THE MARTIN P. CATHERWOOD LIBRARY OF THE NEW YORK STATE SCHOOL OF INDUSTRIAL AND LABOR RELATIONS AT CORNELL UNIVERSITY The original of tliis book is in tlie Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924071664357 INDUSTRIAL WORK THE GARY PUBLIC SCHOOLS The results of the study of the Gary Public Schools, undertaken on the invitation of the Super- intendent and the Board of Education of Gary, will be published in eight parts, as follows: The Gary Schools: A General Account By Abraham Flexner and Frank P. Bachman (25 Cents) Organization and Administration George D. Strayer and Frank P. Bachman (i; Cents) Costs Frank P. Bachman and Ralph Bowman (25 Cents) Industrial Work Charles R. Richards (25 Cents) Household Arts Eva W. White (lo Cents) Physical Training and Play Lee F. Hanmer (10 Cents) Science Teaching Otis W. Caldwell (10 Cents) Measurement of Classroom Products Stuart A. Courtis (30 Cents) Any refort will he sent postpaid on receipt of the amount above specified. THE GARY PUBLIC SCHOOLS INDUSTRIAL WORK BY CHARLES R. RICHARDS PROPERTY OF LIBRARY NEW YORK STATE SCHOOL INDUSTRIAL AND LABOR RELATIONS CORNELL UNIVERSITY GENERAL EDUCATION BOARD 61 Bboapwat New York 1918 COPYBIGHT, I918, BY General Education Board CONTENTS ' FAOE FOBEWOSD vi Introduction vii I. Shop Work in Gary Schools .... 3 II. Shops and Tests in Emerson School Machine Shop 25 Forge Shop 36 Foundry 43 Printing Shop 51 III. Shops and Tests in Froebel School Printing Shop 53 Woodworking Shop 59 Sheet Metal Shop 63 Plumbing Shop 70 Patnting Shop 77 Shoe Shop 83 IV. Shop Work in Jefferson School . . 85 V. Drawing and Handwork 89 VI. Forms and Records 99 VII. Summary and Conclusions .... 106 Vin. Appendix 123 -r „ FOREWORD THE study of the industrial and art work of the Gary schools made by the author was accom- plished during three visits, which together covered a total of four weeks. The periods covered by these visits were as follows: March 5th to March i8th, April 26th to May 4th, and June 4th to June loth, 1916. For about three weeks of this time the writer was assisted by Mr. Egbert E. MacNary, Supervisor of Vocational Training, Springfield, Mass., who later ren- dered invaluable aid in the preparation of the report, and for one week by Mr. Alvin E. Dodd, Secretary of the National Society for the Promotion of Industrial Education. INTRODUCTION The Gary Plan In the last few years both laymen and professional educators have engaged in a lively controversy as to the merits and defects, advantages and disadvantages of what has come to be called the Gary idea or the Gary plan. The rapidly increasing literature bearing on the subject is, however, deficient in details and too often partisan in tone. The present study was undertaken by the General Education Board at the request of the Gary school authorities for the purpose of presenting an accurate and comprehensive account of the Gary schools in their significant aspects. In the several volumes in which the main features of the Gary schools are separately considered, the reader will observe that, after presenting facts, each of the authors discusses or— in technical phrase — attempts to evaluate the Gary plan from the angle of his particular interest. Facts were gathered in a patient, painstaking, and objective fashion; and those who want facts, and facts only, will, it is believed, find them in the descriptive and statistical portions of the respective studies. But the successive volumes will discuss principles, as well as viii INTRODUCTION state facts." That is, the authors will not only describe the Gary schools in the frankest manner, as they found them, but they will also endeavor to interpret them in the light of the large educational movement of which they are part. An educational conception may be sound or unsound; any particular effort to embody an educa- tional conception may be adequate or inadequate, effec- tive or ineffective. The public is interested in knowing whether the Gary schools as now conducted are efficient or inefficient; the public is also interested in knowing whether the plan as such is sotmd or unsound. The present study tries to do justice to both points. What is the Gary plan? Perhaps, in the first instance, the essential features of the Gary plan can be made clear, if, instead of tr3Tng to tell what the Gary plan is, we tell what it is not. Ex- cept for its recent origin and the unusual situation as respects its foreign population, Gary resembles many other industrial centers that are to be foimd throughout the country. Now, had Gary provided itself with the type of school commonly found in other small industrial American towns, we should find there half a dozen or more square brick "soap-box" buildings, each accom- modating a dozen classes pursuing the usual book studies, a playground, with Httie or no equipment, perhaps a basement room for manual training, a laboratory, and a cooking room for the girls. Had Gary played safe, this is the sort of school and school equipment that it would now possess. Provided with this conventional school INTRODUCTION ix S3retem, the town would have led a conventional school life — quiet, unoffending, and negatively happy — doing as many others do, doing it about as well as they do it and satisfied to do just that. As contrasted with education of this meager type, the Gary plan is distinguished by two features, intimately connected with each other: First — the enrichment and diversification of the curriculvim; Second — the administrative device that, for want of a better name, will be tentatively termed the duplicate school organization. These two features must first be considered in general terms, if the reader is to understand the detailed descrip- tion and discussion. As to the curriculum and school activities. While the practice of education has in large part continued to foUow traditional paths, the progressive hterature of the subject has abounded in constructive suggestions of far-reaching practical significance. Social, poKtical, and industrial changes have forced upon the school responsibilities formerly laid upon the home. Once the school had mainly to teach the elements of knowledge; now the school is charged with the physical, mental, and social training of the child. To meet these needs a changed and enriched curriculum, including community activities, facilities for recreation, shop work, and house- hold arts, has been urged on the content side of school work; the transformation of school aims and discipline X INTRODUCTION on the basis of modem psychology, ethics, and social philosophy has been for similar reasons recommended on the side of attitude and method. These things have been in the air. Every one of them has been tried and is being practised in some form or other, somewhere or other. In probably every large dty in the country efforts have been made, espedally in the more recent school plants, to develop some of the features above mentioned. There has been a distinct, unmistakable, and general trend toward making the school a place where children "live" as well as "learn." This movement did not originate at Gary; nor is Gary its only evidence. It is none the less true that perhaps no- where else have the schools so deliberately and explicitly avowed this modem policy. The Gary schools are offi- cially described as "work, study, and play" schools — schools, that is, that try to respond adequately to a many- sided responsibility; how far and with what success, the successive reports of the Gary survey will show. It must not, however, be supposed that the enriched curriculum was applied in its present form at the out- set or that it is equally well developed in all the Gary schools. Far from it. There has been a distinct and uneven process of development at Gary; sometimes, as subsequent chapters will show, such rapid and unstable development that our account may in certain respects be obsolete before it is printed. When the Emerson school was opened in 1909, the equipment in laboratories, shops, and museums, while doubtless superior to what INTRODUCTION xi was offered by other towns of the Gary type, could have been matched by what was to be found in many of the better favored larger towns and cities at the same period. The gymnasium, for example, was not more than one third its present size; the industrial work was not un- precedented in kind or extent; the boys had woodwork, the girls cooking and sewing. But progress was rapid: painting and printing were added in 1911; the fotmdry, forge, and machine shop in 1913. The opportunities for girls were enlarged by the addition of the cafeteria in 1913. The auditorium reached its present extended use as recently as the school year 1913-14. The Froebel school, first occupied in the fall of 1912, started with facilities similar to those previously introduced piecemeal into the Emerson. These facilities, covering in their development a period of years, represent the effort to create an elementary school more nearly adequate to the needs of modem urban life. The curriculum is enriched by various ac- tivities in the fields of industry, science, and recreation. Questions as to the efficiency with which these varied activities have been administered will be discussed by the various contributors to the present study. Mean- while, it is perhaps only fair to point out that the modem movement calls not only for additions to, but elimina- tions from, the curriculum and for a critical attitude toward the products of classroom teaching. How far, on the academic side, the Gary schools reflect this aspect of the modem movement will also presently appear. xH INTRODUCTION The administrative device — the "duplicate" organiza- tion, noted above as the second characteristic feature of the Gary plan — stands on a somewhat different footing, as the following considerations make plain. Once more, Mr. Wirt was not the inventor of the in- tensive use of school buildings, though he was among the first — ^if not the very first — to perceive the purely educa- tional advantage to which the situation could be turned. The rapidity with which American cities have grown has created a difficult problem for school administrators — the problem of providing space and instruction for chil- dren who increase in number faster than buildings are constructed. The problem has been handled in various ways. In one place, the regular school day has been shortened and two different sets of children attending at different hours have been taught daily in one building and by one group of teachers. Elsewhere, as in certain high schools, a complete double session has been con- ducted. The use of one set of schoolrooms for more than one set of children each day did not therefore originate at Gary. Another point needs to be considered before we discuss the so-called duplicate feature of the Gary plan. In American colleges, subjects have commonly been taught by specialists, not by class teachers. The work is "de- partmentalized" — to use the technical term. There is a teacher of Latin, a teacher of mathematics, a teacher of physics, who together instruct every class — not a separate teacher of each class in all subjects. Latterly, INTRODUCTION. xiii departmentalization has spread from the college into the high school, until nowadays well organized high schools and the upper grades of elementary schools are quite generally "departmentalized," i.e., organized with special teachers for the several subjects, rather than with one teacher for each grade. Out of these two elements, Gary has evolved an admin- istrative device, the so-called duplicate school, which, from the standpoint of its present educational signifi- cance, does indeed represent a definite innovation. For the sake of clearness, it will be well to explain the theory of the duplicate school by a simpHfied imaginary example: Let us suppose that elementary school facilities have to be provided for, say, i,6oo children. If each class is to contain a maximum of 40 children, a schoolhouse of 40 rooms would formerly have been built, with perhaps a few additional rooms, Uttle used, for special activities; except during the recess (12 to 1:30) each recitation room would be in practically continuous use in the old- line subjects from 9 to 3 130, when school is adjourned till next morning. A school plant of this kind may be represented by Figure I, each square representing a schoolroom. The "duplicate" school proposes a different solution. Instead of providing 40 classrooms for 40 classes, it requires 20 classrooms, capable of holding 800 children; and further, playgrounds, laboratories, shops, gardens, gymnasium, and auditorium, also capable of holding XIV INTRODUCTION 800 children. If, now, 800 children use the classrooms while 8oo.are using the other facilities, morning and after- noon, the entire plant accommodates 1,600 pupils throughout the school day; and the curriculum is greatly enriched, since, without taking away anything from their classroom work, they are getting other branches also. A school thus equipped and organized may be represented FIGURE I REPRESENT^ OLD-FASHIONED SCHOOLHOXJSE 40 rooms for 40 classes, of 40 children each, i. e., facilities for the academic instrac- tion of 1,600 children. A school yard and an extra room or two, little used, for special activities, are also usually found. by Figure II, in which A represents 20 classes taking care of 40 cMldren each (800 children) , and B represents special fadUties taking care of 800 children. As A and B are in simultaneous operation, 1,600 children are cared for. This method of visualizing the "duplicate" school serves to correct a common misconception. The plan aims to intensify the use of schoolrooms; yet it would be INTRODUCTION XV incorrect to say that 20 classrooms, instead of 40, as under the old plan, accommodate 1,600 children. For while the number of classrooms has been reduced from 40 to 20, special facilities of equal capacity have been added in the form of auditorium, shops, play- ground, etc. The 20 classrooms apparently saved FIGURE n REPRESENTS THE GARY EQUIPMENT A B so dassrooms for academic instracdon Special facilities, taking care of Soochil- of 20 classes of 40 children each (800 chil- dren in the morning hours and an equal dren) in the morning feours and an equal number in the afternoon hours (1,600 in all niunberin the aftemooi\ (1,600 in all daily) daily) Auditorium Shops Laboratories Playground, gardens, gymnasium and library have been replaced by special facilities of one kind or another. The so-called duplicate organization and the longer school day make it possible to give larger facihties to twice as many children as the classrooms alone would accommodate. The duplicate school, as devel- oped at Gary, is not therefore a device to relieve conges- tion or to reduce expense, but the natural result of efforts to provide a richer school life for all children. xvi INTRODUCTION Tlie enriched curriculum and the duplicate organ- ization support each other. The social situation re- quires a scheme of education fairly adequate to the entire scope of the child's activities and possibilities; this cannot be achieved without a longer school day and a more varied school equipment. The duplicate school endeavors to give the longer day, the richer curriculum, and the more varied activities with the lowest possible investment in, and the most intensive use of, the school plant. The so-called duplicate school is thus a single school with two different types of faciUties in more or less constant and simultaneous operation, morning and afternoon. Such is the Gary plan ia conception. What about the execution? Is it realized at Gary? Does it work? What is involved as respects space, investment, etc., when ordinary classrooms are replaced by shops, play- grounds, and laboratories? Can a given equipment in the way of auditorium, shops, etc., handle precisely the same number of children accommodated in the class- rooms without doing violence to their educational needs on the one hand, and without waste through temporary disuse of the special facilities, on the other? To what extent has Gary modified or reorganized on modem lines the treatment of the common classroom subjects? How efficient is instruction in the usual academic studies as well as in the newer or so-called modem subjects and activities? Is the plan economical in the sense that equal educational advantages cannot be procured by INTRODUCTION xvii any other scheme except at greater cost? These and other questions as to the execution of the Gary plan are, as far as data were obtainable, discussed in the separate volumes making up the present survey. The concrete questions above mentioned do not, how- ever, exhaust the educational values of a given school situation. From every school system there come im- ponderable products, bad as well as good. Aside from all else, many observers of the Gary schools report one such imponderable in the form of a spiritual something which can hardly be included in a study of administra- tion and eludes the testing of classroom work. These observers have no way of knowing whether Gary school costs are high or low; whether the pupils spell and add as well as children do elsewhere; but, however these things may be, they usually describe the pupils as characterized by self-possession, resourcefulness, and happiness to an tmusual degree. While different schools and indeed different parts of the same school vary in this respect, the members of the survey staff agree that, on the whole, there is a basis of fact for these observations. Gary is thus something more than a school organization charac- terized by the two main features above discussed. The reason is not far to seek. Innovation is stimu- lating, just as conformity is deadening. Experiment is in this sense a thing wholesome in itself. Of course it must be held to strict accountability for results; and this study is the work of persons who, convinced of the necessity of educational progress, are at the same time xviii INTRODUCTION solicitous that the outcome be carefully observed. The fact that customary school procedure does not rest upon a scientific basis, does not willingly submit itself to thorough scrutiny, is no reason for exempting educa- tional innovations from strict accountability. The very reverse is indeed true; for otherwise innovation may im- peril or sacrifice essential educational values, without actually knowing whether or not it has achieved definite values of its own. Faith in a new program does not absolve the reformer from a watchful and critical atti- tude toward results. Moreover, if the innovator for- mulates his purposes in definite terms and measures his results in the Hght of his professed aims, the conservative cannot permanently escape the same process. Gary, like all other educational experiments, must be held account- able in this fashion. Subject however to such ac- countability, the breaking of the conventional school framework, the introduction of new subject matter or equipment, even administrative reorganization, at Gary as elsewhere, tend to favor a fresher, more vigorous interest and spirit. Defects will in the following pages be pointed out in the Gary schools — defects of organization, of ad- ministration, of instruction. But there is for the reasons just suggested something in the Gary schools over and above the Gary plan. Problems abovmd, as in every Uving and developing situation. But the problems are the problems of life, and, as such, are in the long run perhaps more hopeful than the relatively smooth functioning of a stationary school system. Thus, not- INTRODUCTION xix withstanding the defects and shortcomings which this study will candidly point out, the experiment at Gary rightly observed and interpreted is both interesting and stimulating. INDUSTRIAL WORK INDUSTRIAL WORK I. SHOP WORK IN GARY SCHOOLS ALMOST from the establishment of the Gary /Jk school system some fomi of constructive work •*- -^ has been a feature of the regular school course. Before the Emerson and Froebel schools were built this took the form of such manual training as could be car- ried on in one or two shops supplied with simple equip- ment, or such handwork as could be performed in the regular classrooms. The first of these manual training shops was installed in the Jefferson school in 1908. DEVELOPMENT OF THE SHOP WORK When the Emerson school was built in 1909 two shops were eqiupped for manual training woodworking and placed in charge of Hcensed manual training teachers. Two years later these shops were given up, and cabinet making, painting, and printing shops were equipped in their stead. At this time a radical departure in the plan of industrial work was inaugurated. Artisan-teachers were employed and the work placed on a productive or maintenance and repair basis. In 191 2 three metal 3 4 THE GARY PUBLIC SCHOOLS shops (foundry, forge, and machine) were equipped in this school and operated on the same productive basis. This change was made, according to the shop super- visor, both because of the conviction that experience in practical productive work was far more truly educative and stimulating in its influence upon the pupils and be- cause of the economic advantage resulting from applying the work of teacher and pupils to the maintenance and upkeep of the school plant. When the Froebel school was built in 191 2 the in- dustrial work was at first confined to a manual training shop and a cabinet shop. Shortly afterward sheet metal, plumbing, printing, and painting shops were added, and in the fall of 1914 a shoe shop and a pottery were installed. During the period covered by the present survey the following shops were in operation in the Emerson school: printing, foundry, forge, and machine. The so-called cabinet making and pattern shops had been discontinued at the end of the school year 1914-1 5 on account of the ex- pense involved as compared with the maintenance returns and the small number of pupils electing these branches. In the Froebel school the plumbing, sheet metal, printing, and painting shops were being operated on a productive basis as well as the shoe repair shop. The carpentry shop, with its equipment of mill tools which had been operated by the older boys (the state law for- bidding boys below 16 to operate such tools), was dis- continued about the end of March and a woodworking SHOP WORK IN GARY SCHOOLS 5 bench shop was being maintained for the younger boys on practically a manual training basis. The pottery or clay working shop had been discontinued because of the difficulty in finding a suitable instructor. AIM OF THE WORK AND SHOP INSTRUCTORS The aim of all this shop work, as stated by the shop supervisor, is enrichment of the school experience and prevocational training to the end of better preparation for and more intelligent selection of an occupation.^ The shops are in charge of journeymen mechanics who are paid the union scale of wages. In the plant day of eight hours these men, as a rule, give seven hours to class work. They are not licensed teachers, and, be- cause of this fact, Gary is not eligible to receive state funds for the industrial work done in its schools. Partly because of the above situation and partly be- cause of the economic function of the shops, the shopmen are not hsted as instructors in the school records, but as workers in a department of maintenance and repair, the records of which are supposed to show the relation be- tween cost and returns. It should be noted at the outset that these men con- stitute a superior body of industrial teachers. They have evidently been selected with care not only as to knowledge of their trades, but as to personal qualities of intel- ligence, kindliness, and sympathy for young boys. It should also be made clear that, whatever may be the ^For furtlier statement see d. 106. 6 THE GARY PUBLIC SCHOOLS limitations of the Gary shop work in regard to breadth of instruction, the instructors are sincerely trjdng to help the boys under them and to teach them right meth- ods of work. The pupils are not left to take care of themselves except in certain cases to be referred to later, but receive due attention as far as the exigencies of a maintenance shop scheme will permit. As teachers, these men, of course, represent varying capacities. Some have the making of excellent instructors, others are not strong in analyzing and organizing their material, and still others fail in presenting material to their pupils. As a group, with perhaps one exception, they lack appre- ciation of and skill in certain essentials of good teaching, such as bringing out the reasons for their methods of work, developing related information concerning tools, processes, and materials from shop experiences and draw- ing ideas from their pupils by question and suggestion. On the whole, however, they compare favorably with a like number of trained manual training teachers possess- ing broader academic schooling and less practical experi- ence. TIME SCHEDULE IN THE EMERSON SCHOOL The plan of distribution of daily time in the Emerson school during the year 1915-16 was as follows: Grades i, 2, and 3 2 hours Academic work I " Handwork and drawing I " Nature study SHOP WORK IN GARY SCHOOLS 7 2 hours Play I " Auditorium 1 " Ltinch Grades 4 and 5 3 hours Academic work 2 " Helpers in shops, laboratories, or studios I " Play I " Auditorium 1 " Lunch Grades 6, 7, and 8 3 hours Academic work 2 " Drawing, shop work, science, or as teachers' assistants I " Gymnasium and play I " Auditorium I " Lunch It should be noted that this schedule means that all pupils from the fourth to the eighth grade are supposed to recei'C'e some kind of shop experience each year. In this school the terms are thirteen weeks in length, making three in the regular school year. In grades 4 to 8 the theoretical policy is to rotate the pupils by terms in the departments of science, drawing, and shop work, provided parents do not object or dif&culties of program do not stand in the way. In following out this scheme the time distribution would be as follows: i term, 2 hours science; i term, 2 hours shop work; i term, i hour drawing and i hour 8 THE GARY PUBLIC SCHOOLS elective. This elective hour may be given to shop work if so desired. This theoretical plan seems to be very loosely adhered to in actual practice, the desire of the pupil, at least in the upper grades, being apparently the main determining factor in regard to the disposition of this period, as cases were frequently met where pupils had been in one shop for an entire year, and cases where a pupil had had several shop terms but no experience in mechanical drawing. Out of 20 cases of shop pupils in which special records were obtained, 11 had taken some form of shop work in each of the three terms of 191 5-16, 7 had elected this work for two terms, and only 2 had had but one term of shop and one term of mechanical draw- ing. The record of these pupils for previous years was very much the same. In many cases every term for three years and some times for four years had contained shop work. When the cases of all the pupils taking work in the year 1915-16 in one or the other of the four shops studied at the Emerson school were investigated, the following situ- ation was foimd: TABLE I Shop Enrollment at Emerson by Terms TOTAL EN- ROLLED DUR- ING THE YEAR NO. IN SHOP BUT ONE TERM NO. REMAIN- ING DJ SHOP TWO TERMS NO. REMAIN- ING IN SHOP THREE TERMS Machine Shop Forge Shop . Foundry . . Printing . 38 91 92 68 23 74 71 52 8 16 20 16 7 1 1 SHOP WORK IN GARY SCHOOLS 9 It is evident from the special study referred to above that many pupils taking but one term in a certain shop went into another shop for a second term and perhaps for a third term. The theoretical plan calling for a two hour period for shop work seems also to be very loosely carried out in practice, the large majority of pupils being enrolled for but one hour daily. The distribution in this regard was foimd to be as follows: TABLE II Shop Enrollment ax Emerson by Hours PUPILS EN- PUPILS EN- PUPILS EN- ROLLED FOR ROLLED FOR ROLLED FOR ONE HOUR TWO HOURS THREE HOURS Machine Shop: First Term .... 22 1 Second Term .... 14 5 2 Third Term .... 12 4 Forge Shop: First Term .... 16 18 Second Term .... 39 8 1 Third Term .... 16 9 Foundry: First Term .... 22 16 Second Term .... 21 8 Third Term . . . 37 16 Printing Shop: First Term . . . 17 19 Second Term 33 Third Term . . 11 4 The assignment of pupils in regard to the main divi- sions of shop work, drawing, or science is determined by lo THE GARY PUBLIC SCHOOLS the program of the school. For those designated to shop work the assignment to a particular shop is made by a young woman clerk in the shop supervisor's office. As far as could be ascertained, no element of discrimination onthe part of the authorities enters into this assignment, the wish of the pupil being the sole determining factor. If the particular shop desired has its full complement, the second choice is brought into play. Whether the shop is the same as that chosen the year before seems to receive little or no consideration. This situation seems one calling for rather more serious treatment. The choice of shop work is often a matter of very superficial causes and accidental circumstances. This fact was substantiated by many questions addressed to the pupils. Whatever degree of importance may be attached to freedom of choice on the part of the pupil, intelligent and sympathetic counsel could hardly fail to make these shop elections more profitable. By such means consid- erations could be developed readily which would open up new points of view to the pupil and in most cases, at least, result in more serious thought being brought to bear on the matter. In a system where election on the part of young people plays such a large role, it would seem that provisions to this end are almost essential and that in each school there should be a well equipped person, competent in this kind of counsel, who should give time to both group and individual conferences upon this subject. SHOP WORK IN GARY SCHOOLS ii TDIE SCHEDULE IN THE FROEBEL SCHOOL In the Froebel school the length of term is ten weeks, and the plan of time distribution as follows: Grades i, 2, and 3 2 hours Academic work 2 " Handwork, drawing, nature study, music and application 2 " Play I " Auditoritmi 1 " Lunch These classes are scheduled for "an average of 30 minutes a day for application work. The remaining 90 minutes are divided between music and expression, man- ual training and drawing, and nature study by days, weeks, months, or terms, so that each of these depart- ments receives an average of 30 minutes per day." Grades 4 and 5 3 hours Academic work 2 " Helpers in shops, laboratories, studios, or in application work I " Play I " Auditorium I " Lunch As in the case of the Emerson school many of the as- signments of pupils to shops or science laboratories in the earUer grades are made under the guise of "helpers." On the back of the Froebel school program appears the following: 12 THE GARY PUBLIC SCHOOLS " HELPERS "Classes 25 to 36, representing ^th and 5th grade pupils, are too old for the primary manual training and nature study and not quite old enough to use profitably the ad- vanced laboratories and work shops as independent stu- dents. They are, therefore, assigned as assistants to stu- dents in classes 37 to 72. It has been demonstrated that these children learn more working with older stu- dents than they can be taught in separate classes by themselves. It is desired that the entire school be as much as possible like a family wherein the younger children are learning consciously and unconsciously from the older children and the latter from contact with the younger children are learning to assume responsibility and take the initiative. Someone has said that we send our boy to school but his pla3Tnates, not the school faculty, educate him. This is true because in the traditional school the faculty does not utilize the playmates as as- sistant instructors." Whatever the theory held, or expressed in regard to this plan of learning, the observed facts of practice, as far as the shops are concerned, are that these younger children are not really employed to assist the older boys, but constitute groups of pupils to which definite tasks are assigned and to which the instructors give time and atten- tion in the same maimer though not always to the same degree as with the older boys. The deviation from, or perhaps one might better say abandonment of, the helper principle as formulated above , SHOP WORK IN GARY SCHOOLS 13 is apparent in the actual shop assignments. For exam- ple, in the forge shop and in the foundry at the Emerson school classes are found consisting of 9 to 16 third, fourth, or fifth grade pupils with one or two older boys, and classes of 12 to 16 fourth grade pupils without any older boys. In each of the above instances the third, fourth, or fifth grade pupils are noted as "helpers" on the program. On the other hand, in the Froebel school program of February, 1916, the majority of regular assignments (not as helpers) in the printing, plumbing, and painting shops consist of fourth and fifth grade classes without admixture of older pupils. Grades 6, 7, and 8 3 hours Academic work 2 " Drawing, shop work, science, or as teachers' assistants I " Gjmmasium and play I " Auditorium I " Lunch Under the four term arrangement these pupils are supposed to be assigned for one term each as follows: drawing, shop work, science, and work as teachers' as- sistants. As in the case of the Emerson school, this plan does not seem to be at all closely followed, and individual in- clination appears to play a determining part in decid- ing how closely the theoretical cycle obtains. Of 28 pupils from whom special records were obtained, 5 had taken some form of shop work in each of the four 14 THE GARY PUBLIC SCHOOLS terms of 1915-16; 4 had three terms of shop work and one term as store attendant; 4, three terms of shop and one of mechanical drawing; 6, three terms of shop work; 2, two terms of shop and one of mechanical draw- ing; 6, two terms of shop work. In only one case had the pupil had but one term of shop work during the year. In the previous years the records of these pupils were very- similar. The situation in regard to all pupils taking shop work is shown below: TABLE III Shop Enrollment at Froebel by Terms TOTAL EX- NO. IN SHOP NO. REMAIN- NO. REMAIN- ROLLED DUR- BUT ONE ING IN SHOP ING IN SHOP ING THE YEAR TERM TWO TERMS THREE TEEMS Printing . . 72 57 11 4 Woodworking 162 135 23 4 Sheet Metal . 124 108 14 2 Plumbing 100 80 15 5 Painting . . 110 84 19 7 Shoe Shop . 132 102 28 2 The remark made in connection with the Emerson pupils, viz., that many of those noted above as taking but one term in one shop undoubtedly have taken one or two further terms in other shops during the same year, applies with even greater force to the Froebel pupils. For three of the four terms, conditions as to nimibers taking one or two hours for the shop work period are in- dicated in Table IV. SHOP WORK IN GARY SCHOOLS TABLE IV Shop Enrollment at Feoebel by Hours IS PUPILS EN- PUPILS EN- PUPILS EN- ROLLED FOR ROLLED FOR ROLLED FOR ONE HOUR TWO HOURS THREE HOURS Printing: First Term .... 5 20 1 Second Term . . 7 7 Fourth Term .... 19 13 Woodworking: First Term .... 16 21 1 Second Term .... 39 18 1 Fourth Term . . . 73 23 Sheet Metal: First Term .... 25 16 Secon i Term .... 31 14 1 Fourth Term . . . 54 1 Plumbing: First Term .... 39 7 Second Term .... 35 8 1 Fourth Term .... 27 8 Painting: First Term .... 31 18 Second Term .... 81 15 Fourth Term .... 42 5 Shoe Shop: First Term .... 41 14 Second Term .... 47 15 Fourth Term .... 41 2 In this school the distribution of pupils to the various shops is made by an instructor who gives part of his time to manual training teaching and who, according to the shop supervisor, may be appointed some time in the future as vocational counselor. During the period of the survey, however, it was evident that very little atten- tion was being given even in this school to serious coun- sel with pupils as to their shop elections. i6 THE GARY PUBLIC SCHOOLS On the Froebel school program it is stated that the practice obtains of presenting by talks in the auditorium the advantages and disadvantages of each of the school trades as an occupation. No presentation of this kind oc- curred during the four weeks spent by the writer in the Gary schools. The shop supervisor, however, assured the writer that such talks were given from time to time. INDUSTRIAL WORK IN THE HIGH SCHOOLS The high school program for both Emerson and Froebel is as follows: 3 hours Academic work 2 " Shop work, drawing, or science laboratory I " Gymnasium I " Auditorium I " Lunch In the high schools the shop work and drawing are purely elective subjects and the courses are arranged on the basis of half year terms. The state requirements for graduation for approved high schools are 15 units, 9 of which are specified, leaving 6 as elective. Some colleges accept shop work and draw- ing for admission, allowing two credits, others allow one credit for such work and still others none. This situation has considerable bearing on the election of shop work in the high schools, as most of the pupils by the time they reach the third or fourth year are con- cerned with the successful completion of their required SHOP WORK IN GARY SCHOOLS 17 subjects, and, in case of those looking forward to college, of such subjects as will be acceptable to the institution selected. In consequence, practically all students take the courses in physics and chemistry during the third and fourth years and thus restrict their election of shop work and drawing to the first and second high school years. NUMBER OF PUPILS IN SHOPS Most persons seeing the Gary shop work for the first time are surprised by the small numbers in the shop groups, which varied during 191 5-16 from i to 20 pupils. These small numbers, however, result naturally from the operation of the program and the relation of the number of shops to the size of the schools. For example, the Froebel school enrolled during the school year 1915-1916 approximately 400 boys in grades 4 to 8. In this school there are four terms in the regidar school year and pupils in the above grades are supposed to have shop work for but one term a year. If the theoretical schedule is fol- lowed and the mmiber assigned to shop work is the same each term, there would consequently be in the shops from the above grades 100 pupils each term. In this school there are five shops in operation exclusive of the shoe shop and for purposes of this calculation we may say that three double periods are daily available in each. This admits of fifteen program sections with an average number in each section of six to seven pupils. To this nimiber should be added a small constant to represent i8 THE GARY PUBLIC SCHOOLS the high school pupils who elect shop work. The fact that the large majority of these pupils are in shops for a single and not a double period daily acts to reduce the average numbers in the groups, while, on the other hand, the tendency of pupils to take more than one shop term during the year tends to counteract this influence and raise the numbers. The actual size of the several shop groups during 1915-16 for the Froebel school, exclusive of the shoe shop, is shown in Fig. i. In order to bring out the situation as completely as possible, the totals representing each size of unit group for each of the four terms have been added together and shown in the curve. In the Emerson school the total enrollment is much smaller than in Froebel and the number of shops (four) almost as great. This results in even smaller shop groups, as Fig. 2 indicates. YOUNG PUPILS IN SHOPS The presence of the younger pupils in the shops, already noted, is a feature that has interested aU stu- dents of the Gary schools. As has been stated, a number of boys from the third grade were found in the shops at the time of the survey and the schedules provide shop work in two hour periods as a regular feature for fourth and fifth grade pupils as well as the more advanced grades. The actual value of their shop experiences to these younger pupils is not easily appraised. The real ques- SHOP WORK IN GARY SCHOOLS 19 Figure 1 Size of Shop Groups — Froebel School """ ---- --- :: : : :::__■ " it - — 11 - - - — - ::::: :z . '^\ : : : .: % 20- III::, : : "::: n UJ _ L , J L_ - _ - gN _ — — : zi — I a to _ _ij 00 — ' 1 ' ~ ' — " °< ::::: : : : . :: t : :: : :: S"^ - -_ I '^ _ _. Su. : -j - -- -1 - 2: 20 in E ^ 10 '--- -r-- Z _-- ^ - -- i- :--j'=^7- - - - 5-- -- - — . _/ : : . :: ici : . :: c - ,- --- - -- : -.:::: :: 5 ..1 _ .s — i- - ^5 — :_:;_.::'_"-" :"" '~:": s i.: BI-TC r»c — 1 — --- 25 20 15 10 GROUPS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 ui 15 I N 3 10 Figure 2 Size or Shop Groups — ^Emerson School ;;:: ;? ^^: ^; 2hz!^s: 15 10 SIZE OF GROUPS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 20 THE GARY PUBLIC SCHOOLS tion is, of course, whether for the period in which the pupil is in school the shop experience is of as much value as the same time spent in other school activities. To answer this in any positive or authoritative way, we need, to know many things of which we are now ignorant. We need to know first of all the relative extent to which children assimilate experiences at different ages. If we could, for instance, plot a curve as below' which would show the relative degrees in which woodworking ideas are assimilated at different ages we should have some- thing definite from which to start in this particular field. We should probably also need another curve, indicat- ing the relative stimulative effects of such experiences. From such data we should be able to judge fairly well at what points woodworking would be most worth whUe in the school system and most justify its expense. Fur- thermore, if we could also plot similar curves for other school activities, we could form some just ideas as to relative values. Lacking such knowledge it is difficult AGE 'The curve is drawn merely to make dear the point at issue and does not attempt to indicate the degree in which woodworking ideas are assimilated at different ages. SHOP WORK IN GARY SCHOOLS 21 to see how accurate and authoritative pronouncements can be made as to the exact stages at which these shop experiences become worth while. Certain results of observation in the Gary shops, and answers to many questions addressed to pupils, together with opinions of instructors, can, however, be set down. In the case of third grade children, who were found in considerable numbers in' some of the shops despite the theoretical schedule, it is the judgment of the author that pupils at this level have too little power of sustained at- tention, too little mental development, and, for some shops, not enough physical strength to gain advantage from the work. In the case of fourth and fifth grade pupils the phenomena are not so definite and need to be considered in relation to the different shops. For the machine shop these young children are obviously un- fitted and none were found there. In the forge shops they potter away ineffectually at work beyond their strength and skill. In the foundry, however, barring the Uf ting of the loaded flasks, they can not only appreci- ate the common processes, but they can master the sim- pler operations. In printing, the exacting work of typesetting requires more care and patience than boys or girls of this age are capable of. In woodworking, simple work can be satisfactorily accomplished and this is to a small extent perhaps true of elementary tin- smithing. The work of cutting and threading pipe in the plumbing shop requires more strength and muscular coordination than boys of this age can bring to bear. 22 THE GARY PUBLIC SCHOOLS In painting, very simple work can probably be accom- plished, but it is doubtful if sustained efforts can be counted upon for a two hour period. In the shoe shop, substantial though somewhat rough work can be done by these pupils. Taking the situation somewhat in the rough, it would seem true that the presence of these pupils in the forge, printing, and pliunbing shops results in extremely little value to the individuals and that the only shops for which any argument can be made are the woodworking, painting, and shoe repairing, and to some extent the foundry. Even with this assumption, it still remains an open question whether provisions for work in special shops for these grades return an educational value in pro- portion to their cost. Whether these shop experiences are of more value than the same time out of school with the boy left to his own devices it is not easy to say. Even if answered in the affirmative, the results do not seem sufficiently positive to serve as a basis for an educational program which in- volves the encroachment of fourth and fifth grade pupils upon the time of trade instructors and the use by them of expensive special shops. Such considerations perhaps tend to raise the question whether a school program providing a imiform niunber of hours per day for all grades is necessarily the best plan or whether a program embodying a lesser niunber of hours as well as different elements of instruction for the grades below the sixth might not be advisable. SHOP WORK IN GARY SCHOOLS 23 On the other hand, whether experiences in some of these shops for pupils from the fourth and fifth grades are of equal or superior value to work involving the same amount of time in other school branches is a question beyond the writer's power to decide. It does seem clear to him, however, that as far as industrial work is con- cerned, fully as valuable results could be secured from in- struction in a manual training room equipped for a variety of industrial processes, such as benchwork in wood, work in clay and cement, and, perhaps, in simple molding and casting, and presided over by a teacher not of the artisan type. With any form of industrial work for these grades, it does not seem desirable to make the periods more than an hour in length. GIRLS IN THE SHOPS During the period of the survey and at other times during 1915-16, a small number of girls were emolled in certain of the shop classes. They were found as regularly assigned workers in the foundry and print shop of the Emerson school and in the tinsmithing classes of the Froebel, and as observers in the plvunbing shop. The writer has no desire to enter into an extended discussion of this situation and must content himself with a few observations. In the print- ing shop the girls seem thoroughly at home in their work, and, whether viewed from the side of prevoca- tional experience or as a cultural element, there appears to be no reason why the work in this shop should 24 THE GARY PUBLIC SCHOOLS not be as valuable or nearly as valuable to them as to the boys. In the case of the girl observers in the plumbing shop, if care were taken to bring out the hygienic and physical principles underlying proper plumbing construction, it is clear that something of real value could be brought out for the future home maker and home keeper. As far as the foundry and sheet metal shops are concerned, it is very difficult for the writer to conceive that actual man- ual experiences in these shops, whether viewed from the standpoint of ideas bearing on the conduct of a house- hold, of information contributing to general culture, or of prevocational training, are capable of returning as much value as experience in other activities more closely related either to home making or to careers open to and desirable for women. II. SHOPS AND TESTS IN EMERSON SCHOOL AS PREVIOUSLY noted, the shops studied in the /-\ Emerson school were those in operation at the -*- -^ time of the survey, viz., the machine shop, forge shop, foundry, and printing shop, the carpentry or cabi- net making shop and pattern shop being idle at this time. All of these shops are located on the ground floor, the machine shop and printing shop at the front of the building, and the other two in a one story rear extension. MACHINE SHOP The machine shop, 21 ft. x 35 ft., is well lighted by windows on one of the long sides. It is equipped as follows: three engine turning screw cutting lathes, one 22 in. X 14 ft., one 18 in. x 10 ft., one 14 in. x 6 ft.; one universal milling machine; one 24 in. shaper; one 27 in. vertical drill with power feed; one small vertical drill, hand feed; one emery tool grinder. AU of the above are equipped with individual electrical motor drives. A bench equipped with five vises runs along the side of the shop, opposite the windows. A high cupboard for small tools occupies one end wall. There is no blackboard. The cost of the equipment is stated as $8,102.64. The productive and repair work in this shop executed 2S 26 THE GARY PUBLIC SCHOOLS in whole or part by student workers during the year 1 91 5-1 6, along with the value of the material used, labor cost and the instructor's estimate of the market value of the product, is reported to include the items given in Table I of the Appendix. In addition there were many small jobs of drilhng and repairing, some facing of valve seats, turning of motor commutators, and tapping and threading of pipes, bolts, and nuts. In the case of each of the shops a number of items re- ported to have been executed by the pupils were inspected andit may be noted at this point that in all cases observed the workmanship was found to be thoroughly creditable. Of course, the amount of participation on the part of the instructor in any instance could not be accurately deter- mined. The full capacity of the shop, with each of the machine tools except the small drill in use and one boy at the bench, is seven. During the period of the survey the number of pupils in the shop groups in any one period varied from three to six. Of the total number of pupils in this shop during this time, two came from the seventh grade, eleven from the ninth or first year high school, five from the tenth, and one from the eleventh grade. The ages of the high school pupils ranged from fourteen to sixteen years. In the instructor's opinion the boys best fitted to benefit from this shop and best fitted for productive work are those of the first and second years of the high school, that is, the oldest boys commonly available under I o " SHOPS AND TESTS IN EMERSON SCHOOL 27 the operation of the high school schedule. He believes that five represents the maximum number that it is practicable to handle under a productive scheme. The instructor's policy as to sequence of tool work is as follows : bench work for a week or two (not much bench work is available in the common run of repairs), drill press for two months if possible, shaper for four months. This plan is sometimes impracticable because there are not enough tools. Following the above comes three months' work on the lathe. Ordinarily, students do not reach the milling machine before the fourth term, and, as the average stay in the shop is three terms, only a few come into contact with this tool. Observation brings out very clearly the fact that in this shop, constantly faced as it is with the exacting requirements of production or repair work, the instruc- tor's whole time and energy are taken up with starting and guiding his boys on particular jobs. Oftentimes, he must take a hand himself both at laying out and executing particularly difficult operations. If the work is not to be spoiled and successful repairs or new ap- paratus is to be turned out, there is no time for widen- ing the boy's intellectual return beyond the immedi- ate experience — no time to point out other ways of reach- ing the same result, no time to indicate how larger work is executed in commercial shops or how special tools are employed for quantity production, no time even to in- struct the pupils as to the quahties of the materials machined or used in cutting tools, no time even to give 28 THE GARY PUBLIC SCHOOLS them an understanding of the mechanism of the tools they use beyond a knowledge of what levers are to be moved to obtain certain results. In the work observed the boys appeared to show very fair skill, but it is not clear that they had received a breadth of experience commensurate with the time spent in the shop. They all showed much confidence and readiness in approaching work similar to that which they had already imdertaken, but the examination here- after described indicates that they found it difficidt to meet sUghtly different situations from those with which they had aheady dealt. In fact, this practical test failed to show that the boys in the group examined had developed any exceptional power of resourcefulness or capacity to think out special means to meet a new situa- tion. Practical tests were made in eight of the shops, as it was apparent that the extremely varied work being conducted at the time of the survey, and the fact that each pupil was likely to be engaged upon work which differed from that of the others in his section, rendered it impossible to develop any standard of rating without a test embodying typical operations. In each case the character of test was discussed before- hand with the shop instructor and in every instance approved by him as thoroughly fair and competent. Seven boys who had had the longest experience in the machine work were selected for the practical test in this shop. These boys were from the first, second, and third SHOPS AND TESTS IN EMERSON SCHOOL 29 years of the high school and were either fifteen or sixteen years of age. They had all had work on the lathe, drill press, shaper and bench, and all but one on the milling machine. Five of these boys finished their pieces under the observation of the examiner. The test is described in detail in II-A of the Appendix. Each was given the drawing shown below and a piece of soft rolled steel i| in. in diameter and 5 in. long. All but one, who had had no mechanical drawing, had no Figures TELST PIElCEl-riACHINt SHOP. ACCURACY OFMEASURELMEINTS WILL BE RATED. A ^ ^ 4' ¥r ^ > ■-Kt- *"/ n 0" , " 'i i z ri I t — /.V^ CO T n ^> t ] » j < rtH* 1 J(D T" .1 difficulty in reading the blueprint and proceeded to lay out and punch centers on the ends of the piece and to drill and countersink the same. They all surfaced the piece in a way that showed 30 THE GARY PUBLIC SCHOOLS familiarity with the operation, although only two trued up the ends before the surface cuts, each one attempting to bring the diameter to within ti^jts in. of the indicated size to aUow for a file finish. Measuring for the position of the groove gave them some trouble, but all used the proper tool for cutting. They experienced most difficulty with the work in the shaper, particularly in regard to methods of measurement and in properly clamping the piece in vise. All those who had had experience on the milling ma- chine showed understanding of its operating parts and interpreted the depth of slot in decimal equivalents and gauged depth of cut by index wheel on the elevating screw. Each one also showed appreciation of the need of care to obtain an accurately centered and accurately sized hole when drilling the piece. In the matter of speed great differences appeared. The time consumed in finishing the test ranged from 4 hours 29 minutes to 9 hours 55 minutes. These differ- ences are perhaps no more than natmral for boys of this age, but they seem to indicate that speed had received little attention as one of the important elements in a productive policy. On the whole, the boys showed confidence, famiUarity, and a fair degree of skill in dealing with the common machine shop operations, but, as indicated by the writ- ten test and many oral questions, their comprehension of machine work and their own machine shop stopped pretty near the surface. They had apparently never SHOPS AND TESTS IN EMERSON SCHOOL 31 been brought together for any instruction as to the mechanism of the various tools they operated or as to the nature of the materials used, or informed about other methods of machine work used in commercial shops, or given any appreciation of the place the machine shop occupies in the industrial world. Written tests were also given in each of the shops stud- ied with the exception of that in woodworking. These tests were carefully explained and the endeavor was made to have the pupils put down their ideas in the form nat- ural to them. It was explained that it was not the object of the tests to make school ratings, but to ascer- tain what the Gary school pupils knew about the thing they were doing in their shop work. Many oral ques- tions during the period of the survey substantiated the conclusions drawn from the tests. The written test was given to six boys who had taken the practical examination in the machine shop and one boy (ninth grade, fifteen years old) who had not taken it. This test was as follows : 1. Why is oil not needed in cutting with tools of high-speed steel? With what metals is oil necessary when using tools of ordinary tool steel? Why? 2. Describe the mechanism between the cone spindle and the tool carriage used in cutting threads in the lathe. Describe the mechanism which produces the feed in cylindrical turning. 32 THE GARY PUBLIC SCHOOLS 3. For what kinds of work are milling machines used? Are there other kinds of milling machines than the one used in the school shop? 4. Name all the other machine tools you know that are not in the school shop, and state for what they are used. On what kind of a tool is the inside surface of a large engine cylinder cut? 5. What is the proper cutting speed for cast iron? For soft steel? How would you find the surface speed of a pulley 10 inches in diameter, in feet per minute? 6. What are the advantages of the individual motor drives used in the school shop? What are the disadvantages? 7. Why are machine tools so important and so much used in manufacturing as compared with hand work? What kinds of manufacturing, in which machine work is used, are found in Gary? The answers are summarized below: I. Why is oil not needed in cutting with tools of high-speed steel? With what metals is oil necessary when using tools of ordinary tool steel? Why? No one suggested that cutting tools of high-speed steel retain their temper at very high temperatures and SHOPS AND TESTS IN EMERSON SCHOOL 33 that oil is needed with cutting tools of ordinary tool steel when operating on steel or wrought iron in order to re- duce the friction heat which would otherwise cause loss of temper. No reference to hardening or tempering appeared in the answers. 2. Describe the mechanism between the cone spindle and the tool carriage used in cutting threads in the lathe. Describe the mechanism which produces the feed in cylindrical turning. In most cases no attempt was made to answer this question. The two pupils who answered described the method of moving the levers for screw cutting and of throwing in the friction feed for ordinary turning by turning a screw. Neither answer suggested any under- standing of the mechanism concealed by the headstock of the lathe or by the apron of the carriage. After the examination most of the boys came forward and asked to be shown how this mechanism was constructed. 3. For what kinds of work are milling machines used? Are there other kinds of milling machines than the one used in the school shop? Some indication that the most common uses of the milling machine, e.g., cutting flats, slots, key ways, gear teeth, were known was revealed by the answers, but 34 THE GARY PUBLIC SCHOOLS only one student referred to the cutting of twist drills and reamers as a possibility. Little suggestion of any form of milling machine other than the one in the shop was obtained. 4. Name all the other machine tools you know that are not in the school shop, and state for what they are used. On what kind of a tool is the inside surface of a large engine cylinder cut? To the first part of this question four made no an- swer; one named: "Pipe threading machine and planer"; one answered: "Different kinds of lathes, threading ma- chines and gear cutter"; and one mentioned: "Rail mill, nail machines and rivet machines." In answer to the second part, none named a boring mill, but five suggested a boring tool in the lathe, evi- dently with the idea of mounting the cylinder on the face plate. S- What is the proper cutting speed for cast iron? For soft steel? How would you find the surface speed of a pulley 10 inches in diameter, in feet per minute? None gave an approximately correct answer concern- ing cutting speeds. One answered: "Sixteen feet per minute for cast iron." All the others replied in terms of fast or slow back gear. SHOPS AISTD TESTS IN EMERSON SCHOOL 35 Four attempted no answer to the second part. Two suggested a "speed counter" and one gave the formula, "multiply revolutions by the circumference." 6. What are the advantages of the individual motor drives used in the school shop? What are the disadvantages? This was on the whole very well answered. The ideas of convenience of operation, economy of power resulting from use of current only when machine is operated, freedom of danger from pulleys and belts, and localized effect of breakdown of motor were brought out as ad- vantages. As disadvantages, the points were made that more power was used when all tools were operating than with a single central motor, that initial cost of installation was greater, and that wear and tear on the motors was greater. 7. Why are machine tools so important and so much used in manufacturing as compared with hand work? What kinds of manufacturing, in which machine work is used, are found in Gary? Of the four who attempted answers to part one, two replied: "Machine tools are faster and produced better work"; one, "They save time and labor"; and one, "They are more accurate." In regard to part two. there 36 THE GARY PUBLIC SCHOOLS were four references to the steel mills, three to the bolt and screw works, and one to a garage. FORGE SHOP As has been previously noted, the forge shop is in a one story inner court room, well lighted and ventilated from the roof. The shop measures 26 ft. x 40 ft. The equipment comprises five power blast hand forges with down draft exhaust, a pneimiatic crank hammer, one combined power punch and shear, a bench equipped with three vises and an emery wheel, besides necessary- hand tools and miscellaneous equipment. Power is supplied by electric motors. The cost of the equipment is stated as $2,618.24. The productive and repair work in this shop executed in whole or part by student workers during the year 1915-16 is reported to include the items given in Table II of the Appendix. Besides these there were a large mmiber of jobs either of repairs or construction, some of which required considerable labor, carried through by the instructor without the help of pupils. According to the instructor, ten is the largest number that can be accommodated in this shop when engaged in productive work. This means working two at one forge. During the time of the survey pupUs from the third grade to the second year high school were found in this shop, and the sections varied from one to twenty in number. In the latter case the section consisted of four eighth grade, four seventh grade, and twelve third SHOPS AND TESTS IN EMERSON SCHOOL 37 grade pupils. The ages of pupils ranged from eight to fifteen years. For pupils from the third through the sixth grade the instructor has found it necessary, when such boys could not be employed at helping on very light jobs, such as drilling and riveting for flower pot stands, to utilize a series of simple exercises such as S links, staples, and rings of j in. or | in. roimd iron, and drawing down of square and round stock. The boys who are most interested in this shop, to judge by the numbers electing it, are those in the seventh and eighth grades and to a lesser extent in the first year high school. In the instructor's judgment the eighth grade is the earliest in which real productive work can be ac- complished, and among those that come to this shop eighth and ninth grade pupils are best for this purpose. The processes dealt with by the eighth and ninth grade pupils, judged from a study of the shop production re- ports and statements of the instructor, are for the most part bending and drawing down, with some small amount of welding iron and very rare experiences in making steel tools. All of the boys from these grades showed confidence in dealing with work of a kind previously met with and showed fair skill in their results. It was evident from the practical test, however, that the limits of their prac- tical experience were soon reached and that they had not developed any marked capacity for working out a new problem by themselves. 38 THE GARY PUBLIC SCHOOLS For the practical test, ten boys, varying from thirteen to fifteen years, were selected. Six of these were in the eighth grade, three in the ninth, and one in the tenth grade. Four took the test at one time and the remainder at another. The exercise as shown below consisted in drawing down and turning an eye on a piece of ^ in. square wrought iron stock and in drawing down the other end to a point. FiGmt£4 TEiST piece:- forge shop riNISH AND ACCURACY OF MEASUREMENTa WILL BE RATta One of the groups made the eye first, while the other started with the point. In each case members of the group followed the lead of a specially confident and ener- getic leader. K SHOPS AND TESTS IN EMERSON SCHOOL 39 The pieces were fairly well made and the operations on the whole correctly conducted. In all cases the thick- ness of the eye was below the correct size and the di- ameter of the eye too great. In no case was the square comer at the beginning of the eye left sharp and in only four cases was the intersection of the point with the shank sharply defined. In the majority of cases the finish left on the worked parts was good and the hole of the eye fairly smooth and regular, but in a few instances the metal was burned and the eye irregular and rough. The individual performances are described in II-B of the Appendix. In the written test below, given to ten of the eleven boys who had taken the practical test, the results show that not much time had been given to bringing out the nature of the phenomena met with in the practice of the shop or to broadening the knowledge of the boys as to the iron working industry. This test was as follows : 1. What different kinds of materials have you worked on in the forge shop? How do these materials differ? Do they have to be worked differently? In what ways? 2. Have you ever done any upsetting, welding, or case hardening? What do these terms mean? 3. What happens if iron is heated too long in the forge? 40 THE GARY PUBLIC SCHOOLS What happens in the case of steel? 4. How is much of the forging of small articles done in manufacturing to-day? 5. How is wrought iron made? How is soft steel made? How is tool steel made? Tell what you know about the processes. 6. What kinds of iron and steel products are made in Gary? The answers to the several questions are summarized separately. I. (a) What different kinds of materials have you worked on in the forge shop? (b) How do these materials differ? (c) Do they have to be worked differently? In what ways? The answers to this question do not indicate very definite ideas as to the materials used, at least as far as putting such ideas into written words is concerned. Oral questions brought out the fact that only a very few boys had worked in tool steel or knew anything about its properties. (a) Seven answered that they had worked in iron and steel; one specified iron and tool steel; and one, iron, soft steel, and tool steel. (b) Five answered: "Steel is harder than iron," and two, "It can be tempered." SHOPS AND TESTS IN EMERSON SCHOOL 41 (c) Three simply wrote, "Yes" and three, "No." One answered: "Steel should be worked hotter than iron," and three, correctly, "Iron can be worked at a higher heat than steel." 2. (a) Have you ever done any upsetting, welding, or case hardening? (b) What do these terms mean? The answers indicated an acquaintance with simple methods of upsetting and welding, but only in a few instances with case hardening, which was at times con- founded with water hardening of tool steel. (a) Five had performed all three operations; two, up- setting and welding; one, upsetting and case hardening; and one had done none of these things. (b) Five answered in effect that upsetting is to knock back the end of the iron while hot and to thicken or bulge it out, and one that it is to knock the end flat. Eight answered: "Welding is to join two pieces of iron by heating very hot and hammering them together." Two described case hardening as heating steel with a coatmg of potash and then cooling in water. Three described the regular hardening of carbon tool steel by heating and cooling in water. 3. (a) What happens if iron is heated too long in the forge? (b) What happens in the case of tool steel? 42 THE GARY PUBLIC SCHOOLS The replies indicated little knowledge as to the dif- fering effect of high heat on the two metals. (a) Nine replied: "Iron burns if heated too long in forge," and one, "It melts." (b) Six answered: "Steel also burns under these con- ditions," and one, " It melts." Two came nearer to the actual fact by saying: "The end drops off the piece if heated too long." 4. How is much of the forging of small articles done in manufacturing to-day? The answers gave hardly an indication that the pupils were aware of the commercial methods of forging, such as drop forging with dies, steam hammers, or presses, although oral questions brought out the fact that all were familiar through actual practice with the power hammer in the shop and understood that similar ham- mers were used in larger establishments. Five answered in general terms "by machinery"; two, "by manufacture"; one, "by hand"; and another, "by drop forge." 5 . How is wrought iron made ? How is soft steel made? How is tool steel made? Tell what you know about the processes. No pupil betrayed by answers either to this question SHOPS AND TESTS IN EMERSON SCHOOL 43 or to oral questions any conception even of the most elementary character as to how wrought iron, soft steel, or tool steel is made. Eight gave no answers. One replied: "Wrought iron is made by melting and pouring the iron over, soft steel is made by heating the steel and letting it cool without dropping in water, and tool steel is the hard steel that has been dipped in water." Another answered: "Wrought iron is made by melting iron ore in the furnace in the open hearth." 6. What kinds of iron and steel products are made in Gary? In answer to this question the repUes seemed to indicate that no reference to this subject had been made in class, and that the very few ideas expressed had been gained from hearsay outside of school. Three gave no answer. Two replied: "Soft steel and tool steel' ; five, "Steel rails"; one, "Structural steel"; one, "Billets"; one, "Bar steel"; and one, "Screws and nuts." FOUNDRY The foundry, with the forge shop, is located in an inner court. It is 26 ft. x 40 ft. and is well Ughted and ventilated from the roof. The shop has a molding sand floor upon which all work is carried on and is equipped with a 22 inch cupola with charging gallery affording 44 THE GARY PUBLIC SCHOOLS storage for coke and iron, a crucible brass furnace, gas furnace for melting lead or other easily fusible metals, core oven, scales, core bench, electric motor and fan for cupola blast, about a score of small flasks and several of larger sizes, and kits of molders' tools. The productive and repair work in this shop executed in whole or part by student workers during the year 191 5-16 is reported to include the items given in Table III of the Appendix. In addition to these items, the records show numerous castings gotten out by the in- structor without participation by pupils, in particular, grate bars for the boilers every few weeks. The practice in the foundry is to cast from the cupola two or three times a month. On the larger and more difficult work the instructor assists and finishes the mold when necessary. The work of the smaller boys is com- monly cast in lead. The capacity of the shop seems to be about 18 or 20. During the winter term the different sections varied in size from 4 to 15; and there were three periods in which there were no pupils in the shop. During the spring term the groups of boys ranged from 10 to 16 in number; there was one class of girls numbering 7, and one vacant period. With one exception the grades of pupils varied from the third to the eighth and the ages from eight to fourteen years. One case which appeared to be exceptional was a second year high school boy, aged fifteen. In the instructor's opinion, the boys from the third B W I SHOPS AND TESTS IN EMERSON SCHOOL 45 grade were generally too small and lacking in physical strength for this work, those from the fourth and fifth grades commonly too young for practical production, and those from the sixth to the eighth grades best adapted for commercial work. This opinion seemed to be fairly well sustained by observation and by the results of the practical tests, although in the latter case the twelve year old boys from the fifth grade produced as good work as those from the sixth grade, indicating that the age factor is, perhaps, of more significance in this connection than the school grade. In the instructor's opinion six to eight are as many as can be efficiently handled at one time when dealing with commercial work. A practical test was given near the end of the spring term to 21 boys varying from the fifth to the eighth grade and from ten to fifteen years in age. There were 5 boys from the fifth grade, 5 from the sixth, 6 from the seventh, and 5 from the eighth. These boys were all supposed to have had at least two and a half months of experience in the foundry. To each of the boys from the fifth and sixth grades were given two patterns as shown in Figure 5, one of a half box for a connecting rod end, and one of a machine wrench. To each of the seventh and eighth grade boys was given one of the patterns requiring a core shown in Fig- ure 6. Some of these patterns were halved and some were solid, requiring a waste bed in the cope. In all cases the molds when finished were cast in lead. FiGtmB s Patterns Used in Foundey Test (rh-th and sixth ghade boys) Figure 6 Patterns Used in Foundry Test (seventh and eighth grade boys) J ld-l-d '-^ CORE PRINTS SHOPS AND TESTS IN EMERSON SCHOOL 47 On the whole, the work was very well done. The boys went to their tasks with readiness and confidence, ask- ing but few questions. They carried through the differ- ent steps in a businesslike way and lost Uttle time through mistakes or hesitation. The work of many of the fifth and sixth grade boys with their simpler pieces was practically as good as that of the older boys with the more difficult patterns. The results, which are set forth in detail in II-C of the Appen- dix, are summarized below: TABLE V Results op Practical Fotjkdry Test Fifth Grade Sixth Grade AGE QUALITY AGE QUALITY 10 Poor 10 Failure 11 Good 11 Fair 11 Poor 11 Good 12 Good 11 Good 12 Good 14' Poor Seventh Grade Eighth Grade AGE QUALITY AGE QUALITY 11 Good 12 Very good 12 Rather poor 12 Very good 13 Spoiled (no fault of pupil) 13 Good 14 Good 13 Good 14 Failure 14 Very good 15 Good The work in fotmdry molding differs in several aspects from that of the other shops. With simple patterns, such as used in this shop, the processes involved -are few in number and easily grasped. Some degree of physical strength is required to turn the loaded flasks, but a little 1 Backward pupil. 48 THE GARY PUBLIC SCHOOLS practice in the case of normal eleven or twelve year old boys soon develops sufficient skill to accomplish success- ful practical results with the usual small patterns. If the range of patterns is very limited, as it is in this foundry, the boys of eleven and twelve soon come to produce almost as good results as boys of thirteen and fourteen. On the other hand, small flask work with simple patterns presents very little variety and but limited range of ideas. There is much repetition without proportionate progress. These facts limit the educational value of the work and make it doubtful whether the return to the boy justifies the devotion of ten hours a week for a term of thirteen weeks to this shop. It is probably the boys' reaction against the monotony of molding that leads the instruc- tor to state that for most boys a period of one hour would be better than two. In any event, it would seem clear that the expenditure of any large amount of time upon foimdry work can only be justified educationally pro- vided considerable attention is given to bringing out a background of ideas and knowledge drawn from this and related industries. That some, although limited, attempts had been made in this direction is evident from answers to oral questions and from the results of a written examination given to the seventh and eighth grade boys who took the practical tests. The written test was as follows : I. Of what two materials must a good molding sand be composed? Why cannot pure sand be used? SHOPS AND TESTS IN EMERSON SCHOOL 49 Why cannot the other material be used alone? 2. Why is coke used in a cupola instead of coal? Why is a blast used? At what temperature does cast iron melt? 3. From what is pig iron made? Tell what you know about the process. 4. What metals are made from pig iron? 5. How are large circular castings, Uke pulleys, some- times made? 6. What kinds of iron and steel products are made in Gary? The answers are summarized below: 1. (a) Of what two materials must a good molding sand be composed? Three pupils specified pure sand or Gary sand and clay. (b) Why cannot pure sand be used? Seven answered correctly: "The mold would not hold together." (c) Why cannot the other material be used alone? Five gave answers that seemed to indicate the right idea, viz., that if the other or "sticky" material were used, the mold would be too soHd and would not allow the gas to escape. 2. (a) Why is coke used in a cupola instead of coal? Nine stated correctly: "Coke is used because it gives a hotter fire and melts the charge more quickly." 50 THE GARY PUBLIC SCHOOLS (b) Why is a blast used? Ten replied: "The blast produces a hotter fire." (c) At what temperature does cast iron melt? One gave 60 to 70 degrees; one, 1,275 degrees; six others gave figures approximately correct, varying from 2,000 degrees to 2,800 degrees. 3. (a) From what is pig iron made? Only two mentioned iron ore. (b) TeU what you know about the process. Only one made any reference to the ore being changed by heat in a blast furnace to pig iron, although these boys are supposed to have been in science classes of one kind and another ever since the fourth grade, and ideas of such changes should not be imfamUiar to them by the time they reach the seventh and eighth grades. 4. What metals are made from pig iron? Two mentioned steel, one cast iron, four steel and cast iron, one steel and iron. 5. How are large circular castings, like pulleys, some- times made? This question is perhaps rather difficult for boys in the elementary school. It was given in order to ascer- tain whether any effort had been made to indicate processes of molding other than the simple ones dealt with in the school shop. The answers, together with the SHOPS AND TESTS IN EMERSON SCHOOL 51 results of oral questions, failed to show that any such attempts had been made. 6. What kinds of iron and steel products are made in Gary? Similar questions were given also in the forge shop and machine shop examinations; the results obtained in all cases radicated that in none of these metal working shops had any attention apparently been paid to illustra- tion, study, or even enumeration of the products of the great mills that are the reason for the city's existence. Eight boys specified steel rails, but beyond this point the answers were either vague or wanting. PIONTING SHOP The printing shop in the Emerson school occupies a room similar to the machine shop in the front of the building. It is 21 ft. x 50 ft., and lighted by windows on one of the long sides. The equipment consists of two Job presses, one 12 in. x 18 in., and one 10 in. x 15 in.; wire stitcher, lead cutter, imposing stone and frame, metal proof press, numbering machine, multiple power pimch, vibrating roller, cutting machine, stock case, case stands, cut cabinet, type and cuts, miscellaneous tools and equipment. The presses, wire stitcher, and power punch are supplied with individual motors. The equipment represents an expenditure of $2,857.79. The productive work of this shop for the year 191 5-16 is reported to have included the items given in Table IV of the Appendix. 52 THE GARY PUBLIC SCHOOLS On account of the change in instructors noted below, it was impossible to ascertain just which items were exe- cuted by the pupils, although it was stated by the new instructor that there were very few jobs in the printing shop in which the pupils did not perform the bulk of the work. The capacity of this shop seems to be about 12. In the winter term the numbers in the various sections varied from i to 11 and totaled 22 boys and 11 girls, rang- ing from the third grade to the second year of the high school. During the period of the survey the shop did not appear to full advantage, as the former instructor had left shortly before and the position was being filled by a temporary teacher. In the opinion of the instructor, boys of the third grade are not sufficiently developed to profit by the work. This agrees with the views of the former instructor, who was interviewed on an earlier visit in January and who stated that the third grade boys soon lost interest in the work assigned to them and did not wish to remain in the shop for thirteen weeks. Both the former and the pres- ent instructor felt that the pupils coming from the eighth and ninth grades were best fitted for the work of this shop and most satisfactory for productive work. Practical and written tests were also given in this shop, the results of which wiU be described hereafter in cormection with the same tests given in the Froebel school. o o s ■a ni. SHOPS AND TESTS IN FROEBEL SCHOOL PRINTING SHOP THE printing shop at the Froebel school occupies a room on the ground floor and is 23 ft. x 31 ft. It is well lighted by windows on one of the long sides. The equipment consists of two job presses, one 12 in. X 18 in., and one 10 in. x 15 in.; lead cutter, im- posing stone and table, lever press, California job case, double case stands, cutter, stock cabinet and benches, miscellaneous type, miscellaneous tools and equipment. The presses are suppHed with individual electrical mo- tors. The cost of the equipment is stated as $1,352.70. The productive work of this shop executed in whole or in part by student workers during the year 191 5-1 6 is reported to include the items given in Table V of the Appendix. The shop capacity seems to be about 12. During the latter part of March the mmibers in the various sections varied from 6 to 12 and totaled 36, aU boys, ranging from the fourth grade to the second year of the high school and from ten to sixteen years of age. In the Si 54 THE GARY PUBLIC SCHOOLS opinion of the instructor, pupils of the third grade are too young to profit by the work, but from the fourth grade up they can benefit. The sixth grade is the lowest to which he usually gives any commercial work and for this purpose he finds pupils from the eighth and ninth grades best fitted. As stated above, the same practical and written tests were used in the printing shops of both the Emerson and Froebel schools. The practical test was given to ninth grade pupils at the Emerson school on March i6th. It was intended that this test should be taken by the 14 ninth grade pupils on the shop register, but, owing to some school function of which the instructor had not been informed, only four pupils appeared in class and performed the work. It should perhaps be noted that similar unexpected absences from the assigned shop classes were frequently met with during the progress of the survey. The four pupils consisted of one boy fourteen years of age, two girls of fourteen years, and one girl of sixteen years. Directions for the test were given to each pupil on a typewritten sheet as shown below: PRINTING TEST Directions — The copy below is to be printed on a card 3^ in. X 5I in. You are to use your own judgment as to type, margins, and arrange- ment SHOPS AND TESTS IN FROEBEL SCHCX)L 55 Copy Public Schools Gary, Indiana 191 — Mr I regret to inform you that came late to school this This is the — time he has been tardy. Will you cooperate with the school in training your' child to be punctual. The school hours for are as follows: a. m. to m; and p. m. to p. m. Please sign and return. Principal Parent's Signature. Of the four workers, the boy had been in the printing shop four terms, the girls were at the close of a single term. None seemed to have any acquaintance with the point system except the boy, and even his ideas upon the subject were vague. They all knew the type case and use of stick. The boy set his stick after making a sketch and deciding on his margins. The girls assimied a length of line but did not check this by reference to width of card. One girl set her stick in inches and two girls in picas. The boy was the only one who could take his material out of the stick and tie it up for proof. The girls needed assistance in doing this. S6 THE GARY PUBLIC SCHOOLS After the material was tied up in the galley, proofs were taken. The resulting proofs, which are analyzed in some detail in II-D of the Appendix, were on the whole fairly good. The weakest showing, as was to be expected, was in the justification and in the judgment displayed in the arrangement of margins and in the selection of type and display of heading. Exactly the same test was given to ten boys from the ninth grade and two boys from the tenth grade at the Froebel school on March 21st. One boy was twelve, two, thirteen, five, fourteen, three, fifteen, and one, sixteen years of age. Three of these pupils had been in the shop only seven weeks; two had had fourteen weeks; four, two terms of thirteen weeks; one, three terms; and two, four terms. The pupils in the Froebel school showed great readiness and much intelligence in handling the test. Their knowledge of the point system seemed to be sufficient to enable them to set up work with judgment. There was only one boy who did not allow for his margins in terms of picas. AU of the others when questioned orally told readily how many picas of margin they had allowed. They all tied up their matter in the galley and took their own proofs. The proofs on the whole were very good. The weakest points were in justification, which in three cases was quite defective, and in length and position of leads. Judgment as to margins, selection of type, and display of heading were in most cases creditable. SHOPS AND TESTS IN FROEBEL SCHOOL 57 An identical written test was given to nine pupils at the Emerson school and to eight at the Froebel. The nine Emerson pupils included the three girls who had taken the practical test and three boys and three other girls who were in the printing shop during the winter term. These were all from the ninth grade and each fourteen years old. The eight Froebel pupils had all taken the practical test. They included six boys from the ninth grade and two boys from the tenth grade. The test is given below: 1. How many points to an inch? How many picas to an inch? How many points to a pica? What are ems? 2. What is a lead? What is a slug? What is a rule? What is furniture? What are leaders? What is a chase? What is a form? What is a stone? 3. Draw a simple outline sketch showing how you would place the type, furniture, and quoins in a chase for locking up. 4. How is type generally set in large newspaper ofl&ces? S8 THE GARY PUBLIC SCHOOLS 5. How does the newspaper press differ from the press in the school shop? Why is this kind of press better for newspaper work? 6. In printing a book, is each page printed separately? If not, how are the pages printed? Some of the questions ia the paper may well be criti- cized as not fully appropriate to a written examination. It may well be said that definitions in writing, as required by question 2, are not a proper criterion of the pupil's ability to use the articles mentioned and that a more just method of estimating the pupil's knowledge would be through oral questions in the shop with the articles at hand. Commonly such a criticism would be justified, but as a matter of fact oral questions were very exten- sively used and the results were so varied, especially as between the two schools, that written questions were used to obtain a record upon which to base comparisons. Again, question 3 asks for informa- tion that could apparently more properly be obtained through observing in the shop the operation described. This is in part true, but it was impracticable to arrange to have all pupils go through this operation, and as the pupil's comprehension of salient features of correct locking up could very readily be shown by a sketch it was felt appropriate to ask this particular question. The results of the examination were widely different in the two schools. Of the eight papers from the Froebel SHOPS AND TESTS IN FROEBEL SCHOOL 59 pupils one was marked perfect and five others were rated over 90 per cent, correct. On the other hand, the nine Emerson pupils showed very little knowledge of the matters in question and often very httle interest in them. Their answers are analyzed below: Question i was answered correctly by only one pupil. Question 2 was correct in full in four cases and correct in about half of the items in three others. Question 3. Only one sketch was made that was in- telligible. Question 4. Correct in three cases. Question 5. Significant difference given in only one case. Question 6. Correct suggestion given in only one case. The two sets of papers show rather strikingly the dif- ference that may be made of the intellectual and infor- mational side of school shop practice. As a matter of fact, the two shops reflected the same contrast in their atmosphere and spirit; in one the pupils were interested and energetically busy, in the other they appeared in- different and dawdled over their work. WOODWORKING SHOP The woodworkiug shop at the Froebel school is located in an inside one story court room, 24 ft. x 50 ft. It is well lighted and ventilated from the roof. It is fur- nished at one end with an equipment of mill tools, each supplied with individual electric motor, including band 6o THE GARY PUBLIC SCHOOLS saw, circular saw, jointer, planer, mortising machine, and swing cutting ofE saw. In addition there are two long benches and miscellaneous tools and equipment. The total cost of this installation is reported as $1,519.00. The other half of the room contains thirteen individual woodworking benches and one bench 12 feet long, each suppUed with vises and an equipment of small tools, three speed lathes furnished with electric motors, a tool grinder, cupboards and miscellaneous fixtures, costing $702.15. There is also a lumber storage room 20 ft. x 20 ft. As before noted, it was found impracticable to use the mill equipment with boys under sixteen years of age on account of the state law relating to the operation of machinery by minors. As the nimiber of boys who had reached this age at the Froebel school was very small, the use of this part of the equipment as a school shop was discontinued in April, 1916, and shop work wjis confined to the bench equipment with younger boys. During the time that the cabinet making shop was in operation a considerable amoimt of installation and re- pair work was performed in different buildings, but, as the instructor had left the school system before the work records were in the hands of the survey staflF, it was impossible to ascertain to what extent the pupils had participated in the various tasks. A large portion of the jobs enumerated in the shop reports are listed as "repairs to building," "repairs to equipment," "repairs in shop," but their exact nature is I a. a o I SHOPS AND TESTS IN FROEBEL SCHOOL 6i not indicated. In addition to these occur the following items: Hanging fire extinguishers, window brackets, towel boxes, spring board for swimming tank, display panel, building blocks, Montessori sets, bases for lock- ers, encasing stairway, and, most important in point of charge value, thirty teachers' desks. The cabinet making instructor was engaged alone during August, 1915, in work which included, among other items, a sink at the Jefferson school, a steel ceiling at Jefferson school, and the installation of a new plumb- ing shop at Froebel school. The boys in the bench shop at the time of the survey ranged from the fourth grade to the eighth and from ten to fifteen years of age. The classes were somewhat larger than those met with in the other shops, numbering from 12 to 17, and totaling 86 individuals. The work in this shop was essentially on a manual training basis, that is, although effort was being made to turn the product as far as possible toward such pur- poses as drawing models and apparatus for nature study, a large portion of the projects represented the boys' per- sonal and play interests, such as kites, windmills, bows and bats, and things for the home, such as flytraps. This situation, into which the school administrators have apparently been forced as a result of experience, affords an interesting sidelight upon the maintenance shop as a uniform policy of the elementary school. The spirit of the work and the quality of the teaching in this shop were very good. There was always a deal of 62 THE GARY PUBLIC SCHOOLS freedom and considerable noise, but it was not freedom that had degenerated into license. A practical test was given to seven boys of the sev nth and one from the eighth grade on March 17th. Of the five boys who completed the test (all from the seventh grade), one was twelve years, three were thirteen, and one fifteen years of age. Each of these pupils had had at least one full term of woodworking and three were in their second term. A blue print, as shown in Figure 7, together with a piece of whitewood 30 in. x 2^ in. x | in., machine dressed on the two faces and jointed on one edge, was given to each pupil. As will be seen, the drawing requires that this stock shall be planed down on one edge to 2 j in. in width, and the two short pieces reduced to | in. in thickness. The five boys who completed the test tiunied out sub- stantial pieces that would meet ordinary practical re- quirements. Their confidence in approaching the work, their manner of carrying through the various operations and their workmanship would compare favorably with that of the average run of boys from the seventh or eighth grades who had had a year's experience in a conventional manual training shop. The test, which is described in detail in II-E of the Ap- pendix, showed abiUty on the part of each boy to read the drawing and some facility and familiarity in the use of try square, cross cut saw, plane, and chisel. None of the boys used a marking gauge to lay off the width or thick- ness of pieces to be planed. SHOPS AND TESTS IN FROEBEL SCHOOL 63 FlouEE 7 TEST PIECE-WOODWORKING ACCURACY or f ITS AND MEASUREME.NT5 WILL BE f?ATED. ' r i t : • 1 i < • 1 1 ^H- t «» ! • J 5 ; ' No written test was given to the wood shop pupils. SHEET METAL SHOP The tinsmithing or sheet metal shop, like that for woodworking, is 24 ft. x 50 ft. and is situated in the 64 THE GARY PUBLIC SCHOOLS court, with overhead lighting. It is equipped with the following tools: 36 inch heavy squaring shear, No. 4 tinner's bench shear, 36 inch adjustable bar folder, can top folder, 36 in. x 2 in. pipe forming rolls, 30 inch groov- ing machine, No. 3 steel cornice brake, No. 2 beading machine, small burring machine, large burring machine, small turner, large turner, wiring machine, setting-down machine, cornice maker's crimper, 2 inch double seamer, and an assortment of bench stakes and mandrels. The productive and repair work in this shop executed in whole or part by student workers during the year 1915-16 is reported to include the items given in Table VI of the Appendix. The work reported as performed by the instructor during the school year without the as- sistance of pupils is comparatively small. The sheet metal instructor was employed during Au- gust upon installation and repair jobs about the buildings. The capacity of the shop is about 15. During the spring term the different sections varied in size from 3 to 15 pupils, coming from the fourth to the ninth grades and varying in age from nine to fifteen years. During the first week of the survey there were no pupils in the sheet metal shop, as the instructor was engaged in some piece of repair or installation work in another part of the building. The instructor stated that he could not accomplish much with boys below the sixth grade, but from that grade up the boys are old enough to handle the simpler processes and obtain benefit from the shop experience. [I- I SHOPS AND TESTS IN FROEBEL SCHOOL 65 He feels that seventh and eighth grade pupils are best fitted for the work and considers that five boys represent the limit that can be satisfactorily handled when en- gaged in productive work. He explained that by this last statement he meant that when the class is larger he finds it impossible to do anything but turn out work, and has no opportunity to give what he called "proper in- struction." With the boys that come to this shop, the instructor almost invariably lays out the work himself. If there is a quantity of one article required, this is done by making a template. He considers that boys in the ele- mentary school grades are too young for this laying out work and that the first year high school is the earliest in which this feature can be introduced. He points out that the boys not only need experience in pattern draw- ing, but experience in actual construction to permit them to judge properly the allowances for laps, seams and folds. He has tried simple flared work with ninth grade boys, e.g., funnels and cups, with moderate suc- cess. The boys accomplished the geometrical layout fairly well, but were at a loss as to allowances for the seams. Boys from the sixth grade are usually put to work on cups, boxes, and desk trays in tin. Later heavier galvanized iron work is introduced, and pails, trays, window boxes, and aquariums were among the articles made during the period of the survey. The spirit and character of the work in this shop were uniformly excellent. The pupils were always found busily at work and the instructor almost invariably en- 66 THE GARY PUBLIC SCHOOLS gaged not merely in giving directions, but in teaching in the truest sense. His method of drawing out ideas and stimulating thought and experiment on the part of his pupils by well chosen questions was altogether admir- able. Even in this shop, however, the written test seemed to indicate that not enough time has been given to organized instruction regarding materials and the rationale of methods. A practical test consisting in making a galvanized iron pail, as shown on the next page, was given to seven boys on May 2d, 3d, and 4th. Three of these were in the seventh grade and four in the eighth, four were twelve years old and three were fourteen. All had had one or two terms in the shop, except one boy who had had only five weeks. Two did not finish their piece because of absence, and one, after spoiling his first attempt, did not complete his second. The test is described in detail in II-F of the Appendix. At the beginning the instructor set the folder and machines for burring and turning in proper position and gave out a pattern for sides of pail. He also noted necessary di- mensions. The boys worked in an orderly way with no confusion. Each boy evidently understood the proper sequence of operations and went ahead without hesita- tion. Four of the boys completed their pails, as will be seen by the detailed description, with smaU variations from the correct dimensions, and, with the exception of one who had never made a pail before, with creditable work- manship. SHOPS AND TESTS IN FROEBEL SCHOOL 67 Figure 8 TEST PIE.CE.- SHE.ET METAL SHOP GALVANIZELD IRON PAIL A— r (• The locked and grooved vertical seam at the side and the double turned seam at the bottom were sub- stantially and solidly made in three cases, although not always straight and even in appearance. The wire , edges at the top were strong and firm but in no instance | was the wire fully covered. The soldering of the seams 68 THE GARY PUBLIC SCHOOLS in the same three cases was smooth and even, and in the fourth, rough and imperfect. The written test was given to six of the boys who started in the practical test, one boy from the eighth grade being absent, and to one additional boy, sixteen years old, from the ninth grade. The test was as fol- lows: 1. Tell the difference between sheet tin and galvan- ized iron. How is each made? 2. Of what is solder made? Of what is the soldering iron made? Why is this metal used? 3. What do you apply to tin before soldering? Why do you use it? What do you apply to galvanized iron before soldering? Why do you use it? 4. What different kinds of seams are used in sheet metal work? 5. What kinds of jobs does the sheet metal worker do while employed in his trade? 6. What kinds of sheet metal are manufactured in Gary? The answers are summarized below: I. Tell the difference between sheet tin and galvan- ized iron. How is each made? SHOPS AND TESTS IN FROEBEL SCHOOL 69 Only three boys stated that sheet tin is sheet iron or steel covered with tin; and galvanized iron, sheet iron or steel covered with zinc. One boy reported that the tin and zinc are melted and the sheet iron dipped into the liquid metal. 2. Of what is solder made? Of what is the soldering iron made? Why is this metal used? Five answered: "Solder is made of tin and lead," and the same number, "The soldering iron is made of copper." One wrote that copper was used because solder "sticks to it"; one, that copper "gets hot quicker," and two, that "copper can be heated to a great heat be- fore melting." 3. What do you apply to tin before soldering? Why do you use it? What do you apply to galvanized iron before soldering? Why do you use it? Six answered: "Rosin is applied to tin before solder- ing." All stated this was to make the solder stick. None suggested that it was to prevent the tin from oxidizing when heated. Five held that an acid, and two, a liquid, is applied to galvanized iron before solder- ing. Three maintained that this was to make solder stick; four had a fuller comprehension explaining that it was to clean the surface. 4. What different kinds of seams are used in sheet metal work? TO THE GARY PUBLIC SCHOOLS None of the group appeared to know the names of the seams, such as locked and grooved, double turned. 5. What kinds of jobs does the sheet metal worker do while employed in his trade? Three boys gave answers suggesting other work than pails and small articles, such as stove pipes, ventilators, rain pipes, door casings. 6. What kinds of sheet metal are manufactured in Gary? Four mentioned sheet tin and four galvanized iron. The replies of the boys from the eighth grade were noticeably more intelligent and well informed than from the seventh grade. PLUMBING SHOP The plumbing shop occupies a room 21ft. x 30 ft., well lighted by windows on one of the long sides. It is the only shop equipped with a blackboard, its presence here being due to previous use of the room for regular class purposes. The surface of the board was for the most part covered during the period of the survey by a storage cabinet. The equipment of the plumbing shop includes a plumber's bench and three vises, stock rack, and mis- cellaneous tools and supplies. The cost of equipment is stated as $190.85. SHOPS AND TESTS IN FROEBEL SCHOOL 71 The productive and repair work in this shop executed in whole or part by student workers during the year 1915-16 is reported to include the items given in Table VII of the Appendix. During the summer months the plumbing instructor was employed on various repair and installation jobs in the different school buildings, and during the course of the school year performed repair jobs in seven schools other than the Froebel. These jobs occurred at the rate of one to three a month. The working capacity of the shop, if aU pupils are to be employed at pipe cutting and fitting, seems to be hardly above six. During the survey the numbers in the shop at different periods ranged from two to nine pupils from the fourth to the ninth grade, and from nine to fifteen years in age. The great variation in age and the frequent presence of over-age pupils in the Froebel school were particularly apparent in the classes of the plmnbing shop during the spring term. Among the seven fifth grade pupils there was one boy fourteen years and one fifteen years old. In the instructor's opinion, boys below twelve years of age are not fitted as a rule for installation work, and five is the largest number that can be handled effectively on such work. In this shop the younger boys present a particular problem because of the expensive material involved, which they can be trusted to handle only to a limited degree. The plumbing instructor is expected to attend to re- 72 THE GARY PUBLIC SCHOOLS pairs and installations in all the school buildings. He states that he is away from the shop on some kind of work on an average of two hours out of seven, and that he generally takes one or two boys with him, leaving the others in the shop cutting nipples or doing other work. On occasion he takes the whole group along to observe, but in such cases, he reports that those who cannot be actually engaged are liable to lose interest and "to fool and chase around." As the plimibing lines and connections in the Froebel school consist almost entirely of galvanized iron pipe, the practical work in the shop is limited almost solely to the manipulation of this material. Cutting, threading, and fitting of such pipe, generally | in. in size, together with clearing stoppages in sinks and closets, constitute the common range of manual operations. It is evident that this pipe cutting and threading offers extremely few operations or ideas. The intellectual opportimities of this shop clearly must be found in the field of plumbing practice as governed by physical sci- ence. The laws of water pressure, theory of traps, vent pipes, kitchen boiler and water-back connections, the operation of flushing tanks and heating systems, and the reasons imderlying the board of health rules for plumbing installation, afford rich material for educa- tional purposes. Apparently very little has been done in this direction. The instructor states that he has attempted to bring out some of these ideas when working on a job with his pupils SHOPS AND TESTS IN FROEBEL SCHOOL 73 and that he has explained the construction of a hot water boiler in the shop, but that, as a general thing, he has not time to devote to these matters. He always has more demands than he can meet and frequent emer- gency calls take him from the shop, obliging him to leave his class. This shop illustrates the limitations of the mainten- ance plan from the educational standpoint perhaps more strikingly than any other. To some extent, as the above account shows, this is inevitable, but it is also partly due to the instructor who, though thoroughly well intentioned and desirous of helping the boys to the fullest extent, is rather lacking in the energy necessary to carry through instruction of the needed breadth in the face of the obstacles that confront him. This may explain, also, the rather free and easy atmosphere of the plumbing shop, where one is quite as likely to find a boy idling as working. On May 2d a practical test was given to nine boys from the seventh, eighth, and ninth grades, each of whom had had at least one full term of work in the plumbing shop. Two of these boys were from the seventh, two from the eighth, and five from the ninth grade. One was twelve years of age, six were fourteen, one was fifteen and one sixteen years of age. The drawing shown on the following page together with accompanying notes was placed on the blackboard. Five of the boys took the test in the moming and four in the afternoon. 74 THE GARY PUBLIC SCHOOLS Each one selected a piece of pipe from the stock rack and proceeded to cut it off with the pipe cutting tool. They used the stock and dies to cut a thread on each end and in most cases reamed the ends properly. The workmanship, as far as the threadmg and fitting FiGTJKE 9 Test Piece — Plumbing Shop PIPE TO BE CUT TO PROPER LENGTHS AND FITTED TO TEEJ RATED FOR ACCURMT OF DIMENSIONS AND QUALITY OF FIT VGALVANIZEDIRON PIPE of the pipe into the two tees is concerned, was such as to produce strong and tight joints that would have served for ordinary practical purposes. The only notable failure to achieve a correct result was in the interpreta- tion of the drawing, six of the boys reading the distance between the centers of the tees as referring to the length of the pipe. In consequence, the finished pieces in these cases measured 8f in. or more between centers instead of 7 in. That this was the result of carelessness seemed apparent from the fact that, when these boys were asked at the end of the test whether they fully understood the drawing, they all answered "yes," and to further ques- SHOPS AND TESTS IN FROEBEL SCHOOI. ?§ tions as to what tlie 7 in. dimension meant, each answered "to the center of the tees." The time element bears a rather interesting relation to the interpretation of the drawing. The first six boys who failed to read the dimension of length correctly finished their piece in periods varying from 15 to 34 min- utes; the last three whose pieces were correct in length consumed, respectively, 43, 46, and 54 minutes. The test is described in detail in II-G of the Appendix. Seven of the boys who had taken the practical test were given the following written examination on May 4th: 1 . What different kinds of pipe are used in plmnbing? For what purposes is each used? 2. Why is lead pipe less used than formerly? What are the advantages and disadvantages of lead pipe? 3. Why are traps used? Name the different kinds of traps. Why are they vented? Draw a section of one form of kitchen sink trap. 4. Draw a diagram of a hot water system, showing connections to the kitchen stove and hot water tank. Show all piping and describe how the water circulates. The answers are summarized below: I . What different kinds of pipe are used in plumbing? For what purposes is each used? 76 THE GARY PUBLIC SCHOOLS Four answered this question very well, one giving the names of five kinds of pipe — ^lead, galvanized iron, nickel plated brass, cast iron soil, and tile pipe; three men- tioned four of these. These four boys indicated the uses of the different kinds of pipe with fair correctness. 2 . Why is lead pipe less used than formerly? What are the advantages and disadvantages of lead pipe? Four also answered these questions with fair intelli- gence, indicating that lead pipe was not so much used because of its expense, its liability to injury, and diffi- culty of hanging it below floors. They gave as advan- tages of lead pipe that it could be readily worked and bent in any direction. 3. Why are traps used? Name the different kinds of traps. Why are they vented? Draw a section of one form of kitchen sink trap. Not much idea of the purpose of traps or their form or reason for venting was shown in the replies. Four stated that traps were to catch the grease, and two that they were to keep back the smell. Two mentioned S traps and drum traps. None gave the correct reason for venting traps and none made a sketch indicating a trap with vent pipe in proper place. 4. Draw a diagram of a hot water system, showing coimections to the kitchen stove and hot water SHOPS AND TESTS IN FROEBEL SCHOOL 77 tank. Show all piping and describe how the water circulates. One pupil made a sketch showing all the connections with but one error; the sketches of two others showed al- most all the pipes but not connected properly; two others made very rough sketches in which no correct ideas were evident, and two did not attempt to answer the question. PAINTING SHOP The paint shop is housed in a small room 12 ft. x 30 ft., with a vault extension under the entrance steps of the building, in which the paint and oil suppHes are stored. The boys wear drill overalls and jumpers which are laimdered weekly. There are no lockers and the boys apparently take the first suit available when entering the shop. On account of the change of instructors in March, it was impossible to check up the work performed by the pupils during the previous months of the school year. It was the opinion of the new instructor, however, that all the work shown in the records had been executed either wholly or in large part by the boys in the shop sections. Among the most important items were painting out- side sash and frames and glazing sash, Froebel school, 304 hours; glazing, 51 hours; painting domestic science room and six classrooms, 420 hours; painting stairs. 78 THE GARY PUBLIC SCHOOLS stairway walls and stairway corridors, 176 hours; paint- ing hallways, 80 hours; oiling gynmasium floor, 24 hours; glazing and painting frames and glass in nature study room, 36 hours; painting school wagons, 54 hours; shel- lacking 1,500 building blocks. When the cabinet shop was in operation, considerable work in hardwood finishing of desks and cabinets was done by these classes, but since the abandonment of this shop the activities have been mainly confined to paint- ing walls and ceilings of classrooms and halls, window frames and doors, both inside and out, various fixtures about the building, playground apparatus, and the houses for garden tools and materials. In the course of this work, the boys erect the necessary scaffolds and perform a considerable part of their paint- ing upon these stagings. Visitors have often commented upon the precarious appearance of the workers and their paint pots upon these narrow supports, and predicted disaster to both boy and paint pot. As a matter of fact, boys are pretty sure-footed and the number of accidents is reported as extremely small. The work in the halls and stairways can be performed without interruption of the school routine, but the paint- ing of classrooms in almost continuous use during the school day can be prosecuted only under difficulties. This work is often carried on when the rooms are occupied by classes and observation indicates that the danger of spotting the clothes of the regular pupils is not a small one. The inconvenience to the regular class work is, of SHOPS AND TESTS IN FROEBEL SCHOOL 79 course, obvious, although it should be bome in mind that the painting in any room occurs only at long inter- vals. Painting is not one of the shop activities that suc- ceeds in producing well sustained application. In every class observed, two or three pupils out of a group of five or six were idle much of the time. Wall painting is, of course, a performance that re- quires careful and patient application to a very simple and monotonous operation for quite a period of time — a requirement that boys of twelve and fourteen are not very well prepared to fulfill after the appeal of novelty has worn off. It should be noted, on the other hand, that these rooms painted by pupils, although not evi- dencing expert work, are neat and satisfactory in general appearance. One room, indeed, represents an excep- tionally pleasing piece of work. This is the room devoted to art work with the older pupils. The walls of this room are glazed or stippled with two or three coats of varying harmonious colors and are topped with a three- color frieze. The stencil for the frieze was developed by the art instructor with the cooperation of some of her pupils. In all the painting work, the colors are mixed by the shop instructor and there appears to be very little infor- mation about these matters that gets over to the pupils; in fact, the painting work as a whole seems to contribute very little to the pupils beyond the manual e^eriences involved in spreading the paint. 8o THE GARY PUBLIC SCHOOLS In the instructor's opinion, six boys constitute the largest group that can be handled advantageously in practical work and boys from the seventh and eighth grades who have reached fourteen years of age are the best fitted for this work. During the spring term the groups assigned to this shop varied in size from 6 to ii and the pupils came from the fourth grade to the third year of the high school. No practical test in painting was given because the writer found it impossible to devise a test that would be at all satisfactory. A written examination was given on May 4th to six boys who had had at least one term's experience in paint- ing. One of these boys was from the seventh grade, three from the eighth, and two from the ninth. Three were fourteen years of age and three were fifteen. The test was as follows: 1. Name the different kinds of paint brushes and tell for what each is used. 2. What is white lead? How is it made and for what is it used? What is "zinc"? What are its advantages and disadvantages as a paint? 3. What is ochre? What is raw umber? What change takes place when it is burned? What is raw sienna? What takes place when this is burned? SHOPS AND TESTS IN FROEBEL SCHOOL 8i 4. What materials should be mixed together to make a paint ready for inside work? How many coats are needed for new inside wood- work? What proportions of different materials for each coat? How many coats are needed for new outside woodwork? What proportions of different ma- terials for each coat? 5. How many ways may a hardwood desk top be finished? What are they? The answers are summarized below: 1. Name the different kinds of paint brushes and tell for what each is used. Only two boys attempted any answer to this question. One of these mentioned sash tools, varnish brushes, shellac brushes, brushes for signs, brushes for white lead; the other, sash brush and stippler. 2. (a) What is white lead? How is it made and for what is it used? Only two answered this question and neither betrayed any ideas as to how white lead is made or why it is used in almost all paints. (b) What is "zinc"? What are its advantages and disadvantages as a paint? None attempted an answer. 82 THE GARY PUBLIC SCHOOLS 3. (a) What is ochre? (b) What is raw umber? What change takes place when it is burned? (c) What is raw sienna? What takes place when this is burned? Only two answered. They noted that raw umber and raw sierma change color when burned, but said nothing as to the nature of the materials. 4. (a) What materials should be mixed together to make a paint ready for inside work? Three attempted answers. None mentioned the four elements of white lead, color, raw oil, and turpen- tine. One said raw oil and white lead; one, turpentine, boiled oil, and color; one, turpentine and paint. (b) How many coats are needed for new inside woodwork? What proportions of different ma- terials for each coat? (c) How many coats are needed for new outside woodwork? What proportions of different ma- terials for each coat? Three answered "two coats," this being the practice to which they were apparently most accustomed in their repainting work. Two answered " two or three." None attempted any statement about the proportions, al- though the meaning of this question was carefully ex- plained during the examination. SHOPS AND TESTS IN FROEBEL SCHOOL 83 5. How many ways may a hardwood desk top be finished? What are they? One answered "by varnish"; another, "by varnish, shellac, stain or paint," and a third, "varnish or wax." On the whole, the examination and many oral ques- tions showed less knowledge about materials, or reasons for methods, or other related ideas on the part of these pupils than in the case of any other shop. SHOE SHOP The shoe shop, occupying a room 12 ft. x 30 ft., is a special and interesting feature, which differs materially from the other shops in character and is hardly to be re- garded as an essential element of the plan of maintenance shops. As the little printed announcement states: "A shoe repair shop has been installed at Froebel school, room iii, where any child can repair his own shoes, or for any member of his family. The material can be purchased in the shop, but the school can not fur- nish material free. The child must furnish his own ma- terial or bring the money to buy it." Six to eight boys are regularly assigned to the shop and these boys bring their own and parents' shoes from home to be mended. The instructor explains to them the different kinds and grades of leather and the methods of repairing. When there is not enough of their own work they work on the shoes of others. Teachers and parents send shoes into the shop for repairs, for which they 84 THE GARY PUBLIC SCHOOLS pay. Every day about six extra boys are foxmd at work in the shop mending their own shoes. For their own shoes, the boys bring leather obtained outside the school. All other things, such as thread and wax, are furnished free. The instructor also works on various jobs about the school, such as repairing foot- balls, baseballs, leather aprons, the covering of gynina- siirni apparatus, basketballs, and the asbestos curtain. The shop has seven seats for lasts, but on several occa- sions groups of nine to twelve boys were observed. The pupils come from the fourth to the eighth grade. The group was always found working industriously and in the best of order. The spirit of the little shop is helpful- ness, and however else it may be regarded, it is certainly a true example of community service as administered by the kindly, patient and indefatigable ex-cavalry soldier now in charge. IV. SHOP WORK IN JEFFERSON SCHOOL THE Jefferson school, erected in 1907, was the first in the system in which a manual training shop was installed. The manual trainiag carried on there, while lacking those features most identified in the public mind with the industrial work of the Gary schools, is of some interest as illustrating the method of dealing with this subject in a school building provided with only one shop and no power tools. The shop is located in the basement and is 25 ft. x 36 ft. in size. It contains a number of woodworking benches, a forge, a hand drill, a vise for holding iron pipe, cutting and threading tools for the same, and a few simple tools for sheet metal work. At one end is a stock room which is in charge of a pupil during class hours, and at the other is a 10 in. x 24 in. steam engine which supplies power for the electric light plant. The aim of the work, as set forth in a printed state- ment furnished by the instructor, is given below: I. To give children a knowledge of manipulation, names of tools, materials and applied science with enough shop work typifjong various forms of industry, so that the child may devise and execute those projects that will assist him 8s. 85 THE GARY PUBLIC SCHOOLS in self discovery, initiative, responsibility, and character building. II. To give all children the understanding that labor is necessary in creating, and that those who work with hands also use their mental equip- ment. III. To aid the child by giving such types of work that bear industrial significance and enriching his scope of knowledge regarding possibilities of the school which may be of practical value in his later life. As will be noted, this statement is couched in terms of conventional manual training philosophy and it is this spirit that animates the work. Practical construction, as represented in the shops of the Emerson and Froebel schools, is absent. Repairs and equipment of the school plant are attempted only to a very small degree, and the bulk of the work takes the form of projects for the home and for individual use. The instructor is a school trained man with marked enthusiasm and devotion to his work. The engineer of the building serves as an assistant in- structor. In the Jefferson school pupils from the first to the lower fifth grade have drawing and benchwork, one hour daily for twenty weeks. From the upper fifth to the eighth grade the schedule calls for twenty weeks of shop work for the boys in one hour periods and the same amount of time for drawing for ten weeks. SHOP WORK IN JEFFERSON SCHOOL 87 The attempt is made in the shop work to comprehend experiences in metal, wood, and other materials to such ex- tent and at such times as the Umited equipment will per- mit. The largest opportunity is in woodworking and the major part of the time is devoted to this field. Ex- ercises are used to some extent for instruction, followed by individual projects of various kinds, apparatus for the playground, and repairs of school furniture. The tool room and several cupboards in the shop were bmlt by the pupils. Some bookcases for the school have also been constructed in the past. Chair caning is sometimes attempted, the chairs be- ing brought from the pupils' homes. Opportunities for painting occasionally occur as in the case of the shop walls and built-in construction. In metal work not much can be accomplished with the very limited equipment, but attempts are made to provide a few exercises on the forge and in benchwork in iron or steel. Tin cups and filing boxes are made of sheet tin and 25 to 30 sheets of this material are reported as being used each half year. Cutting and threading of iron pipe is done to a very small extent. As there is no pipe of this kind in the plumbing system of the school no practical opportunities are presented in this direction, but during the period of the survey a few pipe handles for the vises of the woodworking benches were being made and applied. There is also some practice in bell wiring and in the mak- ing of induction coils. Every three weeks two boys are assigned to assist in 88 THE GARY PUBLIC SCHOOLS running the heating and power plant. During this time they feed coal to the boiler stoker and hot water stove, and clean, start, and oil the steam engine which operates the electric light plant. A feature is made of the supervision of the shop by the pupils. One is appointed timekeeper, one is in charge of the stock, and one is tool foreman. Time cards are made out and a school bank system is maintained as in the Emerson and Froebel schools.^ The impressions gained by the writer during his two visits to the shop and mechanical drawing classes of the Jefferson school are, first, that the spirit exhibited by both instructors is excellent and that both are earnestly trying to convey the maximum amount of instruction to their classes imder the limitations within which they work; second, that the theory of the instruction is pitched rather higher than the actual results achieved; that too many things are attempted with the equipment at hand; that often so little time is given to excursions into various fields that the results obtained are inadequate and are not calculated to develop proper standards of workman- ship; and, finally, that the noise and freedom in the shop seem more conspicuous than earnestness of application. ' See pages 102 to 105. V. DRAWING AND HANDWORK Mechanical and Architectiiral Drawing THE instruction in mechanical drawing in the Emerson school is given in a room on the third floor, 27 ft. X 50 ft. In the Froebel school it is provided in a rather small room, 23 f t. x 3 1 ft. The work in the two schools is along substantially the same lines, but our description is limited to that of Emerson where it has been developed more systematically. Groups of 5 to 8 pupils from the third, fourth, and fifth grades are given instruction at the same time that groups from later grades are being taught. In order to deal with these young pupils and allow the instructor to apply almost all his time to those of the sixth grade and upward, a special scheme of instruction has been devised. This consists of a series of blueprints which are given to the younger group and which contain simple working draw- ings and directions as to copying, modification, or addi- tions by the pupils. The drawings are all of simple wooden objects or constructive details. Sometimes the blueprint calls for a drawing to a different scale, sometimes a third view is .required. The system is successful in achieving its main purpose, which is to occupy these yoimger pupils without re- 89 90 THE GARY PUBLIC SCHOOLS quiring much attention from the instructor. It un- doubtedly develops some ability on the part of these pupils to read simple working drawings and to execute the particular drawings with which they deal. There is practically no work from the object, however, and the plan, is obviously lacking in variety and stimulating quality. There can be no doubt that a much smaller amount of time with direct instruction would produce equal or superior results. Indeed, with such a formal subject as instrumental mechanical drawing, there seems to be a very serious question whether the total result of these three years is at all commensurate with the time spent. The situation is one that brings for- ward the same question as that raised by the yoimger children in the shops, viz., whether it is desirable to place these pupils on the same schedule and subjects as older pupils, where they are necessarily attempting work rather beyond their capacities, as gauged by real achievement, or whether it would not be better to develop a course of study and time schedule especially suited to their needs.^ The plan of work for the sixth and succeeding grades is as follows: SIXTH GRADE I. A solid line foundation plan of a two room house changed from t^ iu. to j in. scale, dimensions being given. 'See discussion pp. i8 to 23. DRAWING AND HANDWORK 91 2. Conventional rendering of door frames, doors, and windows as used in floor plans. 3. First floor plan made from foundation plan bring- ing in renderings learned in 2. 4. Rendering of windows in elevation. 5. Rendering of doors in elevation. 6. Front elevation of house rendered in j in. scale from drawing in t\ in. scale with details gained from 4 and 5. 7. Side elevation of same. 8. Rear elevation worked out from 6 and 7. SEVENTH OR EIGHTH GRADE 1. Window or door section elaborated from those of sixth grade. 2. Elevation window developed from that of sixth grade with notes as to standard sizes of details. 3. Elevation door on similar lines. 4. Plan of house with four rooms and a porch allow- ing certain opportunities for modification by pupil. 5. Foundation plan of same. 6. Working up of front elevation with only one di- mension given. 7. Side elevation. 9.1 Examples of constructive details involved in 10. C house. II 93 THE GARY PUBLIC SCHOOLS HIGH SCHOOL Pupils elect either architectural or mechanical drawing course. According to the instructor, work is taken by those electing the subject commonly for four terms during the first two high school years. ARCmTECTXIRAL COTIRSE FIRST TEEM Eight drawings illustrating problems in orthographic projection, including completion of views, solids cut by planes, intersection of soUds and developments. SECOND TERM Design of one story building. Details of construction and of provisions for plumbing and heating of above build- ing. Estimates of cost of materials of same. THIKD TERM Design of two story building. Estimate of costs with the elements of specifications. FOURTH TERM Study of the architectural orders. FIFTH TERM Design of bungalow with details of interior finish. Cost estimates. DRAWING AND HANDWORK 93 SIXTH TEEM Perspective drawing of above houses. Mechanical Course FIRST teem Same series of projection drawings as in architectural course followed by conventional rendering of screw threads and few machine details. SECOND TEEM Bolts, nuts, and screws. Sketching on section paper of details of engine, small pump, valves, and small elec- tric motor. Drawings from sketches. THIRD TERM Assembly drawing of lathe and pump. FOURTH TERM Cams, quick return motions, spur gears. FIFTH TEEM Bevel and spiral gears- SrXTH TERM Gas engine design. These several courses are practical and unpretentious in character and on the whole seem well adapted to the interests and capacities of the boys for whom they are 94 THE GARY PUBLIC SCHOOLS intended. The architectural course perhaps errs some- what in excessive repetition of motive and the mechanical course may sound a little ambitious in the plan for the final term, but throughout the teaching approach had been carefully planned and the results secured were excellent. Too much praise cannot be accorded to the quality of teaching in this department in the Emerson school and the resultant atmosphere of earnest applica- tion always found when classes were at work. The instruction in the Froebel school which is some- what more individual in character and consequently rather more varied in form is also well organized and ef- ficiently conducted. In this school pupils from the upper grades are used for one term periods to assist in the in- struction of younger pupils. Handwork and Drawing For the first three grades handwork and drawing are scheduled in the Emerson school for one period a day throughout the year, while in the Froebel school two hours a day are divided between handwork and drawing, music, nature study, and application for these classes. An average of 30 minutes a day is given to application work and the remaining 90 minutes are divided among the three other subjects by days, weeks, months, or terms, so that each of these departments receives an average of 30 minutes a day. No attempt to analyze this work in detail will be made; we shall merely sketch its general character. Classes in DRAWING AND HANDWORK 95 each grade in both schools were visited and the work as a whole examined as far as practicable. The teachers in this lower grade work have not re- ceived extensive special training in art or manual training, but have been drawn from the staff of regular primary teachers as theyindicated particular inclination or fitness. They all show much earnestness and zeal in organizing their coxirses along the lines of accepted standards and considerable ability in presentation. There are, however, no uniformly plaimed courses. The work in the Froebel school was conducted in regular classrooms, especially equipped, while in tlie Emerson some of these lower classes were in a room furnished with stools and drawing tables for older pupils. Both freehand paper cutting to illustrate animals and stories, and paper cutting and folding to produce geo- metrical' and other forms, are much used in the first grade. In addition considerable use is made of colored crayons in depicting animal and human figures and illus- trating stories. In the second grade the paper cutting and crayon work is continued and some water color rendering of flowers is attempted. In the Emerson school an inter- esting scheme of arranging toothpicks to represent figures in motion was observed, which was followed by freehand sketches of figures engaged in some kind of activity. The paper work continued into the third grade. Paper boxes decorated with crayons were made and some very expressive freehand cutting illustrating the occupations 96 THE GARY PUBLIC SCHOOLS of the fireman, policeman, letter carrier, motorman, etc., was achieved. Brush work in color and colored crayons is also con- tinued. One lesson observed was the drawing of birds from colored plates with crayon and it was evident from questions put to the pupils that considerable reading and writing centered about the objects that were drawn. In one class a lesson in making color designs for oil- cloths and rugs was observed, in which the usual spectacle was witnessed of pupils loyally striving to suppress their own inclinations and to achieve "harmonious "and sub- dued arrangements which they had come to know the teacher wanted. In this grade clay modeling is introduced and birds' nests and small vessels are reproduced. With the ex- ception of this work no evidence of any handwork in these lower grades was observed that affords exercise to the larger muscles of hand and arm or requires anjrthing but small and fine finger movements. It is possible, however, that just this kind of work is afforded by the gardening. In the Froebel school the presence of pupil assistants from the sixth grade was noted in several classes. These assistants help to keep the room tidy, wash brushes, etc., and sometimes help the pupils with their tasks. Freehand Drawing Pupils above the third grade in both the Emerson and Froebel schools have the choice of freehand or mechanical drawing for the equivalent of one term each year. Com- DRAWING AND HANDWORK '97 monly the boys take mechanical drawing, the girls, free- hand drawing. This latter work, which should more properly be called art instruction, as it comprehends practice with water color, crayon, clay and design as well as in freehand drawing, is conducted in each school in specially equipped rooms provided with stools and draw- ing tables. In both these rooms the walls have been finished in very attractive fashion by the painting classes and in each case a stenciled frieze, the design for which was made by the art pupils, is carried around the room at the top. The work in the two schools is along similar lines. The description below applies mainly to that of the Froebel school. In the grammar grades the time is about equally di- vided between freehand drawing and design. Charcoal is introduced in the sixth grade and still life studies are made in this medium as well as with crayon. Later simple landscape renderings in crayon are made and a few water color studies of trees and flowers. Some draw- ings of the figure in pencil were seen and some costume studies made in colored paper. Cardboard construction is practised in the upper grammar grades and clay is used to a small extent throughout the grades and high school. A few examples of reed and raffia baskets had been made in the sixth and seventh grades, but not carried very far on account of the expense. The designing at- tempted is of a simple character reaching into a few ex- amples of rugs and wall papers. 98 THE GARY PUBLIC SCHOOLS In the high school some good work in still life with pen- cil and with crayon was seen. Boys are sometimes given practice in interpreting colored reprbductions in pen and ink, while the girls have pencil rendering of landscapes and make some studies of their fellow pupils in line and crayon. More attention is given to design in the Emerson school than in the Froebel. Some of this work takes the direc- tion of book covers, metal work, and the elements of cos- tume design. The attempt is made to carry out all designs made in the high school in the way of simple jewelry or other metal work or in stencils for the decoration of curtains, walls, furniture covers, sofa pillows, etc. The high school groups observed in this school were composed of pupils ranging from beginners to those who had had two or three years' experience in drawing. This situation, which results from the elective system in oper- ation in the high school, together with the fact that the attendance was quite irregular, was felt by the teacher to prevent the achievement of high standards and to make against continuity of interest and effort. VI. FORMS AND RECORDS SHOP ORDERS THE plan by which the orders for work reached the shops in the school year 1915-16 was as follows: Before the beginning of the school year a shop budget was prepared showing the amounts necessary to nm the dififerent shops and placing certain amounts at the disposal of the various schools. The responsibility for deciding what repairs and what new equipment were to be made rested on the principals of the different schools and from them issued the requisitions for new material or repairs. Specific orders for productive jobs and specific or blanket orders for repair jobs were issued to the shop foreman or instructor on the form shown on the following page, stating the quantity and nature of the work to be done and the department to which it is to be charged. TIME AND COST RECORDS The instructor kept a daily material and production report upon the form which is printed on page loi. When the work was performed by students, there was put under "Hours — Instructor" an estimate of the time it would have required the instructor to execute the 99 loo THE GARY PUBLIC SCHOOLS work; or, if it was executed by him alone, there was reported the instructor's own time. When the job was completed, a report, based on the data entered in the daily reports, was copied on the back of the shop order blank, shown on page 102. The data in these two records should, of course, correspond. This was not always Oaamlhiaiheathmlitemterediaat from "Daily Udttrial and ProiucHmtRflKU.' •«»«i«,« SHOP ORDER £tep>-- KFOEEMAN: ,. _ . , . , Irw. Upm comvletion iff (AM uxw*, lutt vtaierutt, *^™*- labor, studenta' timt and mArket value on reverse side and return. Ord^ed 6v_ P O.Na.. S.O.Ni>. DaaWtd^ Quantity Uarta Value, f- tfiwmda&ow gwiii; TBonCitv, tpuditaandpriUKiiafaderv found to be the case, as is indicated in the separate analysis of shop costs. 1 Upon the shop order blank the instructor also set down the appraised value of the work on the basis of his estimate of the market price. This form was then sent to the vocational office where from these data a weekly material and production report, giving the amount of time spent on finished jobs, and the cost reckoned on the basis of material consumed 'See Costs, Ch. V. FORMS AND RECORDS loi and the instructor's time, was made out by pupils. The appraised value of the work as set down by the instructor m his report was also entered. This last figure formed the basis of the value of productive work performed in the shops as given in the financial statement of the school auditor. Daily Material and Production Report — hftrwtor VBnin. AKB DHCIVnOM uts rsoD uuoi noDUcnoH costs — IMBTK BELT TOT"! MATB-L UBOK TOTAI, STOBB ■nxK XMAM TOT*L The statement was made by two of the instructors and confirmed by the shop supervisor that the superin- tendent of schools directed that the full time of the shop instructors be charged against production or repair work. It is evident if this policy is carried out that it will tend not only to increase the time reported for production or repair jobs, but the appraised value noted by the instructor as well. The weekly material and production report form is shown on page 103. 102 THE GARY PUBLIC SCHOOLS TIME CARDS AND SCHOOL BANK A feature of the high school shop work in the Emerson school is a system of time cards made out by the students and deposited in a school bank. These cards are the basis upon which the student eventually receives credit for his shop work in the school records. The same system is used to some extent in the grades, but in this case the cards are not essential for final credit. Back of Shop Oedee ■^ Material Uied V»lm Bn.Fnd.Ubor Fn^doetioB CMt* ^tor. Stock rr«iif«T ToUl Initr. Hell. UituU Uim Tow- Nik P<«i Jtttp- Pot* fVttuA«d— &w2en4.2Vni«_ iforfat Voba t- A time card like the one shown on page 104 is supposed to be furnished to the pupil at the begiiming of each week, but, as a matter of fact, is usually kept for him in the in- structor's desk. The pupil is supposed to fill in his time each day before leaving the shop, together with a record of the work accomplished and tools used. At the end of the week the instructor signs the card and indicates a rate FORMS AND RECORDS 103 per hour. This rate is based on a maximum of 60 cents for thoroughly satisfactory work and lower rates of 30, 45, SS cents, etc., are supposed to be given when the performance does not reach the desired standard. The time cards, however, are very hurriedly and in- completely filled out by the students. The job or tools used are rarely noted and often the name of the shop it- Weekly Material and Production Report Summary Bonn InitTMetion for Watt Houn Proiuetm lAbOT on Jeia BtporuA Co^PradueUva Later " " " $ Coil Uattrial'. t Tmaicm „ ^^^.^.,1^-, Salary Rtttivtd $ .-Uattrial Bterwtd f_ -Maltriatbrniai f_ self is omitted. In the matter of rates accorded by the instructor very Uttle differentiation appears. When the student begins in the shop a rate of 50 cents an hour or even lower may be assigned, but subsequently the cards bear uniformly the maximum rate. Many cards 104 THE GARY PUBLIC SCHOOLS were found in the ofi&ce containing no rate whatever. Apparently, quality of workmanship plays very little part in determining the assigned figure and, in conse- quence, the system as actually carried out can hardly be much of an incentive toward excellence of workman-, ship; in the main it merely records the time spent by the individual pupils in the shop. r-.i..F,M.i VOCATIONAL TimE CARD Name Grade..; Age. Shop Rate Per Hr Week Ending... Began tools Used Work Dam Qu.it Mrs. Mon. Tu. Wed. Th. Fri. Sat. .Instructor... Amt. S- These cards are sent to the vocational office and a weekly payroll is made up. Upon this record checks drawn on the school bank are made out and issued to each shop pupil. When these checks acciunulate to the value of $80.00 a certificate is issued which entitles the holder to one high school credit. This is entered in the school records and counts toward graduation. In order to guard against loss of the checks and to se- cure a convenient record according to business usage the FORMS AND RECORDS 105 school bank receives and credits them. The student brings his checks to the bank, fills out a printed deposit slip, and is given a pass book in which the deposits are recorded. "All the clerical work and bookkeeping connected with the time-keeping, the school bank, the issuing of checks, the making out of pay-roll, the emplojonent bureau, etc., is done by students who are in the beginning commercial work, and checked over at frequent intervals by more advanced students.'" Trom an article by the supervisor of vocational work. Vn. SUMMARY AND CONCLUSIONS BEFORE attempting to evaluate the shop work of the Gary schools, it is essential that the point of view of the superintendent should first be set forth and the attitude of the writer toward this point of view be defined. Otherwise, the danger so clearly noted by the Autocrat of arguing over details when there is a difference as to fundamental principles is imminent. The following statements are accepted by the super- intendent as fairly and adequately expressing the aims of the industrial arts work at Gary. "i. It is held that every boy throughout his entire school career should have substantial opportunity to participate in numerous forms of industrial work. "2. So far as this industrial work has been intro- duced into the Gary schools, it has only incidental bear- ing upon preparation for a wage earning vocation for pupils below sixteen years of age. Its primary purpose is to contribute to the general experience, general intelli- gence, and general development of the pupil. "3. As far as practicable, it is designed that this in- dustrial work shall be representative of the various formsof practical work which men and women now do in the world. 106 SUMMARY AND CONCLUSIONS 107 "4. It is desirable, therefore, that all the teachers of this practical work shall themselves be, first of all, skilled artisans in their respective callings. "5. It is desirable, secondly, that much of the work done by the teachers and pupils shall have a commercial value. "6. It is not practicable at present to do work of commercial value either for the homes of the pupils or for sale in the market. "7. The one large field left to the school wherein it can do practical work having commercial value is in connection with the school system itself. Therefore, the school system reserves as fields of practical work for its pupils, and for the industrial teachers of these pupils, such departments as printing, maintenance and repair of buildings, and equipment of the school plant. The participation of pupils in any form of productive work, while expected to give a valuable product, does not have vocational training as an end for pupils below sixteen years of age. "8. Such work, to reach its full educational value, should consist of direct manual experience in construc- tion work, and the illumination of these experiences by giving the pupils the reasons for the raethods employed, a knowledge of the more important properties of mate- rials used, some idea as to where these materials come from and how they are manufactured, and how similar work is done under commercial conditions. Experience has shown, however, that children fourteen years of age io8 THE GARY PUBLIC SCHOOLS and under are interested primarily in the direct manual experiences." The foregoing eight statements embody, as has been said, the philosophy of the shop work at Gary as the Gary authorities themselves understand and interpret it. With much that is embodied in these statements the writer finds himseK in agreement; to portions he dissents and his own convictions embrace certain other points of view regarding the fvmctions of industrial work in the pubHc schools. The provision for a liberal amount of industrial work for aU pupils up to fourteen years of age he beUeves to be essential to a healthy, wholesome, and complete educa- tion. He questions, however, whether, after boys have reached fourteen years of age, such training is justified in any large measure, unless it provides elective oppor- tunities for experiences that are truly t3^ical of voca- tional practice and help prepare for advantageous entrance into trades at fifteen, sixteen or over. To provide for boys after they have reached fourteen years of age industrial experience that is aimed at general development may well be an ideal of liberal training for boys who are not going to be trade workers; but for those who are going into industry such a plan does not seem to represent ideal service on the part of the school. Such a proposition represents the cultural view of edu- cation; it savors much of the early philosophy of the manual training high school and refuses to take account of the vocational differentiation that faces public school SUMMARY AND CONCLUSIONS 109 pupils and the varying lengths of their school lives; or, at least, it refuses to admit that such differentiation de- mands varying educational opportunities for different groups. In the case of boys who must enter early into industrial work, the writer believes that when they have reached the wage earning age at the end of the compulsory school period (usually fourteen) they are entitled to specialized training, as far as it is practic'able in the pubHc schools, which will better prepare them for entrance into industry and which will help to hold them in school until they reach the age of sixteen. This belief is in harmony with legislative provisions for such training in a number of the states, with specific propositions regarding the disbursement of federal money contained in the Smith-Hughes act, and with the endorse- ment of such training in the report of the American Federation of Labor on industrial education. It also has an important bearing upon the tendency, already evident in certain states, to raise the age of compulsory schooling above fourteen. It is manifest that this point of view is not recognized either in the aims or the practice of the Gary shop work. This work represents a uniform plan of industrial ex- periences similar in character and extent throughout the entire range of school life, varied only by the fact that the work is compulsory from the fourth to the eighth grade and elective in the high school. Why the phrase "below sixteen years of age" is inserted in paragraphs no THE GARY PUBLIC SCHOOLS 2 and 7 is not clear to the writer. Certainly no differ- ence in either quality of experiences or instruction was observed in the case of boys sixteen years of age or over in any of the shops. For the boy of sixteen the training could hardly be of any greater vocational value than for the boy of twelve except to the extent that the older boy obtained more meaning from his experiences. With statement 3 the writer agrees, but he would note that school shops on the plant maintenance basis can never be representative in any large sense of the various forms of practical work that men and women do in the world. With paragraph 4 he is in agreement, at least as con- cerns instruction from the sixth grade up. It is equally essential, however, that these instructors also have ade- quate and appropriate school training. In regard to paragraphs 6 and 7, he agrees that it is not practicable at present to do work of commercial value, either for the homes of pupils or for sale in the market, but he believes it is practicable when pupils are fourteen years of age or over to introduce processes, illustrations, and explanations that will develop a famili- arity and understanding of commercial industrial prac- tice. With paragraph 8 he is in agreement, but as wiU be indicated later he does not believe that the last statement is a valid excuse for limiting industrial work to purely manual experiences. Turning to the work itseK, the fact should be again re- SUMMARY AND CONCLUSIONS iii corded that the Gary plan of shop work is neither in theory nor practice a system of vocational training. It does not offer opportunities for the acquirement of specialized knowledge and specialized skill by those who expect to apply such knowledge and skill in wage earning. For this purpose the scope of a plant mainte- nance system is too narrow, the character of the Gary shops inadequate, and the nature of the industrial ex- periences too limited. Having endeavored to make this point clear, the writer will direct his criticisms largely to the practice observed in the shops as related to the statement of aim and standards approved by the superintendent of schools. From this standpoint the first conviction to be recorded is that the maintenance plan as carried out in these shops has many elements both of strength and weakness. For one thing, the pupils show evident interest and enjoyment in their work. One gains a strong impression at Gary that the school is not a secondary thing in the boy's Uf e, a thing to be escaped from as quickly as possi- ble, but that it is the big thing which commands by far the larger part of his energies and interests. To this condition of mind the shop work undoubtedly contrib- utes an important element. The shops themselves, although conducted with considerable freedom, generally reflect an atmosphere of real work, and the pupils are often found successfully carrying on operations and achieving results ordinarily judged quite beyond the capacity of boys of their age. The relations between the 114 THE GARY PUBLIC SCHOOLS boys and the instructors in the shops are for the most part satisfactory and commendable. The instructors as a rule show much patience in directing the boys, help- ing them out of difficulties, and answering their many questions. In some of the shops there is much of true comradeship between the boys and the instructors built on mutual confidence and respect. Furthermore, '.the pupils undoubtedly gain first-hand contact with many real phases of industry, and a healthy stimulation of interest through deahng with real problems and real quantities. All this means a vitaKty and educa- tive influence far superior to the conventional manual training. On the other hand, the work in many of the Gary shops is narrow as to scope and extremely empirical as to method. There is lacking throughout a blending of instruction with construction that would serve to widen out the concrete experiences into returns of larger mean- ing. The efifect of a practically um-egxilated and often continuous demand upon the shops for productive or repair work in the case of some of the shops prevents time being given to such instruction. All that can be done is to execute the work and see that it comes up to the necessary practical requirements. No time is left to bring out the principles that may be involved or to indi- cate other methods by which the result would be ac- complished in commercial practice. Furthermore, in the Gary scheme difficult work is very likely to precede the simpler. Too much should SUMMARY AND CONCLUSIONS 113 not be made of this point, but it is a fact that in any plan in which the shop work depends entirely upon the main- tenance and repair needs unexpected demands are likely to throw out any comprehensive and orderly plan, and for young workers this consideration is of some im- portance. In the case of certain shops, notably the plumbing and in lesser degree the sheet metal, these demands sometimes take the instructor away from his room and leave the pupils without guidance. The extent to which the maintenance idea limits the value of the shop experience varies very greatly in the different shops. The plumbing shop probably suffers most. Here the small variety of practical work, to- gether with constant demands upon th'e instructor's time for repairs in different parts of the building, in which only one or two boys can be actually engaged to advan- tage, and for similar repairs in other buildings of the system, has resulted, as. far as the writer's observation and studies have extended, in very Uttle, if any, instruc- tion in the rich field of plumbing practice, as related to sanitation and physical science. In the machine shop the demands of productive work tend to limit instruction to merely the specific practical directions required by a particular job. The instructor who has to help five or six boys at work upon some piece of construction work on as many machine tools, while he himself is at work at some particularly exacting operation, has little chance during the long school day to think of more than the successful forwardmg 114 THE GARY PUBLIC SCHOOLS of his productive work. In consequence, there is practically no class instruction, little explanation of the reasons for common operations, and extremely limited information even as to the mechanism of the shop tools. In the forge shop, foundry, sheet metal, and particu- larly in the printing shop, where the entire class is often at work at similar operations upon one job or a mmiber of similar jobs, the conditions admit of group or individ- ual instruction and one or the other of these has been utilized in these shops to a limited extent. For example, in the forge shop such instruction was apparently confined pretty much to directions as to method and some indication of the reasons for the same; in the tinsmithing shop it was constantly taking form in some very excellent explanations and truly excellent examples of drawing out ideas as to materials and methods by well directed questions. Again, in the printing shop at the Froebel school admirable instruction has been given in regard to technical terms, methods, and materials that might readily be expanded further so as to develop a real appreciation of printing methods in modem business. In painting, although the conditions do not seem to prevent group instruction, very httle has been done except to teach the boys how to wield a brush properly and to give them abimdant opportunities for practice. In all cases, the shopmen doubtless feel that they are constantly explaining matters, but the fact is that instruction in any full sense has not been a serious item in the business of the maintenance and repair depart- SUMMARY AND CONCLUSIONS 115 ment. It has, apparently, never been insisted upon as an essential feature of the duties of the shop staff. It has certainly never been organized in a systematic way. Apparently no attempt has ever been made to have the pupils take notes of the simplest kind. No tests of shop or industrial information have been made. No practical correlations with the shop experiences have been ob- served in mathematics or science work. No charts or sketches on the blackboard have been employed, and even trade catalogues with their abundant illustrative matter have been used only in a most limited degree. In some cases it is hardly an overstatement to say that the shop work represents a maximum of activity with a minimum of thought as to the thing being done. Much of this is, of course, due to the fact that artisan- teachers are employed who commonly have not the habit or skill in setting forth reasons for their methods or in widening out the impHcations of a specific experience. Much, however, could be done with an intelligent body of shopmen, such as those in the Gary schools, by a super- vision which puts due emphasis upon the instruction side of the shop work and which brings forward sugges- tions and examples of methods and materials of teaching. In justice to the present situation, it should be stated that during the period of the survey a meeting of the shop staff, presided over by the supervisor, was held to consider the character of information that should be brought forward in each shop. Written suggestions from each shop head, covering a large range and variety ii6 THE GARY PUBLIC SCHOOLS of information about tools and shop materials and meth- ods, were presented at this meeting and were in part dis- cussed. If a small fraction of this material could be brought into the shop experience in an organized way so as to get really over into the minds of the pupils, the un- balanced character of the present work would be partly remedied. Something more, however, than the prepa- ration of lists of instruction material will be necessary to achieve this result. What the writer has in mind in the above criticisms is not that the shop work should be weighted down by didactic teaching or that instruction through words should take the place of active constructive experiences, but simply that the reasons for directed performances should be brought out and that manual experiences should be made the opportunity incidentally and natur- ally for enlarging the intellectual conception of the thing done. The remark was often heard in regard to the methods of the Gary shop work that the plan of industrial train- ing provided, whatever its limitations, is the onlyonefinan- cially possible; and whatever educational advantages are derived by the pupils should be regarded as so much gain. This argument is hardly one that can serve to excuse educational shortcomings for it is clear that the primary justification of the Gary school shops must be found on educational and not on economic groimds. In point of fact, the report on Costs shows that when aU shops are taken together and credited with the SUMMARY AND CONCLUSIONS 117 labor and material cost of their products, tbey are only 54 per cent, self-supporting, and that the shops which are operated primarily on a productive basis, when considered separately, are slightly less than 70 per cent, self-supporting.^ If the above situation, on the other hand, is in any way due to the fact noted by the superintendent that "no one can be permitted to give instruction in the public schools of Indiana unless he is licensed," it would seem to form an indictment of a system which places pupils under the guidance and control of persons who cannot obtain licenses to teach. The theory which seeks to defend the quality of the experiences afforded by these shops on the ground that the shops are purely productive agencies which owe their existence in the school system to economic reasons, and that the pupils work in them on the "cooperative" principle, as represented by the system in vogue in the School of Engineering of the University of Cincinnati, in order to gain experiences in mechanical processes, leaving "theory" teaching to be done by other instruc- tors in the school, does not seem to have a sound educa- tional basis. In the first place, as has been previously pointed out, the shops cannot claim justification solely from the economic standpoint. In the second place, the needs of young boys from ten to sixteen years of age in the matter of guidance and intellectual help are radi- cally different from those of engineering school students. 'Costs, Ch. V. ii8 THE GARY PUBLIC SCHOOLS Furthermore, in the practice of the cooperative plan at the University of Cincinnati it has been found necessary to introduce "coordinators" who follow the students in the shops and see that the situations met with there are explained in the classrooms. No such provision is made in the Gary shops, and it is much to be doubted if effec- tive resiolts would follow were such a plan in operation. What is needed with pupils of the age present in these shops is illumination of the shop experiences at the mo- ment of their occurrence. ; Some of the defects noted above are due to the absence of a proper measure of supervisory control. In the plan pursued during the year 1915-16 and described in a previous section, the responsibility of deciding what repairs and what new equipment were to be made was placed upon the principals of the different schools. The character and order of these demands were consequently unregulated by the supervisor who is responsible for the shop organization and the educational results of the shop work. This brings about a break or lack of control in the system, which is obviously likely to react prejudicially upon the pupil. If an educational return is to be secured it is evident that the maintenance idea cannot be left to run itself. It must be carefully supervised, guided and administered through definite and seriously thought out plans, with constant oversight as to the specific situations that arise. If the system is to be administered with first considera- tion for the boy there must be opportunity for regulation SUMMARY AND CONCLUSIONS 119 of practical demands by the same oflScer who controls the instruction, in such a way as to shape the total in- fluences upon the boy to the maximum advantage. In other words, this ofl&cer should not only have the power, but he should make it his first concern to adjust the character and sequence of the work so as to produce the best educational results and should see to it that instruction is as important a consideration as the job itself. Looked at from the cultural point of view the limited scope of a system of plant maintenance shops is perhaps not serious; but from the vocational standpoint the maintenance plan, at least for larger cities with varied industries, is clearly not sufficient for the practical train- ing of boys who are to enter industry on the practical side. At this point it may be worth while to refer to a charge that has been made against the Gary schools, viz., that the whole system is fathered and supported by the United States Steel Corporation as a device to train a supply of labor for the mills. Whatever else may be said of the Gary plan it must be evident to any serious observer that the mind of man could hardly devise a plan less calculated to accomplish this particular object than the system of training represented in the school shops. Indeed, as has been previously indicated, a valid criticism, in the judgment of the writer, hes against the shop training in that it takes too little account of the industrial environment and gives too little consideration I20 THE GARY PUBLIC SCHOOLS to the responsibility of preparing pupils for advantageous entrance into the community industries. Turning to certain practical aspects of the problem, it seems clear that if the maintenance poUcy is con- ceived as involving the operation of a number of shops in which nothing but constructive work ministering to the school plant is performed, the plan is incapable of per- manently supplying sufficient material for many of the shops unless the school plant is in a constant state of growth and the shops are confined to one or two central schools. When the school buildings are fully equipped with sinks, closets, showers, swimming pool fixtures, etc., the plumbing shop can hardly be continued as a neces- sary maintenance factor. It is also difficult to see how the foundry and forge shop can long be justified from this standpoint. For one sheet metal shop in the school system there is likely to be an outlet for some time to come in the way of pails and buckets, garden and nature study apparatus, and other small articles. For the painting shop a shifting existence from school to school can be imagined. A small machine shop like that in the Emerson school with its limited number of pupils will, perhaps, always have enough to do in connection with the power plants of the more modern schools, and in making apparatus for the science laboratories. The printing shops are the only ones, however, that seem to have a truly permanent place from the mainte- nance standpoint. The school demands, which are con- stant and considerable for the products of these shops, SUMMARY AND CONCLUSIONS 121 not only guarantee their economic future, but give them a range of work more nearly typical of practical condi- tions than any other shop. From these considerations it appears that if the Gary schools are to keep the practical work idea to the front, they will be forced in the near future either to make use of a wider field of shop activities than those based strictly upon maintenance of the school plant, or to introduce other forms of constructive work. This point should, perhaps, not be overemphasized, inasmuch as the integrity of the plan need not necessarily be lost if constructive exercises are introduced to some extent or one form of practical work is substituted for an- other. There is nothing in the attitude of the Gary school authorities, as far as the writer understands, that would prevent such modifications. Indeed, the existence of a woodworking shop on a manual training basis in the Froebel school and the giving up of two woodwork- ing shops in the Emerson school seem to indicate a recognition of this principle. The only point worth making in this connection is that construction and repair work limited to the upkeep and expansion of the school plant does not offer suf&cient material to serve as a per- manent and sole basis for shop work experiences on the present time allotment of the Gary schools. In conclusion, to sum up the more important points outlined above, it should be understood that the organiza- tion and conduct of the Gary shops represent the cultural pomt of view in education. Considered from this point 122 THE GARY PUBLIC SCHOOLS of view the plan of shop work makes a rich contribution to educational practice, perhaps surpassing in complete- ness and effectiveness — at least in the elementary school field — anything previously developed in this coimtry. At the same time, the writer wishes to record his belief that the present conduct of the work is not such as to secure satisfactory educational returns. To accomplish this, there must be introduced a greater breadth of in- struction, which will bring more of appreciation and understanding out of the shop experiences, and a super- vision which makes a place for such instruction and points the way to good teaching. On the other hand, it should be emphasized that the Gary shop work does not present a system of vocational training. It represents a very Hberal set of industrial experiences calculated to broaden, enrich, and stimulate the school Kfe of the pupils. It should be considered and evaluated from that point of view and not as a contribu- tion to vocational training. APPENDIX CONTENTS PAGE I. Shop Products 125 II. Practical Tests 150 A. Machine Shop Test 151 B. Forge Test 158 C. Foundry Test 164 D. Pmnting Test 178 E. Woodworking Test 188 F. Sheet Metal Test 193 G. Plumbing Test 199 124 I. SHOP PRODUCTS THE following tables give in detail the products of the several school shops, as copied from the original records. For methods by which the pro- duction cost and the estimated market value are deter- mined, the reader is referred to the report on Costs, Chapter V. i«S 126 APPENDIX laOO OOOO OU31000U3 ooooo C-;U3t~; OOOO U5 N t-; lO lO t"; lO lO i-l 05 lO OOIOOO IOOt>C50 HCOCJ Oi-i '«Oi-i s ^ U300000 OOIOOO t-iqioooo iooi>oo r-ii-i 'rHcdci COiH '«OtH 8 J3 O J4 a^ o 3"" a p4 m „ _ so & |3h h PLipq ■a a • di a a— a ^ S'S — 'UaB,J3»SbO|^hpM ' bcS" M M M S J-.S 60.S .S iH THC0O5 Ot- _2^ ~^-~>i-- ;> :>0 OOOOrH- ,HiH.-lT-l I-IOJ a>0)0> 0> OSr-l r-l r-l 1-1 rH i-( tH T-l i-( r-l APPENDIX 127 ONUS OOOM i-Hooco c»i-Hiooq 1-i t^ r-i iH i-i r-i t; t-t-t-t- oousoooioousoino 00 10pNO'#OC-iHO00t-;>0 (MOO ggs gggs 00U50 tOlfflt-lO s-^ "^s IM 0000100U5U30>000 OOU3Ot-;Ot-;t-;00Wl0O U30t>iHr-i(M r-i t-iOO 10U500 t-t-ous 00100 ■od=> r-iod C4 cq rHi-l CO CO -^ M Tl< 10 OJ W Tt< iHiHNiHOliH bo bo 50SQ 13 ■T-J V '■■^ 2 m M^ B o - 9 "I t. -"i "S ■ T bObObOo "nj2T3 ^ .s 4 .g §)J5 i a tot- 111 MOsmi!OOt-'«*lOtO ^Xi->!S ?a ri S^ SO S^ OS th c;OlOi-HT-JlOOCat-;lOt-;OW3 oooioooooooouaioouaoo rHCOOCOCJCO ' CO * ' oiNiodc* '-rjiTjildujcOOOOOld 000000000 ppoppoppp OlOUDOOUJOlriw 1-H N 1-H *-t CO 00 _ o o oousoocsm ^ ^' 00(N000t- ^ OirA ■ ■ ■ ■ ■ iHtMtHjH M tH t-( CO 1-H tH N tH CO tuO ■ (U t3 - J3 _ g m rt gJ je-3. om-i^ u m g js en :^ . 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H-K .J^ -H ■E-E- ■4i -M- ; y'M ._i I '' -C-i- 1. < a ■^lo- in the case of the diameter A as turned on the lathe, each deviation of one thousandth of an inch was penal- ized one point. This imit was selected as an appropri- IS2 APPENDIX ate standard of workmanship for such a turned surface where a file finish is practicable and also because the students had been accustomed to using the micrometer caliper for such dimensions and to finishing such sur- faces to within this limit of accuracy. As the pupils had not been accustomed to using the micrometer caliper under conditions represented by the other dimensions, and inasmuch as such use could hardly be expected from students of this age and brief length of experience in machine work, a unit of g\ in. was adopted in aU such cases. The width of the milled slot was not considered as a significant dimension, as this was fixed by the width of milling cutter, and the length of the full depth slot M was not penalized unless this length fell below the given dimension. The results of the test when thus scored are given in Table VIII. INDIVIDUAL TRAINING AND PERFOIIMANCES The achievements of the individual pupils can be judged best in view of their respective age, grade in school, previous industrial training and performance in the given test. These data for each pupil are as follows: Pupil No. I — loth grade, age 15, fourth year in school. In machine shop since begirming of present school year. Also taking forging during same period. In forge shop two previous years for three terms each year. Had mechanical drawing for one year in eighth grade. In APPENDIX i53 TABLE vni Results of Machine Shop Test Pupil, Number 1 2 3 4' 5 AGE 15 16 15 15 15 GRADE 10 11 9 9 9 r A 2 3 1 1 2 B 1 1 1 S C 1 1 •iD 1 1 1 gE 2 2 2 2 If 8 2 1 1 2 Penalties 2J 1 1 3 1 gi 42 1 8' 1 J =-1 =^l 1 (2 Hole s .B'3 1 H-t .§ 2s la Shoulder 3 24 1 1 1 (S 1 O Tunej Hrs. Min. 3 3 23 3 20 Fair 3 42 2 35 2 35 1 45 55 Writer's Valuation Fair Very Good Good Fair to Good Poor Very Poor Fair Good i6o APPENDIX INDIVIDUAL TRAINING AND PERFORMANCES The individual performances, together with age, grade in school, and shop experiences, are noted below. The first four boys started the test at 8:15 and worked until 10:15 oil March i6th; the remainder started at 11:15 and worked until 12:15. Both groups finished the following day. Each boy of the two groups made frequent measure- ments with calipers and scale while working his metal. His main interest seemed to be to make correct dimen- sions. The boys paid little attention to the scale that dropped on the anvil. Some of the anvils were in very poor shape, making it necessary to exchange when cer- tain parts of work were being carried out. The condi- tion of the anvils was a handicap to the boys in working their pieces. Pupil No. I. — 8th grade, age 14, in forge shop since De- cember. Had had foundry experience. He was the first boy to decide that he needed three and a half inches of stock to make the eye. AH the other boys followed his lead in this matter. He was the first boy to put the work in the fire and the first to start drawing out thick- ness for the eye. He did not know the relation of the circumference to the diameter; dimension of three and a half inches was the result of a rough measurement aroimd the eye. He drew his stock out and cut off the surplus at 9 :24. He was the second boy to bend the eye at 9 40, but opened it up again to perfect the thickness. Very APPENDIX i6i particular as to his measurements. Worked i hr. 24 mrn. on March 17th. Total time, 3 hrs. 24 min. Pupil No. 2.— 8th grade, age 15. Was the largest and heaviest boy in the class. He was repeating his term of forge work. He had had wood turning, pattern making, and drawing. He worked rapidly and was more or less of a leader for the other boys. They followed his example in using the fuller. He worked faster than the others. He cracked the part he had drawn to a point. Without asking a question, he went into the foundry, got some sand and attempted to weld the crack. After several unsuccessful attempts, he asked for the privilege of starting another. He took another piece, drew it and closed the eye at 9 45. Worked i hr. March 17th. Total time, 3 hrs. Pupil No. 3. — 8th grade, age 14, in forge shop since December. He had had wood turning, foundry, sheet metal work, pattern making, and mechanical drawing. He was the third boy to put the work in the fire and the third to start drawing out. He kept a slow fire and worked his metal rather cold. He cut off the surplus at 9:15. He was the first to finish the eye at 9:30. He had rather overworked the material. Worked i hr. 23 min, March 17th. Total time, 3 hrs. 23 min. Pupil No. 4. — 8th grade, age 13, in forge shop since De- cember 15th. Had had foundry work and painting. He was the fourth boy of the group to put his work in the fire, following the example of the boy next to him. He ' laid off the length to be allowed for forming the eye as i62 APPENDIX three and a half inches. He was the fourth boy to use the fuller to start the reduction of the thickness of the metal. He assisted other boys in using this tool, was quite direct in his work, kept a good live fire, and made good use of his heats. He drew out the thickness of the metal and cut out the surplus at 9:25. Bent the eye. He was not satisfied because thickness was not uniform and finish was not good. He aimed at close measure- ments. He reheated it, opened up eye, and tried it over. He showed a tendency to overwork his stock. At the close of the period, 10:15, ^^ asked for the privilege of starting a new one the next day. Made another piece on March 17th. Total time, 3 hrs. 20 min. Pupil No. 5. — 8th grade, age 15, had completed four terms in forge shop. He had had no other shop expe- rience but had taken mechanical drawing. He began with making the point rather than the eye, following the ex- ample of No. 10, who seemed to be the leader of this group. Each boy laid out the dimensions for the point, shank, and stock to be allowed for the eye by marking with a quick punch. Finished making the point at II 150. He used the "flatter" for drawing out the stock for the eye. He renewed the test March 17th at 11:15. Kept an unclean fire and was inclined to be lazy; he would hold the "flatter" and let a small boy wield the sledge. After taking up considerable time from the other boys, he was finally told to draw his stock down with his hammer. He was a poor worker. On the first APPENDIX 163 day he cut the point off twice. Worked i hr. 42 min. on March 17th. Total time, 3 hrs. 42 min. Pupil No. 6. — 8th grade, age 13, was completing the third term in forging. He had worked in the school bank and mechanical drawing. He was very careful in making the point. Completed this at 12:15. He was told to assist No. 5 in using the "flatter" with sledge. Received very little help in return, did most of his draw- ing without the hammer, did not complete the eye at this hour. Worked i hr. 35 min. on March 17 th. Total time, 2 hrs. 35 min. Pupil No. 7. — 9th grade, age 14, in forge shop since December, 1915. He was very small and light. He had had foundry work and mechanical drawing. He made the point first, got it too long, and cut it off several times, finished the point at the close of the hour. He was careful, but very slow. Worked i hr. 35 min. March 17th. Total time, 2 hrs. 35 min. Pupil No. 8. — 8th grade, age 14, had three terms of forge work. He had had painting, printing, and mechan- ical drawing. He made the point first. He worked very directly and finished the point at 11:35 ^^^ started to help No. 10 with the "flatter." He made an estimate of four and a half inches of stock needed for making the eye. March 17th, he completed the drawing out, had difficulty in getting proper length of stock for the eye and cut it off several times, then filed the end to get the proper length for the eye. He completed the piece at 12 o'clock. Total time, i hr. 45 min. 164 APPENDIX Pupil No. 9. — 9th grade, age 14, was taking his second term of forge work. Had had painting and mechanical drawing. He completed the point at 11.45. H^ used the "flatter" to start the drawing out and completed with the hammer. No other boy in this group used this method. All other boys used the "flatter" and sledge. March 17th, completed the eye and turned it in at 11 155. He was very particular about the dimension of the eye. Total time, i hr. 40 min. Pupil No. 10. — loth grade, age 14, had taken mechan- ical drawing and machine work. He had had forging for three years. He seemed to be the leader of the group. He completed the point at 11 130. He used the "flatter" to draw out the stock for the eye. He kept the anvil clean of scale, maintained a good fire, and made good use of his heats. He completed the work at 12:10 on the first morning. Total time, 55 min. C. Foundry Test TEST AND METHODS OF SCORING The foundry test was held on June 6th. Twenty one boys participated. Five of these boys were in the fifth grade, five in the sixth, six in the seventh, and five in the eighth. They varied from ten to fifteen years of age. They were reported to have had at least two and a half months' experience in the foundry. Each of the boys in the fifth and sixth grades was given the two pat- terns shown in Figure 3 — one of a half box for a con- necting rod end and one for a wrench. FiGCRE 3 Patterns Used in Foundry Test (fifth and sixth grade bovs) Figure 4 Patterns Used in Foundry Test (seventh and eighth grade boys) CORE PRINTS = ^ SHOWN IN DOTTED LINES. i66 APPENDIX I Each of the seventh and eighth grade boys was given a pattern requiring a core. Four of these patterns are shown in Figure 4. There were two others of simi- lar character. Some of the patterns were halved and some were solid, requiring a waste bed in the cope. Castings in lead were made from each of the finished molds. RESULTS OF TEST From the nature of the case measurement ratings are not a competent basis for the valuation of results in the foundry. For an exposition of these results the writer has been obliged to rely upon the description of each boy's approach to his work, the steps pursued, and time consumed in making the molds and the quality of the resultant casting. With all these considerations taken into account, the writer has then given his own valuation of the quality of the performance. These are summar- ized in Table X. INDUSTRIAL TRAINING AND PERTOEMANCES Pupil No. I. — 5A grade, age 11, one term of mechan- ical drawing, three terms of blacksmithing, and now in third term of foundry. Molding: Half box and wrench. Started 10:15. Placed patterns on mold board, sifted, rammed drag, turned drag, cut out for wrench, sanded, placed gate plug, sifted and rammed cope, lifted cope, wet edges, drew patterns. Careful, orderly work, done without APPENDIX 167 X w ►-! pq & to m 1-H r-* to 05 to iH tH tH 10 (2h ^-S, (U o ■ _g < H &■§ tH 00 ■^ NO S p N T-H > M 00 (M ^10 b-g (N r-t xa > bO <33 00 M IMIO b-S »H rH ^s, 00 00 CO rHC35 b"§ iH i-H ^ ^cS -a t- 00 CO t-IO 8 tH 1-1 >> •§2t) t- CO '-"2 J3 I. tH 1— 1 ■Pro fai go la r~ ■^ =^2 T-t ^ = -0 •^ t- ■^ T-HIO g T-l 1-1 ■a CO t- 1-H iHCO 1-1 -* IN t- 10 (MCO P4 T— t IH ,-4 t- (M (MN r-l 1-1 (S a B sj.g ^ w^ ;^ ri s.-v^' en B -s 1 S CM 1 1 •a i68 APPENDIX waste motion. Drew patterns admirably. Very little patching and that well done. Put mold together well and cleaned up conscientiously. Finished work 10:59. Total time, 44 min. Castings: Wrench very good, ends very clean. Box broken a little at bottom of flange, otherwise very good; clean surfaces. Pupil No. 2. — 5A grade, age 11, had one half term of blacksmithing, three weeks of poultry, and three terms of foxmdry. Molding: Half box and wrench. Started 10:16. Placed patterns on mold board, sifted, rammed up drag, turned drag, cut out for wrench, sanded properly, placed gate well. Sifted, rammed cope too soft. Insisted on doing it over. Lifted cope and wet edges. Drew pat- terns without sufficient tapping and without as much care as he had displayed in other work. Poor patching. Finished 10:52. Total time, 36 min. Castings: Poor. Box mold broken badly at gate, bottom flange rough on one side. Wrench badly formed* ends very rough, surface not clean. Pupil No. 3. — 5th grade, age 12, now in first term of foundry. Has had two terms of forging, but no mechan- ical drawing. Molding: Half box and wrench. Started 8:30. Ar- ranged patterns in drag on mold board, did not know name of this part of flask — called it bottom; knew name of cope. Sifted molding sand on top of patterns and rammed. Turned drag, cut out for curved side of APPENDIX 169 wrench and box. Sanded and placed gate plug properly. Sifted and rammed cope, and lifted same. Did not wet edges before drawing patterns. Cut gate and sifted charcoal. Closed mold 9 :o2. Quick and skillful worker. Total time, 32 min. Castings: Wrench very good. Box very good; one corner at bottom of flange slightly broken. Pupil No. 4. — 5th grade, age 10, now in second term of foundry. Has had one term of forging, one of print- ing, and one of mechanical drawing. Molding : Half box and wrench. Started with patterns on mold board at 8 :30. Rammed, turned, sanded, placed cope and gate plug. Sifted cope, rammed, lifted cope 8:49. Side of wrench mold broken a little; patched, wet edges, drew patterns. Sifted charcoal and closed mold 9:01. Time, 31 min. Not very skillful. Castings: Wrench had heavy fins at parting. Box had one rather bad break at parting. Pupil No. 5. — 5th grade, age 12, now in second term of foundry. Is also taking forging this term. Has had one term of mechanical drawing. Molding: Half box and wrench. Started 8:30 with patterns on mold board. Sifted and rammed, placed cope and gate plug 8:42 ; lifted cope, wet edges, and drew patterns 8:50; wrench mold had sides a little broken; box clean. Sifted charcoal and closed mold 8:58. Total time, 28 min. Worked rapidly and intelligently. Castings: Wrench had rather large fin. Box very good. Pupil No. 6. — 6C grade, age 11, has had one term 170 APPENDIX of foundry, is now in his second. Is also having his first term of mechanical drawing. First year in the Gary schools. Molding: Half box and wrench. Started ii:i6. Placed patterns on mold board, sifted sand, and rammed drag. Turned drag, cut out for wrench, sanded and placed gate plug. Sifted and rammed cope, Hfted cope, wet edges, drew pattern. Worked on his mold slowly and carefully. Took steps in proper order. Made gates rather small. Finished 11:50. Total time, 34min. Castings : Excellent, with slight fins, but very good sur- face. Pupil No. 7. — 6A grade, age 14, has had one term of printing, is now in his first term of foundry, and first term of mechanical drawing. Molding: HaK box and wrench. Started 11:17. Placed patterns on mold board, sifted sand, and rammed drag. Turned drag, cut out for wrench, sanded, placed gate plug. Sifted and rammed cope. Lifted cope, drew patterns. Did not wet edges. Put mold up in regular order, but work was slovenly. Drew pattern carelessly, necessitating some patching, not very well done. Fin- ished 12:07. Total time, 5omin. Over-age, backward pupil. Castings: Wrench had strong fins, surface rough. Bottom and side of flange quite rough, some snags. Pupil No. 8. — 6A grade, age 11, has had one term of printing this year and is in his first term of foundry. Molding: Half box and wrench. Started 11:17. APPENDIX 171 Placed pattern properly on mold board, sifted sand and rammed drag. Turned drag, cut out for wrench, sanded and placed gate plug, sifted and rammed cope. Lifted cope, wet edges, drew pattern. Cut gate and cleaned up in a careful manner. Rapid, orderly, and intelligent worker. Finished 11:50. Total time, 33 min. Un- usually mature boy for his age. Castings: Excellent on the whole. Slight sand marks on wrench. Box flange and corners a bit broken. Clean ends to wrench, with very slight fins. Pupil No. 9. — 6C grade, age 1 1 , has had one term of poultry, three terms of mechanical drawing, one term of tin shop, and now in first term of foundry. Molding: Half box and wrench. Started 11:18. Patterns placed for him by instructor, who afterward told him to do the mold over again as they were placed too near. Took steps in making mold in good order and placed gate well. Mold did not part well, necessi- tating re-ramming of cope. Drew patterns poorly. His whole effort indicated that he had worked at molding but a short time and was not sure of himself. Finished 12:09. Total time, 51 min. Boy was small, undersized, and nervous. Tried very hard. Castings: Wrench had good surfaces and small fins. Bottom of flange badly broken and filled. Bottom sur- face rough. Pupil No. 10. — 6th grade, age 10, has had one term foundry, one term pattern shop, and one term mechanical drawing. 172 APPENDIX Molding: Half box and wrench. Started 11:15. Very rough worker. Placed patterns on mold board, sifted, rammed, several failures when turning drag. 11:50, still working on drag. Cope Hfted 11:57. Drew pat- terns. Break in sand. After spending a long time over patching, instructor at 12:20 told him to quit. Failure. Possibly might have produced a result in time. Pupil No. II. — 7A grade, age. 12, has had six thirteen week terms of foundry, two terms of freehand drawing, but no mechanical drawing. Molding: Started 8:30. Made his core with wires set too low. Recognized that mistake had been madej through thoughtlessness. Overhaste led to laying core' out on wrong side; had to make core over three times in all. Failures and mistakes had effect of calming him down and finally cores were carefully and well made. Understands composition of core sand and purposes and use of cores. Did not place patterns particularly well on drag mold board, due in part to haste. Sifted and rammed up fairly well, but with much wasted motion. Turned drag. AppUed more parting sand than was necessary. Much puzzled over placing of gate. Placed wrong, although half realized that he was doing so at the time. Sifted and rammed cope, Hfted cope. Rapped and drew pattern carefully. Filed core off and ventilated. Placed core carefully, and closed mold. Finished 10:32. Total time, 2 hrs. 2 min. Castings : Sunk on account of poor placement of gate. APPENDIX 173 Halves not quite in line. Both castings had fairly smooth surfaces. Pupil No. 12. — 7A grade, age 15, has had one term of poultry and one term of freehand drawing. Present term is the only foundry experience he has had. Molding: Started 9:18. Made four cores in rather careless fashion, breaking two. Wasted considerable time. Halved pattern with cores. Placed half pattern on mold board, sifted, rammed drag, turned, placed other half pattern, placed cope, forgot parting sand. Rammed up cope too soft so that it broke when parted. Much better on second attempt. Put mold together without cores which he had previously made, but which he forgot to place, due to carelessness. Started to make entire mold over again, but did not finish in time for pouring. Left II :i5. Resumed i :i8. Finished 1 134. Total l5me, 2 hrs. 13 min. Rather careless and indifferent worker. Casting: Good except halves not well centered, owing to loose pins on flask. Pupil No. 13. — 7 A grade, age 11, has had one term of poultry, one term of storeroom, and one term of mechan- ical drawing. At present is in fifth term of foundry work. Molding: Solid pattern with core. Started 8:32. Gathered tools and materials quickly and carefully. Took steps in proper order. Made false cope, placed pattern, rammed drag, threw away false cope and rammed finished cope. Did not ram quite hard enough, with result that mold broke on edges. When questioned 174 APPENDIX he indicated by his answers that he understood the rea- sons for his difi&culties. Asked what he thought he had better do, after a moment's pause, he decided to patch the mold rather than to make it over. Used too much water in patching. When finished he remarked that he could have rammed new cope in less time than it took to patch. Drew patterns from drag carefully and well. Finished 10:15. Total time, i hr. 43 min. At first somewhat careless about backing core. More careful with the second half and turned out his cores unbroken. Completed four cores in 35 minutes, baked and filed for venting, pasted and placed in mold, and re- marked while doing it that he had never known the im- portance of venting a core. Casting: Good, slight fin at parting. Pupil No. 14. — 7th grade, age 14, one term foundry, one term forge, but no mechanical drawing. Molding: Solid pattern of long lever. Started 10:20 and made core very well after several failures. Made waste bed for long lever in cope, placed drag and rammed, reversed and cut out in drag, placed cope and ranamed, drew cope clean except in one spot. Drew patterns from drag, mold broke a little at core print end. No previous experience with cores. Finished mold 12:10. Placed cores at 2:15-2:20. Total time, i hr. 55 min. Casting: Side of core rough, rest very clean. Pupil No. 15. — 7C grade, age 14, one term foimdry, one term printing, one term forge, but no mechanical drawing. APPENDIX 175 Molding: Started 10:15. Commenced to make fin- ished bed in cope instead of waste bed for yoke pattern. Used up much time making parting so as to draw. Put on drag, rammed, drew. Drag fell out. Tried again, finished with drag on top. Drew large piece of sand with pattern. Instructor then rapped and drew pattern. Long time mending, very poor surface. Instructor told him to throw out his drag 1 1 40. Failure. Pupil No. 16. — 7C grade, age 13, three terms foundry, two weeks forge, and one term mechanical drawing. 1 Molding: Pattern with plate core. Started 10:20 to make core, in which he succeeded after considerable time and several failures. Placed half pattern on drag, sifted and rammed. Turned, placed other half pattern, sanded, placed gate plug, sifted, and rammed cope. Lifted cope and drew pattern. Finished 12:10. Total time, I hr. 50 min. Cores placed by instructor 2 :i5, who put cope on in reversed position. Casting: Spoiled. The two halves showed clean. Pupil No. 17. — 8A grade, age 13, one term of printing, two of pattern making, one of tin shop, one of freehand drawing, one of mechanical drawing, and two of store- room. Has had one term of foundry work and is now in his second. Molding: Started 8:30. Instructor placed patterns on mold board. Pupil sifted sand, rammed, turned drag, placed other half of pattern, placed cope, placed gate plug, sifted and rammed, lifted cope. Rapid and thoughtful worker. Performed all operations correctly 176 APPENDIX and rapidly, but was obliged to make cope over because of break. Succeeded in second attempt. Drew patterns carefully. Gate well made. Made cores carefully and was successful in first effort. Finished io:io. Total time, I hr. 40 min. Casting: Good surface. True, small fins. Pupil No. 18. — 8A grade, age 13, one term of poultry, one term of mechanical drawing, and six weeks of forging. Is in his third term of fovmdry work. Molding: Started 10:16 and succeeded very well in making his core. Made waste bed in cope and placed pattern, set drag, sifted sand and rammed. Turned drag, cut out for side of pattern, sanded, placed cope, placed gate plug properly. Sifted molding sand and rammed cope. Lifted cope, and wet edges. Mold well put together and in an orderly manner. Patterns well placed and well drawn, with little and careful rapping. Placed cores. Finished 12:05. Total time, i hr. 49 min. Rapid and intelligent worker. j Casting: Very good. One side slightly rough. i Pupil No. 19. — 8th grade, age 12, three terms in foundry, one in forge, and one in mechanical drawing. 1 I Molding: Halved pattern with side flange. Started 9:15. Made cores without mistakes and succeeded in first attempts. 9 :40 started on mold, half pattern in drag. Rammed, turned, 9:43 sanded, blew dean, placed and rammed cope, gate plug well placed, raised cope, wet, cut gates, charcoal. Stopped off upper core prints for which no cores were made. Left 11 :i5 without put- APPENDIX 177 ting in cores. Placed these 2:15-2:20. Very good and careful workman. Total time, 2 hrs. 5 min. Casting: Very true and clean. Pupil No. 20. — 8th grade, age 12, three terms foundry, one term sheet metal, one printing, and one mechanical drawing. Molding: Halved pattern with core. Started 9:15. Made cores carefully and successfully with only two fail- ures. Started 9:40 with half pattern on mold board. Rammed, turned, sanded, placed cope, ranmied, lifted, brushed, wet edges, and drew patterns. Very clean mold. Placed core and finished at 11:10. Total time, i hr. 55 min. Careful and thoughtful worker. Casting: Very good, clean, and true. Pupil No. 21. — 8th grade, age 14, one term foundry, seven weeks machine shop, one term mechanical drawing and one term poultry. Molding: Deep solid pattern. Started 10:20 making cores. Finished these successfully with but few failures. Rammed drag of deep flask, turned, cut down for part- ing, sanded, placed cope and gate plug, sifted and rammed cope. Lifted cope and drew pattern carefully. Fin- ished mold 12:15. Placed cores 2:15-2:20. Total . time, 2 hrs. Skillful and intelligent worker. I Casting: Very good, sharp corners, and clean and true surfaces. 178 APPENDIX D. Pmntestg Test TEST ANB METHODS OF SCORING The printing test was as follows : Directions — The copy below is to be printed on a card 3I in. X 5I in. You are to use your own judgment as to type, margins, and arrangement. Copy Public Schools Gary, Indiana 191 — Mr I regret to inform you that came late to school this This is the time he has been tardy. Will you cooperate with the school in training your child to be punctual? The school hours for are as follows: .a.m. to m; and p. m. to . p. m. Please sign and return. Parent's Signature. Principal. In rating the printing test it was found impracticable to develop a satisfactory scale of measurements on the point subtraction basis. Instead, a certain value in APPENDIX 179 percentage was assigned to each of four considerations — accuracy in following copy, justification, use of leads, and artistic arrangement — and the performance was rated under these heads according to the success attained. The results of the tests when thus rated are given in Table XI. INDIVIDUAL TRAINING AND PESJFOKMANCES The test was made at the Emerson school March i6th and 17th. On the first day, at 10:15, ^^.ch pupil was handed a copy of the test. Each showed surprise at this manner of having a job presented. One girl said she did not see any sense in doing it and said she was not going to do so, but after a minute's hesitation, went on with it as did the others. A detailed description of the performances of the Emerson school pupils follows: Pupil No. I. — 9th grade, age 16, cooking one term, mechanical drawing one term, printing one term. She looked at the sheet of directions and copy, asked if she was to set up the "directions" as well as the copy, took 4§ in. as the length of the line to go on a 5§ in. card, wanted to know how many leads should go between the lines, did not seem to be acquainted with the point sys- tem, but knew the case. By 11 o'clock she had seven lines set up. Stopped at 11 :i5. Resumed at 10:15, March 17th. When her stick was full, asked the instructor to help her "dump" it as she had never done this. She noticed that the spacing of i8o APPENDIX CO i-H 05 00 CO U3 o eg 00 rH 05 °^S pooo CO 1-1 OS o s rH rH §3 ™i 3 r-t o 00 CO 00 rH § -^ig pooo CO I-t 1—1 =^ § <» t- rH 00 rH CO OO "§3 •■rej 3 O o CO O o T-H 00 rH 00 COt- JOOd s\^\ § 00 T-H O OO 00 co t- rH pooo O U3 1-H OS o O 1 US rH 1 1-1 O rH COU3 ™i 05 3 OS § § o t- o» CO poo3 00 03 ! O 1 ^ o 1-t 00 rH g oqio pooo t- i-H cn s tH 00 rH to rH en 00 CO pooo «o 1-H 05 o U5 i-H rH 00 rH 00 00 CO pooo lO OS OJ CO 00 rH 5 rH pooo ■^ 3 m o 00 I-H 00 1 >o rH| rH C7S + pooo CO i-H en § 00 IrH rH 1 OJ + eg pooo (M i-t c» o i-H 00 rH 1—1 + pooo ^js 05 CO US I-H 00 1—1 00 rH 00 c^ pooo 1 1 o '? ■ O 2 =3 • a •2 : a -B o 1 u ."3 a o a ■ -■B : tn'tn . 'K-3 '■ sis t3 s III -8 — ^ < •s t i B B 1 APPENDIX i8i her matter was too great and reduced it by replacing the slugs. Before her proof was taken, said "I am through, but I have made a mistake." The instructor suggested that she make the correction. Instructor took proof 11:15. Pupil No. 2. — gth grade, age 14, cooking, sewing, and mechanical drawing. She took the copy, looked it over carefully, and set her stick at 26 picas. Couldn't tell definitely why she took this measurement, simply stated that she thought that it would leave enough margin, worked ahead without question, chose her dotted rule and had six and a half lines completed at 11 o'clock. Stopped at 11:15. Resumed 10:15, March 17th. Asked the instructor to empty her stick at 1 1 :o5 when the last of the lines was set up. She tied up her work in the galley herself ready for the proof at 11:20. Instructor took proof. Pupil No. 3. — 9th grade, age 14, sewing, mechanical drawing, and one term printing. She did not seem to be any better acquainted with the work than the others. She set her stick at thirty picas, but could give no reason why. This left a very slight margin for a five and a half inch card. (There are six picas to the inch.) She knew the case and did not seem to have any difficulty with setting up the dotted rule; had five and a half Hues completed at 1 1 o'clock. Stopped 11:15. Resumed 10:15, March 17th. She set up all of the dotted rule available and was told to use lead leaders i82 APPENDIX which have a different style of dot. She objected and said that it would not look right to use two kinds of dots. Stopped at 11:15. Came back later and com- pleted work. Instructor took proof. Pupil No. 4. — 9th grade, age 14, in pattern making de- partment three months, had had mechanical drawing, and had been in the print shop four terms. Asked " What type shall I use? " and then proposed that he draw a card the size of dimensions given and estimate how much margin he should allow. He seemed to be familiar with the use of the stick; set his type quickly, and made few errors. Worked by himself and had little to say. By 1 1 o'clock he had eight lines set up. Stopped at 11:15. Resumed 10:15, March 17th. He started new stick, completed his lines and made corrections by 11 o'clock. He took the material out of the stick and placed it on stone instead of galley. The instructor suggested his using the galley and he then placed it in the galley ready for proof. Took proof 11:15. He did not seem to be well acquainted with the point system but rather set his stick by measurement. He was the only one who could take his material out of the stick and tie it up for a proof. The girls needed assistance in this respect. None of them had any idea of laying out the job either by the point system or by drawing the size of the card, nor did they develop a plan to determine the length of the lines. The corrections were made and final proof taken during APPENDIX 183 the absence of the examiner. The amount of time on corrections was not noted. The proofs were taken by the instructor. The same test was given to 12 Froebel school pupils on March 21st. A description of their performances follows: Pupil No. 5. — 9th grade, age 16, began printing De- cember I St. Other shop experiences: woodworking, clay, painting, and mechanical drawing. Started 8:25. He set stick at 27 picas, knew that there were 6 picas to the inch, but didn't know how many points there were to the inch. He put the work in the galley at 10:05 without help. Justified and tied it up for proof and took the proof with plane at 10:15. He filled out a blank and decided to change length of dotted rule for names. Completed proof at 10:40. He asked the instructor if he could distribute the matter before leaving the shop. Total time, 2 hrs. 15 min. Pupil No. 6. — 9th grade, age 14, began printing in February, 1916. Other shop experiences: sheet metal, store, manual training and mechanical drawing. He has been in school four years. Started 8:25. He set his stick at 27 picas. He wanted one half inch margins, he knew there were 72 points to the inch and 6 picas to the inch, looked the work over carefully before emptying the stick, asked for help in taking the material out of the stick and putting it in the galley. He tied it up and took a proof at 10:40. Completed the matter at 11 :25. Total time, 3 hrs. i84 APPENDIX Pupil No. 7.— 9th grade, age 15, began printing in December, 1915. Other shop experiences: plumbing, mechanical drawing, and manual training. (He held the swimming championship of 1,800 boys in Gary and also the Wig Wagging championship of the Boy Scouts.) The instructor said he had learned press feeding in two days. Started 8:25. He set the stick at 27 picas because it equaled four and a half inches. When asked how many points is the M quad in this case, he gave the cor- rect answer, ten points. "Can you set up one inch with ten point M quads?" Answer, "No." "How near can you come?" Answer, "Within two points." Material put in galley at 10:30. Tied it up and took proof at 10:50, completed at 11 :25. Total time, 3 hrs. Pupil No. 8. — 9th grade, age 14, had been taking printing for two terms. Had no other shop experience. It was his first year in Gary. Started 8:25. Set stick at 27 picas. He knew that six picas equaled an inch and that there were 72 points to the inch. He was asked the width of the copy from top to bottom in inches and reasoned that, as there were thirteen lines in the copy and the type was 10 point size, 130 points had to be divided by 72 points to obtain the nmnber of inches of matter. He took his own work out of the stick and tied up his matter at 10:15. Took his own proof. He took one of his proofs, filled it out as a blank to test whether the length of line was suitable. He found no other correction necessary. He ruled border APPENDIX i8s mth pencil to show margins. Completed at 10:50. He asked the instructor if he could distribute the matter before leaving the shop. Total time, 2 hrs. 25 min. Pupil No. 9. — 9th grade, age 14, had had three terms of printing. Had also had woodworking and mechanical drawing. Started 8:25. He set the stick at 27 picas. When asked why, said " It is four and one half inches." Asked if he could set up one inch with M quads, he answered "No." "How near to one inch could you set up with M quads?" Did not know the number of points to one inch. "How many 12 point M quads to one inch?" He first guessed five, but when checked, said 12 points to one M quad and six M quads to one inch. Put in galley at 10:05. He took the first proof at 11:20, made correction of one period on first proof and ran off cor- rected proof at II :25. Total time, 3 hrs. Pupil No. 10. — 9th grade, age 15, had had two terms of printing. No other shop experience. He had Kved in Gary six years but had not attended the pubhc schools. Was backward in ability to reason. Started 8:25. He set stick at 28 picas. When asked why, he said he measured the typewriter copy and foimd it to be 28 points. " Is typewriter tj^e the same width as your 10 point?" Answer, "Seems like it." He as- sumed the card was 3 in. x 5 in. though the paper in front of him called for 3J in. x 5^ in. He did not know how many picas there are in 5 inches and did not know picas or points. Tied up at 11:05, took proofs at i86 APPENDIX ii:i2, and completed the proofs at 11:30. Total time, 3 hrs. 5 min. Pupil No. 1 1 . — 9th grade, age 1 2 , began printing Febru- ary ist. Other shop experiences: sheet metal work, boiler room, storeroom, and clay. Started 1 2 153 . He set his stick at 29 picas but changed to 25 picas to get four picas on margin. "What part of an inch is four picas?" Answer, "Two thirds." Took proof at 2:45, started corrections at 3 o'clock. Took his second proof at 3 :42 and completed the work at 4 :io. Time, 3 hrs. 17 min. Pupil No. 12. — loth grade, age 14, had printing four terms. Had a little mechanical drawing and wood- work. I Started 12:53. He set the stick at 23 picas which equaled 5^ in. He changed it to 27 picas to have three picas margin. "How many points to an M quad?" Answer, "Ten." "Could I set an inch with these 10 point M quads?" Answer, "72 points to an inch." "Can't I make 70 points?" Took his work out of the galley without help. Took his first proof at 2:50, started corrections at 3:02, and completed the matter at 4:00. Total time, 3 hrs. 7 min. Pupil No. 13. — 9th grade, age 14, began printing February ist. Other shop experiences: clay, sheet metal work, boiler room, mechanical drawing, woodwork, and store work. Started 12 :53. He set his stick at 24 picas. He could not tell why. He changed it to 27 picas by figuring out APPENDIX igy with type gauge to get three picas margin. "What part of an inch is three picas?" Answer, "One half." Took first proof at 3 :20, completed at 4 :i5. Total time, 3 hrs. 22 min. Pupil No. 14. — loth grade, age 15, had printing four terms. Other shop experiences: manual training, me- chanical drawing, architectural drawing. Started 12:53. He set his stick at 29 picas so as to have two picas on the margin. Knew that there are six picas to the inch, 12 points to a pica, and 72 points to the inch. He emptied his stick without help. He looked over his work carefully before taking the first proof. Took proof at 3 :io, made corrections, and took second proof at 3:28. Completed the work at 3:38. Time, 2 hrs. 45 min. Pupil No. 15. — 9th grade, age 13, had two terms of printing. Other shop experiences: mechanical drawing and manual training. Started 1:12. He set his stick at 27 picas to get a half inch margin. He knew that there are six picas to the inch and 72 points to the inch. He put his work in the galley with help, looked over his work carefully before tjdng up, and took the first proof at 3:10. He took the second proof at 3 :30 and completed the matter at 3 :S4. Total time, 2 hrs. 42 min. Pupil No. 16. — 9th grade, age 13, had printing two terms. Other shop experiences: mechanical drawing and manual training. Started i :i8. He set his stick at 29 picas to give two i88 APPENDIX picas margin. He took the first proof at 3:15 and com- pleted the work at 3 :35. Total time, 2 hrs. 17 min. The boys in the print shop of the Froebel school thus showed unusual intelligence in handHng the test. Their knowledge of the point system seemed to be sufl&cient to enable them to set up their work with judgment. There was only one boy who did not set his margins by picas. All the others in the Froebel group who were tested could tell how many picas margin they had left. Some of the younger boys in this shop were performing quite difficult Jobs. A nine year old boy in the 4B grade was operating a Chandler and Price press. He had been working in the printing room since September, 1915. When asked how many points to the inch, he promptly replied 72. He stood on a box in order to reach the operating parts of the press. He worked in a businesslike manner. If a card did not rest properly on the gauge pins, he threw the lever very promptly and did not spoil any work while under observation. E. Woodworking Test TEST AND METHODS OF SCORING In the case of the woodworking test held on March 17th, 20th, and 2ist, the results are set forth on the basis of the point system. Each deviation of tV in. from the significant dimensions is noted as one point and is de- ducted from IOC as a final rating. APPENDIX 189 G and H were measured on each of the eight faces of the joint and the sum of the openings in thirty seconds of inches was noted as the total penalty in each case. Figure s Test Piece — ^Woodworking accitracy op fits and measurements wili, be rated A-9 -I* The degree that the joints were out of square considered from the standpoint of the top view was found by placing the try-square against one of the long sides of the frame 190 APPENDIX and noting the deviation in thirty seconds of inches from the blade at the far end of the short piece. A blueprint of the drawing shown in Figure 5, without the letters, together with a piece of whitewood 30 in. x 2I in. X I in., machine dressed on the two faces and jointed on one edge, was given to each pupil. The ratings on the point basis are given in Table XII. INDIVIDUAL TRAINING AND PEEPOEMANCES When the group started on the test, each boy spent about two minutes looking over the drawing and then began laying out his pieces. The boys did not seem to copy each other's procedure and showed understanding as to the reasons for the various steps. Seven boys started, but two were absent on the second day and did not complete the test. The individual performances are noted below: Pupil No. I. — 7th grade, age 13, had had woodwork for two terms. He had also had plvunbing, printing, boiler room, and mechanical drawing for one term each. Started 8:15. He studied the drawing and laid out the lines with pencil, did not use the marking gauge for the width of the stock but measured it by drawing parallel lines with blade of square, laid out the joints with pencil, attempted to remove | in. of wood from the width of piece by driving it off with a chisel, later used plane. He cut pieces to length, then planed short pieces to width, laid out joints, and then cut joints in order. He started to nail his pieces together at 10 o'clock. One APPENDIX 191 TABLE Xn Results of Woodworking Test Pupil, Number 1 2 3 4 5 Age 13 13 12 13 15 Grade 7 7 7 7 7 f ^ 1 2 3 3 jj tft B 2 2 4 2 5 l§c 1 1 1 1 1 Penalties • 2 2 1 2 1 3 1 2 3 2 2 1 1 2 <^a G 11 3 4 5 2 H One end 13 2 7 9 broken One end ofE broken off Squareness 2 1 2 5 6 Total Penalties 22 26 20 27 31 Rating 78 74 80 73 69 Time Hrs. 2 1 6 3 1 Min. 45 20 30 50 Writer's Valuation Fair Fair Good in Fair Fair Joints execution Ends of tight at but very joint sides slow well fitted 192 APPENDIX joint was too tight, and the end split off. Finished 10:15. Total time, 2 hrs. Pupil No. 2. — 7th grade, age 13, had had two months of woodwork; had also had mechanical drawing. Started 8:15. He laid out the width of the piece by placing dots on each end and drawing between them with a rule. Sawed piece to length with hand rip saw. He knew what kind of a saw this was; worked rapidly. He started to cut his joints at 9:30, after preparing all of the pieces, sawed close inside of the line, removed the wood by using a chisel, cutting from the edge toward the center of each side. He completed the joints at 9 155. He nailed them up and stopped work at 10 o'clock. Time, i hr. 45 min. Pupil No. 3. — 7th grade, age 12, had had one term of plumbing and two terms of woodwork. Started 8:15, March 17th. He used the gauge in mark- ing the width of stock and tested carefully with square; was very slow. Finished 10:35. Worked for 2 hours March 20th, and 2 hours March 21st. Total time, 6 hrs. 20 min. Pupil No. 4. — 7th grade, age 13, was in his second term in woodwork, had had shoe repairing, clay work, and in drawing two weeks. Started 8:15. He knew the use of the cross cut and rip saws, could distinguish them readily. He planed the edges by putting two pieces in a vise together, laid out the joints carefully, marked the depth and width with pencil, sawed right on the hne. When questioned, he APPENDIX 193 stated that he should have Fawed inside the line and told why. Total time, 3 hrs. 30 min. Pupil No. 5. — 7th grade, age 15, had had one term of woodworking. Started 2:15. He read the drawing and sawed the pieces to length with a cross cut saw. Drew lines on wood with pencil and rule; knew about the gauge but did not use it. In dressing the stock to a | in. thickness for the end pieces he planed the double length piece to width and thickness before cutting to length. He laid out the joints and sawed right on the line making the joints too wide. One joint was tight, others were loose. After the pieces were all cut, he made several tests by assembling them before nailing them "to see if it was square." Finished 4:05. Total time, i hr. 50 min. F. Sheet Metal Test TEST AND METHOD OF SCORING The sheet metal test was held May 2d, 3d, 4th, and Sth. The test consisted in the making of a galvanized iron pail as shown in the drawing in Figure 6. The problem was presented with a statement as to the character of pail expected, together with the dimensions. A template of the side was furnished. The instructor set the folder and wiring machines to the proper position. The boys worked independently and in orderly fashion and showed a pretty clear under- standing of the operations needed for each step. Some 194 APPENDIX FlGUBE 6 TEST PIEICE— SHLLT METAL SHOP GALVANIZELD IRON PAIL waiting was necessary on account of lack of su£Eicient number of scratch awls and cutting snips to go around. Seven boys started on May 2d but only four completed the test. One boy did not return after the first day. Two worked for three days without finishing and did not appear on the fourth day. In presenting the results of the work certain measure- APPENDIX 195 ments have been noted on the point system and certain features of workmanship noted in brief memoranda. Rating D is an attempt to indicate the degree to which circularity of cross-section was achieved. The results when thus rated are given in Table XIII on pages 196 and 197. INDIVIDUAL TRAINING AND PEEFOEMANCES The individual performances are noted below: Pupil No. I. — 7B grade, age 14, in painting one term, sheet metal one term, and drawing one term. Started May 2, 10:45. Folded joint, turned edge for wire on wrong side. Stopped 11:15. May 3, 10:15. Closed in wire with mallet and formed. Had long wire projecting from both ends. Said he would open and cut off wire later; rolled wire to the inside instead of outside, cut ends of wire and then ran through machine in re- verse way to bring wire on outside. Closed side Joint and burred lower edge on machine at 11:10. Stopped 11:15. May 4, 9:54. Asked for pattern for bottom. Traced around bottom of pail on flat sheet instead of using dividers to draw circle. Stopped 11:15. May 5, 10:15. Completed, 10:45. Total time, 3 hrs. 21 min. Pupil No. 2. — 8C grade, age 12, one term each in wood- working, drawing, and sheet metal. Started May 2, 10:40. Pattern cut out at 10:50. Wired edge on wrong side. Cut and straightened wire at 10:55. Turned and closed in at 11 :ii. May 3, 10:15. Formed. Was forced to start end that did not 196 APPENDIX B U S W H 5 H Ph rn H e ^ ■>* 7-t u 00 (M IM M as 10 T-H 10 CO Not well locked but even and straight CO U 00 (M (M t— I T-H to s 11 (N T-H u 00 to M t-H CO T— i 00 00 iH pa LO ^ T-H T-H ? "0 n i" 04 1 1 ■a •la ^11 ^ e o"o . 0. "^ 13 -§•2 "s-g n II d '-M 1 ."S 4-1 D — Vertical distance from top that disk 7 J" diam. can enter. Standard 3I". J" deviation =1 point E — Distance from edge of pail to baU— Standard i^i" devia- tion =1 point .s 1 Workmanship Locked and Grooved Vertical Seam APPENDIX 197 u •a > C/3 U MH una 1 5S 85 g J m w IH ^ "> s w 13 H J- ja ■3 M) 3 ig -M V T3 rt ^s 55^ III ^ (U 2 8 i-tloo jj cj C u Cd " > S oJ to o i,T3 T3-5! 3 u C o 54^ ° 3 9 O 3 P4 O IS ° ~ w 3 pq § 198 APPENDIX have wire, gave him trouble owing to groove for wire being flattened. Closed in joint of side 10:39. Burred bottom edge on machine at 10:48, foimd bottom edge was not round. Stopped 11:15. May 4, 10:15. Only allowed | in. additional diameter for size of bottom piece. Tried again. Cut bottom out and burred it. Cut bottom piece, burred, snapped on at 10:32. Stopped 11:15. May 5, 10:15. Completed at 11:00. Total time, 3 hrs. 16 min. Pupil No. 3. — 8C grade, age 14, in sheet metal two terms and mechanical drawing three terms. Started May 2, 10:45. Folded joint at 10:50. Wired edge on wrong side. Cut wire, turned edge. Closed in wire. Formed side of pail, finished joint on side, closed end of wire. Stopped 11:15. May 3, 10:15. Burred lower edge of pail. Measured diameter of bottom, allowed quarter of inch for turning bottom. Set di- viders at ^1% in. radius. When questioned about what size the bottom should be he put the pail down over circle scribed on metal and found it was too small. Finally got size of bottom by trial and error. Turned edge of bottom on machine and then with mallet on stake. Had trouble getting bottom piece to fit, made new bottom piece and said "Pail was not round, I got the wrong measurement." Stopped 11:15. May 4, 9:54. Sold- ered joints at 10:08. Punched for bail ears at 10:25. Finished 10:39. Total time, 2 hrs. 15 min. Pupil No. 4. — 8C grade, age 12, in sheet metal two terms and mechanical drawing two terms. APPENDIX 199 Started May 2, 10:45. Wired edge to wrong side, cut pattern, folded edges. Cut wire and straightened at 11:04. Stopped 11:15. May 3, 10:15. Turned edge, straightened wire well before closing in. Formed and closed side joint, trimmed bottom edge at joint, burred bottom edge of paU on machine. Complained that the bottom edge was not round, was told to bend on mandrel, measured bottom of pail and found it to be 7tV in. Set divider 3f| in. to obtain diameter of "jH in. Fitted bottom on at 11:00. Stopped 11:15. May 4, 9:45. Soldered inside of locked and grooved seam. Soldered bottom seam, put handle on and completed at 10:30. Total time, 2 hrs. 15 min. G. Plumbing Test TEST AND METHOD OF SCORING The test in the plumbing shop was held on May 2, 1916. A drawing Hke that shown below was placed on the blackboard: Figure 7 Test Piece — Plumbing Shop PIPE TO 8E CUT TO PROPER LENGTHS AND FITTED TO TEE5 RATED FOR ACCURACT OF DIMENSIONS AND QUALITY OF FIT 74 GALVANIZED IRON PIPE 200 APPENDIX After inspecting the drawing the boys selected a piece of pipe from the stock rack and cut it to length. After threading both ends they selected two tees and fitted these to the pipe. The scheme of rating is indicated in Table XIV. In testing the aligrunent of the fittings a piece of pipe of a length to make the end come to lo inches from the axis of the test piece was screwed into the face of each tee. The axes of the three pieces of pipe should, of course, be in one plane. A variation of | in. from this plane at the ends of the projecting pipes was penalized one point. RESULTS The first six boys made the common mistake of as- suming that the dimension indicated between the centers of the tees meant the length of the pipe. In order to determine whether this was due to difficulty in reading the drawing or to carelessness, each of these boys, after completing the piece, was asked to examine the drawing and to tell what was indicated by the 7 in. dimension. With one exception they at once answered that the di- mension showed the distance between the center of the tees. In the one case the boy made the same answer after a second look at the drawing. An analysis of the results is given in Table XIV on page 201. INDIVIDUAL TRAINING AND EXPERIENCES Individual data are given below: Pupil No. I. — 9th grade, age 15, since February APPENDIX 201 ft ^ o ^ s n X ^ M Li u 1^ ^ § OS s OS iH tH 05 CO > M t3 00 ■* 00 ■^ (M cq 00 N CO § o tH C3 -* "2 t- •* t- in lO u:i t- 8 o »H m U5 .s u> IM t- 00 tH CO N 00 t- t-H IM CO 4J^ ■>!' -* 05 O IM IM "^ CO CVI "S CO ^ OS t- tH IM O o t~ 8 o i-H cc ^ «o N C] •* 05 t- CO U3 in lO CO "(2 tH co •^ lO (M i >-> ■a 53 iH U5 O! oc •^ cq CO b- CO in Fair Rapi work tH w co to tH a "S S'g o-o : o ■S-bI as ■ i CO lengi a fit pena )ipe dedu poin s ) ^ "in ds i: El", ch end of 5d, 2 points ell reamed, i g 1 Variation of tSs threaded en from norm o: 0. w 1 C i < 1^ For ea reami notw E 1 < "i pi "S: 202 APPENDIX in plumbing shop and in mechanical drawing same time. Started 10:20. Selected pipe with threaded ends, cut off both ends, reamed one end, both ends threaded 10:33. Finished 10:35. Total time, 15 min. Result: Measured 8| in. between centers, length of pipe 7 in. One end not reamed, both ends in tee | in. One tee | in. in 10 in. out of line with other. Pupil No. 2. — 9th grade, age 14, in school since Febru- ary, plmnbing since then, also mechanical drawing. Started 10:20. Cut off both ends, used oil, finished 10:43. Total time, 23 min. Result: 9 A in. between centers, pipe 7I in., both ends reamed well. One end in tee J in., one i^^ in. Tees f in. in 10 in. out of line. Pupil No. 3. — 9th grade, age 14, in plimibing since February, also mechanical drawing. Started 10:20. Finished 10:47. Total time, 27 min. Result: 9^^ in. between centers, pipe 7I in., neither end well reamed. One thread in tee rw in., one f in. Tees inline. Pupil No. 4. — 9th grade, age 14, third year in school, second term of plumbing, cabinet shop one term each for three years, mechanical drawing three terms this year and one term last year. Started 10:30. Not able to tell names of fittings, very bad job cutting off ends, reamed, but very badly. Fin- ished 11:02. Total time, 32 min. Afterwards said dimension goes to end of pipe, then said to middle of tees. Result: 8| between centers, pipe 7 in., both APPENDIX 203 badly reamed. One end in tee j in., one | in. Tees in line. Pupil No. 5. — 8th grade, age 14, in third term of plumbing in three years, had had mechanical drawing two terms and woodworking one. Started 10:40. When cutting second thread squashed his pipe in large vise; started second pipe, finished 11:14. Total time, 34 min. Results: 8f in. between centers, pipe 7 in., fairly well reamed. Pipe in each fit- ting f in. Tees | in. out of alignment. Pupil No. 6. — 7A grade, age 12, had plumbing two terms this year, one term two years ago, printing one year, painting two terms, woodwork one term and mechanical drawing one term. Started 1:26. Finished 1:53. Total time, 27 min. Result: 8f in. between centers, pipe 7 in., fairly well reamed. One end A in., one | in. in fitting. Tees f in. out of line. Pupil No. 7. — 7B grade, age 14, had plumbing one term two years ago, cabinet work one term, clay work half a term, and painting one term. Started 1:36. Finished 2:33. Total time, 57 min. Result: 7 in. between centers, fairly well reamed, both ends I in. in fittings. Tees f in. in 10 in. out of line. Pupil No. 8. — 8A grade, age 14, in plumbing one term two years ago, printing one term, mechanical drawing four terms, and woodworking one term. Started i :32. Threaded both ends of pipe. An older boy who stood by him apparently made a suggestion. 204 APPENDIX Afterwards he cut off one end and rethreaded. Finished 2:15, Total time, 43 min. Result: 6| in. between centers, pretty well reamed, both ends t\ in. in fittings. Tees J in. out of line. Pupil No. 9. — 9th grade, age 16, two months in plimib- ing shop last term, tinsmithing two terms, woodworking one term, and mechanical drawing one term. Started 1:47. Reamed. Finished 2:33. Total time, 46 min. Result: 61 f in. between centers, well reamed, both ends | in. in fittings. Tees in line. THE PUBLICATIONS OF THE GENERAL EDUCATION BOARD REPORTS: THE GENERAL EDUCATION BOARD: AN ACCOUNT OF ITS ACTIV- ITIES, 1902- I914. 254 PAGES. REPORT OF THE SECRETARY OF THE GENERAL EDUCATION BOARD, 1914-1915. 82 PAGES. REPORT OF THE SECRETARY OF THE GENERAL EDUCATION BOARD, I9I5-I916. 86 PAGES. REPORT OF THE SECRETARY OF THE GENERAL EDUCATION BOARD, I916-I9I7. 87 PAGES. STUDIES: PUBLIC EDUCATION IN MARYLAND, BY ABRAHAM FLEXNER AND FRANK P. BACHMAN. 2ND EDITION. 1 76 PAGES, WITH APPEN- DIX. THE JUNIOR HIGH SCHOOL, BY THOMAS H. BRIGGS.* COLLEGE AND UNIVERSITY FINANCE, BY TREVOR ARNETT.* OCCASIONAL PAPERS: 1. THE COUNTRY SCHOOL OF TO-MORROW, BY FREDERICK T. GATES. 15 PAGES. 2. CHANGES NEEDED IN AMERICAN SECONDARY EDUCATION, BY CHARLES W. ELIOT. 29 PAGES. 3. A MODERN SCHOOL, BY ABRAHAM FLEXNER. 23 PAGES. 4. THE FUNCTION AND NEEDS OF SCHOOLS OF EDUCATION IN UNIVERSITIES AND COLLEGES, BY EDWIN A. ALDERMAN. 3 1 PAGES, WITH APPENDIX. J. LATIN AND THE A. B. DEGREE, BY CHARLES W. ELIOT. 21 PAGES, WITH APPENDIX. 6. THE WORTH OF ANCIENT LITERATURE TO THE MODERN WORLD, BY VISCOUNT BRYCE. 20 PAGES. * Id Preparation. The REPORTS issued by the Board are ofiicial accounts of its ac- tivities and expenditures. The STUDIES represent work in the field of educational investigatioa and research which the Board has made possible by appropriations defraying all or part of the expense involved. The OCCASIONAL PAPERS are essays on matters of current edu- cational discussion, presenting topics of immediate interest from vari- ous paints of view. In issuing the STUDIES and OCCASIONAL PAPERS, the Board acts simply as publisher, assuming no responsibil- ity for the opinions of the authors. TTie pttlUcatlons of the Boar J may he ohtalmd on request COfNEU UNIVERSITY HBRARV