Electrical Workers, Local 130. For nature of the responses, see the appropriate sec-- tions or topics of this report. SECTION XIII. THE PROBLEM OF A NEGRO DEPARTMENT. TWO QUESTIONS. Mr. Delgado wrote in his will: “The residue of my es- tate I give and bequeath unto the City of New Orleans for the establishment of a Central Trades School in which the boys of the grammar grades of the Public Schools can be taught a trade in this school, to be called the Isaac Delgado Central Trades School.” The wishes of Mr. Delgado are not herein expressed explicitly upon the question of using a por- tion of this bequest in order to establish a department of the Delgado School for the training of negro boys in trades, such as, for example, bricklaying, plastering, carpentry— occupations in which many negroes are proficient and in which locally there exists considerable opportunity for them. Some of the friends of Mr. Delgado have expressed to the writer an opinion that he did not expect the fund to be used except for the establishment of a great Central Trades School for white boys. It may not be safe to attribute to the wise Founder of this great benevolence intentions or pro- hibitions which he did not care to emphasize in his simply worded, brief will. Two questions clearly presented are: (1) Did the Founder intend that negro boys should be omit- ted from the benefits of the gift? (2) In consideration of the fact that a “Central Trades School” is specified in the will, can a separate department for negroes be built in another portion of the city and convenient to the negro population? It is not the province of the Director of the Survey to decide these two questions. It is plainly our duty, and it is the earnest desire of all good citizens, to honor the name of Isaac Delgado, to carry out his wishes and zealously to see that the Isaac Delgado Central Trades School for all genera- 285 —286— tions shall remain both a memorial to the Founder and also an educational institution serving well the actual needs of our thousands of male workers in the mechanical trades. In conducting this survey of mechanical occupations of boys and men we have recorded the occupations especially open to whites, or to blacks and those open to both races. These pages would be markedly incomplete without refer- ence to the needs of negroes for training in certain mechan- ica] trades, however this training may be provided. That the economic factors determining the welfare of the white and the black races in New Orleans render it necessary to protect the negro, aside from humanitarianism, is acknowl- edged. Poverty, morbidity, idleness and crime among the negroes is a costly item of general public expense. It is a wise policy to promote self-suport, industry and health among the negroes. CONDITION OF NEGRO BOYS IN NEW ORLEANS. Our school census of 1915 shows there are 9,332 negro boys and 10,252 negro girls between the ages of six and eighteen years in New Orleans. The progress of the black race in industry, commerce and the professions in New Or- leans is commendable and merits and obtains the support of the dominant race. In New Orleans the industrial status of negroes is probably better than in other large cities be- cause here we find in large numbers skilled negro brick- layers and also plasterers, carpenters and other mechanics. The absence of negro mechanics is particularly noted in the cities of the North. Notwithstanding this vocational advan- tage of the New Orleans negro, his educational status is not good, nor are the educational opportunities for advanced training open to a deserving negro equal to those in Nash- ville, or Richmond or certain cities of the North. The last report of the Superintendent of Public Schools showed that during 1914, out of 38649 negro boys enrolled in the public elementary schools only 87 were enrolled in the seventh grade, 10 above, and only 131 in the sixth grade. There are no free public industrial schools or high schools —28T—. for negroes. There are several private or denominational higher schools. A recent investigation of the writer disclosed by group analyses the further status of the negro in our public schools. Over-age on account of slow progress, the percentages of negro boys in the respective grades are: Grade One, 32 per cent; Grade Two, 35 per cent; Grade Three, 47 per cent; Grade Four, 47 per cent; Grade Five, 48 per cent; Grade Six, 47 per cent; Grade Seven, 26 per cent. Boys over-age on account of lost time: Grade One, 20 per cent; Grade Two, 38 per cent; Grade Three, 34 per cent; Grade Four, 35 per cent; Grade Five, 27 per cent; Grade Six, 28 per cent; Grade Seven, 38 per cent. For these causes combined (slow progress and lost time) the percentages of negro boys above the normal age for the school grades were respectively for each of the seven: 51, 74, 81, 82, 77, 76 and 64 per cent. The gift of Mr. Joseph Kohn ($1,000), which has been accepted by the Board for the installation of industrial work, is to be noted. However, the statement of the Superintend- ent that our system needs enlargement to include “an indus- trial trades school and evening schools for negroes” has not been met by such provisions. The dropping out, or elimination, of negro boys from schools, in which the combined home-personal-school fac- tors bring so great maladjustment of age and grade and in which there were no provisions for the training of the boys toward mechanical ocupations, brings it about that there are thousands of negro youths either now in occupations of little community or personal reward, or idle. Here is a con- dition that reveals the root of a vast growth of disease, ig- norance, poverty and crime and human misery. OCCUPATIONS WHICH NEGRO SCHOOL BOYS PREFER. In this connection it is interesting to note the answers received from the parents of 244 negro boys 13 years of age and older in our public schools. Of the 244 parents, 194 in- —288— tended to send their sons later to other and higher schools. According to the parents, the occupations preferred by these negro boys are noteworthy at this point. (See page 296.) SUMMARY AND EDUCATIONAL RECCOMMENDATIONS. 1. Bricklaying, carpentry, plastering. Our survey of occupations has proven that the male negro wage-earners are found locally in large numbers in the following occupa- tions, some of which embody skill and knowledge of an ar- tisan: (1) Bricklaying; (2) carpentry; (3) plastering; (4) painting; (5) saw and planing mill, or box factory op- eratives; (6) mechanics’ helpers; (7) laborer; the major- ity of common laborers in New Orleans are negroes. To conserve the trades and to encourage the prospective work- ers, education for negroes in mechanical trades should be provided as follows: (a) Night courses for workers now engaged in brick- laying, carpentry, plastering. (b) A small negro trades school should be provided with a practical curriculum based upon the above three trades,and following the general organization of the regu- lar Preparatory Trades Department of the Delgado School. Whether the money for the negro trades school be apportion- ed from the Delgado fund or from other sources—it is be- lieved that such a school would supply a recognized want in our public school system and render a good service to the ne- groes and the whole community. 2. Buildings and site. The building of the Negro Trades School should be modeled after the unit-building de- scribed on page 356. It would be necessary only to duplicate with slight changes the Building Trades Division Building we have suggested in our tentative plan (Page 364). Such a building fully equipped for the use of the negro boys in the three grades named would cost aproximately $80,000. It could be maintained for $5,000 per year, and would accommodate not less than 100 day pupils in addition to a large number of night pupils. One city block, but more —289— if scientific agriculture be adopted, would be sufficient. A fund of $100,000 devoted to the establishment and perma- nent equipment of a negro trades school is ample to provide for: (1) Building, (2) site, (3) initial equipment, (4) a fund, the interest of which may be used for addition to per- manent equipment from year to year. 8. Instructors should be practical men preferably those who have been to Tuskegee or Hampton. SECTION XIV. VOCATIONAL GUIDANCE IN NEW ORLEANS. BOYS’ JOBS AND LIFE-WORK. So far as we may reasonably undertake to denote and classify the important factors of success in the life of an industrial worker, they are such as these: (1) The per- sonal elements of health, strength, mental capacity, train- ing, aptitude, ambition, choice and morality; (2) the objec- tive elements, opportunities, as existing locally or abroad in the industrial world; (3) understanding of the nature and number of such opportunities by capable workers; (4) some means by which a person may find his suitable station. in life. Bureaus of vocational guidance, placement bureaus, employment agencies, recent literature and books concern- ing vocation, all are evidences of a demand for organized guidance and of placement for vocations. Our last annual re- port to the Board of School Directors by the Superintendent of Schools in New Orleans has called attention to the need of such provisions in New Orleans. (Educational Research in Public Schools, Hill and Railey, pages 165-188.) FACTS ABOUT JOBS AND BOYS WHO HAVE THEM. Four significant facts have been demonstrated in New Orleans: (1) A very large percentage of children who leave the schools to go to work under 16 years of age. Of 8,071 cer- tificates issued by the Factories Inspector ending December 31, 1914, the number issued to children 14 and 15 years of age was 2,624, or 85 per cent. 291 —292— 2 The jobs or positions to which they go are, as a rule, not such as to impart increased skill and knowledge or ambi- tion. They are futureless jobs. The data from our 1,472 boys and men in the night schools (Part One Delgado Sur- vey, page 49 illustrate this portentous fact. (3) The majority of our young workers do not possess. even a complete common school education. For example, here is the statement of the Factories’ Inspector concern- ing work certificates issued to children during the year ending December 31, 1914: TABLE XVI. Work Certificates Issued to Children from the Different Grades of the Schools, 1913-1914. Grade Girls Totai First and second year High Schools si. sw seeceisees ss 26 87 63 MAGRUN SOPOG6 pao 254 Sha sk eee Wes ORAS REDE REE ESAS 190 282 BOven UEAGE ainsi Siks eee RE REw DEK OSS eee EES Ae 206 3TT Mist Cinder wc oiew hes cies ateok <4 elas SRO ees x 320 642 PIG GYORe goss 8d Aw LER OOREE SE FS Faas CEES 37T 808 ROUPEDY (Grae: i ssoeisei ot ayes au Saveeren betsy hielo salts kauidelenacdhtns i te i 222 575 Mhird “Grade sits ooc3 ie se gslepatedad 4 axevorere aleve ard he Re edvars 80 236 Becond.. Grave: ia.03 3604 aoaehinn et 2205 Ge eS 13 52 Bre b Grade cae. y s escodine ti edie eho tencderjepalnnedris varncis do tonaneus goa oct 4 22 No Schooling: 6 siserisgg eas Raee Hew ee a Ree as 2 6 Grades not KnOWN ........ cee eee eee e eens eee T Catholic Schools ........ cece eee eee cree eee ee ees 264 4174 Private: Schools © sidcw eds sx-awegue vedas sudeere deo 4 82 8&5 (4) Wages earned during the first few years by the young workers are in numerous cases more closely related to their age than to their school standing. The present school training actually imparted is not so related to daily labor as to give a young worker from the upper grades an immediate advantage in pay over the young worker with little training. Under present conditions of employment and of school life there is little monetary incentive for the boy or girl, going into industry, to remain in school until 16 years of age rather than to quit at 14. What is needed is an education so vitally related to life that it will be worth while for a prospective industrial worker (as well as for the minute percentage of all school children who go to college eventually) to remain in school two, three or four years longer. Such a type of education is proposed for New Orleans in our plans for the Delgado School. The data upon which we based the above statement —293— concerning wages of boys are records obtained from the 1,472 boys and men in the night schools. These important figures (Table XVII) are worthy of the serious considera- tion of business men, teachers and parents and pupils. TABLE XVII. Wages (Per WEEK) AND AGES or Boys ComPaRED Wi1TH GRADES OF ScHOOLS COMPLETED BY THE Boys. Fourteen Years Old. Grades Boys Average Wage I 2 $3.75 3.41 3.63 _ Be eposanN Raanavosnriy BRON MDEAR —294— Twenty to Twenty-five Years Old. Average Wage ote 9.37 12.31 11.58 10.76 13.30 15.15 14.18 BOYS DESIRED TRADES TRAINING. Hundreds of boys now at work desired a training in trades. It is impossible to state how many of these work- ing boys and men would have remained in school to study a trade had such been taught. This question was put to the night school students and the answers returned in writ- ing from 1,352 pupils have been analyzed as shown in Table XVIII. TABLE XVIII. STATEMENTS OF BOYS AND MEN IN NIGHT SCHOOLS REGARDING LACK OF TRADES COURSES. Ages of puptle answering. 14 15 16 17 18-20 20-25 Total Numbers stating they would have remained longer in school to learn a trade had such been taught......... 198 230 168 135 1338 86 v50 Number who would not, or could not, have PRMAMAT cco cared hbe ee ada 71 85 78 63 65 40 402 Total number answering this question ............ 269 «63815 246 198 198 126 1362 WHAT BOYS WANT TO BE AND DO. Expressions of occupational preferences of our boys over thirteen years and of their parents for them, during this year, indicate, in the cases of 2,244 parents of boys 18 years of age or older in our public schools the follow- ing: (a) A fair majority of the boys (1,553) have a definite occupation in view; (b) only 44 per cent of the parents intend to send their boys to high school, and less than 5 per cent intend to send their boys to college; (c) less than 12 per cent of the parents state that their sons have —295— received any training in preparation for the occupation desired. The specific occupational preferences of these groups of boys, white and colored, hundreds of whom are about the age when they will drop out of school, is of interest both to industries and our schools. Previous studies by the writer of the expressed ideals of 1,600 children (see Pedagogical Seminary, 1910) cor- roborate the finding of other investigators in Europe and America, namely, that the ideals of children regarding persons accepted as “ideals” tend to change inversely from the ages of six to fourteen years. That is, while the very young child almost invariably emulates a relative, a play- mate or a teacher, the older child names a public character, or personage from history as his or her ideal. This indi- cates, of course, the effect of the play of a wider range of stimuli upon the suggestible mind of the child as he in- creases in age and his environment widens without the area of home life. Our present data show the trend of mind of our local school boys. The instability of the adolescent mind, or new sug- gestions, or the hardships of the first two or three jobs in many boys may alter original preferences or ideals. Useful careers, however, as a rule start from determination fixed in early youth, and we cannot afford in dealing with the expressed aspirations of our boys in school either to remain in ignorance of them or to ignore and fail to help and guide, or to remove from them fair opportunity. Here are the occupational preferences of 1,649 white youths and of 234 colored boys—all being pupils of our elementary public schools during 1914-1915. TABLE XIX. Occupational Preferences of White Boys Thirteen Years Old and Older in the Public Elementary Schools. Accountant, 2; actor, 3; airbrake repairer, 1; animal husbandry, 1; architect 42; army officer, 1; artist, 24; baker, 3; ball player, 9; bar- ber, 17; bar pilot, 1; blacksmith, 5; boiler maker, 4; bookbinder, 3; brick layer, 2; broker, 4; builder-contractor, 4; business men, 17; butcher, 4; cabinet maker, 9; carpenter 48; chemist, 17; civil service, —296— 3; clerk, kind not specified, 56; bill clerk, 5; grocery clerk, 4; office clerk-bookkeeper, 250; railroad clerk, 18; conductor, 1; cotton sampler, 1; dealer, fruit 1, vegetable 1; decorator, 5; dentist, 2; designer 1; diplomat, 1; doctor, 92; draftsman, 17; drayman, 1; druggist, 17; driver, 8; electrician, 67; embalmer, 1; engineer—kind not stated 96, civil 90, electrical 67, gasoline 2, locomotive 5, marine 7, mechanical, 67; structural 2; engraver, 5; express messenger, 1; factory worker, 1; farmer, 18; gas fitter, 1; glazier, 1; government position, 1; jeweler, 9; laborer, 1; lawyer, 69; linotypist, 1; lithographer, 2; machinist, 76; mail clerk, 4; mechanic, 65; merchant, 17; messenger, 2; metereologist, 1; minister, 2; motorman, 2; musician, 17; violin, 2; naval officer 2; operator—kind not stated 4, telegraph 17, telephone 1, wireless 5; optician, 1; paper hanger, 2; paver, 1; peddler, 1; pharmacist, 6; plumb- er, 32; professor, 1; railroad position, 2; real estate agent, 2; saddler, 2; sailor, 4; salesman or woman, 16; school superintendent, 2; sheet metal worker, 2; shipwright, 1; shoemaker, 1; sign painter, 3; soldier, 2; steamship agent, 2; stenographer, 100; tailor, 2; teacher, 13; tin- smith, 1; typist, 15; watchmaker, 1; wheelwright, 2; writer, 1. Total, 1,649. TABLE XX. Occupational Preferences of Colored Boys Thirteen Years Old and Older in the Public Elementary Schools. Artist, 1; barber, 4; barrel liner, 1; blacksmith, 8; brick mason, 32; carpenter, 49; chauffeur, 5; cook, 2; dentist, 1; doctor, 20; driver 1; druggist, 5; farmer, 3; fireman, 1; mail carrier, 32; mail clerk, rail- road, 25; mechanic, 7; merchant, 1; musician, 3; painter, 4; pharma- cist, 5; plasterer, 1; porter, Pullman, 3; saddler, 1; sailor, 1; shoe- maker, 2; slater, 2; tailor, 1; teacher, 7; tile setter, 1; typist, 4; up- holsterer, 1. Total, 234. FURTHER STUDIES OF THIS KIND. The above data are a part of the returns obtained upon a blank form prepared by the Division of Educational Re- search. The prompt co-operation of our teachers and prin- cipals and parents resulted in returns being delivered in time for use by every public school in the city, save one. The statements have been analyzed for boys and for girls, both in the elementary schools and also in the Sophie B. Wright and Warren Easton High Schools . These and further analyses are presented in other reports of the Di- vision of Educational Research to the Superintendent of Schools. (Educational Research in Public Schools, 1915.) —297— WHAT IS BEING DONE ABOUT VOCATIONAL GUIDANCE IN THE SOUTH. An inquiry was made during the past year by the writer concerning any definite effort undertaken by com- petent persons to organize a bureau or department of voca- tional guidance of boys and girls. This letter was mailed to forty-one superintendents in these cities of fourteen states: Birmingham and Mobile, Alabama; Little Rock, Ar- kansas; Jacksonville, Pensacola and Tampa, Florida; At- lanta, Columbus, Macon and Savannah, Georgia; Coving- ton, Lexington, Louisville and Paducah, Kentucky; Baton Rouge and Shreveport, Louisiana; Baltimore, Maryland; Jackson, Meridian and Vicksburg, Mississippi; Charlotte, Raleigh and Wilmington, North Carolina; Oklahoma City, Oklahoma; Charleston, Columbia, Greenville and Spartan- burg, South Carolina; Chattanooga, Memphis and Nash- ville, Tennessee; Austin, Dallas, Fort Worth, Houston and San Antonio, Texas; Lynchburg, Norfolk, Portsmouth, Richmond and Roanoke, Virginia. So far as revealing any considerable interest in the movement for organized vocational guidance, the results of this questionnaire are almost negative. Of the forty- one superintendents addressed replies were received from fifteen, distributed in: Richmond, Lynchburg and Norfolk, Virginia; Charleston, South Carolina; Raleigh, North Car- olina; Baltimore, Maryland; Mobile and Montgomery, Ala- bama; Meridian, Mississippi; Columbus, Georgia; Colum- bia, South Carolina; Birmingham, Alabama; Little Rock, Arkansas; Covington, Kentucky; Houston, Texas—not in- cluding New Orleans, Louisiana. In New Orleans no organized bureau exists for voca- tional guidance. Some preliminary work has been done, however, under the auspices of the public school system and by civic organizations. All these efforts, it is hoped, will be co-ordinated use- fully with the results of this vocational survey in New Or- leans for the Isaac Delgado Central Trades School. The re- —298— port will constitute a basis for informational work in future vocational guidance. Recommendations Concerning Vocational Guidance. 1. The results of the work done in the preparation of this present report, in conferences with employers and employees, etc., a work enlisting the active interest of hun- dreds of employees, employers, pupils and parents, should be fully utilized. The facts of the report should be made the basis of further and carefully defined plans for voca- tional guidance, both formally by a Bureau of Vocational Guidance within the public schools and also informally as. between parents, teachers, and boys. 2. Any serious student of this problem understands that such a Bureau of Vocational Guidance demands the highest degree of skill and tact for its administration. It is far more than an “employment agency.” Bloomfield, Leavitt, Richards, Book, Prosser and others have suffi- ciently indicated the scope and conduct of such organized work. A scientific bureau would organize and promote the work of the placement of boys and girls over sixteen years of age in all of its phases, as: (1) Training for wise choice of occupation; (2) studying and disclosing industrial, com- mercial and professional opportunities; (3) studying the individual’s physical and mental capacities and needs; (4) promoting vocational training for successful occupation (5) promoting co-operation between employers, employees and civic organizations. Outline of a proposed plan for local co-operation be- tween the public schools and local industry. It has been considered by some persons feasible to inaugurate a “Co- operative Bureau of Vocations,” under the joint auspices of the Board of School Directors and local business organi- zation, provided organization of industry or business would share the expense of the undertaking. Here is a sketch of such a plan drawn by the writer: —299— TENTATIVE NOTES ON PLAN FOR AN AGREEMENT FOR A CO-OPERATIVE BUREAU OF VOCATIONS. I, INTRODUCTION. This plan proposes: (a) The enlargement of educa- tional work by the Public Schools in the interest of voca- tional choice, training for same, and dissemination of knowledge concerning vocational opportunities for the ben- efit of the youth of New Orleans; (b) active, organized co- operation with the business organizations and business men to this end; and (c) assumption by such associations of a portion of the expense of conducting the Bureau of Voca- tions. II. A CO-OPERATIVE BUREAU OF VOCATIONS—ITS SIX FUNC- TIONS. 1. Continued Study of Vocations. Following the Delgado Survey and other recent investi- gations, there would be continued effort to collect and sys- tematize data for educational purposes, concerning local occupations, as: Kinds, healthfulness, wages, processes, knowledge, skill and strength required in each, steps of promotion, etc. 2. Dissemination of this Information to Pupils and Parents. By means of: Pamphlets. Newspaper articles, Addresses delivered before Grades VI to VIII of Pub- lic Schools, High Schools, Normal Schools, Junior Asso- ciation of Commerce, Parents’ Clubs, other Organizations. 3. Training for Choice. Attention of pupils, workers and parents will be called to the necessity of definite vocational choice in life, by means of: (a) Above measures; (b) special lectures upon practical aspects of psychology and life. To increase individual and social efficiency in our com- munity, it is intended to encourage consideration and action in the matter of choice, rather than aimless drifting into temporary “jobs.” —300— A, Propaganda for Wisely Planned Vocational Train- ing With Reference to: (a) Delgado School; (b) Nicholls School; (c) Normal School; (d) High Schools; (e) Negro Schools in general; (f) Night Schools; (g) Public Schools in general; (h) by employers; (i) by employees. 5. All-day Employment or Exploitation of Children Under 16 Years of Age will be Discouraged. The movement to lessen premature elimination of children from school and to keep them in school will be supported. 6. Study of Exceptional Children. Educational Laboratory or Psychological Clinic, of the Division of Educational Research, will be available for the study of the physical and: mental capacities, educational needs and probable industrial aptitudes of a limited number of exceptional children from the public schools, as hereto- fore during the past three years, upon written request of parents. Some experimentation may also be made upon “efficiency tests” in selected industries. 7. Scope of the Co-operative Bureau of Vocations. The Bureau during the first year would not attempt the work of an employment or placement agency. The actual work of placement of pupils.into positions is not be- lieved to be the function of public elementary education, and at present the local schools are not able to assume this heavy burden. The necessity of training pupils for active life and of continuing the training of those already en- gaged in industry, brings the problem of the school close to the problem of employment—a relation it is intended to promote by means of the Vocation Bureau. It is obvious, however, if the work described in the preceding paragraphs is completed, that the present chaotic condition of place- ment or employment of young people will be improved in New Orleans. III. CONTROL, ORGANIZATION AND MAINTENANCE. Control. In order to avoid confusion of dual or uncer- tain authority in the conduct of the work, the Bureau could be placed by resolution of the Board of School Directors soi and the organizations co-operating within the Division of Educational Research of the Public Schools. Organization. All assistants could be nominated by the Director of the Board of School Directors, with the ap- proval of the Manager of the industrial or business associa- tions participating, and of the Superintendent of Schools. An Advisory Committee of ten, including representa- tives, employers and employees from typical industries of New Orleans shall be named by the business associations to counsel the Director. The work of the year as outlined above under Section II can be begun effectively, it is believed, by readjustment and additional services, as follows: (a) Part-time of Director of Division of Educational Research; (b) part-time of Clerical Assistant of Division of Educational Research; (c) whole-time of Vocational As- sistant; (d) occasional extra clerical assistance employed by day; (e) publicity work through business associations; (f) volunteer and invited speakers among business and pro- fessional men and women—for meetings at schools and other organizations. Maintenance. Additional expense due to the newly or- ganized Bureau would be met by an appropriation to be made by the business associations. This appropriation shall be placed in bank subject to order of the Director when countersigned by the Superintendent of Schools and the representative of the business associations participating. Dangers in the Guidance Movement. With the recog- nition of the necessity of some kind of definite efforts at vocational guidance throughout the country certain dangers are apparent in the movement. In the first place there are quacks not remote in principles and practice from phrenol- ogists, astrologers and fortune tellers. More reliable, but not good leaders, are the illuminists who, really understand- ing by investigation something of the problems and methods of good, organized guidance, nevertheless almost uncon- sciously come to pose as self-authorized authorities, speak- —302— ing ex cathedra. Then there are the amateurs and job- seekers, who, collecting bundles of questionnaires, card in- dices and notes at six-weeks summer schools, return to the grade or high school work of the local community, presently to appear as “lecturers” and even “specialists” and pros- pective directors and counsellors for a local bureau. The term “guidance” may be taken too literally. We need in youth initiative, self-reliance, energy, as well as amenability to suggestion, information, and willingness to settle into a suitable, ready-made berth. Personal counsel by parents and by teachers, school committees, etc., undertaken painstakingly, sympathetically and with effort to secure reliable information about trades, occupations or vocations should improve the situation. A bureau of vocations should be more than a mere em- ployment agency. It should partake of the six functions enumerated above. It is an enterprise demanding a unique combination of business sense, science, and sympathy for children. SECTION XV. COURSES OF STUDY FOR THE DELGADO SCHOOL AND EXAMPLES OF GENERAL PROGRAMS, DISTRIBUTION OF SHOP PRACTICE AND THEORY IN PUBLIC AND PHILANTHROPIC TRADES SCHOOLS. FLEXIBILITY OF PROGRAM NEEDED. Constantly to meet the needs of individuals and of local industries an efficient trades school, under a trained and wise director and staff, will have an organization al- ways sensitively responsive to demands for changes toward betterment and efficiency. In our preceding vocational survey of the occupations of boys and men in mechan- ical trades we have discovered the phases of trades to be emphasized in the Delgado Trades School of New Orleans. Further guidance will be found in the experience of other cities which have already established trades schools, both public and philanthropic in type. From these two sources there is obtainable sufficient information to enable a com- petent director to map out in minute detail the working programs for the- Delgado School—programs suited to the scope of the PREPARATORY TRADES DEPARTMENT and of the PRACTICAL TRADES DEPARTMENT in its various divisions, as Metal Working Trades Division, Oper- ative Engineering Division, Printing Trades Division, Building Trades Division, Wood Working Division, and other possible divisions which may be developed in the fu- ture, whether for classes in the daytime, at night or by part-time arrangement. Always the problems of admis- sion, programs, courses of study will present situations that demand for mastery a man of technical training, peda- 808 Sit: gogical insight and sympathetic feeling as authority and leader, rather than one who will depend upon a formula, precedent, or popular clamor. FORMING PROGRAM AND COURSES OF STUDY FOR DELGADO TRADES SCHOOL. The assumption is that we are to erect and maintain in New Orleans a practical trades school in close touch with employers, employees and the needs of youth. If the school is not to be effective it would be better to abandon the un- dertaking at the outset. In articulating an industry or trade with the work of the school it is necessary to weigh in advance the desira- bility of the proposed trades course. Men have already urged upon the writer that he recommend courses that would be absurd in the Delgado School. One man de- sires a certain course introduced only because a foreign manufacturer offers ‘materials for practice,” and he ignores the fact that an infinitessimal fraction of our population follows the trade suggested. Another, in urging training in a trade in some demand, although not in New Orleans, ignores our first duty to our city. Ice-cutting may be a necessary occupation in Wisconsin, but hardly worth teach- ing to boys in New Orleans. It is also an error to assume that if we could catalogue accurately the chief industries of this City and then enumerate the number and kinds of workers and the processes in each industry that we could forthwith infer the specific occupations for which equip- ment and courses of study and teachers should be pro- vided in the trades school. Such information as the above undoubtedly is serviceable at the outset of our undertaking, but the attendance and success of the boys in the tradés school is sensitively dependent upon other factors which it is both difficult and important to know. For example, if we should ascertain that in Industries A, B, C, D, in New Orleans, that A supports the largest number of work- ers, it would not follow necessarily that the trades school should minister at once to this, however logical such a min- —305— istration might seem to be. Actually to articulate the work of the school with industry A requires constant recognition of many factors. Some of these considerations are: 1. The needs of the boy to be prepared as a prospec- tive good citizen are of superlative importance. 2. Money is always prerequisite for establishment, buildings, equipment and for maintenance. 3. Trained and adapted instructors with experience in trades work must be found for any promised trades course. 4, The practical co-operation of employers, who should offer opportunity and incentive for better training of ambitious boys. 5. The practical co-operation of wage-earners, in order that they may endeavor to attend part-time or evening schools, and also persuade their sons and brothers and friends to attend. 6. Whether the general public is educated to a sympa- thetic understanding of the aims and opportunities afforded to the community by the trades school in order that it may gain adequate support. 7. Whether any uselessly competitive efforts in edu- cation, productive both of confusion and of waste of time and money, will give place to intelligent co-operation on the part of existing schools, colleges and commercial organ- izations. 8. The relative efficiency of the existing school sys- tem, both with reference to carrying out their professed aims for intellectual, physical and moral education and also as concerns preparation for practical living, should be eval- uated. Facts about the public schools of New Orleans with reference to vocation already have been stated and analyzed in the first part of this Delgado Report. 9. Whether a given occupation considered with refer- ence to the Trades School demands more of skill than of knowledge and the kind and degree of each. —306— REASONS FOR PREPARATORY TRADES COURSE DEPARTMENT IN DELGADO SCHOOL. Frequent reference has been made in our recommenda- tions to the PREPARATORY TRADES DEPARTMENT of the Delgado School. The aim of this Department is to care for the training of boys not under 14 years of age who may have completed at least six grades of the elementary schools, and who manifest a vocational interest in mechan- ical trades. Boys at least 14 years of age who have com- pleted more than six grades of elementary school work who are to enter trades should spend not less than one year in the PREPARATORY TRADES DEPARTMENT pre- liminary to choosing a trade to be begun later in the PRAC- TICAL TRADES DEPARTMENT. The relation of the PREPARATORY TRADES DEPARTMENT, both to pub- lic elementary schools and also as a part of the Delgado School in its various divisions for trades-training of boys 16 years and over, is thus represented by a diagram. (Figure 20) : Summarizing the reasons for a Preparatory Trades Department to train boys of 14 and 15 years of age in fun- damental mechanical methods, industrial organization, knowledge of materials, shop mathematics, but not to teach a trade, we find the reasons numerous: 1. Boys of 14 as a rule are too young to select wisely an occupation upon the bases of: (a) Choice with knowl- edge of self; (b) adequate knowledge of opportunity. This period of a boy’s life is likely to be one of peculiar physical and mental instability; it is the period of early adolescence. 2. Hurrying young boys into trades involves exploita- tion of childhood for commercial ends and unfair competi- tion with skilled, mature wage-earners in industries. This tendency should be resisted. 3. Experience elsewhere proves that in the end it is more profitable for a wage-earner to spend extra years in acquiring training than to enter industry untrained. In New Orleans hundreds of boys enter blind-alley jobs at 14 Proposed Isaac Delgado Central Trades School For Boys. PRACTICAL TRADES DEPARTMENT. For youths 16 years of age and older. Includes: (a) Day classes, (b) Evening classes, (c) Part-time classes for workers employed. Occupations Taught in Following: Metal Wood Building Printing Operative Working Working Trades Trades Engineering Division Division Division Division Division PREPARATORY TRADES DEPARTMENT. For boys 14 to 16 years of age. Gives knowledge of tools, materials, ele- mentary shop practice, industrial organiza- tion. Does not teach a specific trade, but helps toward wise choice of occupation. Holds and interests boys. Chart Showing Relation of Recommended Departments and Divisions Within the Isaac Delgado Ceutral Trades School for Boys, Figure 20. —307— or 15 years of age, jobs which give neither training for pro- motion nor attractive wage. (See Part One, Vocational Survey for Isaac Delgado Central Trades School for Boys, pages 47-52.) A further study of data secured from our group of 1,472 white boys and men in the public night schools strengthens the above conclusions. It has been found that it matters little whether a boy is a graduate of the sixth, seventh or eighth grade, the present type of elementary school counts for little so far as wages are concerned dur- ing the initial years of work. Fourteen, fifteen or sixteen year old boys receive about the same wages in each case when they enter many of the jobs now open to boys from any of the grammar grades. Age rather than amount of public school training is the present effective factor in de- termining the wage of a boy in hundreds of our cases. This fact is illustrated in the data presented in Table XVII, page 293, of this report. The experience of graduates of trades schools such as Ranken, Wentworth and Williamson proves the initial value of industrial training to themselves and to employers of boys who remain in school to complete a trades course. 4. Prevailing customs in mechanical trades do not wel- come boys under 16 years of age. Neither opportunity nor method is provided for systematic, potent instruction of boys in the shops, and the work often calls for physical strength which a young boy does not possess. 5. The PREPARATORY TRADES DEPARTMENT of the Delgado School should appeal to the interest of boys and retain more of them in school. Thousands of boys have been eliminated from our schools. Not one white boy in ten who has entered the first grade of the public schools of New Orleans completes the high school course, and a bare forty-odd per cent remain even to finish the elementary grades. Elimination is far greater among the negroes. This elimination is a grave source of waste of human effectiveness and of money. It would seem that a PREPARATORY TRADES DEPARTMENT for the Del- —308— gado School is an ameliorative measure obviously prom- ising. 6. Two years’ work for 14 or 15-year-old boys in the PREPARATORY TRADES DEPARTMENT of the Del- gado School should prevent many misfits in occupation and prepare the boy for an active and wise choice at or after 16 years of age. Some boys will learn their inaptitude for mechanical industry; others will discover the wide range of opportunity in the mechanical trades and their own par- ticular goal therein. Thereby we may lessen in the future by such preparatory training the number of unemployable and unemployed men at 30 years of age. INITIAL COURSES OF STUDY FOR THE DELGADO SCHOOL. Our survey results in four groups of recommendations with regard to the curriculum of the Delgado School. The first concerns the PREPARATORY TRADES DEPART- MENT; the second, four day courses in the PRACTICAL TRADES DEPARTMENT; the third recommendation con- cerns Part-Time and continuation trades courses; the fourth, Evening trades courses. —309— I. A Program and Course of Study for the PREPAR- ATORY TRADES DEPARTMENT of the Delgado School. Admission: Boys, 14 and 15 years of age, who have com- pleted at least the sixth grade of an ele- mentary public school. Months: September 15 to August 15. Days and hours: Monday to Friday; 8:30 A. M. to 4 P. M. with one hour intermission. Course of Study for All Boys in the PREPARATORY TRADES DE- PARTMENT. First Year: Elementary shop work divided among: 20 periods per week. Carpentry and joinery........... 7} Cabinet making ................ Electrical shop ................05 Machine shop ...... ......eeeeee Automobile shop................ Printing trades ................. : S04 English, including office practice and geog- ; Taphy 2x soasideeuaiie nageteckw tek 5 periods per week. Shop arithmetic ............. ccc cee eee eees 5 s “For Elementary free-hand drawing............. 5 = “« all Elementary science, including hygiene..... 5 “ “« pupils. Study wc scat Aandi ohcaenie tnatdavee vse oe euetate 5 “s sc ase Second Year: Elementary shop work divided among: 20 periods per week. Carpentry and joinery shop...... Bricklaying Shop ............... Cabinet making shop ........... Electrical shop ................- Machine shop ...........0.e0005 ! Automobile shop ............... Printing trades shop............ English, including office practice, indus- trial organization, civics........... 5 periods per week. Shop arithmetic and computations....... 5 “For Elementary mechanical drawing and plan all TCAGING: sce cence adele es toe eee eee 5 ne “pupils. Elementary physics ............snseeeeee 5 Se Il. A Program and Course of Study for the PRAC- TICAL TRADES DEPARTMENT of the Delgado School. Admission: Boys and men 16 years of age and over (a) who have completed PREPARATORY TRADES DEPARTMENT, or (b) eight grades, or (c) by special qualification and experience are able to follow successfully the work of the DEPARTMENT. Months: September 15 to August 15. Days and hours: Monday to Saturday (half-holiday); 8:30 A. M. to 4:30 P. M., with one hour intermission. —310— There are two groups of mechanical occupations to be considered: (1) Trades for adoption in the initial work of the Delgado School; (2) trades that may be installed in the course of future development. In the chapter on buildings we emphasized the necessity of a plan intended for possible development during a half-century rather than one to meet merely the passing emergency of the present year. In preceding sections we have pointed out further the particular phases of the selected mechanical trades to be emphasized in the Delgado School. The character of the related academic work in English, shop mathematics, draw- ing and hygiene has also been indicated. We shall now summarize in the following outline all of the proposed initial courses for the PRACTICAL TRADES DEPARTMENT within its several Divisions—Metal Work- ing Trades Division, Building Trades Division, Printing Trades Division, Operating Engineers’ Division. We shall next print suggestions for Delgado Night Classes. Part- time or co-operative courses in the Delgado School must be established as opportunity is developed through co-operation with employers and employees. It is recommended that four three-year day courses should be offered for boys in the PRACTICAL TRADES DEPARTMENT, i. e.: (1) ~ General Machinist Course; (2) Carpentry and Joinery; (3) Printing Trades; (4) Operating Engineering. It is to be noted, after a pupil has completed the first year of any one of these four general trades courses, that considerable op- portunity to specialize is offered. Sai First Year: ' Shop Work: I Machinists’ course (includes pattern making and foundry Practice) |. ajccciai wa cases 20 hours per week. | Any II Carpentry and joinery course.. 20 “ on (e one III Printing trades course........ 20“ i) NP course. IV Operating engineers’ course... 20 “ oe hee Related class and laboratory study as follows: 20 “ “ows English, including letter writing, ] structure, paragraphing, punctu- i “ “6 oe For ation, using materials ofindustry. 5 Drawing, free-hand and mechanical 5 “ foe all Mechanics applied to trade selected 5 “ see es pupils. Shop computations, cost record SYStOM! «nde dais aveeeaus Gans 5 Note.—Prospective operating engineers, automobile workers, saw filers, take practically all of machinists’ course during first year. Pros- pective electrical workers may spend first year in machine shop and carpentry shop. (See second and third year.) Prospective cabinet maker may take carpentry and mill work during first year. Second Year: Shop Work: I Machinists’ course, continued... 20 hours per week. II Carpentry and joinery, contin- MCG oscars cues eas aeesaes 20 =“ a “se III Printing trades, continued..... 20 “ er Lass Any IV Operating engineers’ course + one DESUM: ss vi sieise ewig a eas 200 «CO Me Si course, V Automobile workers’ course.... 20 “ ed See VI Saw filing course............. 20“ re Sas VII Electrical workers’ course..... 20 =O a Oe | Related class and laboratory study ) as follows: 20 =“ me oe Mechanical drawing, or machine design, or architectural draw- ing, as elected................ & ss For Physics, applied to respective + all trades, as testing materials, pupils. practical mechanics. heat, elec- CBICIEY” a suede a egos sare nnwia oie eas 5. oe Mathematics: Computation, estimat- ing, elementary geometry ........ 5 “ oo er Civics and industrial hygiene........ 5. ah oats Third Year: Shop Work: 1 Machinists’ course, continued. 20 “ fas II Carpentry and joinery, contin- 20 “ ge) ist WOE: erased ausd os ere 8344 Any III Printing trades, continued..... 20 “ mS es + one IV Operating engineers, continued 20 ‘“ He MS course. V Automobile workers, continued. 20 “ a te VI Saw filing, continued ......... 20 =“ sw VII Electrical workers, continued.. 20 “ ae Ts J —312— Related class and laboratory work as a follows: 20 =“ ms Chemistry applied to one of the above trades ...........0.00e 5 of eee ORE For Mathematics, English or history. 5 “ Bie oth all Advanced mechanical drawing pupils. applied to trade.............. oO es Industrial and personal hygiene, safety devices, first aid........ 5 MF Ee TES lll. THE EVENING TRADES COURSES for the Delgado School. Evening trade schools for males are intended for youths and men employed during the day and who seek advancement; and particularly for those whose daily labor and long hours have not caused a physical and mental ex- haustion. It is questionable whether boys under 16 years of age should be permitted to attend any evening school. There are two objections to their attendance: (1) Physical and moral immaturity of the student; (2) attendance upon night schools may be made an excuse or substitute for leav- ing the day schools. The function of an evening trades school is not to teach trades so much as it is “to supplement the experience the day worker is gaining from his work.” An important factor in the success of an evening trades course is the instructor. He should know the trade by practical experience, but should also be able to instruct and inspire. Equipment at present and qualified trades instructors are both lacking. Trades instructors should be selected from the industry and not from the usual academic day school. Needed also are representative, active advisory boards of employers and employees from the manufactur- ing industries. There are now insufficient distinctions be- tween courses for young boys, young girls, courses for ma- ture workers, boys and men’s courses for “‘trade-extension” and the courses for “‘trade-changing.”’ There are too many young boys and girls in the night schools who should be in the day schools, and too few youths and men in the night schools who could better themselves and the community by following the right kind of trades course in an evening 815 school. This does not mean that commercial courses and academic courses are not useful. However, in comparison with what is being done for workers in the mechanical trades, these commercial and academic courses are over- done. Furthermore, the whole system of night schools in New Orleans needs definiteness of aim, renovation for effi- ciency and better adjustment to the needs of mature workers. Evening trades courses for men in the Delgado School must be developed along with the interest of wage-earners in such advantages for self-improvement. Trades courses for workers in industry should be short and intensive, cov- ering-only desired phases of the different trades. It-has been found in other cities that labor unions and individual wage-earners will petition the public school authorities for desired unit courses when once it is understood that such courses taught by practical and compel men may be had for the asking. Evening trades courses with definite aims may he given profitably in units as short as’ six weeks duration, two or three evenings a week, two hours each evening. Phases of the courses to be offered in the Evening Trades School at the outset should be selected from the longer courses we have outlined above as a resuJt of our survey for the PRACTICAL TRADES DEPARTMENT, namely, General Machinists’ Course, Carpentry and Join- ery, Printing Trades, Operating Engineering (steam, elec- trical and gas), also courses for Automobile Workers, Saw Filers, Electrical Workers, Plumbers, Painters. {fn a recent Bulletin of the United States Bureau of Labor Statistics the many advantages of the short-unit courses are set forth. (Bulletin 159, by W. H. O’Leary and Charles A. Prosser.) In weighing these advantges the caution should be observed not to inculcate the belief that any trade can be learned in a short-unit course. It is in- tended for the improvement of men who are actually en- gaged in the trades, generally mature workers. They ought not to be admitted until over 16 years of age. Frequently the evening school pupil is a wage-earner with a family to —314— support; his time and strength are limited, the school must not waste it. The mechanic is lacking in formal education and he is rightly skeptical of the practical value of some night schools. He may find it difficult to think in abstract terms and he may be sensitive about his lack of schooling. Some of the arguments set forth to meet these facts are as follows: “These courses are not short cuts to the trade; they are a device for effectively meeting the needs of certain groups of workers already in the trade.” “The short-unit, or brief course, is an intensified form of instruction which is intended to serve in a limited number of lessons a specific need of a particular group. Each unit deals with one part of the trade and is complete in itself. The subject-matter is selected with reference to the need of the group rather than its relation to other parts of the trade. Many evening school courses in mathematics, for example, admit to the same class machinists, carpenters, printers, and anyone else who wants the subject. They begin with arithmetic, and include a series of topics progressively arranged, ending, perhaps, with elementary trigonometry. The course usually extends over several terms, and the subject is taught with reference to its general application to shopwork. Under the unit system, instead of the general course just described, a separate course would be given in mathematics for the carpenter, another course for the machinist, and a third for the printer, each course aiming to meet the special needs of a particular group.” “Tt has already been pointed out that one weakness of some general evening schools is the fact that their courses are laid out to cover three or four years, whereas only a very few pupils remain in the school long enough to complete the course, and that by dropping out of a continuous course the pupil loses much of the value of the work he has already taken. The short course recognizes this situation and meets the difficulty (1) by making the unit so small that the pupil will be able to complete it within the time the school can probably hold him, and (2) by dealing with one specific thing in each course.” “By putting up a series of short-unit courses in the same subject, experience goes to show that when one is completed the pupil is likely to return for the next one, and thus remains in the school longer than he would if the same work were laid out in the form of a continuous course.” “The content of the course is first determined by going to the industry and there finding out what are the needs of that industry. Before opening the course, by means of a preliminary registration, the specific needs of each pupil are discovered and a group is formed, based upon a common need.” “The chaotic state of the work in some of the evening industrial schools, it has already been noted, has been due to the fact that the school has not clearly understood the purpose of the work. * * * Courses organized under the unit system enable the school to discover new groups to be served. In every community there is always a great deal of vagueness as to what the school is doing. Many people whom the school should serve are never reached because the courses have been advertised in such general terms that people do not understand what they are for.” “The flexibility of the unit system as compared with the regular school course is illustrated by the grouping of letters given below. If the letters A, B, C, or D represent progressive steps in the usual school course, there is only one point at which the pupil can enter; that is at A. If he wishes to enter at C he must pass an examination in A and B.” “Tf these letters each represent a unit course, it is seen that by the flexible organization of these units, 1 pupil may enter at any position of A, B, C or D, for the desired instruction, and still, if he wishes, complete an entire course equal in practical content to the regular school course. Dame Poan weIQ aweo Suggestive illustrations of the possible variety and scope of practical evening trades courses are had in the Figure 21. STUDYING APPLIED SCIENCE THE DAVID RANKEN, JR., SCHOOL OF MECHANICAL TRADES, ST. LOUIS. nes offerings of the Department of Education, New York City. We reproduce here in outline the names of some 40 short- trades courses offered in the public evening trades schools during 1913-14. Space does not permit our printing the description of each of the courses: Short Courses in Trades Subjects for Evening Schools—Sesston 1913-1914— Department of Education, New York City. Structural Engineering Design. Plan Reading and Estimating. Technical Sketching for Junior Mechanical Draftsmen. Elementary Machine Design for Junior Mechanical Draftsmen. Patent Office Drawing for Draftsmen. Topographical Drawing. Drafting Construction Details. Study of the New York Building Code. Freehand Mechanical Lettering for Draftsmen. 10. Principles of Perspective. 11. Principles of Shades and Shadows. 12. Sheet Metal Pattern Making. 13. Commercial Course in Industrial Design. 14. Electrical Wiring and Installation. 15. Elements of Alternating Currents. 16. Short Course in Electrical Engineering, Direct Current. 17. Alternating Current. 18. Armature Winding. 19. Storage Batteries. 20. Direct Current Machines. 21. Alternating Current Machines, 22. Steam Engineering. 23. Forging. 24. Machine Shop Practice. 25. Printing. 26. Proofreading and Copy Editing. 27. Practical Work in Printing. 28. Editing. 29. Post Graduate Work in Printing. 30. Gas Engine Mechanics, Application to Automobile. 31. (A) Wood Mill Practice; (B) Sash Making; (C) Door Frame Making; (D) Door Making; (E) Wainscot Making. 32. Carpentry and ‘Cabinet Making. (A) Shop Foreman Course; oe Frame Building Construction; (C) Elementary Cabinet Work and Repairing; oh ee Door and Wainscot Making at the Bench; (E) Veneer ork. 33. by Sign Painting; (B) Show Card Writing. A) Sign Painting; (B) Show Card Writing. 35. Plumbing, Lead Work. 36. Course for Operators on Motion Picture Machine. if 37. Player-Piano— sis se ayedvtva Sere siscene ares oi 3 English Literature............. 4 Geometry .........e eee seeee See - 32 Vocal Music ......-..eeeeeeees 1 Grammar: 4 cans sei Raha ets 2 Mechanical Drawing .......... . 6 IBNYSICS) i dieselnceeee a beeeveenerscaseieala 2 (8) iY) +05 (=). 9, ae eee ey 2 Tn SBOD! si.3-dseve ecvsteris de tw pV eneadevnier's 20 Tuirp YEAR. April 1st to August ist. Hours per week Hours per week Geometry .... wae. 8 Commercial Course ... 3 Trigonometry 38 Mechanical Drawing . : 8 Physics .... ites 9 oy In, SOD! ac csessceceveved 0:04 esvereveiieien 23 Chemistry ...... wie eNetavegs ieiteieaePasece> ae September 1st to April “1st. In. Shop; hours: per: weeks oc... seccece. sa ore 6 seca scavave vac base a a tasedeievel dh aceaace “avauaviecisel er 43 Evening Recitations. Strength of Materials, hours per week.............. ae HONS es rid: © dea eae < ig Steam, Gas and Blectricity..........ccceeeeees aust sosesahavanmendeiedere ohay euacatenei@natele —339— Tims REcCoRD AND INDEX OF APPRENTICES’ SHOP WoRK AT WILLIAMSON. Time as well as skill is an important factor in trade teaching and in all departments the apprentice keeps a time card such as the one below: RECORD CARD Williamson Free School of Mechanical Trades. Mon. | Tues, | Wed. | Thurs.) Fri. Sat. Exer. of Week Class Dept. Week Notes Ending APPRENTICE Drawing Job. No. No. Parts Started Finished Est. Time Working Time Total Bonus Deficit Instructor “After taking off the time this card is filed with the boys’ record, thus giv- ing a weekly card index of the apprentice’s shop work. “The apprentice works under a straight bonus system after his first year; the reward for this bonus takes the form of an earlier completion of school periods, thus permitting a greater length of time at the boy’s disposal for visits home and recreation. Estimates of time on the jobs, which serve as a guide in judging the boy’s standard, are made by the instructor, based on material col- lected during the experience in the shop of those associated with the school organization. : “To such estimated time is added 20 per cent, as an allowance for the ap- prentice during the first six months of his junior year, 10 per cent for the second six months of the same, 5 per cent for the first six months of the senior year, and journeyman’s time the balance of the year. “Looking over the card in detail one will notice that it presents class, Job drawing, time, bonus, deficit, exercises, etc., thus giving those features on a single card which are of value to the instructor and executive staff when decld- ing on apprentice’s class standing.” —340— MACHINISTS’ TRADE COURSE AT WILLIAMSON. (From Williamson Bulletin No. 8.) APPROXIMATE SPACING OF TIME DEVOTED TO EACH SECTION OF MACHINISTS’ TRADE. Section of Trade. Weeks Weeks Total . 8 hour day. 4 hour day. hours. Engine lathe 10. 17. 400 Planer 7.5 18 300 Shaper . 5. 8.5 200 Slotter . Ds 8.5 200 Millers .......... 7.5 13 300 Vertical boring mill .. 3.5 6 140 Horizontal boring mill 3. 5.5 120 Grinder .... 6. 11 240 Drill press . 3. 5.5 120 Turret lathe 3. 120 FOP RO: -sccse sss sereitess v6 sete are overtone ie wie AYE 4, 160 Bench and floor ...... Elementary an 19. 35 800 Advanced TOON MakANS 5.0.2: sss serenceeniesens aio: 4: savas ateesaseeress 9.5 410 Total shop hours .........e. ce eeeseeee al lat ceorp asayalnonnan ate ue ies giteblenanee 3,510 MACHINE SHOP CALCULATIONS. Indexing on miller for variable space reamers. ‘Compound indexing on the milling machine. Differential indexing on the milling machine. Calculations for the cutting of spiral gears, including proper gears to be used on the miller. Calculations of proper setting of miller head to produce parallel lands on side and end mills. Calculation of gears for cutting metric threads. Calculations of compound gearing in thread cutting. In the study of this outline, the fact should be kept in mind that every job is an exercise, the aim of which is to carry the boy another step toward a desired goal, viz.: the capable journeyman. This fact being true, some system must be developed for use in the shop, such that in doing a given job the apprentice is making an advance step, either in speed, or elementary training. There must be a sufficient number of stock jobs available for a full course of exercises. These jobs used as exercises would not be the same found in every school, but principles of the trade are, of course, common. The following outline of jobs are those for which we have a sufficient call at Williamson to make the stocking of these pieces wise, and, therefore, available for exercise requirement at any time. OUTLINE OF SHOP WORK IN MACHINISTS’ COURSE. BENCH AND FLOOR. Exercise with the jobs on which exercise may be carried out: Plain Chipping—Standard cast blocks for use under shop clamps, ete. Use of Steel Stamp—Marking all work with date and apprentice’s number, aan all pools made, such as cutters, reamers, taps, collets, mandrels, arbors, ies, jigs, ete. Elementary Filing and Fitting—Finishing of 1%4-inch parallel plugs and gages, used in shop, etc. Use of Outside and Inside Caliper—First taken in making gage pieces mentioned above, outside in testing plug, inside in testing gage, etc. ; eee Lacing—First taken on lacing stock pieces of belt, used about the plant, etc. Forge Work—Making of tools used in the machine shop, ete. Chisels, drifts, lathe, planer and slotter tools, etc. Micrometer Caliper—Measuring of tools and equipment in inspection room, ete. Soldering and Sweating—Making of drip pans, oil guards and oil cans, etc. Use of Threading Die—Making of studs, bolts, ete. The Vernier Caliper—Measuring work in the inspection room, etc. Speed Indicator—Testing speed of machines and shop equipment, etc. Scraping to Bearing and Spotting—Square hilts, surface plates, finishing lapping plates, die pads and punch holders, etc. Blementary Hardening—The treatment of chisels and lathe tools, etc. Laying Out—Bench vises, milling machine vises, vertical milling attach- —341— ments, universal dividing heads, planer center parts, bench center parts, arbor press parts, special miller center Pe ete. Centering Stock for Work in Lathe—Reamers, taps, drills, arbors, mandrels, vise screws, end mills, etc. . ‘Chipping and Filing Keyways—Vice screws, change gears, milling machine arbors, milling cutters, Jack screws, etc. The Ratchet—Clamp stock, etc. eee to Curve Layout—Tool post rocker blocks, repair method for broken gears, etc. z Babbiting and Scraping Boxes—Shafting boxes, turbine bearings, etc. Leveling and Aligning Shafting—Adjustment of plant shafting to line and level each year, etc. Methods of Repairing Broken Gear Teeth—Change gents of machines, ete. Assembling and Fitting—Vises, universal dividing heads, vertical milling attachments, machine tool parts, etc. Broaching or Drifting—Finishing of clamps, etc. a ie ee Drills—Upkeep of equipment in tool room, and grinding new rills, ete. Tapping—Nuts for stock, etc. THE ENGINE LATHE. Exercise with the jobs on which exercise may be carried out: Parting—Cutting stock for mandrels, arbors, taps, reamers, bits, shell reamers, end mills, counterbores, drills, etc. i ou mills, side mill cutters, angular cutters, inserted cutter eads, ete. Chamfering—Nuts, mandrels, bits, etc. Shouldering—Nut arbors, taps, ete. Necking and Filleting—Reamers, end mills, collets, planer stakes, ete. Size ane Bolle vise screws for bench, miller and planer, planer stop screws, etc. Simple Thread Cutting, Right and Lefthand—Bolts, planer stop screws, monkey wrench screws, chuck jaw screws, etc. Driving Fit Work—Vice screw heads, Jack screw nuts, die shanks, conveyor roll, centers, cutter blanks, etc. Running Fit Work—Milling machine arbor bushings, jack heads, pump shells and aplndies: ete. Shrink Fit—Chuck bevel gear rings, die helder reinforcing rings, boring bar heads, screw collars for bench and machine vises, chuck screw collars, jack screw hand collars, drill holder heads, conveyor roll flanges, etc. Follow Rest—Vise screws, boring bars, deep hole drills, tap wrench handles, counterbores, etc. Back Rest—Drill press collets, large counterbores, miller collets, con- veyor rolls, ete. Multiple Threads—Vise screws, stop valve screws, ete. ‘Chuck Work—Cutters, etc. Lathe Scraping—Gears, cutter heads, etc. Taper Turning and Fitting, Inside and Outside—Drills, counterbores, col- lets, end mills, ete. Inside Threading—Threading dies for bolt and pipework, etc. ; one AMEE ere supply (springs of miscellaneous sizes are kept n stock), ete. Form Turning—Flush knobs, machine handles, monkey wrench handles, etc. Knurling—Tap wrench handles, monkey wrench screws, lead hammer handles, etc. . Crowning—Standard pulleys for stock pump pulleys, etc. Angular Turning—Bevel gears for chucks, angular turning. Work on Lathe in Brass—Turbine bearings, thermometer cups, flush handles, valve stems, trap valves, etc. Centering the Lathe—Turbine bearings, drill holder heads, ete. Use of Center Indicator—Boring cutter blanks, jack heads, drift rod heads, inserted. tooth cutter heads, etc. Taper threading—Pipe taps, etc. Metric Practice, Eccentric Turning—Metric thread taps, metric gear blanks, clamp bee for pipe threader, steam pump valve motion parts, lathe drill holders, ete. Re-centering—Vice handles, drift rods, broken tang drills, stock roughed in turret, ete. DRILL PRESS. BPxercise with the jobs on which exercise may be carried out: Reamer Drilling and Reaming—Lathe chuck parts, tap wrench jaws, globe valve parts, rotary pump parts, etc. : —342— 2 tap Drilling and Tapping—Nuts for stock, planer stakes, tap wrench jaws, etc. Drilling Cylindrical Work at 90° and Other Angles to Axis—Planer stakes, peck bee boring cutter heads, drill holder heads, vise screw heads, bor- ng bars, etc. Pipe Tap Work—Couplings, T’s and elbows for power plant stock, etc. PLANER AND SHAPER. Exercise with the jobs on which exercise may be carried out: Parting—Cutting clamp stock, parallel stock, square blade stock. Use of Vise or Shoe in Surfacing Work Square—Planing parallels, etc. Use of Stakes and Fingers—Planing flat laps, square blades, square hilts. Caliper as Gage—Parallel square hilts, etc. : Down Cutting, Cutting Keyways—Vise jaws, angle plates, jackscrews, bor- ing bars, miller draw in chucks, lathe draw in chucks, miller arbors, draw in chucks for toolmakers’ lathes, ete. Double Angle Work—V-blocks and V-head angle plates, etc. Use of Planer Centers on Dental and Hexagonal Work—Hook bolts for pipe eee tap wrench jaws, nuts for stock, squared sections on tap wrench han- es, etc. ; Undercutting and Use of Anchored Tool, Dovetail Work—Chuck jaws, V-block clamp sections, T slots in angle plate faces. Planing to form and irreg- ular outlines. Lathe thread stops, grinder dogs, toll post rockers, etc. Central Sections—vV-blocks, angle plates for use on planers and millers, etc. Stringing—Angle plates, vise jaws, parallels, square blades, etc. if fk Down With Clamps—Lapping and surface plates, rib pieces, par- allel bars, ete. MILLING MACHINE. Exercise with the jobs on which exercise may be carried out: Slabbing—Vise parts, both bench and machine, stepped clamp jacks, racks for machine tools, square hilts, monkey wrench parts, etc. Use of End Mill—Squaring taps and reamers, facing stake fingers and planer stops, etc. 4 Vertes! Milling—Beveling die blanks, finishing chuck parts, rack cut- ng, ete. Cam Cutting—Feed cams for slotter, tap holder for turret lathes, lanndry equipment cams, etc. Spur Gear Cutting—Standard change gears, etc. Rack Cutting—Pipe machine racks, latne racks, etc. Bevel Gears—Universal chuck gears, breast drill gears, etc. Vise or Shoe on Miller—All short slabbing and rack cutting done in vise. ait Mores in Metric System—Fluting and finishing of metric taps and rills, ete. Use of Riser Block—Planer stage fingers, T slot cutters, etc. Milling T Slots—Cutting slots in all angle plates, etc. Use of Dividing Head in Simple, Compound and Differential Indexing—Gears and cutters, etc. Gang Milling—Set screw, bolt heads, nuts for stock, etc. Cutting Worm Gears—Dividing head wheels, large and small, for both millers and planers, lathe and shaper, slotter and boring mill, laundry equipment, etc. fi poe Gears—Vertical milling attachments, hardening presses, caliper press wheels, etc. Metric Practice—Slabbing die blanks, cutting metric change gears, fluting and squaring metric taps, ete. Pe SLOTTER. i Exercise with the jobs on which exercise may be carried out: Surfacing and Cornering—Angle plates, bench vise solid jaws, stepped clamp jacks, etc. ; ; Keyway Cutting—Vise screwheads, cutters, gears, boring bar heads, jack hand wheels, etc. Radial Work—Clamps, pump brackets, lawn mower gears, carrier bodies for lathes, ete. BORING MILLS—HORIZONTAL AND VERTICAL. Exercise with the jobs on which exercise may be carried out: Chuck Work, Drilling, Facing, Boring and Turning—Slab mills, shell end mills, large pipe couplings, gear blanks, shaft collars, end mill carriers for grind- ers, shells for expansion mandrels, etc. Eccentric Boring—Pump shells, plates for arbor press, etc. Taper or Angular Work—Shells for expansion mandrels, dividing heads for —343— millers and planers, shells for holding end mills on grinder, bench center heads, large pipe dies, etc. Stub Bar Work and Drilling, Turning, Facing and Use of Angle Plate— Shaft collars, miller arbor bushings, gear blanks, etc. Supported Bar Work—Large gear blanks, vise heads, vise sliding jaws, etc. Shells for pack hardening cans, etc. TURRDT LATHDE. Exercise with the jobs on which exercise may be carried out: Parting and Drilling, Simple and Multiple Stop—Washers for steck, reamer, tap, and drill stock, etc. Straight Turning—Roughing out drill, reamer, and arbor stock. ‘Chamfering, Use of Stops on Reverse End Threading—Set screws, bolts, ete. Drilling and Tapping—Nuts for stock, ete. Form Turning—Hammers, plumbbobs, vise handle knobs, etc. ‘ Use of Cross Stops—Necessary on all formed work. Bench vise plates, drain stops, etc. Work With Heavy Bar—Bevel gear blanks for chucks, surface gage bases, breast drill bevel gears, chuck faces and backs, arbors for bevel gear rings, etc. Use of Turret Plate—Roughing drill holder heads, jib bushings, tap and die holder shanks. Use of Extension Drill Support and Draw in Chuck on Hex. Stock—Drilling of all nuts 5% inch and above, etc. Large Chuck Work—Turret dies holders, hand die holders, lathe face plates, gear blanks, die holder, reinforcing rings, vise base plates, etc. HARDENING AS A SPECIALTY. Exercise with the jobs on which exercise may be run: Water Ash and Pack Anneal—Drills, cutters and high speed tools, which are to be repaired, etc. Open Fire Hardening and Tempering—Chisel, scrapers, cutting tools, and milling cutters (latter tempered with plate or rod), etc. Muffle and Lead Bath Work—Angular cutters, side mills, slab mills, taps, reamers, drills, bits, ete. Oil Bath Tempering and Use of Pyrometer—Cutters, etc., mentioned above are tempered thus. Pack Hardening—tTaps, drills and reamers, etc. Treatment of High Spced Steel—High speed turning tools, etc. GRINDER. Exercise with the jobs on which exercise may be carried out: : ‘Cylindrical Work—Mandrels, drills, reamers, etc. Taper Work—End mills, drills, etc. : Surface Grinding—Die blanks, etc. : Internal Grinding—Milling cutters, etc. i Angular work—Countersinks, cutters, etc. Grinding Form Cutters, Taps, and General Cutter and Reamer Work—Up keep of tool room equipment. Topics of Shop Talks for Prospective Machinists at Williamson. Introduction: Lines of proficiency demanded of a first-class, all-round ma- chinist. First steps of machinist trade: 1. Machinist’s bench. 2. Measuring system. 3. The 6-inch scale. 4. Cir- cular, angular, paper measures. 5. Hammers, chisels. 6. Files. 7%. T-square. 8. Hack saw. 9. Dogs or carriers; mandrels; taps; wrenches; reamers. 10. Bevel protractor. 11. Forge. 12. Forge tools. 13. Screw gage sizes. 14. Depth gage. 15. Wrenches. 16. Belts and lacing. 17. Care of machine tools. 18. Materials in shop. 19. Castings. 20. Piping and tubing. Talks on elementary bench work. To teach at bench correct method in use of hammer, chisel, file and scraper, as well as manual control. Talks on motion study. Elimination of unnecessary motions during werk; easy position; tools in order; readiness for job; concentration of attention on work in hand. Talks on practical features of the machinist’s trade. 1. English micrometer caliper. 2. Metric micrometer caliper. 3. English Vernier caliper. 4. Metric Vernier caliper. 5. Machine glossary. 6. Drill press. 7. Gage sizes of drills. 8. Letter size of drills. 9. Reamers and tap drills. 10. Pipe tap drill. 11. The tap, reamer and counterbore. 12. Laying on and drilling on drill press. 19%. Soldering. 14. Metals for bearings. 15. Pouring babbit 16. Case hardening. 17. Machine calculations. 18. Engine lathe. 19. Lathe tools. 20. Facing. 21. Calculation of angles. 22. Taper fitting. 23. Drill helder. 24. Thread cutting. 25. Calculating gears. 26. Cutting speed on lathe. 27. Cutting mul- tiple threads. 28. Points on cutting various threads. 29. Fitting. 30. Com- sie pound rest. 31. Turning a crank shaft. 32. Centering the lathe. 33. Drilling deep holes. 84. Grindstones. 35. Emery wheels. 36. Lapping. 37. Tables and forms for various threads. 38. Planer tools. 89. Planer and shaper. 40. Ele- mentary methods for doing planer work. 41. Slotter. 42. Methods of slotter work. 43. Horizontal and vertical boring mills. 44. Boring mill tools. 45. Milling machine. 46. Milling machine cutters. 47. End, surface and gang mill- ing. 48. Cutting spur gear. 49. Helical or “spiral work on the miller.” 50. Bevel gearing. 51. The grinder. 52. Grading of steel. 53. Hardening. 54. Gas furnace. 55. Standard tapers. 56. Compound indexing. 57. Differential indexing. 58. Types of machine tools. 59. Shaft aligning. 60. Splicing heavy belt. 60. Notes on piping. 62. Standard lengths. 63. Types of gearing. 64. Spiral gearing. 65. Elliptic gears. 66. Annular or internal gears. CARPENTERS’ TRADE COURSE AT WILLIAMSON. (Abstract from Williamson Bulletin No. 10.) Outline of Practical Work. _ The common practice at Williamson School of making every job a trade ex- ercise, which is an advance step in teaching, makes necessary a job classification on an exercise basis, which shall supply work for forty-five apprentices. This graded list as used in the carpentry department is given below. Such a list serves the double purpose of keeping a certain class of work necessary at the school eee moving, at the same time assuring to the apprentice all branches of e trade. Exercise with the jobs on which exercise is carried out: FIRST YEAR. ‘ Rip Sawing, Cross Cut Sawing, Grinding and Setting Plane Bits—Stools for general use in the shops. Gaging and Use of Planes, Laying Out, Use of Chisels, Use of Brace and Bit, Fitting of Butt and Miter Joint, Dowelling—All the exercises listed herewith may be carried out on the job of making shop stools, which gives an idea of the analysis of a job for exercise purposes. Single and Double Rebated Joint, Standing Miter in Stock, With Molding, Halved Joint, Half Blind and Haunched Mortise, Tongue and Groove Joint, Dovetailing, Panel Raising and Setting, Kerfing—Below are listed a number of other jobs which are used for covering the preceding exercises. It is aimed to keep some of these goods always on hand. hence we have ample work when a given exercise is needed for training; shop stools need not necessarily be used to carry out an exercise, as any job may be applied which involves the particular operation to be covered, but the certainty of covering the exercise is an im- portant point in trade teaching; neglecting this point gives the apprentice much unnecessary repetition, instead of all-around training. The following are stocked in our carpenter shop: Poultry feed boards and ‘troughs, milking stools, wood clamps, square and round pattern shop stolls, trash boxes, rain spout drains, snow scrapers, blue print boards, foot scrapers, wheelbarrow parts, serving tables, benches for use in kitchen, filing cabinets for shop and drawing room, brick shop trestle (horses and bents), packets, tool boards for machines, carpenter’s vise parts, tool racks, screen frames, deep ladders, soap tanks, cooling tank for dairy towel racks. Sharpening the Carpenter’s Saws, Cross Cut, Rip, Back and Compass— Upkeep of shop equipment. Door Frame Construction—The stocking of standard frames about the schoo] for repairs. Frames for all new buildings put up at the school. The Steel Square Applied to Board Measure, Brace Measure, Rafter Work, Laying Out Bridging, Laying Off Hip and Valley Rafters, Boards and Geometric Forms—The laying out of building framing put up at the school, and school building alterations. Use of Architects’ Level—Taking levels on present buildings and new con- struction to determine yearly settlement of foundations, floor heights. SECOND YEAR. Use of Saw Bench, Surfacer and “Sticker’—Getting out materials for door and window parts, and trim kept in stock; trim for new construction. Boring eee eee acn handles, shop stool parts, lumber dollies, mallet heads, door and sash stiles. : Sharpening of Machine Cross Cut, Rip and Combination Saws—Upkeep of chine equipment. ee Band ‘Saw Arch centers, show heel cornice, scaffold wedges, round seat stool ts, farm drag sleds, umbrella and broom racks, barrow parts. ne athe File and chisel handles, stool legs, balusters, beadles, mallet heads and handles. —345— The Molding Machine—Molding in stock for repairs about school; trim for ne cousttneden:s molding on all trim kept in stock as mentioned elsewhere in s list. : qoneeelne in general jobbing. (See Exercise List)—-The upkeep of school plant. Exercises in Interior Finish, Making Building Trim, Stair Work and Fram- ing—The construction of plant additions and making alterations. ase A Surfacer—Finishing of stock for trim, framing and small equipment as sted herein. THIRD YEAR. Staking Out Buildings—Laying out of all new construction by use of build- er’s level as well as with line straight edge, and spirit level; the taking of shop building size, and location together with one cottage for the apprentice’s note- ook. Doors ‘and window frames, sash, molding, door construction—new equip- ment and upkeep of schoo] plant. Framing, construction and finishing of stairs, including setting of newells, balusters, ramp and ease of rail—stair construction of new buildings, repairs and alterations to school buildings. Exercises in framing, including sill, floor, partition; outside wall and roof framing; also the placing of exterior trim—Upkeep of the plant, and con- struction of new buildings. The present waiting building list includes: R. R. waiting station, lumber storage, general store houses, power plant alterations, paint shop, bathhouses, segregation stable for sick animals, lime, sand and cement stores, alterations in auditorium, alterations in recreation room, drain pumps for farms, twin dwelling, hothouses, agricultural classroom buildings. Shop Talk in Carpenters’ Trade Course at Williamson. “In looking over shop talks the fact should be kept in mind that all subject matter is presented in a heading is not necessarily given in one period. The length of the classroom period devoted to shop talks is approximately twenty minutes each day AEE the Freshman and Junior years, while during the Senior year a eriod of two hours at the end of each week is devoted to the same interest. uch a plan presents to the beginner a series of short descriptions, the material of which is easily grasped, while the more advanced apprentice is given a longer period, since he is not so apt to become confused in the work which he is cov- ering.” Introduction and talks on names, use and care of tools: 1. Bench. 2. Hand saws. 3. Planes. 4. Chisels. 5. Miter box. 6. Two-foot rule. 7. Gag- ing work. 8. Oil stone. 9. Grindstone. 10. Emery wheels. 11. Hatchets and hammers. 12. Screw driver. 13. Nails and brads. 14. Braces. 15. Files and rasps. 16. Wrenches. 17. Spoke shave. 18. Bits and augers. 19. Carpenter’s level. 20. Gouges. 21. Lumber scale. 22. Common framed structure. 23. Building trim. 24. Balloon framing. 25. Builderg’ hardware, in numerous de- tails (Reflectoscope used). 26. Blements of carpen..y. 27. Machines used—rip, cross-cut, combination saws; surfacer; lathe, stricker. Construction and plating of building trim: 1. Windows and frames. 2. Doors and frames. 3. Hanging and fitting of doors. 4. Setting grounds, corner heads, band moldings, sash fitting, etc. 5. Talks on varieties and methods of interior finish. Building construction: 1. Architect’s level. 2. Staking out a site. 3. Heavy construction. 4. Knots and hitches. 5. Underpining and needling. 6. Cutting and laying sill. 7. Plate. 8. General framing and finish details. 9. Types of roofs and names of parts. 10. Roof framing. 11. Bave and ridge rafters. 12. Cutting eave, deck, hip and jack rafters for mansard roof. 13. For valley roof. 14. Cornice and gutter construction. 15. Shingle lathe. 16. Shin- gling. 17. Porch construction. a Estimating. Talks and tables dealing with cost of construction; comparison of students estimate with actual cost of Job. —346— ‘sqqUo: ‘jooyos SuyueAa pue ABp qJoq UL seqovey, (§) ‘jooyos ABp uy soqouan at Lpoaaonlos jou omy} Jo yWueyT (T) dd, eJ1edxa ,suvat OZ 01 ZT Woy peq seq oao10J Juesoid aqL : wd og: S reeks ee ous a ae et Aue jens SBI 0} peuiites s} Wenyeorat B SB lseuee kaGh sion sar iéeuas 0} ‘UI ° mr Taquayda ‘Bpuo MoOdag |aau: g 4sbe a 6 PHA 0} Aspuoy jrequiajdeg uy puoW Pp S [souepiedxs sivet G 4SBel 3V HNONDOOA =—=iaNy whom MeN % Go firrrrrrttteee eee e = Sarqmnte ‘ua ‘d gt Er. | is YIOM [BITIZeF g 0} "HM Sf pue “Ur “B OE: TT : (t) |: 4 cores Aqjyuedrel 0} 0@:8 ‘ABPHW 0} Avpuoy; ‘aunf 0} Jaquiajdey AL OL pcr Supyeurjeuyqec ‘yam rad sAep Zz f0q yoo ‘OW Jo 43,a}UQ ‘Suyseouls ‘(4Bq) 100499 doyg—azsaya0y ‘-m°B O08: TL 03 § ‘ sinoy pus sdep jooyog pua pus Sayuuyseq yo soe SYIVUIY oe 9 PCLOLIN A Jo 9ou0 -JI9d x] ,SivaX (‘s30[eye) Woy puv Joquy Jo JeuoyssTMMOD ~§ ‘Q WWOdey YIB-sjueMy, WoW) ‘STOOHOS SACVHUL OIGOUHINVTIHd AGNV OIIGOd TVOIMCAL DNINUAONOO VIVA AAILVALSOTII YALA ‘IIXX GTAVL aI *‘paziodez jou amy jo qIZueq = (T) “yoom ‘T eung 07 T ‘sdoys peoilyed ‘ “£Z0jouyoay, Jo aqnISu] InomIY 3B HIOM doys paovuBAps uy asinod yoo, or a9 Preee ees ceteees SUTABUL U1a}IVg yo Ays1aayuQ. caer es a T TE oe OE EO OE 7 eee 8 Bah ee ceme ee Ree. Cig coe F Hg jroo oq ‘od ‘oq “£Z0ouyoay, Jo 33n} {sul AnowIy 38 Zujpssveuls -Ue [BdIJUBYyDeU uy Ives T HooL!] K%E ct ssagestens ‘od ‘oq ‘od iia oT eres ‘od «=8‘Omd ‘od ‘yoo, JO ‘ysul Inowmiy 4B WIOMdoYs' pus Zuyisaupsue [eoJUBYDeMI =U sasinod yoo, CL Lo o[vctctct tt taogourd dogs ouyyouyy 999, T8819 JO UO}sodm0D,, pus ,,‘ssBig pus ezuolg,, DINJXTAL T8}2W A/GM JO BINMIO pus S9JON,, JO doyjyne ‘ «Zolou “Goat, JO oynjysuy anomiy 78 sesIn0d SuyUsAe OA} HOOT P So [crc tse gio LIpuNoy «STOOIS IUSIN J0y £1 -uediB) Ur asino0g,, Jo 10q} UB foseoiq9 jo Aj[Sdaayuy pus SajNj}{JSU] sTMo]T pus INOWMIY 1B asinod wos Hoop] (T) z PRIN Sry te OO CREO & ‘od BL 6T Cee ew mew wwe ee ee eee Arjuedie9 Bs | 5 oR ot oo +o = ge | 8 ‘ ‘asad poomOs Jo Zuy . oe ° sInoy pus skvp jooyqog -puea pues Suyuuygeq jo saiuq syiemey ¢ “TayoVay, JO aaue -Hadxq S1vax (‘sZ0je1BQ Woy pues Joqey Jo JeMOTSsfMIMOD “gy “Q Oday qyWy-4queny, wo014) “STOOHOS SAQVaL DICGOUHLNVIIHd GNV OITHOAd IVOIdAL ONINUAONOD VLIVd GAILVULSATII AAHLYNG *(penuyju0))—JIXxX FIVE oe —349— *paimbear aq ABU ‘WI ZL 0} “mM “8B g ‘ABpin -yeg tm ‘d g 0} T pus ‘Ut ZT 0} ‘wm ‘8 g ‘Aepyig 0} Aspuo;, ‘Te Ane 0} [ Jaquiaydag “£Z0;0uqIay, Jo egnzISUT IMoMIY 38 SulyeU u10}}ed Ul asinod [Beds yooy, ‘JOOS [BULLION BuB -JPUl UWleqyWION ‘voidep “-g “gq ‘OD JajJsealVeA YOUIODIW SULIVIULSUa : a3NI]BSU] STAey] ZULABU Use}}ed { ASo[ouyay, -ASopouyoey, JO o3N} -sul InNOWIY 78 IBA [T FOOL *ASojougoay, JO aN sUl INcMAYV 7B FIOM -doys poousapse Uf os1n0d Yyooy, “£ZoTougdayT, JO o}N} -]]SUI SMe] 4B Uda} a0 Yoo “£B0pouyoeT, JO o4n} -sul InouIy 38 Ivsek T oor, ‘sizaf QT UBuld10 ‘VUE. [BIIjsnpuy jo aqnzWsul eeigq AQuUNOD)’ 102 -BO01IOM 3B SULIaeU[suUe [BIT -UBYIIUI UT esino0d ivas-g YOO], ‘sigak G[ JUapuezUy -1adns pus sized GT uBsulelo,y ‘savet g AUBdUIOD 00} WoJVM B YA UvBUId10T ‘sinoy pus sfep jooqog ‘Iwef [oOoOyos Jo 3uy -pue pus Zuyuulseq Jo sojeq ‘syIBMey ‘pajiodaz jou eum} Jo WSueq (T) er [ctr ‘od (1) SsjelSaoathonoleya ie. subesnete ‘od z sys mich od KL ge fc okie od Ir ne wes ‘oa “AL L | ‘+ SUpYBUIUIqBD 3 8T ‘od ‘od ‘od OT GT |‘ SuyqiUIs[oo? pus suyyyUIsHoUl_ (jooyas Zuyusss) Jooyog yYOH woyyoay euvT “) pasliv % eg [ccc ‘oa ‘od D og [orctt tres ees? Sappenr usai8 1) BZ [tcc ttre od (1) a Gn ‘od LD) PS a oe ++ sysyurqay) Ce ee rceneseorens Poe *(jooqas ABp—juspued -Oput) 100499 apni, 493890104 BB | 5 ag ie ~ cto " ee | & ee | = * A CLOLIN Fi 0 9000 -edxq,sivax S'IOOHO| - , (‘SZ0[8}8D WoIJ puB JOqUT JO JOUOTSSTMIMION “RN °N ATAdaW Watt far wees =~ iILqnd ERRATA: Page 348 should have been numbered 350; page 350 should have been numbered 348. *sapak Z JoJaAdOIg “sul UOJdMVA 3B ape1}) peuisey] ‘sivot PT 104081}U0/. ‘sapak g JoJoyAdo1g ‘savok F 10JaJIdoOIg *ajNzIsU] uoJduUIBA 38) «63019313, Wee}S = paula] ASOM mom N a nw So nN Me A SNOD ea ES elie ron oO Sal cress SUS TIAlIoq MM aae ‘od : “o* SUTQIUISUTLL Smee eects aitere ‘od eee ewe eee ee ewe ee Suyi0[ [By ss 'Surqunid pues Zuy331yUIBE3§ ee eee eee eee eee ee Sulyemeoqs ee surqmnig sees asnoq ‘“Suyjaped * e8Bllivo ‘Zuyjuyeg “sivak pF JoJuTed Jase crrhecesss Sanur, “SUl UOJdMIBA 3B sped) pouiseyT T : Peay ‘0d ‘sIBed Q UBUAIOY LT ‘ sec" SysTUrqoB, “‘SUl UOIdMBA 3B opBd} peuissy] 6 5 Sas “od , eg frrctc tert tee eee ees og SapBly, ‘Wap JO looydg a1 UOSTIVITITM 38 apes} pouiveyT : pate ‘od ‘sipef g 10}0B1}00D T asa : cress) ATQUedieyp ‘sul uoJdmBy_ 3B oped pouree 9 8 set reesees SOT BUeUIgEy “S189. £ 1030813000 ‘s1Bed 2 UBMIVIO eT 9% {°° °° Suyzayseid pues ZuyAelyopAg ‘sul Uo}dUIBH 3B opel? pouanerd g QS [orc esssssssssess | Zarkepyow|” “sdoys peol[ler ‘Zupysoysesioy ‘yIOM U0ZBM Ut sUaTIedxe oepBiy, g 8 ['cc* (Zuroysea10gq) ZupqzrusyIBTg Bp = Bell) & To "3 es | & : ‘avak [ooyoSs Jo Zuy . a 2 sinoq pue sfep jooysg -pue pus Suyuupieq jo sexe “‘SyIBUIY 9° “TaqoVa, 0 90a -}ladxq Sivex (‘s80[v1BD Woody pues Joqe] Jo JeuossfmM0D “"§ ‘A Wodey yIJy-4yuemT, wo1g) SIOOHOS SAH0CVUL DIGOUHLINVIIHd ANY OITHOd IVOIdAL ONINUGONOO VIVd AAILVULSATII YaHLAAA *(pepnpu0p)—IIXX AITavVL SECTION XVI. INITIAL BUILDINGS AND THE SITE FOR THE DEL- GADO TRADES SCHOOL. Requirements for site. We have printed elsewhere a statement of principles that govern the wise choice of a site for the Delgado School (Educational Criteria for Choice of a Good Site for the Isaac Delgado Central Trades School for Boys—Division of Educational Research, 1914). This statement of general principles was written before the com- pletion of this survey, and, in our opinion, holds good with slight modifications. Here is the statement: Educators will agree that the Isaac Delgado Central Trades School for Boys, as its name indicates, doubtless will be the chief in- stitution for training boys in New Orleans for the various trades. For the reasons that perhaps not again in a lifetime will the city be called upon to inaugurate such an establishment and that its functions and opportunities will be unique, even more than usual attention should be devoted to the right location of the school. 1. What a Trades School Is Not. A trades school will minister to a need not met by (a) manual training schools; (b) schools for commercial training, as in stenography, typewriting, bookkeeping, com- merce, etc.; (c) professional schools, as in engineering, medicine, law; (d) college preparatory and high schools. 2. Some Features of a Trades School. It should prepare boys for making a livelihood as skilled workers in mechanical trades and vocations selected after the vocational survey (to be completed in June for vocations, such as: (Here follows a list of typical mechan- ical trades.) 3. Allowance for Population. Allowance should be made for in- creasing growth of population, and, therefore, liberal space should be provided for additions in future. 4. Minimum Space. Not less than two city blocks should be ac- quired for the Delgado School, if the school be built in the midst of the city. Dresslar goes so far as to say that not less than eight or ten acres should constitute the site of a cosmopolitan high school and fifty acres that of an agricultural high school. Cramped space is to be avoided owing to such factors as: (1) Growth, (2) increased values, (3) recreative grounds, (4) unit shops and buildings. 5. Unit System. The unit system of plant—i. e., buildings and rooms specifically prepared for purposes intended should be considered and constructed separately. 351 —352— 6. Ornate Decoration a Waste. While beauty of location is desir- able, no attempt should be made for palatial edifices, material of ex- cessive cost or ornate decoration. 7. Freedom from Noise. A site removed from noise of wagons, cars and mills, etc., is required. 8. Freedom from Dust, Bad Air. A site removed from dust, smoke and foul air is equally to be emphasized. 9. Natural Ventilation and Light. A site allowing most favorable exposure to breezes and sunlight is desired. 10. Moral Surroundings. A site removed from immoral neighbor- hoods, saloons, dance halls, jails, etc., demanded. 11. Accessibility. A site accessible by car lines, and if pos- sible in reasonable walking distance from homes and public utilities, is neeeded. 12. Value of Grounds. A site where ground is of fair price is desired. 13. Advisability of Parks. It may be possible with economy to erect this one Central Trades School within the limits of our City Park. 14. Proximity to Factories Not of Chief Importance. Proximity to factories for part-time arrangements (for fractions of a day) is de- sirable. However, it is probable in New Orleans that: (a) Part-time classes in some cases will operate on “alternating team” plan week by week, and in this matter the distance is not im- portant. (b) Shifting of population will change residential neighborhoods of workers and children, so that the school cannot be located solely on the basis of location of homes of pupils. (c) It would be better for boys to walk a moderate distance in the fresh air, going to and from school, than to be combatting noise, dirt and dust all day while at work. The flat nature of the land in New Orleans is also to be considered; and land that demands expensive filling should be avoided. A site for the building at this writing has not been secured by the Commission Council. This selection, it is apparent, should be made only after: (1) Considera- tion of sound general principles of education governing the location of such a school; (2) inspection of all available sites, of which, we understand, a score or more have been proffered; (3) careful comparison of the prices of all of the respective sites offered. A free site. In view of the philanthropic purpose of this school it would be a most timely act for some owner of large property to donate sufficient area of ground. The plan or layout proposed (page 360) now indicates that for the initial buildings alone a minimum of four city squares ee are needed. These initial buildings could be built, or crowded, upon less space, but without sufficient lawns, air and light space and without consideration of need for future expansion. If the suggested future of buildings are reck- oned with (see page 360) then six city squares is the proper measure of space required—that is, an area of ap- proximately 650 feet frontage and 900 feet length is rec- ommended. There is at present a total of some $800,000 intended for all expenditures in the establishment and permanent equipment of the Delgado School. (See page 385.) Rea- sons for economy, and the desirability of abundant space, have suggested, therefore, before we consider the expendi- ture of any money for a site, that we exhaust the possibility of a free use of a detached area of the City Park sufficient to accommodate this great Central Trades School of the working people. It may be generally bad policy to utilize grounds in- tended for the use of public parks for school purposes. However, in this one special case there are considerations worthy of some attention: (1) The Delgado School, owned by the City, would be an additional ornament and attraction to a portion of the Park now undeveloped; (2) the Delgado Museum, now within the Park, is a sufficient example and precedent for such use; (3) temporarily, at least, other en- terprises also, even those not of a public character, have been permitted within the limits of our parks, as a golf club, an ostrich farm, a dancing pavilion, etc. By this statement is meant no reflection whatever upon our Park Board. It indicates only that the Delgado School, a public institution owned by the people, who also own the Park, should have equal consideration. (4) If a legal and just method exists by which the Delgado School might be built without cost for site within the south, detached portion of the City Park, serious impairment of the principal of the Delgado fund could be avoided. This economy would make possible a greater school in the future. (5) There are, it is true, some disadvantages, other than the great advantage of Shi economy and ample space, in this site which is somewhat removed from the center of the city, and the disadvantages and advantages should be weighed carefully in comparison with those of the score of other sites offered to the Council. The plans. An educational plant such as the Delgado School can be erected best to efficient use after these steps: (1) Discovery and analysis of the work to be done, trades to be taught in New Orleans, and determination of the meth- ods and equipment to be utilized to this end. This dis- covery and analysis has been attempted by us in this pre- liminary survey. (2) A competent architect and a trained educational adviser in close co-operation should work out the plans of buildings in detail in order. to serve the pur- poses of the institution and to apply the approved principles of modern school hygiene in school construction—especially with reference to points of location, drainage, illumination, ventilation, heating, water supply, furniture, foundations for machinery, playgrounds, baths, open-air classes, toilets, cleaning. In building such institutions, an architectural competition often has been proven to be an excellent first step, although the initial expense of a competition is con- siderable. However, the excellent work of our City Archi- tect and the matter of economy are good reasons to utilize his services in this important enterprise. Our fourfold problem in building. The multiplication of public schools in the United States for training in me- chanical trades has been recent. Few good precedents of building construction of trades schools exist. If there were existent nearly perfect buildings in the climate of the North, such buildings would not be adapted to our pro- longed, mild and humid seasons in New Orleans. Our problem is fourfold: (1) To construct a plant soundly in accordance with the purposes and methods of practical education in the mechanical trades as distinct from academ- ic training; (2) to make this plant, both during the course of erection and also in the final results, a perpetual model of industrial efficiency, to the students and to the commun- ity; (3) carefully to devise a plant adapted to climatic and —355— local industrial conditions; (4) to provide for future growth. SUGGESTIONS FOR THE ARCHITECT OF THE DELGADO SCHOOL. We are now in position to give definite suggestions and estimates for the initial buildings of the Isaac Delgado Central Trades School for Boys. These recommendations have been formulated after study of local conditions with reference to mechanical occupations and industries and also after personal inspection of many trades schools in other cities. 1. A memorial. The institution is to be constructed as an enduring memorial to the good will of the founder, Isaac Delgado. II. Purpose of buildings. The school is to house in appropriate shops, laboratories, class rooms, etc., the divi- sions of a modern school of mechanical trades for boys and men, as distinct from a school of academic character, whether an elementary high, normal, commercial, or man- ual training school or college. The aim of the Delgado School will be: (1) To introduce boys of 14 and 16 years of age to the mechanical arts and retain them in school until they have selected an occupation; (2) to train youths of 16 and over in specific trades, by means of long day courses, for those who are able to remain in school for several years; and (3) by means of part-time, unit, and short evening courses to help perfect in their trades boys and men who are engaged in industry, but who desire self- improvement in the occupations in which they are already engaged. III. Design of buildings. The design should be dis- tinctive in character and strongly indicate the above pur- poses. A permanent object lesson to students and wage- earners would be a building well-constructed out of in- expensive materials, not unlike modern factory or shop construction, and yet of dignity and pleasing architectural treatment. This dignity, character and permanence can be —356— assured by wise planning for efficient and hygienic use by foresight in design, faithful attention to minute details and excellence of proportions. Attempts at excessive ornamen- tation, or exploitation, or hyperesthetic artistry would be an abomination in buildings whose beauty should be that of simplicity, dignity, permanence. IV. Initial buildings and plans for further develop- ment: Administration Building—Largest Unit. Metal Working Trades Division Building—Large Unit. Building Trades and Wood Working Divisions Building—Large Unit. Operative Engineering Division and Power Plant —Large Unit. Foundry—Annex to B—Small Unit. Machine Woodworking Mill—Annex to C—Small Unit. Recreation Building—Medium Unit. OQ Fm & | Bp V. Plans for future development. Enlargement of the building units or duplication of a part of the initial plant of four large, one medium and two small units, and con- venient alteration of interiors of the floor units adopted, is to be made possible in a plan providing for future de- velopment into a whole, complete in efficiency and archi- tectural design. See Figure.... VI. Construction. Buildings should be fireproof. Brick, concrete, iron and steel should predominate as materials. Labor and materials should be of best quality. Contracts should be let on the basis of ‘no extras.” Power, light and heat will be generated on the premises. A unit system of building and shops, modified after the Wentworth plan, is recommended. (See pages 361, 371.) The size unit floor here recommended is 48x144 feet, measured from the cen- ter lines of walls and partitions, divided into nine equal bays of 16 feet each. —357— VII. Construction work as practice for pupils. After the school has been opened, considerable unfinished con- struction work in the school may be done by advanced pupils under skilled direction. At the Worcester Boys’ Trade School, for example, in the completion of an addi- tional building the student workers contributed as follows: Woodworkers built stairs; carpenters laid hard wood floors in wood and printing shops, and built benches, partition and a running track for the gymnasium; cabinet makers erected panel work and interior finish of corridor; pattern makers made patterns for iron stairs, posts and onamental elec- troliers; students in electricity put permanent lights in shops and permanent power lines; steam workers com- pleted installation of steam mains, vacuum pump, heating coils, etc. It is of course not to be expected that student work of this character can be done at the outset; boys must first be trained to a degree of proficiency in respectivé trades, until under an instructor they can assist in the completion of work that may be reserved for them in the extension of the school plant. VIII. Stories.. The large building should contain three effective floors; namely, ground or basement, main floor, first floor. Heavy machinery should be placed on ground floor and as a rule all machine shops should be on this floor. Laboratories, drawing rooms, recitation rooms, ex- cept rooms for shop talks, as a rule are to be on the first and second floor. The basements should be so constructed as to shield the building from moisture and unwholesome ground air. Basement walls should be made of good quality of vitrified brick or concrete, and if necessary a tile drain should be laid all around the building to prevent saturation of the soil. The ground floor should be prepared to hold heavy machinery and should be covered carefully with cement or asphaltum. In the laying of pipes and drains care should be taken not to interfere with the placing of machinery foundations. The Foundry Annex will have one large room with high ceiling and gallery. The Wood- working Mill Annex will have ground and first floors. The SG Recreation Building for Gymnasium and Lunch Room, will have ground and main floors, with wide veranda. The Arcades, two floors, used as passages. IX. Story heights. Measured from floor level to floor level there should be fourteen feet; ground floors, sixteen feet. Auditorium, boiler room, mill room and foundry should have heights proportionate to their sizes and uses. In the Building Trades Division Building there should be sheer open spaces from the ground floor to the ceiling of the first floor, thirty feet, for the use of construction in carpentry and plumbing, ete. X. Distribution of divisions and departments within the building units. Umobstructed floor space that may be re- arranged and subdivided at little cost to suit developing needs, is desirable. The standard floor unit plan recom- mended facilities such uses (See page 361). This prin- ciple applies especially to placing of the shopg and con- tiguous stock rooms, offices, shop-talk rooms and also to floors containing laboratories, instrument room, lecture room, recitation rooms, office, and lavatory. A schematic block plan, indicating tentatively the desir- able positions of initial buildings and those for future de- velopment, is seen in Figure 28. EXPLANATION OF DRAWING INDICATING INITIAL BUILDINGS, FUTURE DEVELOPMENT, MINIMUM AREAS FOR SITE (See Figure 28). A. MAIN BUILDING: Two and one-half stories, 144x48 feet, with extension 64x48 feet. See page 360. Contains: Printing Trades Divi- sion, Auditorium, Administrative Offices, Class, Study, Library and Drawing Rooms, Laboratories, Lavatories, Janitor’s Room, etc. B. —359— METAL WORKING TRADES DIVISION BUILD- ING: Two and one-half stories 144x48 feet. See page 360. Contains: General Machine Shop, Automobile Repair Shop, Forge and Blacksmith Room, Shop Talk, Stock and Drawing Rooms, Labo- ratories, Lavatories, etc. FOUNDRY—(ANNEX TO B): One and a half stories, 48x80 feet. See page 360. Contains: Foundry, Core making Department, Office, Stock Room, etc. BUILDING TRADES AND WOOD WORKING DIVI- SIONS BUILDING: Two and one- half stories, 144x48 feet. See page 360. Contains: Space for Carpentry, Bricklaying, Plumbing, Electric Wiring, Painting, etc., Shops, Shop Talk, Drawing, Stock Rooms, Lab- oratory, Office, Lavatory, ete. MACHINE WOOD WORKING MILL—(ANNEX TO D): One and a half stories, 48x80 feet. See page 360. Contains: Planing Mill, Cabinet Shop, Saw Filing Shop, Stock Room, etc. OPERATING ENGINEERING DIVISION AND POW- ER PLANT BUILDING: One and one-half stories, 144x48 feet. See page 360. Contains: Boiler Room, Engine and Dynamo Room, Laboratories, Shop Talk and Office Rooms. —360— G RECREATION BUILDING: One and a half stories, 80x80 feet. Contains: Gymnasium, Baths, Lunch Room, Office, etc. H-H-H-H-H-H-H-H ARCADES: : One and a half stories, 16x32 feet. These Arcades make possible a central control of the student body, a control similar to good types of manufacturing plants and also fa- cilitate in bad weather the passage from building to building. I-J-K-L: These outlines indicate unit-buildings (144x48 feet) and arcades (32x16 feet) for future development. M-N-O-P MINIMUM SITE: 650x900 feet or about six city squares. This allows for: (1) Initial Buildings (A BC DE FGH); (2) Future Development (I J K L); (3) Lawns and ground space for architectural setting, air and light; (4) Pending the construction of extensions (I J K L) the space to be occupied by them can be utilized as a play ground. Q-Q: ARROWS indicate that more ground would be need- ed in the future if there were con- templated a Division of Scientific Agriculture, Dairying, or Horti- culture for City boys. This schematic representation of buildings and site is drawn for unit floor-plan areas of 144x48 feet in dimen- samo. ieee 2 ee ! ! Figure 28. PLAN OF BUILDINGS PROPOSED FOR THE ISAAC DELGADO CENTRAL TRADES SCHOOL, NEW ORLEANS. [See page 358], —361— sions and fractions thereof. It is to be noted carefully that the building units may be altered considerably in pro- portions without destroying the unity of the whole plan. For example, if desired, the Main Building (A) occupied by Printing Trades Division, Administration Offices, Draw- ing, Study, Class Rooms, Laboratories and Auditoriums— could be built to a width of 64 feet. This change, however, would bring additional cost of some $20,000. XI. Class rooms, rooms for shop talks, laboratories, hallways. It is recommended in drawing up of architect’s specifications and drawings that strict attention be paid to the requirements of modern hygiene and of building prac- tice as laid down in the publications of the United States Bureau of Education, by Dresslar, and by Shaw, and other recognized authorities in school hygiene. Unlike the rooms of a grammar or high school, the study, class, and labora- tory rooms of the Delgado School should offer a high degree of adaptability to different uses. Sizes of groups will not be rigid; the laboratory, class and shop-talk rooms need not all be of the same size. The study and class rooms should be adapted for the use of individual tables rather than for conventiunal school desks.. XII. Ventilation. Maximum provision should be made for window spacing. It should be possible during suitable weather to make the shops, laboratories and classrooms practically open-air rooms. Abundance of windows and adjustable partitions will render this possible. XIII. Artificial heating. Climatic conditions and ‘the unit system of structure do not make necessary a plenum and exhaust system, with filtered air. First, there should be ample provision for open-air ventilation; sécondly, the exhaust from the power plant may be utilized in a system of direct radiation. XIV. Floor areas and cubic contents of initial buildings. The total roughly estimated floor areas available for use in the different buildings and the approximate cubage are seen in Table XXIII. —362— TABLE XXIII. Summary OF APPROXIMATE, AVAILABLE FLOOR AREAS AND CUBAGE FOR THE DELGADO SCHOOL. _ Buildings— Square Feet. Cubic Feet. Administration. sets s ess cs esis waa oasis eso 29,952 509,184 Metal Trades Division .......... cfegid deen ssSuSe 20,736 352,512 Building Trades Division .................-. 20,736 352,512 Operating Engineers’ Division .............. 20,736 255,744 FOungry® sevice es. 5 eacei sea akan eee ree 7,680 142,080 Woodworking Mill .............0.. cece eeane 7,680 142,080 RGCrCatiOD: 65 srrnico nd Sen iees Meas ee eRe eS 12,800 236,800 AATCAUGS is diet as sass eae bog Rated easaant a sieve Se 8,192 151,552 MOtal sacsaveress ehias eh inGakecaeewews. 128,512 2,142,464 XV. Student capacity. For day or night students the initial plant should accommodate 900 students. By applica- tion of a modification of the Gary system, more could be accommodated. XVI. Distribution of the floor areas. The initial build- ings referred to in Table XXIV and in the diagram, Figure 28, can all be built upon the unit system and the plan pro- vides for possible future extensions. In the following Table XXIV we present rough estimates of the approximate divisions of floor space to be allotted within the various initial buildings in order to house the trades courses, day and night, recommended as the result of our survey. TABLE XXIV. Approximate Floor Areas for Initial Buildings of Delgado School. ADMINISTRATION BUILDING. (Three Floors.) Ground Floor: (48x144 feet, with wing 48x64 feet.) Printing Trades Division: Composition room .......... cece cece eee eee 2,000 Press TOOM si05.43-s.2a onsen coe aes OE .-. 1,500 Photo-engravure and electrotyping............ 700 BOOK Dim Gitige os devic 4 syesee is pace dae gierdt- gleves dope 700 OM Ces; (WO: es..54 24 Sete ce eiakee us een oases 500 LOCKER TOOK 3652) S30 cb. Gide radia Bind Seem 300 Lavatories, tw: s.cscciawiu en sen.e caice sein 6% 300 Stock, TOOM 25:04:02 seas sie SOS 5 RATE Oa 300 Shop-talk rooms, twO........ 0c. eee e eee eee 1,500 Halls, stairways, janitor’s room, etc........... 2,150 Area: available: oss scacsceas a cee beats Oa Seas 9,984 3= Main Floor: (48x144 feet, with wing 48x64 feet.) Administrative offices ....... 0... cece ee eee eens 1,200 Auditorium (see second floor).............eeeeeee 3,000 Library and study room ........... 0c cee eee aeeee 1,200 Classrooms, tWO .......... 6 ee ee cee eee eee e eee 1,500 Halls; Stairways enis cep seca sien evenace atone oabing vetaeave acaievs 2,500 Layatories; three: ei cuocauosce cist ys noe Peewee ees 500 AVOS: AVANADIE. scsi or arches eison ce wave a Bors 9,984 First Floor: (48x144 feet, with wing 48x64 feet.) Drawing room, elementary, mechanical and free Hand: saoesay evades gaciaiesns aigeerae eres © 1,500 Storage, Stewie. ssc sc sanses See ve a Face ehie ts eases Meese 250 Auditorium (see first floor).........-...ceseeeeeee 3,000 Lavatories, locker rooms, etC.............0..0--2- 500 Halls; stairways) sss scac cesses 8 baw ss eee a 6d San ieee 1,700 Elementary applied science rooms, for physics and chemistry, two........... cece e cece ee eee 2,500 Offices, two cs iwuw sacar ss eee ede nt Kea xa ees Sa 500 APOA AVAUADIE: ¢ ois cc citecas ached ats saceeinuees 9,984 METAL WORKING TRADES DIVISION BUILDING. (Three floors.) Ground Floor: (48x144 feet.) General machine shop, including office, stock and tOOILOOMS i isj6c said ei eh OS Ba Oa CAR eS see 4,000 Forge and blacksmith room, including toolroom... 1,100 Automobile room, including stock and toolrooms.. 1,100 EOCKOR» elke iced ssek akess h Sacitadd Shared euene DSK Dates 350 TGA VACOLY” biesy 6c aceck 6 ccarerece acs oueea) os Beew o Aveo uuven an ease 150 Hall space: jes sycaiaen ns tee bea eae sone e ees a aes 200 Area available: ics ascevece hia 85.2 GS. oes aus 6,912 Main Floor: (48x144 feet.) Pattern making shop ................e cess ee eeeee 1,400 BCOLOPOORS seis -6:ieisiins ra 166: Sc seeara O'S foverignd «Seared avasnce 6 cata ve 500 Shop-talk rooms, three ..............c cece eee eeee 1,500 Laboratory of applied mechanics................. 1,500 TOCK OR: \ 55 sc2ds etesaiscets Maceo acannon Giaiss oa REO ae Reine 250 TEA VACONY sie ceessectvtnaegie cdewvae-Ws poeoerere Wowace waned Kiara wa 150 Halls, stairways 4 cisses ¢siaes ewes deine oe cays 1,000 OMCOS 18. cee shoes c Wie ESAS es Seah oR wees 2 eos 600 Area: avallable. 3 cdcs.. cave ew bea aawen cue 6,912 First Floor: (48x144 feet. Mechanical and machine design drawing rooms... 1,700 Laboratory of applied chemistry ...............4. 1,500 ClaSSPOOMS, CWO) ioié. cc csei ss Saisie ceases aed 8 caice BR ane 1,550 TOCKGR | resists, 08.4 ccsdacelghaveraa Sadiiacerieseie wast atae GA Golandi eng wed 250 LAVAtOlYy” ies cesses cae os Hat 98 SERA Sie 8 WANS 6 8 wae BS Os 150 OMCOSS isis Ss coacaectectees ote cues cahenee aes Soe anne Sees Diana 350 Halls and stairways............. apie: Soa tebe: aCe a sai 1,000 StOPeETOOMS? seks s ease 5 Gin cate oes eS SRE 2 Se ate 400 Area available ............ Sualanastve esinayera wees 6,912 —364— FOUNDRY ANNEX: (80x48 feet, with gallery.) Ground Floor: OU Na D1 5 ics cassie te wags dasa gov a ena sg Bevan tae OHS StOCErOOM! gai cscs ccd angi sa tienda ees oued pater w TOOITOOM: -%. 50 cease ieee tee Sea NERS so toa Tle AR a8 OMCE deers Kownt 3s d8 25 WA aR RAG ele BE CA ee 3,840 3,840 BUILDING TRADES AND WOODWORKING DIVISIONS BUILDING. (Three floors.) Ground Floor: (48x144 feet.) Carpentry and building shop (open through first HOOK): |e sini csttene cio arn Sai weiss cara Ret teed POOITOOM: (2 srccusiesstce ace 4 Sacey .2: buenas aytoead Ve Koa ors Beaters StOCKTOOM! pha cs ccs ee eee Wake cee es iia waa es OMCE cots sre dca tue ana seas 2 ale be NS cee Room for shop-talks ........... 02. cece eee cence Reserved for plumbing or bricklaying, etc. (open through first floor) ....... 06... cee ee eee eee ToolrOOM) <.oissisoe-scue sade 44 som AE eos Gee SEOCKTOOM: ai séiecee. eRe e-sacweed areata. auaannie da eau aaavere OTROS. oa sirasciies Aieiease kRinseid Blamlotac Guus Wisin 8 Sach Roba ara Room for shop-talks.............. cece eee eee eee Bocker VOOM xixe02 set tk eds see ead hs sce ae ais AVAGO os, cae eas Sitacd v Maan es jenadogvecaveesteua a ieee ace spews RAMS, StAIT WAYS, CEG cis oie ce wie sie ideerees aecaiii'e cosseaienaire Wise Toolroom: isis neve seekers Heh Kee Ree os.aeae eas Area: available: 3 xaos taste sas ware enna vate Main Floor: (48x144 feet, with opening.) Bricklaying and carpentry (open to ground floor).. Reserved (open to ground floor).................. Electrical construction and testing, two rooms.... StoCkroom) -tc868 =: ccneiie.en Bets dares aes Mad Pee TOOMWOOM: e238 seed Sess See Lea ees Sey tas Room for shoptalks ......... 0. cc cece eee ween ees TIAVACOLY oe Goua dee ecied w titoteercilatoe comet Wnattane i araronw LOCKSP TOOM: s cecdsscag lessee ened a waiess dine Rell OMCCS. cases hs seek CSO ea enha eaters Halls, stairways, etc............ cece ccc eee eens Area. available: ccs? sscdsnak sas waves hares First Floor: (48x144 feet) Construction-materials laboratories, two ...... send Architectural drawing room ..............--..00. Classrooms, twO 0... . cc cece ce eee ee eee ne eeeee TGV ACTOR YG! isis ce sth ore tsk eS sate ves caster a teva a aaantlanl ep re a OMCes/tWO! eres Saas aeesanes esas os dee ea LOCKEr FOOMS: ssyie-cseekis- 3 5h dis raced wins dsaatenn share ates Halls and stairways .......... ccc ec ec cece ese taee Area. available: scccunsiace tices saw Ls cwees 1,500 1,200 1,600 250 250 550 150 250 150: 1,000 2,000 1,500 6,912 6,912 6,912 —365— WOODWORKING MILL ANNEX. (Two floors.) Ground Floor: (80x48 feet.) Planing Wall ccc. xccew wae dc esaig aw maior 6 arene reise acon BeR8 2,340 StocKroom 65:0 skied s wap eee ew Meas wit Gree ss ere 500 Locker room ............0005- Sa antic oi ime crs oetoa ae ange 500 TAA VALOLY™ sateceievere spaces cvasaner en dvayecbv la Meese ace a lardhay eieyese/A08 GiRrs 250 ONCE: sisi hides ee bh eco ea aud Fea oe ees Hews RRR 250 Area available: 2 cas teas wee tes eae es Main Floor: (80x48 feet.) Cabinet making shop ........--... cece eee e renee 1,500 Saw filing shop: ..ccctaccaees cones beets Saws ee 740 TO OIC O OND 2550 5 caeesS Reses es ss adened eee acces ected jeri dora bu vos anos Aieneeae 250 Room for shop-talks .......... 2... cece eee ence eee 400 OMiCeS: -ihaes s Binds See tcaiews Dato eee SC ae Rees 300 Halls and stairways ............ cece ee eee ee eee 250 TEOCKOLS) | tessa ase h ere ghee siesta yr eeiele o beediae uae 250: Lavatory: ‘ssc 3 wise eg ere eo Ge) 5 SoA a as Ree Sete 150 Area: available: i.03.cisawcaie ss cass tule ts OPERATING ENGINEERING DIVISION AND POWER PLANT. floors.) Ground Floor: (144x48 feet.) Boiler room (open through first floor)............ 1,200 Engine and dynamo room ............. eee ee eee 4,000 Stora Ze: sa. iiigad cies tais et cieaes ee ea eee 250 Shop-talk room .......... cece eee e eee e eee eeee 750 Wocker’ eee aweadewsrs cies. bie rtanes Meapeew Ge Se 250 Lavatory cascioscccsas cos vag Sh esd s eeesan dines sae 200 ONC Sc gists as ets eeu dua zit eal ovaso saate Soe Meee aie meena Bee fede 284 ea 250 Area: aVallavle! onc kconanad oa wae Cacwinersacels Main Floor: (144x48 feet.) Laboratories for steam plant operation and electric plant operation, three rooms ................ 2,600 Classrooms, tWO .6666656 6 iG ceeaw bs ease Vein ee 1,500 Hall and. stairway ioc .cssicedis ieee aie ese OOS CSS 24S 1,000 LAAVALOLy oicerscs:cigne caseeweents aig savouebs! 9 Wiidiensvass}@evehe a isa 150 Offices; two: 2s. hes se genlewsea ues ponte ents ise 400 Area. available. ccs dccoek weve bees é sneered aici ARCADES: (Bight (32x16 feet) two floors.) Area. available . « issces sss ees caea views RECREATION BUILDING. (Two floors.) Ground Floor: (80x80 feet.) GYMNASIUM: «406s sss ad ee ee id 5 ew SOE Oa SG ASS 3,200 BOQ: oho aides scat wt ocr ta eee turrela Soaesa:Sreuatn- eles wvanes a deavaave 1,200 LOCKOCrs: cos seas hei eae e ieee aang s 1,200 TLi@Vatories: .::25:6 kseed sees Secon eae ee ees Md ees 800 Area available: ....uic. eee cess cea s First Floor: (80x80 feet.) Dining TOOM. oo. nccis8 sisi ee hae tS WRG Ii die Hace Bi wceiale 3,200 Kitchen, pantry, refrigeration, storage, etc........ 2,450 Office and, rOOMS 2.5.2 is: 0:8 hes eases ds srs sa Rew Halas 750 Area available ...............06- idastensrayaiier 3,840 3,840 (Two 6,912 6,912 8,192 6,400 6,400 —366— XVII. Costs. If we estimate the cost of building con- struction (includiag grading, plumbing, wiring, etc.) at 22.5 cents per cubic foot the total cost of the initial build- ings should not exceed $482,054, exclusive of equipment and site and other costs. EXAMPLES IN CONSTRUCTION OF TRADES SCHOOLS. Examples. Ideal trades school plants cannot be cited. One plant may be housed in a make-shift, remodeled school house or factory; another, a misfit, erected without prelim- inary survey and knowledge of needs and therefore with consequent necessity for additional and unprovided-for buildings; still another plant may exhibit extravagance and waste. For our purpose it is only necessary by way of illustration to refer briefly to a few of the plants of well known schools where boys are instructed in the mechan- ical trades. THE WORCESTER BOYS’ TRADE SCHOOL, WORCESTER, MASSACHUSETTS. This school is situated in the midst of the city and has insufficient ground space. (See cut.) The following sketch is reprinted from a pamphlet issued by the school authorities in 1914 and printed by the boys of the printing shop: “The first building was opened February 9, 1910. It comprised a recitation building of three floors and basement and a shop of thee floors. The recitation part is 52 feet by 56 feet, and has nine recitation rooms, of which one has been used for an office, one for a reading room and two for drafting rooms. The shop is 42 feet by 210 feet. The larger part of the ground floor is used for the power plant depart- ment. Room is also left for general storage, for a stockroom and for a lunchroom, which seats 126 boys. The service plant for heat, light and power is also located on the ground floor. “The second floor is occupied by the machine shop, the third floor by the woodworking trades, though on the completion of the new building this space will be used only by the pattern making and cabinet making departments. “An old wooden building 30x30 feet, one story in height, has been entirely rebuilt by the pupils. They laid a new floor, sheathed it in- side, shingled it outside, made and put in new windows and outside steps and fitted it for gymnastic purposes. On completion of our new gymnasium it will afford much needed storage space. “The third building was made possible by a gift of $25,000 from the late Milton P. Higgins, first President of the Board of Trustees. The basement of this building has been made 9 feet deeper than that —367— of the recitation building in order to provide a gymnasium. This room Is approximately 60 by 100 feet, in extreme dimensions, 20 feet high to the ceiling. The upper floors are carried by heavy steel girders, which, in turn, are supported by columns 38 feet apart. This will give a clear floor space of 38 feet by 80 feet for basketball or indoor tennis. A gallery running track, 24 laps to the mile and 6 feet 6 inches wide, has been built around the room. The basement of the south wing is intended for use in a dressing room and for shower baths. _ “The first floor is divided into the administrative offices, reading room and drafting room, which leaves the south wing for some one of the new trades to be taken up later. “The drafting room will be approximately 24 feet by 100 feet. It will give room for a blue printing room and for two groups of boys at one time, one of which will make drawings for use in the shops while the other, composed of younger boys, will be receiving instructions in sketching, etc. “The reading room, which is also the Trustees’ Room, is 24 feet by 35 feet. It will accommodate our growing library of trade literature and also the general literaure sent us regularly by the Public Library. “The second floor of the main building is already devoted to car- penter work and general shop instruction in woodwork. The south wing again is held for another new trade. The floor above it is in use as a print shop. “The upper floor of the main building is an open hall seating 700 people without galleries. It has ample platform accommodations for 50 or more guests. While this hall is two stories above the street, it is amply safe in case of fire, as it has three exits, each of which opens into at least three means of egress from the building. “The main buildings are of mill construction throughout except that the recitaticn rooms and office have plastered ceilings to deaden the sound. The outer material is water struck brick with limestone rim. The stairs and interior finish of the new building are all being made and erected by the boys. They will also lay the hardwood floors, fit up the partitions for the shower baths in the basement and build the winding iron stairs from the floor of the gymnasium to the running track. The total floor area is 78,300 square feet, divided as follows: Shop and storeage............. Side eee 37,300 IDPAWINE gcse s eaters NOS s wesw ba Winsett 2,400 Recitation rooms ............e cece eeneee 8,000 Assembly hall .........0 cece cee ce eee eee 6,000 Gymnasium and locker room............. 9,000 Lunchroom: wise saa ec adead on ewaances 1,400 OMCe: iis eine a tree 6 5 eRe een eS 1,000 Reading room ............e ccc e cece cece 1,000 Miscellaneous, corridors, washroom, toilets CLC) dawson cnuniye 4houns aioe teak eames 13,000 THE DAVID RANKEN, JR., SCHOOL OF MECHANICAL TRADES, ST. LOUIS, MISSOURI. “This institution has shops and rooms built in two groups, one of which, the newer structure, faces the athletic field across the street, with a five-lap running track. “The first building, erected in 1909, is a three-story fireproof struc- ture of brick and terra cotta, arranged to house five classrooms, shops —368— for painting and decorating, applied electricity and machine shop prac- tice, laboratories for applied science and the lunchroom. “The new building is a three-story fireproof structure of brick and granite, and is designed as the main building of the school. In it are to be found the administrative offices, the drafting rooms, five class- rooms, a gymnasium, the engine room and shops for carpentry, brick- laying, plumbing, pattern making and foundry work. Across the street is the athletic field, with a five-lap running track. “The construction of the new building has made possible the open- ing of the gymnasium and a lunchroom. The gymnasium is a large room (approximately 46 by 76 feet), suitable for basket ball and other games, and properly equipped with striking bag, traveling bag, turning poles,- vaulting horses and other apparatus. Adjoining the gymnasium is a bathroom with eight showers. “The lunchroom, which is under the management of a domestic science graduate, exists for the purpose of giving the students good, wholesome food at prices which they can afford to pay.” LANE TECHNICAL SCHOOL, CHICAGO, ILLINOIS. “This school is one in the midst of a congested city population, where adequaie space is with difficulty obtainable. It is a point con- veniently reached by different elevated and surface lines. While limi- tations of ground in Chicago of course make impossible adequate floor- ing space without the use of many stories, the school structure of this kind containing so many floors are highly undesirable from the view- point of educational hygiene, architectural design, fire risk and effi- ciency in mechanical work. The following notes are adapted from the architect’s report: “The building accommodates 1,900 students in a session divided into four double periods in the daytime and 2,500 students in two one- hour periods in the evening. The shops have a working capacity of 600 pupils during one double period, the working unit there being twen- ty-four pupils, the same number as in the science and drawing depart- ments. The other departments are arranged for thirty-six pupils each. “The exterior of the building has been designed to provide the maximum amount of light. The construction is of brick, stone, steel and fire-clay tile. It is the purpose of the design to express as nearly as possible by simple and direct composition the practical use for which the building was erected. “On the first, or ground floor, are the machine shop, printing, chip- ping, receiving and pottery rooms, woodworking, foundry, forge, pat- tern, woodturning and electrical construction shops with their lecture and testing rooms. There are, in addition, five recitation rooms and the power plant, consisting of the generator, boiler and coalrooms. “The second floor contains the principal’s main and private offices, the biological and physiographical laboratories, drawing rooms and puneet classrooms; also the main floor of the study room assembly all. On the third floor are located chemical and physical laboratories, dark rooms and balance rooms, private laboratories and lecture rooms. This floor also accommodates most of the drawing department, con- taining mechanical, architectural, machine design and free-hand rooms. All of the drawing rooms have access to a blue-printing room on the roof. There are, in addition, six classrooms for academic work. The corridor gives direct access to the balcony of the assembly hall. THE LANE TECHNICAL SCHOOL, CHICAGO. THE DAVID RANKEN, JR., SCHOOL OF MECHANICAL TRADES, ST. LOUIS. Figure 29. BUILDINGS OF TRADES SCHOOLS. —369— On the fourth floor is a large lunchroom for students and teachers. This floor contains, in addition, the storerooms and one drawing room. “The fifth floor contains the gymnasium, running tracks, toilets, showers and instructors’ rooms.” Shops of Lane School. All of the shops of the Lane School are situated on the ground floor. “The woodworking shop is a room 60x80 feet, with an extension 20x40 feet. The floor is of concrete, with asphalt finish, and is lighted by skylights and transoms from courts. The walls for seven feet from the floor are of white enamel; above this, of plaster. “Adjacent to the woodworking shop is a room 20x40 feet in size, and separated from the corridor by rolling partitions. This reom con- tains machinery whose operation would interfere with the quiet of the main shop. “The woodworking toolroem is finished with cases for the storage of tools and supplies. This room is used also as a finishing room, where products of the shop are finished and stored in cases until dry. “The stockroom is divided into six compartments in which are stored the materials for each of the classes of the main shop. This room also contains the shaving exhauster outfit, the piping of which connects with all of the woodworking machines and fioor sweeps in the woodworking, woodtrimming and pattern shops. “This woodturning shop is finished the same as the other shops, but lighted from the side only. This shop was intended to accommo- date twenty-four at one time, but owing to the large number of stu- dents forty-eight are accommodated, both sides of the bench being used at the same time. “The toolroom of this shop is fitted up with cases similar to those in the woodworking shop. “The foundry is 40x80 feet, with enamel brick and plaster walls, and is lighted from the side and top. The floor is paved with round cedar blocks. At one end there is a gallery, and along the length of the shop near the center there is a suspended platform for the storage of flasks, patterns, etc. This shop has been equipped for forty-eight students at one time. “The forge shop is similar in size, finish and lighting to the foun- dry. This shop is equipped with forty-eight down-draughts forges and forty-eight anvils, with case iron blocks. Under each forge is located two steel cabinets; each cabinet contains three individual student drawers for the storing of pupils’ tools and work. “The pattern shop is 25x66 feet in size and is finished the same as the other shops, but lighted from the side only. It is equipped with twelve two-pupil benches similar to those in the woodworking shop. “The machine shop is a room 60x80 feet in size, lighted by sky- lights, and side transoms from courts. The walls are of enamel brick and plaster; the floor is of concrete with asphalt finish. The shop is equipped with machinery and tools for seventy-two pupils at one time. “A toolroom 19x19 feet joins the machine shop, and contains cases for the finished example, small tools, drawing frames and material. “A lecture room 19x19 feet in size is located adjacent to the ma- chine shop. “The chipping and filing room, also adjacent to the machine shop, is equipped with benches to accommodate twenty-four students at one time. “The electrical construction shop is equipped with vise benches similar to those in the chipping and filing room, and cases for the re- ception of armatures and other pieces under construction. The tool- —370— room adjoining the construction shop is furnished with cases and shelvng for the storage of sheet metal, fiber, wire and other small parts used in the construction of motors, generators, are lights, ete. Joining this room is the plating room, equipped with vats used in the electroplating of finished work. “The lecture and testing room is furnished with a motor generator set. “All of the above shops have adjacent to each of them a wash and toilet room. These rooms are furnished with numerous wash basins and lockers for the storage of shop clothing. They are placed so as to be under the direct control of the instructor. “The receiving room is 24x74 feet in size. In his room is received and stored all of the material and supplies of every description used by the shops and all other departments, and upon requisition of the in- structor materials are cut up and delivered to the different depart- ments. : “The engine room contains three generator units of 200 K. W.’s each. This room also contains the pumps, main switchboard and heat- ing and ventilating fans. “The boiler room is located immediately back of the engine room and contains three boilers, each with an automatic stoker, and with a total capacity of 1,000 horse power. / “Connecting directly with the boiler room are the coal and ash rooms. “The pottery room adjoins the forge shop. “The ground floor locker rooms are placed in the main front, and at the street grade, the rooms having direct entrance from the street to numerous entrances as well as from the main stairs and corridors. The floor is concrete and the walls are of enamel brick and cement plaster. “The printing room is 25x60 feet in size, and is lighted from the side.” The above notes concerning the Lane School refer only to shops. Descriptions of class, lecture, drawing, locker, study and lunchrooms, gymnasium, etc., are available in the Lane Year Book for 1914. THE WENTWORTH INSTITUTE, BOSTON, MASSACHUSETTS. This example of a high-grade trades school is of unusual values, be- cause it embodies the result of a deliberate preliminary study by an ex- pert, Arthur L. Williston, looking both to housing the initial course of instruction and also to making provision for the future, so that build- ings and equipment could be added continuously as the institution grows. At the same time care was taken to plan for convenient and well arranged floor space on the interior and for suitable architectural design and composition on the outside. Exclusive of the value of nearly thirteen acres within the City of Boston, there is an endowment of three and one-half million dollars to provide for such future develop- ment. The sum of less than one million of dollars is avail- able for the establishment of the Delgado School, and the money for maintenance is to be provided by the City. It is obvious that unmodified plans of the magnitude of the a Figure 30 UNIT BUILDINGS OF THE WENTWORTH INSTITUTE, BOSTON. 871 Wentworth system are inappropriate for New Orleans. In reduced proportions, however, many measures of demon- strated soundness at Wentworth can be adopted in planning the Delgado School. Brief reference to some of these char- acteristics of Wentworth are therefore in order. 1. Although few buildings have been erected to-date the plan adopted was for continuous development and ad- dition, thus: “Every attempt made to design the shops, laboratories and class- rooms needed for the initial group of courses, and at the same time to provide for the growth into a larger scheme, developed the fact that very few departments of the institute could be regarded as permanently located on any given floor space. Occasionally some department will be forced to move to make room for the growth of others. In order to ac- complish this with as little cost and inconvenience as possible, the best plan found is to follow that adopted by many large manufacturng plants and department stores of providing unobstructed floor space that may be re-arranged and sub-divided at very little expense to suit the changing needs of the various branches of the business. “Of all the methods tried, the best solution was found to be in the adoption of a standard unit, or standard building which may be re- peated again and again in various locations on the campus. This unit was so chosen that it could be easily and conveniently doubled or trebled or multiplied any number of times. It was also chosen of such dimensions as to permit its convenient division into offices or small classrooms or good sized lecture rooms or science laboratories or large laboratories and shops by the use of temporary partitions.” The floor plans of this standard unit, as Mr. Williston terms it, are divided respectively for shop practice and for recitation rooms, lecture rooms, etc. When the writer vis- ited Wentworth during 1914 four buildings and also the power house were erected and in use. 2. The dimensions of the Wentworth standard unit, or standard building, are: 48 feet width, 144 feet length, di- vided into nine equal bays of 16 feet each. Says Mr. Wil- liston. “Attention should also be called to the selection of a standard building with nine bays, and having a width equal to the length of three of the bays. In the first place, the nine bays make it possible to have either one entrance in the center of the building, or two entrances symmetrically located near either end, without having a column on the axis of the entrance. Having the width of the unit equal to one- third of its length makes it possible to extend a wing to the rear in the center of the building, making it a “T’’-shaped building, or else to extend two wings to the rear at either end of the building, making a “U-shaped building, as is desired. If the width of the building was S81 not equal to an even multiple of bays, this could not be done without rearranging the window spacing. If, too, a smaller dimension than 48 feet by 144 feet wide were chosen, the space between the wings would hardly be sufficient for proper lighting.’ Figure 30 is made from a photograph of one shop build- ing (unit), the power house, about 80 feet square and the foundry wing two stories in height and with a floor space of 48 by 72 feet not including a gallery area. 3. Points of emphasis given to the artichitects at the beginning were: “1. All of the departments of the Institution should in appear- ance and general arrangement of equipment, resemble as closely as possible corresponding departments in commercial manufacturing plants. “2. The Institute should set a high standard in efficient use of floor space and in its plan for simple and direct travel of material and workers from sub-department to sub-department. “3. In order to control the entire student body of a large trade or elementary technical school such as Wentworth Institute, a single entrance or exit close to the general administrative offices of the Institute and in a central building should be provided where pupils from all departments may be required to enter and leave the school. “4. So far as possible the same idea of student control referred to in paragraph No. 3 should be applied in the design and arranger ment of the rooms of all sub-departments occupied by students in any given course. “5. As it is probable that some departments of the school will grow and develop much faster than others, it should be possible to provide more space for them without interfering with the arrange- ment of other departments or detracting from the architectural effects and the attractiveness of the campus. “6. As large quantities of heavy material must be delivered at frequent intervals to many of the large shops and laboratories, con- venient means. of delivery must be provided, independent of the main entrances and hall-ways of the buildings.” 4. The initial buildings, (Shop Building, Foundry, Power House) included: “A large carpenter and pattern shop occupying the greater part of the second floor of the Shop Building; a machine shop of equal size on the first floor; a foundry and finishing room with rooms for pattern storage and supplies, a gallery for core-making, brass mold- ing and metal pattern-making; a blacksmith’s shop; a plumbing shop; a room for electric-wiring two large and well-lighted drawing-rooms; an extensive laboratory for practical mechanics, a laboratory for applied electricity; a large laboratory for testing the properties of building materials; a laboratory for steam power-plant practice; and one large lecture-room and three small rooms, for class exercises and recitations. “ These shops and laboratories are equipped with the best modern tools, machinery and apparatus, much of which has been specially 878 designed and constructed to meet the special needs of the students of Wentworth Institute.” “ The central or Main Building recently completed has these pro- visions: In basement, a laboratory, with offices, for studying electri- cal power plant practice and for work in electrical construction; a laboratory for strength of materials and architectural construction. Main floor, large lecture room, administrative officers and small class-rooms. Secoad floor, Mechanical hall and laboratory of practi- cal mechanics, including stock room and offices. This building also makes possible the enlargement of other departments, as electric- wiring, carpentry, pattern, machine, plumbing shops and steam power plant practice.” LA NOUVELLE ECOLE D’ ARTS ET METIERS DE PARIS During the year 1914, through the courteous attention of Emile Corre, Directeur de 1 Ecole Nationale d’ Arts et Metiers de Paris we received descriptions of the plant and equipment of this great school of Paris, France. By some it is regarded as representing the best type of architecture and construction for a high grade trades school. We reproduce herewith two comprehensive views showing the build- ings and general plan. (See pages 376, 378, Figures 31 and 33.) SECTION XVII. MACHINERY AND EQUIPMENT OF THE DELGADO TRADES SCHOOL. RECOMMENDATIONS REGARDING EUIPMENT. 1. An initial outlay of $35,000 should be made for the cash purchase of machinery and equipment necessary to make a beginning with the courses already outlined. 2. The further sum of $100,000 should be set aside per- manently for the purchase of articles for permanent equip- ment in accordance with the will of Mr. Delgado. It is recommended that the interest only of this sum be used from year to year for this purpose. 3. It is possible that types of engines, Linotype or In- tertype machines, some electrical instruments and various other objects may be obtained from manufacturers ag loans or gifts. This assertion is based upon the experience of certain other trades schools. Care, however, should be taken to guard the school against exploitation and advertisement of inappropriate equipment. 4. Tables, chairs, desks, etc., for the school in large numbers can be made by the students. 5. A reading of this chapter and the references cited suggests that only an expert in trades school work and mechanical industries can select the equipment with peda- gogical and financial efficiency. In no other kind of school is the effectiveness of the teaching so involved with the quality and quantity of the equipment. The director of the Delgado School should be such a man. A conventional type of pedagogue, a man with mere popularity but with- out special qualifications, trades school experience, and the stamp of advanced and accredited training, cannot do this 375 —376— special work or function as an effective superintendent of our Central Trades School benefitting wage-earners and industries. To a qualified director, then should be allotted the task, from the first and thereafter, of selecting, passing upon, and ordering the equipment of the Delgado School, with the approval of his Board. Such a director will confront each problem as a situation demanding the application of his technical training, pa- tience and common sense, for solution. He will not depend upon a formula or precedent. However, there are two sources of suggestion of great value in selecting the initial outlay. These are as follows: 1. Types of machinery used in shops of New Orleans. During our personal inspection of representative, local manufacturing establishments we have ascertained where possible the nature and number of the important machines in each plant. This was done to provide data concerning the kind of machinery in actual use in New Orleans, and the kind prospective workers here will have to use. In these data some clue therefore is afforded us in the selection of appropriate equipment—rather than conventional manual training school equipment—for the Delgado School. Our inspections have included the typical establishments and the mechanical occupations therein and the equipment of im- portant groups of manufacturing industries within the City of New Orleans; namely, Lumber, Its Remanufacture and Related Occupations, The Metal Working Industries and Re- lated Occupations, Telephone and Telegraph Plants, Power Light and Heat Plants and Related Occupations, Printing and Publishing Industries and Related Occupations, The Building Trades, Miscellaneous Industries and Occupations. 2. Equipment of other trades schools a helpful guide. A second help in selecting equipment is found in the in- ventories of existing practical trades schools. With regard to costs, conditions vary so greatly in different cities that one cannot jump safely to a conclusion regarding this mat- ter. Emphasis respectively upon evening, part-time or con- tinuation, practical day or preparatory trades schools are We he) i a a i 7 oe 8 eae oe eee ; frais ota fink BIE EEE HL he BPC AL Fo Figure 32. BUILDINGS OF CARNEGIF INSTITUTE OF TECHNOLOGY, .i.:iSBURGH. = variable; methods of control, nature and disposition of pro- ducts, attendance of boys, quality of the trades school as a whole, and the difficulty of obtaining accurate statements, all these factors should modify interpretation of cost-figures, either for equipment or instruction and maintenance. For example, we note that the New Bedford (Massachusetts) Trade School was housed originally in an old manufac- turing building rented for the purpose at about $150 per month. Later a plant of six buildings was secured and remodeled by student labor. Most of the furniture and some of the equipment was built by the boys. A former director writes: “We started with an appropriation of $500 for the machine shop and about the same amount for the carpenter shop, the electrical de- partment and classrooms. With $1,000 as a basis we bought second- hand machines and began to build equipment. Little by little we ob- tained additional appropriations until at the end of the first year we had invested in equipment approximately $1,500. We proceeded in this way adding new equipment from time to time and building equipment until at the end of three years we had invested in equipment approx- imately $15,000, distributed among the following departments: Machine Shop, Carpenter Shop, Steam Engineering, Electrical Department, Gas Engine Department and a girls department. At this time the boys’ school numbered about 120 pupils and the girls’ school about 50, while the evening school enrolled approximately 900 pupils. Since this date quite a good deal of new equipment has been added, until at the pres- ent time the equipment in the machine shop stands at about $15,000, and the rest of the equipment would probably total as much more. 1 am not advising the above as a good method of procedure by any means. I am only describing how this school came into its present equipment.” EXAMPLES OF EQUIPMENT. The Carnegie Technical School. Recause money is available the Carnegie Institute of Technology contains one of the best examples in America of complete equipment for trades courses. During our visit we were interested particularly in the School of Applied Industries of this Institute. We are not able to reprint the published descriptions of that equipment of the Carnegie shops and of their use, which is of particular interest to us, but these statements are of value to us both in avoiding the —378— importunities of salesmen and also failure to equip the Del- gado School for efficiency in its true aim. Worcester Trades School for Boys. Acknowledged to be one of the most practical of the public trades schools for boys, is the one in Worcester, Mass- achusetts. It is the aim of the Worcester school in train- ing boys to mechanical occupations, to emphasize: (1) Interest, (2) thoroughness, (3) speed, (4) efficiency. The equipment of machinery, furniture, etc., of this school in 1914 was valued at $65,747.15. Outline of equipment. Authorized statements from the Worcester School during 1914 are as follows: “We have endeavored to be consistent with our aim of thoroughness by selecting ‘“‘man size” equipment rather than that made for children. We have also felt that it was in all ways best to provide good equipment and keep it in good condition. Shops and schools are too apt to put beginners on worn-out machinery when its a fact that it takes a much better mechanic to do good work with poor machinery than with good. “We realize that machinery can be bought for a small amount of money that will perform all the operations in a small way that larger and more productive machinery will perform. We regretfully realize, however, that boys are very quick to see that such machinery is only a very poor imitation of the real thing, and that they cannot be expected to become enthusiastic over its use. The result is that we have installed an equipment which cannot, in any way, be distinguished from that of any modern productive shop. “The schedule of equipment for each department is as follows: MACHINE SHOP. 30 in. x 30 in. x 10ft. Cincinnati Planer, 2 heads. 32 in. widened to 40 in x 8 ft. L. W. Pond planer, 2 heads. 24 in. x 24in.x 6 ft. Whitcomb-Blaisdell planer. 24in.x 24in.x 6ft. Woodward & Powell planer. 16in. Stockbridge Crank Shaper. 16in. Smith & Mills Shaper. 14in. Gould & Eberhardth Shapers. Total Planing Machines, 8. No. 13 Brown & Sharpe Universal Gear Cutter. No. 1 Brown & Sharpe Universal Millers. No. 1% Brown & Sharpe Plain Miller. Total Milling Machines, 4 40 in. Binnse Horizontal Boring Machine. 20 in. Prentice Bros. Wheel and Lever Drill. 24 in. Snyder Upright Drill. 14 in. Barr Sensitive Drill. Total Drilling Machines, 4. 10 in. x 50 in. Norton Cylindrical Grinder. No. 1 Brown & Sharpe Universal Grinder. No. 1 Norton Cutter Grinder. Total Goinding “Meck, 3. 80 in. x15 ft. L. . Pond Engine Lathe. 20in.x10ft. R. E. Reed Engine Lathe. 20in.x 8ft. L. W. Pond Wngine Lathe. x 8ft. McMahon Engine Lathe. .X 8 ft. Whitcomb-Blaisdell Engine Lathe. 16in.x 8 ft. F. BE. Reed Engine Lathes. .X 7ft. F. E. Reed Engine Lathes. 16in.x 6ft. F. E. Reed Engine Lathes. 16in.x 6ft. Prentice Bros. Engine Lathe. PE QODO NOR bt ND bak Figure 33. La NOUVELLE Ecoug D’Arts ET METIERS pE Paris: Facade principale sur le boulevard de l’Hépital. —379— 16in.x 6ft. Fay & Scott Engine Lathe. 14in.x 5 ft. Fay & Scott Engine Lathes. 14in.x 6{ft. Prentice Bros. Engine Lathes. 14in.x 5ft. Lodge & Shipley Engine Lathes. i2in.x 6ft. Robbins Engine Lathe. 14in.x 6ft. Hendey Norton Engine Lathe, Geared Head. 12inx 6ft. Prentice Bros. Engine Lathe, Geared Head. 12in.x 6ft. F. E. Reed Speed Lathes. 1linx 6ft. Worcester Trade School Engine Lathes. No. 3 Stark Bench Lathe. Total turning machines, 40. Washburn Shops Drill Grinder. Greenard Arbor Press. Morse Double Wheel Tool Grinder. Jackson Belt Lacing Machine. Grindstone. Chip Troughs for lathes. Vertical Spindle Attachment for B. & SS. Miller. ee NN OO bt Ree “Our small tool equipment is so exceptionally complete that a list would he too long to publish. In a general way it includes drills, mandrels, reamers, and taps for all sizes to 2-inch and many larger. Armstrong, O. K. and forged lathe and planer tools, cutters for milling machines and gear cutters, micrometers for all sizes to 6 inch, 20 of which are of the 1 inch and 2 inch sizes, gear tooth, depth and surface gages, dial indicators, standard plug and ring gages up to 2 inches, chucks for al] lathes; planer shaper, milling machine and drill press vises, bench vises, complete sets of the necessary planer and other accessories. This equipment enables us to handle 60 boys each week with a fair degree of comfort. More equipment is being built or has been arranged for by exchange. The main floor of the shop will hold machinery for 75 boys at once or 150 in all, which we feel will be a large enough number to be training at one time. WOOD SHOP. “The machine equipment of the wood shop is used to a considerable extent by all the three trades, carpentry, cabinet making and pattern making. The original plan of the school contemplated the teaching of pattern making alone, but we are increasing our machinery so that by another year we will be very well equipped. We have: 24in, Cylinder Planers. Universal Saw Benches. 12 in. Hand Jointers. Plain Saw Benches. Cut Off Saw. 36 in. Band Saws. Tenoning Machine with Coping Attachment. Hollow Chisel Mortiser. Vertical Boring Machine. 16 in. Pattern Maker’s Lathe (with hand-feed carriage). 10 in. Pattern’s Lathes. 13 10in. Wood Turning Lathes. “We have bench space for 100 boys at one time outside the shop instrue- tion department. Each bench is equipped with a vise of our own manufacture, and a very complete set of hand tools which vary with the trades. Other tools, which are only occasionally called for are kept in the tool room. The benches, all the partitions and a caul box large enough to take 500 feet of stock at once have been built by the pupils for their own use. There is the usual supply of gas .and electric heated glue pots, hand clamps and bar clamps, necessary to the production of work of considerable size that would be found in any good shop. We are in serious need of moulding and sanding machines and more of each of the. other machines. The handicap of over-crowding which we have felt is Mera overcome by expansion into the new building, which gives us a total of 14,00 square feet of floor space to these three trades. 9 bd bet et et BO et RO BO DD POWER PLANT. “The Power Plant consists of two 100-horse power Stewart vertical fire tube boilers which furnish steam at 135 pounds pressure for heating and power. “The transmission is electrical using 3-phase current at 220 volts. Current can be taken from the lines of the Worcester Blectric Light Co. or from a 65 K. W. generator or our own which is driven by a 75-horse power Westinghouse compound engine or from a 55 K. W., D. C., generator driven by a 90-horse power Atlas engine for light only. The wiring is so arranged that any motor or any section of the lighting system can be switched on to either source of current. . “The lighting system was originally installed to use 220-volt carbon lamps. Since then tungsten lamps have been greatly improved, consequently we have had the pupils change nearly all the circuits so that tungsten lamps are in use. —3380— “The work of wiring the new building for light and power and piping it for steam heat has been reserved for boys to do, and is practically complete. “At the beginning of our first evening class an insistent demand appeared for some form of work dealing with gasoline engines. At first we thought the demand centered around automobile work, but we soon found out that our pupils cared very little for anything outside the motor and its auxiliaries. At first we borrowed automobiles, but later we found it advisable to discard the machines and mount engines alone on convenient stands so that we could deal entirely with their adjustment and repair, arrangement of the ignition system, timing valves and distributor, etc. “We now have ten engines, from a one-cylinder motor-cycle engine to a 60-horse power Thomas. One marine engine is fitted with a propeller running in a tank of water with a glass top. “The equipment of this department also includes a large variety of carbu- reters, both complete and sectional models for various types of engines, atorage batteries and all acessories, The steam engine equipment has only been partially developed as yet. We have in operation outside the service plant a 6-inch by 9- inch horizontal and 7x10 vertical engine each with throttling governor, a 4x5 vertical engine with a flywheel governor and riding cutoff valve, a 10x8 Fitchburg vertical engine, and a 10x14 Atlas engine also with flywheel governor. We have nearly completed a 5x15-inch Harris-Corliss engine built from castings furnished by Wm. A. Harris Steam Engine Co. of Providence. The equipment also in- cludes four steam pumps and a large collection of steam valves, injectors, traps, etc. “The electrical equipment thus far in use is elementary, consisting of the necessary material for wiring for lamps, bells and telephones, and for switch- board work. A few motors have been borrowed from time to time as the necessi- ties of the more advanced evening pupils have demanded. PRINT SHOP. “The printing department is equipped with a good variety of job type and a large quantity of 8-point and 10-point body type, sufficient to set up and print booklets of any size. We have a supply of borders, rules, leads and slugs and the usual accessories of a well equipped commercial print shop. A 10x15 Golding Jobber has been in use since the beginning of the department. We are adding a 14x22 Colts Armory Universal Press and the boys of the machine shop are re- building a 9x13 Gordon Press. The woodshop has built the cabinets and al] fixtures of wood. A 32-inch paper cutter, 24-inch card cutter, proof press, imposing stone, dry-rack, stock closet, clases, galleys, padding tray, galley storage rack, etc., make a complete print shop equipment. FURNITURE AND GENERAL EQUIPMENT. “Except for a few office desks, and very small supply of chairs, the entire office, class room and drawing room furniture is the product of the school shop. “Tablet arm chairs are used in place of desks in all the recitation rooms. The small lecture-room has raised seats with light narrow benches in front of them. Seven hundred folding chairs for the assembly hall are in process. Lane Technical School, Chicago. This great public school, of which the industrial or trades department represents but one division, contains shop machinery costing $77,794.27; other equipment ap- paratus, tools, furniture, etc., valued at $42,137.85. Total shop equipment, apparatus, tools, furniture, etc., $119,- 932.12. This sum does not include the cost of heating, lighting and ventilating plants—an item more costly in the winter climate of Chicago than that of New Orleans. Com- plete specifications and costs of machines may be obtained from Chicago Board of Education. (Proceedings for the aa year 1907-1908, page 159.) Here follows a summary from the same Year Book for 1914. Items of Interest About Lane Equipment. The shop machinery cost Divided as follows: Machine Shop— engine lathes at $351 each. milling machines $786 each. shapers $550 each. Niles boring mill $1,955. Universal radial drill $1,370. 36 in. x 12 ft. Gray planer $2,275. 26 in. x 6 ft. Gray planer $825. Presses, punches, grinders, etc. Wood Sh a 32 turning lathes $58 each. 5 Baker’s circular saw tables $212 each. 5 Type “C’ band saws at $225.64 each. 2 Whitney 30-inch single surfacers at $613 each. 1 16-inch quarter jointer $145. 1 American hollow chisel mortiser $250. Small jointers, grindstones, grinders, etc. Blectrical Construction Shop........ cece eee eee ce ete eee eee 4 engine lathes, $351 each. 1 Punch press; 1 notch press; 1 winding machine. Grinders, drill presses, ete. On R6 SOD pose cenestieeda ko 3 eee ai Pad a eae 1 punch and shear, $464. 1 wet tool grinder, $215. 1 steam hammer, $850. Forges, grindstones, etc. Round: yg: Shh fe Tie Ka Haier wr Bie h NOaeS NST apy So 15 ge- teh owerion Bow eile tosdaclate Susan Sve Dawa 1 2-ton Whiting cupola, $400. 3 brass furnaces, $65 eac. 1 traveling crane (2-ton), $750. Grinders, buffers, etc. Printing Department ...-. cc. eisced see eee es eR Eee a 1 Miehle Cylinder Press, $2,000. 2 Gordon presses, $3U0 each. 1 Linotype machine, $4,000. 1 Monotype machine, $4,050. Hquipment, apparatus, tools, furniture, etc., cost.......... Pern ae Divided as follows: Gymnasium (apparatus)... .. ccc cece e eee eee wee cere ennes W00d ‘SHO! oo: shee ova 5/8 ie chavs oaeeye: Sd siieva tap araventerane oe is caneteraneuels. 6's Bench tools; lathe tools; clamps, hand screws, etc. FROUDGLY. so sa. sevseuiescscagacseces 24 a ceseriecadtuerd dh 29 arbi pAuere- e's BG Ahir SOSA a BEE HORS Aayils, anvil blocks, small tools. Machine-Snop) .<.4:0-2 3.4.0 4a ieneuse’, fhe be 6 OEE Mee BA PRS Chucks, vises, small tools, etc. Electrical Construction Shops ............ cece sect sceeee Lamps, motors, voltmeters, ammeters, small tools, etc. Printing Department ........ 0c ccc ccc e cece tee tee een nees Type, cases, leads, slugs, etc. Biology Laboratory (apparatus) ....-.. cece cece eee e neces Physiology Laboratory (apparatus)..........e see e ee eens PhysicS APPATAtUS 2... cece revere cern c eee sencsaworeesres Chemistry Apparatus ... cece cere eee e rere e ete ereeeres Drawing ROOMS 4.66 vce wares do tidy FARNESE EES ROe Doge oe The Heating, Ventilating and Lighting Plants cost............... Divided as follows: Steam heating .......csceccc ccc ereeeeeeees Bealelhe.s a sae was Heat regulation. <.s004e awe 600k ARR RGAE OE EER RARE EAS A Oe Ventilation) . eievcin.6:6:i056 15 Rhee Soa Sh Rigi eS SaaS ee ORS Electric Wiring and Lighting. .........:+ cece eee een eenee The original cost of the building, grounds and equipment.......... Betterments since erectiots 4 co5 a5 64% 4 ESHA E Sa OF RPIED ONG PRR Total cost to date, ...... ccc c ec erect erect ener vate nesnes . $77,794. 27 - 1,868.00 - 5,337 -00 .00 -00 -85 -50 TT -00 SECTION XVIII. NOTES ON FINANCE. THE GIFT OF ISAAC DELGADO. It will be forever a living tribute to the life of Isaac Del- gado that the people will remember him as the first giver to them, in the largest city of the South, of a considerable sum for the establishment of a central trades school for boys. It is evident that he perceived the great needs of thousands of boys who leave the grades of our public schools utterly unprepared for earning a livelihood, immature, often des- tined therefore to failure. The wishes of the benefactor were simple and direct and the terms of the gift, aggregat- ing now some eight hundred thousands of dollars, are plain: CopIcIL No. 1. New Orleans, October 11, 1909. “TI Isaac Delgado, declare the following to be a codicil or addition to my foregoing last will and testament of January third, 1909, and to be a part of my last will and testament, to wit: The residue of my. estate I give and bequeath unto the City of New Orleans for the establishment of a Central Trades School in which the boys of the grammar grades of the Public Schools can be taught a trade in this school to be called the Isaac Delgado Central Trades School. “T desire the fund donated by me to be used entirely in the establishment of the above-mentioned school and its permanent equipment, and I expect the City of New Or- leans to provide for the teaching force and the annual main- tenance of the said school. Thus have I, in my own hand- 383 —384— writing, entirely written, donated and signed the above as part of my said last will and testament. “ISAAC DELGADO.” Another codicil, No. 4, provides a donation of $100,000 to establish a fund to aid the administrators of the Charity Hospital of Louisiana in providing general revenue to be expended in the maintenance, repair and improvement of the Delgado Memorial Building at the Charity Hospital. It is provided that: “In the event that the said fund or its annual revenues cannot be used for the purpose herein provided because of the failure on the part of the Board of Administrators of the Charity Hospital of New Orleans to comply with the terms and conditions of my letter of November 5th, 1906, or should the Board of Trustees herein constituted be of the opinion that the said ‘Delgado Memorial’ is not being ad- ministered in accordance with the conditions of my letter written at the time of the founding of said ‘Delgado Me- morial,’ then the said Board of Trustees herein constituted shall be authorized and are directed to use the annual reve- nues of said fund for the aid and development of the insti- tution to which I have donated the residuum of my estate, so long as said condition shall exist, but said trustees shall again use said fund and its revenues for the benefit of the Delgado Memorial at the Charity Hospital, as soon as the terms of my letter of November 5, 1906, are again complied with by the Board of Administrators of the Charity Hos- pital. “Isaac DELGADO.” At this writing the problem of maintenance presents a perplexing issue both to the Commission Council and to the Board of School Directors. It will be convenient in the ISAAC DELGADO, Figure 34. ¢ —385— consideration of this problem for us to present here eight groups of data: I. A statement of the Commissioner of Public Fi- nance regarding the Delgado Fund. II. Estimates of the costs of construction and perma- nent equipment of the Delgado School. III. Estimates of the cost of instruction. IV. Estimates of the cost of maintenance other than instruction. Vv. The disposition of products of the Delgado School. VI. Disposition of any remainder of the fund. VII. Concerning State Aid. VIII. Concerning Federal Aid. I, THE COMMISSIONER’S STATEMENT. Department of Public Finances, Treasury Department, City of New Orleans, May 19, 1915. Account Isaac Delgado Central Trades School Fund: Cash on deposit in Whitney-Central National BOK i506 sisvsyecvtinaecategt att ceator $142,726.02 750 Shares New Orleans National Bank, at 150.. 112,500.00 bid to-day 50 e U. 8. Safe Deposit end Savings BaD Gt 150: sss cecsasite-e ered acevoie.s 7,500.00 “ “ 81 i Hibernia Bank and Trust Co., at 322 26,082.00 “ * 50 - Canal Bank and Trust Co., at 180... 9,000.00 “ a 50 “ N. O. Cold Storage and Warehouse Co., said to be worth.......... 2,500.00 5 Bonds N. O. Cold Storage and Warehouse Co., par value ..............05. 5,000.00 25 = City Railroad 5% mortgage, par $1,000, at 1.01.................. 25,250.00 “ “ 220 N. O. Public Improvement 4% bonds, par $1,000, at 90% ............000- 198,000.00 “ 2,546 City Premium Bonds, at $57.00............ 125,122.00 “ Hf 100“ “ “Drawn, at $60 (with- out prizes) ........ 6,000.00 payable July 15 Rent notes Delgado & Co., 5 at $125............. 625.00 —386— REAL ESTATE— Property in Second District and lots 5, 6, 7 and 8; assessment Vear 1912 3 cece cies ae oltagu SUNG (6 lavebisuah ae “abate son event's wget vos ine eos $25,000.00 Property in Second District and lot 1; assessment year-1912.. 13,000.00 Property in Second District and lot 3; assessment year 1913.. 10,000.00 Property in Fourth District and lot 18; assessment year 1912. 13,000.00 Property in Fourth District and lot C; assessment year 1912. 3,500.00 Property in Fourth District and lots 11 and 12; assessment BT ODD saa sacsey: dois iaiace doaponatnna aarhice. alan tas eysebed sapuel dgroieee eee Ray 1,000.00 The Albania plantation, situated in the Parish of St. Mary, was offered for sale at public auction’ 18 months ago at (upset price) $120,000.00; no bids. The following securities are also on hand, but no value obtainable; some are worthtless: Certificate for 2 shares 7% preferred stock Standard Guano and Chemieal Manufacturing Company. Certificate for 10 shares capital stock Standard Guano and Chemical Manufacturing Company. 3 Washington Artillery 5% bonds, par value $500, with cou- pons since 1912. 1 Share of stock of the N. O. Board of Trade. 5 Shares capital stock New Louisiana Jockey Club, each.. . $100.06 2 Shares of the French Opera Association, par value........ 250.00 5 Shares capital stock Louisiana Sugar Exchange, par value, CACHE ck sees 5 shes ererecns hecho er cscs cana nile orheauns ane teena bbe 250.00 I Share stock Southern Athletic Club (not in existence). 160 Shares capital stock Textile Mills, par value.............. 100.00 26 Shares capital stock of the Rest Haven Co., of Wakeshaw, PU Wale is pie 8 ein cae be sacs, Bue le bce ecg wera eigen meee 50.00 Approved by: A. G. RICKS, Commissioner Public Finance. Il. ESTIMATES OF THE COST OF INITIAL PLANT OF THE ISAAC DELGADO CENTRAL SCHOOL FOR BOYS. Buildings and Equipment. Initial buildings for Isaac Delgado Central Trades School for Boys (See page 366)........... . $482,054 Initial equipment of same (See page 375)........ 35,000 Equipment fund (interest only to be used)....... 100,000 —3387— III. ESTIMATED COST OF INSTRUCTION. Estimated annual cost of administrative and teaching corps (See pages 403, 404) during first three years of the Delgado School) .¢:c¢cjcasasaxakeadsaudaeaaeees $40,000 It is to be understood that competent trained instructors in boy’s schools of mechanical trades cannot be obtained for the salaries usually paid to school teachers. The ex- perience of other cities is of little value as the costs depend upon too many different factors, as numbers of instructors, size of pupil groups, kinds of courses and trades, duration of school year, night work. Published reports do not al- ways distinguish between numbers of day and night school students reported. Annual per capita costs ascertained vary from $87 to $323. It is hoped that the Delgado School can be conducted at a per capita cost of about $100 for day pupils, and $20 for night pupils. IV. ESTIMATED COSTS OF MAINTENANCE, MATERIALS, ETC. Here again the reported data from trades schools of other cities are of doubtful value to us. There is no guarantee of uniformity in the charging of costs to “incidentals,” “materials,” “tools and repairs,” etc. In numerous schools the reported cost of all these items ranges upward from 20 per cent of the total amount paid to teachers. Tenta- tive estimates for the Delgado School, are: Annual maintenance, materials, incidentals for Delgado School, during first three years (exclusive of additions to buildings, or permanent equipment) $5,000.00. —883— Vv. DISPOSITION OF PRODUCTS OF DELGADO SCHOOL. When a product of the Delgado Trades School is used by the city school system, there should be a diminution of the net cost of the school to the tax payer. Products that could be made economically under skilled trades instructors for the public school system and with educational advantage to the boys are such as these: Printing of all kinds in large quantities. Furniture, for teachers, officials, pupils. Supplies for Nicholls Industrial School for Girls. Additions, repairs, furniture, etc., for the Delgado School. Repairs to electric bell and school telephone systéms. What to do with the products of the labor of students in a trades school is a problem for consideration. Several methods of disposing of articles made have been in vogue. Usually the small amount of products of the trade school does not enter largely into the business of a city. (1) Consignment of product to junk-heap; obviously wasteful. (2) Making things for oneself; articles are limited in character, practice is expensive to school; may develop a selfish rather than altruistic school spirit. (3) Sale in open market, in school sales-room. (4) Sale on special orders. (5) Exchange of service with factories where articles made by boys for factory are exchanged for new school equipment, such as lathes, etc. (6) Repair work, as plumbing, electrical work, etc., done in public schools by students under the supervision of a competent man. (7) Manufacture of articles for use of public schools, such as desks, chairs, tables and printing for the public schools. In this matter it should not be lost sight of that to over emphasize the value and amount of the product rather than Figure 35. PRODUCTS OF WORCESTER TRADES SCHOOL. —389— the good of the boy or girl is fatal to the aim of true edu- cation. In a few schools, under private auspices, children have been actively exploited in the production of. gone, under the guise of education. In considering the question of the disposition of products made from raw materials in a trades school it should be ever remembered that the “boy is the most important pro- duct.” Industrial efficiency in the school must not be ob- tained at the cost of the pupils development. VI. DISPOSITION OF UNEXPENDED PORTION OF DELGADO FUND. Memoranda of preceding estimates: Building Initial Plant Delgado Trades School... .$482,000 To be set aside for permanent equipment, only the interest of $100,000 to be used, after the initial expenditure of $85,000........... 0... 0. ccc eee eee 100,00 Initial equipment ............ 2.0... cece eee eee 35,000 MOGAL...«. crovsties c.quta? Aine ctna iw see elie g eRe bee UAE $617,000 Remainder. The remaining sum with accumulated interest in whole or in part, may be used as follows: (a) For future establishment of extensions to the buildings of the initial plant of the Delgado School. (b) In part, this sum may be used for the purchase of a suitable site, if a suitable one, after trial, cannot be ob- tained without cost to the Fund. (See page 353.) It is possible that only the interest on this remaining sum (after providing for buildings and equipment) may be paid toward the purchase of a site, so that eventually a considerable portion of the principal of tne Delgado Fund will remain practically intact. (c) Minor items of expense incurred in the employment of experts during the establishment of the Delgado School. —390— (d) For discussion of a suggested Department for Col- ored Boys, to cost about $80,000. (See pages 285 et seq.) VIL CONCERNING STATE AID. The advantages that should accrue to the State of Louisi- ana, as well as to the City of New Orleans, from the Isaac Delgado Central Trades School for Boys demand no ex- tended argument. Graduates who go out from New Or- leans, boys from the State who are trained in New Orleans, increased quality and quantity of products and increased prestige for the State—all these suggest the kinds of bene- fits that will accrue to our commonwealth. It would seem that our legislators would not err in making liberal State appropriations to help maintain this proposed school. VIII. CONCERNING FEDERAL AID. During April, 1914, the writer appeared, by invitation, in Washington, D. C., before a committee of the Federal Commission on Vocational Education, in order to help in formulating the report of the Commission looking toward federal aid on industrial education. However, the specific views expressed by the writer are his own, and were un- known to the Mayor of New Orleans and to the Superin- tendent of Schools, who authorized the mission. The sub- ject of federal aid for vocational education is likely to grow, rather than to diminish, in interest. The memoranda of this address are recorded herewith for interested citizens and for possible future reference. —391— MEMORANDA FOR THE FEDERAL COMMISSION ON VOCATIONAL EDUCATION. APRIL 24, 1914. Subject: FEDERAL AID AND CO-OPERATION IN THE MAINTENANCE OF TRADES SCHOOLS, ESPECIALLY BY MUNICIPAL AUTHORITIES. “As a representative of the City of New Orleans, I desire to em- phasize before this Commission, first, the desirability in general of ex- tending the aid of the Federal Government to cities and municipalities able to establish suitable trades schools for the vocational training of boys and girls; and, secondly, of extending this aid in such a way as to elicit gifts of money from philanthropy and municipalities for the purpose of vocational education. “The fruitfulness of investments made by the Government here tofore in the matter of aiding local educational efforts is attested by the general success of state agricultural colleges and state universities. These doubtless owe to the federal land grants their initial growth towards the increase in plants and influence that has made directly for the economic and social betterment of our whole population. “While the agricultural and mechanical colleges are open to the youths of the city, nevertheless there have been millions of boys and girls in our cities untouched by the influence of the agricultural college. These city boys and girls who are destined to enter mechanical trades it is folly to neglect. Better preparation of our city youth for efficient occupation means a social uplift eventually affecting both country and city. In its application to life, all skill in mechanical occupation is fluid, in that the worker trained in one city may afterwards live in an- other. Increase of quality and quantity of work through skill is of benefit to both consumers and producers, whatever may be the geo- graphical distribution of the products of labor. Therefore, in consid- eration of past success in wisely applying federal aid to agricultural education, and the fact that the youth of our cities are in dire need of suitable vocational training, especial effort should be undertaken to encourage our cities to extend the benefits of the right kind of voca- tional training to the increasing numbers of youths, who without such training are sure to join the mass of incompetents. “What has happened in New Orleans may happen elsewhere. In the City of New Orleans, the largest city of the South, there is in the possession of the city a fund of nearly one million of dollars, available for the establishment of a trades school for boys. This fund was given outright to the city by Mr. Isaac Delgado, with the explicit pro- vision that all of the fund must be expended for the establishment and permanent equipment of the school, but that the money for mainten- ance and pay of teachers must be provided otherwise. While this phi- lanthropy will enable New Orleans to establish one of the most com- plete trades schools in the whole country, nevertheless other financial burdens carried by the city make it almost impossible to provide wholly for the maintenance of the institution. “This concrete illustration indicates how an educational plant of wide utility could be quickened into immediate activity if only the lever of federal aid were available. “If Congress could pass a measure making it possible for the De- partment of the Interior to deal directly with city governments in the —392— establishment of trades schools, where considerable sums of money are offered for establishment and permanent equipment, several advantages might accrue: 1. Money, both from municipal councils and from philanthropists would be elicited, owing to the confidence generated by the assurance of federal aid and.a wise supervision insurng against the ravages of local, partisan politics. 2. Delays and disputes regarding education that arise in legisla tures in States where the conditions in the one or two existing large cities are vastly different from the country area surrounding, would be avoided. Without the slightest injury to the country interests a way could be found to enable a city government to deal directly with the Department of the Interior in such cases as the Delgado School. Provisions for such cases that might arise in any large city could be made in a special section of a proposed educational bill and need not interfere with its other provisions as affecting a State as a whole. The actual rules to be complied with in such special cases need not be inconsistent with the function of state boards of education and state legislatures. To this end it is suggested that a special provision, carrying a moderate appropriation, should be embodied in any proposed bill for the consideration of Congress. This sum could be divided equitably among the states according to population for the encourage- ment of benevolences or other funds which may be available to city authorities for the establishment of trades schools to be conducted under the auspices of councils or boards of education. “Equitable division of effort for our industrial development and the education of the people in day trades schools can hardly be at- tained by allotment of federal aid solely upon the basis of the pro- portion of population at present engaged in trades, manufacturing and transportation. Cities mostly in need of development of trades, manu- facturing and transportation, because of the small number of persons engaged therein, would receive the least help. Cities and states where manufacturing development is oldest and skill of laborers greatest would receive the greater aid. If we are to develop our country as a whole we should apply support where the vocational needs of our peo- ple are greatest. This principle was recognized in the Page, and other bills of recent Congresses, by proposed allotment of additional sums to States where the population engaged in certain industrial pursuits is small. If a community small in population and weak in industry is able to set aside one million dollars for the vocational training of youth, and another community either large in population or strong in developed industries is willing to set aside merely a quar- ter of a million dollars for the same purpose, then in the former case sound policy would demand a larger federal appropriation than in the latter case, where mere size of population and character of occupation be criteria, regardless of needs or of local zeal for education attested by actual monetary investment. This special sum to be used as an in- centive to municipalities and to individuals willing to bestow money upon municipalities, should, of course, be protected against exhaustion by rich communities able quickly to absorb a whole appropriation. The proffered allotments of this special sum could be made to the States according to population, the ultimate divisions within the States being contingent upon the sums contributed by municipalities for the establishment of vocational schools. This whole special sum, a frac- tion of a general appropriation, it is intended, would be set aside as only a special incentive, and in addition to the other sums that might be appropriated for promoting the various aspects of vocational in- —393— structions, as in agriculture, home economics, trades and industries or in preparing teachers for such education. These other various sums might be allotted according to provisions modified after the provisions contained in the Page Bill of the Sixty-second Congress. (Calendar No. 48, S. 3.) “Whatever may be the recommendations of this Commission and any final action upon the part of Congress, as a citizen of our whole country and as a southern man, I desire to register approval of the Movement to extend federal aid to the vocational training of the Masses under wise conditions of inspection and distribution. The public schools are not a failure, but much of our secondary and college education bears the taint of the formal disciplinist and of the classicist of a dead generation. The need for making education a part of life is evinced by the multiplication of fraudulent schools and shallow de- vices that are offered as short cut avenues to success in skilled occu- pation and honorable livelihood; the need of a practical education that develops skill, knowledge and morals is also shown by the presence of thousands of incompetent, idle men, paupers, the needlessly dis- eased, the criminal and the insane. In a general movement for the increase of individual power through skill and knowledge, and for social betterment, employees and employers, all factions and sects, all citizens may unite.” The Smith-Hughes Vocational Bill. As these pages go to press the Smith-Hughes Vocational Bill is being urged before Congress, as providing federal aid and stimulation to vocational education, and as a part of the preparedness program. Interested in various phases of the pending bill are: The National Society for the Promotion of Industrial Ed- ueation, the National Education Association, the American Home Economics Association, the American Federation of Labor, the United States Chamber of Commerce. SECTION XIX. CONTROL AND ORGANIZATION OF THE DELGADO SCHOOL. I. THE PROBLEMS OF DUAL AND OF UNIT CONTROL. The will of Mr. Delgado bequeathing the residue of his estate to the City of New Orleans for the establishent of the Central Trades School has resulted in the placing of the funds in the hands of the Commission Council of the City of New Orleans. After this Survey shall have been considered and after the site has been selected, and the school erected, the question remains, ‘‘How shall the Delgado School be organized and controlled?” There are friends of education in the City who have expressed a desire for a separate controlling Commission for the Delgado School; there are others who would turn over the institution to the Board of School Directors, with or without reservations. The first plan, control by a Special Commission, independ- ent of the Board of School Directors, implies the danger of an intolerable dual and competitive system of public educa. tion. The second, control by the Board of School Directors, or the unit system, is complicated by various conditions owing to the near-industrial and other unique features of a genuine and efficient trades school for boys and men. Legislative proposals and enactment in many states re- lating to vocational education, the recent work of the Fed- eral Commission, and scores of articles in the educational journals—as well as our local interest, are evidences of the vital importance of this subject. At the outset of our work in New Orleans a fair consideration of both sides of the question is advisable. , 395 —396— In order to present an unbiased exposition of an array of arguments commonly presented respectively by the ad- vocates of the unit and of the dual control of vocational edu- cation, we shall quote verbatim the briefs issued during February, 1915, by the United States Bureau of Education. More complete statements of the arguments may be found in the following: Principles That Should Underlie Legislation for Vocational Educa- tion, by Dr. Edwin G. Cooley; Proceedings, National Society for the Promotion of Industrial Education, Philadelphia, 1912, p. 146. The Need of Vocational Schools. Report to the Educational Com- mittee of the Commercial Club of Chicago; Educational Review, De- cember, 1912, p. 433. Criticism of the Chicago Commercial Club and its Vocational Ed- ucation Bill; Vocational Education, September, 1913, p. 24. Vocational Education and the State, by Dean Eugene Davenport, College of Agriculture, University of Illinois; School and Home Edu- cation, December, 1914, p. 131. An Undemocratic Proposal, by Professor John Dewey, Columbia. University, New York, N. Y.; Vocational Education, May, 1913, p. 374. BRIEFS CONCERNING UNIT AND DUAL CONTROL OF VOCA- TIONAL SCHOOLS. Arguments for Unified Organization and Control. 1. Separate control would divide and duplicate the administrative educational machinery. 2. Separate control would tend to stop the movement now under way to vitalize general, academic education by the introduction of new activities. Separate vocational education would leave general edu- cation to stagnate in remoteness from the realities of contemporary life. 3. Separate control would tend to check the movement to keep pupils in school for a longer term of years, since many would leave a purely academic school at the earliest possible moment in order to get their “working papers,” trusting to the part-time or evening schools for further training. 4. Separate vocational schools work to the disadvantage of the pupils because of the narrow type of work such schools would be forced to offer. 5. Industrial workers should not be subjected to a training for efficiency separate from education for citizenship, intelligence and character. — -3897— 6. Extreme subdivision of labor, rapid changes in industrial meth- ods and mobility of the laboring population are reasons against trade training which is not an integral part of a general plan of education for industrial workers. 7. Separate schools for industrial workers would not harmonize with a policy of discouraging undesirable class distinctions. 8. The experience of several States, but especially Massachusetts and Wisconsin, has not developed strong popular demand for separate vocational schools, independent of the regular public school system. Massachusetts began by organizing a special commission on industrial education, for the purpose of administering the law and fostering tne development of independent industrial schools. After experimenting with this plan for a time, the separate commission was abolished, and the responsibility for control and administration of all forms of edu- cational effort was lodged with the State Board of Education, while local boards of education were given the power to organize vocational schools in connection with the regular public school system. The Wisconsin plan, which has been cited as a successful example of separate administration, does not, strictly speaking afford separate, independent control of vovational schools. The State Superintendent of Public Instruction is, ex officio, a member of the State Commission on Industrial Education. Wisconsin, it should be noted, has no State Board of Education. The city Superintendent of Public Schools is, ex officio, a member of the local Board of Control for Vocational Schools, and it is provided by law that the other members of this board shall be designated by the local Board of Education. The State official in charge of the administration of the law governing vocational educa- tion is a deputy in the office of the State Superintendent of Public Instruction. 9. The experience of agricultural college administration in the State seems to demonstrate the wisdom of developing such a college as a department of a university rather than as a separate institution. The presumption is that similar experience would be encountered in the secondary school period. 10. The establishment of separate vocational schools would result in the subtraction from the regular public school of all the most en- ergetic pupils, except those who are bent along literary lines to the detriment of both types of schools. 11. If it could be shown that adequate vocational training can be given only in separate schools, it would still be financially impossible to establish as many schools as there are vocations, except in densely populated large cities. 12. Separate control of vocational schools would obstruct, if not prevent, that readiness of transfer from one type of school to another, so desirable for pupils during the early period of differentiation of courses that would be facilitated by the organization of all forms of education under the control of a single board of education. 18. The experience of boards of education in handling drawing and manual training does not forecast with certainty what their experi- ence will be with industrial education. Both boards of education and popular sentiment have changed materially since the early days of misunderstanding of the place of practical activities in an educational scheme. —398— 14. The recommendations of the Commission on Federal Aid to vocational education and the provisions of the proposed act dealing with this subject, now pending before Congress, accept the centering of responsibility for all forms of educational effort in one office or board as the logical method of procedure. Arguments for Separate Organization and Control. 1. Separate vocational schools represent an effort to do for the ordinary vocations what is now done through existing schools for a very small ciass in professional and managerial positions. 2. Separate organization and control of vocational schools is a direct and practical effort to solve a specific problem, unencumbered by subsidiary attempts at the reform or reorganization of present school system. 3. Separate vocational schools are intended to supplement the work the existing schools are now doing, not to compete with them. 4. Separate control of vocational schools is necessary to protect them from unintelligent management, obstructive opposition and pedantic diversion from their real purpose on the part of unsympa- thetic school officials. 5. Separate control of vocational schools would prevent the work from being culturized and made ineffective by impractical school teach ers. The experience of drawing and manual training in the public schools is cited to illustrate what is to be expected if this new problem is turned over to the same people for solution. 6. Separate control of vocational schools is necessary to secure practical and vital co-ordination with the real work of the world, and the co-ordination of persons who carry on the vocations—employer and employed. m 7. Experience has shown that vocational schools are successful only when administered by the class of men and women with whom the youth will be associated during vocational life. Applications of general education to vocational life can be made only by men and women who know the vocations. 8. Separate control is necessary because adequate preparations for vocational efficiency can be given only by those for whom this task is the chief and dominant purpose. 9. It is impossible, with the pressure of existing duties and re- sponsibilities, to provide the proposed instruction in the present system of elementary and secondary schools. 10. Separate administration and development of new types of school are necessary because existing facilities fail to reach a very considerable proportion of our boys and girls. 11. Separate control and separate support are necessary because present school revenues are insufficient for the present needs of the school. —899— I. OUR RECOMMENDATIONS FOR THE CONTROL AND ORGANIZA- TION OF THE DELGADO SCHOOL. It is believed by the writer that nearly all of the benefits of a dual system, without some of its dangers, can be se- cured by control of the Delgado School under the consti- tuted school authorities, provided certain conditions be carefully and vigorously observed. The conditions of a plan we have devised which contemplates turning over to the Board of School Directors the matter of organization and control of the Delgado School are presented below: See A. B. C. D. E. In this connection we may pause to regard the new school law of the state, as amended in 1914. Section 70. (As amended and re-enacted by Act 158 of 1914.) All the public schools of the Parish of Orleans and the management, prop- erty and appurtenances thereof, and the course of study and grading thereof, including the text books to be used therein, shall be uncer the direction and control of the Board of Directors of the Public Schools of said parish. Said board shall consist of five members. The first board shall be elected at the regular Congressional elec- tion in the year 1912, and shall hold office for four years; provided, that at the regular Congressional election for the year 1916, the Board of Directors then to be elected shall be divided into two groups, the first group to consist of the three members who received the greatest number of votes, who shall serve for a term of four years; the second group to consist of two members who received the least number of votes of those elected, who shall serve for a term of two years; the successors of the members in the two groups shall be elected for terms of four years, provided that the said elections of the Board of Directors of the Public Schools shall be non-partisan; that the names of all can- didates for election shall be placed in alphabetical order in a separate column of the ballot under the general heading “Board of Directors of the Public Schools,” without reference to party affiliations or other in- dividual designation whatever, and that the said candidates shall be nominated by nomination papers only, signed for each candidate by not less than 100 qualified voters of the Parish of Orleans; said nomi- nation papers shall be furnished prepared, subscribed, certified and pro- mulgated at the time and in the manner and form provided for by the General Election Law, i. e., Act 152 of 1898, in so far as the pro- visions of said acts are not in conflict herewith. The candidates re- ceiving the greatest number of votes shall be declared elected. All vacancies occurring on said board for an unexpired term of one year or less shall be filled by appointment by the Governor, and all other vacancies shall be filled at a special election called by the Governor. The members of said Board of Directors shall be elected from the city at large under the general election laws of the State and —400— in the same manner as are the members of the several parish boards of airectors throughout the State, except only as to the provisions herein made for non-partisan elections. The election or elections herein provided for shall be held under the general election laws in so far as they are not in conflict with this act. A. BOARD OF SCHOOL DIRECTORS TO CONTROL. Control and maintenance of the Delgado School should be relegated under special Ordinance by the Commission Council to the Board of School Directors, with these pro- visions (B. C. D. E. F. G.): B. ASSOCIATE COUNCIL FOR DELGADO TRADES SCHOOL. The Commission Council of New Orleans shall elect, upon nominations by the Mayor, an Associate Delgado Trades School Council constituted of six members not members of the Board of School Directors, except as specified in the case of ex-officio members below. They shall serve without pay. Two active manufacturers of New Orleang, Two active wage earners of New Orleans in mechanical trades. Two other public spirited citizens of New Orleans chosen for ability, education and interest in industrial training. President or a member of the Board of School Directors, ex-officio. The City Superintendent of Schools, ex-officio. The Director of the Delgado School, ex-officio. The Board is to be non-political and non-sectarian in its personnel and functions. The members of the Associate Council are to be appointed in rotation, for one, two, and three years, respectively, -by the Comission Council of New Orleans upon nomination by the Mayor and with the advice of the leading industrial organizations of the City. —401— C. DUTIES OF THE ASSOCIATE COUNCIL FOR THE DELGADO SHOOL. All of its actions subject to the ratification of the Board of School Directors of the Parish of Orleans, the Associate Council shall have regular bi-mouthly meetings and a regu- lar report in writing of each meeting shall be transmitted to the President and Board of School Directors. This Associate Council shall assist the Board of School Directors in a manner untrammeled by tradition of con- ventional education, but ever conserving the welfare of boys, and in sympathetic, intelligent touch with employees and employers in the mechanical trades and industries of New Orleans. It should endeavor to see to it that the dis- tinctive function of the Delgado School shall be the prac- tical training of boys in mechanical trades, although some of the work may include practical English, shop, mathemat- ics, mechanical drawing, sanitation and hygiene. Thus the vital and unique interests of the Delgado Central Trades School for Boys “instead of being tacked on to the multi- plicity of interests of the regular board, receives at once the’ undivided attention of an associate board especially in- terested in the development of this work.” It is expected that the Associate Council shall render as- sistance and advice to the Director of the Delgado School and Board of School Directors in the selection of teachers of practical trades experience and in adjusting their sal- aries. Especially is it desirable that the Associate Council should labor to bind together continually the regular school system, the best civic interests of our industries and of our wage earners and the work of the Delgado School. D. FURTHER DUTIES OF THE ASSOCIATE COUN- CIL FOR THE DELGADO SCHOOL. The Associate Council shall appoint Advisory Committees from each of the industries or trades represented in the course of the Delgado Trades School, and these Committees —402— may be called upon from time to time for advice or inform- ation regarding the trades and industries represented by them. At the outset there would be an Advisory Committee from the Metal Working Industries, Advisory Committee from the Building Trades Industry, Advisory Committee from the Printing Trades Industry, Advisory Committee from the Power, Light and Heat Planta. Each Advisory Committee shall consist of four represent- ative men of good character, two employers and two wage- earners for each Committee. E. RELATION AND COMMUNICATIONS OF THE AS- SOCIATE COUNCIL WITH THE BOARD OF SCHOOL DIRECTORS. The Associate Council in addition to its regular meetings may assemble at the request of the Board of School Direc- tors, who have the right to adopt or reject any measures proposed to it by the Associate Council. Communications of the Associate Council will be made di- rectly to the Board of School Directors and the Director of the Delgado Schoo] will act as presiding officer ex-officio at all meetings of the Associate Cowncil. F. DIRECTOR OF THE DELGADO TRADES SCHOOL. A Director of the Isaac Delgado Central Trades School should be elected by the Board of School Directors after thoroughgoing investigation throughout the country to find the best men and with the advice of the Associate Council and upon nomination by the Superintendent of Schools. As often pointed out in this report, the type of leader put in this position will largely determine the success or failure of the Delgado School. If there were available in New Orleans men trained in the conduct of modern trades schools for boys it would be de- sirable to choose them from New Orleans. It is believed that the Board should have entire liberty in the educational —403— field for discovery of the right man. This liberty to call a man regardless of geographical location is recognized and practiced in New Orleans by the churches, universities, colleges, hospitals, banks, railroads, factories, newspapers, commercial and labor organizations. It would be ridiculous and deplorable to limit the choice of men to do a technical piece of work for the great cause of education, to those who are qualified electors of New Orleans. It is specially recom- mended concerning the Diretcor that: (1) The head of the Delgado School should not be de- signated as Principal, but as Director or Superintendent, as is the case in certain trades schools well-differentiated from the conventional academic or commercial high school —for example, as at Worcester, Williamson, and Ranken. The Director should be given a wide range of responsibility in the organization and conduct of the school, purchase and disposition of products, nomination and discharge of trades instructors, who cannot be employed satisfactorily under the existing customs of the public schools. The Director of the Delgado Trades School, an expert specially qualified both by preparation and experience for his position, should work in harmony with the Superintendent of Schools. He Should be treated by the Superintendent of schools in the same way so far as his recommendations are concerned, as the Superintendent should be treated by the Board over him. G. THE STAFF, INSTRUCTORS AND ASSISTANTS. The number of instructors will depend upon the size of class groups and the attendance of boys and men respective- ly in preparatory trades, day trades, night unit trades courses. It is believed that the greater attendance will be within the preparatory trades and in the night unit-trades courses. An estimate for the initial organization is as follows: —404—. ADMINISTRATIVE TEACHING One Director One Printing Trades Instruc- One Chief Clerk tor. One Stenographer One Machinist Trade Instruc- One Head Janitor tor. One Assistant Janitor One Carpentry Instructor. One Cabinet and Millwork In- structor. One Practical Engineering Instructor. One Fireman. One Mechanical Drawing In- structor. One Instructor Practical Eng- lish and Related Subjects. One Instructor Practical Arithmetic and Related Subjects, One Instructor Industrial and Personal Hygiene, First Aid, Safety, ete. One Lunch Room Manager and Assistant. With a shop-group unit of 20 boys, this staff should be able to care for 250 day pupils and, with some assistance, for as many at night. The training, the discovery, and the employment of trades instructors is conceded to be one of the most diffi- cult problems in trades school work. The unhappy acci- dent of employing on practically permanent tenure a per- son who is a misfit should be avoided from the beginning. The selection and nomination of these men should unquali- fiedly be in the hands of an expert Director of the Trades School—and the instructors should look to him largely as they would to the manager of an efficient industrial plant for promotion or demotion. The Delgado School will not be run efficiently if the special type of male instructors de- manded fee] independent of the approval of the Director —405— of the School, as concerns the quality and quantity of their tenure of position, and the consequent lack of discipline would be reflected in the students. The Delgado School should exemplify the best features of industrial and edu- cational conduct and organization. Two acknowledge experts in modern, industrial education, are State Commissioner David Snedden and Special Agent for Industrial Eduéation, Charles R. Allen, both of Massa- chusetts. They have formulated a statement of principles and policies relating to the training of teachers for voca- tional education, which is instructive. “1. One of the most serious problems of the industrial school of the future is to deal with adolescents, taking them as thcy come and fitting them for practical tests of social and industrial efficiency. “2. The ordinary type of pedagogical training as given to dig age teachers will not serve to adequately prepare them for successful service in such industrial schools. “3. Successful teaching must be based upon the real experience in the line taught. “4. Trade training alone will not make good teachers. “5. The industrial school has problems peculiar to itself, which call for special training for teachers in such schools. “6. We are not ee to secure good teachers for industrial schools by drawing teachers from regular public schools and giving them additional training. “{, Pseudo-experience, such as is ae by ordinary students in schoel and college shops, will not replace actual practical experience. “8, ‘Student’ experience under real conditions, such as is gained by a short period of contact with industrial environment, will not replace real experience. “9. A person who has passed through college, whether general or technical, by a continuous school process, is not likely to make a successful industrial school: cue bor to afford good material for a special training course for such. eachers. “10. We cannot secure as teachers in industrial schools, those competent to hold desirable and profitable positions in industry as long as we pay them on. the same basis as regular public school teachers. “11. In training competent industrial school teachers, we must expect a greater per capita cost than we are in the habit of expecting in training of ordinary school teachers. “12, A scheme for training industrial school teachers starting with adults who have already had successful experience as teachers in regular schools, is not likely to succeed. “13. A scheme of training will not be efficient which proposes to deal with those who bring to it only a general secondary school preparation, and which proposes to give during the college phase of their education all necessary training to fit them for successful teaching in industrial schools. “14. The evening course, which Pee to train persons with experience employed during the day, is only a partial solution of the problem, owing to- its inability to afford an opportunity for observation and practice in teaching: during -the course. “15. The German experience shows that the most effective teachers must. be drawn from the industries. 16. The most effective scheme known thus far is the German scheme, involving the following steps: (a) A technical training in the middle technical school; followed by (b) a prolonged experience as an actual worker in the- industry which is to be taught; (c) a return to a training course giving special training for teaching in an industrial school, accompanied by an experience as- an assistant teacher in an actual school. “17. In view of the fact that (a) we must get our efficient teachers from: the industries, and (b) that these people cannot afford to take full-time courses, the most promising plan would seem to be a course which provides for a series- of evening unit courses each unit dealing with some specific phase of the special instruction required for an efficient teacher; following this by employment in industrial schools as assistant teacher, with an obligation on the part of the- —406— mdustrial school to conduct a certain amount of further normal training work with these assistant teachers. . “1418. The most promising plan for training teachers for industrial schools would involve the following steps: (a) The gathering of the pupils with suc- -cessful experience in the industries; (b) evening unit courses for the student wwhile he continued te work at his calling; (c) each unit dealing with some 7phase or factor of the preparation required for an efficient teacher; (d) followed ‘by employment as an assistant teacher in an industrial school; (e) with obliga- ‘tion on the part of the school to give a certain amount of additional normal ‘raining to him after he enters the service.” Trades instructors need these generai qualifications (1) Practical experience as journeymen in the trade; (2) abil- ity to gain attention and liking of boys and to instruct them; (3) in addition to journeymanship, also graduation, or a considerable attendance upon the best type of trades school, such as Williamson, Ranken, or Worcester; (4) in- sight into the science and art of vocational education and pedagogy in general; (5) good character; (6) health. SECTION XX. CONCLUSION. oie Manufacturing or building industry, and education, are essential human activities having some mutual rewards. The one makes factory products, houses and ships; the other—the school—would make producers, mechanics, shige builders. Education seriously taken, as the formal attempt. to change children into men and women after an ideal of our own, is an undertaking even more complex and lab-- orious than the changing of raw materials into manufac— tured products, be these products houses or bridges, watches: or engines, drugs or dynamite. The day may come, there- fore, when we shall view infrequently, any part of the work. of the teacher being done by pedant or hireling—whether- in university or in kindergarten. The test of ability to produce measured results in the schools, the stamp of spec- ific training, fitness and manhood demanded in the best. types of industry, will also be required of men in the school. regardless of their academic degree—whether “honorary” or “earned.” The tasks of the teacher should be exalted. The hour has come when we know that public educa— tion must serve the needs not only of the 10 per cent of the beginners groups who eventually graduate from Ameri- can high schools, but also of the 90 per cent of the schook children who do not complete the work of the high school, much less that of the college. If we strive to have as the: mass of citizens men of healthy emotions, exalted senti- ments, efficient habits of work, breadth of knowledge and ability to appreciate something of the beautiful, the true,. the good in life—which is culture—then we must relate our- school work to the life of the masses, learn what this life of the worker is, and skillfully and reverently blend public: education and life. 407 —408— This Vocational Survey in its Two Parts is merely an ini- tial effort to help along this important movement, in a three fold manner, namely: (1). A plan has been de- veloped for a great school of mechanical trades for boys; (2) facts about industry and education have been corre- lated for the better mutual understanding of schoolmen, employees and all citizens; (3) we find in these pages con- siderable information useful for the vocational guidance of youth. It is a significant thing in a year of financial] and political stress that the public authorities of New Orleans have encouraged this movement—one in which all good men can unite. It is hoped that some of the suggestions and rec- ommendations embodied in these pages will prove to be of permanent value. There are advocates of the doctrine that all men in youth, rich or poor, plebeian or aristocrat, ignorant or intellectual, should know a mechanical trade. If this conviction were held by all, the work of the trades school would blend with that of the elementary and secondary schools in general. Lawyers, doctors, ministers, teachers, musicians, artists, writers, bankers, proprietors, clerks, public officials, ser- vants—these, as a rule do not learn in youth a mechanical trade. The prevailing system of life does not require this. We have not been obligated therefore in this report to con- sider the attractive vocational opportunities open to boys in these great service groups. The wide-world is open to ambitious youths with ability and health. Probably the majority of human beings who work are content to fit into a ready-made berth, and seek or fill a “position” well-defined, conventional, and that de- mands from the worker little originality of skill or knowl- edge, action or thought. This is partly the result of econ- omic conditions, but it is also a manifestation of the habit- tendency of human nature which has been called the fly- wheel of society. This tendency towards uniformity, even towards mediocrity, is therefore not altogether an evil to society. What we desire is not futile striving for genius and —409— wholesale creation of leaders, but rather to bring into the occupations of mankind health, efficiency, happiness, fair- ness, and justice for all, along with open opportunity for the exceptional ones who may nourish the spark of genius. INDEX. aoien regulator ........-+-ee0- ane pe ieee committee......147, 400, 401 Agent, canvasser, collector........ 32 Agriculture, dairying, Hosiea wae 278, Has 276 Air brakemen ...........404 72 Allen, Charles R......... Baha otis 405 Ambition and youth............. 408 American Federation of Labor.... 150 Anchor maker ........-0 ee eeeeee 263 Angle smith ...........0e2-0005. 263 Apprentice—29, 37, 39, 42, 45, 50, 60, 61, 4, 89, 117, 126,'145, 188, 189 Architect ...0ccececeececeees 32, 355 Arc trimmers ...........---000e 83 Armature winders. .70, 72 83, 100, 256 Artificial limbs, surgical supplies... 247 Artificial stone ........-....005 257 Artists, sculptors and teachers of BDTE sol oiiewiadahlonie Ses ceibuousene 32, 185, 189, 190 ASSEMDIOR ses gcse tides sien wees 37 Assistant engineers ..........55- 82 Associate Council ............55 400 Attendant ...............-- 32, 70, 256 Automobile helpers .........-..+. 57 Automobile industry ........... 55, 58 Automobile mechanic ..........- 5 Automobile machinist ......... 56, 76 Automobile painters, trimmers, up- holsterers, finishers, wheelwrights 57 Automobile repair man ........ 39, 56 Automobile service man......... Automobile tire repairs and vul- CAI ZEEE 38-5. ones lark Reais Byes SRM 57, 73 B. Baggage men and freight S70 35 31 Bakers) io cs. scgsagaes 70,253, 257 Baking powder .............2005 257 Bankers, brokers, money lenders. 31 Barbers, hairdressers, manicurists, 32, 69, at Bar tenderS .........ceccceees Basket and wu lowmare é 257 Bawden, William T..... 10 Beamers, warpers and slashers 30, 233 Behrman, Mayor Martin..... Beginners is Al tasted Reece eels Belts: 2254s anriccared 2% 2 Billiard room, dance hall keepers.. 32 Binder and packer.............. 107 Blacksmith . .s4s«c«s 29, 37, 59, 70, 72, 73, 82, 83, 107, '256 Blind-alley jobs ..........e.e0e% BOCK: Di Gr vosses sricie'savaveiser'e abje ya cecesiagene 108 BlowerMan: ii ssicc-ceeirvncesae eee 70, 256 Blue-print man 70, Boarding and lodging housekeepers. 32 Board of School Directors— 1, 10, 384, 408 Boat and shipbuilders .......... Boatmen, canalmen and lockers. at Bobbin boys, doffers and carriers. 30, 233 Boiler attendant and helper...... 8) Boilermakers . .29,37,40, 45, ue 72, 256 Boiler washer ........5. ; , 69, 82 Bolter) s.uen suave cacenwanntie des ove wee 107 BOM OR oats 2a. BS) ocd apache bagevinnis. See veve 83 Bookbinding and blank bookmaking 182 Bagh eenerts cashiers and account- WES oe 8G 22 e Ca WARE OS SER 32 Bootblacks ....... ee 32 Boring mill hand ............... 387 Boston ......... aiigdalantSverpre-acaceheee 2 BVAROMNAD 6 e58 cove e ees ne she ES 31 Brass molders ....-+seeeeeere . Breweries ......0eeeeeeeeeeeree 257 Bricklayers ..83, 149, 159, 161, 288, 326 BrickMan ci cee vences anes x , 10, Bridgekeeper ......-+-++-eeeseuee Briefs concerning unit and dual ” PODEPOL og ae epee gma kW em cie 396, 398 Broom and brush makers........ 134. Buffers and polishers .,.......- 29, 35. Building contractor .........+.-- 29 Buildings for the Delgado School— 51, 354, 355, 358, 360, 362, ae Building trades... ....seeer eee Buen’ oo. iessyecayery Mei sO SS jor Bung borer operator ...-..-.-. 130, 132 BUS DOY? -i.i0eu feye opactiss)ineineva sg vie sdander ennai 254 Butchers and dressers .......-.- 29: Cc. Cabinetmaker .....29, 72, 124, 125, 126 Eablemans x i occ saieve ayes dra ay s-sreracehs 83, 94% Cable foremen .......-...++5 pe. OF Cable helpers .........--.22-22- 94. Cable splicers .........0+.6- 70, 94, 256 Cable testers .........eeeerceee 95- Candy and confectionery making— £22, 225 Caning chairs ........-.++.-++- 128. Canning and preserving......... Captains, masters, mates, pilots.. . Carders, combers and lappers. Car fillers ......... Carnegie Tmatleute of Technology Car: palmter® ace ose ervceie g.0:6 eeueveceus 15) Carpenters cca xewn 29, 70, 82, 83, 107, i 56 ‘288, 344 Carriage and hack drivers Carriage men .......... Cans and Seamed ware . Carters .. Carvers Casting cleaner Calkers Central office men Chair making . Chain maker .. Charwomen and cleaners Chauffeurs ............ Checker .... - 107 Chets) wcncis.oee . 254 Chemicals and drugs ... «224, 257 Chemists, assayers, metallurgists. . 32 eee UID: grain voticariablans caeriero vas Nene 25 Chicago: soviece-sissvaaa nerds careers Chief “netalies Vices faire teen eta ats yt Cigar and cigarette makers. 7, 208, 211, 212, 215 Cistern Maker scasceeeug egy ae are 134 City government, mechanical occu- DAELONS 2575552 2 eens eyes ee Sa eaters Civil and mining engineers and sur- WOPOUE: oda ane heer a iG aa oa Claxton, Py. Pisses cs ed Serna 271 Clay, glass and stone........... 30 MOT OE EVO cae hie orcas asc dome » Be Clerks (except in stores)........ 32° Clerks im StOreSs sc s.ccxcues sade 3r Clerk for chief installer ........ 96° Clething industries ........... 30, 257° COULE TORSUOS gis nono ed Kame ssid gue 257° Coffin maker ..............4 132, 144 College presidents and professors.. 32° Colored children ....... Baek , 286. Commercial travelers ........... 31 Concrete bIOCES 6 ¢sccsyescas eee 2OT CONGDMENTS 644 eeaa seen See apaes 257° ConductOrs ...... eee ee ewe ee eee 31, 82° Commission Council ..... 1, 10, 11, 384 Compositors, Hnotypers, typesetters— 9,172, 176, 178, 181, 192, 193 Conservation of resources........ 268 Cooks +. .70, Coopers Cost record systems Cost of Delgado School. Control of Delgado Schoo Coppersmith ........... Cordage and twine Core maker ...... ‘Cork stoppers Corre, Emile . -Correlating industry, r cation ‘Cotton mill operatives ‘Cotton seed oil Cotton yardmen .............4-- ‘Courses of study related to in- GUSERY oti 0 (52. lesa tie-c a0 Sy0lt 05. Courses of study for the Delgado School sccea- ww w-se-sataraces , 303, 309 ICOUNTER* 2g mssyeustete.tie ise Gteea ns eles 107 FCVANEMED esses so-8 s acdieeaie 70, 82, 256 ‘Creosote [umber ... «6.26 enes eens ‘Crozier operator ............ 130, 131 ‘Cut-off SaWyer ...... ec eee cease 09 ustodian of buildings ......... 96 Te Dairying and horticulture. we 4 Re Daniels, Josephus ........ 260, Ol, 263 Decorators, drapers, windy dress- OTS any cane 5, 31, 154, 156 Deliverymen ...........0.2e+e08 81 .2, 4, 375, 383, 384 ‘constructio onD— 355, 358, 360, “3 Delgado, Isaac Delgado School, Dentists: sccasirey ws0 acouyarcyae aes Designers, draughtsmen, invent- OES! 5p: so: c ssusyncavaciene a cnrcuepaderanceneengers 32, Die makers ... 54, 73, 221 Dinky operator .........+e0+--s 09 Disposition of products. ..147, 388, 401 Director of Delgado ‘School 88, 272 , 403, 404 Dishwasher ..........-0eeee cece 254 DIVELES: scenes. 6508 weenie, ears 69, 250 Division plant supervisor ....... 95 TDOBRLOLS: ecssesesaces 0.5 evevecsvens ave Ss as 1ut Doper pitmen .1..-... esse eens 83 Doweling machine operator...... 120 WLAPCIS wscise oie se Grneuanarare ease wee 156 Draughtsman ..70, 72, 73, 156, 256, 330 Draymen, drivers, teamsters, ex- pressmen .. .. ..... 31, 70, 221, 256 Drawers, rovers, twisters...... 30, 233 Draw saw operator ..........--. 109 Drawing of initial buildings of Del- gado School ...s.s«ees nes 358,362 Dredge operator ........-eeeeee 70 DLCIRCRS os. h 5 eee ee eee ER 256 Dessamnkend and seamstresses. 39 Veli Wand «vw ie-ccw sere cow «mci wd 37 DYGES. Beavis ee yo wmeareen etre eee oiirerreons 29 E. BidgeermMay 2. specs s eee eien es 110 Edgerman helper .....-.---+-+-+ 110 Hdgerman off-bearer. ......ee- eee 110 Education defined .........-++.: 407 Efficiency index, New Orleans en eR age rns teen “ emental occupation ,.......-+: Electrical manufacturing ..... 91, 100 Electrical piano ejunian. Electricians Electro plater Electrotypers, iereidgpcin” lithographers .. 20, 18s, 186, i, 192 Elevator tender .... 0, 256 Embosser .... . : ‘0 Employers replie: ~...68, 00, pe 196 Engineers ... . 29, 72, 83, 84, 85, 110, 118, 120, ‘136, 132, 321, 234, ce LD AUG «sce asec a6 4 aviansies lone tec enacted 321 Engravers . - 29, 183, 184 Equipment . , 178, 177, 179, 204 381 Evening course . 312, 7 rig ord 136, 137, 140, 153, 161, Tee 177, 183, 188, 197, 208, 215, Bes" 228, 240, 244, 246, 248, 249, 252. Evermann, Barton W.........00- 271 Examples of trades schools....... 322 Express messengers ...........- 31 FB. Factory industries of New Orleans. 25 Faculty of Delgado School....... 403 PR TINOES® so saccccaseseinis: €: «1 8:0 sa iaioneasiaiesenene: 6 Peed erale:Qh dls. siiicccvacs co0.eys wo levecacaeieve 390,391 Federal Commission ............ 391 Feeder of band saw .........+-. 110 Feeder of matcher ............-+ 107 Feeder of rip saw ...........--. 107 Feeder of surfacer ......-..+--+5 110 Fertilizer ic c-ssciiars aeoavaie emcees 257 WieldMeN 2s se aresiarwier wore aaa wavecesers 83 Filers, grinders, buffers, polish- ODS S 2s as aaara cesnaensautac dMaueastielee Oe 108, 256 FINANCE fo). ove sace ehavacsuedniesana:siei0-a 3, 385 Finishing furniture ..125, 128,129, 156 Firemen . . 29, 32, 70,82, 83, 96, 109, 256 Fishermen and oystermen. 5, 29; 268 Fitters : Flavoring extracts .. Floor cleaners Floorwalkers and overseers 31 Floral industry . . 274 Food industries 0, 268 Foresters 29 Forgemen ......... 29, 72 Foremen. .29, 31, 37, 41, 42, 45, 46, 47, 48, 49, 50, 51, 52, 70, 72) 73, 82, 83, 87, "95, 109, 124, 128; 190, 356. Foreword of ‘author..... Foundry, machine-shop products, shipbuilding Frame maker . France .. Freight handlers Furnacemen, smeltermen, heaters, pourers, puddlers a. Cence arm ne ae aes 81, 55, 58 ardeners, florists, fruit growers— 29, 2, 256, OT5, 276 Gas fitter ... .30, 149, 161, 163, 164 Gas maker ...-....ceeeearenees 83 Gas-producer man .......-.++-+- 264 Gateman ....... cece eee e ee eeees 110 Gauge observer ......---2++e8003 256 Genius and medlncrity anbiGReeeis 408, 409 WietONY 4 e2xqe sd enews a omnes 320, 405 Glass BIOWEES 2446s es ge erwna ne de 29 Glazier .....9ccaes 8 seMaweere eas 117 Qrader® snes ccnccdc an aseat erste 70, 256 Grass cutter .....-- eee ee eeenes 110 Guards, watchmen, doorkeepers.... 32 Guide and piston man .........-. AT Gustafson, Lewis ..........+-+65 10 i. Hammerman ............00008 29, 256 Hampton Institute ........... 167,347 Hand machine operator ......... Harness and Saddlery .... Harness maker . Hat cleaners ... Head linemen ; 2 9 Heading-up-machine operator. .130, 131 OID OL oes e rae e386 S sieves » 70, Hod carrier ... es Hog chain operator Hoopmaker Horseshoeing ........... Hosiery and knit goods ........ . 258 Hostlers and stable hands. .31, 70, 256 Hotelkeepers ........... itera sseo8 32, 70 Housekeepers and stewards..... 82, 70 Hydraulic press ..........e00005 82 I Ice and cold storage ............ 258 Illustrations, list of........... xi, xii TUE. ss eww eoengp een’ é < ae BER 258 Anfunction: s eiccweos boc oe 4 oeeow 11 ANBtRIERS? sae cciacgaiece tie ag se acalorers Insurance men .......... wxsiettene | Oi, International Typographical Union.333 Initial course of study .......... 308 MOOLA MG oo ssucicicecsvevecevare sr aceserese cee teveye 322 Iron and steel .............000. 30 Iron worker, outside ............ 53 J. SS CKMB M2 a 5h 2 5d tre crganeeiee Sie-acanemoens 110 i Janitors and sextons....32, 70, 96, 256 Jewelers, goldsmiths, silyersmiths, watchmakers .. Joiner Keeper ..... Kiln operator 130 Kohn, Joseph .. ais 287 Knee bolter and helper 110 Knot sawyer ......... 110 L. DAROPEP gcse sawas a 81, 32, 70, 110, 256 Labor unions ....5, 69, 84, 86, 97, 99, 140, 150, 158, 194, 207, 208, ‘281 Lafaye, BD. B Lane Technical School... . 830, 368, 380 La Nouvelle Ecole d’Arts et Me- tiers de Paris . ek eae. & Seat 873, 378 Laundry workers not in laundry... 32 Laundry workers ,........... , 241 Lawyers, judges ............... 32 Leather workers ............... 264 Letterer and grainer .........22; 264 Linemen ., ........... 70, 83, 95, 256 Lithographer .............., 189, Leaders ................ 110, Locomotive engineers .......... 1, Locomotive firemen ............ 31, 49 Log deck man ................¢ 111 Loom fixers .............. «+» -80, 233 + Lonpetioremen and stevedores. .31, 258 Lumber and its remanufacture. .30, 103 Lumbermen, raftsmen and wood choppers ........ M. Macaroni maker ..........25+5 . 225 Machinist ........80, 70, 72, 73, 75, 82, 111, 180, 198, 256, 325, 340 Machine repairer ......... ed bes ore 3 Machinery equipment for Delgado School ...... 375, 376, 377, 380, 381 Magnet man ........ eG ES ie ws 18 Mail carrier ........... 20.005 ei fi 31 Maintenance of Delgado School... 387 Managers and superintendents.... 30 Manual trainin, 32 Mason }, 82, 226, 256 Master mechanic 70, 82, 256 Mattresses .........ccesescncses Mechanics ......... 70, 96, 256 Mechanical dentistry .. 65 Mediocrity ....... 08, 409 BIGHOS «4 veeeaa hes us -. 264 Messenger, bundle and office boy a ? Metal beds and springs.......... 59 Metal plating ...............05 54, 63 Metal working industries ........ 8 Meter reader ...........0.- ..70, 256 Milwaukee ............005 ieee 2 Mirror and glass ........ eee 258 Mineral waters .............0. . 258 MULE OTE 15 ince sancceuaiy es on0.'6 acanele earnas 30, MU MeN. os scceiieis coo hee 53, 264 Millwrights and toolmakers - 31,78, 11,121 1 Milwaukee School of Trades... 12, 846 Miscellaneous industries and occu- DACIONS) i560 6.025 cee 86 6S oe scsiai a, ba 207 Molasses and syrup making ...... 219 Model maker .................. 13 T Molders, founders, casters. . . 80, 87, 72 Molder setter were e tweens tre eeee Monotypers and linotypers.181, 192, 193 Motormen ... saan ly 82 Moss ...... -. 258 Mosquito bars 258 Mule boy ...... ae 111 Musical instrument makers . 237 Musicians and teachers of mus $2 N. Nailing machine operator........ 120 Naval authorities ............1) 259 Navy yard positions .......... °° 268 Negro boys .................... 287 Negro department .............. 285 ewman, Harold ............ +s. 10 Newsboys .............205... 31, 258 Newspapers and periodicals .. -191, 192 New: York sage cd ve cists oo ee 2 0. Oakum spinners .............,. 264 Occupational changes ........ 19 Occupational preferences ...... 5 «. 29) Occupations, the study of «15, 16, 17, 18, 23, ae, 107 Off-bearer ......... 11,112 Office boy .... - 70, 256 Officials ...... en wi ae sok BO Oiler 5 Seaecieacs Se 30, 70, 80, 82, 88, 256 Oil, gas and salt well operators. . 29 Operator .........,. . -29, 70, 156, 256 Optical workers ............. oe. 281 Ordnance men ........ 264 Organization of Delgado. School 396, 390 iv, Outline of Part One of Survey 6 Outside iron worker 42 Over-age pupils ..... 291 Owners of log and timber camps. z2y P. URE Satine icwriwaeeeescs -95, 112 Painters, glaizers, varnishers, enamelers . -30, 70 we 83, 96, 149, 154, 156, 256, 288 Paint and varnish ............. 408 Pantryman . 254 Paper POPES 64 ecanavce dvs dea ee 254 Paperhanger ... 0, 149, 156 Patent medicines ............... 258 Pattern maker ....... 72, 137, 146 Part-time classes .314, 315, 77, 88, 127, 186, 137, 140, 153, 161, 164, 166, 177, 183, 188, 197; 208, 215, 223, 228) 240, 244) 246, 248, 249, 252° Paver ..........0-- . 70, 82, 83, 256 Petroleum refinery «se. 258 Photo engraving . 184, 188 Photographers ... 185, 258 BUY Si Chang). oo i6:0-aysiengreteceveeare os ceeacaes Piano and organ tuner 1, 238, 240 Pile driver ......... -. 264 Pipe coverer .. . 264 Pipe fitter ... 2, 82, 83 Pipe layer .... 70, 256 Pipeman ........ 256, 258 PIONEN o5¢cece%d. & 82, 83 Planer hand ....... 37 Plant engineer ....... 95 PlayereManis scsi. je aecshiwve auavateretette 240 Plating and polishing Mise deh oe 83 Plasterers...... , 156, 165, 166, 288 Plumbers, gas ae "steam fitters— 30, 70, 149, 161, 208; 164, 256, ont Policemen... 22.000... eeveceee POnd-Wabsvacetes & Kee eS eERS 113 POtte ry ss cssiczszesiverscas aap Roose Binal ves 258 TRORLCRE isicocisse, co; sa tevekoveres ks wrelensiete 70, 256 Portland, Oregon ...........06. Power, light and ie plants— 88, 235, 379 Practical Trades Weparcaene” 309, 4, 77, 85, 88, 127, 136, 137, 140, 144, 158, 161, 164, 166, 177, 183, 188, 197, 208; 215, 223) 328° 240, 244, 246, 248, 249, 252. Preliminary view of occupations. . 13 Preparatory trades school.. .309, 74, 85, 119, 136, eer tae 144, 153, 161; 164, 188,’ 197, 208; 215, 223° 228, 20, 244, 246, 248, 249, 252, Pressmen .....2-0sse0: 30, 169, Printers....... 120, 122, 333, B38 Printing and publishing. . ~ 8,30, ne 9 Printing equipment.173, 177, 179, 380 Products, disposition of. “147, 388, ae Professions 408 Preprietors........ 6 eee eeeeeee 31 Proof readers .......2eeseeeree 193 Prosser, C. A.......... waeeee ates 10 Pumpmen........ eidectePenpesitseeved 82 Puncher and shearer...... ere | R. Ranken, Jr., The David School of Mechanical Trades. ...325, 367, 406 Railroad shop repair und = con- struction Railways, work ee Ready-made berths ............. 408 Reasons for preparatory trades de- DATUMEN Gs. oisce ecapasged. we eseomsarnioeene 306 Refrigerators .......... 122, 123, 128 Real estate BaRnts os eu Sted thasteceouel ede 31 ROA TOO 6555 Gis 5s, cas) see stv ern soroverenassaecg ae Register repairer eva Sec ese ese aUN Na Repairer.............. , 73, 83 288 Restaurant and lunch oles kee; OES, wyarecet ih erties ocecdaes acon sveverieire 2, a Retail dealers ............e000: Rice cleaners .... Ricks, A. G..... Ripgetic cs cane aeekieeheeteaveiscece , 82 Right of way agent............. 95 Rivet heater ............... 264, 265 RAVCCER a ccsaceeen am -geetecscereeiow RO RS 265 Road master ...............005 Rochester shop school 332, 346 OOMGE 656 sewmne 70, 83, 256 Roofers and slaters...... 30, 167, 168 Ss. Sad leM ae cctrsoerecs.. an deausioeotnads 70, 256 Salesmen........ 0. cc cece cece ee 31 Sailors, deckhands ............. 31 Sails, awnings, tarpaulins....... 249 Saloon keepers ..........-..0-. 32 Sash, door and blinds........... 115 Sth MOWIS. cusses cumeners 2 Saw and planing mills.......... 105 Saw filer..62, 73, 76, 108, 115, 121, Saw mill BOGUPeMOn. Sawyer . Scaler. Sealesman....... 2, Scientific ag lee: Scrapers Screwmen Semi-professional pursuits Semi-skilled eperatines Servants Setters sics- ‘ an8 Uniformity, tendency toward Oa ele Unit buildings..... 356, 362, 371, 313 Upholsterers ........206- 31, 83, 156 United States Bureau of Education 322 Vv. Valve Mal ... cece ese e cece eeeee 45 Veterinary surgeons .........+-. 32 Vocational guidance. .5, 290, 297, Wages, and ages, and schooling of DOYS. seiaiaresiceis, Ge ocd ce wirsvere ialiayce “eesa 293 WAGONS esate tobe ea wuece eee 258 Waiters ..4:eneees se 32, 70, oF 256 Washington ..... cess e ee eeeee 2, 890 Watch and clock repairing....... 66 Watchman ...........4+ 70, 113, 256 Water boy «ici ..ssvawenees , 256 Water tenders ........... 80, 81, 82 Warehouseman ..........006- , 256 WEAVERS? to ccsisais is averece a Jogudtenevatavins 30, 233 Welders! x novos 6 00 e aoe egepye; eee ae 9 Wentworth Institute.. 28 870, 371 Wharf builders .........+-.000. 264 Wheel borers ...........+.05- -» 82 Wheel machinists ............+. 72 Wheelwright ............... 83, 113 Williamson Free Betigol chanical Trades. 337, 340, 406. Willumen, Pass «ded. 5-6 fucdangies secce+ 2 Williston, Arthur L...... 10, 371, 372 Will of Mr. Delgado......... 383, 384 Wire CHIGE cicavcucganaee senses 95 WIPER cad ko ea BK een eee 264 Winders, reelers and spoolers. .30, 233 Windlass operator ...........+. 130 Wood box factory.............+ 119 Wood chain operator............ 113 Wood carvers .....ee eee ee eee 31 Work certificates ..............% 292 Wood finishers ..............0- 156 Wood furniture, cabinet work, re- frigerators .......-.eeeeeeees 122 Wood hauler ...........-ee sees 113 WOOd, piler’ ic. cciis os Srataretesaveve «aye, fost 113 Wood working ............. 145, 146 Worcester Trade pone for Boys, 324, 349, 366, 378, se Work, drudgery, vocation. .... 13, x. Yard CleAMers oaks eke cnn ok een 113. Yard tram track worker:..... .. 113