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 instructor training; i"s;:,"^,i?;-Simi? 
 
 3 1924 002 623 621 
 
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 1045 
 
 AJ7 
 
 U. S. Federal Board for Vocational Education. 
 
 Instructor training; ins true tor- training 
 courses for trade teachers and for foremen 
 having an instructional responsibility [prepared 
 by Charles E. Allen3 
 
 wmmi 
 
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 LC 
 
 |A3,y 
 
THE LIBRARY 
 OF THE 
 
 NEW YORK STATE SCHOOL 
 
 OF 
 
 INDUSTRIAL AND LABOR 
 
 RELATIONS 
 
 AT 
 CORNELL UNIVERSITY 
 
BULLETIN Trade and Industrial 
 
 No. 62 Series, No. 18 
 
 Instructor Training 
 
 Instructor-Training Courses for Trade Teachers and 
 For Foremen Having an Instructional Responsibility 
 
 June, 1921 
 
 LIBRARY 
 
 HEW VCEK SWE SP' Ol 
 
 CORfiat UNiVERSn-. 
 
 ISSVED BY THE 
 
 C(/'t FEDERAL BOARD FOR VOCATIONAL EDUCATION 
 
 UNGTOh 
 
 " ' WASHINGTON 
 
 WASHINQTON i OOVEHHMENT PI1IHT1N« OFFICE I IMI 
 
FEDERAL BOARD FOR VOCATIONAL EDUCATION- 
 
 MEMBERS. 
 
 James J. Davis, Chairman, 
 Secretary of Lahor. 
 
 Hekbekt C. Hoover, 
 
 Secretary of Commerce. 
 Henky C. Wallace, 
 
 Secretary of Agriculture. 
 John J. Tigeet, 
 
 Commissioner of Education,. 
 
 James P. Mxjneoe, Yice Chairman, 
 Manufacture and Commerce. 
 
 Calvin F. McIntosh, 
 Agriculture. 
 
 Habey L. Fidleb, 
 Lahor, 
 
 EXECUTIVE STAFF. 
 
 Uel W. Lamkin, Director. 
 
 Layton S. Hawkins; Assistant Director, Vocational Education. 
 K. T. FiSHEB, Assistant Director, Vocational Rehabilitation. 
 Lewis H. Oakeis, Assistant Director, Industrial Rehabilitation. 
 
 C. H. Lane, Chief, Agricultural Education Service. 
 
 Eael W. Baenhaet, Chief, Commercial Education Service. 
 Anna E. Richaedson, Chief, Home Economics Education Service. 
 J. C. Weight, Chief, Industrial Education Service. 
 John Cummings, Economist and Statistician. 
 
 D. J. Richaedson, Legal Adviser. 
 2 
 
7 
 
 CONTENTS. 
 
 Page. 
 
 Foreword 5 
 
 Section, I. Pl'eliminary 7 
 
 What is an instructor 7 
 
 Wliat is the instructing process ^ 8 
 
 What are instructional " Tools " 8 
 
 Possibilities as to cost and control 8 
 
 Se tion II. Types of instructor training 11 
 
 Training courses for instructor trainers 11 
 
 Instructor-training courses 14 
 
 Kinds of courses 14 
 
 Types of instructor-training courses , 14 
 
 Methods under State plans for administration of instructor training 15 
 
 Teaching training offered by individual States for the fiscal year 
 
 ending June 30, 1920 '— 16' 
 
 Section III. Illustrations of instructor-training courses 19 
 
 Training courses for Instructor trainers 19 
 
 Training large numbers of instructors 19 
 
 Pyramiding 20 
 
 Value of the pyramiding scheme 20 
 
 Instructor-training courses 20 
 
 The continuous instructor-triiining course 20 
 
 Example of a continuous instructor-training course 21 
 
 The discontinuous intensive training course 23 
 
 The disadvantages of the shorter course are that 23 
 
 The discontinuous intensive training course and professional 
 
 improvement 2.5 
 
 The long-term training course 26 
 
 Section IV. Comparative discussion of typical courses 28 
 
 The object of instructor-training courses 28 
 
 Instructor training vs. trade training 28 
 
 Instructor training vs. general education 28 
 
 The standards of preemployment and professional employment 
 
 training 29 
 
 Organization to reach the desired groups 29 
 
 General continuation instructor-training courses 81 
 
 Functioning instructor training 31 
 
 The training environment 31 
 
 T.vpes of instructor training courses vs. efficiency standards 32 
 
 Foremen instructor-training courses 33 
 
 The training of foremen as instructors vs. instructor training 33 
 
 The foremen's instructional job 33 
 
 Characteristics of the foreman instructor-training course 34 
 
 A suggested foreman instructor-training course 35 
 
 Women in instructor-training programs 37 
 
 Sex segregation ^neepaary ___„___ _ 38 
 
 OF LIBRARY 3 
 
 NEW YORK STATE SGHCCL 
 INDUSTRIAL AND LABOR BC! ATIOKS 
 
4 CONTENTS. 
 
 Section IV. Comparative discussion of typical courses — Continued. Page. 
 
 Appendix 39 
 
 Chart 1. Organizing plans for instruction 39 
 
 Cliart 2. Supervising instruction 39 
 
 Oliart 3. Incidental instruction 40 
 
 Chart 4. Plant agencies 40 
 
 Chart 5. Outside agencies 41 
 
 Chart 6. Managerial 41 
 
 Available bulletins of the Federal Board for Vocational Education 42 
 
FOREWORD. 
 
 The manuscript for this bulletin was prepared by Mr. Charles E. 
 Allen, special agent for industrial education, under the direction of 
 Mr. J. C. Wright, chief, industrial education service. Mr. Allen 
 has had a large experience in organizing and conducting foremen's 
 conferences and in training instructors for trade and industrial 
 classes. 
 
 This bulletin is one of a series of three on foremanship and in- 
 structor training to be published in the following bulletins : 
 
 Bulletin No. 60. Foremanship Courses vs. Instructor-Training 
 Courses — A discussion of the, distinction between foremanship courses 
 and instructor-training courses. 
 
 Bulletin No. 61. Improving foremanship, or Trade Extension 
 Courses for Foremen. 
 
 Bulletin No. 62. Instructor Training Courses, or Courses for Trade 
 Teachers and for Foremen Having Instructional Responsibilities. 
 
 Foremanship and instructor-training courses have been developed 
 largely as individual experiments. While the experimental stage is 
 not yet passed, it is believed that valuable experiences should be 
 made available to all, and that certain general principles should be 
 set up with regard to the objectives to be attained in such training. 
 
 The manuscripts of this bulletin were read at a conference in 
 Chicago, and the contents were revised in accordance with the re- 
 action of those present. At this conference were: 
 
 Cleo Murtland, Associate Professor of Industrial Education, Uni- 
 versity of Michigan. 
 
 A. S. Hurrell, Director of Vocational Teacher Training, University 
 of Pittsburgh. 
 
 S. M. Kansopher, Director of Industrial Education, University of 
 Texas. 
 
 G. A. McGarvey, State Supervisor of Industrial Education, Min- 
 nesota. 
 
 J. C. Wright, Chief, Industrial Education Service, Federal Board. 
 
 C. F. Klinefelter, Federal Agent for Industrial Education, Federal 
 
 Board. 
 
 5 
 
b INSTEUCTOK TEAINIKG. 
 
 Frank Cushman, Federal Agent for Industrial Education, Federal 
 Board. 
 
 L. S. Hawkins, Assistant Director, Vocational Education, Federal 
 Board. 
 
 Acknowledgment is also made to Ira S. Griffith, University of 
 Wisconsin, and to D. J. MacDonald, of the University of Cincinnati, 
 for valuable suggestions and criticism. 
 
 Latton S. Hawkins, 
 Assistant Director, Vocational Education. 
 
INSTRUCTOR TRAINING COURSES FOR TRADE TEACHERS AND FOR 
 FOREMEN HAVING AN INSTRUCTIONAL RESPONSIBILITY. 
 
 SECTION L— PRELIMINARY. 
 
 Bulletin No. 60, Trade and Industrial Series No. 15, points out 
 and discusses the fundamental differences between instructor-train- 
 ing courses and foremanship courses and sets up the principles that 
 should guide State boards for vocational education in classifying 
 training courses given to foremen as (1) foreman trade extension 
 courses or, (2) foreman instructor-training courses. This bulletin 
 sets forth in condensed form information intended to be of service 
 to State officers or to managers of industrial plants who may be in- 
 terested in the initiation, operation, or development of courses of 
 instruction the purpose of which is to — 
 
 1. Prepare foremen to discharge more effectively their instruc- 
 tional responsibilities. 
 
 2. To prepare actual or prospective instructors in industrial plants 
 as well as in trade and industrial schools. 
 
 For convenience the following definitions are reproduced from 
 Bulletin No. 60. 
 
 IVhat is an instmctor? — It is clearly recognized that others than 
 instructors have instructional responsibilities, but the term " in- 
 structor," as ordinarily used, is applied to those whose major re- 
 sponsibility is that of instruction. However, it makes no difference 
 whether an individual is designated as an instructor, a teacher, or a 
 foreman, if it appears that, as a part of his job, he has to impart to 
 others any knowledge or direct them in the development of skill, he 
 may be trained to discharge these responsibilities more effectively, 
 and such training may be classified as instructor-training. In many 
 instances an executive or supervisor has, to a greater or less extent, 
 an instructional responsibility, and to whatever extent he has that 
 responsibility he has what may be termed an instructing job. 
 
 It will be noted that this instructional function is entirely apart 
 from the conditions under which the instruction is carried on. The 
 individual in question may be unconscious of the fact that he is giv- 
 ing instruction. It is quite independent of the particular place where 
 the instruction is carried on, whether in an office, a school, a shop, a 
 conference room, or even through incidental contact. It is entirely 
 
 7 
 
8 INSTEUCTOK TRAINING. 
 
 independent of the presence or absence of any special equipment such 
 as books, lesson sheets, or other special instructional material. It is 
 based solely upon the fact that the individual does actually instruct 
 others in such a way that they can assimilate and use the results of 
 the instruction to advantage on their jobs. 
 
 WhcU is the instructing frocess? — As the term is used in this bulle- 
 tin the instructing process refers to whatever the instructor does in 
 the discharge of his instructional responsibilities. It is common to 
 find in industry men and women, foremen or workers, who are in- 
 structing but who are uninformed as to any of the methods of in- 
 struction which have been developed by professional instructors, and 
 in consequence of this lack they are, in many cases, instructing very 
 ineffectively. Although they themselves may be unconscious of the 
 fact they are, nevertheless, carrying on an instructing operation. 
 For example, when a workman gives some " pointers " to an appren- 
 tice, regardless of whatever particular way he may do it — by telling, 
 by showing, or by demonstrating — he d'oes, in fact, use some sort of 
 an instructing operation, or at least a part of such operation. What- 
 ever method may have been followed, some form of instructing 
 process has been used wherever knowledge or skill is " put over " to 
 others by one who has and can apply knowledge or skill. 
 
 What are instrucidonal " tools "f — Methods, lines of approach, 
 courses of study, textbooks, and other equipment are essentially the 
 tools which an instructor uses in carrying on the instructing opera- 
 tion. They may be considered as bearing the same relation to the 
 instructing operation that the use of mechanical tools bear to the 
 carrjdng on of a mechanical operation, and the skill or lack of skill 
 of an instructor in carrying on the instructing process will depend 
 very largely upon the degree to which, through his command of the 
 auxiliary information of his trade and his skill in the selection and 
 use of proper instructional tools, he is able to carry out the instruct- 
 ing operation effectively. 
 
 A skilled' craftsman after looking over a job determines which of 
 the tools in his kit he can use to best advantage on that particular 
 job. In like manner a good instructor selects out of the tools in his 
 kit the special methods, lines of approach, and content of instruction 
 enabling him to carry on the instructing process most effectively 
 under the working conditions peculiar to the trade or job for which 
 the instruction is to be given. 
 
 Possibilities as to cost and control. — There are two general methods 
 by which instructor-training courses may be financed and operated : 
 
 1. At public cost and under public control. — :Under the provisions 
 of National and State vocational education acts it is possible "fer 
 instructor training courses to be conducted by the local public-school 
 
INSTRUCTOR TRAINING. 9 
 
 authorities through the State board for vocational education, in ac- 
 cordance with the State plan, at no cost either to the foreman, the 
 employer, or the establishment. This can be done regardless of 
 special conditions existing where the work is carried on or the loca- 
 tion of the work — in the plant or out of the plant, on the men's time 
 or on the company's time. In any case, however, where public funds 
 are used either for the maintenance of such a course or for the 
 salaries of the instructors the control must rest in the hands of the 
 public-school authorities. There may be any amount of cooperation 
 as to the selection of instructors, the place where the course is carried 
 on, or the character of the course, but all such points must be de- 
 termined and passed upon, technically at least, by the educational 
 authorities, local or State, as the case may be. 
 
 '2. At private expense and under private control. — It is equally 
 possible for any industrial plant or group of plants to initiate and 
 inaugurate instructor-training courses entirely at their own expense 
 and under their own control. Under such conditions, however, it is 
 possible to secure certain assistance from public educational authori- 
 ties. 
 
 Industrial concerns desiring to carry on special instructor-training 
 courses or foremanship courses at their own expense and under their 
 own control may, if they deem it advisable, secure certain forms of 
 supplementary assistance,* examples of which are given below : 
 
 1. Under the provisions of the National vocational education act 
 and corresponding State acts, State boards for vocational education 
 may conduct, either directly out of the State office or indirectly in 
 cooperation with local school authorities, what are known as 
 instructor-training courses.^ This public service may take any or 
 all of. the following forms : 
 
 ' (1) Training courses, the purposes of which is to train individuals 
 to successfully conduct instructor-training courses; that is, to train 
 individuals who may, in turn, either in industrial plants or in schools, 
 train competent workers in applying the principles and practices of 
 the teaching trade to the teaching of their respective jobs or trades 
 to others. 
 
 (2) Instructor-training courses, the purpose of which is either to 
 further train individuals already employed as teachers or to train 
 individuals who are looking forward to assuming some sort of 
 instructing responsibilities. 
 
 (3) Instructor-training courses, the purpose of which is to train 
 individuals to conduct successfully foremanship courses. In this 
 
 > Inquiries for liifoi-mation and suggestions should be addressed to tlie State board for 
 vocational education. 
 
 2 These courses are given in accordance with the provisions ot the State plan as ap- 
 proved by the State and Federal Boards for Vocational Education. 
 53742°— 21 2 
 
10 nsrSTEUCTOR trainiitg. 
 
 way it is possible for a group of plants to select some one from 
 their organization and have that individual trained through attend- 
 ants on an instructor-training course given under public control 
 and at public expense, to carry on f oremanship courses in the plants 
 without their having incurred any expense for the cost of instruc- 
 tion. Such a course was conducted successfully by the office of 
 the State board for vocational education in the State of New York 
 last summer. Representatives of some fourteen plants were given, 
 through attendance on this course, special instruction and training 
 in the initiating and operating of foremanship courses in their re- 
 spective plants. In the majority of cases those in attendance have 
 since conducted such work successfully. 
 
 Any one of the three types of instructor training may properly 
 be given to any group of individuals, who, according to the defini- 
 tions previously given, have or expect to have instructional respon- 
 sibilities. 
 
 2. Practically every State board for vocational education has on 
 its staff an official who is responsible for the training of trade and 
 industrial teachers in the State. Any plant desirous of operating 
 instructor-training courses at its own expense and under its own 
 control may always properly call upon such an official for advice 
 and assistance. 
 
SECTION II.— TYPES OF INSTRUCTOR TRAINING. 
 
 Until recently those engaged in the training of instructors have 
 directed their energies toward the training of instructors for general 
 educational work, and, through departments of education, colleges, 
 and universities, for training general educational supervisors or spe- 
 cialists. It is only within a comparatively short period of time, 
 largely owing to the passage of the national vocational education act 
 and corresponding State legislation, that serious attention has been 
 given to making provision for training trade and industrial in- 
 structors as a problem distinct from that of training instructors in 
 the general educational field. As a result of the passage of the 
 national vocational education act and of corresponding State acts 
 practically all of the State plans now include some distinct provision 
 for the training of trade and industrial instructors, and in nearly all 
 the States definite training courses have been established. 
 
 Training courses for instructor travners. — As already pointed out, 
 the object of training courses for instructor trainers is to prepare a 
 group of individuals to train instructors. The need of the develop- 
 ment of such training courses having this objective is now generally 
 recognized, but up to the present time no definitely organized work 
 has been developed in this field. The nearest approach to such a 
 course was the work developed under the trade and industrial section 
 of the United States Shipping Board, Emergency Fleet Corporation, 
 at training center No. 1, located at the yards of the Newport News 
 Shipbuilding & Drydock Co., Newport News, Va. v This was in 
 connection with the training of about 85,000 men on shipyard jobs 
 and the working out of an extensive instructor training course, which 
 was used in the training of some 1,200 shipyard mechanics as in- 
 structors to those men. 
 
 Subsequently, in order to meet further demands on the instructor 
 training staff, training centers for prospective instructor trainers 
 were conducted at Philadelphia, and at Long Beach, Calif. This 
 work was carried on by Mr. Charles R. Allen with the assistance of 
 Mr. R. E. Keppel, Mr. James McKinney, Mr. H. B. Adams, and 
 others, members of the staff of the training section of the Emergency 
 Fleet Corporation. While this work was somewhat informal in 
 character, the experience acquired by the 80 or 85 men who were 
 connected with the instructor training staff up to the signing of the 
 armistice furnishes certain information which may be of value to 
 ~ 11 
 
12 INSTBUCTOK TRAINING. 
 
 any one interested in the initiation and operation of similar training 
 courses for instructor trainers. 
 
 The course in its final state of development consisted principally 
 of the following : 
 
 1. The selection of instructional methods in developing the method 
 of analysis, including : 
 
 (1) The development of the idea of analysis through its appli- 
 cation to simple everyday jobs — telling time by a watch, opening a 
 pocketknife, taking a key off a key ring, opening a door, and methods 
 for teaching its application to trade analysis. 
 
 (2) Pra'ctical methods for developing the idea of progression as 
 applied to the order of training jobs, and the determination and 
 classification of the necessary auxiliary information accompanying 
 these jobs. 
 
 (3) Suitable instructional methods for developing the ability to 
 use the principle of the card catalogue, or other elastic method, in 
 the making of a complete classified analysis of the occupation of the 
 prospective instructor. 
 
 2. Training in the selection and use of instructional methods 
 suitable to developing the idea of progression in instruction, in- 
 cluding : 
 
 (1) The conception of the difference between learning difficulties 
 and production difficulties. 
 
 (2) The analysis of an instructional job with regard to learning 
 difficulties. 
 
 (3) The conception of progression with regard to learning dif- 
 ficulties. 
 
 (4) The setting up of a series of instructional jobs in progression 
 with regard to learning difficulties, that is, developing a training 
 course for each man's trade. 
 
 3. The technique of instruction, including : 
 
 (1) The lesson or instructional job and its determination. 
 
 (2) The analysis of the instructional unit. 
 
 (3) Methods suitable to the development of the various concepts 
 treated in the instructor-training course and the application of these 
 methods to the various steps in the lesson. 
 
 4. The general principles of instructional management as applied 
 to the use of the conference or group method in instruction with men 
 of the type to be trained, including more especially : 
 
 (1) The development and informational lines of approach and 
 their relative value in developing the various concepts included in 
 the instructor-training course. 
 
 5. The use of instructional material. 
 
 (1) Types of instructional material available, consisting of (a) 
 instruction notes, (6) forms, and (c) points for discussion. 
 
INSXEUCTOE TKAINING. 13' 
 
 (2) The effective use of this material in connection with the con- 
 ference method of instruction and with regard to the characteristics 
 of the conference group. 
 
 (3) Dangers in the improper use of instructional material and how 
 to avoid them. 
 
 6. Records and reports. Such information as was necessary in 
 connection with special supplies or records and reports developed 
 in connection with the carrying on of the work, consisting chiefly 
 of— 
 
 (1) The use of the individual progress charts. 
 
 (2) The use of the enrollment and discharge cards. 
 
 (3) The use of the reports to be made to the home ofSce. The 
 time required to develop a reasonable degree of efficiency was not 
 accurately determined. 
 
 The work as carried on at training center No. 1 was conducted with 
 staff members in the evening on a follow-up basis extending over a 
 period of four months, while the first group of prospective shipyard 
 instructors were under instruction. The training centers at Phila- 
 delphia and Long Beach were conducted at a later date on a nominal 
 basis of eight hours a day for two weeks. It, of course, should be 
 clearly understood that the men were being trained to conduct an 
 intensive training course given on full time, as indicated under Type 
 I in the following section. It should also be understood that very 
 carefully worked out instruction material was developed on the basis 
 of the special instructing conditions and of the types of men who 
 were to be trained as instructors, in the form of notes, forms, ques- 
 tions, and points for discussion. A fairly effective piece of instruc- 
 tional work for prospective instructors for an instructor-training 
 course of this type, as indicated by subsequent results, can be given in 
 approximately 150 hours, provided the prospective instructor trainers 
 (1) are well acquainted with the ordinary information possessed by 
 competent instructors, (2) have had a successful teaching experience, 
 especially from the standpoint of managing students without discipli- 
 nary friction, (3) understand the difference between development 
 teaching and mere conducting of textbook recitations, and (4) have 
 had some contact with industrial people. 
 
 In the group being prepared as instructor trainers the persons 
 having training for teaching or experience in teaching did better 
 work than did those lacking such training experience even though 
 they had a thorough command of their trades. In the group being 
 prepared as instructors skill in the trade was found to be a greater 
 asset than teaching experience. 
 
 This training course for instructor training has been described in 
 some detail because it is, so far as any information in possession of 
 the Federal Board is concerned, the only work of this kind that has 
 
14 INSTKUCTOK TRAINING. 
 
 been conducted up to the present time. During tbe last year, how- 
 ever, the Federal Board for Vocational Education has conducted 
 regional conferences at which considerable time was given to very 
 definite instructional work of this character and discussion with rep- 
 resentatives of State boards for vocational education who were di- 
 rectly responsible for instructor training. Much of the experiences 
 obtained in the training of instructor trainers by the Emergency 
 Fleet Corporation was presented in these conferences and has been 
 subsequently utilized in conducting of instructor-training courses in 
 a number of States. 
 
 Instructor-training courses. — The purpose of these training courses 
 just discussed is to equip individuals to conduct instructor- training 
 courses; the purpose of an instructor-training course is to equip in- 
 dividuals to instruct. A considerable number of so-called instructor- 
 training courses have been established, both under public control 
 and under the control of semipublic institutions, and are now in 
 operation in the various States. All of these courses may be classi- 
 fied into one of the following types : 
 
 Kinds of courses. — 1. Courses the purpose of which is to give 
 content, teaching technique, and ability in instructional management, 
 such as typical courses given in normal schools. 
 
 2. Courses the purpose of which is to give only teaching technique 
 and instructional managerial ability to individuals who already 
 know what they are to teach and who possess a mastery of content 
 through adequate occupational experience. A typical course of this 
 type is conducted in Massachusetts under the direction and control 
 of the State board. 
 
 Types of instructor-training courses. — The object of all training 
 courses may be classified under one or the other of the two kinds 
 defined in the last paragraph. From the standpoint of organization 
 practically all instructor training courses may be classified under one 
 of the following types : 
 
 1. The short unit continuous intensive instructor training course. — 
 This type is characterized by the fact that a group of prospective 
 instructors are brought together for a relatively short period of ex- 
 tremely intensive work, during which they give their whole time and 
 energy to the work. Up to the present time courses of this type last- 
 ing from four to six weeks have been conducted with very satisfactory 
 results in terms of tbe objective. 
 
 2. The short-unit discontinuous intensive training course. — Such a 
 course is conducted usually through meetings held twice a week in 
 the evening, the members of the group carrying on their ordinary oc- 
 cupations during the daytime. Training of this type has for some 
 time been conducted in the States of Massachusetts and New York 
 and has since been developed in a number of States. These courses 
 
INSTEUCTOB TRAINING. 15 
 
 usually run from 20 to 25 weeks— representing about a hundred 
 hours — although in certain cases they have been carried on for two 
 successive years, making a total of from 200 to 240 hours, with corre- 
 spondingly improved results. 
 
 During the period of their development courses of this character 
 were conducted by Pratt Institute under the direction of Mr. "W. A. 
 O'Leary ; by the Albany Normal School under the direction of Mr. 
 Harry B. Smith, and by the Buifalo Normal School under the direc- 
 tion of Mr. H. C. Givens, and by the State of Massachusetts under 
 the direction of Mr. Charles E. Allen. Such courses are now con- 
 ducted by a number of teacher training agents attached to the staffs 
 of State boards for vocational education and by other teacher train- 
 .ing institutions. 
 
 3. Modifications of the short unit discontimwus intensive training 
 course by a combination of correspondence methods with an itinerant 
 teacher trainer have been adopted in some States, but up to the 
 present time sufficient information as to the results obtained has not 
 been secured to warrant any very definite statements as to their value 
 or effectiveness. ^ 
 
 4. Tfie long-term continuous-training course. — This type of course 
 is characterized in general by — 
 
 (a) A relatively long period of training, from two to four years, 
 in an institution. 
 
 (b) Institutional residence during training. 
 
 (c) The inclusion in the program of both content courses and pro- 
 fessional training. Examples of such courses are commonly found 
 in connection with the instructor training work carried on in many 
 State universities and in the agricultural and mechanical colleges. 
 
 Methods under State plans for administration of instructor train- 
 ing. — In general, two distinct plans of carrying on instructor train- 
 ing have been developed by the State. 
 
 1. Instructor training carried on directly out of the State office 
 and entirely under the control of the department of education. The 
 State of Massachusetts has adopted this plan. 
 
 2. Instructor training carried on through a designated educational 
 agency or agencies within the States such as the State university 
 or the agricultural and mechanical college. This is the more com- 
 mon form. California and Pennsylvania have adopted this plan. 
 
 The following table gives further concrete data regarding the 
 teacher training offered by individual States for the fiscal year end- 
 ing June 30, 1920: 
 
16 
 
 INSTEUGTOR TRAINING. 
 
 Is 
 
 2;5 
 
 III 
 
 1 a gl: 
 
 Pi S o 
 
 ? 
 
 ■SSq 
 
 p,a-a 
 
 
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 •^ PlO P4 (>>fl S 
 
 n 
 
 aa 
 
 E-i 
 
 o o 
 
 o o 
 
 
 ■a 
 
 S 
 
 i 
 a 
 
 I? 
 
 o o 
 
 CQO) 
 
 o • o o 
 
 M .0300 
 
 
 "5 
 
 •3 % 
 P5 M 
 
 ■§■§ 
 
 
 J3-*P. 
 
 * & 
 
 
 ■2 -g 
 
 O 03 O ' 
 
 ■2 " ^ 
 
 m p„ p o w 
 
 P EH DQ& 
 
 bu. 
 
 
 ^ ••"SI 
 
 '3 '3 £ o'g a g ; 
 SB w^S.2^°o 
 
 ■s-aBlgsi 
 
 PP CQp oq 
 
 1 
 
 Ma 
 
 o o 
 
 SI 
 
 p|i< 
 
 OOmS 
 
 ^•a 
 
 CO 
 
 2 c 
 0« 
 
 a'§|«|.2o3Sa 
 
 ■as 
 
 i 
 
 •i I 
 
 I "Si 
 55 
 
 I 
 
 
 e a b55mm3 
 
INSTBUCTOR TRAINING. 
 
 17 
 
 II 
 
 
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 l-^i" 
 
 bod 
 
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 g^ ffl.'S o-d 
 
 ?3 
 
 bce3 c 
 
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 I 
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 w 
 
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 1^ 
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 III 
 hco<I 
 
 ■ - . ."CI 
 > t> ^i) P.Sj 
 
 O 03 3 v^ 
 CP C.Q 
 
 |Eo§ 
 
 1 
 
 111 
 o <p S 
 
 
 gig 
 
 <D at a> 
 
 I 
 
 t> B o ® 
 <lcQ-<iJ p^ m 
 
 ass 
 
 ooo 
 
 
 SI 
 
 II 
 
 
 63742°— 21 3 
 
18 
 
 INSTRUCTOB TEAINIIfO. 
 
 s 
 
 s 
 
 </} 
 
 4 
 
 i. 
 ^ 
 
 S 
 
 ^1 
 
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 S ;::::; i ; 
 
 bfi 
 
 t^'c? .' I I ; : : : ; 
 
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 ^■3 .';::; : ; ; 
 
 §»:;:::; : : 
 
 ■o-g :;::;: i ; 
 
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 ■^ ;;;;;; ; ; 
 
 3 ;;:!;: : : 
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 o (fl ca o . •? 
 
 It Et^ 
 
SECTION im—ILLUSTRATIONS OF INSTRUCTOR-TRAIN- 
 ING COURSES. 
 
 TRAINING COUKSES TOR INSTETJCTOR TRAINERS. 
 
 As noted in Section II, no fonnal training courses for instructor 
 trainers have been conducted up to the present time. It is evident, 
 however, that if instructor training is to be carried on in the States 
 in any large way, effective courses of this kind must be developed and 
 conducted. The question as to whether such courses will be conducted 
 will depend very largely upon the need for such courses and the 
 attitude of State boards for vocation^il education, their conception of 
 the function of instructor training in their respective States, and the 
 emphasis they may place upon the value of instructor training. 
 
 In States which have enacted compulsory part-time school laws the 
 problem of preparing large numbers of teachers may become a very 
 serious one, and some plaa m.ii.st be adopted other than that of train- 
 ing snail groups of prospective teachers with the aid of the compara- 
 tively small number of individuals in those States now qualified to 
 caiTy on such work. 
 
 Again, a State board may or may not conceive that training 
 teathers for trade and industrial subjects is entirely for the purpose 
 of providing teachers for publicly contr<^led schools. Where the 
 former ccaicepticai h<dds, owing to ihe relatively small demand for 
 teach^ra in trade and industrial scdiools, the probl^n may not be- 
 come very large. On the other band, if the instructor-training func- 
 tion is considered as including the preparation of individuals who 
 may teacii in industrial plants as a part of the industrial organiza- 
 tion, (X the giving of instrutior training to prospective trade exten- 
 sion teadiers conducting such courses in the evening but performing 
 their regular oecupttions during the day, or of giving instructor 
 training on a professional improvement basis to teachers already 
 employed in full-time trade extension or continuation schools, the 
 piTobkan may become very large. 
 
 Training larffe numbers of instructors. — Where the problem of 
 instructor training is viewed in the broader way and the conditions 
 are such that it is necessary to provide training facilities for large 
 numbers of instructors already in service either in schools or in 
 plants or to equip laige numbers of prospective instructors, some 
 ]^an must be evolved and adopted whereby the relatively small num- 
 ber of people who are equipped to carry on instructor training may 
 
 19 
 
20 INSTRTICTOK TEAINING. 
 
 be utilized to the best advantage, and this can be done only through 
 what may be called "pyramiding." 
 
 Pyramiding. — The essential characteristics of the method of pyra- 
 miding is that an individual who is especially qualified to conduct 
 instructor training is not asked to train instructors directly but to 
 prepare others who will train such instructors. His points of con- 
 tact are thereby greatly multiplied. The method adopted to train 
 continuation school teachers in California iinder the plan worked out 
 by the State University is a good illustration of the pyramid method. 
 A study of this plan is well worth the consideration of anysne inter- 
 ested in the solution of this problem. The general idea of such a 
 plan is illustrated by the diagram given below : 
 
 ► THE • 
 [NSTRUCTOR 
 
 INSTRUCTOR 
 TRAINER COURSES 
 
 INSTRUCTOR-TRAINING 
 COURSES 
 
 The lower level on the pyramid represents the group of pros- 
 pective instructors to be trained, the next level represents a small 
 group of individuals who are being equipped to train them, and 
 the apex of the pyramid an individual who, in turn, prepares the 
 instructor trainers. 
 
 Value of the pyramiding scheme. — The attention of those charged 
 with the responsibility of developing effective instructor training 
 in States and in industrial organizations is directed to the value 
 of the use of the pyramiding scheme. It utilizes to the best ad- 
 vantage the small group of individuals usually available for the 
 development of effective instructor-training courses. 
 
 Two objections to the pyramiding method may be cited: First, 
 it requires very careful preliminary work and organization; second, 
 it requires time. The period elapsing between the initiation of 
 instructor training and the final delivery of trained instructors is, 
 of course, relatively long. But where large numbers of teachers are 
 needed they can be prepared more quickly. In spite of these diffi- 
 culties some adaptation of the pyramid scheme appears to be de- 
 sirable where the problem of securing qualified instructors on any 
 large scale is a necessity under the conditions that prevail. This 
 can be partially overcome by a careful selection of the second group. 
 
 INSTHUCTOH-TRAINING COURSES. 
 
 The continuous instructor-training course.— Th& largest scale on 
 which courses of this type have been conducted was by the educa- 
 tion and training section of the Emergency Fleet Corporation. An- 
 
INSTBUOTOE TKAININ6. 21 
 
 other course of this type was conducted by the Army at Camp Grant, 
 111. Couffses of a similar character but on a smaller scale have been 
 conducted by the General Electric Co., at Lynn, Mass.; the Klear- 
 flax Linen Eug Co., at Duluth, Minn.; the Cosden Co., at Tulsa, 
 Okla. ; and others since that time. It should be stated, however, 
 that under normal conditions a continuous intensive instructor- 
 training course of the length required for effective training work 
 is exceedingly difficult to arrange under ordinary circumstances 
 because members of the group are required to be away from their 
 jobs and to give their entire attention to the training work during 
 the period the course is conducted. This means that men employed 
 in industrial organizations must be carried oh the pay roll during the 
 period the course is conducted and men not carried on pay rolls 
 must maintain themselves. For these reasons the intensive continu- 
 ous instructor-training course, while it is probably the most effective 
 will not as a rule lend itself well to ordinary working conditions, 
 and will usually have to be modified into a discontinuous intensive 
 course as described later. 
 
 EXAMPLE OF A CONTINUOUS INSTRUCTOK-TRAINING COURSE. 
 
 Unit 1. 
 
 The analysis and classification of what is to be taught — Content: 
 
 1. The producer and the instructor. 
 
 2. The determination of what is to be taught. 
 
 3. Tbe classification of what is to be taught 
 
 4. The determination of block bases. 
 
 Unit 2. 
 
 Putting It over : 
 
 1. The trade instructor. 
 
 2. What instruction is. 
 
 3. The instructing operation. 
 
 4. Detailed discussion, step 1. 
 
 5. Detailed discussion, step 2. 
 
 6. Detailed discussion, step 3. 
 
 7. Detailed discussion, step 4. 
 
 8. Securing trade intelligence. 
 
 Unit 3. 
 
 Lesson planning and teaching : 
 
 1. Lesson planning. 
 
 2. Methods for steps 1, 2, 3, 4. 
 
 3. Lines of approach. 
 
 4. The technical and the production lesson. 
 
 5. Tying up the auxiliary information with the lesson. 
 
 6. Practice teaching by single units. 
 
22 INSTEUCTOE TRAINING. 
 
 Unit 4. 
 
 Securing an efifectlvB instructional order : 
 
 1. The determination of learning difficulties. 
 
 2. Establishing a difficulty scale. 
 
 3. Applying the difficulty scale. 
 
 4. Getting production jobs into an effective Instruction order. 
 
 5. Tying up the auxiliary material with the job. 
 
 6. Oetting jobs in more than one block into an effective Instructing order. 
 Additional units which may be added to the preceding schedule if time 
 
 permits ; 
 
 Unit 5. 
 
 Instructional management : 
 
 1. Handling the gang for effective instractioa. 
 
 2. Organization of the instructional gang. 
 
 3. Interest and interest factors. 
 
 4. Instructional conditions as they are affected by surroundings and ma- 
 
 terials. 
 6, How surj-oundings affect Instruction. 
 6. Instructional bookkeeping. 
 
 Unit 6. 
 
 Training in the plant: 
 
 1. The principles of effective training. 
 
 2. Methods of training. 
 
 3. Training on the job. 
 
 4. Picking the training force. 
 
 5. Organization for training in the plant sdiool. 
 
 Unit 7. 
 
 Organization for training and industry : 
 
 1. General principles and policies. 
 
 2. Apprentice training — public and plant schools. 
 
 3. Oold storage vs. application theories. 
 
 4. The relative order of theory and practice. 
 
 5. The short-unit course. 
 
 Unit 8. 
 
 Working conditions — Types of schools : 
 
 1. Full-time day. 
 
 2. Part-time day. 
 
 3. Leisure time trade extension. 
 
 4. Continuation. 
 
 5. Cooperative. 
 
 Unit 9. 
 
 Working conditions, statutory ; 
 
 1. Federal. 
 
 2. State. 
 
 3. Local. 
 
 4. School organization. 
 
INSTBTJOTOK TRAINING. 23 
 
 This course is outlined for six weeks, eight hours a day, with 
 groups of men not exceeding 15 to an instructor. In order to secure 
 the maximum efficiency all possible use must be made of specially 
 prepared instruction material, and special attention be given to 
 arousing and maintaining the interest of the men so that they may 
 do a large amount of outside work, especially in making the analyses 
 of their occupations and in working out lesson plans for teaching 
 actual jobs in the trades. The practice teaching may consist of — 
 
 1. The teaching of separate disconnected lessons on different jobs, 
 the first one or two to their own group for practice and criticism, the 
 rest to green men under the supervision of the instructor and the 
 observation of the group. 
 
 2. Forty hours in charge of a group of men under instruction in 
 the particular trade followed by the prospective instructor under 
 the observation and criticism of the group instructor. 
 
 A study of this program in comparison with the others mentioned 
 above reveals the following characteristics : 
 
 1. The content of the course and the practice teaching is confined 
 exclusively to those subjects that the prospective instructor would 
 teach in training green men in his own particular trade. 
 
 2. The method adopted is that of the conference seminar method, 
 consisting of small groups rather than classes and instructors as the 
 term is ordinarily used in school work. 
 
 3. The work is extremely intensive. 
 
 4. The program contains no general information with regard to 
 industrial education such as is frequently included in instruetor- 
 training courses. 
 
 The discontinuous intensive training course. — Essentially the same 
 program as that set forth above has been given in many States 
 through disco»tinuous intensive instructor training courses for indi- 
 viduals employed during the day. Such courses have been conducted 
 usually by holdiug two meetings a week for from 20 to 25 weeks, 
 making a total time of above 100 hours. In a few cases the course 
 has been extended to cover two winters, making a total of 200 hours. 
 This type is the course which must be adopted for decentralized in- 
 structor training. 
 
 The disadvantages of the shorter course are that — 
 
 1. Less emphasis must be laid upon the planning of the lessons, 
 especially in details. 
 
 2. The objective in unit 1 has been to give men the ability to ana- 
 lyze and classify their trade content. The actual preparation of a 
 complete classified inventory of trade jobs and of trade technical 
 knowledge can not be completely carried out during the time the 
 course is in oper-ation— that is, the men must be taught the method 
 and trained so that they can use and apply it to a section of their 
 
24 IN&TRtrCTOB TRAINING. 
 
 trade. It has been found that where the. interest of the men can be 
 properly developed they can and will do a good deal of outside work 
 in the gaps between meetings wherever such outside work can profit- 
 ably be carried on, and this tends to offset the relatively meager 
 amount of time available. The outside work has usually been either 
 analysis work or lesson planning. 
 
 A second type of discontinuous intensive instructor-training course 
 is given below. 
 
 Class hours. 
 
 Trade English 30 
 
 Trade science 30 
 
 Trade mathematics : 30 
 
 Trade drawing 30 
 
 Theory and organization of industrial education 30 
 
 Theory of teaching trades 30 
 
 Practice teaching 60 
 
 It will be noted that these courses are set up in short units of 30 
 hours each and that the plan provides either for residential or exten- 
 sion instruction. Any unit or combination of units could be given in 
 different parts of the State. These units may be given to multi- 
 trade groups. 
 
 In comparison with the instructor-training course described on 
 page 21, the following characteristics of the above course appear : 
 
 1. Out of the 240 hours, 60 hours were given to practice teaching, 
 30 hours to theory and organization of industrial education, and 30 
 hours to the theory of teaching trades, a total of 120 hours, the re- 
 maining subjects in the program being trade content rather than 
 professional instructor training. It would appear that this course 
 was intended to give, individuals with an experience in industry the 
 ability to organize the content of their trades for purposes of teach- 
 ing and to supplement any deficiencies that might exist in the trade 
 technical content which they possess. It may be stated further that 
 the various trade technical subjects were modified in accordance with 
 the trades of the members of the group, thus setting up the rather 
 difficult problem of presenting the technical content of a variety of 
 trades to the same groups. Evidence of this diifficulty was given in 
 the decrease in the percentage of attendance in certain trades, re- 
 jjorted as follows : 
 
 Trade. 
 
 Number, 
 enrolled. 
 
 Number 
 at end of 
 15 weeks. 
 
 Trade. 
 
 Number 
 enrolled. 
 
 Number 
 at end of 
 15 weeks. 
 
 A 
 
 • 
 
 2 
 12 
 1 
 2 
 2 
 
 
 F... 
 
 18 
 3 
 
 12 
 1 
 6 
 
 10 
 
 B 
 
 6 
 
 G 
 
 C 
 
 H 
 
 6 
 
 E 
 
 1 
 1 
 
 I ; 
 
 E 
 
 
 3 
 
mSTBUCTOB TRAINING. 25 
 
 The descriptive matter accompanying the report of this work, 
 while It does not specifically say so, indicates that the trade technical 
 mstruction was better adapted to trades B and F and H than to the 
 others, which may account for the superior persistence in attendance 
 in those cases. 
 
 This course, while it evidently belongs in the discontinuous inten- 
 sive group,, differs from the course previously described on page 21 
 in the following ways : 
 
 1. It deals with the technical content of the occupations repre- 
 sented in the group, 50 per cent of the time being given to trade 
 technical subjects as against 50 per cent given to professional train- 
 ing, whereas the course on page 21 gave 100 per cent to profes- 
 sional training and no time to trade technical content. 
 
 2. It gives, altogether, nearly twice the time that is given in the 
 average discontinuous course (240 hours against 100 hours) . 
 
 3. It is set up in units and is therefore possible to operate as short 
 evening courses designed to reach effectively the employed group 
 from which prospective trade and industrial teachers must, as a rule, 
 be drawn. 
 
 4. The course on page 21 is designated to prepare instructors who 
 can train unskilled or semiskilled workers in the industry. 
 
 Experience in following up men who have taken certain discon- 
 tinuous training courses and subsequently became teachers in voca- 
 'tional schools indicates the same general results as those already 
 given for the continuous intensive training course. 
 
 The discontinuous intensive training course and professional im- 
 provement. — No instructor training course given previous to employ- 
 ment as an instructor can thoroughly equip an individual as a really 
 efficient trade and industrial teacher.^ It should be a part of the pro- 
 gram of every State to provide further training service, either in 
 plants or in schools, for individuals who after having taken such 
 courses have subsequently become instructors. The development of a 
 high degree of efficiency in trade and industrial instruction can not 
 reasonably be expected without such follow-up work. Several States 
 secure further trade extension instructor training by requiring every 
 instructor in the State-aided schools for vocational education to 
 carry on each year some piece of work which the State office accepts 
 as professional improvement. This additional trade extension in- 
 struction may consist of groups of teachers getting together and 
 under the direction of the local director of instructor training or of 
 some other member of the instructor training staff of the State office, 
 taking up an extension of some specific unit in the course such as 
 special methods of instruction, industrial analysis, detail lesson plan- 
 
 ' This is unquesUonably true in any other field. 
 
26 INSTBUCXOR TBAININS. 
 
 ning, or instructional management. It may consist in the instructor 
 going back to his trade for the summer in order to get actual personal 
 contact with the job and bring his trade knowledge and experience 
 up to date. 
 
 The Long-Term Training Coukse. 
 
 riRST TEAB. 
 
 First term. 
 
 Hours 
 per week. 
 
 Lab- 
 Bee- ora- 
 Subjert. ord. tory. 
 
 Inorganic chemistry 3 
 
 Chemical laboratory , . . ^ -^ 2 
 
 Freehand drawing — 3 
 
 Rhetoric ^ . .^ 3 — 
 
 Algehra 3 — 
 
 Psychology .^ 3 — 
 
 Electives in shopwork . — 16 
 
 Military instruction — 3 
 
 Second term. 
 
 Inorganic chemistry 3 — 
 
 Oh«mical laboratory — 2 
 
 Elementary drawing . ^- 7 
 
 Rhetoric -. ^— , ^-__. ^ 3 — 
 
 Theme writing . : 1 — 
 
 H'story of industrial education 3 — 
 
 Sanitation and industrial hygiene 2 — 
 
 Military instruction — 3 
 
 Electives in ^opwoi't — 16 
 
 SECOND YEAB. 
 
 First term. 
 
 Trigonoimetry , 3 — 
 
 Industrial economics 2 — 
 
 Methods of Industrial education 3 — 
 
 Drawing methods , 2 — 
 
 Military instruction . ^ — 3 
 
 Electives in shopwork — 24 
 
 Second term. 
 
 Practice teaching . — 4 
 
 Methods of industrial education 1 — 
 
 Reports on assigned readings Q — 
 
 Shop organization 3 — 
 
 Electives in shopwork 24 
 
 MiUtai-y instruction — 3 
 
INSTRUCTOE TRAINING. 27 
 
 An examination of this course shows the following characteristics : 
 
 1. It is a full two-year course, with an average of about 30 to 40 
 hours per week. 
 
 2. The most casual observation will show that this is a regular 
 college course, contaimng regular college subjects. The only evi- 
 dence of a direct preparation for teaching being, in the first term, 
 psychology 3 hours per week; in the second term, history of indus- 
 trial education 3 hours, and sanitation and industrial hygiene 2 
 hours; in the second year, first term, methods of industrial educa- 
 tion 3 hours; in the second term, methods of industrial education 1 
 hour. 
 
 3. The course in the main consists of subjects commonly given in 
 connection with the work of a college of liberal arts. The profes- 
 sional training for teaching forms but a small percentage of the 
 training done. The special training for trade and industrial educa- 
 tion is still smaller. 
 
 4. It should also be noted that a course of this kind requires resi- 
 dence for the two years. 
 
 This typical course illustrates very well the type of course, desig- 
 nated as the long-term training course, aiming to provide both con- 
 tent and training in teaching technique and in instructional manage- 
 ment. It consists almost entirely of general educational subjects, 
 and it is designed primarily to provide a very broad general educa- 
 tional base. It is evident that a course of this kind can contribute 
 very little to preparation for teaching positions, either in industrial 
 plants or in schools. This is true even in the case of ihdividuals 
 who have had such practical experience as is necessary to give a 
 mastery of the occupation, or who have had adequate training in 
 technique and in the application of .that technique to the practical 
 problems of teaching. 
 
SECTION IV.— COMPARATIVE DISCUSSION OF TYPICAL 
 
 COURSES. 
 
 The preceding section presented three typical courses for instructor 
 training. This section draws attention to some points that appear 
 when courses of these three types are measured' against some of the 
 accepted standards of vocational education. 
 
 The object of instructor-traming courses. — From the standpoint of 
 social service instructor training courses can have but one object — ^to 
 promote better instruction. The community value of such courses 
 must be measured by the degree to which they set up presmnptive 
 evidence that they can render this service effectively. Instructor 
 training is, of course, a special form of trade or professional training 
 when given to individuals who either have no knowledge as to teach- 
 ing methods or have no ability to apply this knowledge in dealing 
 with teaching problems. Regardless of how well these individuals 
 may be eqjuipped as to the content which they are to teach, from the 
 standpoint of teaching they are novices. Instructor training courses 
 dealing with the principles and practices of the teaching profession 
 are " trade " preparatory courses. Where instructor training work is 
 given on a professional improvement basis to instructors, clearly em- 
 phasized as such, it is equally evident that it is extension training as 
 far as teaching is concerned. 
 
 Instructor traming versus trade training. — It has frequently been 
 stated that any instructor has to meet a double requirement. First, 
 he must be a master of the subject, occupation, or trade which he is 
 to teach ; and second, he must be a master of the profession of teach- 
 ing. The aim of instructor training then is to equip with profes- 
 sional knowledge and experience those who are already masters of" 
 the subject, occupation, or trade which they are to teach. If under 
 the conditions of employment it is impossible to secure persons who 
 are fully prepared in the technical knowledge or manual processes 
 of the trade, additional instruction along these lines may be in- 
 cluded as a part of the program for prospective or employed in- 
 structors. The amount and extent of such technical instruction as 
 a part ©f instructor training should, however, be minimized as far 
 as possible through selection of the group to be trained. 
 
 Instructor training versus general education. — The tendency on 
 the part of college, university, and technical schoolmen has been 
 to assume that ho one whose occupational experience has been ob- 
 28 
 
INSTRUCTOR TRAINING. 29 
 
 tained only through the successful pursuit of a trade or occupation 
 could possess the necessary technical knowledge and manipulative 
 skill required for an individual who was to teach that trade, not- 
 withstanding the fact that the individual may have followed the 
 occupation for years and successfully held down his job. It is 
 equally true that the tendency in the college and university has been 
 to overstress the value of general education as an asset to the trade 
 and industrial teacher. While they have not gone so far as to say 
 that it was more important for a trade instructor to use correct 
 English or be familiar with Shakespeare than it was for him to be 
 able to teach his job, still this statement would not be far from ex- 
 pressing the conscious or unconscious attitude of many college- 
 trained individuals in the schools and occasionally in executive posi- 
 tions in industrial plants. 
 
 The introduction of general educational work into instructor- 
 training courses, the objects of which are purely vocational in their 
 scope, must be tested by the degree to which it can be shown to be 
 of actual value in the direct instructing work of the teacher, and to 
 the degree to which it can be shown that prospective instructors 
 already possessing the necessary amount of general education can 
 not be secured. Even under such conditions it would seem that the 
 proper agencies to provide such " extension work " in general educa- 
 tion are those organized and conducted to do such work, rather than 
 trade and industrial instructor-training agencies. 
 
 The standards of preemployment and professional employment 
 training.— li it is to be effective, any preemployment or professional 
 extension training, whether relating to trade and industry or to 
 instruction, must at least meet the following conditions : 
 
 1. It must be so organized and conducted that it actually reaches 
 the particular group it is intended to serve (in this case employed or 
 prospective instructors) . 
 
 2. The job training or the technical knowledge included in the 
 course must directly and definitely function in terms of the stated 
 objective (in this case professional training and information as to 
 " teaching tools " and their use) . 
 
 3. The environment must be in all essentials similar to that m 
 which the individual under training will subsequently apply such 
 technical knowledge and training in practice (in this case practice 
 teachingshouldgivereal, not pseudo, experience). _ 
 
 4 The methods of instruction must be suited to the characteristics 
 'of the group to be served (in this case individuals drawn from occu- 
 
 "^""TZmi^atimto reach the desired groups.-Th& national vocational 
 education act and corresponding legislation in the different States 
 set up a requirement intended to guarantee a certain minimum 
 
80 INSTBUCTOB TRAINING. 
 
 amount of occupational experience for prospective instructors in 
 trade and industrial subjects. All State plans in meeting this re- 
 quirement have set up qualifications for prospective instructors and 
 for employed instructors. Without discussing the adequacy or in- 
 adequacy of the qualifications as set up in the State plans, this re- 
 quired occupational experience is assumed to afford an adequate 
 command on the part of the instructor of the manipulative skill, 
 trade technical knowledge, and general vocational knowledge^ of 
 the occupations which he is to teach. In order to secure this ex- 
 perience it is evident that the group must be drawn from those who, 
 at a comparatively early age, left school and went to work.^ An 
 individual 23 to 25 years old can not have spent the preceding five 
 or ten years in securing both trade training, through employment 
 in an occupation, and any considerable amount of general educa- 
 tional or technical training through formal educational agencies. 
 While such combinations do exist, they are rare. In general, the 
 group to be reached by instructor training courses for prospective 
 trade and industrial instructors will have the following character- 
 istics : 
 
 1. A relatively small experience in general education beyond the 
 grammar school, but an assumed adequate occupational experience. 
 
 2. Since between the time of leaving regular school and the time of 
 taking up the instructor training work, a considerable time has 
 elapsed during which the group members have been securing occu- 
 pational, manipulative, and trade technical mastery by learning 
 to do jobs, and have not been subjected to methods of instruction 
 as used in secondary schools and colleges, they have gotten out of 
 the habit of learning through the lecture, the textbook, the reci- 
 tation, or required readings. They are accustomed to thinking in 
 concrete rather than in abstract terms. 
 
 3. They are employed and are supporting themselves through 
 employment and therefore in the majority of cases can not, if they 
 would, leave their employment to take up an instructor-training 
 course unless some special provision is made, as in the State of New 
 York and Wisconsin,' to finance them during the training period. 
 
 1 For further aiscusslon here see Bulletin 52. 
 
 ' A number of InTestigatlons have shown that only a very small percentage of Indus- 
 trially trained foremen and workmen carried their regular school training beyond the 
 grammar school. In many cases, of course, this general education has been considerably 
 Increased through reading courses, special courses, evening schools, correspondence 
 schools, and general contact with others. 
 
 ' The State of New York is at the present time undertaking to do this. During the 
 present year a number of scholarships of $2,000 each have been provided so that one-year 
 instructor training course in the Buffalo Normal School can be conducted with especially 
 qualified individuals drawn directly from industry. The results of this experiment will 
 be watched with great intei-est by all who are interested in trade and industrial teacher 
 training. During the last three years a similar scholarship plan has been in operation 
 in the State of Wisconsin. 
 
INSTRUCTOR TRAINING. 31 
 
 General continuation instraictor-training cowrses.— Inasmuch as 
 the task of training instructors for general continuation schools 
 presents a quite different problem from that described in this bul- 
 letin, it has been deemed inadvisable to include a discussion of this 
 subject. A later bulletin on part-time schools will contain much 
 information that is pertinent to this special problem. 
 
 Funetiordng instructor training. — Under the conditions set up by 
 can be much better given through professional improvement work 
 course must be relatively short.* 
 
 Therefore with the limited time available it is necessary that the 
 subject matter of these courses should deal as directly as possible with 
 the principles and methods of good teaching and their application 
 to the teaching problems of the particular occupations of the pros- 
 pective or employed teachers under instructor training. It is merely 
 a question as to what Imowledge and training is of most worth. 
 Much desirable information which unquestionably is a more or less 
 valuable asset to the trade and industrial instructor, as to all instruct- 
 ors, can not be included in preemployment instructor training courses 
 if it is going to crowd out the more important direct concrete pro- 
 fessional training. Moreover, such additional auxiliary infonnation 
 can be much better given through prefessional improvement work 
 conducted with instructors after they have taken up a certain type of 
 instructing work; 
 
 The trairdng environment. — ^The general principle that should be 
 observed here is. that the training environment for any given occu- 
 pation should be essentially a replica of the subsequent working 
 environment and not a pseudo type, and involves, of course, the 
 question of practice teaching in instructor training courses. The 
 necessity of such shop work in instructor training courses is gen- 
 erally recognized in normal schools operating a practice school and 
 in other plans for providing practice on the instructional job and its 
 value in training courses for trade and industrial instructors needs 
 no special discussion. 
 
 The following information maj' be suggestive as describing two 
 attempts to provide effective practice teaching in connection with 
 discontinuous intensive instructor training courses. One plan has 
 been to have the members of the training group take charge of even- 
 ing trade extension groups under the supervision of the instructor 
 in charge of this group. The second plan has been to utilize high 
 school or vocational school pupils in practice teaching. The success 
 of both of these plans depends largely upon the extent to which the 
 
 ♦ObTtonsly this part of the discussion refers more directly to prospecUve instructors 
 who propose to give up their " gainful occupaUon " when they secure instructing posi- 
 tions. The cnse of the trade-pxtension instructor who continues to follow his regular 
 occupation during the day is, of course, a distinct proposition. 
 
32 INSTRUCTOR TRAINING. 
 
 person or persons in charge of the instructor training supervise the 
 practice teaching and upon the selection of classes whose regular in- 
 structors are skilled in the instruction processes and are conversant 
 with the plan of instructor training. It follows from the applica- 
 tion of the principle that the practice teaching should be done under 
 normal conditions in classes which are as nearly as possible of the 
 type which the prospective instructors are preparing to teach that the 
 first plan is better for those who are preparing to become evening 
 school instructors and the second plan is better for those who are 
 preparing for the day school. 
 
 As a rule the instructor in charge of trade and industrial courses 
 knows very little about instructor training. If the training course 
 is intended to equip for instructing in day vocational schools, the 
 teaching conditions in evening trade extension courses with mature 
 men, well advanced in their trades, are entirely different from those 
 in day schools giving trade preparatory work to adolescents. 
 
 Where prospective instructors are being trained to meet the teach- 
 ing conditions in day schools the second plan would more nearly 
 duplicate actual teaching conditions. The plan was used in instruc- 
 tor training courses in Massachusetts and was also used in connection 
 with examinations given to applicants for teaching certificates in 
 trade and industrial subjects by the city of Boston. 
 
 Types of instructor traming courses verstis e^ciency standards. — 
 If the three typical courses given in Section III are compared with 
 the standards set up and discussed above, it will appear that of the 
 three the one designated as the continuous instructor training course 
 is organized to meet the above standards very closely since it is 
 organized to deal only with individuals who are masters of their 
 occupations. The content is confined strictly to what may be called 
 applied professional content. In the case of the emergency fleet work 
 the practice teaching was conducted under exactly the same conditions 
 with respect to green men and training on shipyard work under 
 shipyard conditions as the prospective instructors would subsequently 
 meet in conducting training work in their own yards. This should 
 apply equally well to practice training in connection with discontinu- 
 ous intensive training courses as described, with the exception that 
 experience up to date has shown that it is much more difficult to secure 
 thoroughly effective practice teaching conditions. Type 2, page 24, 
 differs very distinctly from the preceding type in that it is largely 
 devoted to what must be construed as trade extension work in the 
 trade technical content or of the general principles of teaching. It 
 represents a course organized on the theory that the average pros- 
 pective instructor was not sufficiently acquainted with the technical 
 content of his trade 'to be able to give effective instruction therein. 
 Type 3, page 26, represents the extreme situation; it calls for two 
 
INSrEUCTOB TRAINING. 33 
 
 years' residence, and consists almost entirely of a general educa- 
 tional course, including such subjects as psychology and history of 
 industrial education. Even these professional subjects are made inci- 
 dental to the instructor training course. While much of this instruc- 
 tion may be construed as contributing somewhat to a general back- 
 ground for an instructor, they can not be construed as being directly 
 applicable to the special needs of a trade and industrial instructor. 
 The objectives of such a course would seem to be as follows: 
 
 1. To give a considerable amount of general education. 
 
 2. To extend manual skill through shop work which at best can 
 be only of a pseudo-industrial type with regard to the group to be 
 served, as such a course, requiring a two years' residence, can not 
 hope to reach to any appreciable extent skilled workers who desire 
 to become teachers, unless some subsidizing scheme is adopted. 
 
 Foremen instructor-training cowrses.— Up to the present time few 
 training courses have been conducted which had for their specific 
 objective the equipping of foremen to give instruction such as a 
 foreman is often required to give in connection with his regular 
 work. In a number of cases foremen have been admitted to in- 
 structor-training courses and have testified that they found the work 
 helpful to them. 
 
 The training of foremen as instructors versus instructor training. — 
 As has already been pointed out, the object of most of the instructor- 
 training courses which have been conducted up to the present time 
 has been to equip an individual to give his entire time and attention 
 to the discharge of instructional responsibilities. These courses 
 have aimed to render the same service to prospective trade and 
 industrial instructors as manj' normal schools render to prospective 
 teachers in elementary schools. Where a training course organized 
 to give training to Avhat may be called 100 per cent instructors is 
 given in unmodified form to foremen, it does not altogether meet 
 the needs of the foremen as distinguished from the prospective 100 
 per cent instructor group or the professional improvement groups. 
 
 The foremen's instructional joi. — As pointed out in Bulletin 60, 
 most foremen are primarily charged with supervisory or managerial 
 responsibilities. Such instructional responsibilities as they may have 
 are generally subsidiary to their supervisory and managerial respon- 
 sibilities and usually include — 
 
 (a) Giving incidental instruction to more or less competent work- 
 ers, which is essentially of a supplementary training character and 
 is given with regard to specific jobs as the emergency may occur ; or 
 
 (b) Breaking in green workers on individual jobs, often special- 
 ized where he practically always gives this instruction casually and 
 as incidental to his regular foreman's job. 
 
34 IWSTEUCTOE TEAINING. 
 
 Instructor training courses, if they are to fit accurately into the 
 needs of the foremen who have instruction as a minor responsibilitv 
 should therefore be modified to meet the instructing situation as the 
 foreman must deal with it. For example, a foreman rarely gives 
 organized instruction, except, possibly, where he is responsible for 
 the instruction of apprentices on shop jobs included in an appren- 
 tice training course. 
 
 Characteristics of the foreman instructor-training course. — It is 
 evident, then, that an instructor training course aiming to equip 
 foremen for the discharge of such instructing responsibilities as they 
 may have should be neither as complete nor as intensive as a course 
 intended to equip prospective 100 per cent instructors. Under most 
 conditions there will be for the instructing foreman no problem of 
 setting up an- organized training course including both manipu- 
 lative training and training in related technical subjects, nor can 
 he be expected in the hurry and pressure of his supervisory and 
 managerial work to use what may be called the finer points of the 
 teaching trade. An intensive foreman instructor training course, 
 as distinguished from a " regular " instructor training course, would 
 therefore be characterized by the following modifications of such 
 intensive training courses as were described in the preceding section : 
 
 I. In place of training in the analysis and classification of com- 
 plete trade content, the training would be only in the analysis and 
 classification of the content of jobs which the foreman had to teach 
 or in connection with which he gives incidental instruction. 
 
 II. The training in the instructing process and its use would 
 hardly go beyond the general idea of the character of this process 
 as distinguished from mere showing and telling and in getting the 
 foreman to see the value of one or two of the methods more espe- 
 cially adapted to instruction of the character which he has to giVe. 
 If he gets the general idea that in teaching he must first get the 
 learner interested; that he must put over the successive teaching 
 points one by one; and that he must ascertain that the learner has 
 actually got the thing before he gets through with it, about as much 
 will have to be done as a foreman can use in his practice. 
 
 III. The work of setting up a progressive course of study would 
 be reduced to developing a conception of the difference between learn- 
 ing difficulties and production difficulties, omitting entirely the train- 
 ing in dealing with the problem of setting up a progressive course 
 of instruction based upon an analysis of the progression factors. 
 
 IV. Instructional management would not be developed to the same 
 extent as in ordinary instructor training courses, since the condi- 
 tions here, so far as the individual lesson and the learner are con- 
 cerned, are not quite the same. 
 
INSTBUCTOB TRAINING. 35 
 
 V. The supplementary units suggested with regard to legislation 
 and other subjects could be developed sufficiently to serve the needs 
 of the foreman in the discharge of any cooperative relations that 
 he might have with other training agencies. 
 
 .1 suggested foreman instructor-training course. — The following 
 outline suggests the subjects that might be included in a possible 
 instructor-training course for foremen which might be develope 1 
 with regard to the special conditions affecting the discharge of a 
 foreman's instructional responsibilities. It is assumed that for any 
 gi\-en group of foremen selections would be made from this course 
 to meet their special working conditions: For example, if they had 
 no responsibilities for organizing plans for instruction that topic 
 obviously would be omitted or minimized and the same would be 
 true of any other topic or subtopic as given in the outline. Such a 
 course would also include such parts of a regular instructor-training 
 course as have already been suggested. 
 
 I. Organized instruction. 
 
 1. Organization of plans for instruction. 
 
 A. Coojjerative with public educational agencies. 
 
 (a) Cooperative part-time schools. 
 {h) Continuation school, 
 (c) Evening schools. 
 
 B. Noncooperative. 
 
 (a) Lectures. 
 (J)) Conferences, 
 (c) Shop talks. 
 
 2. Supervisory instnwtion. 
 
 A. Vestibule training. 
 
 B. Apprentice training. 
 
 C. Work of instructor in the department. 
 
 D. The plant end of the program of a cooperative 
 
 part-time school. 
 
 E. Program of a training department. 
 Under all of these — 
 
 (a) What is to be taught. 
 
 (J) Qualifications of instructor. 
 
 (c) Instructing conditions. 
 
 (d) Efficiency of shop instruction. 
 
 {e) Efficiency of teclmical instruction. 
 
 (/) Efficiency of instructional management. 
 
 3. Giving instructions to — 
 
 A. Apprentices. 
 
 ((?) Making instruction layouts, 
 (ft) Laying out courses of study. 
 
36 INSTRUCTOR TRAINING. 
 
 I. Organized instruction — Continued. 
 
 3. Giving instructions to — Continued. 
 
 A. Apprentices — Continued. 
 
 (c) Managing learners under instructing 
 
 conditions. 
 {d) Shop training, 
 (e) Technical training. 
 (/) Plant information. 
 
 B. Green men. 
 
 C. Partly competent men. 
 
 (a) Special jobs. 
 (Z>) Regular Jobs. 
 
 II. Unorganized instruction. 
 
 1. Incidental instruction to — 
 
 A. Regular workers. 
 
 B. Apprentices. 
 
 (a) Plant information. 
 (Jb) Regular jobs, 
 (c) Technical points. 
 
 C. Other members of the departmental force. 
 
 (a) Plant information. 
 Under all of these — 
 
 (a) What is to be taught. 
 
 (&) Qualifications of instructor. 
 
 (c) Instructing conditions. 
 
 ((?) Efficiency of shop instruction. 
 
 III. Cooperation with other training agencies. 
 
 1. Plant agencies. 
 
 A. Training department. 
 
 («) Back checking on workers trained in 
 the training department. 
 
 (&) Helping the training department to 
 get the right sort of jobs. 
 
 (c) Giving workers trained in the training 
 department a fair show. 
 
 {d) Finding out what the training depart- 
 ment is really doing. 
 
 (e) Taking workers trained in a training 
 department and giving them a fair 
 show. 
 
 B. Plant schools. 
 
 (ffl) In general the same as for a training 
 department. 
 
INSTRUCTOR TRAINING. 37 
 
 III, Cooperation with other training ap'ewiea— Continued. 
 
 1. Plant agencies — Continued. 
 
 C. Other educational plant agencies, 
 (a) Safety training courses. 
 (6) Foremen's conferences, 
 (c) General meetings. 
 
 2. Outside agencies. 
 
 A. Public schools. 
 
 {a) Day trade school. 
 
 (6) Part-time school. 
 
 (c) Evening trade-extension school. 
 
 {d) In-and-out courses. 
 
 (e) Continuation schools. 
 
 (/) University extension courses. 
 
 ((/) Americanization classes. 
 
 (A) Evening elementary schools. 
 
 B. Semipublic schools. 
 
 (a) Work similar to that listed for the 
 public schools carried on by private 
 institutions charging only a nominal 
 fee or no fee at all. 
 
 C. Private schools. 
 
 (a) Private training schools. 
 
 (&) Schools conducted for profit and 
 
 charging a fee. 
 (c) Correspondence schools. 
 
 D. Other agencies. 
 
 (a) Courses conducted by labor organiza- 
 tions or by labor organizations and 
 employers working together. 
 
 Women in instructor-training programs. — Up to the present time 
 the majority of instructor-training administrators in trade and in- 
 dustrial lines have entirely ignored the instructor-training problem 
 so far as women are concerned or have thought only of training 
 women as prospective instructors in those occupations which origi- 
 nated in the home but which have now become industrialized, such 
 as garment making, laundry work, institutional management, com- 
 mercialized-service occupations, and other gainful occupations of a 
 similar nature. 
 
 The rapid infiltration of women into all sorts of industrial jobs 
 wMch has been going on for the last few years and which doubtless 
 •vyill continue to go on at an increased rate in the future makes it 
 necessary that any instructor-training program should take cogni- 
 zance of this situation and organize to deal with it effectively. 
 
38 IlfSTKUCTOR TRAINING. 
 
 It is evident that in setting up the instructor-training program of 
 the future, both for regular instructors and for foremen instructors, 
 the decision as to the extent to wliich it is to include women and the 
 gainful occupations for which instructor training is to be given must 
 be based upon lines different from those prevailing at the present 
 time, especially as regards — 
 
 1. The exclusion of women from the instructor-training program 
 for any gainful occupation simply on a basis of sex. 
 
 2. A limitation of the program so far as women are concerned to 
 those gainful occupations referred to above which originated in the 
 home. 
 
 If the standard of sex or of the domestic or nondomestic origin of 
 the occupation is not made the deciding factor, it is evident that 
 something else must be substituted in its place, and the following are 
 suggested : 
 
 (1) Owing to the comparatively recent employment of women in 
 the majority of industrial occupations and the fact that they have 
 been largely employed on specialized jobs, it can not, of course, be 
 expected at this time that any relatively large niunber of women 
 having occupational competency and in any great number of gainful 
 industrial occupations will be found available for instructor train- 
 ing. Instructor-training efficiency standards must be applied equally 
 to women and men. 
 
 (2) Where women of adequate occupational efficiency can be 
 drawn upon for prospective instructors and where the number of 
 women employed in a gainful occupation is large enough to warrant 
 the presumption that training groups composed largely or wholly of 
 women can be formed, the program should include instructor train- 
 ing for women as well as for men. 
 
 Sex segregation unnecessary. — Past experience shows that where a 
 training course is to deal with both women and men there is usually 
 no necessity for carrying on the work with separate sex groups. 
 There has been no difficulty in carrying on successful teacher-training 
 work with women and men simultaneously in mixed groups either 
 with regard to content of the course or the ability of either sex to 
 grasp and apply the results of the training in instruction work. 
 
APPENDIX. 
 
 As an aid to promoting discussion of the instructional responsibilities of a 
 foreman there is attached herewith a series of charts outlining some of his 
 possible instructional responsibilities. It is expected that the charts will be 
 used in classes training foremen as prospective Instructors and with special 
 regard to their individual Instructional responsibilities. 
 
 Chart No. 1. 
 SOME POSSIBLE RESPONSIBILITIES AS TO INSTRUCTION. 
 
 Organized Instruction. 
 
 ORGANIZING PLANS FOR INSTRUCTION. 
 
 Cooperating with outside training agen- Cooperative part-time school, 
 cies — Part-time continuation school. 
 
 Full-time day trade school. 
 Evening trade extension courses. 
 Slack season courses. 
 Etc. 
 
 Lectures. 
 Conferences. 
 Shop tallvs. 
 Vestibule schools. 
 Apprentice training. 
 Training green men. 
 Training I. R. men and women. 
 Training V. R. men. 
 Training special cases. 
 Etc. 
 
 Chart No. 2. 
 SOME POSSIBLE RESPONSIBILITIES AS TO INSTRUCTION. 
 
 Organized Instruction. 
 
 SUPERVISING INSTRUCTION. 
 
 Apprentices What is to be taught. 
 
 Qualifications of Instructors. 
 
 Instructing conditions. 
 Green workers General efficiency of training as to- 
 
 Shop, job. training. 
 
 Trade technical training. 
 Regular workers Insti-uctional management 
 
40 INSTBUCTOK TRAINING. 
 
 GIVING INSTETJCTION. 
 
 Apprentices Making out instruction layouts. 
 
 Laying out courses of study. 
 
 Managing learners. 
 
 Teaching shop jobs. 
 
 Trade technical jobs. 
 
 Giving plant information. 
 
 Green men ' Plant information. 
 
 Regular workers On special jobs. 
 
 Chabt No. 3. 
 SOME POSSIBLE RESPONSIBILITIES AS TO INSTRUCTION. 
 
 Unorganized Instruction. 
 
 INCIDENTAL INSTETJCTION. 
 
 Regular vi'orkers, apprentices Plant information. 
 
 Regular jobs. 
 
 Technical points. 
 Other members of the departmental Plant information, 
 force. 
 
 Chart No. 4. 
 INSTRUCTION. 
 
 Cooperation vnth Other Training Agencies. 
 
 PLANT AGENCIES. 
 
 ♦ 
 
 Training department Back checking in workers trained In 
 
 the training department. 
 
 Helping the training department to get 
 the right sort of jobs. 
 
 Giving workers trained in the training 
 department a fair show. 
 
 Finding out what the training depart- 
 ment is really doing. 
 
 Taking workers trained in a training 
 department. 
 
 Plant schools ^' In general the same as for a training 
 
 department. 
 Other educational plant agencies Safety training courses. 
 
 Foremen's conferences. 
 
 General meetings. [ 
 
 ..I'ln 
 
^ INSTBUCTOR TRAINING. 41 
 
 Chakt No. 5. 
 INSTRUCTION. 
 
 Cooperation toith Other Training Agencies, 
 
 OUTSIDE AGENCIES. 
 
 Public schools Day trade school. 
 
 Part-time school. 
 Evening trade extension school. 
 " In and out " courses. 
 Continuation schools. 
 University extension courses. 
 Americanization classes. 
 Evening elementary schools. 
 
 Semipublic schools Worli similar to that listed for the 
 
 public schools carried on by private 
 institutions charging only a nomi- 
 nal fee or no fee at all. 
 
 Private schools Correspondence schools. 
 
 Private training schools (schools con- 
 ducted for profit and charging a 
 corresponding fee). 
 Other agencies Courses conducted by labor organiza- 
 tions or by labor organizations and 
 employers working together. 
 
 Chaet No. 6. 
 SUPERVISION. 
 
 MANAGERIAL. 
 
 For each instructional responsibiKty there is a corresponding managerial 
 responsibility for discharging that instructional responsibility in such a way 
 that the Instructing job is done with the greatest possible efficiency of instruc- 
 tion under the working conditions. 
 
 An instructor is paid for doing instructing jobs— that is, work jobs in the 
 teaching trade. 
 
 He is not paid for having auxiliary information as to — 
 
 1. Teaching methods. 
 
 2. Instructing conditions. 
 
 3. His teaching jobs. 
 
 4. Laying out teaching jobs. 
 
 But he is paid for doing instructing jobs which he can not do well unless 
 he had it and knows how to use it. 
 
 An instructing supervisor is paid for seeing that all necessary instruction 
 jobs are done, but is not paid to do them himself. 
 
 He is not paid for having auxiliary information as to the elements of effective 
 supervision. 
 
 An instructional manager is paid for managing as defined above— auxiliary 
 information as to instructional management 
 
AVAILABLE BULLETINS OF THE FEDERAL BOARD FOR VOCA- 
 TIONAL EDUCATION. 
 
 Annual report. 
 
 The Vocational Summary, published monthly 
 by the Federal Board for Vocational 
 Education. On sale by Superintendent 
 of Documents, Subscription, 50 cents 
 per year, in advance. Foreign (not in- 
 cluding Canada, Mexico, and Cuba), 75 
 cents. 
 
 Bulletin No. 12. Emergency War Training 
 for Airplane Mechanics — Engine Re- 
 pairmen, Woodworlsers, Riggers, and 
 Sheet-Metal Worlcera. 
 
 Bulletin No. 1.3. (Agricultural Series, No. 
 1.) Agricultural Education — Organiza- 
 tion and Administration. 
 
 Bulletin No. 15. (Reeducation Series, No. 
 3.) The Evolution of National Sys- 
 tems of Vocational Reeducation for 
 Disabled Soldiers and Sailors. 
 
 Bulletin No. 10. Emergency War Training 
 for Radio Mechanics and Radio Opera- 
 tors. 
 
 Bulletin No. 17. (Trade and Industrial 
 Series, No. 1.) Trade and Industrial 
 Education — Organization and Adminis- 
 tration. 
 
 Bulletin No. 18. (Trade and Industrial 
 Series, No. 2.) Evening Industrial 
 schools. 
 
 Bulletin No. 19. (Trade and Industrial 
 Series, No. 3.) Part-time and Indus- 
 trial Education. 
 
 Bulletin No. 20. (Trade and Industriul 
 Series, No. 4.) Buildings and Equip- 
 ment for Schools and Classes in Trade 
 and Industrial Subjects. 
 
 Bulletin No. 21. (Agricultural Series, No. 
 3.) The Home Project as a Phase of 
 Vocational Agricultural Education. 
 
 Bulletin No. 22. (Commercial Education 
 Series, No. 1.) Retail Selling. 
 
 Bulletin No. 23. (Home Economics Series, 
 No. 1.) Clothing for the Family. On 
 sale by Superintendent of Documents, 
 Government Printing Office. 15c per 
 copy. 
 
 Bullotin No. 25. (Reeducation Series, No. 
 4.) Ward Occupations in Hospitals. 
 
 Bulletin No. 26. (Agricultural Series, No. 
 4.) Agricultural Education — Some 
 Problems in State Supervision. 
 
 42 
 
 Annual report — Continued. 
 
 Bulletin No. 27. (Agricultural Series, No. 
 5.) The Training of Teachers of Voca- 
 tional Agriculture. 
 
 Bulletin No. 28. (Home Economics Series, 
 No. 2.) Home Economics Education — 
 Organization and Administration. 
 
 Bulletin No. 29. (Reeducation Series, No. 
 5.) Treatment and Training for the 
 Tuberculous. 
 
 Bulletin No. 30. (Trade and Industrial 
 Series, No, ■ 5.) Evening and Par1- 
 Time Schools in the Textile Industry 
 of the Southern States. 
 
 Bulletin No. 31. (Trade and Industrial 
 Series, No. 6.) Training Courses in 
 Safety and Hygiene in the Building 
 Trades. 
 
 Bulletin No. 32. (Reeducation Series, No. 
 6.) The Agricultural and Industrial 
 Community for Arrested Cases of Tu- 
 berculosis and Their Families. 
 
 Bulletin No. 34. (Commercial Education 
 Series, No. 3.) Commercial Educa- 
 tion — Organization and Administration, 
 
 Bulletin No. 35. (Home Economics Series, 
 No. 3. ) Use and Preparation of Food. 
 On sale by Superintendent of Docu- 
 ments, Government Printing Office. 
 20c per copy. * 
 
 Bulletin No. 36. (Trade and Industrial 
 Series, No. 7.) Foreman Training 
 Courses. Part I. 
 
 Bulletin No. 36. (Trade and Industrial 
 Series, No. 7.) Foreman Training 
 Courses, Part II. 
 
 Bulletin No. 37. (Home Economics Series, 
 No. 4.) Survey of the Needs in the 
 Field of Vocational Home Economics 
 Education. 
 
 Bulletin No. 38. (Trade and Industrial 
 
 " Series, No. 8.) General Mining. On 
 
 sale by Superintendent of Documents, 
 
 Government Printing Office. 15c per 
 
 copy. 
 
 Bulletin No. 39. (Trade and Industrial 
 Series, No. 9.) Coal-Mine Gases. On 
 sale by Superintendent of Documents, 
 Government Pr.'nting Office. 5c per 
 copy. 
 
INSTRUCTOR TRAINING. 
 
 43 
 
 Annual report — Continued. 
 
 Bulletin No. 40. (Trade and Industrial 
 Series, No. 10.) Coal-Mine Timbering. 
 On sale by Superintendent of Docu- 
 ments, Government Printing Offlce. 
 15c per copy. 
 
 BJlietln No. 41. (Trade and Industrial 
 Series, No. 11.) Coal-Mine Ventila- 
 tion. On sale by Superintendent of 
 Documents, GSovernment Printing Of- 
 fice. 10c per copy. 
 
 Bulletin No. 42. (Trade and Industrial 
 Sei-ies, No. 12.) Safety Lamps, iuciud- 
 ing Piame Safety Lamps and Approved 
 Electric Lamps. On sale by Superin- 
 tendent of Documents, Government 
 Printing Offlce. 10c per copy. 
 
 Bulletin No. 43. (Employment Management 
 Series, No. 8.) The Labor Audit. A 
 Method of Industrial Investigation. 
 
 Bulletin No. 44. (Employment Management 
 Series, No. 5.) The Wage-Setting 
 Process. 
 
 Bulletin No. 45. (Employment Management 
 Series, No. 3.) Job Specifications. 
 
 Bulletin No. 46. (Employment Management 
 Series, No. 6.) The Turnover of Labor. 
 
 Bulletin No. 47. (Employment Management 
 Series, No. 7.) Industrial Accidents 
 and Their Prevention. 
 
 Bulletin No. 48. (Employment Management 
 Series, No. 4.) Employment Manage- 
 ment and Industrial Training. 
 
 Bulletin No. 49. (Employment Management 
 Series, No. 2.) The Selection and 
 Placement of Employees. 
 
 Bulletin No. 50. (Employment Manage- 
 ment Series, No. 1.) Employment 
 • Management : Its Else and Scope. 
 
 Annual report — Continued. 
 
 Bulletin No. 51. (Employment Manage- 
 ment Series, No. 9.) Bibliography 
 of Employment Management. 
 
 Bulletin No. 52. (Trade and Industrial , 
 Series, No. 13.) Theory and Prac- 
 tice. Machinist's Trade. On sale by 
 Superintendent of Documents, Govern- 
 ment Printing Offlce. 10c per copy. 
 
 Bulletin No. 53. (Agricultural Series, No. 
 6.) Lessons in Plant Production for 
 Southern Schools. 
 
 Bulletin No. 54. (Commercial Eduf-atloii 
 Series, No. 4.) Survey of Junior 
 Commercial Occupations. 
 
 Bulletin No. 55. (Trade and Industrial 
 Series, No. 14.) Compulsory Part- 
 Time School Attendance Laws. 
 
 Bulletin No. 56. (Agi'icultural Series, No. 
 7.) Lessons in Animal Production 
 for Southern Schools. 
 
 Bulletin No. 57. (Industrial Rehabilita- 
 tion Series, No. 1.) Industrial Re- 
 habilitation — A Statement of Policies 
 to be Observed in the Ailniiuistration 
 of the Industrial Eehabilitation Art 
 
 Bulletin No. 58. (Trade and Industrial 
 Series, No. 15.) Trade and Industrial 
 Education for Girls and Women. 
 
 Bulletin No. 59. (Reeducation Series, No. 
 8.) A Tuberculosis Background for 
 Advisers and Teachers. 
 
 Bulletin No. 60. (Trade and Industrial 
 Series, No. 16.) Foremanship 
 
 Courses vs. Instructor Training 
 Courses. 
 
 Bulletin No. 61. Trade and Industrial 
 Series, No. 17.) Improving Foreman- 
 ship. 
 
 Bulletin No. 62. (Trade an! Indn<;trial 
 Series, No. 18.) Instructor Training. 
 
LC1045.A3r""""'^'""""""''' 
 
 Instructor training; instructor-training 
 
 3 1924 002 623 621