LB280; 2Z LS*] Cornell University Library LB 2802.H22L5 Some facts concerning the people, Indust 3 1924 013 001 sr Tf SOME FACTS CONCERNING THE PEOPLE, INDUSTRIES AND SCHOOLS OF HAMMOND AND A SUGGESTED PROGRAM FOR ELEMENTARY INDUSTRIAL, PREVOCATIONAL AND VOCATIONAL EDUCATION ROBERT J. LEONARD ^ HAMMOND, INDIANA APRIL IS, 1915 Cornell University Library The original of tiiis book is in tine Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924013001585 Comj^Hments of Hammona Board or Education J. F. Krost, President A. J. Dreesen, Secretary J. D. Brusel, Treasurer C. M. McDaniel, Superintendent of Schools SOME FACTS CONCERNING THE PEOPLE, INDUSTRIES AND SCHOOLS OF HAMMOND AND A SUGGESTED PROGRAM FOR ELEMENTARY INDUSTRIAL, PREVOCATIONAL AND VOCATIONAL EDUCATION ROBERT J. LEONARD Professor and Director Vocational Education, Indiana University v^ HAMMOND, INDIANA APRIL 15, 1915 Printed by order of Hammond, Indiana, Board of Education March, 1915 mAMMONO PRESS\ TABLE OF CONTENTS Page List of Tables vi List of Charts ' viii Introduction 1 Chapter I. Pacts Concerning the People of Indiana 3 II. The Industries of Hammond 11 ■ Part i. Importance and Scope of Industries 11 Part ii. Industrial Pursuits of Hammond 16 § 1. Metal Trades 16 § 2. Woodworking Trades 22 § 3. Printing, Publishing and Bookbinding. ' 24 • § 4. Pursuits in Food Preserving and Distilling. . . 27 § 5. Trades in Piano Making 28 § 6. Miscellaneous Electrical Pursuits 29 § 7. Steam, Pipe or Air Brake Fitters 30 § 8. Millwrights and Repairmen 30 § 9. Engineers, Firemen and Tenders 30 §10. Pursuits in Clothing Industries. 31 §11. Draughtsmen 31 §12. Chemists 31 §13. Painters, Stainers and Enamellers 32 §14. Miscellaneous Pursuits 33 §15. Laborers 34 §16. Trades Other than Those Represented in Manufacturing Establishments 34 III. Work of Yoimg People Under 17 Years of Age 36 Part i. Study of Working Permits 37 §1. School History and Work of Boys 37 §2. School History and Work of Girls 40 Part ii. Study of Reports Made Out by Working Boys and Girls ' 43 §1. Nativity, School History and Efforts to Con- tinue Education 43 §2. Specific Work of Boys and Girls 48 IV. Part Time Education 56 §1. Summary of Facts of School and Working History 56 §2. Legal Provisions for Part Time Education. . . 57 §3. The Limitations of the Present Law 58 V. The Children Enrolled in the Hammond Schools. . . 63 Part i. General Facts of Enrollment and Classification 63 Part ii. Facts Concerning 13 and 14 Year Old Boys and Girls 69 VI. Present Provisions for Industrial, Household and Art Instruction in the Elementary, High and Evening Schools 75 Part i. Elementary Courses 79 Part ii. High School Courses 86 Part iii. Evening School Courses 89 §1. General Courses 92 §2. Household Arts Courses 95 §3. Commercial Courses IQO §4. Industrial Courses i. 105 Page VII. Suggested Provisions for Elementary Industrial, Pre-Vocational and Vocational Education 110 Part i. Elementary Courses 112 §1. Industrial Art Courses, Grades 1 to 5 114 §2. Courses for Sixth and Seventh Grade Boys. . . 117 §3. Courses for Sixth and Seventh Grade Girls. . . 122 Part ii. Special Elementary Industrial Classes 125 Part iii. High School Courses 126 §1. Vocational Department for Boys 127 a. Relation of Courses to Hammond In- dustries 128 b. Suggested Program Schedules 130 c. First and Second Year Shop Course Outlines 130 d. Outlines of Related Courses 131 e. Vocational Courses 132 f. Equipment 133 §2. Vocational Department for Girls 135 a. Relation of Courses to Hammond In- dustries 136 b. Suggested Program Schedules 137 c. First and Second Year Course Outlines 138 d. Vocational Courses 139 e. Equipment 140 §3. Courses for Regular. High School Students. . . 141 Part iiii. Evening School Courses 142 §1. General Courses 145 §2. Household Arts Courses 145 §3. Commercial Courses 145 §4. Industrial Courses 146 Part iv. Teachers and Director 147 Appendix Sources and Methods of Deriving Data and Forms Used 151 LIST OF TABLES CHAPTER I.— PEOPLE OF HAMMOND Table Page 1. Growth of Hammond and Other Indiana Cities 3 2. Composition of Population of Hammond and Other Indiana Cities 5 3. Nativity of Foreign Born Residents of Hammond 6 4. Age Groups of Native and Foreign Born Living in Hammond 8 5. Age- Groups of Native and Foreign Born Living in Indiana 8 6. Comparative Sex Distribution of Residents of Hammond and Other Cities 9 7. Illiteracy in Hammond and Other Indiana Cities 10 CHAPTER II.— INDUSTRIES OF HAMMOND 8. Increase of Workers in Manufacturing Establishments 11 9. Percentage of Population Employed iu Manufacturing Establish- ments 12 10. Size and Products of Manufacturing Establishments of Hammond 15 vi CHAPTER III.— WORK OF YOUNG PEOPLE UNDER 17 YEARS OP AGE Table Page 11. Age and Grade Completed by Permit Boys at Work Educated in Hammond 38 12. Age and Grade Completed by Permit Girls at Work Educated in Hammond 41 13. Birthplaces of Boys and Girls and Their Parents 44 14. Schools Which Boys and Girls Attended 44 15. School Grade Completed and Extent of Retardation 45 16. Ages Upon Which Boys and Girls Left School 46 17. Number of Boys and Girls Enrolled in Night Schools, Correspond- ence Courses or Who Draw Books from the Public Library 47 18. Work of Boys and Girls 49 19. Part 1. School and Working History of 7 Boys Holding 3 Jobs 50 Part 2. School and Working History of 17 Girls Holding 3 Jobs. . . 51 20. Part 1. School and Working History of 23 Boys Holding 2 Jobs... 52 Part 2. School and Working History of 17 Girls Holding 2 Jobs. . . 63 21. Part 1. School and Working History of 39 Boys Holding 1 Job.... 54 Part 2. School and Working History of 55 Girls Holding 1 Job.. . . 55 CHAPTER IV.— PART TIME EDUCATION 22. Boys For Whom Part Time Education Could and Could Not Be vProvided 69 23. Girls For Whom Part Time Education Could and Could Not Be Provided 60 CHAPTER v.— ENROLLMENT AND PROGRESS OF PUPILS 24. Enrollment of Boys and Girls in Public and Parochial Schools 63 25. Ages of Boys and Girls Enrolled in Parochial Schools 64 26. Age Distribution of Public School Pupils 64 27. Approximate Number of Each Age Remaining in School 66 28. Enrollment by Grades of Public School Pupils 67 29. Boys and Girls Under Age, Normal and Over Age 68 30. Boys and Girls One, Two, Three and Four Years Over Age 68 31. Grade Enrollment of 13 and 14 Year Old Boys and Girls 70 32. Birthplaces of Boys and Girls and Their Parents 71 33. Specific Birthplace of Foreign Born Children and Their Parents . . 72 34. Occupations of Fathers of 13 and 14 Year Old Pupils 73 35. Occupations of Fathers of 13 Year Old Pupils in Springfield and Richmond 73 36. Specific Manufacturing and Mechanical Pursuits of Fathers 74 CHAPTER VI.— PRESENT COURSES 37. Teaching and Administration of Courses 78 , 38. Enrollment, Attendance of Night School Students , . 90 39. Enrollment and Attendance of Night School Students in General Courses 92 40. Enrollment and Attendance of Night School Students in Household Courses 96 41. Enrollment and Attendance of Night School Students in Com- mercial Courses 101 42. Enrollment and Attendance of Night School Students in Industrial Courses 106 vii LIST OF CHARTS Chart Page 1. Coinposition of Population of Hammond 4 2. Age Groups of Native and Foreign Born 7 3. Percentage Increase of Workers in Manufacturing Establish- ments 12 4. Percentage of Population Employed in Manufacturing Establish- ments ^ . . 13 5. Number of Boys and Girls Remaining of Each Age. . ., 65 6. Courses, Grades and Time Allotments — Drawing, Industrial and Household Arts 76 7. Enrollment and Attendance in General Night School Qonrses 94 8. Enrollment and Attendance in Household Night School Courses . . 98 9. Enrollment and Attendance in Commercial Night School -Courses. 103 10. Enrollment and Attendance in Industrial Night School Courses. . . 108 INTRODUCTION This study of the Hammond situation was made possible by the extended services of the Department of Industrial Education of Indiana University working in co-operation with the Voca- tional Division of the State Department of Public Instruction; Only those facts concerning the people, industries and schools of Hammond were gathered and recorded which were essential in determining the provisions which should be made for elementary industrial, pre-vocational and vocational departments and courses. That the study was made at a propitious time is indicated by the facts that the schools are being reorganized upon the basis of a seven year elementary and four and five year secondary course, and that the long period of litigation, which has restrained the Board of Education from building the Industrial High School is now over, and provisions for its immediate construc- tion are under way. The facts concerning the people of Indiana were taken from the Reports of the 1910 United States Census ; those concerning the industries of Hammond, from the Reports of the 1910 United States Census, but primarily by personal factory visits; those concerning school enrollment and classification of pupils were derived from schedules made out by teachers and principals; those concerning the work of young people under 17 years of age, from a study of working permits and schedules made out by the workers ; those concerning the courses as now taught, by a study of the course outlines, class vis,itation, and conferences with teachers and supervisors; and those concerning the night school by class visitation, conferences with teachers and principals and schedules made out by teachers. The compilation of facta relating to working permits and school histories of the boys and girls to whom permits were issued, was greatly facilitated by the complete school histories of all pupils on file in the Superinten- dent's office. The comprehensive system of school records was also of great assistance in the study of the enrollment, classifica- INDUSTRIES AND SCHOOLS OF HAMMOND tion, retardation and elimination of pupilS; The appendix con- tains reproduced copies of all forms used in the collection of data, as well as a description of the methods of gathering and compiling facts. The accuracy of the descriptions of present courses is assured, as the Superintendent, principals, supervisors and teachers care- fully reviewed all statements concerning their work. Likewise those engaged in manufacturing and industrial pursuits carefully reviewed the Chapter on the "Industries of Hammond." The recommendations for future courses, departments and equipments, though in the main specifically proposed by the writer, are really conference measures, as all parts of the sec- tions bearing upon future work were first submitted to the Super- intendent of Schools, principals, supervisors and special teachers, after which many conferences were held, and nothing has been included as a specific recommendation that has not been agreed upon in conference. All the charts were prepared in the High School Mechanical Drawing Department. The sjnnpathetic study of the whole situation was made possi- ble by the co-operation of two groups of individuals : those con- nected with the schools. Superintendent C. M. McDaniel and the office force, the principals, supervisors and special teachers, who heartily co-operated in every possible manner ; and those engaged in manufacturing and industrial pursuits, who opened their plants and factories and were most generous and helpful in every way in gathering and furnishing the necessary information. We here express to them our heartiest appreciation and thanks. CHAPTER I FACTS CONCERNING THE PEOPLE OF HAMMOND Population of Lake County. The City of Hammond is located in Lake County, which is in the extreme northwestern part of the State of Indiana. The dominant interests of this section of the State are manufacturing, all the cities of the entire county being devoted to various industrial pursuits. The population of Lake County increased 119 per cent, during the period from 1900 to 1910, which was a greater percentage of increase than in any other county in Indiana. According to the United States Census Reports, the population of the county in 1900 was 37,392, and in 1910, 82,864, the net increase during the decade being 45,472. Within the county are four cities with a total population in 1900 of 63,412 ; and minor divisions with a population of 19,452. The population of the cities in 1910 was as follows: Hammond 20,925; East Chicago 19,098; Gary 16,802, and Whiting 6,589. From 1900 to 1910 the population of Hammond increased 8,549 or 69.15 per cent., and is now estimated at about 30,000. As a city, Hammond's rate of increase in population from 1900 to 1910 was far greater than that of other Indiana cities of the same class, as noted in Table 1. TABLE 1 Growth of Hammond and Other Indiana Cities, 1900-1910 CITIES Population 1910 Census 1900 Census Increase 1900 to 1910 Number Per cent Hammond. .. Richmond.. . Muncie Anderson Lafayette . . New Albany 20,925 22,324 24,005 22,476 20,081 20,629 12,376 18,226 20,924 20,178 18,116 20,628 8,549 4,098 3,081 2,298 1,965 1 69.15 22.46 14.72 11.38 10.84 4 INDUSTRIES AND SCHOOLS OF HAMMOND Composition of Population. Of the entire population of Hammond in 1910, 8,025 or 38.35 per cent, were native white of native parents ; 7,290 or 34.84 per cent., native white of foreign or mixed parents; 5,553 or 26.54 per cent., of foreign parents; 40 or .19 per cent., negroes; and 17 or .08 per cent., Indians, Chinese or Japanese. This distribution is readily comprehended from Chart 1.* CHART 1 Composition of Population of Hammond IRELAND .7 •ENBL.ANO T GREECE: .* ITAL-y .a. SCQ-rt-ANO .3 MISCELLANEOUS IS INDMN, CHINESE, AND NESFIO JB * The form for Chart 1 was copied from the Report of a Survey of the School System of Butte, Montana, 1914, page 10. THE PEOPLE OF HAMMOND o 05 i el o a i w "S I o, O Sol 0$, «-« I sac ■43"SPk •ga 82 i a t^o ot^to >-ll>"5-*IN O 00 CO ,-( lO N TjicOOO 03 OCC CO "5 T-H O XO C0 05CX>K>Qt~ 10 r-i io t^ Tj< r^ ir3 O 00 T-H 00 05 IOIm" T-i" 003 1>-*t~.-l 03 i-H O t* t^CD CN^O^OS^OO (N^O t>rioiroco"c C3 O CO IN O 00_C» oo~ =<<"■*" co~oroo~ 10 i-H OS -^ »0 CO (MoocNcqot^ 03^C3 CO CO O "^ o"o'o~2 ^-g s-S INDUSTRIES AND SCHOOLS OF HAMMOND Concerning the nativity of the Hammond population, com- pared with other Indiana cities of the same class, it will be noted from Table 2 that the percentage of native white of native parents in Hammond is only about one-half that of other cities with which comparison is made; that the percentage of native white of foreign or mixed parentage is somewhat greater than all and much greater than some of the cities ; that the percentage of foreign born is twice as great as all and six times greater than some ; and that the percentage of negroes is much less than in all the cities compared. It will be noted that nearly 85 per cent, of the entire population is of direct foreign descent. Nativity of Foreign Born. Of the foreign bom population residing in Hammond in 1910, the greatest number were from Germany, Hungary ranking second, and Austria third. Table 3 records the number from each foreign country residing in Hammond in 1910, in the descending order of importance. It is probable, however, that the order has changed in the period of time subsequent 'to the taking of the census. TABLE 3 Nativity of Foreign Born Residents of Hammond, 1910 Country Number Country Number Germany 1,987 Italy .... 84 Hungary 920 Scotland .... 67 Austria 894 Switzerland .... 62 Russia 568 Norway .... 45 Canada 236 Wales .... 38 Sweden 171 Holland .... 31 Ireland 141 Denmark .... 28 England 140 Prance .... 12 Greece 87 Other Foreign Countries . . 52 Age Groups of Native and Foreign Born. In respect to na- tive bom population, Hammond is characterized by a larger percentage of children, youths, men and women in the prime of life, and a much smaller percentage of men and women past the productive period, than the average for the State. This is per- THE PEOPLE OP HAMMOND haps due to the fact that the opportunities for suitable employ- ment for men past the prime of life are relatively few in Ham- mond. On the other hand, concerning the foreign bom whites, Hammond has a much smaller percentage of children and a much larger percentage of men and women in the productive period and a larger percentage of men over forty than the average for the State. In relation to the school problems, this indicates, in general, the great need for education for adult foreigners, as contrasted to the need for education for native born children. Tables 4 and 5 show age distributions of the native and foreign population in Hammond and in the State of Indiana. Chart 2 pictures these facts. CHART 2 Number in Each Age Group of Natives and^Foreign Born in Hammond and Indiana HAMMDND Native: bof?/^ Abes UNDBFi sms. \ tOFlE:/SN BO/=?N ■s t*o 30 so to INDIANA AM7'/v£' Bo^M Ages to so 30 -40 SO GO iO /S.9S eo.7o f0.94-Mggt ,o.ao\ W//. Xg ''//^///'//Z^^ 1 ^S',' ai^ifi Wa '//////////// V///A eaea O 3 » — IHHllllPH O £ v/z/y/z/A .4 o to o ^.S" AND o\^En /o £0 so -*o so so 7o INDUSTRIES AND SCHOOLS OF HAMMOND TABLE 4 Age Groups of Native and Foreign Born Living in Hammond Native Born Males AGE GEOUPS Foreign Born Males Per cent. Number Number Per cent. 100 00 8,007 1,309 1,005 1,753 3,110 830 ... Total. 3,476 .17 73 183 2,363 831 100.00 16.30 12.56 21.89 38.85 10.39 Under 5 years 5 to 9 years 10 to 19 years 20 to 44 years ... 45 years and over . . . .50 2.10 5.25 68.17 23.97 ' Native Born Females AGE GROUPS Foreign Born Females Per cent. Number Number Per cent. 100.00 7,308 1,213 998 1,741 2,692 664 Total 2,068 15 67 147 1,232 625 100.00 16.60 13.65 23.82 36.82 9.10 Under 5 years 5 to 9 years . . ...10 to 19 years .....20 to 44 years . . .45 years and over. . . .72 3.22 7.05 59.07 29.94 TABLE 6 Age Groups of Native and Foreign Born Living in Indiana Native Born Males AGE GROUPS Foreign Born Males Per cent. Number Number Per cent. 100.00 1,254,609 137,228 130,594 250,458 463,390 ,272,939 • Total 97,183 495 1,391 4,785 49,521 40,991 100.00 . .50 1.40 4.90 51.00 42.20 : 10.94 10.41 19.96 36.93 21.76 Under 5 years 5 to 9 years 10 to 19 years 20 to 44 years . . .45 years and over. . . Native Born Females Per cent. 100.00 10.80 10.33 20.70 38.08 20.63 Number 1,226,030 132,519 126,672 245,954 466,875 253,920 AGE GROUPS Total . . .Under 5 years. . . 5 to 9 years — 10 to 19 years... — 20 to 44 years . . . .45 years and over. Foreign Born Females Number 62,139 490 1,350 2,973 25,435 31,891 Per cent. 100.00 .80 2.20 4.80 41.00 51.20 THE PEOPLE OP HAMMOND 9 Sex Distriiution. Males constitute about 55 per cent, of the total population of Hammond, which is almost 5 per cent, more than in other Indiana cities of the same class. Table 6 shows the sex distributions of residents of Hammond and other Indiana cities. TABLE 6 Comparative Sex Distribution of Residents of Hammond and Other Cities CITIES Males Females Number Per cent. Number Per cent. Hammond 11,507 11,361 11,111 12,122 9,756 9,929 54.94 50.55 50.21 60.49 48.53 48.08 9,418 , 11,115 11,213 11,883 10,325 10,700 45 06 Anderson 49 45 Richmond 49 79 Mmicie 49 51 Lafayette 61 47 New Albany 61 92 Illiteracy* In 1910, 4.43 per cent, of the total population of Hammond was rated as illiterate, a percentage greater, than other Indiana cities of the same class. As recorded in the Census, all but 40 of the 720 illiterates were foreign bom, and these 40 native bom illiterates constitute but 39 per cent, of the native population of 10 years and over, indicating a very much smaller percentage of illiteracy among the native born of Hammond than the other Indiana cities. This tends to indicate very definitely that the schools of Hammond are succeeding in enrolling and educating the children of the city, especially those of both native and foreign extraction, in a far greater .degree than other cities, and that few illiterate native white families are attracted to this region. The low percentage of illiteracy among the native born is certainly commendable to the schools, because of the great number of direct foreign descent in attendance. Considering, however, the amount of illiteracy among adult foreigners, the need for continued provision for classes in English and other general subjects is clearly indicated. The comparative facts of illiteracy for all classes of the population are recorded in Table 7. * According to the census, an illiterate is a person over 10 years of age unable to write regardless of his ability to read. ' 10 INDUSTBIES AND SCHOOLS OF HAMMOND TABLE 7 Illiteracy in Hammond and Other Indiana Cities in 1910* Total Population Over 10 Years of Age Native White Over 10 Years of Age Foreign Born White Over 10 Years of Age CITIES Popula- tion Illiterates Popula- tion Illiterates Popula- tion Illiterates Num- ber Per cent. Num- ber Per cent. Num- ber Per cent. Hammond. .... Anderson. ..... Lafayette Muncie New Albany . . . Richmond 16,624 18,325 17,071 19,685 17,125 18,585 720 462 373 499. 550 261 4.43 2.S2 2.13 2.53 3.21 1.40 10,790 16,898 14,800 17,982 14,949 16,423 40 298 137 278 229 101 .39 1.17 .92 1.54 1.53 .61 5,381 966 1,989 837 855 1,158 675 119 205 105 57 81 12.54 11.28 10.30 12.54 6.63 7.00 •Illiteracy among others' than white population is not recorded. General Educational Needs. Located in a rapidly growing city, in the most rapidly growing industrial center in Indiana, the Schools of Hammond are facing the problem of educating children, the majority of whose parents are of foreign or mixed extraction, as well as educating a large foreign born adult popu- lation, among which there is considerable illiteracy. CHAPTER II THE INDUSTRIES OP HAMMOND PART 1. IMPORTANCE AND SCOPE OF INDUSTRIES Importance of Hammond Industries. Hammond is primarily a manufacturing city. As previously indicated, the region in which it is located is largely given over to various types of indus- trial pursuits. In the last ten years the city's industrial growth has been very rapid. In 1904, according to the United States Census Reports, there were 38 manufacturing establishments employing 1,703 workers, while in 1909 there were 49 establish- ments employing 4,379 workers, an increase of 11 establishments and 2,677 workers or 157 per cent, increase in workers employed. This was a much greater rate of increase than in Indianapolis or any Indiana city of the same class of Hammond. The actual and percentage increase in the number of workers in manufac- turing establishments in Hammond and other cities is indicated in Table 8 and Chart 3. TABLE 8 Actual and Percentage of Increase of Workers in Manufacturing Plants in Hammond and Other Indiana Cities, 1904-1909 CITIES Workers Employed in Manu- facturing Plants Increase in Workere 1904-1909 1909 1904 Number Per cent. Hammond 4,379 5,109 4,444 4,433 37,929 2,135 1,983 1,702 3,491 3,106 3,483 31,431 2,444 2,097 2,677 1,618 1,338 950 6,495 —309* —114* 157 Anderson 46 Muncie 43 Richmond 27 Indianapolis 26 New Albany —12* Lafayette —7* •Deoreaae. 11 12 INDUSTRIES AND SCHOOLS OF HAMMOND CHART 3 Percentage Increase of Workers in Manufacturing Establishments in Hammond and Other Cities DECRETASE ' 'LJ CITV HAMMOND ANDERSON MUNC/E /RICHMOND INCREASE a zs so I too _J las I JNDJANAPOUS ^^m^m-ss WNEW ALBANY iLArAYETTE That the industries of Hammond employ a larger percentage of the total population than many other cities in Indiana is in- dicated in Tahle 9 and Chart 4. TABLE 9 Percentage of Total Inhabitants Einployed in Manufacturing Establish- ments in Hammond and Other Cities. Derived from Number in Industries in 1909, and Population in 1910 CITY Per cent, in Industry CITY Per cent, in Industry 21.0 23.0 18.0 20.0 Indianapolis 12.0 Anderson . . ^ New Albany 10.0 Lafayette 10.0 Richmond In 1909, the capital invested in Hammond manufacturing establishments amounted to $16,270,855.00, the value of the manu- factured products for that year amounting to $15,580,250. The capital invested at the present time is far greater than indicated for 1909 and the number of employes has probably increased at least 40 per cent. Eeports of the State Bureau of Inspection for the year ending September 30, 1913, indicate 5,764 employes in the Hammond establishments, and it is probable that this report did not include all establishments. THE INDUSTRIES OP HAMMOND 13 CHART 4 Percentage of Population Employed in Manufacturing Establishments in Hammond and Other Cities G _1_ lO I /s _l eo BS 30 HAMMOND - \-zi ANDERSON ^^^^^^^^^■■■■i"-^-^ MUNC/E ^I^^^^^H^^H---^'^ NEW ALBANY- LAFAYETTE - The local importance of the Hammond industries is further demonstrated by reports showing the occupations of the parents of 13 and 14 years old boys and girls attending the Hammond schools. Comparative reports from other cities showing the occu- pations of the fathers of the 13 and 14 year old children indicate that in Hammond, 61 per cent, were engaged in manufacturing establishments as compared with 58 per cent, in South Bend (1) ; 46 per cent, in Evansville (1) ; 45 per cent, in Eichmond, Vir- ginia (2) ; 38 per cent, in Springfield, Illinois (3) ; and 25 per cent, in New Orleans (4). Method of Obtaining Data. The facts concerning the indus- tries of Hammond : products', number of wage earners employed, materials used, trades and occupations involved, etc., were ob- tained by personal visits to factories, except in the case of small (1) From "Some Conditions Affecting Problems of Industrial Education in 78 American School Systems" Russell Sage Foundation, New York City. (2) Preliminary Report of the Richmond Survey, National Society for the Promotion of Industrial Education, New York City. ( 3 ) Report of the Springfield School Survey, Russell Sage Foundation, New York City. (4) Part 1 of the Vocational Survey of New Orleans, Board of Education, New Orleans, La. 14 INDUSTRIES AND SCHOOLS OF HAMMOND job printing shops, tailor shops and small lumber and planing mills, where data were obtained by means of a conversation over the telephone. In many cases one day, and in some cases two days, were spent in the factories studying manufacturing pro- cesses, and determining the knowledge and skills required of workers. At the time the factories were visited, the month of January, 1915, a season of widespread industrial depression prevailed, and the majority of the plants had on their payrolls but a small percentage of the usual force, and some of the establishments had shut down temporarily. The Products of Hammond Industries. The manufacturing industries of Hammond are widely diversified in character, in- eluding the making and repairing of freight cars and steel pas- senger cars for railroad and street car use ; manufacturing rail- road supplies, such as torpedo signals, safety devices, coil and elliptic springs, bolsters, brake beams, side bearings, bolts and rivets ; surgical, dental and hospital equipments, instruments and supplies, such as operating tables and instruments, dental chairs and complete equipments including hospital furniture, cabinets and medicines, and drugs, as well as many miscellaneous supplies ; manufacturing office and household furniture, such as desks, chairs, cabinets, mattresses, bed springs ; manufacturing lumber and milling products including house trimmings, window frames, doors, etc.; asphaltum products as applied to roofing; distillery products ; manufacturing pianos ; glue ; fertilizers ; food for stock ; cotton belting and hose ; concrete roofing tiles ; food products and beverages, such as various preserved foods, gelatin and bottling soda water and other soft drinks ; manufacturing clothing prod- ucts including men's shirts, suits, nurses' and surgeons' aprons, etc. ; a large variety of printing and publishing products ; and miscellaneous wood and metal products including patterns and models, agricultural implements, iron chains, boilers, tanks, and window weights. Size of Hammond Manufacturing Estallishments. A classi- fication of the manufacturing establishments of Hammond according to the nature of the finished product and approximate number of wage earners employed is contained in Table 10. The number of employees indicated does not necessarily represent the number upon the payroll for January, 1915, but rather the number employed under normal conditions. THE INDUSTRIES OF HAMMOND 15 TABLE 10 Size and Product of Manufacturing Establishments of Hammond* Character of Product Number of Establishments Employing Wage Earners Under 10 10 to 25 25 to 50 50 to 100 100 to 300 300 to SOO 600 to 1000 2000 to 300O Passenger, Freight and Steel Cars Car Parts: Springs, Bolsters, etc Repairing Freight Cars Repairing Freight Cars and Manufac- turing Bolts and Rivets R. R. Torpedo Signals R. R. Safety Devices Potato Planting Ma^ chinery and Tilling and Harvesting Ma- chinery - Iron Chains Machine and Forge Products, Brass and Iron Boilers Patterns and Models. Surgical, Dental, Hos- pital Supplies, In- struments and Fur- niture Concrete Tiles Mattresses and Bed- ding Glue, Gelatin and Fer- tilizers Fertilizers Printing and Publish- ing • Distillery Products . . Preserved Food Prod- ucts Invalid Chairs Men's Shirts Men's Suits Pianos Cotton Belting and Hose Asphalt Roofing Planing and Lumber Mills Automobile Repairing Cornices, Heating Systems, etc 10 Total 42 2 1 •Two of the establishments herein recorded are in West Hammond, 111., but really form a part of the Hammond community of interests. 16 INDUSTRIES AND SCHOOLS OF HAMMOND PART 2. INDTJSTRIAIi PURSUITS OF HAMMOND Trades Represented in Manufacturing Estdblis)iments. In the various manufacturing establishments of Hammond a great variety of trades and occupations are represented. No attempt has been made to closely segregate these trades, as close system- atic tabulation, while statistically desirable, is of little signifi- cance and worth to those who wish to interpret the data for purposes of education and school procedure. The number of various artisans indicated, in the subsequent sections are only approximately correct, and in the maia, represent only those employed in establishments during the month of January. For purposes of education, however, these figures are entirely satis- factory. Analysis of Trades. No attempt was made to analyze in detail the pursuits and trades enumerated in the following sections. In every case, however, careful observations were made to deter- mine the respects in which work and skills required were similar and dissimilar to the same trades and pursuits in other cities. The observer had continually in mind the occupational descrip- tions and analyses now available in printed form, in order to see to what degree these descriptions could be applied to the Ham- mond situation. In the main, the trades for which specific vocational training is recommended in Part 3, Chapter IV, involve the same skills as found in most manufacturing cities. It will be noted that the metal trades relate particularly to the manufacturing of steel cars and car parts and surgical instruments and supplies. § 1. Metal Trades and Pursuits Those engaged in pursuits involving work in metals are here listed. The exact nature of the work, the products in the con- struction of which metal workers are required and a brief descrip- tion of the skills required are appended in the sections following the lists of occupations.* * In describing the processes involved in the various trades In this and other sections of the report, the "Hours and Wages Series," the U. S. Bureau of Labor Statistics and the findings recorded in the Charts of Bulletin No. 162, the Richmond Survey, have been occa- sionally quoted. THE INDUSTRIES OF HAMMOND 17 Fitters, reamers and helpers 222 Males Car finishers and trimmers 178 " Machinists, general 163 " Machinists' helpers 18 " Riveters, backers and helpers. . 141 " Tinners, tinsmiths 70 " Heaters . 43 Punchmen and helpers 35 " Pressmen and helpers 34 " Instrument makers 33 " Instrument makers' helpers 3 " Blacksmiths . . .• 33 " Blacksmiths' helpers 3 " Coll spring makers 31 " Bolster makers 25 " Shearmen 25 " Shearmen's helpers 3 " Polishers and buffers 25 " Sheet metal workers (bench hands) 22 " Elliptic spring makers 19 " Welders 18 Iron aioulders 16 " Automobile machinists 14 " Automobile machinists' helpers 10 " Platers and picklers 15 " Chain makers 15 " Chain makers' helpers 2 " Rivet and bolt headers 10 " Toolmakers 10 " Brass moulders 8 " Railroad truck builders 8 " Brass foundry hands 8 " Screw machine operators 7 " Brass finishers 7 " Chain link cutters and coilers 6 " Bolt threaders 5 Machine assemblers 5 " Boiler makers. . . .• 3 Bulldozer operators 3 Bulldozer operator helper 1 Core makers 2 " Emery grinders 1 || Pipe cutters 1 Cupola man 1 Total 1.302 " Fitters and Reamers; Passenger and Freight Car Construc- tion. Fitters and Reamers place steel plates and bars in position for riveters, who fasten them permanently in place. This is rated as semiskilled work. A general knowledge of car construction, ability to receive orders and read blueprints and physical strength are the primal qualifications for success in this work. 18 INDUSTRIES AND SCHOOLS OP HAMMOND Finishers and Trimmers; Passenger Car Construction. Such workers cut and fit wood and. steel parts used throughout the inside finishing of steel cars: the doors, partitions, panels, etc. This is a highly skilled work. Machinists. About 23 of the machinists in Hammond manu- facturing, establishments were employed for purposes of machine installation and for its repair, upkeep and adjustment. Among plants so employing machinists were those engaged in printing, in manufacturing chains, glue, belting and in food preserving and distilling. However, the greater number of machinists were engaged in metal working, involved in production in these lines : car making and repairing ; manufacturing electric motors ; gen- eral machine products ; dies ; tools ; wheel boring ; axle turning ; etc. Such work requires men with a wide knowledge of all aspects of their trade. The description of machinists' work in Richmond applies also to the work of Hammond machinists: "Finishing eastings and forgings to size, and erecting and repairing machin- ery. Bench or vise work, machine work, and floor work are involved in these processes, which include chipping, drilling, tapping, reaming, turning, facing, boring, planing, cutting gears and scraping bearings. The all-around machinist is skilled in the use of hand tools and in the operation of lathes, drillpresses, ream- ers, planers, shapers, vertical and horizontal boring miUs, gear- cutting and other special machines. "* A number of young men are employed along special lines in the making of parts for elec- tric motors, other machines and devices. Such work involves the continued use of the drill press, punch press and automatic or semiautomatic machines. These young men need much supple- mental training and experience before they can become machin- ists. Riveters and Buckers; Car and Car Parts and Boiler Con- struction. Riveters fasten together permanently metal plates, beams, and siUs by means of red hot rivets, with hand or pneu- matic hammers. Buckers hold the rivets in place by means of a heavy bucking iron or plate, while the riveters shape the rivet head. Tinners and Tinsmiths; Car Construction. This work in- volves the use of tin, brass and sheet metal as applied to car roofs, lamp ventilators, metal water coolers, wash basins, drains and * Chart on Metal Trades, Richmond Survey. Ibid. THE INDUSTRIES OF HAMMOND 19 sheet metal parts in refrigerator cars. Surgical and Hospital Supplies. Tinsmiths are also employed in the manufacturing of metal receptacles for dental chairs, hospital equipment, etc. The vvork involves the shaping, soldering and brazing of tin, copper, and brass, according to samples, patterns and drawings and re- quires a high grade of skill. Cornices and Heating and Roofing. As related to cornice making, roofing and heating plant installa- tion, work of tinners and sheet metal workers involves a rougher grade of work but requires a high degree of skill. Heaters. Heaters usually are young boys with working per- mits, who are employed in the manufacturing of scarf link chains, in placing and removing these links in the gas furnaces ; and in the manufacturing of bolts, in heating iron bolt bars previous to heading. In car construction, this work involves heating rivets, iron plates, etc. Heater boys working on scarf link chains may become chain makers; in the manufacture of bolts, young boys starting as nutters may become heaters, then threaders and then headers. Punchmen. This work involves punching holes by means of a power punch in iron plates and bars used in car, bolster and brake beam construction. It is rated as semiskilled. Instrument Makers. The work of instrument making in- volves forging, fitting, filing, riveting, tempering and sharp- ening high grade surgical and dental instruments. Each in- strument maker follows an instrument through all the various processes. A high degree of skill is required, and workers are recruited from among key fitters and locksmiths of wide experi- ence usually having been trained abroad. Blacksmiths. Work of blacksmiths involves shaping iron and steel to size. In Hammond, in addition to those engaged in re- pair work in small shops, blacksmiths are employed in plants manufacturing chains, surgical instruments, mattresses and car and ear parts. Coil Spring Makers. Men of several different trades are em- ployed in the production of coil springs for railroad cars, viz. : Bradley hammer operators, spring coilers, rollers, pressmen and spring testers, and all are rated as skilled workmen. 20 INDUSTRIES AND SCHOOLS OP HAMMOND Bolster Makers. Bolster making embraces the trades of ten- sion plate and channel benders, hammermen, punchmen, together with other work rated as unskilled day labor. Shearmen. These are employed in the operation of shearing machines in cutting plates and sheets of iron for car and elliptic springs construction. Their helpers receive the cut plates or bars and may become shearmen. Polishers and Buffers. This work is included in the process of making surgical and dental instruments and in the manufac- ture of brass foundry and machine products. It requires the skill- ful use of aU sorts of grinding, polishing and buffing wheels. Sheet Metal Workers. These men are employed in the manu- facturing of cornices and the installation of heating and venti- lating systems, but as here listed are engaged primarily in work known as bench sheet metal work, incident to the production of metal hospital cabinets, operating tables and hospital furniture. This includes a wide variety of processes, such as shaping, filing, fitting pieces of metal, riveting, welding and soldering, as well as fitting hinges, catches and locks, and requires a wide experi- ence and great skiU. Elliptic Spring Makers. In the manufacture of this product a number of trades are involved, such as trimmers, banders, roll- ers and elliptic spring makers, the last two mentioned being highly skilled. Welders. This work includes fastening together metal plates by the electric spot process, or hand welding, by use of the acetylene flame. It is one of the processes involved in the manufacture of cabinets and hospital supplies and also interior car construction, and is rapidly doiag away with riveting for these purposes. Iron and Brass Moulders. Taking into consideration the im- ■ portanee of the metal industries in Hammond, there is relatively very little metal moulding. It is customary for many estab- lishments to have the necessary castings made in Chicago, or in branch establishments located elsewhere. The iron moulding done in Hammond consists of making parts for potato machinery and miscellaneous foundry products. The brass mouldiag is for a diversified liae of brass goods. Automoiile Machinists. Automobile machinists and repair- men are employed in five Hammond garages. Their work con- THE INDUSTRIES OP HAMMOND 21 sists of making repairs, adjustments, replacing parts, etc., and may require the use of the lathe, drill press and other machines. Platers and Picklers. Electroplating is one of the processes in the production of surgical and dental instruments and brass products. The work involves the preparation of the liquid, clean- ing and immersing the part to be plated, making electrical con- nections, etc. A general knowledge of electricity is essential. Chain Makers. The work of chain making embraces chain coiling, link cutting, scarf link chain making and hand link chain making, as well as the work of the heaters and their helpers. The makers of scarf link and hand chains are highly skilled, as they must possess a knowledge of the proper heat necessary to good Avelding by means of hand or semiautomatic hammers, and skill in actual welding. No electric chain welding is done in Hammond. Scarf link heater boys may become scarf link makers, and the same holds true of the helpers employed by the hand link makers who may become hand link chain makers. Rivet and Bolt Headers. The heading of rivets and bolts is done by placing the heated iron bar in the jaws of a machine and applying the power which operates the automatic heater. Tool Makers. These men are highly skilled and are employed in three of the large Hammond establishments to make special tools and to keep tools in repair. Truck Builders. The building of trucks for passenger and freight cars consists of assembling the various parts of trucks, such as journal boxes, bearing metals, bolsters, sills, arch bars, brake beams and wheel axles. Eepairing of trucks is also in- cluded in their work. Screw Machine Operators. Screw machine operating is re- quired in the manufacturing of certain surgical instruments and hospital apparatus, and includes the operating of automatic or semiautomatic screw machines. This work involves mounting tubes or metal stock and the appropriate die or tool, and controll- ing the machine by hand lever. Such work is rated as skilled. Bolt Threaders. These are usually young men promoted from nutters, their work being to mount bolts in the jaws of the automatic threading machine, and with hand lever apply revolv- ing cutting die to the bolt shaft. 22 INDUSTRIES AND SCHOOLS OF HAMMOND Machine Assemblers. In this connection, the term assemblers refers to semiskilled men who are engaged in the assembling of parts for potato planting and agricultural machinery. Boiler Makers. The work of the Eichmond boiler maker, as described in the Richmond Survey, is similar to the work of the Hammond boiler makers: "Plates are laid off to size and shape; rivet holes located and punched ; punched plates sheared to size and shape and run through rolls which give a circular form-. Where butt joints are made, plates are chipped and planed to fit, butt straps placed over joints, bolted in position and holes in plates and strap reamed to match. Eivets, heated red hot, are inserted from the inside, held in position by bucking irons and headed up by hand and power hammers. ' '* § 2. Woodworking Trades and Pursuits "Woodworking trades and pursuits as carried on in the manu- facturing plants of Hammond include the following : Car builders 241 Males Wood machine hands 80 Cabinet makers 52 Carpenters 44 Pattern and template makers 17 Coopers 15 Boxmakers 12 Veneerers 5 Total 466 Car Builders. In Hammond, ear builders are engaged in the construction of new freight ears and the repairing of old ones. A difference should be noted between a car builder in the con- struction plant and a car builder and carpenter in a repair shop ; the former is an assembler of parts, while the latter is a carpenter' within. the general definition of the term, doing both construc- tion work and high grade repair work. In the Hammond plants, car builders are listed as stringermen and floor layers, roofers' doormen, trimmers, reamers and framers and siders, and car re- pairers as roofers, bodymen and doormfen. A well-trained car- penter may soon become adapted to building and repairing wooden freight cars. * Ibid. • THE INDUSTRIES OF HAMMOND 23 Machine Wood Workers. Car Shop. In mamifacturing and repairing of wooden freight cars, machine woodworking involves ' ' Getting out material used in repairing, etc., by operating such machines as the following : circular saws for cutting off, ripping and sawing angles; band saws for cutting angles or irregular shapes; scroll saws for sawing curves and scrolls; planers for cutting to required thicknesses ; joiners for straightening, smooth- ing and beveling edges ; mortising machines . . . . ; tenon ma- chine . . . . ; moulding machines . . . . ; shapers . . . . ; sand papering machines, lathes, boring machines . . . ., etc. ' '* Wood machine workers are employed in piano factories where the same machines are operated, but a much higher degree of skill required. The workers shift from one machine to another as their work requires. They are also employed in the manufactur- ing of furniture and invalid chairs, where work consists of getting out parts from rough stock. Cabinet Makers; Passenger Car Construction. In passenger car construction, cabinet makers do all the high class work neces- sary in finishing the interior of the car, which requires great skill and accuracy on the part of the worker. They do the paneling, moulding, and door fitting, and, on steel cars, cut and fit and apply steel and brass moulding. Furniture Making. In this line cabinet making involves shaping, assembling, fitting and fasten- ing wood parts in the construction of desks, cabinets and chairs, using bench hand tools. The Hammond cabinet maker must pos- sess a high degree of skill. Piano Making. In this industry cabi- net making embraces all phases of making and assembling the ease and sounding board. Such work requires a general knowl- edge of the principles of cabinet making, with particular refer- ence to piano construction. Carving is at times also involved. Carpenters. In the Hammond manufacturing plants, carpen- ters are engaged in repairing and upkeep work, and while such men are classed as carpenters they are not employed in building construction, in the ordinary sense. Pattern Makers. Considerihg the place of importance held by the metal trades in Hammond, there are relatively few pat- tern makers employed, as most of the work of this character is done elsewhere. There are some pattern makers, however, work- ing in a general machine and model plant and in a steel car estab- lishment. The work of the wood pattern maker is described in the Eichmond Survey. » Ibid. , , 24 INDUSTRIES AND SCHOOLS OF HAMMOND Coopers. Coopers are employed in repairing barrels and casks for the distillery and certain food-preserving establish- ments. This is skilled work. In Hammond this work is largely done by foreigners. Box Makers. Box makers are employed in making packing boxes for printing and food-preserving plants. The work consists of operating power cut-oflf and circular saw, automatic nailing machine and hand stenciling. The skill necessary can be acquired in a short period of time. Veneerers. The work of veneerers in furniture and piano factories consists of cutting, matching and joining and gluing the veneer to the stock ; then placing the veneered stock in a press which forces the veneel* tightly against the solid wood, after which the veneered wood is removed to a retainer where it is left until thoroughly dried. § 3. Printing, Publishing and Bookbinding Trades Trades cQmmg under the head of printing, publishing and bookbinding, as carried on in Hammond, are as follows : Printers (small job shops) 16 Males Pressmen 30 " Press feeders ; ■.■.'.■.■ 50 " 14 Females Foundrymen and helpers 19 Compositors 36 " Proofreaders ".'..'. 8 " Copy holders '.'.'.'.'.'. 5 ■• Linotype operators I5 " Apprentices (Composing Dept.) '.'.'..'. 8 Soft Binding — , ' ' " ' Skilled operators ■ 17 " gg " Semiskilled operators I9 << ^rjQ •< Foreladies .'..".' 4 ,, Hard Binding — Skilled operators 55 <■ g .< Semiskilled helpers, etc !.'.'.'.'.' 30 Foremen .'!.'!! 1 " Total '.'.'.'.'.'.2S6 " 257 Printers. In small job shops the work of a printer includes hand composing, press operating, etc., incident to printing book- lets, circulars, letter heads and other small jobs. Pressmen. Platen and cylinder pressmen must understand the adjusting of forms and plates to the press, how to regulate register and ink, and must supervise the work of the press feeders. Press Feeders. With the use of the platen press this wor]^^ THE INDUSTRIES OP HAMMOND 25 consists of feeding the sheets upon which the impression is to be made and removing the printed sheet. With cylinder presses, the feeder places a large sheet of paper against the fingers of the ma- chine and the printed sheet is automatically delivered, Foundrymen. Within the printing foundry various trades are included in eleetrotyping ; such as the moulder, who prepares the wax plates and makes the type impressions in wax by means of the moulding press ; the wax builder-up, who builds up hollow spaces; the battery man, who attends to the actual eleetrotyping; the caster, who backs up the thin copper film with soft molten metal ; the finisher, who routs, patches and inserts ; the metal saw operator, who cuts and trims backed up forms; and the wood blocker, who fastens wood blocks to the backs of cuts in order to make them type high. All these workers are highly skilled. Hand Compositors. The work of a compositor includes set- ting type by hand for titles, tables, etc., and justifying and look- ing such matter in the chase. This work requires discrimination as to design and makeup, space arrangement, knowledge of ap- propriate types, etc., knowledge of English, punctuation, etc., also distribution of type, taking proofs, paging, etcl* Proof Reading. Proofreading is done by men and women, and consists of comparing the printed with the original copy, noting departures from the text and indicating corrections. Proof readers also mark sections which they think should be brought to the author's attention for rephrasing. Knowledge of symbols, of form make up, types and English are required.* Copy Holders. Young women are employed as copy holders and their work is to read the original copy to the proof reader. Copy holders may become proof readers. Linotype Operators. By means of the linotype machine, 3 line of type is composed, justified and east in one piece. Opera- tors must be able to operate machine with accuracy and speed, and make minor machine repairs, though linotype machinists are employed to make difficult adjustments. The linotype operators must also possess a knowledge of English, type designations and ' makeup.* * See CHart Printing and Publishing Richmond Survey. Ibid.- 26 INDUSTRIES AND SCHOOLS OF HAMMOND Soft Bookbindery Employees. In the "soft bookbindery" large printed sheets are folded and pages and sections of printed matter gathered together and sewed or wire stitched. In the case of pamphlets, paper or cloth covers are attached. Cases are made and attached in the hard bindery. Occupations requiring skilled men in the soft bindery are : the operation of automatic folding machines; trimming sections and books with power overeutters; operating round cornering machine and operating smashing ma- chine, by use of which books are reduced to the proper thickness. Skilled women are employed as inspectors ; as operators of auto- matic tippers ; collators ; sewing machine operators ; hand folders and point folding machine operators. Semiskilled occupations requiring women and girls, are cutters off from sewing machines; hand folders; wire stitcher operators; joggers for stitchers (the straightening of sections and placing in piles ready for stitch- ing) ; hand tippers, involving the placing of inserts and single cuts in place ; gatherers (those who gather up books and pamphlet sections in the proper order) ; and hand coverers, who paste cloth or paper covers on booklets. Semi and unskilled occupations, re- quiring young men, are folding-machine helpers, trimmer helpers, automatic covering-machine tenders, round-cornering-machine helpers, punch press operators and wrapper boys. Hard Bindery Employees. In the ' 'hard bindery" the sewed sections constituting the book or publications are rounded, glued, forwarded, and the case is made and attached to the book. Most of the operations and trades within the hard bindery require skilled men. Some of the skilled occupations and trades are the following: back rounding, involving the use of the backing ma- chine to round the back and make the front concave ; back glu- ing, the attaching of a piece of coarse fabric to the back of the book; forwarding and casting, that is, pasting the outside of the first and last leaves of the book to the cover and placing them between the boards of the case and applying pressure ; hand case making, involving attaching the cover boards to the covering fab- ric or leather with adhesives. Marbelling is highly skilled and involves mixing and preparing marbelling pigment in trough and dipping papers upon this fluid. Gilding, when related to gilding edges of books, involves mounting the books in the vise, applying sizing liquid, laying gold leaf and rubbing and burnishing, and is skilled work. Gold laying is done either by skilled men or women THE INDUSTRIES OP HAMMOND 27 and involves laying the gold leaf over those parts of the case upon which letter or decorative impressions are to be stamped. This work includes applying sizing, laying gold leaf and rubbing away waste gold after hot stamping, and is skilled. Press stamping involves mounting the metal die in the' stamping press, regulating heat and head pressure and inserting ease between die and press and operating the press. Indexing involves pasting indexing let- ters in the proper places on edges of books, places being indicated by grooves cut in sheets. This work is done by skilled females. Young men helpers are employed in back rounding, gluing, machine case making and press stamping. Such helpers may be- come skilled bookbinders. § 4. Pursuits Involved in Food Preserving and Distilling A considerable number of those employed in food-preserving plants and distilleries are rated as common laborers, and, there- fore, not included in this section, but under "Work of Laborers." Plackers and labelers 200 Females Glue spreaders 200 " Cooks 12 Males Soda water bottlers 3 Millers ' 2 Yeast makers 2 Spirit runners 2 Total 400 " 21 Packers and Lalellers; Food Preserving. In the food-pre- serving establishments women, including some girls working on permits, are employed in packing bottled goods, such as olives and pickles. Such work is rated as skilled in the sense that it requires a certain "knack" to arrange the products in the proper position. Labelling consists of pasting printed labels to bottles, cans and boxes. Glue Spreaders. Liquid glue is drawn from the vats into metal receptacles, where it remains until it becomes of a gelatin- like consistency, when the cakes are cut into slices. Spreading these slices upon frames covered with wire netting is called glue spreading. This is done 4»y young women, and is classed as semi- skilled work. It is undesirable employment on account of the wet condition of the floors upon which women must stand. The frames upon which slices of glue are thus spread are placed in evaporators and the glue when dry must be removed from the 28 INDUSTRIES AND SCHOOLS OF HAMMOND frames. This work is called stripping and is also done by women, and is unskilled work. Cooks. When related to food preserving, this work is highly skiUed, as it involves the use of steam copper kettles, control of heat, knowledge of time required for proper cooking, etc. Ex- perienced English cooks are oftentimes employed in Hammond. Cooking as related to the manufacturing of glue and gelatin, in- volves regulating the steam supply to huge wooden vats of stock, and is usually performed by laborers who become proficient with experience. Millers, Yeast Makers, Spirit Runners. These occupations are involved in the work of distilling and are of the usual order. § 5. Trades Involved in Piano Making.* The making and finishing of piano cases, sounding boards and other wood parts requires wood workers, and their work is de- scribed under the woodworking trades. Other lines are: Action regulators 12 Males Wire stringers 5 Tuners • 5 Player installers 5 Assemblers 5 Total 32 Action Regulators. This work consists of key fitting, rough and fine key regulating and requires great skill and several years' experience to develop proficiency. Wire Stringers. Wire stringers wrap, and attach piano wire around the poles upon the sounding board ; they also adjust the wire to a given tension by turning the poles. A skilled me- chanic may become proficient at this work. Tuners. This work consists of adjusting wires to the proper tension for the required pitch, and may be classified as rough and finished tuning, in either case being rated as highly skilled. Player Installers. The installation of player attachments in- volves mounting, adjusting and regulating piano players previ- ously constructed. * Other than those listed under wood and metal working. THE INDUSTEIES OF HAMMOND 29 Assemblers. The work of assembling, to which reference is here made, pertains to mounting various parts of the piano action in place and doing the work of preliminary adjusting. This in- cludes mounting hammers, keys, etc., to the appropriate frames and plates. Young men are usually employed for this work, and upon becoming proficient may be promoted to the action regu- lating department. § 6. Miscellaneous Electrical Pursuits Pursuits involving various phases of electrical work within Hammond manufacturing plaints include the following : General electricians 53 Males Electricians' helpers 1 Crane operators 22 Armature winders and motor assemblers. . . 13 Crane repairers 7 Assemblers of electrical devices 6 Total 102 Electricians. General electricians for repair, installation and unkeen nurnoses are employed in nine Hammond manufacturing 30 INDUSTRIES AND SCHOOLS OP HAMMOND broad enough experience for young men so engaged to become either proficient electricians or machinists, without supplemental opportunities for training and experience. Assemblers of Electric Devices. Young men are employed as assemblers of parts of various electric devices : pumps, vibrators, rheostats for surgical and hospital use. While this work is highly educative it does not afford a broad enough experience for de- veloping all around workers, unless supplemented by a wider range of experiences and a study of electrical theory. § 7. Steam, Pipe and Air Brake Fitters Steam fitters 20 Males Pipe and air brake fitters 36 " Pipe fitters and helpers 8 " Total 64 Steam Fitters. Steam fitters are employed in nine of the Hammond manufacturing plants, and their work consists of keeping lines of pipe in repair, and making connections to pumps, cooking vats and vessels, refrigerator and evaporator plants, etc. General steam fitters of considerable experience are required. Pipe and Air Brake Fitters. In connection with car construc- tion, pipe fitters cut, thread, bend and put together metal pipes and tubing and fit together the necessary parts for 'the trans- mission of air, gas, steam and water throughout the car. § 8. Millwrights and Repairmen Millwrights 50 Males Repairmen 1 " Total 51 Millwrights. .These men are employed in four Hammond establishments, their work being the lining up of shafts, placing machines, adjusting and repairiug belts, etc. § 9. Engineers, Firemen, Tenders, Etc. Stationary engineers 20 Males Engineers' helpers • 2 Firemen 33 Oilers ; 3 Water tenders 2 Total 60 ■ THE INDUSTRIES OP HAMMOND 31 The work of stationary engineers, firemen, oilers and water tenders employed ia Hammond establishments is of the usual order. § 10. Occupations in the Clothing Industries Sewing machine operators 125 Females Tailors 14 Males Tailors' helpers ,6 Cutters . 5 Total ; 130 " 20 " Sewing Machine Operators. Female sewing-machine opera- tors are employed in the making of men's shirts, surgeons' and nurses' aprons, and spring and mattress covers. In apron mak- ing, operations are largely limited to hemming, while in shirt mak- ing operations iuclude hemming, sleeve making, sleeve setting, collar making, collar setting, button-hole making and button sew- ing. In making mattress covers the work is limited to hemming. Tailors. Owners and employees of small custom tailor shops make men's suits, and none of the establishments employs, as a rule, over four men. Such work includes pattern and cloth cut- ting, basting, fitting and trimming, hand and machine sewing, pressing and finishing. § 11. Draughtsmen Draughtsmen 13 Males Blue Printers 2 Total 15 " The tendency in Hammond is to tave plans drawn in Chicago and in branch or main shops of Hammond plants, located else- where. Draughtsmen, however, are employed in designing de- tails for roof construction, involving the use of cement tiles ; in designing car parts, i. e., bolsters, brake beams, springs, etc, ; and in house, store and shop interiors showing plans for light and heat installation. § 12. Chemists Chemists 7 Males Beecker boys, etc 3 ■" Total 10 " Trained chemists are employed in deriving formulas for medi- cal productions, in testing, chemicals so involved, in testing chemi- cals used in making torpedo signals and in testing and rating various grades of glues and gelatins. 32 INDUSTEIES AND SCHOOLS OP HAMMOND § 13. Painters, Stainers, Enamellers and Finishers Passenger car painters 108 Males Wood finishers 41 " Freight car painters 14 " Painters and white enamellers 8 " Stencillers 2 " Sign painters 1 Paint mixer 1 ■" Stencil cutter 1 " Total ; 176 " Passenger Car Painters. The work of passenger car painters includes applying paint to the interior and exterior of cars, rubbing down, graining, varnishing, striping and lettering, all of which is highly skilled.* Wood Finishers. Eelated to furniture and cabinet construc- tion, this, work includes staining and filling, which is done by semiskilled men ; sanding, done by boys or semiskilled men ; and shellacing and varnishing, which is done by skilled men. Polish- ers and rubbers are also skilled, and in some establishments rub- bing on flat surfaces is accomplished by the use of the nibbing machine. In piano finishing a very high type of work is involved, requiring careful staining, varnishing and rubbing. Freight Car Painters. Freight car painters are rated as semi or unskilled workers, their work being to apply the paint with large brushes to the exterior parts of the car. Painters and White Enamelers. In the manufacturing of wood furniture and cabinets, paint and white enamel may be applied with either the sprayer or hand brush, such work being highly skilled. In white finishing of metal chairs, tables or cabi- nets, priming coats are applied and rubbed down by semiskilled- men, the final coat being applied by either sprayer or hand brush by skilled men. The enameled article is then placed in the baking oven. *See Chart Metal Trades Richmond Survey. Ibid. THE INDUSTRIES OF HAMMOND 33 § 14. Miscellaneous Pursuits Concrete tile moulders 52 Males Bed spring coilers and semiskilled operators in manufacturing springs and mat- tresses 50 " 10 Females Cardboard tube makers and instrument box finishers 3 " 17 Book inspectors 3 " 15 " Pill counters, weighers, etc 6 " Upholsterers 4 " Wire cutters 4 " Surgical, brace makers 4 " Belt folders and finishers 2 " Total 122 " 48 Concrete Tile Moulders. Concrete tile moulders are skilled men who place mixed concrete and reinforcing wires in metal moulds, tamp the mixture and smooth and color the roofing tile. Later, workers must remove tiles from the moulds and set them aside to temper and season. Workers must possess physical strength and endurance, must have knowledge concerning the proper consistency of concrete mixture, methods of tamping and inserting reinforcements, finishing, coloring and removing tile from mould. Bed Spring Coilers and Semiskilled Operators. Bed spring coilers operate the circular and running spring coiling machines, both of which are largely automatic; other semiskilled work is mounting springs, stretching woven mattresses between metal frames, binding edges of woven springs, etc. Boys on working permits may be employed in certain phases of this work. Cardboard Tube Makers and Instrument Box Finishers. Women are employed in making cardboard tubes and applying labels for signal torpedos. Instrument box and packing box finishing involves pasting wrapping material to the exterior of wooden, or cardboard boxes. Booh Inspectors. Book inspectors examine books and pamph- lets to discover imperfections in paper, binding or printing. Such work requires discrimiuation and is developed by experi- ence. - il lV,ere the great majority have WORK OF YOUNG PEOPLE 49 changed from one type of industrial work to another industrial pursuit of an entirely different nature, involving different mate- rials, skills and processes and different finished products. Classification of Work. Upon the basis of the present occupa- tions of boys and girls in Hammond, work is classified as noted in Table 18. Attention is called to the marked preponderance of industrial workers. TABLE 18 Classification of Work of Hammond Boys and Girls imder 17 Years of Age KIND OF WORK Boys Girls Total Number Per cent. Number Per cent. Number Per cent. Industrial 42 13 2 3 5 2 62.8 19.4 3.0 4.4 7.4 3.0 54 19 6 "i 1 7 1 60.6 21.1 7.0 1.1 8.0 1.1 96 32 8 3 5 .2 1 11 'I 61.6 Clerical — office 20.6 Clerk in store 5.1 Delivery bov 1.9 Messenger boy 3.2 Errand boy 1.3 Houseworker — domestic . Waitress .6 .6 Store wrapper 4.5 Cash girl .6 Total 67 100.0 89 100.0 156 100.0 The following tables contain detailed records of the school and working history of the boys and girls now at work in Ham- *mond. From the facts of school history retardation may be computed. 50 INDUSTRIES AND SCHOOLS OF HAMMOND M (D ID ^ ° § J3 "^ o - 0> -R cJ t- ^ ;§^~ lis « a ^ «>• o^ .a o >■ 08 < 1 bindery. . helper, bindery . -^ 2 i -S • ■%£ C3 >> t<_5J o o Tj ^ O g,T3 ta 3 3 in f-* ^ d o ;^^;^^^oS M ;L,q ;:,;L,^Q;i, 'O -^ c^ OOOl-* -OiOfN £°o T-H T-H ■ T-l I-H C^ 1 ^^^ ■o _ s-S •-■§ T}( cq i>iM 00 cc oi 5^ S^ rH CO s« 13 M tOTtI -crxMoi s 12; .a o .-l.-(CO -lOlffl^ s M_ "1 > 9 t^ i-l 00 1-t 05 Oi o S-g Cq t-l COi-l CI 1 gtn J3" 1 ^ -d^ ■i "fi is ■3 O'is p 0:3 a . O & «"^ S'" S Ja^ JU - o 6 Ph P-iPh o s §■ fi Cq T-t U5 CO T-l So 1 r-lT-l ^ « a™ !« "^ "* -^ -^ -^ Tt< -^ < >— 1 T— t i-H f-H T-i t-H i-H ^6 ■-I (N CO Ttl 10 «5 t- §t^ ^ tH •CO ■oS So. S.S ■°So .S . t SI all AJ. I I §> as ■o.'S a-o -i? Sj3 ft© .§1-° S°| C t. o SS MP ^ U }. ^ —-3 ' 1^ tt bi S o ? P a ■gg.sg J;m WORK OF YOUNG PEOPLE 51 -*j -f= P. D. 5) a> ■a 13 ja >> !=) Oh o ►^ 'o'S '■§ ■J3 fflri {uSScuajaJ fH^^oJoj© ■■^Stj o ™ mOto .ggmoo O £. CD 1 ■a 1 % •3 H 2 o a i o PART 2 Age Who s-i . .» ^» « 02 .» * 0Q^C!4f « E^ • -Mfrii-ii-io -Mi-iOKO *-*'-' ■ • ■fl 111 o £§ o IM?-ieO (M (M • i-f t-l s-^ H)*^ (M " t3 .n as a 15 ft Ttno 03 T-i o> -S to cn iM i-i "S ■* ■■*■* -OS <=^ « ^ • ■ i3 rll i-iOS»-(C01>i-HO^d50ii-lt^050ST-HOSC003 t^ CO tH CO T-t CO CQ t-H T-H .-I (N T-H T-H CO t-H (N rH T— 1 g" ^^^ ■o (M tj Td s s ^^,iaj3 pijjdjdpid ,aja.djd,d,d O s i Pi e rg o o o cS o o o o^ p p p p p p O 0) C Ss§Se§"'^§s^°°Si§ssas P5 6 Ph(1iPliPh PhFLiPLiP^ ;i< Ph Ph Ph fl< Pk g o fl g CO ■* CO o >-no r~ ■* -oiNt-iowro •—i w rt i-H -i-H T-l -T-l D IB a m ^ ■^m-^Tt-Q0050T-l(NCOTtHlOCOt* oz ?.:3 O W Iz; 2 z 52 INDUSTEIES AND SCHOOLS OF HAMMOND i s^ -S d h • ^ a ■§ S S Q.-S? 1^ • ta -S ojm 1 t- ^ --g ^ ^11« ' ^ 1 iU - -sssl g l^.lf^, i H W g •3 1 1 a o g ^ 03 g"-? ^5 J 1^ s i i sii o sjl i-s-a-s i jHO^Htt~«C<>C<500(NO(N (5 ,-1 ■ ■ (M rHrt 1 ■a 3° o ac |i O5O5eOt-TlC<31>l>r-(O)COa3O:O100(N00O5COa>IMOS PQ oj i-ti-li^ CO i-H CO 1-t i-H T-t i-( rH N M »-t r-i t-H t-t i-H CO s" N S "o ■o TS o Q ■S ^ja'-d ^^M^ ^^^M^MM ja j:3 ,15 S S Pi § S5 S"^ § § § §"S S S S ^ § S SS ^S? S3S § W o rt " PhPhPh PuPuPhF^ Ph Ph P-i PM Ph Ph Ph Ph p^ Pl, .9- 1 ^-l"5— lOC-nfflMJOO-HOOOCOeOOSCJ 5; o •^1 S M a» i i ■ ■ J J ■ —^ ■ ' ■ » ■ J , 1 1 ^ 1 J t t , < ;S ^H»— 1»— l^Hi— tt— tr— Ir- li— li— t^Hi— It— lrH»-Ht— 1 »— ) f— | rH t— 1 r-1 f-H rH ^^ f-lMCO-^lOOt^OOOSO^-lNOO'^irScOt^OOCSOi-HNm «z ,-),-lrHT-4rHr-l,-l,H,-li-l(N(MCqes| WOEK OF YOUNG PEOPLE 53 o l-» o E-i 2 W <0 > w o H ir5 ■i-HCqCQlN T-ii-(F-l (N N P CD ©•"3 . . J M t~ ; 00 M -^ ■* T-H -^ -^ 00 00 t-< 1-1 00 00 00 IN (i,>-3 ■* t- -eoi^m • ovs .-ieO(M(Meo (Mi-ico eo -co .-i • >< s" ^"^ rt ■O , o c -Si ji jn MM^^ M rd jsjd ,ij 1 1 J 3 pL| Ph PhPhPLiPh (1( Ph PhPh p^ o o 2 ll 5 1 »H ^H i-H i-H i-( O 00 iH CO 05 «0 t^ -COlOf-H • tH I— 1 I-H tH T-( »H « r >< •* CO CO tH CO to ■* CO ■* lO CO ■* -(M-*-* • ^s i-i(McO'*ioeot^ooaio^ t- P m o III! .3 a 1 «.3 0) 03 03 aa-s O o « M.S la 03 ai . 04^^ ■ifll t* ? oa o [n Elementary Industrial Work. Boys and Giris 1 >. si S ® s S — . 03 .--1 ™ o t-F^ OS I 00 1 i 02 a 03 02 'a 02 a - CS m •* «o CD '1 PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 77 .1-3 3 D. h o £ t>-^ Oi t> CQ O 3 bL DO o3 ^^ a; , OS ^ m o a^ o m 2 — 00 0) .^ o3 00 O).^ OS (N ^ K! U -isoa S 5 . " • S 03 o3 ^ O "** op fe c3 -S^CQ 2 . o •S t» 03 63 a CO u a tZ2 • is S K <« ra TO (D •9 M (1) iJ B"* 2 S "=■2 2 S t1( acQ-is g OS'S as SQ-S CD 3 .a«^ s Jill 00 go Ma? a 03 ^t| — a WO"o ai a&^ cl. a^ ...a bC 03 WO o cm -H a'o CO -H S >=* S CS^ CD •sg-J CI m C3 ^ 03 "^ ^H m r- fajD 03:73 OQ (N a"3 00 rj * 03 '^ t* m ~ bO ^^ n OQ "* al3 2-i^ .. 2 """o^ ZJ-^ Ho 3 o m =3 5 a o 78 INDUSTRIES AND SCHOOLS OP HAMMOND The elasticity of the system is indicated by the fact that during the school visits, no two classes of the same grade m different Schools were observed doing the same type of work. Such elasticity is certainly commendable and will make possible necessary changes with a minimum of readjustment. At pres- ent, with the exception of the Franklin School, aU eighth grades in the city are located in the Central School, which is also occu- pied by the High School. Administration, of Courses. The various courses are taught and supervised as indicated in Table 37. TABLE 37 Teaching and Administration of Courses Subject Grades in Which Taught Elementary In- dustrial Work. . , Elementary In- dustrial Work. . Drawing Drawing. Drawing Knife Work. Shop Wood-work. . Mechanical Draw- ing Mechanical Draw- i ing Sewing Sewing. Cooking . Cooking . 1st, 2d, 3d 4th, 5th 1st, 2d, 3d 4th, 5th, 6th, 7th, 8th High School 5th 5th, 6th, 7th, 8th (High School) 7th 8th, High School. 5th, 6th, 7th 8th & High School 5th, 6th, 7th Teacher 8th & High School Class Teachers . Class Teachers. Class Teachers . Class Teachers . Art Supervisor. Class Teachers . Spec. Teachers. (3 men) Wood-shop Teachers (3 men) Spec. Teacher. . (1 man) Spec. Teachers. (3 women) Also teach cook- ing. Spec. Teacher. . (1 woman) Spec. Teachers. (3 women) Also teach sew- ing. Spec. Teacher.. (1 woman) Supervisor Primary supervi- sor. Art Supervisor. Primary Supervi- sor. Art Supervisor. Art Supervisor. Shop Teacher. (1 man) *No Supervision save as principals exercise this function, work being planned in conferences PKESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 79 PART 1. ELEMENTARY COURSES Drawing, Grades 1 to 8. In the first seven grades drawing is taught by the class room teachers, being supervised and directed in the first three grades by the Primary Supervisor, and in the other grades by the drawing supervisor. A depart- mental teacher has charge of all the eighth grade classes, and ' her work is directed by the drawing supervisor. Sixty minutes per week are allotted to drawing in all of the first seven grades, and eighty minutes in the eighth. The work in drawing in the first three grades is very closely related to other units of subject matter. The following brief extract from a section of the course of study prepared by the primary supervisor indicates this organic unity in the course. First Grade, Types of Homes and activities centering about them. 1. Modern home: a. Members of family and their duties in, or for the home, showing interdependence. Illustrate with blackboard drawing, crayons and paper cutting. b. The home as worked out in making of the playhouse: ar- rangements of rooms, lighting, ventilating, etc. Decoration of the house: make wall paper by tinting plain color or make striping by using ruler, or make simple-all-over pattern. Make border of simple unit. (See outline for arithmetic and special monthly outlines for art.) Paint exterior of house. Discuss color as to beauty and to dura- bility. ' Furnishing: measure rooms to determine size of rugs needed. tTse rugs made by third grade for living room. Weave mats, first of paper, then of rafiia or rags using card-board looms. (See "Arithmetic" outline.) Design linoleum on squared paper. Make curtains of thin cloth or lace. Hem with running stitch. Make necessary dishes of clay (free work) after having had directed lesson in making balls and bowls. Cut people to live in house from plain paper or from pictures. Some of the fathers or older brothers work in grocery stores, canning factories or other establishments relating to food distribu- tion or preserving. The question "Where does the food come from?" leads to the study of the farm as the general source of supply of fruit, vegetables and grain. The more detailed work of harvesting and milling is left for the second grade as the children can use the corn and wheat grown in their own gardens and so complete the cycle. The first grade study therefore will be concerned with the work about the house; the gathering and storing of fruit and vegetables and the care of animals. Make farm scene in sand table, folding house and barn from paper, and make clay animals and people. Mold fruit and vegetables with clay. If possible make butter, cheese and cranberry sauce. Use at Thanksgiving time. 80 INDUSTRIES AND SCHOOLS OF HAMMOND It will be noted, that the drawing units are really an organic part of the experiences of the children. The same spirit and purpose is embodied in the course for the second and third grades. In the grades fourth to eighth, illustrative drawing of na- ture subjects from life and memory, color studies and design are appropriately introduced. Construction problems involving paper and cardboard in box making, simple bookbinding, etc., are also provided in each of the grades. Illustrative drawing is related to language and history work, and these subjects fur- nish the themes. Provision is also made for picture study. The following outline prepared by the drawing supervisor for the fourth grade for December is typical of the course in drawing ill the upper grades. Lettering Lettering of names and addresses as suggested in the "General Notes." Use capital letters only. Design and Handwork 1. Single section book to contain an original story. The in- side leaves may be made from ■writing paper, the cover from drawing or rag paper, with appropriate decoration; conventionalized units derived from holly, evergreen trees, etc., adapted to problems. 2. Christmas greetings and mottoes. All the letters to be single line. The first letter of the word may be drawn one-third higher than the remaining letters. Simple decoration. 3. Christmas post cards. On %" checked paper 3J4"x5%" cut designs. Color with crayons the plain side of the cuttings. Mount on post cards. Use holly wreath, basket, bell and mistletoe .J in designs. 4. Other Suggestions: Toys and seals, blotter tops, etc. Illustrative Drawing Stories of the season, language and history work. Picture study. The construction work in bookbinding and folder making in the seventh and eighth grades has art significance and might be organized so as to have industrial significance. Aside from the relation existing between the art and construction work as car- ried on in the class rooms by the class teacher under the art supervisor, there is no relation between the work in drawing and design and shop work for boys, and the sewing work for girls. This constitutes a deficiency from the standpoint of drawing, shop work, and sewing. PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 81 Industrial Work, Grades 1 to 5. The courses in industrial work in the first five grades are taught by the regular grade teachers, with the exception of those schools where fifth grade boys pursue shop work and fifth grade girls sewing and cook- ing. This work is planned and supervised in the first three grades by the primary supervisor and in the fourth and fifth grades by the art supervisor. The time allotment is sixty minutes per week, but in the first three grades, owing to the close correlation of the industrial work with other subjects, the time scheduled is not absolutely followed in a period defi- nitely set apart for this work. The course in the first grade includes projects in pAper: booklets, envelopes, valentines, and playhouse fumitiire; proj- ects in clay: fruits, vegetables, animals, and bowls; projects in yarn ; rugs, etc. ; and in addition, other materials and projects related to special days and those growing out of furnishing the playhouse. Provision is also made for outdoor gardening in the spring months. In the second grade, paper is used in making booklets, envelopes, valentines, houses, barns, wagons, wind mills, etc.; clay, in making fruits, vegetables, animals, bowls, tiles, etc.; cotton roving, for bag weaving ; Germantown yarn, in weaving doll caps and muffs and raffia in weaving hammocks. Textile study is continued with experiments involving washing, card- ing, spinning and dyeing wool and in pulling cotton from seeds and twisting fibres. Mitten strings are also made by spool weaving. Outdoor gardening is included. The industrial work in the third grade involves the use of paper in making booklets, cards and envelopes ; clay, in making tiles and bowls ; yarn and cotton roving, in making rugs, etc. ; and grasses, twigs and leaves in weaving baskets and mats. These last projects involve gathering the materials and dyeing and preparing them for use. Provision is made for outdoor gardening. The work of the fourth grade involves the use of yarns and hand looms in weaving rugs and paper, and'cardboard in simple binding problems, such as clipping cases and book covers. The fifth grade work is largely limited to the use of paper and cardboard in simple binding, such as clipping cases and magazine covers. 82 INDUSTRIES AND SCHOOLS OF HAMMOND There is a close correlation between the industrial work and other subjects, the first three grades in particular ; for example, when the modern home is discussed in the history course, the playhouse is constructed and furnished in the industrial course. This particular unit is also closely related to the work in art and arithmetic. These relationships are so close and organic that the distinctions between the courses are difficult to deter- mine. Again, when the work of the primitive shepherd is being presented under the topic of primitive life, the children are en- gaged in washing, carding and twisting yarn. Later in the course, where modem industries and local history are discussed, handwork is adapted to these ends. In practically every unit of the industrial work in these grades, there is a close correlation with history, geography. Literature, drawing and arithmetic. Needless to say, this corre- lation reduces waste, vitalizes and strengthens every phase of school room activity and is to be commended. Knife Work in Wood, Grade 5. Knife work in wood is carried on in some of the fifth grades. It is limited to boys and is taught by the class teacher, a total of 90 minutes weekly being given to the subject. The work is outlined to the grade teachers by one of the shop teachers, who in turn present the plans to the children. The equipment for this work includes knives, try- squares, sand paper, tack hammers, pliers and stains. Soft wood is used and projects include plant labels, calendar mounts, match scratchers, chairs, tables, and sleds, none of which are large or strong enough for actual use. All of the period is devoted to manipulative work, there being no related design or study of materials. The value of this work is to be seriously questioned ; first, be- cause it is in no respect typical of any phase of industry, save toymaking, and thus cannot assist in developing industrial in- telligence ; second, it is entirely barren of any form of content, such as study of materials, manufacturing processes, hours of labor, wages, etc. ; and third, the product is of little practical value even to the children. Shop Work in Wood, Grades 6, 7 and 8. The shop work in wood begins in the sixth grade but in some schools the fifth grades are included. In the sixth grade, one full morning weekly or 180 minutes, is given to this work, and in the seventh, a fuU morning or afternoon is evenly divided between wood shop work and mechanical drawing, thus allowing 90 minutes weekly to PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 83 each. In the eighth grade, the equivalent of a fiill half day, morning or afternoon, is given to shop work. This work is carried on in five shop centers and taught by three men teachers, school trained, with no trade or commercial shop experience. The five shop centers, La Fayette, Irving, Franklin, Jefferson and Central, are equipped with wood working benches, bench and general tools, in addition to which there are a power combination wood working machine and two speed lathes in the La Fayette school, two power lathes in the Irving School and a power plat- form saw in the Central School. The wood working courses are of the traditional order and consist of exercises and simple projects, involving measuring, planing, sawing, nailing, gluing and joining. In the sixth grade these projects and exercises have been constructed : squar- ing a board, boriag, making coat hanger, spool holder, counting board, scouring board, coat and trouser hanger, broom holder, and knife and fork box. The seventh grade projects include towel rollers, pen and ink stand, sleeve board, book rack, foot stool, picture frame, tabouret with cross lap joint and small magazine rack. Among the eighth grade projects are the camp stool, magazine stand, pedestal, umbrella stand and medicine cabinet. Joining and finishing are appropriately introduced in the proper grades by these projects. In the La Fayette School, where two speed lathes are included in the equipment, the larger seventh grade boys use them on vari- ous woodturning exercises, such as cylinders, beaded forms, chisel handles, rolling pins, etc. In this school, larger boys are per- mitted to operate the band saw unit of the power wood worker, and the other machines are used by the instructor in preparing stock for pupils' work. The same woodworking course is followed in the eighth grade, and in this grade some of the mechanical drawing is related to the shop work. In none of the grades is there any relation be- tween the shop work and any phase of design. In none of the grades in which shop work is taught is there any study of mate- rials, manufacturing processes, modern industries or industrial life of any sort. The shop work observed was of a high order from the standpoint of excellence of product and interest of pupils, but was of exactly the same scope and character as found in most cities and towns in the United States. A better adapta- ' tion to the needs of Hammond is obviously required. 84 INDUSTRIES AND SCHOOLS OP HAMMOND The statement of the purpose of this work, however, as ex- pressed in the introduction of the mimeographed course of study, is modern in conception : "The purpose of the work for the boys in the seventh and eighth grades is to give them a knowledge of industrial practices and processes, and a knowledge of as many in- dustries as possible. The child who must leave school at fourteen should here learn the kind of work in which he may hope to succeed, and the demands which this work will make upon him. The child who might leave school at four- teen because of lack of interest in school work may learn that the work which he craves is not what he imagines it to be, and that to succeed he must become better prepared for that work. This course is not opening the door and pushing the child into the industry but it enables the child to make a more intelligent choice of occupation when he open^ the door for himself." In order to realize this purpose, however, materials other than wood must be used, projects must be typical of modern industry, related industrial and social content must be introduced, pro- vision must be made for shop and factory visits and shop teachers must have industrial experiences wider than can possibly be attained through school manual training courses. Mechanical Drawing, Grades 7 and 8. Mechanical drawing is introduced in the seventh grade, is limited to boys, and taught by the shop teachers in the shop, except in the Central School where the mechanical drawing room is used, the instructor being the High School mechanical drawing teacher. In the eighth grade 90 minutes per week is given to the work, which is ap- proached from a purely academic, systematic method and in- volves ruling lines: horizontal, vertical and diagonal; simple projections and lettering and plan drawing. There is little rtlation between this work and the shop problems. In the eighth grades, two 90 minute periods are devoted to mechanical drawing. In these grades some geometric and lettering exercises are intro- duced and much of the work is related to actual problems of making working drawings and estimating bills of stock for such projects as card holders, broDm holders, bookraeks, door details and library tables. Drawing to a scale other than one-half is here introduced. Units of building construction, such as cornices, etc., are drawn, the final problem being a floor plan and eleva- tions of a cottage. The work observed in the eighth grade was of an especially high order, as plans were well thought out and splendidly executed from the standpoint of lines and lettering. PEESENT INDUSTRIAL, HOUSEHOLD AND AET COURSES 85 Further extension of the relation between the mechanical draw- ing and shop work, would prove beneficial. Cooking, Grades 5 to 8. In the fifth, sixth and seventh grades, one full morning or afternoon is divided between cooking and sewing, and in the eighth grade, two 90 minute periods weekly are given to cooking, and this work is required of all girls. This work is carried on in cooking laboratories in seven centers: Wallace, Lincoln, Eiverside, Irving, Franklin, Washington and Central and is taught by special teachers, who, with the exception of the eighth grade and High School cooking teachers, also teach sewing. All cooking laboratories are located in the basements and some are equipped better than others. Quoting from the outline of Domestic Science now in use : "In the fifth and sixth grades the work Is largely cook- ing, with little attention to the science of the work, but ■with considerable correlation with geography and nature study. In the seventh and especially in the eighth grades, considerable time should be devoted to the science underly- ing the preparation of food. Experiments should be made to show the chemical action of cooking foods." In the fifth grade the care and use of the stove is considered and projects involve boiling and baking potatoes, canning fruit, preparing vegetables, cereals, doughs and batters, beverages, soups, meats, milk and eggs, and dried fruits. The sixth grade outline includes consideration of personal appearance, hygiene, care of aprons and towels, etc., and the preparation of starch foods, cereals, soups, meats, milk and cheese, eggs and special summer dishes. Weights and scales are studied in some seventh grades and more dif&cult dishes are prepared. The work in the eighth grade involves the study and applica- tion of principles of chemistry to food preparation, the study of the sanitation of the home, personal hygiene, as well as many projects involving actual food preparation. The work in Domestic Science as outlined and carried out is considered of a high order, well adapted to the community ; first, because as stated in the opening paragraph under the course of study, it is introduced and taught in the early elementary grades in those districts of the city where young girls are actually engaged in caring for homes ; second, a study and preparation of all the fundamental foods is introduced in the fifth grades and this is especially important in Hammond as many girls are eliminated in the sixth grade ; and third, all problems are very 86 INDUSTEIES AND SCHOOLS OF HAMMOND practical, and are well adapted to the needs of the average home. In some sections of the city, domestic science teachers and pupils frequently prepare lunches for the poor children of the district, and domestic science teachers often meet with Mothers' Clubs and the Women's Department Clubs for the purpose of helping them with practical problems in home making. This ex- tension of the work of the department is to be highly commended. Sewing, Grades 6 to 8. The work in sewing, while ordinarily starting in the sixth grade, is begun in some schools in the fifth grade. In the seventh grade, one fuU morning is evenly divided between sewing and cooking, while in the eighth grade, two 90 minute periods weekly are devoted to this work. Instruction in sewing is conducted by the cooking teachers in the cooking rooms with the exception of the Irving and Central Schools in which there are sewing rooms, and the Central School where the work is taught by the High School sewing teacher in the sewing room. Lack of adequate facilities, such as rooms, tables and lockers, con- stitute a serious drawback to this work. The course of study involves the dressing of dolls and articles of clothing for children as well as decorative and art craft proj- ects. Textile study, cost estimating, etc., is included in the course. There is but little relation between the work in sewing and design. PART 2. HIGH SCHOOIi COXJKSES Shop Woodwork — Boys. The shop courses iu wood are open, upon election, to boys of any High School class. Two 80 minute periods, the equivalent of one full half day, is devoted to this work, which is taught by a special teacher. The room is equipped with woodworking benches, bench and general tools and there is a power platform saw in an adjoining room of the basement. Lack of adequate room, light, tools and equipment greatly handi- caps this work. There are at present four woodworking classes with a total enrollment of about 19 boys. Boys electing wood- working may also elect mechanical drawing, but are not com- pelled to do so. Each class is open to boys of any High School year, and may thus contain freshmen, juniors, sophomores and seniors, making the problem of instruction very difficult. The course of study is of the traditional order. Advanced boys are allowed to elect projects. As indicated above, while the work itself is commendable, a better adaptation to the needs of Hammond is obviously required PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 87 Mechanical Drawing. The work in mechanical drawing in the High School is elective, being open to all boys in any of the four High School years. Two 80 minute periods weekly are devoted to the work. It is taught in the mechanical drawing room by the mechanical drawing- teacher who gives all his time to this work. The work is handicapped, first, by lack of adequate floor space and light; and second,, because any class may contain freshmen, juniors or seniors. The first semester's work includes exercises involving the use of the instruments, geometric con- struction, free hand lettering, projection, working drawings, tracings, etc. In the second semester advanced projection occu- pies the greater part of the time. Subsequent work is related to machine design or architectural draughting, in keeping with the pupils' interests. All of the work observed was of a very high order of excellence, and especially commendable in view of the serious handicap of lack of equipment and grading of pupils. The earlier introduction of real problems would strengthen the course. Printing. Work in printing was introduced about the middle of January, 1915. A first class equipment, including platen presses, over cutter, type, cases, etc., has been installed. The Superintendent is to be specially commended in selecting a thor- oughly trained printer, and teacher, for this work. The printing course is open to all High School boys, regardless of grade, and five eighty-minute periods per week are devoted to the work. This department offers great promise for future development. Drawing and Design. Drawing in the High School is taught in the studio room by the drawing supervisor. The work is elec- tive, and is open to both boys and girls of any High School year. Two forty-minute periods weekly are allotted to this work. There are at present three High School classes with a total enrollment of about twenty-five pupils. Lack of adequate room, light and exhibit space and equipment seriously handicap this work in the High School. Lack of graduation of pupils in classes, also, occa- sions many difficulties from the standpoint of instruction. The course includes color study, design as applied to costumes, post- ers, advertising, etc. Girls electing sewing and boys, electing wood shop work may also elect drawing, but are not required to do so. There is no relation between the drawing and the wood shop and printing courses, and but little relation between draw- ing and sewing. With the introduction of printing, the need for 88 INDUSTBIBS AND SCHOOLS OP HAMMOND design, as applied to this craft, is obvious and^really vitally neces- sary. Cooking. Cooking is elective in the High School, being open to all girls in any of the High School grades ; 160 minutes per week is allotted to this subject. At present there are two classes enrolling about thirty pupils. The course comprises the study of simple chemical principles as related to food and the prepara- tion of foods. As each class is open to girls from any High School class the lack of proper grading is a serious handicap. The ab- sence of provision for a course in food chemistry constitutes a serious drawback. Sewing. Sewing work is elective in the High School, being open to any girls of any High School class, and 160 minutes per week is allotted to this work, which is taught by a special sewing teacher. While there is a sewing room, it is inadequate, and lack of floor space, light, tables, cupboards, etc., seriously hinders the work. The beginning course includes making simple garments, such as dresses, shirt waists and also textile studies. The more advanced course includes garment making, with attention to cos- tume design, cost estimating and textile study. While (here is some correlation between the High School work in sewing and design, an extension of this relation would prove beneficial. Household Physics. A one-year elective course in Household Physics is open to Junior and Senior High School girls. This work is taught by the Physics teacher in the physics room, and four forty-minute periods weekly axe 'allotted to this subject. About sixteen girls have elected the course. The course includes the practical study of heating and ventilating and plumbing systems, gas and electric meters, motors, electric irons and sewing and washing machines. This work is of great practical value and it is regretted that so few girls can receive the benefit of this instruction. PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 89 PART 3. EVENING SCHOOL COURSES Courses and Enrollment. The courses given in the evening school of Hammond may be grouped under four departmental heads ; general, including English, arithmetic and spelliug ; house- hold arts, including sewing, cooking and millinery; commercial, including penmanship, business English, commercial arithme- tic, bookkeeping, typewriting and stenography; and indus- trial, including woodworking, shop mathematics, mechanical drawing and electrical engineering. In November there were en- rolled in all of these courses 803 students, the average attendance being 528 for, that month, and in January the enrollment was 784 and the average attendance 483. Enrollment by depart- ments is indicated in Table 38.* The first outstanding fact is the large number of students en- rolled in the evening school, and the second is the persistence in enrollment and attendance. This indicates, in a general way, that the school as organized is actually meeting real needs, for, as attendance is optional, students would soon drop out if the work did not prove profitable. Term and Time Schedules. The night school is in session from 7:30 to 9:30 Monday, Tuesday, Wednesday and Thursday eve- nings for the seven months following the first Monday in October, exclusive of the Christmas vacation and occasional holidays. The term is divided into two semesters. Each class meets for one hour (sixty minutes) two evenings per week. A student may, therefore, elect one course, involving attendance from either 7 :30 to 8 :30 or 8 :30 to 9 :30 two nights per week, or two courses, three courses or even four courses, in the latter case requiring attend- ance for two hours four nights per week. * There are certain omissions from this table. The sum of the number of day wage earners, those not employed for wages, those attending day public schools, and those attending day parochial schools should equal the total enrollment. In no case, however, do these sums agree as the original data were incomplete. In like manner and for the same reason, the sums of those listed in the various age groups do not always comprise the total enrollment. Facts concerning enrollment would have been more useful and accurate if the number of students attending each course for from one to five days, six to ten days, eleven to twenty days, etc., had been recorded rather than the average attendance. 90 INDUSTEIES AND SCHOOLS OF HAMMOND TABLE 38 Enrollment, Attendance, Day Employment and Ages of Males and Females Pursuing Evening School Courses Enrollment Average Attendance Coursea November January November Jahuary Male Fe- male Total Male Fe- male Total Male Fe- male Total Male Fe- male Total 144 'i56 138 42 214 108 1 186 214 264 139 161 ieo 147 37 154 125 198 154 285 147 95 "95 107 29 111 90 1 124 111 185 108 90 "93 90 21 89 101 111 Household Arts Commercial Industrial 89 194 90 Total 438 365 803 468 316 784 297 231 528 273 211 484 Day Wage Workers Not Employed for Wages* General : Household Arts Commercial Industrial 102 ioe 85 21 88 .48 1 113 88 154 86 94 60 15 49 78 109 49 193 50 24 "17 21 15 97 36 39 97 53 21 34 "24 21 13 76 36 ..... 47 76 60 21 Total 293 158 441 259 142 401 62 148 210 79 125 204 Attending Day Public School Attending Day Parochial School General Household Arts Commercial. Industrial 8 "is 19 7 7 1 8 7 20 20 11 "is 26 2 7 10 13 7 23 26 3 '9 9 6 20 8 9 20 17 9 12 ■'12 16 6 14 7 18 14 19 16 Total 40 15 55 50 19 69 21 34 65 40 27 67 Between 10 and 16 Years of Age Between 17 and 20 Years of Age General Household Arts Commercial Industrial 33 '■43 29 24 33 44 57 33 87 29 37 ■'45 39 24 28 50 61 28 95 39 26 "53 46 6 69 37 1 32 69 90 47 34 "60 18 6 68 47 40 58 107 18 Total 105 101 206 -121 102 223 125 113 238 112 111 223 Over 21 Years of Age Living near Steel Car Plant General Household Arts 84 "56 74 11 90 27 95 90 77 74 66 "59 28 6 53 28 72 53 87 28 25 2 27 15 2 2 15 17 Commercial 20 14 10 30 14 32 25 47 Total 208 128 336 153 87 240 59 12 71 72 19 <)1 'Includes those out of employment. PEESENT INDUSTBJAL, HOUSEHOLD AND AET COURSES 91 Who Attends Night School? In November there were 438 males enrolled in the evening school, being classified according to their day employment as follows : 295 or 67.35% were employed as wage earners. 62*or 14.15% were not employed at all. 30 or 6.84% were enrolled in the Hammond Public Day Schools. 21 or 4.79% were enrolled in the Hammond Parochial Day Schools. 30 or 6.84% — employment not known. The age groups of the 438 men in the night school in Novem- ber were as follows : 105 or 23.97% were under 16 years of age. 125 or 28.54% were from 17 to 20 years of age. 208 OF 47.49% were over 21 years of age. In November, 365 females were enrolled in the night schools and their day employment was as follows : 158 or 43.28% were wage earners. 149 or 40.82% were not employed as wage earners. 15 or 4.10% were enrolled in the Hammond Day schools. 34 or 9.31% were enrolled in the Hammond Parochial schools. 9 or 2.46% employment not known. The age groups of females enrolled in November are as fol- lows: 101 or 27.67% were under 16 years of age. 113 or 30.95% were between 17 and 20 years of age. 128 or 35.06% were over 21 years of age. 23 or 6.30% were of unknown age. Facts of Enrollment. As the men and women attending night school are enrolled in courses widely different in character, com- parisons of the total school enrollment and attendance averages showing dropping off from November to January are of little significance, as different causes and factors are involved and operate within the course and groups of courses. The facts of dropping out by sex, age and day employment, are, therefore, presented under the sections describing the groups of courses. ♦This includes men out of work. 92 INDUSTRIES AND SCHOOLS OF HAMMOND 1— GENERAL COURSES Attendance and Enrollment. The summarized facts of enroll- ment, attendance, day employment, age and sex of students enrolled in each of the general courses are contained in Table 39. TABLE 39 Enrollment, Attendance, Day Employment and Ages of Males and Females Pursuing General Night School Courses EnroUment Average Attendance Courses and Subjeota November January November January Male Fe- male Total Male Fe- male Total Male Fe- male Total Male Fe- male Total Englishforforeigners Arithmetic 70 44 30 11 3 28 81 47 58 86 37 38 6 2 29 92 391 67 51 19 25 7 '22 58 19 47 56 15 19 5 2 14 61 17 33 Total . . 144 42 186 161 37 198 95 29 124 -90 21 111 Wage Workers j Not Working* Englishforforeigners Arithmetic 60 26 16 11 2 8 71 28 24 57 18 19 3 60 18 31 10 13 1 1 2 12 11 15 13 19 10 5 2 2 9 21 12 14 Total 102 21 123 94 15 109 24 15 39 34 13 47 Attending Day Public Schools Attending Day Parochial Schools Englishforforeigners Arithmetic 3 8 "2 3 10 6.... 6 6 fi Soelline .... 8 8 3 6 9 12 Total 8 ^ 8 11 2 13 3 6 9 12 6 18 Between 10 and 16 Years of Age Between 17 and 20 Years of Age Englishforforeigners Arithmetic .... 2 16 15 2 3 19 21 36 3 16 18 "3 21 3 19 39 15 10 1 4 19 10 3 17 11 6 2 "3 19 11 Spelling t) Total 33 24 57 37 24 61 26 6 32 34 5 30 Over 21 Years of Age Living Near Standard Car Plant Engiishf orl oreignei-s Arithmetic . . . 53 19 12 7 1 3 60 20 15 42 10 14 1 '"5 43 10 19 13 8 4 '"2 13 8 6 6 4 B "2 6 4 Spelling 7 Total 84 11 95 66 e 72 2£ 2 27 It 5 17 'Includes those out of work. PRESENT nSTDUSTRLiL, HOUSEHOLD AND ART COURSES 9i Gain and Loss in Enrollment November to January COURSES Males Females Gain Loss Gain Loss English 16 's 17 '7 5 i 5 Arithmetic 1 Spelling All courses — ^net gain and loss The Percentage of Average Attendance of Enrolled Males and Females COURSES November January Males Females Males Females English -73 44 83 66 64 79 66 65 40 50 55 82 Arithmetic 100 Spelling 50 57 The mimber enrolled in these courses and the average at tendance for October, November, December and January ar( indicated in Chart 7. English for Foreigners. Considering the number of foreign ers residing in Hammond, it is significant to note the provisioi for teaching English in the night school and the number, sex anc age of pupils enrolled in the classes. It will be noted from Tabh 89 that the demand for Epglish was greater than for arithmetii or spelling; that the majority of English students were men; tha the number enrolled increased materially from November t( January ; and that the average attendance of the men was rela tively high, but of the women much lower. Also, that of botl men and women ; practically all were employed by day as wagi earners ; and that over 65 per cent, of the students were adult ever 21 years of age. Only thirteen men and six womenfrom th( vicinity of the Standard Steel Car Plant were enrolled in th English classes. 94 INDUSTRIES AND SCHOOLS OP HAMMOND CHART 7— GENERAL Enrollment and Attendance in General Night School Courses MALES NO\< DEC. ZBO BOO leo /60 X ^ y ^^^^ ^^^^ y loo -^ ao "----^^ -- — eo AO lO JAN OCT FEMALES NOi< DEC. JA N. J-n /♦e IBO BO eo MO /o o In two of the classes designed especially for foreigners, the great majority of the men and women enrolled were laborers, but in the two other English classes, there were thirty-six skilled me- chanics, one clerk, two drivers, two musicians, two waiters and two housemaids. The English courses included spelling, reading, sentence building and writing. Arithmetic. About one-half as many students were enrolled ■ ill the arithmetic as in the English classes, and of the forty-seven enrolled in November, only three were women. The enrollment for January was less than in November, and in neither Novem- ber nor January, was the average attendance over 50 per cent, of the enrollment. Of the males enrolled in November all were PRESENT ESTDUSTKIAL, HOUSEHOLD AND AET COURSES 95 wage earners. In January, three attending day public schools and six day parochial schools, "entered the class and many adults dropped out. In the arithmetic classes the majority of both males and females were under 21 years of age, this being in marked con- trast with the ages of those attending English classes. It is sig- nificant to note that the sixteen males and three females between 10 and 16 years of age enrolled in November, were also attending in January; that there was an increase from ten to eleven of young men between 17 and 20 years of age ; but, of the nineteen men and one woman over 21 years, enrolled in November, but ten men and no women were in attendance in January. But eight men living near the Standard Steel Car plant were enrolled in November and four dropped out before January. The students enrolled in these classes were employed as fol- lows: Seven clerks, five laborers, fourteen mechanics and one telephone operator; For the mechanics, the course in arithmetic included a thorough drill in common and decimal fractions, and for the commercial students a study of aliquot parts, etc. As there was such a variation in preparation and capacity of the students enrolled, the teaching was largely individual. Spelling. In November the enrollment in the spelling classes was about equally divided between males and females, but in January, more males entered the class. The average attendance for November was relatively high, but for January, was less than 50 per cent, of the enrollment. Only sixteen of the males were wage earners; eight attended public school and three parochial schools. One-half of the males, and two-thirds of the females, en- rolled in November, were under 16 years of age. But four men and two women living near the Standard Steel Car plant were in these classes. The majority of those in the spelling classes were employed by day in some clerical pursuit. § 2. Household Arts Cotirses Attendance and Enrollment. The summarized fact^s of en- rollment, attendance, day employment, age and sex of students enrolled in each of the household arts courses are contained in Table 40. 96 INDUSTRIES AND SCHOOLS OF HAMMOND TABLE 40 Enrollment, Attendance, Day Employment and Ages of Males and Females Pursuing Evening Courses in Household Arts Enrollment Average Attendance Courses and Subjects November January November January Male i'e- male Total Male Fe- male Total Male Fe- male Total Fe- Male male Total Sewing 56 67 43 48 56 67 43 48 38 54 22 40 38 54 22 40 .... 38 33 30 10 38 33 30 in 24 30 17 18 9A Advanced Sewing. . . Cooking '. 30 17 Millinery 18 1 .'Total .'.:.... 214 214 164 154 111 111 89 81 .'.i Day Wage Workers Not Employed for Wages Sewing 31 23 27 7 31 23 27 7 12 15 15 7 12 15 15 7 21 39 10 27 21 39 10 27 7 35 6 28 7 'Advanced Sewing. . . idffoking. 35 6 Millinery ?8 -Total 88 88 49 49 97 97 76 76 Attending Day Public School Attending Day Parochial School Sewing 4 1 1 1 4 1 4 1 1 1 4 1 1 1 6 4 6 4 5 5 6 3 6 Advanced Sewing. . . Cooking 3 Millinery 5 5 Total 7 7 7 7 20 20 14 14 Between 10 and 16 Years of Age Between 17 and 20 Years of Age 11 7 6 9 11 7 6 9 10 6 10 6 22 24 20 3 22 24 20 3 Advanced Sewing. . . Cooking 21 9 8 -21 9 Millinery 10 10 8 Total 33 33 26 26 69 69 58 58 Over 21 Years of Age Living near Standard SteelPlant 21 38 18 13 21 38 18 13 8 27 13 15 8 27 13 15 Advanced Sewing. . . Cooking Millinery. . ... 2 2 Total 90 90 .... 63 63 2 2 PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 97 It will be noted that the total enrollment in these courses dropped from 214 in November to 154 in January, and also that in November about two-thirds of all women enrolled in the night school were taking courses in household arts. . The gain and loss in enrollment of women in each household arts course from November to January, and the percentage of average attendance of enrollment are as follows : Gain and Loss in Enrollment, November and January COURSES Sewing Advanced sewing Cooking Millinery All courses net gain and loss Males Gain Loss Females Gain Loss 18 13 21 8 60 Percentage Average Attendance of Enrolled Students November and January COURSES November Males Females January Males Females Sewing Advanced sewing Cooking Millinery All courses 50 70 20 52 62 55 77 45 57 The number enrolled in these courses and the average attend- ance for October, November, December and January are indicated in Chart 8. 98 INDUSTRIES AND SCHOOLS OF HAMMOND CHART 8 Enrollment and Attendance in Household Arts Courses FEMALE5 nm- MJtr 0£rc u. N ■\ V seo s \ eoo \ \ \ > ,uu s. \ "^\ ,LL ~~~^ - Sewing. Of the fifty-six women enrolled in the sewing classes, thirty-one were day wage earners, twenty-one were not employed for wages, four were attending day public schools and six day parochial schools. There were but eleven girls under 16 years of age in these classes, and twenty-two between 17 and 20 years, and twenty-one over 21 years of age. There was a marked drop in enrollment between November and January, and the ma- jority of those dropping out were over 21 years of age. The average attendance was fairly high for both November and Janu- ary. No women living near the Standard Steel Car plant were enrolled in sewing classes. Ten of the women enrolled were housewives or women remaining at home, six were house workers, one a telephone operator, nine were store or office clerks and four- teen were industrial workers. PRESENT INDUSTEIAL, HOUSEHOLD AND ART COURSES 99 The course incliided elementary sewing and the making of underwear, kimonos, Christmas novelties, etc. The specific needs of individual students determined the work pursued. Advanced Sewing. Sixty-seven women were enrolled in ad- vanced sewing classes in November, but the number dropped to fifty-four in January. The average attendance for November and January was but 50 per cent, of the enrollment. The greater percentage of those enrolled in these courses were house- wives, there being, however, in November, twenty-three wage earners, one attending day public school and four attending day parochial schools. Only seven girls under 16 years were enrolled, while there were twenty-four between 17 and 20, and thirty-eight over 21 years of age. The greatest drop in enrollment occurred among those over 21 years of age. No women from the vicinity of the Standard Steel Car plant were pursuing advanced sewing courses. Thirty-two of the women enrolled were housewives, four were clerks, two stenographers and thirteen industrial workers. The course included making fancy waists, skirts, business frocks, afternoon dresses, school dresses and children's clothes, in keep- ing with the needs of individual students. Cooking. Enrollment in the cooking classes dropped from forty-three in November to twenty-two in January, and the average attendance for both November and January was about 70 per cent, of the enrollment. Twenty-seven of the women en- rolled in November were wage earners, ten housewives, one at- tended day public school and five attended day parochial schools. The greatest drop in enrollment occurred among wage earners between 17 and 20 years of age. There were but six girls under 16 years of age pursuing cooking courses, twenty between 17 and 20 years of age, and eighteen women over 21 years of age. The women enrolled in cooking courses were employed during the day as follows : fifteen housewives, three teachers, eight store and office employees, two domestics and sixteen industrial work- ers. The course included fruit canning, making jelly and pickles, studying and cooking of starch foods and green vegetables, study of doughs and batters, making muffins, biscuits and griddle cakes. Millinery. WhUe the enrollment in millinery classes dropped from forty-eight in November to forty in January, the attend- ance in November was but 20 per cent, of the enrollment and in January but 45 per cent, of the enrollment. The great majority 100 INDUSTRIES AND SCHOOLS OF HAMMOND of women enrolled in millinery classes were housewives, although there were seven wage earners, one attending day public school and five attending day parochial schools. The ages of the ma- jority of the women in these courses are not specified. The course was so organized as to provide for meeting the individual needs of students. All work, however, was of a prac- tical nature and included making of flowers, remodeling hats, making buckram frames and trimming hats. § 3. Commercial Courses Attendance and Enrollment. The summarized facts of en- rollment, attendance, day employment, age, and sex of students in each commercial course are indicated in Table 41. PRESENT INDUSTRIAL, HOUSEHOLD AND AET COURSES 101 TABLE 41 Enrollment, Attendance, Day Employment and Age of Males and Females Pursuing Evening Commercial Courses Enrollment Average Attendance Coiirsea November January November January Hale Fe- male rotal Male Fe- male Total Male Fe- male Total Male Fe- male Total Penmanship Business English . . . Com. Arithmetic . . . Bookkeeping Typewriting Stenography 20 26 59 22 18 11 10 10 3 8 42 35 30 36 62 30 60 46 23 26 51 18 32 10 9 8 3 8 65 32 32 34 54 26 97 42 16 18 20 19 14 8 8 6 1 7 37 31 24 24 21 26 51 39 17 , 16 18 . 15 22 5 5 6 2 6 53 29 22 22 20 21 75 34 Total 156 108 264 160 125 285 95 90 185 93 101 194 Day Wage Workera Not Employed for Wages Penmanship Business English — Com. Arithmetic . . . Bookkeeping Typewriting Stenography 18 15 33 20 12 8 6 3 1 5 24 9 24 18 34 25 36 17 21 18 28 18 22 8 6 4 1 5 39 24 27 22 29 23 61 32 "4 9 "2 2 3 2 2 2 10 17 3 6 11 2 12 19 ■■■4 11 "5 4 1 2 2 3 13 15 1 6 13 3 18 19 Total 106 48 154 115 79 194 17 36 53 24 36 60 Attending Day Public School Attending Day Parochial School Penmanship Business English — Com. Arithmetic . . . Bookkeeping Typewriting Stpnoffranhv 2 4 2 2 3 1 1 "l 4 3 5 2 3 7 2 2 2 2 5 3 .... 7 5 2 2 3 12 3 5 4 7 5 2 10 2 4 10 1 4 5 5 5 12 7 Total 13 7 20 13 11 24 9 8 17 19 Between 10 and 18 Years of Age Between 17 and 20 Years of Age u 1 18 10 5 .5 6 .... 2 16 12 20 1 19 12 21 17 16 1 14 9 15 5 5 i 2 27 12 21 Business English. . . . Com. Arithmetic . . . Bookkeeping Typewriting Stenography 6 20 4 10 3 5 2 1 19 17 11 22 5 29 20 4 22 3 11 5 2 2 1 30 15 6 24 4 41 20 1 15 11 42 17 Total : 43 44 87 45 50 95 53 37 90 60 47 107 Over 21 Years of Age Living near Standard SteelPlant Penmanship «. Business English.... Com. Arithmetic . . . Bookkeeping Typewriting Stenography 6 19 14 4 3 4 4 5 ■"e 7 6 10 24 14 10 10 9 7 21 15 6 6 4 4 6 '"5 8 6 11 27 15 11 14 9 3 11 7 .... 3 8 6 2 10 6 12 7 e 8 14 11 14 25 Total 50 27 77 59 28 87 20 10 30 32 IS 47 102 INDUSTRIES AND SCHOOLS OF HAMMOND It will be noted that in November there were 156 males and 108 females enrolled in all courses, and that in January there were 160 males and 125 females enrolled. About one-third of the males and one-third of the females of the entire school were enrolled in these courses. The gain and loss in enrollment of males and females in each commercial course for November and January and the percentage average attendance of enrollment are as follows : Gain and Loss in EuroUment, November and January COURSES Males Gain Loss Females Gain Loss Penmanship Business English Com. Arithmetic Bookkeeping Typewriting Stenography All courses — net gain and loss 14 '4 23 17 Percentage Average Attendance of Enrolled Students November and January COURSES November Males Females January Males Females Penmanship Business English. Com. Arithmetic Bookkeeping Typewriting Stenography All courses 80 69 34 86 86 73 61 80 60 34 88 89 88 83 70 61 35 83 69 50 $8 55 75 56 75 '80 90 80 The facts of enrollment and average attendance for October, November, December and January are pictured in Chart 9. PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 103 CHART 9 Enrollment and Attendance in Commercial Courses MALES aso" C7- NO\r Of^C. .J AN /eo /eo ^^^ ^^.^■^^ lAO -^^ -^ iBO /oo ^^ " ^^^ eo ■"-—_, ■'"^ eo 40 *" FEMALES __JXT NOV. oea ^A N. szo soo leo I40 ^ ^ loo , ,*'' eo "" — -..._ .^ eo ■w Penmanship. There were over twice as many males as fe- males enrolled in penmajiship classes, and the average attendance for both sexes for November was relatively very high, but con- siderably lower in January. Practically all of the males and one- half of the females in these classes were wage earners. There were, however, in November, two boys and one girl enrolled who were attending the day public schools. The greater percentage of the students, both male and female; were between the ages of 16 and 20 years, and but three males living near the Standard Steel Car plant were enrolled. One penmanship class was dis- continued the first of February. Business English. Almost three times as many males as fe- males were enrolled in business English classes for both Novem- ber and January. The percentage average attendance was lower in these classes than in penmanship. While the majority of the males enrolled were wage earners, the majority of the females were not, there being of the latter, two not working, one attend- 104 INDUSTRIES AND SCHOOLS OP HAMMOND ing day public school and four attending day parochial schools. About two-thirds of the males enrolled were over 21 years of age, while one-half of the females were between 10 and 16, the other half being over 21 years. In January eleven men and two women, living near the Standard Steel plant, were registered in these courses. The course in business English included business letter writ- ing: form of letters, how placed on paper, appropriate saluta- tions, various types of letters; applications, ordering goods, in- quiry, etc. All work involved the application of the rules of grammar and punctuation. The day employment and the num- ber of wage earners in these classes are not known. Commercial Arithmetic. The great majority of those en- rolled in commercial arithmetic courses in November and Janu- ary were males, and while more were enrolled in these classes than in other commercial courses during both November and January, the average attendance was low, being only about 30 per cent, of the enrollment. The majority of the men were wage earners. In age, the students were about evenly divided among those 10 to 16 years; 17 to 20 years and over 20 years. En- rolled in these courses, were twenty-one mechanics, eight office clerks, three store clerks and one stenographer. In passing, it should be recalled that in the general arithmetic course, many mechanics and office employees were enrolled. A reclassification of students on the basis of day employment would be the means of achieving better results. For department store, office clerks and stenographers, the course included short methods and speed drills; and for com- mercial students, short methods and discounts; and for me- chanics, fractions and decimals. Bookkeeping. There were twenty-two males and eight fe- males registered in bookkeeping classes in November and four males dropped out before January. The percentage average at- tendance of both males and females in these classes was very high. Practically all enrolled were wage earners. Four males and one female were under 16 years of age; ten males and two females between 17 and 20 ; and four males and six females were over 21 years of age. The day employment of the majority of wage earners in these courses is not known. The course included bookkeeping for a grocery business run by a single proprietor and involved opening of books, journaliz- PRESENT INDUSTRIAL, HOUSEHOLD AND AET COURSES 105 ing, posting, use of cash book, purchase book, sales book, etc.; business papers, e. g., drafts, checks, notes, invoices, bills, etc. Typewriting. There were eighteen males and forty-two fe- males enrolled in November in typewriting classes. In January, however, the number of males increased to thirty-two and the females to sixty-five, and a new class was organized to meet this increase. The percentage of average attendance of both males and females was relatively high. While the majority of the males enrolling in November were wage earners, there were two not working, three attending public day schools and one attending day parochial schools. Of the females, twenty-four were wage earners, ten were not working, four were attending day public schools and four day parochial schools. There were only three men and seven women in these classes over 21 years of age, while there were ten boys and nineteen girls under 16 years of age and five young men and sixteen young women between 17 and 20 years of age. The employment of the wage earners enrolled in the type- writing course was as follows : twenty-seven in stores and offices, nine in manufacturing establishments, two teachers, two stenog- raphers, two servants, one seamstress and one milliner. The touch method in typewriting is taught, and the course includes mastering of the keyboard by word and sentence drills, daily finger drills, daily dictation of- words and sentences and paragraph writing, number drills and simple letter writing. Stenography. There were three times as many females as males enrolled in the classes in stenography, and the average at- tendance of females for both November and January was high. Of these enrolled in November, twelve males and twenty-four females were wage earners, two males and ten females were not working, and of the remainder, the day employment is not re- corded. The great majority of the males and females were under 20 years of age. Most of the wage earners enrolled were employed by day in some clerical pursuit. The Gregg system of shorthand is taught. § 4. Industrial Courses Attendance and Enrollment. The summarized facts of en- rollment, attendance, day employment, age and sex of students enrolled in each of the Industrial Courses are contained in Table 42. 106 INDUSTRIES AND SCHOOLS OF HAMMOND TABLB 42 Enrollment, Attendance, Day EmpIojTuent and Ages of Males and Females Pursuing Evening Industrial Courses Enrollment Average Attendance Courses November January November January Male Fe- male Total Male Fe- male Total Male Fe- male Total Male Fe- male Total Woodworking Shop Mathematics. . Mech. Drawing Elect Ens 40 30 39 29 .... 40 30 40 29 51 30 36 30 51 30 36 30 34 20 35 18 .... "l 34 20 36 18 47 IC 29 4 .... .... 47 10 29 A Total 138 ' 1 139 147 147 107 1 108 90 90 Day Wage Workers Not Employed for Wages Woodworking Shop Mathematics. . 13 20 32 20 13 20 32 20 5 6 4 8 5 4 4 8 5 4 11 11 Mech. Drawing Elect. Eng 22 22 22 22 6 4 6 4 Total 85 85 50 50 21 21 21 21 Attending Day Public School Attending Day Parochial School Woodworking Shop Mathematics. . 14 2 1 2 .... 14 2 2 2 16 16 9 9 16 16 Mech. Drawing 8 2 8 2 ■•■ Elect. Eng Total 19 1 20 26 26 9 9 16 16 Between 10 and 16 Years of Age Between 17 and 20 Years of Age Woodworking Shop Mathematics . . 24 24 31 31 6 4 31 5 .... 6 4 32 5 6 6 Mech. Drawing Elect. Eng 3 2 3 2 8 8 12 12 Total 29 29 39 39 46 1 47 18 18 Over 21 Years of Age | Living Near Standard Steel Plant Woodworking Shop Mathematics. . 10 26 15 23 10 26 15 23 12 12 9 9 9 5 5 6 9 5 5 . 6 Mech. Drawing Elect. Eng 16 16 5 5 Total . . ; 74 74 28 28 14 14 25 25 PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 107 It will be noted that the total enrollment in these courses in- creased from 138 in November to 147 in January, and that about one-third of all males enrolled in the night school were registered in industrial courses. The gain and loss in enrollment of males in each industrial course from November to January, and the percentage average attendance of enrollment are as follows : Gain and Loss in Enrollment, November and January COURSES Males Females Gain I.OSS Gain Loss Woodworking 11 ii ' 1 9 3 i i Shop Mathematics Mechanical Drawing Electrical Engineering All courses— net gain and loss Percentage Average Attendance of Enrolled Students November and January COURSES November January- Males Females Males Females Woodworking Shop Mathematics . . .-. 85 66 90 62 77 92 33 83 13 61 Mechanical Drawing Electrical Engineering All courses The facts of enrollment and average attendance for October, November, December and January are pictured in Chart 10. 108 INDUSTRIES AND SCHOOLS OP HAMMOND CHART 10 Enrollment and Attendance in Industrial Courses MALES OCT NOH DEC^_^_jJAN. l>lt - L^u "*" ' ^^.^^ ^^^ . --^__ ~~~- '■**. '*"" ■*"*- ---- eo AO go Woodworking. Enrollment in the courses in woodworking increased considerably from November to January, and the per- centage of attendance for both months was relatively very high. There were but thirteen wage earners in these classes, and, of the remainder, four were not employed for wages, fourteen were at- tending day public schools and nine day parochial schools. Al- though the great majority of those enrolled were boys under 16 years of age, there were four young men between 17 and 20, and ten men over 21 years of age. Of the wage earners pursuing woodworking courses, twelve were mechanics and one a grocery clerk. The beginning course included bench work in wood, and in- volved method of squaring stock to dimension, the making of a game board, sleeve board, box, camp stool, etc. The advanced course included cabinet construction, projects being adapted to the individual interests of students. PRESENT INDUSTKIAL, HOUSEHOLD AND ART COURSES 109 Shop Mathematics. Enrollment in the shop mathematics courses remained constant from Novemher to January, but the average attendance for November was but 60 per cent, and for January, 30 per cent, of the enrollment. Practically aU inen en- rolled were wage earners over 16 years of age, and the great ma- jority were over 21 years of agfe. - Eight of the wage earners were mechanics and four were clerks. The course included consideration of decimals, rates, proportion, square root, cube root, algebra and the solution of formulas and the principles of trigonometry and solution of tri- angles. Mechanical Drawing. The enrollment in mechanical draw- ing classes was practically constant from November to January, and the percentage of average attendance was very high for both months. Practically all enrolled were wage earners, and twenty- nine of the wage earners were mechanics. The course of instruction was so organized that each student pursued the line of work in keeping with his needs. Electrical Engineering. While the enrollment in the course in electrical engineering remained constant for November and January, the average attendance for November was 60 per cent, of the enrollment and for January 13 per cent, of the enrollment. Nearly all enrolled in the course were wage earners over 21 years of age. Thirteen of the wage earners were electricians or helpers, and five were clerks. Tte class was discontinued February first. The course included magnetism. Ohms law, divided circuits, motor and dynamo principles, storage, watts, electric light, etc. CHAPTEK VII. SUGGESTED PROVISIONS FOR ELEMENTARY INDUS- TRIAL, PREVOCATIONAL AND VOCATIONAL EDUCATION The General Situation. The schools of Hammond are called upon to adapt themselves to a situation which has become increas- ingly complex during the last decade. This period of time has marked a rapid, growth in the city's population; an increase characterized by the large number of foreign born, the great ma- jority being adults ; by the existence of illiteracy among a con- siderable number of the foreign born ; and the predominant num- ber of males of both foreign and native-born residents. The pres- ence of latge manufacturing establishments requiring a consider- able number of unskilled and semiskilled workers has resulted in attracting to Hammond many families with varying standards of living, some of which are relatively low; and enforced idleness of wage earners, resulting from seasonableness in industry and recurring periods of industrial depression, bring the accompany- ing problem of periodic poverty and distress. The presence of a large number of saloons in certain districts is another compli- cating factor. The children of Hammond are distributed in attendance among the public schools, and eight parochial schools, and over one-third are enrolled in the latter. About two-thirds of the boys and girls leave school at the age of 14, and of this number many complete only the sixth grade. The great majority of boys and girls thus leaving school enter industrial pursuits, and are, therefore, untrained workers in industry, entering an indus- trial life of which they know relatively little. SUGGESTED PROVISIONS FOB VOCATIONAL EDUCATION 111 The industrial sdtuation is very complicated. The products of the manufacturing establishments are diversified in character. Many of the factories have a number of departments, each re- quiring workers with varying degrees of skill and of numerous trades. These trades offer diverse possibilities in terms of wages, promotion and length of working season. The industrial situa- tion is further complicated, as, in the main, workers are neither selected nor placed in vari6us departments upon a scientific basis ; and, when once placed within a department, the chances are that such work becomes permanent during the period of employment in that particular factory. This, however, is characteristic of most factories throughout the country. Practically in all lines owners and superintendents are coming to believe that workers under 16 years of age are undesirable from every standpoint. Schools Not Wholly Responsible. It must not be assumed that the schools are to be held entirely responsible for the solution of this complicated problem. All of the social forces of the com- munity must co-operate to this end; the homes, churches, and social agencies. In this connection mention must be made of the work of the Social Settlement, the social workers of the churches, of the Chamber of Commerce, and the United Chari- ties, all of which are working in an efficient manner for the per- manent betterment of social conditions. There is great need for co-operation between the parochial and public schools in voca- tional education, for, if proposed vocational and prevoeational courses are open only to those in the public schools, a full third of the school population will not be reached at all. The General School ProUem. In making the necessary pro- vision for vocational education these factors are involved ; build- ings and equipment; organization of courses; employment of teachers and provision for the continued training of teachers in service ; supervision of teachers ; gathering facts concerning work of the community ; and co-operation between schools and indus- trial establishments. General Organization. At present, pupils of the first seven grades, inclusive, attend the various grammar schools, all eighth grades save those of the Franklin, being concentrated in the Cen- tral school, in which building the High School is also housed. 112 INDUSTRIES AND SCHOOLS OF HAMMOND The Superintendent of Schools has worked out a new organi- zation which will go into effect with the beginning of the fall term. "With this new organization, the elementary period wiU comprise the first seven grades, thus making it possible for pupils to complete the High School in either four or five years after finishing the seventh grade. The seventh grades vsdU still be retained in the grammar school buildings, and all grades of the secondary school, with the exception of those in the Franklin School, will be centralized in the new High School building soon to be erected. For purposes of vocational and prevocational education this plan offers great promise. In a city the size of Hammond, shop, studio, and laboratory equipment must be largely centralized, it being impossible to duplicate expensive equipment in many cen- ters. With the organization planned, the equipment to be in- stalled in the new High School wiU serve the purpose of prevo- cational, day vocational and night vocational education. This centralization will make possible departmental and specialized teaching for those in the prevocational period, which would other- wise be impossible. With the larger unit, more elastic programs will be possible and individual needs may thus be more fully met. It is thought that the possibilities of departmental specialization, together with opportunities for choice among many types of vo- cational courses, will attract many pupils who, under the old system, would leave school as soon as the law allows. The general plan of shortening the elementary period is thought to be in keep- ing with the best recognized educational policies in the United States today. With the further growth of the City, as the outlying dis- tricts are built up, one central building with provision for voca- tional educational may not be sufficient. When this time comes, it will be a relatively easy matter to establish Junior High Schools, leaving the central building for the Senior High School. PART 1. EliEJIENTARY COURSES It is obvious, from a study of the section concerning school enrollment, that for many, in fact the majority, of the Hammond boys and girls, the period of school education will have been com- pleted at the age of 14, and, that if the same facts of retardation persist in the future as in the past, the majority of such 14-year- SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 113 old boys and girls will enter industrial pursuits not having even a complete elemeiitary school training. With persistent effort and more elastic standards of school achievement and enriched industrial courses, it is to be hoped that the majority of Ham- mond children may be retained in the schools until the comple- tion of the elementary period, and, that with the proposed voca- tion courses many will be retained to complete the High School. The present industrial courses are of the traditional type, well organized and taught, but not entirely adapted to the Hammond situation. It will be noted from the detailed description of the elementary courses that they are based upon either the disci- plinary or arts and crafts approach. As such, they are, of course, like the great majority of courses in Indiana and other States. Pupils may successfully pursue and complete such courses and be entirely ignorant of the work of the world and their own latent possibilities for successful participation in it. ■Principles Underlying Elementary Courses. Should elemen- tary industrial courses be based upon the findings concerning the industries of Hammond? If we were assured of the fact that the industries carried on to-day in Hammond would be the industries of Hammond of the next few decades, and that these industries offered good possibilities for long and successful wage earning, and that the children now in Hammond were always to live there, there would be some justification for basing part of the elemen- tary industrial work upon a study of these industries. The chances are, however, that few of the children now resid- ing in Hammond will always live there. Moreover, the basic problem of the elementary school is to develop that general intel- ligence and knowledge in all fields and aspects of society neces- sary for home making^ citizenship, leisure and right living, as well as productive work. It is held, therefore, that the principal content of industrial courses must be the same the country over, regardless of place, state, city or town. There must be uniformity in the fundamen- tal content, but variety in methods of approach, emphasis of va- rious units of the course, and in time devoted to sections of the course. This unity is essential to insure the retention of common ideals and purposes, and the variety within the bounds suggested, in making provision for teaching children of various nationalities, various degrees of mental capacity and varying interests. 114 INDUSTRIES AND SCHOOLS OP HAMMOND § 1. Industrial Art Course. Grades 1 to 5 For the grades one to five, inclusive, industrial art courses should be taught to all children, regardless of sex and future vo- cation, and should be based upon those elements and aspects of the primal modern industries, about which all should be informed. Accepting this as a working program, the industrial course must center about the primal industries, which are food, clothing, wood, metal, clay and allied earth products. In order that these courses may have organic relation to the other work of the class room, it is essential that the grade teachers continue, as at pres- ent, to teach this work. In organizing these courses, the spiral method will be most satisfactory, which means, for example, that in the third grade the industrial course might include several of the units suggested : perhaps wood, food and clothing.* Content and Course Organization. The direct industrial con- tents of the units suggested might be divided into three parts for purposes of analysis : first, that related to the materials involved, their sources, value, methods of obtaining them, methods of trans- porting, etc. ; second, that which is related to manufacturing proc- esses, involving a study of all phases of methods of productions ; and third, that which relates to the workers themselves, including a study of the men and women in industry, notable inventors, effect of work upon health, wages, hours of labor, etc. In the grades one to five, the approach to this work must be by means of the project which should be chosen so as to be adapted to the children, and to school room procedure, and must also be repre- sentative or capable of illustrating modern industry. The proj- ect, however, should not be regarded as the only means of in- struction in industry, for ideas may also be conveyed by pictures and talks and visits to factories. It is assmned that through the grades the related design will be an organic part of the course. Such an industrial course must not stand out alone and dis- connected from other units of subject matter, but must at every possible juncture be related to history, arithmetic, literature and nature study, in the same organic manner as now represented in the first three grades of the Hammond schools. ♦ For a detailed discussion of this point of view, see Industrial Education; Bonser and Russell, Dept. of Publications, Teachers College, New York, N. Y. SUGGESTED PHOVISIONS FOE VOCATIONAi EDUCATION 115 The Speyer School Course* has been worked out along the lines suggested, and has been found to accomplish the desired ends in developing industrial intelligence. As it is now available in printed form, it is unnecessary to indicate in detail the work- ing out of projects and related content. The course of study of the Horace Mann Schoolf will also be found suggestive. The industrial work of the first three grades as now organized forms a good basis, in part for the proposed course. Thus, in the field of clay and allied earth products, the course as now organ- ized, includes the making of various projects in clay; animal forms, utensils and tiles, by shaping the moist clay by hand. Without fiirther work, however, but little intelligence may be developed concerning the modern clay industries. Provision must be made for introducing the potters' wheel, the mould, glaz- ing and firing and for a study of the processes of preparing clay for use, including digging, grinding, sifting, mixing with water and pressing ; for a study of clay as building material, including the brick, tile, and terra cotta industries ; for a study of the pot- tery industry, including the clays used, potters' secret processes, processes in making china dishes, methods of decoration, glaz- ing and firing ; for a study of the pottery industry in the United States, including its extent, general location, main pottery cent- ers, workers, wages and factory conditions. The study should culminate in the fifth grade with the actual selection of dishes and utensils for home use, studying adaptation to home use, design, color and cost. In like manner, the work in textiles, as now taught in the first and second grades and illustrative of primitive methods, should be carried through the third, fourth and fifth grades, showing the evolution of the manufacturing processes of textiles, floor cover- ings, draperies, the manufacturing of clothing in all its phases, the relative worth of various fabrics and the testing of materials. In the fields of wood, food and metals the same basic principles are involved and hold true in every respect. In short, aside from studying the primitive and art craft processes in all these fields, provision must be made for the study of modern processes in order to develop industrial intelligence and appreciation. * The Speyer School Curriculum Bepartment of Publications, Teachers College, New York, N. Y. f The Curriculum of the Horace Mann School. Ibid. 116 INDUSTRIES AND SCHOOLS OP HAMMOND A Suggested Unit of Instruction. This suggested outline for a study of metals in the fifth grade illustrates the possibilities of the industrial art work when approached with the purpose of de- veloping industrial intelligence and appreciation.* The project work might be casting a small lead paper weight from soft metal or making a copper hat'or stick pin. In making the paper weight, pupils must first construct the casting flask, then the pattern, then mould the pattern and pour the metal, and finally, finish the easting. In making the pin,^ snips and jeweler's saws should be used for cutting the metal for the head, after which it could be hammered or etched and then soldered to the shaft. The content related to these metal projects should include the following : How metals are discovered ; scientific discovery ; and old stories and legends of discovery. Early races possessing a knowledge of metals ; Chinese and Japan, Egyptians, Romans, Britons, Saxons, Phoenicians, Hindoos, Chaldeans and Aztecs of North America. Metals known by early races : Iron, tin, copper, lead and zinc. Rise and spread of the iron and steel industries : How first obtained by primitive peoples ; how mined and smelted by primi- tive peoples ; uses of iron by primitive people. The modern iron and steel industries: how iron is obtained, including a descrip- tion of the ancient and modern mines, tools used, life of a miner, stories of miners, wages of miners, and transporting the ores ; kinds of metals obtained from iron ores : cast iron, malleable iron and steel ; preparation of ores : smelting, forging, moulding, rolling and milling; fuels used: coke, coal, charcoal and gas; fluxes : silica, borax and quartz sand ; the great lines of industry in which iron and steel are used : transportation ; bridge building, construction of buildings, including beams, bolts, screws and nails ; machinery ; agricultural implements ; tools, fire arms ; toys and household articles. Why steel is adapted to so many lines of manufacturing: strength, lightness, non-yielding qualities and ductility. Location of the great iron And steel works in this country : reasons for the location. In like manner tin, zinc, lead and copper should be studied. * Extracts from an "Outline on Metals," prepared by Miss Rosana Hunter, Supervisor Industrial Arts, Indianapolis, Ind. SUGGESTED PEOVISIONS FOR VOCATIONAL EDUCATION 117 Eelation of metals to great historical movements and social life and conditions : the stone age, bronze age, iron age ; historic mines; invention of mariner's compass and printing press; the influence of the discovery of American mineral wealth; the in- ventions of stamping mills, steamboat, steam engine, improved fire arms, air pumps, fire engines, agricultural implements and sowing machines ; the effect upon transportation ; the story of tin ; the journeys of the Phoenicians ; the making of bronze, etc. ; the story of lead and zinc ; money of early races and other primitive uses of these metals; the art of plumbing further perfected by these metals; the story of copper; migration of early races to obtain copper; uses of bronzes and brass in works of art and mechanical construction. Notable inventors and inventions : Thomas Daney, the safety fuse ; James Neilsen, hot blast furnace ; Sir Humphrey Davy, the Davy lamp ; Abraham Darley, tjie use of coke ; Seemens, use of oxide of manganese in production of steel ; Cort, process of pud- dling and welding; Kelly and Bessemer, air blast; Fulton and Symington, the steamboat ; and Trevithick, the engine. Relation of metals study to other school subjects ; geography and reading : location of mines, description of mines, transporta- tion of ores, manufacture of iron and steel, comparison of metal output of the United States with other countries; reading and history: notable inventors and inventions, growth of industrial life as a result ; use of metals, effect of metals upon historic move- ments ; English, talks and compositions along the lines suggested ; opening exercises ; Thor and his Hammer, Siegfried, Laki, Vik- ings, Greek Stories, Rhinegold, the Story of May dole, Russel Jen- nings, together with poems and songs of the metal industries. § 2. Courses for Sixth and Seventh Grade Boys With the beginning of the sixth grade, it is desirable for boys and girls to pursue the various forms of manipulative work in separate classes because of the different types of the constructive work necessary. Purposes of Courses. The keynote of the industrial courses for boys in the sixth and seventh grades should be the develop- ment of appreciation and understanding of modern industries in all their varying aspects. Upon this basis it is necessary that all boys be required to pursue such courses as, in adult life all must participate in some measure in the solution of problems incident 118 INDUSTRIES AND SCHOOLS OF HAMMOND to a complex industrial order. Aside from the fact that such training assists the boys in understanding industrial problems which may confront them, it is also justified by reason of the number of boys, (and in Hammond the very large number) who wUl find profitable industrial employment immediately upon leav- ing school. Probably one-half the boys completing the seventh grade in the Hammond public schools directly enter manufactur- ing establishments. To develop this needed appreciation and understanding of the industrial work of the community, and, in order to constitute a preliminary introduction to industrial life, courses must be or- ganized upon an entirely different basis from those taught at present in the shops. From the description of the present shop courses, it will be noted that they are traditional manual training courses of a high type. They are organized upon the principle of systematic development of skill in the use of hand woodwork- ing tools and processes, coupled with the logical development of skill in mechanical drawing. Such courses were formerly justi- fied upon the theory of the transference of training, the develop- ment of general habits of thinking and accuracy, but, though these beliefs have passed, the courses have stUl held their places in the school programs because of the interest of the pupils in hand manipulative work. It is obvious that courses involving only the use of wood, can in no way meet the requirements of the present industrial situa- tion, in which metal, concrete and electrical construction play such a large and important part. It is therefore recommended that all of the present woodworking shops be re-organized so as to make possible work in metal, concrete and electrical construc- tion. With the exception of the Central School shop, present floor space is practically sufficient to meet these needs. If neces- sary, some of the woodworking benches could be removed to pro- vide additional space. Equipment. The present woodworking equipment, including benches and hand tools, is sufficient and adequate for sixth and seventh grade work in wood. Metal equipment for each shop should be provided, but this equipment for the sixth and seventh grades should not be of the expensive machine shop type. It is thought that the following would be sufficient : anvil stakes, with a flat and riveting head for each wood bench (stake so shaped as to fit into bench-shop holes) • SUGGESTED PROVISIONS FOE VOCATIONAL EDUCATION 119 thuee tinner's snips; three or four riveting hammers; two or three hand punches and one lever punch; two metal working vises; sheet metal brake and two soldering outfits; two hand- blown blacksmiths' forges, with necessary blacksmiths' tools; one large anvil; one post drill; one die plate; one pipe cutter and metal files, etc. The casting flasks for soft metal, together with necessary casting tools, should be made by the boys. The equipment for electrical work should include : six or eight flat nose and round pliers; small fittings and supplies, such as insulators, switches, push buttons, bells, batteries ; telephone and telegraph instruments, etc. Much of the equipment may be con- structed by the boys. The concrete equipment may be made by the boys, and the equipment will necessarily vary with the type of concrete con- struction undertaken. Shovels, hoes, and various kind of trowels, however, must be provided. Time Allotment. The present time allotment of three hours or one-half day weekly is probably sufficient for the actual shop work ; this should be exclusive, however, of mechanical drawing. It is advised that the mechanical drawing course become a part of the drawing and design course for boys. Provision for the industrial and social studies hereafter outlined should also be made in addition to this three-hour period. Courses. Definite, clear-cut courses, involving the use of one material to the exclusion of all others are, in the main, not de- sirable. Thus, a project involving the casting of soft metal, would also involve making the easting fiask. Clearness and point- edness, however, are gained by considering various aspects of the course separately. Woodworking. This work should involve two distinct aspects, one, related to carpentry, and the other, to cabinet work, and these units should be taken up in the order named. Under the phase of woodwork related to carpentry would fall the mak- ing of forms for concrete construction, such as retaining and side walls and curbs, building and repairing fences,, sheds or bicycle racks. This work would require the use of rough lumber and the saw, hammer, hatchet, rule and sometimes the plane and carpenter's square, and should, in the main, be carried on out of doors away from the restricting limits of the shop and benches. Woodwork, as related to cabinet construction, would be very similar to the course as outlined at present, but the number of projects would necessarily be very much reduced. 320 INDUSTRIES AND SCHOOLS OF HAMMOND Metal Working. This should involve, the use of sheet metal and hot and cold bar metal and soft metal. Manipulative work should involve the four fundamental operations : casting, shaping, soldering or welding, and plating. The casting of a paper weight in soft metal is suggested as an example of a project which might be used successfully. This would involve making the pattern from wood, considering design and draft; the construction of the casting flask, and the moulding tools; and,, finally actually moulding and casting the paper weight. The making of a small metal motor boat affords a considerable variety of problems ; the shaping of the sheet metal -frame, and the metal ribs ; soldering and riveting the frame and ribs; the mounting of the motor, considering balance and pitch of shaft; casting the propeller, and mounting it upon the propeller shaft ; connecting the shaft to the motor by means of a universal or spring joint ; mounting batteries in boat and making necessary connections ; and finally, painting and finishing. In bar metal, angle irons, braces, bolts and chains, together with projects involved in making small school repairs and addi- tional equipment, are suggested. Concrete Construction. This work should be based upon the practical needs of the schools and homes, and might include re- tention walls, curbs, walks, in addition to small projects adapted to shop procedure, such as flower pots, etc. Home project work should be included. Electrical Construction. This work should involve three as- pects : first, relative to motors and dynamos ; second, bell, alarm and light installation ; third, instrument installation and opera- tion, including the telegraph and telephone, etc. The parts for small motors may be purchased and the problem of assembling involves the basic motor and dynamo theory. Such a motor, when assembled, would be useful in operating mechanical toys, such as the motor boat previously suggested. Installation of bells and electric lights may be taught by wiring placed upon vertical frames which could be constructed by the boys. Painting and Finishing. No special bench equipment is necessary for this work save brushes, etc. This work might in- vol^^e the painting of fences, sheds, and outhouses, consideration to be given to preparing and mixing paints and colors, to prepar- ing surfaces for the paint and to the priming and finishing coats. Painting and enameling metal surfaces should also be included, SUGGESTED PROVISIONS FOB VOCATIONAL EDUCATION 121 and the products of the woodworking course will afford the nec- essary opportunity for staining and finishing cabinet pieces. This latter work, however, is of least relative importance, as unskilled laborers are usually employed in applying stains. Working Program and Schedules. The following is a sug- gested working schedule for the industrial work of the sixth and seventh grade boys on the basis of a thirty-six-weeks term, and is presented to show the feasibility of the suggested course. Woodworking 9 Weeks Metal work ' 9 " Electrical construction 9 " Concrete construction 5 " Painting and finishing 4 Industrial and Social Studies. Provision for manipulative work in the materials suggested is not sufficient, as industrial and social studies are equally important and vital as a preliminary introduction to industry and its problems. Such studies, in order to be vital, should be a direct outgrowth and an integral part of the shop work and should include lectures by shop men, indus- ' trial excursions and supplemental reading and discussion, con- cerning manufacturing processes, industrial hazards and their prevention, wages, hours of labor and opportunities for service in industry. Personal hygiene and sanitation, together with a consideration of the relation of the worker to his work, his em- ployer, and his fellow workmen, and his civic and home responsi- bilities, should also receive attention. About sixty minutes weekly are necessary for this work.* Constructive Design. It is suggested that those elements of design for boys now taught in the drawing and art course, and the work in mechanical drawing, be merged into a single course to be termed constructive design. Boys of this age are too young 'to attempt, with success, systematic work in mechanical drawing, and its early introduction in a closely organized course tends to develop wrong standards and habits which must later be cor- rected. Furthermore, in planning most projects, the elements of design and mechanical representation are so interrelated that one organic whole is really formed. Thus, in the planning of the paper weight to be east in soft metal, consideration must be given to its shape and size and the decoration upon its surfaces. * For a detailed outline of such a- course see article, R. J. Leonard, Teachers College Record, Jan. 1913. 9 122 INDUSTRIES AND SCHOOLS OP HAMMOND A' free hand representation of the shape, size and general decora- tion must be made, after which a careful plan, full size or to scale must follow. The design and mechanical elements are in- separable, and much is lost by not combining them in one course. Time and effort will be saved by this procedure, and a better quality of work will result therefrom. Sixty minutes per week will be necessary for this course, and it should preferably be taught by the shop teachers. § 3. Courses for Sixth and Seventh Grade Girls Purposes of Courses. The purpose to be accomplished by the household and industrial courses for girls, as in the case of the boys, is to acquaint them with desirable productive work open to young women, including home-making. Considering the large number of girls who work for wages in Hammond, and who leave school upon or prior to, completing the elementary school, the work of these grades is of very vital importance. It is obvious that courses for girls including only the technical aspects of sewing and cooking, while good and necessary, are not sufficiently broad to serve as a basis for determining interests, capacities or possibilities for future wage earning. It is needless to discuss the desirability of young women going to work, for the fact is that they are working, and will work in the future in increasing numbers, and the school must either help train them for wage earning or permit them to work untrained.* Present Courses. The present courses in cooking and sewing are well organized, and the tinie allotment, three hours per week, is probably sufficient at present. There is danger, however, in following the close organization indicated in the course outlines, that the most practical problems for certain girls will be entirely overlooked as they might not fall within the logical scheme of development and sequence in subject matter. Thus, the most vital problem for a seventh-grade girl might be making a gingham school dress in a very short period of time, perhaps the first week of the school term, and a sewing course — ^no matter how well organized and broad in content and scope, — which would pro- hibit such a project at such a time, is not to be recommended. * See "A Study of the People of Indiana and Their Occupations," R. J. Leonard, Bulletin, Indiana University, Bloomington, Indiana, 1915, for the facts showing the number of women at work in Indiana. SUGGESTED PROVISIONS FOE VOCATIONAL EDUCATION 123 Equipment. It is unfortunate that the cooking rooms in all the schools are located in the basements, but on the other hand, the Schools of Hammond are to be commended for making pro- vision for these cooking rooms by remodeling the old buildings,' for, if the basements had not been utilized, it would have been impossible, up to the present, to have any cooking at all in the Hammond schools. In like manner, it is also unfortunate that' sewing must be carried on in the cooking rooms, but this is by far better than having no sewing at all. It is to be hoped in the future, however, that in the building of new schools, provision will be made for girls' courses in well-lighted and ventilated rooms above the basement floor. Cooking Equipment. Cooking rooms are equipped in the usual manner with cooking tables, utensils, etc. The floors of some of the kitchens should be covered with linoleum and some of the walls are in need of retinting or painting.* Sewing Equipment. It is highly desirable that separate rooms be provided for sewing and other industrial and household arts courses. Such rooms should be well lighted, and should be equipped with individual sewing tables, a large cutting table, lockers for girls' work and stock, mirrors, etc. Sewing machines are already provided in the present equipment. The individual tables should be made in the shops by the boys. Cottage for Girls' Work. One of the best solutions for the problem of equipment is in renting or purchasing cottages lo- cated near the schools, and using these as centers for this work. The cottages should not necessarily be modern and up to date and in good condition, for if they are, they preclude experience in meeting some of the real problems of home making. Having access to such cottages affords a wide range of opportunities in home decoration, sanitation, selection of furniture, draperies and the care of the home. These cottages might also be used as neighborhood centers for Parents' Clubs and other organizations. Such a plan as the one suggested might well be first tried in the neighborhood of the Standard Steel Car plant. Sewing. The close analysis and systematization of the sew- ing processes worked out by the training schools for domestic art teachers, has tended to devitalize the field of sewing, and to * One-half of the Hammond school buildings are tinted every year and the rooms in bad condition are scheduled to be tinted during the coming summer vacation. 124 INDUSTRIES AND SCHOOLS OP HAMMOND approach this live subject from an academic point of view. Teachers must break away from the systematic methods and organize and teach courses, not as they themselves were taught, but in the light of modem needs and conditions. The course should be based upon the actual making of cloth- ing, this being the objective, not using such projects as though they afforded interesting chances for the application of stitches. This work should include a study of the trade designations of cloth, cost, methods of testing for quality, and the actual pur- chase ot cloth for specific purposes. Necessary supplies, ordi- narily selected by the teachers and distributed to the pupils, should be selected by the girls themselves, so as to afford the widest possible range of real experience. Some garments should be made according to factory methods, thus illustrating specialization and shop methods. A detailed study should be made of manufacturing methods of various tex- tiles, of the actual manufacture of shoes, stockings, underwear and other garments. In some sections of the city, the making of hats might well be introduced in these grades. Cooking. A course in cooking, as now organized, is very practical and highly satisfactory. It should, however, be en- larged in scope to include marketing, requiring groups of pupils to purchase the meats, vegetables, and staples to be used in the cooking lessons. A study of the home garden should be included. The present custom of preparing school lunches is highly com- mendable, and girls in all districts in Hammond should have the privilege of sharing in this most important training. Design and Home Decoration. It is strongly advised that those elements of design now included in the drawing courses be centered about the practical work of selecting clothing and furnishing and decorating the home. Thus a considerable por- tion of the work related to projects in paper and cardboard would be excluded. The phases of art tending to develop appreciation of great art productions should be retained and enlarged in scope. In the main, the work in design, as related to clothing, should be an outgrowth of the work in sewing. Certain phases of the present High School costume design course should also be included in these grades. The selective element should be einphd- . SUGGESTED PBOYISIONS FOB VOCATIONAL EDUCATION 125 sized in this course, requiring pupils to visit stores with teachers and select dresses, hats, ribbons, keeping in mind cost, quality, color and adaptability. ' i J-. Related to the home, consideration should be given to its se- lection, including location, size, considering cost and health; to Its turnishmgs, including draperies, carpets, furniture; to its decoration, including pictures, wall paper, wall tints, etc. At least sixty minutes per week should be devoted to this work. _ Civic, Industrial and Personal Studies. Manipulative work in sewmg and cooking and courses in design and home decora- tions IS not entirely adequate to meet the needs of Hammond girls, as civic, industrial and personal studies are equally im- portant. Such studies should include informational material relative to modern industries and industrial life : opportunities for wage earning in various fields, training necessary for success, wages, hours of labor, hazards, opportunities for service, for promotion, etc. Every possible effort should be made to demonstrate td girls the necessity of remaining in school, at least till 16 years of age, by showing them that the lines of employment open to them prior to this age are in the main not desirable. Studies in personal and home hygiene and health should in- clude personal care, first aid to the injured, care and feeding of the baby, and the home and school lunch, etc. Provision should be made for a study of the family budget. At least sixty minutes per week should be devoted to this work. PART 2. SPECIAIi ELEMENTARY INDUSTBIAIi CliASSES Boys' Class. Every school system has overage boys who have lost aU interest in the regular work and who intend to leave and go to work as soon as possible. That there is such a group in Hammond is partly evidenced by the number of 13 and 14 year old boys in the lower elementary grades. They are not delin- quents, incorrigibles or mental defectives. For such boys, many larger cities have established elementary industrial schools. The Richmond Survey recommended the establishment of such a school for Richmond.* In Hammond, the needs of these boys * See Manual Training Magazine, January, 1915. Plan for an Elementary Industrial School, Richmond. This report contains the outline of the courses and equipment proposed. 126 INDUSTKIES AND SCHOOLS OP HAMMOND could be met by the formation of one or two classes, membership in these classes to be entirely limited to this group. This class might be formed at the Irving School, as the building is well located for this purpose. The class should be open to boys enrolled in the elementary schools, who should be selected by the Superintendent, principals and teachers upon such conditions as seem best to meet the specific needs of indi- viduals. In the main, the class should be limited to those who have completed the fifth grade. Course of Study. One-half of each day should be devoted to industrial work and the other haK to the related academic work. Under the proposed scheme of re-organization, the course should be two years in length, and those completing it should be permitted to enter the High School unreservedly. The industrial work should include all the phases outlined under the proposed sixth and seventh grade industrial courses, but the time schedule must be modified to meet the situation. Provision for printing should also be made by permitting the boys to pursue this course three hours per week in the Central school or the new High School. The course in industrial and social studies and constructive design should be included as outlined, together with English, arithmetic, geography, history, all so organized as to bear directly upon the boys' shop interests and experiences. Girls' Class. There are some girls in the elementary schools of Hammond, who are considerably over age, who have lost in- terest in the regular school work and who will leave, as soon as the law allows and enter wage earning pursuits. It is recom- mended that a class for such girls be formed and that one-half of each day be given to the household and industrial courses previously outlined and the other half to related academic work. The basis for selecting girls for these classes should be the individual needs, and girls, upon completing the two years' work, should be permitted to enter the High School unre- servedly. In the main, this class should be limited to those who have completed the fifth grade. PAKT 3. HIGH SCHOOIj COURSES As previously indicated, all courses recommended are based upon the general plan of a seven year elementary school and a SUGGESTED PROVISIONS FOE VOCATIONAL EDUCATION 127 four and five year secondary school. The plans suggested for the vocational department for boys and girls are devised with the view of their incorporation within the High School, it being held unnecessary and undesirable at this time to establish a separate vocational school. As these "departments will be part of the High School, problems of general administration will devolve upon the Principal, but the specific supervision of the departments should be vested in the Director of Vocational Education whose appointment is hereafter recommended. § 1. Vocational Department for Boys General Organization. The vocational department for boys should be organized with the specific purpose of training boys in the best possible manner for wage earning pursuits. In keeping with the current practice, boys in this department should from the outset, spend about one-half of each day in manipulative work and the other half in related and academic subjects. The department should be open to boys having completed the elementary school or to others who are over fourteen years of age and who might profit most by the type of instruction hereafter described. In view of the fact that the boys in the first year High School are only 13 years of age, the question arises : Shall boys upon entering the department be permitted to immediately specialize upon one industrial course to the exclusion of other industrial courses? For the great majority of pupils, such early speciali- zation is not desirable, as such selection presupposes that the boys have decided upon the particular vocation which they wish to follow for life, or permits them to specialize upon mere "hobbies" or passing interests. There are, however, many overage boys who will attend the school but a year or two, for whom this specialization would be very helpful, and for these it must be provided. For the first two years, therefore, it is proposed that the work be organized and related to a variety of trades and pur- suits, with the view of helping boys determine the specific work which they wish to follow and specialize upon, in the third and subsequent years. As already suggested, under some conditions, boys should be permitted to specialize in the first or second 128 INDUSTRIES AND SCHOOLS OP HAMMOND years. In the final analysis, the time when vocational education should be begun, which aims directly to prepare for a specific trade or pursuit, is matter which must be determined in each individual case considering all the factors involved. The course for the normal boy who is not considerably over- age and who can remain in the high school for three or four years might be as follows: One-half of" each day devoted to industrial work to include for the first two years various lines of woodworking,, metal working, electrical construction or printing, etc. ; the other half of each day to be devoted to mathe- matics, science or draughting and academic subjects directly related to the shop Work. Upon the completion of the second year he should select one particular trade and thereafter spend one-half of each day in trade manipulative work, and the other half in related mathematics, science and draughting related to trade, together with academic work. For the boy, however, whose interest has been determined and who has definitely selected a trade prior to the completing of the second year general industrial course, the specialized trade course, as outlined for the third and subsequent years, should begin at the time the definite decision is reached. a. Relation of Courses to Hammond Industries The summarized skilled trades in which many men are em- ployed in Hammond are as follows : Metal Trades. It will be noted from the analysis of the metal trades of Hammond that the skilled lines of work employing men in considerable numbers are as follows : Machinists Car finishers and trimmers Sheet metal workers Tinners and tinsmiths Instrument makers Blacksmiths Woodworking Trades. The skilled lines in woodworking in which many men are employed are: Car builders Cabinet makers Wood machine hands Carpenters SUGGESTED PROVISIONS FOB VOCATIONAL EDUCATION 129 Printing and Bookbinding. Skilled lines in printing and bookbinding employing many men are : Pressmen Foundrymen Hand and machine compositors Back rounders, case makers and forwarders Electrical Pursuits. Skilled lines in electrical work, in which many men are employed are : General electricians Electricians and linemen Motor assemblers, armature winders, etc. Plumbers, Pipe Fitters, Etc, Skilled lines are as follows : Steam fitters Pipe and air brake fitters Plumbers Millwrights Stationary engineers Painting and Finishing. The skilled lines employing men in considerable numbers are : House painters Car painters and finishers White enamellers Wood finishers Many other skilled lines are represented but require rela- tively very few men; among these are piano tuners, player- piano installers, coopers, marbellers, yeast makers, spirit run- ners, tailors, stencil cutters and surgical brace makers. Specific Vocational Courses. As there are certain dominant lines of industrial work in the community open to skilled men, and, as these are the constant industrial pursuits found in most communities, it is suggested that in the vocational industrial department provision be made to teach the following: Wood- working, including carpentry and cabinetmaking ; metal work- ing including sheet metal work; blacksmithing and machine shop work; electrical work,, including interior wiring, fixture or instrument installation, and motor and dynamo work; plumbing and steamfitting; printing and bookbinding; and painting and finishing. 130 INDUSTRIES AND SCHOOLS OF HAMMOND b. Suggested Program Schedules First and Second Tear Shop Courses. For the shop work of the first and second years, this program schedule is suggested, but in no event, should it be assumed that it is to be adopted without studying the situation more closely, taking into con- sideration the individual boys who maybe enrolled in the de- partment : First Year Second Year One-half of Each Day One-half of Each Day Woodworking.' 12 weeks Printing 12 weeks Metal work 12 weeks Plumbing 12 weeks Electrical construction ... 12 weeks Painting and finishing 12 weeks Vocational Courses. Boys, upon completing the work of the second year should select one trade, from among any of the above lines, and one-half of each day should be devoted to the manipulative work of the trade selected. Belated Courses. Industrial science, physics, chemistry and mathematics, draughting, and industrial and social studies, closely related to the specific industrial courses, should be pro- vided. Academic Courses. These academic courses should be in- cluded, — ^English, history and mathematics, and the last two should be particularly related to industry. c. First and Second Year Shop Course Outlines Woodworking. The course in woodworking should include the elements of carpentry and cabinetmaking, and require the use of bench tools and power machines, such as platform and circular saw, planer, joiner and mortising machine. Practical problems in building school equipment and repairing should be selected. In the third year pattern making might be intro- duced. Printing. ■ The printing course should include hand composit- ing in all its various aspects, as well as press operating and foundry work. Those electing this work in the third year SUGGESTED PROVISIONS POE VOCATIONAL EDUCATION 131 should have use of linotype and monotype machines. The vrork should involve printing cards, forms, report blanks and book- lets which might be required by the school department. Metal Working. The course should include three sorts of metal work : sheet metal work, machine work, and blacksmith- ing and forging. In sheet metal working, simple projects in- volving shaping, soldering, etc., should be selected. In machine work, typical machines should be operated: the lathe, drill, punch press, planer, etc. ; and in blacksmithing the use of cold and hot bar metal should be included. All projects should be of a very practical nature, there being no place in such a course for exercises. Plumbing and Pipe Fitting. This course should include the cutting, threading and installing of lines of pipe to fixtures of various sorts, and the setting of fixtures, such as sinks, drains or tubs, together with provision for plan reading, cost estimat- ing and related science. Small repair jobs about the school premises will afford a considerable variety of practical prob- lems. Electrical Construction. Electrical work should include in- terior bell and light wiring, study of motors, dynamos and of instruments, such as telephones, telegraph, etc. The use of measuring instruments should be included. Provision for plan reading, cost estimating and the related science should be made. Painting and Finishing. This work should include a study of pigments, colors, oils and spirits and methods of mixing and preparing paints, stains and varnishes. As related to build- ing construction, it should include preparing exterior and in- terior surfaces, and the application of priming, first and finish- ing coats of paint. Related to metal finishing, it should include preparing metal surface and applying and baking enamel ; and related to wood finishing, it should include preparing the sur- face, applying stain and varnish, rubbing and polishing. d. Outlines of Related Courses Industrial Science. Industrial science should include indus- trial chemistry, practical physics and mathematics, all to be a natural outgrowth of the shop work and to be presented in such a manner as to really develop, in a vital way, the broad basic principles of science, as applied to the ordinary industrial pursuits. 132 INDUSTRIES AND SCHOOLS OF HAMMOND Draughting. Some form of draughting should accompany every industrial course, and the purpose of this work, should not be to develop draughtsmen, but to provide a working knowl- edge of the necessary elements of plan drawing and reading. Thus, a sheet metal worker, while not a draughtsman, must be able to figure and cut patterns of receptacles, cornices and drains. Industrial and Social Studies. This course should be- organ- ized as indicated under this head for the sixth and seventh grade boys. It should include shop and factory excursions, illustrated lectures, discussions, etc., concerning manufacturing processes, relation of worker to employer, to fellow workman and wage studies, hazards, etc. Industrial hygiene and sanita- tion should form an important part of the courses. e. , Vocational Courses. Shop Courses. The specific vocational courses which should be provided for pupils who have completed the introductory industrial course, or for others who are ready for them, are as follows : Woodworking Trades: Carpentry, cabinet making and pattern making. Metal Working: Machine working, blacksmithing and sheet metal working. Printing: Composing, proofreading, press operating and linotype or monotype operating and foundry work. Plumbing and Pipe Fitting: Plumbing, steam and pipe fitting. Electrical Work: Motor and dynamo work; interior wiring and fixture installation. Painting and Finishing: House painting, enameling, and polishing. It will be impossible and undesirable to make provisions for all these lines at once. Only those courses should be installed which the department can care for in an efficient maimer. Co-operative Courses. Many boys who have completed the two years' Industrial course proposed, and who have discovered the lines of work they wish to follow, might profit most by leav- ing school and going to work in factories, where they can have the opportimity of meeting practical problems, provided their education could be continued on a co-operative basis. For such boys, their continued education becomes a matter requiring co- operation between the shops and schools. From the shop side, SUGGESTED PROVISIONS FOE VOCATIONAL EDUCATION 133 work would have to be organized so as to be educative and time would have to be provided for school attendance. From the school side, instruction must be practical and helpful in meeting actual shop problems. f. Equipment. Considering the fact that a new High School building is soon to be constructed, it is of special importance to indicate in a general way, the rooms and floor space necessary for carrying out the courses suggested. At least sis rooms will be necessary to carry out the program suggested, but it will not be necessary to equip them all at the start, as valuable opportunity for prac- tical experience will be afforded by having the boys make as much of the equipment as possible. The floor space as provided Lq the plans for the new High School will be adequate for the immediate needs of the department. As the initial equipment, the following is suggested. This should be" added to in keeping with the growing needs of the department. • Woodworking. One bench and machine room, together with a stock room, located so as to permit lumber to be received from the street or driveway, should be provided. The equipment should include woodworking benches, bench and general tools, power planer, platform and circular saw and joiner and mor- tising machine. Supply closets and lockers for students are essential, together with staining bench or table. Boys, with the aid of the teacher, should build the benches and lockers. Printing. The present printing equipment is strictly up to date and adequate for the beginning work of this department. In the new building, a well lighted room should be provided and it should be considerably larger than the one now used. Provision for foundry work should also be made. Metal Working. It is advised that at the start the metal- working equipment be placed in one room ; that the equipment be simple and that no attempt be made to provide a complete machine shop, sheet metal and forge equipment, such as were formerly thought necessary in technical departments of high schools. In the future, as enrollment increases, it will be neces- sary to provide several rooms for metal working, in which case it may be best to place the sheet metal and forge equipment in separate rooms; but in the beginning, at least, much will be gained by placing all metal equipment in one room and select- ing projects requiring the use of both forges and machines. 134 INDUSTRIES AND SCHOOLS OF HAMMOND For the machine equipment, at least the following type ma- chines are recommended: Lathe, drill, 'punch press, planer and tool grinder. The sheet metal equipment should include one or two breaks, punches, shears, soldering outfits, etc., and the forge equipment should include four or fiv^ hand blown forges and blacksmiths' anvils, together with blacksmiths' tools and a small cupola. There should also be one long bench for sheet metal work and a number of individual benches, all of which should be made by the boys, it being necessary, however, to purchase the vises and anvil stacks and other small equip- ment for equipping these benches. The selection of this equip- ment presupposes that boys will work in small groups and that problems will be selected which will require a number of differ- ent processes. Plumbing and Pipe Fitting. The first requisite for this work is an unfinished room, floored, but with exposed wall studs and ceiling joists. The simplest possible equipment should be pur- chased, to include several kits of individual tools, pipe cutters and wrenches, taps and dies and one long working bench, with vise. Boys should build and install as much of the equipment as possible. Discarded plumbing fixtures, such as tubs, sinks and bowls, would doubtless be provided by local plumbing establishments. Electrical Construction. A shop similar to the plumbing room should be provided for electrical construction. Unfinished walls and ceiling will provide opportunity for interior light wiring and fixture installation. By erecting temporary walls dividing one or two sides of the room into smaller rooms or sections of rooms, further opportunity for more complicated wiring will be provided. One or two long benches will be nec- essary for motor and dynamo work, and small tools, fittings and testing apparatus should be provided. Boys should construct the benches, stands and temporary walls as they are needed. Painting and Finishing. A bare plastered room, with unfin- ished window casings and door frames is necessary for this work. Boys in the carpentry class Avill thus be afforded the practical problem of interior finishing, and the boys in the painting and finishing class, the practical problem of preparing the surfaces for the paint, stain or varnish. By erecting tem- porary partitions dividing one or two of the walls into several SUGGESTED PROVISIONS FOE VOCATIONAL EDUCATION 135 sections and providing windows and doors, opportunities for interior finishing will be multiplied. As tearing away and re- modeling interior wood work and removing old paint and var- nish is quite as much the work of the carpenter and painter as installing new work, a room as described will continually afford opportunity for practical problems. Cabinet projects to be stained and polished should be taken to this room. The equip- ment should include a metal top covered staining bench, metal lined cupboards for brushes, stains, oils and varnishes. Locker and Wash Boom. At least one locker and wash room should be provided for shop boys, and it is thought the most satisfactory scheme would be to have one combination room for tlys purpose, thus simplifying the problem of supervision. § 2. Vocational Department for Girls General Organization. The vocational department for girls should be organized for the purpose of providing opportunities for specific training for profitable employment, including home making. It is assumed that girls in this department shall spend one-half of each day in manipulative work and the other half in directly related or academic work. The department should be open to girls having completed the seventh grade and to those over fourteen years of age, who have not completed this grade, but who, for good reasons should begin a vocational course. , The work of the first two years should be organized so as to contain the elements of home making as well as lines of profitable employment, and girls upon the completion of the second year, should elect either the trade or homemaking courses for the subsequent years. Provision should be made, however, for girls to specialize upon trade courses .in the first or second years, if such specialization will best meet their edu- cational needs. Attitude Towards Women's Work. That Hammond girls do work is indicated from the facts that of the 160 working per- mits studied, 65 were issued to girls and that of the 159 reports of young people at work under 17 years of age, 90 were girls. 136 INDUSTBIES AND SCHOOLS OF HAMMOND A sane and wholesome attitude towards women's work is stated by Mrs. O'Leary: "The education of the girl who comes to the vocational school is a double problem. It must include training in two distinct vocations, neither of which can be considered suf- ficiently permanent to justify neglect of the other. The training in either one of these vocations, moreover, is not adequate preparation for efficiency in the other. "As compared with the boy, the future of the girl admits of a variety of adjustments: (1). She may, like the boy, go into the industry to remain as long as she is physically able. (2). She may, and most often does, go into industry for a short period, variously estimated at from three to seven years, and then permanently become a home maker. (3). Having left the industry for her own home, cir- cumstances may compel her to return to wage earning. (4). She may be under the necessity of serving a double capacity, being compelled to support the home which she manages. "Every evidence goes to show that, while the girl may enter the trade, she is, in the majority of cases, at one time or another, a homemaker. In confirmation of this is her personal, if unconfessed, point of view that wage earning for her is but a temporary affair, which she will leave for a permanent position in her own home. If this home is to be a going concern, the woman who manages it must be trained for her work as thoroughly as the man who supports it." * a. Relation of Courses to Hammond Industries In general, the industrial work in which young women are employed in Hammond requires no special school vocational training. This is true in the following lines in which girls are employed: Glue spreading; soft bookbinding: automatic and hand tipping; collating; sewing machine operating; hand and point folding; jogging; wire stitching; gathering; food preserv- ing ; packing and labelling ; sewing machine operating in mak- ing shirts, aprons and mattresses and porch furniture making ; and paper tube making and box finishing. Direct and specific school training. is not needed in these fields, but the possibilities in such work should be discussed in the course in industrial and social studies hereafter suggested. On the other hand, among the pursuits open to Hammond girls, for which specific school training is needed, aside from ♦"Cooking in the Vocation School" Iris Prouty O'Leary, Bulletin U. S. Bureau of Education. Whole Number 625. SUGGESTED PROVISIONS FOE VOCATIONAL EDUCATION 137 the commercial and professional lines are : Dressmaking Millinery Salesmanship Nursing Catering Lunch room keeping Design and Home Decoration* b. Suggested Program Schedules Courses for First and Second Years. The following courses for the first and second years are suggested: cooking, food chemistry, sewing and textile study, household physics, milli- nery, costume design, home management and salesmanship. Program Schedule. This is suggested as a tentative sched- ule but it should not be adopted without a careful study of the needs of the girls actually enrolled in the Department : First Year— One-half of Each Day First Semester Sewing and Textile Study 2 Hours daily Costume Designing. .1 hour daily Salesmanship 1 hour daily Second Semester Cooking and Food Chemistry 2 hours daily Home Management. . .1 hour daily Salesmanship 1 hour daily Second Year— One-half of Each Day First Semester Sewing and Textile Study 2 hours daily Costume Designing or Home Management.! hour daily Millinery or Sales- manship 1 hour daily Second Semester Cooking and Food Chemistry 2 hours daily Household Physics ... 1 hour daily Millinery or Sales- manship 1 hour daily Belated Courses. Provision should be made for a course dealing with industrial, social and personal problems. This • These pursuits were not analyzed in Hammond, but there are sufficient data to justify the statement that training is required. Though opportunities for employment in all these lines may not be open in Hammond, this limitation is removed through the close proximity of Chicago. 10 138 INDUSTRIES AND SCHOOLS OF HAMMOND course should include study of industries and possibilities for wage earning and social service, relation of worker to employer and to other workers, together with all phases of industrial and personal hygiene. Academic Courses. Provision should be made for English, music, history and gymnasiimi. c. First and Second Year Course Outlines Sewing. The traditional course in sewing, organized from an academic standpoint, is no longer considered satisfactory. The course should include plain and machine sewing, part of which should be upon marketable garments of varying styles and fabrics in order to give a general knowledge of materials as well as processes in sewing and garment construction. Oc- casionally, garments should be made according to factory meth- ods. The textUe study suggested should be an organic part of the work in sewing, for if it is organized as a separate course there will be a tendency to abstract and systematize the work to such a degree that it will lose all practical value. Cooking. The course in cooking should be organized upon a very broad basis, in order to train in cooking as a home art, and to indicate its vocational possibilities. Portions of this work should center about the preparation of the school lunch for pupils and teachers, and the entire work of marketing and purchasing food materials, preparing menus, and estimating costs for these lunches, should fall entirely upon this depart- ment. Commercial markets may be secured for portions of the kitchen products, and in this connection Mrs. O'Leary's bulletin to which reference has been previously made, will be found very suggestive. A course such as outlined will indicate the possibilities of catering, lunch room keeping, as well as other lines, from the vocational standpoint. The work in food chem- istry should be an organic part of the course in cooking, for if it is organized as a separate unit, there will be a very strong tendency to present the work from a logical point of view, de- veloping principles from the simple to the complex, etc., out of their relation to home problems. Such an organization, though interesting and good from an academic standpoint, from a practical point of view, will defeat the desired ends. SUGGESTED PROVISIONS FOE VOCATIONAL EDUCATION 139 Costume Design. The present unit of the High School course in drawing, dealing with costume designing, should form the basis for a course devoted entirely to this work. It will be noted that, according to the tentative proposals, those pursuing sew- ing courses will take costume designing, and that therefore the two courses must be closely correlated. Home Management. This course should deal with the selec- tion of the home, considering location, sanitation and cost ; the decoration and care of the home, including selection of furni- ture, pictures, draperies and wall paper ; the distribution of in- come for various needed expenditures and other problems re- lated to home management. AH, the needed work in drawing and design should center about the problems indicated. Household Physics. The present course in household physics, now open to senior girls, should be provided for girls in the second year vocational course. A course upon the basis of the one as now taught will be highly satisfactory. Millinery. The work in millinery should include making of trimmings, flowers and hat frames, as well as frame covering, hat decorating and remodelling. Straw sewing might also be taught in certain seasons. Salesmanship. This course should be organized in the voca- tional department, rather than the commercial department, because success in this work for women is largely conditioned upon a knowledge of color, textiles and garment construction. It should include the necessary arithmetic, study of methods of selling, etc. d. Vocational Courses Departments and Courses. Upon completing the courses out- lined for the first and second years, girls should select either the home making or trade courses, and in the case of the trade courses, should select one or two trades. Trade courses, how- ever, should be open to those girls before completing the two years' work, who might profit most by them. The homemaking courses should include those elements of theory and practice directly related to homemaking along the lines previously suggested. 140 INDUSTRIES AND SCHOOLS OF HAMMOND The following trade courses might be provided: Dressmaking Costume Designing Millinery Cooking Nursing Salesmanship It will be impossible to make provisions at once for all these trade courses, and only thos6 lines should be started which can be carried out in first class order. e. Equipment In the new High School building, one wing, or a considerable part of one floor, will be necessary for the Vocational Depart- ment for girls. It is thought that the provisions for the De- partment in the plans for the new High School are adequate, if the laboratory room ia the southeast corner of the third floor could be used for girls' work, thereby giving this department the entire unbroken wing. Sewing. There should be at least two rooms exclusively de- voted to sewing and miiliaery and textile work. They should be large and well lighted. A small fitting room is also essen- tial. The rooms should be equipped with cupboards for stock and lockers for girls' work, individual sewing tables and one large cutting, pattern and draughting table. Sewing machines and one or two looms are necessary. The sewing tables should be made by the boys enrolled in the shop courses. A separate room for textile study is thought unnecessary. Cooking. It is strongly recommended , that the so-called unit system of kitchens be adopted for one of the cooking lab- oratories. By this arrangement an alcove, section of a room, or small room is provided for each group of four or five girls, and each unit is equipped as home kitchen. A common pantry and store room is necessary. Three or four such unit kitchens will probably meet the present needs. For a complete descrip- tion of this home unit kitchen plan with pictures and descrip- tion of kiljehens so equipped and successfully operated, see pages 26 to 30 "Cooking in the Vocational School," by Mrs. O'Leary.* Adjoining these unit kitchens or the regular cook- ing room, there should be a room equipped as a food chemistry laboratory. • Ibid. SUGGESTED PROVISIONS FOE VOCATIONAL EDUCATION 141 Studio. In all probability, two studio rooms will be needed to accommodate the various phases of design necessary to meet the needs of the vocational department. Each studio room should be properly lighted and provided with cupboards for stock, lockers for pupils' boards and work, and also individual studio stands. Each room should be designed for a class of about fifteen or twenty pupils. Household Physics. This course may be conducted in the regular physics room. Salesmanship. No special room is necessary for this work. Provision for Growth. One or two years' experience in con- ducting girls' prevocational and vocational courses will doubt- less indicate the need for enla,rgement of the lines suggested and the introduction of altogether new lines. It is therefore rec- ommended that at least three rooms other than those required for the courses suggested be provided for the use of the vocational department. § 3. Courses for Regular High School Students. Shop Courses. The shop courses outlined should be open to regular high school students, but such students should not be enrolled in the same classes with the boys whose work primarily falls in the vocational department and who spend one-half of their time in shop work. Time schedules, in keeping with the regular high school program should be followed by the boys electing industrial courses. Industrial Chemistry. There is an unlimited field of oppor- tunity in industrial chemistry, for those properly trained, or even with a preliminary training. Chemists are employed in four of the Hammond establishments and other factories send materials to Chicago to be tested and analyzed. Such a course should be open to Juniors, and while it must be broad in scope to develop fundamental principles, the practical applications as related to the iron and steel industry, food preserving, glue making, textiles and other primal industries, should dominate. Draughting. The present course in draughting is well organ- ized and splendidly taught and is admirably suited to boys who wish to become draughtsmen and engineers. This course, however, should not be confused with the one suggested for boys majoring in industrial courses. To achieve success in 142 INDUSTRIES AND SCHOOLS OF HAMMOND draughting, a general high school education is necessary. It is recommended that the present course be continued as it is now organized, but that pupils be graded more closely so that one class will contain only boys of the same high school grade. This is needed in order to simplify the problem of instruction. Homemaking and Trade Courses. The courses outlined and suggested for the vocational department for girls, should be open to those pursuing the regular high school course. These girls, however, should be enrolled in separate classes, and time schedules should be in keeping with other courses elected and the high school program. PART 4. EVENING SCHOOIi COURSES There are three general problems in night school work and, of the three, the last is by far the most difficult. 1. To provide courses actually needed in the com- munity. 2. To enroll students in the evening school for whom those courses were designed. 3. To retain enrolled students in regular attendance for the duration of the course. Neighborhood Buildings. Considering the varied composition of the residents of Hammond and the scattered settlements in various parts of the city, this question is of vital importance : Will one centrally located night school meet the needs of the City? An estimate made of the number of men and women living in the vicinity of the Standard Steel Car Plant, who at- tend evening school courses, shows that relatively very f 6w were reached. For example, in the general courses 42 women were enrolled, and only two were from this district; and, of an enrollment of 214 women in the household arts course, but two were from this section. In the general courses, the percentage of males from this section was somewhat higher, there being 25 of a total enrollment of 144. A neighborhood school is necessary to serve the needs of this district. With the adoption of the plan suggested by the Super- intendent of Schools to construct a small school in this district, and to incorporate in the building provisions for a social center, the problem of night school work for these people will be greatly simplified^ This will be particularly helpful in provid- ing the necessary courses for women and girls in the various SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 143 phases of household arts. It is, therefore, reeommended that provision be made for building a small school in this district as soon as possible, and that this building contain provisions for a social center and include recreation rooms, kitchen, living room, bed room, sewing room, etc. This building should be the center for the social work of the neighborhood, for district nurses, social workers and others. "When cottages are provided for the household arts work of the elementary schools, these might be used also at night for courses for women of the neighborhood. Evening School Records. In studying the whole problem of evening school work, the greatest difficulty is in the lack of adequate records of enrollment, attendance, nationality, occu- pation of students, etc. Simple but comprehensive records of the facts mentioned would afford a basis upon which to de- termine the exact status of the night school: its efficiency, and its success or failure in meeting the problems of the community, and also be helpful in an occupational study of the city. "With the rapid development of night schools in Indiana and their increasing service in real educational work, it is important that there be uniformity in records throughout the State, in order to make possible a comparison of results. It is suggested, that, in the near future, principals of night schools in the State, meet in conference and work out a simple comprehensive record system. Enrollment and Classification of Students. With 36 night school classes enrolling over 800 students, the problem of en- rollment becomes very difficult, yet much of the success depends upon students being placed in the classes best adapted to their needs. Doubtless many men and women apply for night school work who have not decided upon any specific course or line of work, but who seek general improvement. The selection of work best suited to the needs and capacities of such students requires careful consideration. The proper enrollment of a student desiring a specific course, while somewhat simpler, is no less important, for, if he wishes to study arithmetic there may be three or four arithmetic classes, and if he is to receive the maximum return from his attendance and study he must be placed with the class studying the kind of arithmetic he desires, and with a group of students of about the same ability and previous education. Nationality and age must ajso be con- sidered. 144 INDUSTRIES AND SCHOOLS OF HAMMOND The study of the day employment of the students now in attendance in the Hammond night schools, indicates that per- haps certain shifts in classification would simplify problems of instruction and bring about better results. For example, clerks and mechanics are enrolled, in each of the two arithmetic courses ; this is also true of the two classes in commercial arith- metic and in the shop mathematics class. In all of these classes two phases of mathematics are taught, one for the clerks, per- taining to short methods and speed drills; and the other for mechanics, including fractions and decimals, related to indus- trial work. Much would be gained by grouping together, in one or two classes, the clerks who need commercial arithmetic, and in one of two other classes, the mechanics who need shop mathematics. The problem of proper enrollment is harder to meet, how- ever, than is usually appreciated, for students come in large numbers on the opening night, and many are entirely unknown to the Principal and teachers. Unlike day school students they bring no record showing age and previous schooling. A teacher, or committee of teachers, might well be assigned to the problem of enrollment, and their work would also have to include some of the elements of vocational guidance. Methods of Course Organisation. No uniform type of course organization and time schedule could be satisfactorily applied to all evening school courses. One course might be scheduled for both terms of the school, another for one term, and still another for, but two or three weeks. A course in typewriting, bookkeeping or English for foreigners, would require a con- tinuous session for one or two terms, and, under normal circum- stances, breaking such courses 'into short units, would seriously impair their efficiency. This type of organization is best suited for general continuation courses. On the other hand, however, the trade continuation courses might well be organized upon the short unit basis : for example, punctuation for compositors, plan reading for carpenters, estimating for contractors, pattern draughting for sheet metal workers, all of which are designed to meet some deficiency or special need or interest for those al- ready within a trade. SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 145 8 1. General Courses From the standpoint of attendance, it would seem that the general courses in English, arithmetic and spelling are properly organized and well taught. These general courses, however, reach but few women, and it is thought their usefulness will be greatly increased with the provision for a night school near the plant of the Standard Steel Car Company. These courses are now being taught upon a two-term basis and this is probably satis- factory. § 2. Household Arts Courses The average holding power of the household arts courses is relatively low, being the lowest in millinery and highest in cook- ing. It is thought that these modifications in course organiza- tion would be productive of good results : the organization of a two-term course in each field and several unit courses in each field. The two-term courses will appeal to those who wish to pursue the subject systematically, and who are so situated as to be able to be in regular attendance for one or two terms ; and the short unit courses will appeal to those who wish to pursue special problems for a relatively short period of time. In detail, this would mean that there might be one or two- term courses in plain sewing, dressmaking, cooking and millinery and several short unit courses in certain phases of these subjects. Additional short unit courses, particularly adapted to the needs of home makers, might well be provided, such as home decoration, care and feeding of children, bread making, pickling, preserving, home nursing, laundry work, textile study, dyeing, cleaning, renovating, fitting and shirt waist making. There is very great need for homemaking courses in the vicinity of the Standard Steel Car Company's plant. § S. Commercial Courses The average attendance of women in commercial courses is very high, with the exception of commercial arithmetic, which is very low for both men and women. All commercial courses are upon a two-term basis, and this is probably necessary for efficient work in all courses save commercial arithmetic, which might well be upon a short-unit basis. Those commercial students whose needs in arithmetic are not met by the short-unit course, should 146 INDUSTRIES AND SCHOOLS OF HAMMOND enroll in the general arithmetic class. Short-unit continuation courses might profitably be established for salesmen and sales- women. In determining needs along these lines, conferences with the Clerks' Union would be helpful. § 4. Industrial Courses Woodworking. The present industrial courses are weak be- cause of the lack of a clear definition of purpose and of adap- tation to the needs of Hammond. The present woodworking class is composed largely of youths under 16, many of whom attend day schools, and has its justification in affording evening occupa- tional work. This cannot be considered a prevocational or vo- cational course, but rather a course in manual training. There are, however, a few mechanics enrolled in this course. It is sug- gested that one general woodworking course be continued, but that in place of the second woodworkiog course, unit courses be substituted. Attendance in these unit courses should be limited to adults already employed in some phase of woodworking, and these courses should be organized so as to meet specific needs of groups of workers. Shop Mathematics. It is recommended that the course in shop mathematics be open to only those men actually engaged in industrial pursuits, and that it be organized upon a unit basis, including units such as, mathematics for carpenters, machinists, electricians, contractors, sheet metal workers, etc. Mechanical Drawing. The work in mechanical drawing, as now organized, meets the needs of young men who need a system- atic presentation of the subject. From this standpoint, it is a well designed course. It is advised that this general course be continued and t^iat courses on the unit basis be organized to meet specific needs of groups of workers, such as carpenters, electri- cians, plumbers, contractors and sheet metal workers. Electrical Engineering. It is recommended that instead of a general course, aiming to cover in outline the whole field of electricity, a number of unit courses be organized for specific groups of workers: general electricians, electrical device as- semblers, armature winders and motor assemblers. There is very great need in Hammond for these courses, as many of the electrical pursuits, such as armature winding and motor as- sembling, are so specialized that little knowledge is obtained of the whole field and its possibilities. SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 147 Other Courses. A study of the Hammond industries has revealed a- very definite need for the following trade continua- tion evening courses : General machine shop courses for machinists and ma- chinists' helpers engaged in specialized work. Pattern draughting for tinners, sheet metal workers and their helpers. Electrical theory courses for platers, picklers and elec- trical devise assemblers. Industrial chemistry courses for beeker boys. Color and paint mixing courses for painters and enamell- ers. Industrial hygiene for workers in metal trades, painting, finishing, etc. Some of these courses might be organized upon a short unit basis, for instance, the course — industrial hygiene — might com- prise the following units: method of avoiding and curing lead poisoning; methods of treating burns, cuts and sprains; first aid to the injured ; use of respirators and how to guard danger- ous machines. PART 5. TEACHERS AND DIRECTOR Providing buildings and equipment and outlining courses of study wUl not accomplish the desired ends of prevocational and vocational education without an adequate teaching force, well trained and conversant with the best educational theory and practice. The initial training of most teachers now employed in the elementary schools of the State, is not sufficient to enable them either to understand industrial life or to interpret it to their pupils. Therefore, one problem is to provide the necessary opportunities for continued training while in service. Teachers Grades 1 to 5. There is everything to be gained and nothing to be lost by continuing the present practice in Hammond of havitig all industrial and related work in grades one to five inclusive taught by the regular class teachers. Only in this way is it possible to relate such courses in an organic manner to the other work of the school. The wisdom of this plan is demonstrated by the results achieved in the first three grades. In order to properly handle the industrial work, how- ever, grade teachers must not only be skilled in the industrial processes adapted to school room procedure, but must also be familiar with the evolution of industry in all its aspects as well 148 INDUSTEIES AND SCHOOLS OP HAMMOND as present manufacturing methods and industrial problems. To this end, it is recommended that the plans already in operation be continued and extended in order that teachers may become more familiar with the complicated industrial life of the city and the latest methods of elementary industrial instruction. This has been done in the past by factory visits and conference discus- sions, and might well be enlarged to include lectures, discussions and assigned readings as well as actual manipulative work adapted to school room practice. Shop Teachers Grades 6 and 7. School trained shop teachers are best adapted to the industrial work of the sixth and seventh grades, provided, however, such teachers have had the oppor- tunity of pursuing courses other than woodworking, and are some- what familiar with industrial life by a period of actual industrial employment. It is difiSeult to see how teachers can be helpful in interpreting an industrial situation to boys, if they themselves have never had any first hand industrial experience. It is strongly urged that definite provisions be made for giving the shop teachers the opportunity of becoming more familiar with the industrial life of the community. This might be done in a number of ways : by releasing them for half a day during one semester for a study of the industries of the city ; by providing opportunities for industrial employment during summer vaca- tions ; by granting them a few months leave of absence for this purpose; by spending a period of time in social service; by a detailed personal analysis of some industry or some form of industrial "survey work." In short, any method should be encouraged which will result in broadening the actual outlook and vocational skill or familiarity with modern industry. It is thought that very much would be gained by employing some of the industrial teachers for twelve months in the year in the same manner that agricultural agents are now employed in Indiana. This policy has been partly pursued in times past by employing one manual training teacher for the eight weeks sum- mer session. During the summer, attention could be given to the formation of part time classes or to a study of the work of boys and girls under 16 years of age, or to co-operate supervision of boys and girls working in stores and factories upon working permits. If shop teachers are ever to become familiar with in- dustrial life as it actually exists, and with the means of achieving industrial evolution, they must live with the situation and study it in all its phases. SUGGESTED PEOVISIONS FOE VOCATIONAL EDUCATION 149 Household Arts Teachers Grades 6 and 7. School trained teachers are without doubt best adapted for the household arts courses for sixth and seventh grade girls. However, school training is not alone sufficient for the Hammond situation, as women teachers must attempt to interpret the work of the com- munity to girls, just as men teachers must to the boys. It is strongly advised that some of the household arts teach- ers be employed for twelve months of the year, and that during the vacation period, they engage in some form of social service, industrial employment or investigation, or in studying the work of girls upon working permits. Shop Teachers High School. In the main, it is essential in Hammond that shop teachers in the vocation department, be recruited from among the ranks of journeymen workmen. In the event of the employment of such journeymen workmen as teachers, provision must be made for giving them the necessary training in school room procedure and methods of instruction. Such training courses for shop teachers might be in charge of the Director of Vocational Education, or these ends might be accomplished by encouraging such men to attend University Summer Sessions or Extension Courses. For the related voca- tional courses, such as industrial chemistry, mathematics and mechanical drawing, it is essential that technically trained teach- ers be employed and that their practical industrial experience be as broad as possible. Homemaking and Trade Teachers High School. It is thought that the ideal equipment for women teachers of homemaking and trade subjects should include technical and professional training, together with practical or trade experience of the subjects which they teach. Some teachers in this department may have pro- fessional training supplemented with trade experience, while others might have successful trade experience supplemented by professional training. There is little hope, however, of estab- lishing a vocational department, which will meet the needs of Hammond girls, with only professionally trained teachers. Director of Vocational Education. Competent directive leadership is essential in the development of the various phases of the work outlined. It is, therefore, recommended, that a director of vocational education be employed as soon as the services of a competent man may be obtained. The director should have general supervision of all phases of prevocational and vocational 150 INDUSTRIES AND SCHOOLS OF HAMMOND instruction and should work under the direction of the Superin- tendent and in co-operation with the Primary Supervisor, Art Supervisor, High School Principal and Night School Principal in the development of a scheme of vocational education adapted to the needs of Hammond. APPENDIX SOURCES AND METHODS OF DERIVING DATA AND FORMS USED Chapter I. Facts Concerning the People of Hammond Source: Report of 1910 United States Census Table 1. Growth of Hammond and Other Cities Vol. 2, p. 568, 669 2. Composition of Population Vol. 2, p 568* 569 3. Nativity of Population Vol. 2, p. 568* 4. Age Groups of Population of Hammond. . .Vol. 1,' p. 492, 5. Age Groups of Population of Indiana Vol. 1, p. 373 6. Sex Distributions Vol. 2, p. 568 7. Illiteracy Vol. 2, p. 568, 569 Chapter II. The Industries op Hammond PART 1. IMPORTANCE AND SCOPE OF INDUSTRIES Sources: Report of the 1910 United States Census, Factory Visits and Factory Reports. Table 8. Increase .of Workers in Manufacturing Establishments Vol. 9, p. 324, 327 9. Percentage of Population Employed in Manufacturing Establishments Tables 1 and 8 10. Size and Products of Hammond Man- ufacturing Establishments Factory Visits and Reports PART 2. INDUSTRIAL PURSUITS OF HAMMOND Sources: Factory Visits and Reports Methods of Obtaining Facts A complete list of the manufacturing establishments of Ham- mond was obtained from the 1913 Report of the State Bureau of Inspection and the classified section of the latest Hammond telephone directory. Arrangements ,were then perfected for a personal visit to each of the large factories. The Superintendent of Schools telephoned the owner or manager of each plant and briefly explained the nature of work to be done and the day and hour for the visit was agreed upon. No forms were used in obtaining the facts concerning any phase of the factory work,, or the number employed in various trades. 161 152 INDUSTRIES AND SCHOOLS OF HAMMOND The time spent in the plants varied from a few hours to three days. In many cases, factories were visited several times to obtain additional facts or confirm facts previously obtained. Written notes were carefully made of all observations. In this manner a report from each factory was obtained con- cerning the following : The Factory organization ; departments within the factory ; and individuals in each department. The data regarding the factory organization included : Approximate date upon which the factory was opened. Whether or not it was permanently located in the city. The specific products. The dull, normal and busy season. Approximate number of male and female wage earners em- ployed in each season. Approximate number of male and female wage earners em- ployed at the time of the visit. Number of working permit boys and girls, as well as those under 17 years of age, employed at time of visit and at other times. Departments in which these boys and girls worked. The prevailing nationalities of wage earners. The various departments within the factory. How workers are recruited for each department. Shift of workers from department to department. The data regarding each department included: The number of foremen and forewomen. The number of male and female workers. Prevailing nationalities. The number of working permit boys and girls, those under 17 years of age, and what they were doing. The manufacturing processes. The materials used. .The machines used. The provision for promoting workers from one job to another. The extent to which the department trains the new workers, or promotes upon increased efficiency. Provision for shifting workers from one department to another. Estimated number who were unable to read or write English or understand verbal orders In English. Approximate number enrolled in various night school courses. The data regarding individual workers included: Sex. Nationality. Age, as to whether or not worker was under 17 years. Trade or work in which engaged. Whether machine or hand process, description of processes^'and skill required. APPENDIX 153 Probable lines of promotion. Obvious deficiencies in technical or general education affecting efficiency in present work or future promotion. Specialization of processes, and whether or not the factory was so organized that a young worker could learn a trade. Obvious hazards to which workers were exposed. Facts concerning the small tailor shops, job printing shops, plumbing shops, and lumber and planing mills were obtained by a telephone conversation. After the facts were gathered from all factories, a classification of all workers was made according to sex and trade or pursuit in which engaged. The tables indicating size and products of Hammond establishments, the number and sex of workers in each trade, and the summarized description of the work involved in each trade or pursuit were thus derived. The approximate number of men and women in trades and pursuits, other than those represented in Hammond manufactur- ing establishments, was obtained from officials of the local labor unions. After this Chapter was prepared, typewritten copies were mailed to various manufacturing establishments and to workers with the request that the report be carefully reviewed, noting corrections or additions. Where inaccuracies were noted, neces- sary corrections were made. 11 154 INDUSTBIES AND SCHOOLS OF HAMMOND Chapter III. "Work of Young People Under 17 Years of Age PART 1. STUDY OP WORKING PERMITS Working permit records, made out on the form herein re- produced, were on file in the Superintendent's office. These records indicated the employment in which the boys and girls were engaged. Employment Ticket (Location of Office Issuing Certificate) I intend to employ in the (Full Name of CSliild) capacity of a in the (Name of Occupation) when (Industry) (He or She) presents an age and schooling certificate duly signed. (Signature of Employer) (Place of Business) (Father's Name) (Address) (Mother's Name) (Address) (Signature of (3iild) Date 191 In ascertaining the school history of permit boys and girls, reference was made to the files in the Superintendent's office containing individual records of all public school pupils. From these records facts of school proficiency and retardation were obtained. Kecords were obtained from the form hereafter reproduced. APPENDIX 155 1; O : 1 1 i :-i^ UU3X PU5 ■raqsreax mjax ?si JaqoBax 'SAy 'uar) :.^ loijnoo }[ag : 19 ■ a 5-ioira * u aonapg 1^ 3 : aisn}^ SaiMBlQ SaiW-'M m ■ ■^oims^qj ^ Xqdm8oao 5 jtjOJBIH ^ a»Bn8nBi H JO j^uinreio Q 3mpBaa Q Smnadg b s • ai^amq^Tiy ^ "3 g : ^styj sa^aaij^ 1 : XpjBX sauiix » S paiiojng ?o^ ^vtaaqy SiCBQ ) ^nasaaj b^bq paAiaaaa «»Ba j p,a;etiBJx a^^O ox pajjajBUBix ox pa^omoj J nioij paAjaoaa SBBIO (5*60 uiiax -. c I 1 - « ■^S Mai - 156 INDUSTEIES AND SCHOOLS OF HAMMOND PART 2. STUDY OF REPORTS MADE OUT BY WORKING BOYS AND GIRLS. Source: Schedules Made Out by Toung People at Work or Their Employers. A list of all manufacturing and mercantile establishments, hotels, restaurants, etc., was obtained from the latest classified telephone directory. The Superintendent of Schools mailed to each concern the following letter and enclosed sheet, together with a stamped envelope for the reply. Letter of School Saperintendent In order to adapt the day and evening courses in the Ham- mond Schools to the needs of the community we are studying the lines of profitable employment open to boys and girls under seventeen years of age. Would you please indicate upon one of the forms below the number employed? Also on the enclosed sheet their names and addresses. Please return the blanks as soon as possible in the enclosed envelope. C. M. McDANIEL, Superintendent of Schools. Name of Firm? , "We have in our employ at the present time boys and girls under 17 years of age (not having reached their 17th birthday). Signed Jan , 1915. We have in our employ at the present time no boys or girls under 17 years of age (not having reached their 17th birthday) . Signed Jan , 1915. (Letter and form SYz^xll") APPENDIX 157 Sheet Enclosed in Superintendent's Letter Boys and Girls Under 17 Years of Age Name of Firm NAME ADDEESS (Blank 8%"xll") Upon receiving the return statement indicating the number of the boys and girls employed and their addresses, the Super- intendent of Schools mailed the following circular letter with enclosed forms, to each establishment having reported boys and girls upon their pay roll. Superintendent's Letter Dear Sir: A few days ago you kindly co-operated with the school department by sending me the names and addresses of the young people under 17 in your employ. In order to ascertain the specific work of these young people, the extent of their educa- tion, etc., I would greatly appreciate your further co-operation. Will you please have each boy or girl under 17, in your employ, fill out one of the inclosed blanks. This information will mate- rially assist the schools in adapting day and evening courses tc the needs of Hammond. When the cards are properly filled out will you please return them in the inclosed envelope to the school office ? Very truly yours, C. M. McDANIEL, Supt. of Schools. 158 INDUSTRIES AND SCHOOLS OP HAMMOND Card Enclosed with Superintendent's Letter Name Sex Age: Years Mo'i Place of birth : City County State Place of Father's hirth: City County.... State Place of Mother's bith: City - County State In what city, town or county did you attend school? Did you attend a public or parochial school 1.—, What year or month did you leave school 1 Year Month... What school grade did you complete? , In what grade were you enrolled upon leaving school? What correspondence school course have you studied ? What night school courses have you taken? Do you draw books from the public library ? By what firm are you now employed? What is your work with this firm? What other work have you done with this firm ? How long have you been employed here? Years Months Weeks (Please fill out the other side of this card) Reverse Side of Card Prenpus Employment Name of Finn Work Done Time Empbyed Years Months Weeks 1st job upon leaving school 2nd " " " " 3rd " " " " 4th " " " " 5th " '' " " (Please fill out the other side of this card) (Card 5"x8") APPENDIX 159 The great majority of concerns immediately responded, by having the young people in their employ fill out the cards, and by returning the cards to the Superintendent's office. In the course of two weeks complete records were obtained from all concerns. Chapter IV. Paet Time Education The summarized and specific facts in this Chapter were derived from the working permits and individual schedules previously described. Chapter V. The Children Enrolled in the Hammond Schools part 1. general facts of enrollment and classi- fication. Sources: Public Schools — Age and Grade Table: Parochial Schools Age Table. Two age grade tables for each grade were sent to each public school principal with the following instructions to teachers and principals : 1. List boys and girls in separate tables. Each principal should return to the superintendent two tables — one for boys and one for girls, these two tables being derived from the teacher's tables. 2. Do not record the low or high — a or b — section of any grade in either Elementary or High School; thus, consider 5 A and 5B under fifth grade. 3. Estimate age as follows: September 1, 1914 is the date from which age is to be reckoned. Record ages in years on this basis, — 12 years, 6 mos. (or less than 6 months) ^12 years; 12 years, 7 mos. (or more than 7 months)=13 years. 160 INDUSTRIES AND SCHOOLS OP HAMMOND Age Grade Table AGES School Grades Total KG 1 2 3 4 5 6 7 8 fl 10 11 12 All Grades 3 and 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Over 18 Totals Eetention of public school pupils was estimated by using the largest single age group of boys and girls as the base figures for the respective sexes. The number and ages of boys and girls in the parochial schools were obtained upon the following form, which the attend- ance ofBcer personally took to the principal of each school. APPENDrS 161 Age and Sex Table— Parochial Schools Name of School Principal.. AG£S Boys Girls Total 3 and 4 yrs 5 yrs 6 yrs 7 vrs 8 yrs.. 9 yrs 10 yrs 11 yrs 12- yrs 13 yrs 14 yrs 16 yrs 17 yrs 18 yrs Over 18 yrs . Total - Estimate age from Sept. 1, 1914 as follows: 12 yrs. 6 months (or less than 6 months) — 12 yrs. 12 yrs. 7 months (or over 7 months) — 13 yrs. 162 INDUSTRIES AND SCHOOLS OP HAMMOND PART a. PACTS CONCERNING 13 AND 14 TEAR OLDS Source: Schedules Pilled Out by Teachers. The form herein reproduced, with the following instructions, was sent to all teachers: 1. Use a separate card for each pupil. ■ 2. Obtain data requested for all 13 and 14-year-old boys and girls regardless of school grade. 3. Have teacher (not pupil) fill out each card. 4. Be sure that the information is absolutely correct. Record for Boys and Girls 13 and 14 Years Old (Last Birthday) Name - Sex Grade Age Place of Birth, City...., State County Place of Father's Birth, City State County Father's Occupation* .-: Place of Mother's Birth, City State County Mother's Occupation* (If she works for wages or salary). * state, if possible, business as well as occupation: for example, "Clerk in shoe store" ; "polisher in instrument factory"; "laborer in car shop." School.— Teacher (Form 6"xlO") Chaptee VI. Present Provisions foe Industrial Household AND Art Instruction in the Elementary and High and Evening School. Sources: Day Schools. Course outlines. Class visits. Conferences with Superintendent, Supervisors, Principals and Teachers. Sources: Night School. Course outlines. Class visits. Conferences with Principals and Teachers. Schedules made out by Teachers. The form herein reproduced was sent to each night school teacher : APPENDIX 163 Hammond Night School — First Sheet Title of Course Teacher Nights of Meeting Hours of Meeting. Total Enrollment Average Attendance Males Females Males Females October November. December January ' Number at Work and Number Attending School During the Day November Enrollment January Enrollment Males Females Males Females .Working for wages Attending Public School Attending Parochial School No. wage earning employment Estimated Number of Various Age Groups November Enrollment January Enrollment Males Females Males Females 10-13 yrs 14-16 yrs 17-20 yrs.. 21 and over Estimated Number Not Born in the United States November Enrollment January Enrollment Males Females Males , . . : Females . . . ; Estimated Nimiber Living in the Vicinity of Standard Car Works November Enrollment January Enrollment Males Females Males Females (Sheet 8i/2"xl4") 164 INDUSTRIES AND SCHOOLS OF HAMMOND Hammond Night School — Second Sheet Specific occupations' of students in the class. Thus, 2 males, skilled electricians — railroad car wiring ; 1 male, helper — ^ma- chine shop ; 1 female clerk — ribhon department. November Enrollment January Enrollment Synopsis of the First Semester's Work. (Sheet 8i/2"xl4'') After the description of the various courses and departments was prepared, typewritten copies were sent to the respective groups of teachers who carefully reviewed them. Conference meetings were then held with each group of teachers and addi- tions and corrections were made in accordance with the facts. APPENDIX 165 Chapter VII. Suggested Provisions for Elementary Indus- trial, Pre- Vocational and Vocational Education. Upon- the completion of each section of this Chapter, type- written copies were sent to each group of individuals concerned, and, after the sections had been carefully read, discussions and conferences were held. As a result of these conferences, valuable additions to the proposed courses were made. No specific recom- mendations are incorporated in this Chapter not agreed upon in conference. The proposals, therefore, represent the consensus of opinion of the school staff. Oaylord Bros. Makers Syracuse, N, Y. P>T. JU 21.1908