(2_ LB n3 b mm fork ?tate (Balh^t of AgricuUurB At Q^orttell MntnersttH Hibrarg Cornell University Library LB 1736.N7E2e Evening courses for the training of teac 3 1924 013 035 153 The University of the State of New York I V ( t. Z. ^ The State Department of Education C->-ua / Division of Agricultuial and Industrial Education C^yy-i EVENING COURSES FOR THE TRAINING OF TEACHERS FOR INDUSTRIAL SCHOOLS Regular Two-year Course Regular two-year course for qualified persons from the trades leading to a permanent license to teach some specific trade, technical or industrial occupation in a day or evening vocational school. Centers ALBANY BUFFALO BROOKLYN NEW YORK CITY ROCHESTER ALBANY, N. Y. 1920 Ts9i>Ag20-2soo {7-166S) THE UNIVERSITY OF THE STATE OF NEW YORK Regents of the University With years when terms expire (Revised to Augrust 15, 1920) 1926 Pliny T. Sexton LL.B. LL.D. Chancellor - Palmyra 1927 Albert Vander Veer M.D. M.A. Ph.D. LL.D. Vice Chancellor Albany ■;( 1922 Chester S. Lord M.A. LL.D. ----- Brooklyn 1930 William Nottingham M.A. Ph.D. LL.D. - - Syracuse 1924 Adelbert Moot LL.D. ------- Buffalo 1925 Charles B. Alexander M.A. LL.B. LL.D. Litt.D. ----------- Tuxedo 1928 Walter Guest Kellogg B.A. LL.D. - - Ogdensburg 1932 James Byrne B.A. LL.B. LL.D. - - - - New York 1929 Herbert L. Bridgman M.A. LL.D. - - Brooklyn 193 1 Thomas J. Mangan M.A. ------ Binghamton 192 1 William J. Wallin M.A. - - - _ _ Yonkers 1923 William Bondy M.A. LL.B. Ph.D. - - - New York President of the University and Commissioner of Education John H. Finley M.A. LL.D. L.H.D. Deputy Commissioner and Counsel Frank B. Gilbert B.A. LL.D. Assistant Commissioner and Director of Professional Education Augustus S. Downing M.A. Pd.D. L.H.D. LL.D. Assistant Commissioner for Secondary Education Charles F. Wheelock B.S. LL.D. Assistant Commissioner for Elementary Education George M. Wiley M.A. LL.D. Director of State Library James I. Wyer, Jr, M.L.S. Pd.D. Director of Science and State Museum John M. Clarke D.Sc. LL.D. '. Chiefs and Directors of Divisions Administration, Hiram C. Case Agricultural and Industrial Education, Lewis A. Wilson Archives and History, James Sullivan M.A. Ph.D. Attendahcle, James D. Sullivan Educational Extension, William R. Watson B.S. Examinations and Inspections, Avery W. Skinner, B.A. Law, Fbank B. Gilbert B.A. LL.D., Counsel Library School. James I. Wyer, Jr, M.L.S. Pd.D. School Buildings and Grounds, Frank H. Wood M.A. School Libraries, Sherman Williams Pd.D. Visual Instruction, Alfred W. Abrams Ph.B. THE TRAINING OF TEACHERS FOR INDUSTRIAL SCHOOLS GENERAL INFORMATION Recent events of tremendous import have served to emphasize the need for vocational education. When, in February 1917, the United States Congress passed, and the President approved, the Smith-Hughes act for the promotion of vocational education, this Nation placed itself clearly on record as favoring the introduction of industrial training into the school system of every state. The present period will witness a significant development in the field of trade education. Generous grants of state and federal moneys are already available, and plans aiming at the training of young persons to serve as skilled mechanics are being organized. The demand for competent teachers is very great, as a result of the rapid development of new schools. To meet this need the State has organized teacher-training courses for the preparation, chiefly at night, of properly qualified men and women drawn from the trades and from the industrial occupations. Only persons with good preliminary training, broad practical experience and excellent per- sonality can hope to achieve success as teachers. To such the State offers without charge a two-year evening teacher-training course leading to a diploma and license to teach a specific trade technical or industrial subject in the schools of the commonwealth. Every application for admission will be scrutinized with the greatest care. Applicants are required to present themselves for interview before being admitted and to submit proof of trade and educational qualification. Regular attendance, satisfactory attain- ment and a proper professional attitude are expected. On application candidates for admission will be supplied with a blank form which must be made out in duplicate, signed by the candi- date, and returned not less than two weeks in advance of the open- ing of the night school. Applicants may be asked to appear for a personal interview. ADMISSION, ATTENDANCE AND LICENSE I Length of course This evening course will be two years in length, sixty nights a year. 2 Requirements for admission No person will be admitted to this course who does not satisfy the state authorities that he, or she, possesses the following qualifications : Age — Men, preferably not less than 23 or more than 38 years of age. Women, preferably not less than 21 or more than 35 years of age. Education — Applicants must present evidence of graduation from grammar school, or the equivalent. Experience — For men the minimum trade experience required at entrance is six years' practical contact with the trade for which a license to teach is desired, of which not more than three years shall have been as an apprentice or in work less than journeyman's grade. For women four years of trade experience is required as a minimum, of which not more than one shall have been as an apprentice or learner. It is sup- posed that students will continue to work at the trade which they are preparing to teach the entire time they are taking this teacher-training course. Health — Applicants must present evidence of good health and satisfactory physical condition. Personal qualifications — Candidates for admission to this course must appear for interview before they can be accepted, and must show evidence of personal qualification necessary to success in this type of teaching. 3 Diploma and license The graduates of this course will be granted a state diploma and license, which will permit them to teach the trade for which the license is granted in the day or evening industrial schools of the State of New York. COURSE OF STUDY First Year 1 Theory, principles and problems of vocational education. 25 single periods — 40 minutes each. 2 Methods and mechanics of teaching industrial subjects. 25 single periods — 40 minutes each. 3 Study and analysis of trades. Organization of courses of study. 50 double periods — 80 minutes each. 4 Observation of classes. ID double periods — 80 minutes each. Second Year 5 Psychology and education 20 single periods — 40 minutes each. 6 Materials, equipment and shop records. 20 single periods — 40 minutes each. 7 Practice teaching 30 double periods — 80 minutes each. 8 History of industrial education. 20 single periods — 40 minutes each. 9 Individual and general criticism of practice teaching. 10 double periods — 80 minutes each. SUPPLEMENTARY WORK Supplementary shop course or courses in general education may be required in the case of any student whose previous trade experi- ence or general education seems to be inadequate. DESCRIPTION OF SUBJECTS 1 Theory, principles and problems of vocational education. Social reasons for vocational education ; vocational education in a democracy ; relation to community needs ; relation to industry ; rela- tion to general education. Types of schools and terms related to the subject defined: (a) state-aided schools and classes — general industrial schools, unit trade and technical schools, evening vocational schools, practical arts or homemaking schools, compulsory part- time or continuation schools, short unit courses, (&) non-aided schools and classes — manual training, domestic science, industrial arts, household arts, practical arts, manual training high schools, technical high schools, corporation schools, evening trade preparatory classes, prevocational schools. New York State vocational education law ; Smith-Hughes act ; jurisdiction and work of federal, state and local agencies of organi- zation and direction; general requirements governing state-aided vocational schools. Trade unions; employers' associations, trade agreements ; advisory boards ; advisory committees. Vocational education surveys; placement and follow-up work; cost of vocational education ; product work. 2 Methods and mechanics of teaching industrial subjects. The lesson ; steps in the lesson ; lesson planning ; methods of instruction ; theory and practice; training for deferred and immediate values. The shop talk; demonstrations; questioning; project work and interest; showing and telHng; individual and group instruction; teaching pupils to be self-helpful; habit formation; development of industrial intelligence. Class management ; discipline ; fire drills ; attendance ; routine work, such as care of shop, oiling of machinery, care of oil and waste, care of belting and motors, getting out and putting away materials; grading student accomplishment. Lighting ; ventilation ; student posture ; shop hygiene ; first aid ; health and habits of students ; student recreation. Professional attitude of the teacher to his work ; health and habits of the teacher ; trade magazines ; literature of vocational education ; shop inspection trips. 3 Study and analysis of trades; organization of courses of study. Students divided into groups according to trades; units, separate or related, which make up a trade; study of fundamental processes involved in a trade including hand and machine operations ; determination of sequence of difficulty of fundamental operations ; charting results of study and analysis to show (a) relation of funda- mental operations to each other, (&) skill required in processes involving fundamental operations, and (c) special industrial intelli- gence, or information, needed by the trained worker including related problems in mathematics, science and drawing. Study of types of commercial work, or projects involving use of fundamental processes, routine of work to develop skill and industrial intelligence. Charting results of study of types of commercial work or projects, to show a complete sequence required for the development of skill and industrial intelligence. Formulation of courses of study through making of shop sketches and complete working drawings of the commercial products or pro- jects (type jobs) selected for the course. The study and analysis of the various trades is made from the standpoint of the discovery and obviation of instructional difficulties. 4 Observation of classes. Observation for as many periods as is found practicable of the work of day trade preparatory or evening trade extension classes ; observation to be made under the direction and with the conduct of a supervisor ; written reports and round- table discussions of work of classes observed ; observation required for at least the time equivalent of ten double periods of 80 minutes each. 5 Psychology and education. Meaning and value of education; aims of education ; general facts and laws relating to the individual ; methods and results of education ; physical and mental characteristics of importance in trade education. 6 Materials, equipment and shop records. Study of equipment of shops in local schools and schools publishing reports; catalogs and literature relating to equipment; essentials of good shop organiza- tion ; shop layouts ; motive power ; tool rooms ; supply rooms ; pro- vision for storing finished and unfinished product ; equipment inven- tory; care of equipment; safety devices. Study of catalogs and literature relating to purchase of materials ; economic methods of purchasing materials ; checking of supplies ; supply records and inventories ; estimating materials needed for the year; requisitions. Class attendance and statistics; stock cards; time cards; job cards; follow-up records. 7 Practice teaching. Every candidate for a diploma must do prac- tice teaching for at least 30 double periods in day or evening indus- trial schools. It is required that lesson plans be prepared in advance and submitted to the supervisor of practice teaching for criticism and suggestion. Special conferences and round-table discussions will be held at regular intervals. No license to teach can be granted to any student who fails to attain the high standard of proficiency in this work which is demanded by the State Department of Education. 8 History of industrial education. Guild and medieval education ; relation of the industrial revolution to need for industrial education ; industrial education in western Europe during last 50 years. Development of industrial education in the United States ; evening schools, technical schools, manual training, trade schools, unit trade schools, part-time and cooperative plan, apprenticeship and corpora- tion schools, secondary technical schools, technical high schools. 9 Individual and general criticism of practice teaching. The prac- tice teaching will be controlled and improved by means of individual and general criticism ; problems of method, development, lesson con- tent and discipline, as they arise in connection with the practice teaching, will be discussed; lesson .plans will be criticised and individual attainment will be measured. KINDS OF TEACHERS NEEDED, Teachers properly qualified as to general education, trade or technical experience and normal training are needed in the vocational 8 schools of the State of New York to teach the following specific trades, industrial occupations or technical occupations : Plumbing, bricklaying, painting and decorating, mechanical draughting and machine design, architectural draughting, industrial chemistry, electrical wiring, electrical construction, printing — hand and machine composition, printing — press work, patternmaking — wood and metal, machine shop practice, tool and die making, carpentry, cabinetmaking, sheet metal work, jewelry making, auto mechanics and repair, sign painting, shoemaking, paper box making, tailoring, baking, power machine operating, textile designing, textile chemistry, textile work. INDUSTRIAL TEACHER TRAINING CENTERS IN THE STATE Evening industrial teacher training courses are maintained by the State of New York in Albany, Brooklyn, Buffalo, New York City and Rochester. General information in regard to this work may be obtained from the Director of Agricultural and Industrial Education, State Education Department, Albany, N. Y. Applicants for admission to teacher-training classes in Buffalo may secure application blanks or information from Head of Indus- trial Department, State Normal School, Buffalo. For information concerning industrial teacher-training courses in Albany, Brooklyn, New York City and Rochester write to Director, Division of Agricultural and Industrial Education, State Education Department, Albany, N. Y. PLACEMENT AND SALARIES The University of the State of New York can not make any guaranties as to placement or salary to any person at the time of entrance upon or at the completion of this industrial teacher-training course. The demand for properly qualified persons holding a state license to teach a trade or industrial subject in vocational schools is very great. Salaries vary from $1800 to $3500; most positions pay more than $1800. Evening vocational teachers are paid from $3 to $6.50 a night ; compensation for evening work is always in addition to or separate from amounts given for day work. About one hun- dred cities and school districts in the State will have after September 1920 some forms of industrial work in connection with the com- pulsory part-time or continuation schools. Many trade teachers will be needed for these schools. FIRST YEAR Theory, Principles and Problems of Vocational Education 25 single periods Methods and Mechanics of Teaching Industrial Subjects 25 single periods Study and Analysis of Trades Organization of Courses of Study 50 double periods M 3 (0 O > ■o 0) m o A ^ SECOND YEAR Materials, Equip- ment and Shop Records 20 single periods Psychology and Education 20 single periods History of Industrial Educa- tion 20 single periods £ u "5 '£ oi »- c 73 '43 c o (0 (B (0 ■o _o 'Z u o o 3 o TS ■SO. o ■zs o ■> ■5 c Practice Teaching 30 double periods Gaylord Bros, Maker* Syracuse, N. Y. PAT. JAN. 21, 1908 ifff^