o jf^-y.^-. ^^ % .0' ' "c^^:^.^'.. .^' ■.^ A 't- '^ O ^ '. '^ A' ',: ^v ^ ' '^ "^ ^y^V'^* ,0^^ \ ^'^ '°-^' J *^'%. -:| -i-' .!« / .^'\ 'WW/ /\ -.^^^ , o V • ^^ ^-../ /^fe\ ^-^..^^ ;i^i^^o %./ Z,^--. ^^-..^^ ,^ V EQUIPMENT FOR TEACHING HOME MAKING IN TEXAS HIGH SCHOOLS ANNIE WEBB BLANTON Superintendent of Public Instruction JESSIE W. HARRIS LILLIAN PEEK Directors of Home Economics Education BULLETIN 140 JANUARY. 1922 STATE BOARD FOR VOCATIONAL EDUCATION AUSTIN. TEXAS EQUIPMENT FOR TEACHING HOME MAKING IN TEXAS HIGH SCHOOLS ANNIE WEBB BLANTON Superintendent of Public Instruction JESSIE W^^HARRIS LILLIAN PEEK Directors of Home Economics Education BULLETIN 140 JANUARY, 1922 STATE BOARD FOR VOCATIONAL EDUCATION AUSTIN. TEXAS austin, texas Von Boeckmann- Jones Co., Printers 1922 A170-12-21-5M L LIBRArtY OF CONGRESS MARiai922 J V \ PREFACE. The author of this bulletin has for several years compiled helps for high schools that were equipping or improving their equipment for home making instruction. This material was assembled into bulletin form during the 1921 summer session of Columbia University, with the ad- vice and help of Miss Anna M. Cooley. Suggestions and helps for this bulletin have been offered from such numerous sources that it is imp'ossible to acknowledge them separately. Suffice it to say that the author is grateful to all who knowingly or unknowingly have contributed ideas on home economics equipment. The Federal Board for Vocatio.nal .Education has been especially generous in permitting the use of parts of ' the text and severaL illus- trations from their bulletin on Plant and Equipment for Vocational Classes in Home Economics. TABLE OF CONTENTS. Introduction ^ The Group of Eooms. I. The present situation in Texas 10 II. Location of the home making department 10 III. Number of rooms H IV. Size of rooms 1^ V. Floor plans 13 1. General consideration 13 2. Types of floor plans 14 3. Advantages of the "bungalow" plan 14 4. School building floor plans 15 5. "Bungalow" floor plans 32 Individual Eooms. I. The food laboratory 30 1. Desk arrangement 30 2. Desk design 31 3. Table tops 31 4. Stoves 32 5. Sinks 33 6. Utensils and other furnishings 34 7. Eequirements of State Department of Education 35 8. Built-in furniture 39 II. Equipment for meal service 38 1. The room and its furnishings 38 III. The clothing laboratory 53 1. General conditions 53 2. Tables 53 3. Chairs 53 4. Machines 54 5. Pressing facilities 54 6. Mirror " 54 7. Cases 54 8. Chemistry table 55 9. Eequirements of the State Department of Education . . 55 IV. The home nursing and child care laboratory 60 Eequirements of State Department of Education 60 Vocational schools and equipment requirements 62 Quotations from bulletin of Federal Board for Vocational Education 64 Addresses. I. Furniture 66 II. Utensils and hardware 67 IIL Sinks 67 IV, Clothing equipment 67 V. Electric equipment 68 VI. Water heaters 68 The Item of Cost in Food Study 69 Bibliography s 70 LIST OF ILLUSTKATIONS. Floor Plans for Home Making Departments in the High School Build- ing — figures (1-9) — End of building— figures 1, 2, 3 16, 17 Corner of building — figure 4 17 One side of H shaped building — figure 5 18 Separate sides of a hall — figures 6,7 18, 19 One side of a hall — figure 8 20 One large room — figure 9 20 New York City's plan — figure 10 21 Bungalow Plans for Home Making Departments of High Schools — figures 11, 12, 13, 14, 15, 16, 17 23, 24, 25, 26, 27, 28, 29 The Food Laboratory: Unit desk arrangement — figure 18 40 Modification of unit desk arrangement — figure 19 40 Details of unit desk arrangement — figure 20 41 Unit kitchen laboratory — figures 21, 22 42, 43 Details of unit kitchen laboratory — figure 23 44, 45, 46 Combination of unit desk and unit kitchen — figure 24 48 Desk design for unit desk — figure 25 48 Other desk designs — figures 26, 27 49 Sink for unit desk arrangement — figure 28 50 Apron lockers — figures 29, 30 51 Food laboratory cupboards — figures 31, 32 52 Perspective of unit kitchen laboratory — figure 33 47 The Clothing Laboratory : Floor plan and furniture layout — figure 34 56 Sewing tables — figure 35 56 Ironing boards — figure 36 57 Clothing lockers— figures 37, 38 57, 58 Wardrobe — figure 39 58 Storage case — figure 40 59 EQUIPMENT FOR TEACHING HOME MAKING IN TEXAS HIGH SCHOOLS BY JESSIE W. HARRIS, State Director Home Economics Education. INTRODUCTION How sliall we equip our high school building for teaching home making? Does our equipment for teaching home making meet the approval of the State Department of Education? Such questions have come to the desk of the State Supervisor of Home Economics fre- quently the past year. This bulletin is offered in answer to such ques- tions with the hope that it will be of some help to the following per- sons: architects of Texas school buildings, Texas school boards and superintendents, and teachers and teacher-training classes in Texas. There is a broad gap often between what is desirable and what is within the reach of the schools. This bulletin does not propose to set up ideals in home making equipment, but it is intended as practical suggestions for Texas schools, taking into account present school build- ings and school building conditions in the State. Prom one standpoint the present is an inopportune time to discuss equipment for home making because such equipment should be deter- mined by the home making instruction to be offered by the school. At present the course of instruction is broadening to include a wider range of home making activities, but one cannot say with finality of what the course should consist. Certainly we do not all agree as yet on what constitutes a course in home making. This is due to the changing character and wide variety of home making activities. A few years ago one might have stated, with no small degree of satisfaction, just what the home making equipment of a high school should be — pro- vision for cooking and sewing. Now we are sure that the home making course must contain other units such as child care, art applied to the home, personal hygiene and home care of the sick, and others. Perhaps from this point of view it would be better to omit any dis- cussion of home making equipment for ten years or more, until the units to be taught are more definitely determined and a more definite basis thereby afforded for evaluating equipment requirements. Before such a time arrives (if ever) many school buildings will be built in Texas, thereby increasing the number of home making departments in the high schools of Texas. At present most of the equipment in Texas high schools admits improvement. By this is not meant more ex- pensive equipment, but equipment better adapted to the instruction being given. The suggestions offered in this bulletin may be far from ideal, but they are a decided improvement over what now constitutes home making equipment in the Texas high schools. It is hoped that the suggestions will prove practical for new high school buildings, for a department of home making separately housed, and for remodeling old rooms. The State Department of Education Avill be glad to give more spe- cific suggestions upon request. Superintendents and school boards are invited to send blue prints of their proposed home making departments for suggesiions and help. —10— THE GEOUP OF EOOMS I. The Present Situation in Texas It is a wonder that we in Texas have been contented as long as we have with our present type of equipment for home making instruction in our schools. Almost without exception, it is bad. For one reason or another, basement rooms are used, floors are concrete, floor space is poorly jilaniied, little thought or effort has been expended to make the equipment for home making at school as efficient as good equipment for home making in the homes of the community. It is generally a room or rooms like any other classroom, with no closets or storerooms and with desks as nearly like school desks and as unlike home equip- ment as it is possible to make them. This very unlikeness of home equipment and school equipment is undoubtedly one reason why the home economics work in our high schools has not insured independent home workers. What could be more perplexing to the girl trained in the laboratory, not uncommon, with small desks containing a cupboard too small to hold even a dishpan ; a hot plate and a tiny portable oven of no practical use; toy sized utensils; and supplies proportioned in quantities, as, ^ egg, ^ teaspoon baking powder, 3/16 cup flour, etc., than the family kitchen with its conveniences or inconveniences, its large utensils, real stove (perhaps even a different fuel), and family quantities of foods, to say nothing of the fact that a whole meal is to be prepared at the same time by one person. The pages that follow make suggestions for modifying the formal laboratory equipment so that the school equipment in its essentials is more like home equipment — furthermore, an increase in the usual floor space is asked in order to more nearly include in the school program all home activities. What the Texas course of study will contain in five years no one can say. This year it will contain largely courses similar to those out- lined in Bulletin 114, which is the basis for accredited work in home economics. No restraint is placed upon the school that progresses be- yond this syllabus, but no school can afford to fall short of it. There are units outlined in meal planning, cookery and table service; textiles and clothing; applied design; physiology, sanitation, and personal hy- giene; home nursing; household management; dietetics. If equipment is provided for these courses it will permit elasticity in the course of study. For example, a unit in child care, which should be included, would not require a new laboratory. II. Location of the Home Making Department The home making department must be above the ground. Whether it is on the top floor or an intermediate floor is of small importance, compared with the fact that it must not be in the basement or sub- story. Good light and good ventilation are essential. The floor of the home making instruction rooms should be above the ground level. Some architects have a way of assuring school boards that a basement is not a basement but a sub-story, a tirst floor, or some other camou- flage name. Call it what you will, a basement has the following objec- tions for home making laboratories: —11— 1. The lighting is inadequate. In many basement laboratories on cloudy days artificial light is resorted to in the home making labora- tories when no other classroom needs it. It is impossible to light storerooms. 2. Except in expensively constructed buildings, the rooms are damp. In Texas, at the prices paid for school buildings, dry basements in rainy weather are a myth. 3. Ventilation is inadequate, especially in the kitchen. 4. It is extremely difficuU to keep basement rooms free from insects and mice. 5. The value of the subject is typified to the child by the dignity of its equipment and the desirability of its location. 6. Basements are usually inferior to the rest of the building. 7. Texas basements are often poorly kept. 8. Toilets are usually located in the basement. It is not desirable to have the home making laboratories near the toilets. 9. All teachers of home making, both in Texas and in other states, are agreed that the basement is not the place for home making labora- tories. 10. The most important reason is that American standards of home making cannot be set and maintained in basement rooms. No one would entertain a suggestion that the kitchen, dining room, and sew- ing room of a residence be placed in an excavation, even though assured that it would be dry, that the windows would be full length, that the cost would be less, that it would be convenient for trades people de- livering groceries (arguments given for basement laboratories). 11. Basement rooms are essentially dirty and hard to keep clean. When it is a little windy, the windows cannot be opened because the dust and dirt will be whipped against the building and into the ground floor rooms. After every rain the windows will need washing. 12. Cooking odors from the kitchen will permeate the entire buiUl- ing if the kitchen is in the basement. Note. — It is interesting to note that in the East ■ and North where basements have been the rule, many progressive school architects who' liave really studied the problem, have concluded that the basement is waste space and therefore costly. They are solving the trouble by putting the heating unit outside the building in a small structure, building the first floor on ground level and devoting it principally to the school auditorium or gymnasiiim. ill. NUMBEI; OF EOOMS It would seem better to describe the number of equipment units necessary, rather than the number of rooms, for the number of rooms may vary from one large room with all instructional units in one room, to a separate room for each unit. The number of rooms, therefore, depends on tlic local situation to a large extent. The puq^ose herein is to help the majority of the schools of Texas. This would assume a minimum of one teacher and a maximum of two teachers, devoting full time to home making teaching: classes of 16 to 20 girls; periods of 90 minutes five times per week. —12— It should be our purpose to have only those rooms that are necessary and will be put to good use. A house that combines all the essentials of a good house with the school laboratories is ideal in some respects, but at present is impracticable in most Texas schools. All departments are crowded, school bonds are diiTicult to sell, and it seems very selfish to demand for home making instruction all of the space and equip- ment which is desirable, especially since much of the equipment is in use for a limited period of time each year. The number of rooms devoted to home making in different schools varies as much as does the number of rooms in a residence. Some schools have a house, others have the main features of a house included in an apartment in the school building. The average Texas high school devotes tliree rooms to home making work : a food laboratory, a cloth- ing hiboratory, and a small room for a dining room. It seems advis- able to increase the iloor space allotted to tins department in order to add a storeroom to each laboratory, a bedroom for instruction in home nursing and in child care, and a toilet room or bathroom. IV. Size of Rooms For purposes of simplicity in this bulletin, it is assumed that the rooms are to accommodate classes of sixteen students. If twenty stu- dents are to be accommodated, the space nmst be correspondingly in- creased (24'x;36' approximate size). More than twenty students in a class connot be effectively handled by one teacher. Food Laboratory and Storeroom For the food laboratory' a space 24'x30' is desirable. For the storeroom a minimum space of 6'x8' should be allowed. More is desirable. All storage space will not be in the storeroom. It is convenient and desirable to have cases and lockers in the food labora- tory (see detailed floor plan of food laboratory). Dining Room A family sized dining room is desirable — 14'x]6' is an average size. Clothing Laboratory and Storeroom For the clothing laboratory the same amount of ^ space is needed for the same number of students that is needed for a food laboratory, 24'x30'. A storeroom approximately 6'xlO' is recommended. TTonie Nursing and Child Care Laboratory A room the size of a home bedroom is usable here. This is a size varA'ing from 12'xl4' to 16'xl8'; bathroom 6'xlO'. An architect in planning any school building adopts a certain sized room which he calls an average classroom. The usual sizes are 28'x36', 24'x36', or 20'x30'. In general, it may be said that the home making deparfmcnt should have allotted to it the floor space of three class- rooms. This floor space may be divided in various ways. —13— V. Floor Plans 1. General Considerations in Arranging Rooms for Home Making Instruction The first floor is convenient for delivery of supplies and removal of waste. The top floor location of laboratories will avoid the distribution of odors from food through the rest of the building. If the laboratories are placed on the top floor a dumb waiter may be provided. By all means, provision should be made for the use, in the food lab- oratory, of the prevailing fuel of the community. In Texas this means a flue for coal, wood, or natural gas stoves. It is desirable for the food laboratory to have windows on two sides to permit cross ventilation. It is recommended that the glass area for laboratories be not less than one-fourth the floor area, and that windows extend to within six inches of the ceiling. Electric service outlets should be planned for motors for sewing machines, ice cream freezers, and electric irons, also for demonstration of dishwashing machines, washing machines, vacuum cleaners, and other electric equipment. All kitchen and serving space must be screened with full length screens. It is desirable to screen the entire department in order to permit free passage between the rooms. A further reason for screeniag the entire department is, that at night if the rooms are used for evening school classes, it will obviate the nuisance of bugs attracted by the lights. Adequate and accessible artificial light should be provided in order to make the rooms usable for evening schools or school activities at night. The wall finish in all rooms should be determined by the use and location of the rooms. It must be easily cleaned and it should be light colored. Floors should be wooden, finished with three coats of good floor varnish. Hardwood is preferable. Never oil the floors of the home making laboratories. Texas is unfortunate in having concrete floors in many home making laboratories; a direct result of the idea that the basement is the place for home making laboratories. The concrete floor has nothing to recommend it, and has as much to condemn it as has the basement room. All schools having concrete floors for any room in the home making suite should put down wooden flooring. The least that can be done is to cover the floor with battleship linoleum. Concrete floors are not acceptable to the State Department of Education for home making laboratories. Much built-in furniture should be planned as a means for con- venience, economy of floor space, simplicity, and sanitation. The home making department should be adjacent to the school luiu^h room if possible. At least it should communicate by -means of dumb' waiters. Hot and cold water should be furnished, especially to the food laboratory. Toilets should not be adjacent to the home making laboratories, or the lunch room. Adequate blackboard and bulletin board space should be provided for all laboratories. All cupboards, rooms, and storerooms must be mouse proof. A clock in each laboratory is a convenience. 2. Types of Floor Plans Two types of floor plans are given. One shows arrangement of rooms within the high school building; the other shows room arrange- ments where a separate structure is provided for home making instruc- tion. The separate building is preferable from most standpoints in Texas. Most of our school buildings are too small. The result is that either inadequate or undesirable (basement) floor space is as- signed for the home making department. The only way for many of our Texas schools to have first class home making departments is to desert the basement and build a cottage or bungalow. With sunshine, space, and air so plentiful, Texas does not need to teacli her girls home making in basements. 3. Advantages of the "Bungalow" Plan The architect finds difficulty in preserving a good architectural ex- terior if he provides adequately lighted and properly related all of the laboratories and storerooms needed by the department of home making. Often he cannot provide the windows necessary because he must consider the unity of the building from the exterior, or he cannot divide the floor space as best suits the department because the "room space" of the building does not coincide with the arrangement needed, or a flue is impossible in the kitchen for one reason or another. In a house, cottage, or bungalow, not only can the physical aspects of a real home be included so that the girl has something she can imi- tate in her own home, but the home atmosphere is very much more nearly approached. The work will be more effective, and will carry over more readily into the girl's own home. All the rooms can be well lighted and arranged to best suit the work to be done in tliem. It is not desirable to build too expensive a type of building for the '''home making bungalow." The school of home making should not be too elegant for its standards to be aspired to by, and within the reach of, a large number of the homes of the community, in Texas these houses should, for the most part, be well built frame buildings. Ac- cording to the law in Texas, a frame building cannot be built on a twenty-year bond. Since most school buildings are built on twenty- year bond issues, the tendency is to build the cottage of brick, making a cheap structure. Several such structures in Texas are an argument against cheap brick structures, for the walls crack and pull apart, and the building is an example of bad construction and bad sanitation, • and is unsafe. School-boards are urged to consider standards of con- struction in relation to cost of primary importance. If a brick bunga- low is to be built, build one of good standards, not nuTcly n cheap brick shell. —15— A further consideration in favor of the separate house is that it fur- nishes a nmch needed and easily available social center for the school and community. A very satisfactor}- arrangement, and one which would meet a sit- uation acute in many Texas towns, is a large house that includes the home making rooms and a teachers' home. One such is shown in the plans that follow. (Figure 13.) A home making department is housed more economically in a well constructed separate house than in the more expensively constructed high school building. .//. tSchool Building Floor Plans It is expected that these plans will be taken only as suggestions. The purpose is to give room sizes and storeroom relations, leaving it to each architect to adapt the suggestions locally. The following plans show the home making department located in the high school building: (1) at the end of a building — figures 1, 2, 3; (2) the comer of a building — figure 4-: (3) one side of an H-shaped building — figure 5; (4) separate sides of a hall — figures 6 and 7; (5) one side of a hall — figure 8; (6) one large room (not recommended if classes are larger than 12 girls) — figure 9; (7) floor plan for food work and house- keeping instruction in New York City school — figure 10. The New York City plan, figure 10, is shown here through the courtesy of Miss Grace Schermerhom, Supervisor of Domestic Science, New York City public schools. The sewing laboratory connects with the foods laboratory but is not shown in the drawing. The following explanation of the use of the New York laboratories is quoted from a report through the courtesy of ]\Iiss Schermerhorn : ^^The plan (figure 10) provides for the accommodation of a class of 36 girls, divided into three sections; two of these sections in the laboratory kitchen, the third section in the flat. These sections work in the following manner: "Section 1. Individual work — learning to interpret and use recipe under the supervision of the teacher. "Section 2. Divided into small groups in the unit kitchens, each group working independently with a family quantity of food, apply- ing the lesson learned in the first section. The food prepared may be sold at cost to the school lunch room, to the teachers, or to the chil- dren themselves to take home. "Section 3. Divided into small groups in the flat learning ditfor- ent household tasks such as making beds, sweeping and dusting, etc., and preparing and serving in a family meal the food they learned to prepare in Sections 1 and 2. "Sections 1 and 2 alternate every lesson, having individual cooking one week and the cooking of a family quantity the next. "The term is divided into thirds and the sections rotate so that each section has two-thirds of the term in the laboratory and the remaining third in the flat. "Two teachers will be required for this type of domestic science rooms.'* -16— %- CLOTH IMC UB A A^/ILL »r/,U A,^M '^^"^^ Fio'iire 1. //iD Of /i/)LL JC/iEMt Fiiruro 2. —17— /"A/D Of J^/)LL Jc/ifA?t Fiffure 3. Figure 4. Corner of building. -18— fOQ li TrPtdLDG Figure 5. ■ClOTH/HC L/)3 /-/A L L l/ld02A 7021 tS- DlV/PlD Br tlALLWA Y Figure 6. —19— Figure 7. Figure 13A. Exterior view of plan for teacherage and high school department of home making — See figure 13B. —20— /^4ii OA/fJwf Of 3ldg Fi^re 8. O T O'c T ■s T Of r ^ror< o.s o 1! it* t!l ■Q P o ^ CcoTHlNH Stc. O O'Vt R.OOM FOfLALt. - NOA1CM:y^f •^ C/, 1— ' ^ oa W ;:^ ^ ^^ Cs o '^ Q r-; Ti P ^ CO -i i-h, O >-i r+- W^ (T> ?= (B O tr th 03 no *-'• d !^ ^^5 5 f^ >^ - tr "^ 1^" OQ ^ ftl CO o • O p_, Vn P ">, c-t- > 3 ^1 r1- O ;:^ '«^ &- c> o s ?C1 CD ^ »-( IV 7T 1 —26— 2 3 K Jo ■ frm— /4- ^ fH' ■fi one- Ptflh Figure 14. Fioure 15. --28— 1E3^ -! — IT— I 1- 'Twos Pl/jz-i Voj^e /'JcMitfJol l^ Figure !(>. -^9— ■ pLOOtC -PI-AM • Figure 17. Plan for Vocational Home Economics Department, High School, Brownwood, Texas. Tliis bnilding is in process of construc- tion. It is being built by the day trade class in carpentry. — ao— INDIVIDUAL EOOMS I. The Food Laboeatoey 1. Desl' Arrangement. Too often the school kitchen and the home kitchen are unlike, with the unfortunate result that the school work does not carry over into the home kitchen. Two solutions are being tried for this difficulty — the unit desk and the unit kitchen. The older forms of desk arrangement, hollow square, parallel tables, and others, are so generally known that they need little discussion here. For the most part they are too formal, too crowded, wasteful of space and pupil's energy. They combine the maximum of convenience and minimum of energy output on the part of the teacher but minimum of convenience and maximum of energy output for the pupil. The unit desk arrangement, figures 18 and 19, embodies the essen- tials of the home kitchen without the walls or the same arrangement of furniture. Each girl has for her use a table, with a drawer and a cupboard below containing a complete set of cooking utensils (not toy pots and pans) ; access to a sink; a real stove with an adequate oven, instead of a hot plate and a toy oven. It is necessary to allow aisle space of three feet when the aisle is used by a single row of girls, and five feet when the aisle is used by a double row of girls. Two typical arrangements are given in figure 20. Plan A (figure 20) is the better arrangement. It provides for four students. Plan B (figure 20) is a compromise in an effort to reduce the expense by omit- ting one sink. (See figures 18 and 19.) The unit kitchen arrangement, figures 21, 22, 23, and 33, provides for the same furniture and arrangement as the home kitchen. The equip- ment and furnishings should be such as can be afforded by the house- keeper of moderate means. Each unit kitchen accommodates three or four girls, hence it falls short in its duplication of the home kitchen situation where the worker is alone. A space approximately 8 feet by 10 feet is adequate for the unit kitchen accommodating four girls. Attention is called especially to figure 33, which is a perspective of the unit kitchen floor plan shown in figure 22, the details of which are shown in figure 23, A, B, and C. Figures 22 and 23 are shown here through the courtesy of the Federal Board for Vocational Education. Both the unit kitchen and the unit desk arrangement provide for handling more than individual quantities. In the unit kitchen the girl works in a space having the arrangement and atmosphere of the home kitchen sharing her responsibilities Avith two or three other girls. At a unit desk the work space does not look so much like a kitchen, but the girl carries an individual responsibility just as she would at home. For these reasons it is difficult to say which arrangement is the better layout for the school kitchen. A third possibility is a combination of the two (figure 24). For a class of sixteen there can be one unit kitchen and twelve unit desks. The class can be shifted so that each girl works in the unit kitchen and also at the unit desks. Such a plan would have the advantages of both unit kitchen and unit desk, without having the limitation of either mentioned before. The unit desk, imit kitchen, and combination of unit desk and unit -•31— kitchen, represent the most modern and approved equipment for home making instruction in the high schools. So evident is the superiority of any one of these arrangements over the older forms that no argu- ment is advanced for their preference. The wonder is that we have not realized long ago that our equipment, by its very unlikeness to home equipment, was a handicap, in many instances, instead of an asset. 2. Desk Design for Student's Table in Unit Desk Arrangement. Very few manufactured desks are adapted to the unit desk arrange- ment. Many of the desks are too low,- poorly constructed, and have altogether inadequate cupboard and drawer space. Furthermore, they are expensive. The desk design given in figure 25 is given as a suggestion to school boards wishing to have the tables built locally. In altering this de- sign the following general principle must be adhered to: each student should have a working space approximately 20"x30". Where space does not permit optimum conditions, 25"x23" may be used, provided no hot plate takes up a portion of this space. Attention is called to the fact that the unit desk plan allows ample "elbow room." For this reason a smaller table top allowance will not crowd students as much as the older continuous table desks. No table should be less than 33 inches in height. For girls of senior high school 34 inches, or even 36 inches is a better height. Other desk designs suitable for the unit desk arrangement are shown in figures 26 and 27. 3. The Table Top. Table tops should be easily cleaned, non-ab- sorbent, not warped or cracked by heat, fireproof, resistant to acids and alkalis, a reasonable price, attractive in appearance. There is no table top that meets all of these requirements. Material. Advantages. Disadvantages. Wood: Sugar pine or maple. Cheap, comparatively Noiseless. Attractive. Unless thoroughly seasoned warps with heat and dampness. If unvarnished hard to clean. If varnished needs frequent refinishing. Not fireproof. Vitrified tile. Attractive. Fireproof. Not affected by acids and alkalis. Lasting. Seams wear out thus collecting dirt. Expensive. Alberene and soap- stone. Easily cared for. Unattractive. Absorbs grease. Glass, opalite, vUrolite. Attractive. Easily cleaned. Non-absorbent. Not affected by acids and alkalis. Cracks with heat. Expensive. Note— The cracking is less with thicker slabs. Scratches a little. Porcelain enamel. Attractive. Easily cleaned. Cheap. Does not crack or warp with heal. Easily replaced. Affected by acids. C:racks if struck a hard blow or if food chopper is screwed to table top. —32— Those schools that wish to build their own desks are confronted by the problem of a choice of tops. On the home built tables wooden tops are not at all satisfactory because they warp. All things considered, the porcelain enamel top, such as is used on many kitchen cabinets, is the most satisfactory. In order that schools may build their own tables with these tops, manufacturers of such products were asked if they would furnish these tops to the schools direct. One manufacturer has made such a proposition. The following information was given to the State Department of Education upon request and is "printed here for the help of the schools. The most desirable top for the desk shown in figure 25 is size 29"x44". The Enamel Products Co., Eddy Road and Taft Avenue, Cleveland, Ohio. Jobbers' price list, Tepco and H. D. construction table tops, effec- tive January 1, 1922: (White enameled tops.) Standard Size Package Less Carload lot Size. Construction. Shipments. ]6"x20" All white $1.35 24"x36" Tepco 3.05 25"x40" Tepco 3.25 26"x41^" Tepco 3.42 27"x40" Tepco 3.42 27"x48" Tepco 4.40 29"x44" Tepco 4.40 27"x48" H. D 4.65 27"x56" H. D G.23 All prices f. o. b. Cleveland, net cash 30 days, 2 per cent discount for all cash within ten days from date of invoice. Acceptance of orders is subject to approval of credit. Prices are subject to change without notice. Carload lot prices upon application. Quotations covering tops of other sizes than those noted above upon application. When requesting such quotations, specify quantity and size. Tops listed above are packed 12 of a size to a crate, except sizes •27"x48", 29"x44" and 27"x56", which are packed 6 to a crate, and size 16"x20", which is packed 20 to a crate. When shipped in less than ■standard size packages there will be an extra charge to cover crating. In lots of 6 of a size, 25 cents per top extra; in lots of 4, 30 cents; in lots of 2, 55 cents; singly, $1.00 over and above the standard size pack- age price. Tepco tops are finished all white, and H. D. tops are finished top sur- face white, flanges black. It should be distinctly understood that the State Department of Edu- cation does not require any specific design or any specific table top. The request for help on designs of desks, and information concerning tops when the desks are to be built locally, or in the manual training ■shop, have been so frequent that this information is furnished in response to such demands. 4. Stoves. The stoves for the laboratory, whether unit desk or unit kitchen is the chosen arrangement, must be real stoves with real ovens suitable for home use. The hot plate and individual sheet metal oven of one thickness are inadequate and unsatisfactory. The fuel in use —33— in the laboratory should be the fuel in use in the community. For Texas this means, for the most part, gas and oil. One coal or wood range is recommended in laboratories using oil stoves. If gas is the fuel used, a small gas range with two or three burners, oven, and broiler should be furnished to each two or four students. In order to save space and expense, and to place the stoves more conveniently, it is better to select a gas range of the "apartment" type having two or three burners, and a 16-inch oven; one such stove to each two or four girls according to the plan. (See figure 20.) If oil is the fuel, it is best to furnish for each two girls one four- burner stove, equipped with a built-in oven. It is important that the oven for an oil stove be as substantially built as a gas oven. Much of the unsatisfactoriness of the oil stove is due to the poor quality of portable ovens used with oil stoves. An oven of the type used on the New Perfection oil stove No. 37, by actual tests, bakes as satisfactorily as does a gas oven or an electric oven. Other makes of oil stoves have such ovens. It is poor economy to equip a food laboratory with a poor grade stove. Such is the custom in buying oil stoves. Oil stoves are of two types — wick and wickless. The wick stove has proved more satisfactory. Wickless stoves often smoke. Stoves with wicks are of two types; those with a cloth wick such as the New Perfection stove, and those with an asbestos wick such as the Nesco oil stove. The asbestos wick is new and investigation of it is recommended if a school is making a purchase of oil stoves. Gasoline-gas machines are not recommended for three reasons. (1) They are expensive; (2) if the town is not supplied with gas, it is not desirable nor practical to supply the school kitchen with gas. (The college laboratory is an exception to this statement.) (3) Many of the gas machines in Texas today are a source of constant annoyance ; others render good service. The machine that pipes oil to all the stoves at once has also proved expensive and unsatisfactory. For a town not supplied with gas, the best laboratory plan is one unit kitchen with a coal or wood range and unit desks with good oil stoves and good ovens. Gasoline is not advocated because of the danger in using it under laboratory conditions. Electricity is recommended wherever it is in use in the town for fuel or where such a plan is feasible. This depends entirely on the local rate and current. It is to be hoped that electricity will, in the future, be available as a household fuel. 5. Sinks. In the unit kitchen a sink should be chosen that is suit- able for a home kitchen. A white porcelain enamel sink with double drain board is desirable. The working surface of the sink should be 3-i to 36 inches above the floor. ' The sink should be cast in one piece. Laundry tubs should be provided. A sink can be procured that has laundry tubs under the drain board. One very desirable sink to use in the unit desk arrangement is shown in figure 28. This sink is 3'x2'. Its height can be adjusted. The space in the sink is adequate for two dish drainers. The sink is equipped with two sets of hot and cold water faucets and with nickel- plated soap dishes. It is possible and practical to scald and drain the dishes in the sink. No drain board is needed since the table tops of white porcelain enamel are as serviceable as the usual drain board. —34— This sink is a Standard Sanitary Manufacturing Company product and may be ordered through any local dealer. The sink does not at present occur in any catalogue since it is an adaptation made especially at the request of the State Department of Education. The following quotation is given from a letter written at the request of the State Department of Education : • , . Standard Sanitar}^ ^Manufacturing Co., general oflBce, Pittsburgh, Texas distributing oflices, Dallas, Fort Worth, Houston, and San Antonio (See figure 28.) "Texas," Standard Plate P-6456, porcelain enameled inside roll rim wash sink with center outlet ; supported on painted ped- estals with painted pipe supports over side of sink; fitted with two nickel- plated open standing waste, 2 nickel-plated combination stream regulat- ing double wash sink cocks, with four-ball cliina index liandles and spe- cial brass double connection, less brass pipe and trap. Width over rim 24" ; length over rim, 36" ; net, each, $58. Add for 1^" P-11462 nickel- plated "S" trap to floor, net, each, $6.50; f" nickef-plated brass tips, net, per foot, 75 cents; |" nickel-plated elbows or tees, net, each, 70 cents. The above prices are based on factory shipment with full freic^ht al- lowed to Texas common points, Texas schools. ^ _ It should be understood that this sink is offered merely as a sugges- tion and is not a requirement. As far as we know, this is the onlyTink of this design manufactured by any company and it is not offered by way of advertising the sink, but for the convenience of the schools wish- ing a sink for the unit desk arrangement. 6. Utensils and Other Furnishings. For both the unit kitchen and the unit desk the equipment should be of the kind and quality desirable and usable in the home kitchen. The following list is the equipment required by the State Department of Education for accredited courses. The list is based upon the single desk or the unit desk arrangement. —35— EQUIPMENT FOE TEACHING HOME ECONOMICS School Kitchen Laboratory (16 Students). GENERAL EQUIPMENT Required. elec- 1 large towel rack. 1 waste paper basket. 1 good range — coal, wood, gas, tricity or oil (built-in-oven). Blackboard. 1 sink for each 6 or 8 girls. I supply table. 1 desk for each student, providing: Top ^pace at least 20"x30". Drawer. Cupboard. Towel rack. Stoves. At least 1 burner space per stu- dent, plus oven space. For each two girls a three or four-burner oil stove is satisfactory, giving two burners for oven and one burner for other cooking; or a two-burner gas or elec- tric stove with oven. A good oven for each 4 students. 1 refrigerator. 6 wire egg whips. 4 cylindrical potato ricers or fruit presses. 2 coflfee pots. I percolator. 1 or 2 tea balls. 6 bowls (approximately 9 inches di- ameter ) . 6 bowls (approximately 11 inches di- ameter ) . 6 pint fruit jars. 6 quart fruit jars. 6 ^-pint fruit jars. 2 ^-gallon fruit jars. 2 good bread knives. 2 good butcher knives. 2 funnels ( assorted sizes ) . 1 garbage pail (white proferied). 1 roaster. 1 tube cake pan. Required. 2 large pyrex or earthenware baking dishes. 1 wooden mallet. 1 ice cream freezer (1 gal. or 1^ gals). 2 ice picks. 1 broom. mop. flour can (48-lb. capacity, sifter in bottom ) . 2 bread pans (1-lb. loaf). 2 can openers. 1 corkscrew. 2 apple corers. 1 dustpan. 1 food chopper (medium size). 2 long-handle kitchen forks. 1 knife sharpener. 1 enamel colander. 1 teapot. 1 tin or stone container for sugar. 1 large double boiler. 2 large sauce pans. 1 large preserving kettle. 1 wire rack for preserving kettle. 1 wrought iron kettle for frying. 1 wire basket for frying. 1 paper roll and rack. 1 or 2 large skillets. 1 large teakettle. 1 grater (rotary preferred). 2 hand graters. 2 long-handle skimmers or slit spoons. 2 enamelware round dippers. 3 doz. aluminum molds for gelatine. 1 steam pressure cooker. 1 nut cracker. 6 doz. sanitary dish cloths (for dish washing) . 6 doz. dish towels (drying dishes). 4 nickel plated trays (one small, one 12 inches). 1 scale, family, spring, upright dial, 24 lbs. capacity. ADDITIONAL EQUIPMENT Eecommended as Desirable and Useful (Not Eequired) Bulletin board. Pastry tubes (one set) Pastry wheels. Hammer. 8 bread boards. 1 quart measure. (1 fireless cooker. A sink to each four girls. Sink strainer for each sink. 4 cake coolers. -36— DESK EQUIPMENT FOR CLASS OF SIXTEEN GIRLS One for Each Student. 16 (Rogers knives. 16 (Rogers forks. 36 (Rogers teaspoons. 36 (Rogers Required. Community) i- Community) i- Community ) r Community) plated plated plated plated tablespoons. 16 spatulas (6-inch blade). 18 good steel paring knives. 18 Dover egg beaters. 16 biscuit cutters. 16 i-pint glass measuring cups. 16 i-pint aluminum or tin measuring cups. 16 small wooden spoons (orange wood or holly, preferred). 18 enamel or earthen custard cups. 16 rolling pins. 16 fine mesh wire sieve strainers (6 inches in diameter). 16 dishpans (12 or 14 inches in di- ameter) or Required. 8 dishpans and 8 dish drainers. 16 stools. 16 pyrex or earthenware baking dishes (^ -quart size). 16 towel rods (on desks). 16 double boilers, 1 quart, enamel or aluminum. 16 saucepans and covers, 1^ pint, enamel or aluminum. 16 saucepans and covers, 1 pint, enamel or aluminum. 16 small fry pans (6 inches in diam- eter). . 16 glasses. 16 small pie tins. 16 shallow layer cake pans (utensil pans). 16 tin bread pans (i-lb. loaf). 16 small china bowls (3 or 4-cup ca- pacity or approximately 6 inches In diameter). 16 enamelware pudding pans ( 1 quart size) . Eecommended as Desirable and Useful (Not Required). 16 plates (plain white, 7-inch). 16 soup or cereal dishes. 16 cups and saucers. Note. — These dishes are suggested for the desks in order that each girl will have a cup, saucer, bowl, and plate at her desk for serving her products. One for Each Group of Two Students. Required. 8 muffin pans (6 or 8 holes). 8 Russian iron baking sheets (approxi- mate size 10"xl5"). (Square cake pans may be substituted). 8 teakettles (small or medium) if no hot water is available. 8 pepper shakers. Required. 8 covered glass jars for salt. 10 soap dishes (china slabs) (unless soap shakers are provided). 8 asbestos mats. 8 glass lemon squeezers. 8 heavy tin square pans (approximate sixe 10"xl2"xU"). ADDITIONAL EQUIPMENT Eecommended as Desirable and Useful (Not Required) 8 coffee pots. 8 quart ice cream freezers. 8 stone jars for waste, white preferred, size 6 inches to 8 inches high. 8 bread stick pans. 8 water pitchers ( 1 qt. ) . The following list is the equipment recommended by the State De- partment of Education for accredited courses,. The list is based upon the unit kitchen arrangement. —37— GENERAL EQUIPMENT USED BY ALL FOUR KITCHENS 1 refrigerator. .1 flour can (48-lbs. capacity). 1 large crock for sugar. 1 knife sharpener. 1 paper rack and roll. 1 nut cracker. 1 bread mixer. 1 hammer. 6 doz. dish cloths. 6 doz. cup towels. 1 bulletin board. 1 blackboard. 1 clock. 1 supply table or wheeled tray. 1 wooden mallet. UNIT KITCHEN LABORATORY General Equipment for Each Unit Kitchen, 1 towel rack. 1 waste paper basket. 1 good range — coal, wood, gas, elec- tricity or oil (built-in oven). 1 sink with laundry tub — double drain board. 1 kitchen cabinet. 1 cylindrical potato ricer or fruit press. I coflfee pot. 1 percolator. 1 tea ball. 6 bowls (approximately 9 inches di- ameter ) . 6 bowls (approximately 11 inches di- ameter ) . 6 pint fruit jars. 6 quart fruit jars. 6 ^-pint fruit jars. 2 *-gallon fruit jars. 2 good bread knives. 2 good butcher knives. 1 funnel. 1 garbage pail (white preferred). 1 roaster. 1 tube cake pan. 1 sink strainer. 2 large pyrex or earthenware baking dishes. 4 (Rogers or Community) plated knives. 4 (Rogers or Community) plated forks. 4 (Rogers or" Community) plated teaspoons. 4 (Rogers or Community) plated tablespoons. 4 spatulas (6-inch blade). 4 good steel paring knives. 4 Dover egg beaters. 2 egg whips. 2 biscuit cutters. 2 i-pint glass measuring cups. 2 i-pint aluminum or tin measuring cups. 2 small wooden spoons (orange wood or holly preferred ) . 6 enamel or earthen custard cups. 2 rolling pins. 2 fine mesh wire sieve strainers (6 inches in diameter). 2 muffin pans (6 or 8 holes). 2 Russian iron baking sheets (approx- imate size 10"xl5"). salt and pepper shaker. covered glass jar for salt. soap dish (china slab). pastry wheel. ice cream freezer (1-qt. or ^-gal.). ice pick. broom. mop. bread pans (lib. loaf). can openers. corkscrew. apple corers. dustpan. food chopper (medium size). long-handle kitchen forks. enamel colander. teapot. tin or stone container for sugar. cake coolers. double boiler. large saucepans. large preserving kettle. wire rack for preserving kettle. wrought iron kettle for frying. wire basket for frying. skillet. teakettle. quart measure. rotary grater. hand grater. long-handle skimmer (or slit spoon). enamolware round dipper. doz. aluminum molds for gelatine. steam pressure cooker. nickel plated tray. scale, family, spring, upright dial. 24- lbs. capacity). 2 dishpans (14 or 15 inches in diam- eter ) . 4 pyrex or earthenware baking dishes (4-quart size). 3 double boilers (selected sizes). —38— 4 saucepans and covers (selected sizes), 6 glasses. 4 pie tins. 4 shallow layer cake pans (utensil pans). 4 tin bread pans. 3 small china bowls (3 or 4-cup ca- pacity or 6 inches diameter). 2 enamelware pudding pans (1 -quart size). 4 asbestos mats. 1 glass lemon squeezer. 4 heavy tin square pans (approximate size 12" square by 1*"). 1 set pastry tubes. 1 timbalc iron. DESIRABLE ADDITIONAL EQUIPMENT 1 fircless cooker. 1 enamel pitcher. II. Equipment for Meal Service 1. The Room and Its Furnishings. A separate room is recom- mended for table service. The idea is prevalent that on state occa- sions a meal is to be served to outside guests by the domestic science class and that, while a dining room is desirable, some other room can be pressed into service at such times. As a matter of fact, such courses were refused aflfiliation credit the past year. The state course of study is based upon meals. It is as necessary to teach meal service, table etiquette, duties of host and hostess to the girls as it is to teach meal preparation and waitress duties for state occasions. In fact, the teach- able content connected with the serving of food, and the eating of food, is, if anything, more important than the mere preparation of food. Provision for such teaching must be made either as a dining room, or as equipment for table service in the kitchen itself. If unit kitchens are used, it is desirable to have a small table and all necessary tableware for four persons included in the equipment of each unit kitchen. The tables and chairs will not only serve for dining tables, but as a place for class discussion, which is a necessary part of class instruction, especially when the laboratory work is carried on in unit kitchen. The small tables shown in figure 21 illustrate this plan, DINING ROOM EQUIPMENT REQUIRED FOR ACCREDITED COURSES Required. 1 dining table. 6 chairs. 1 serving table or ImfTet (preferably witliout mirror). 2 tablecloths. 2 luncheon cloths. 1 doz. dinner napkins. 1 doz. tea napkins. 6 tray doilies. 1 bowl for flowers. 6 knives. 6 forks. 6 tablespoons. 6 soup spoons. 6 salad forks. 18 teaspoons. 1 sugar shell. 1 cold meat fork. Required. 1 serving spoon. 1 serving fork. 1 carving set. 12 thin, plain glasses. 2 pairs salt and pepper shakers. 1 water pitcher or jug. () soup bowls or cream soup cups. 12 breakfast plates. 12 luncheon or small dinner plates. 12 salad plates. 6 bread and butter plates. 1 cream and sugar. 1 chop plate or 12-inch platter. 1 platter (14 inches). 2 open vegetable dishes. 1 round covered vegetable dish. 6 cups and saucers. 1 gravy boat. Note. — Simple, plain china is recommended. —39— Additional Equipment Eecomnicnded as Desirable and Useful (Not Required) . 1 rug. Iced tea spoons. 1 tea wagon. Pickle forks. Both serving table and buffet. 6 finger bowls. All equipment for twelve instead of six. Flower receptacles. Butter spreaders. 4 doz. piinch cups. Bouillon spoons. 6 pairs individual salts and peppers. After dinner coffee spoons. Celery disb. Cream ladle. Bonbon dishes. Sugar tongs. After dinner coffee cups and saucers. Oyster forks. Iced tea glasses. KoTE. — It is suggested that a saving in expense may be effected by purchasing breakfast room sets, unpainted, and having the girls in the home economics classes finish same with two coats paint, one coat enamel and one coat Valspar, A separate room for a dining room is best, but where the food lab- oratory is large enough and no other space available, the dining room equipment can be placed in a portion of this laboratory. Meal service must be taught regularly and equipment provided therefor. 8. Built-in Furniture for Food Laboratory and Storeroom. In the food laboratory or in a storeroom connecting with the laboratory, stor- age cases are needed. When possible such cases should be built flush with the wall. All available space should be used for cases and lockers. Each student should have a locker for her apron. These lockers may be constructed as a series of shelves 8 to 10 inches apart, size 14 inches broad by 10 inches deep, enclosed by a paneled door or roller partition, or sliding door, with a lock. For design, see figures 29 and 30. A useful storage case is one similar to figures 31 and 32. The glass- doored portion above is equipped with shelves. The open space makes the table space useful since the doors to the upper portion may be opened without clearing the table space. No two laboratories have the same amount of space available for storage cases. The sketches given here are merely suggestive of cases that are desirable. The same size table can be used for supply and demonstration table as the one used for student's table (figure 25). The arrangement of space will differ from the student's table. Instead of two cupboards at the end of the table, on one side a cupboard and a series of drawers may be built. The table top should be the same material as the unit desks. A blackboard about five or six feet long is necessary — also a bulletin board of cork, linoleum, or burlap. Each laboratory should own a set of Langworthy food charts. (These are colored charts showing composition of the common articles of food — procurable from the Bureau of Publication, Washington, D. C, for $1.00.) In order to preserve these charts in a usable form they should be mounted on beaver board, framed in light wood or metal, mounted on a rod, as the leaves of a book, and enclosed in a case hung on tlie wall. —40— Figure 18. Unit deslv arrangement for food laboratory. Plan B. See figure 30. Q d^ Q C^ OQ ba OQ OG D D P 03 J^Jt^^T^Jt^^ O D P P b s Figure 19. Modification of unit desk arrangement.* Plan A. See figure 20. (Plan B is preferable.) -41 — ul 2 "0 ^TOVE. $To^B. STove STov/6 , Plan A > 5*; 7, Vi ^TOV£ > V- STove PLAK b Figure 20. Details of unit desk arrangement. Plan A shows one sink for eight girls. Plan B shows one sink for four girls. Plan B is preferable but more expensive. —42— 'FT o o i o o o (/N/r Kitchen 1/ib- t B Figure 21, Unit kitchen arrangement. Each kitchen accommodates four girls. The small tables are for recitation and class discussion, also used for ser\'ing. See also figures 22 and 33. For details of the unit kitchens see figures 23A, 23B, 23C, —43— —44- —45— 2 th H5 o' =i t3d o O ^ ^. ^4 ^5 .1 I JTOi '/-J TABLt -A TIILC 37' VSJ EH ■/7CHf/oafd Shclf- vSlDE. tLtVATlON f'RON'T CbCV, Details of- TAfoLt5 44-">2^' Figure 25. - For the unit desk arrangement. —49— Figure 26. Figure 27. (See also figure 26.) Types of cabinets usable in both unit kitchen and unit desk laboratoiy arrangements. -50- WfK FOf^ UNIT DESK AKKArfGEl^ETfT Figure 28. The above sink is porcelain enameled, roll rim, with center outlet; fitted with two nickel-plated soap dishes, double wash sink cocks, supplying both hot and cold water ; size two feet by three feet. (See page 34.) -51— CoOk^ING- Oq^JimnG- ClA53- Figure 29. C/mr :APR.ON LOCKtJZS - /w ] c Figure 30. —62- Ej^-o ' JtOR-AQEL ' C-OSLT ■ Fiffure 31. For food laboratory or connecting storeroom -;c-- ^ ^ ■;^-t IVo Pan* Par-t Fr.oht EiLv. End tuv. DE.TAIL5 OF- 6LrPPLX CAE>IMtT Fiofure 32. For food laboratory. —53— III. The Clothing Laboratory 1. General Conditions. Good lighting is essential for the clothing laboratory. North light is preferable, and the tables and machines should be so arranged that light comes from the student's left side. If there are windows on two sides of the room, they should be at the left and at the rear. The textiles and clothing laboratory should have a small communicating room (8'xlO' or larger) for a fitting and store- room. This room should be supplied with both natural and artificial light. If the room is sufficiently large and well ventilated and lighted, it is a good place for laundry tubs and ironing boards, if no other space is available. In which case, electric service outlets should be provided for the electric irons and possibly for an electric washing machine. The usual furnishings of the clothing laboratory consist of sewing tables for students, chairs, machines, a teacher's desk, ironing boards and irons, triple mirror, fitting stand, cutting table, blackboard, and a bulletin board. A chemical laboratory table for a chemical study of textiles is desirable in the clothing laboratory, though it is less usual than the other furnishings suggested. For a proposed arrangement of these furnishings, see figure 34. 2. Tables. Students' tables for sewing vary in type from single tables for each student to tables for four students. The most desirable table is one that accommodates two or four students on the same side. (See figure 35.) The objections to tables for two girls on each side are that two students will be at a disadvantage as far as the light is concerned, also visiting is more prevalent. The tables may be built with or without drawers. The drawers add to the expense and are not necessary since each student will have a locker. Table space for each student should be three feet long and two feet deep. All the sewing tables should not be the same height in order to accommodate more comfortably girls of different height — 27", 28", and 30^", are suggested variations in height. A very convenient table is one built with a shelf of slats two inches wide, paralleling the entire table top, four or five inches under the table top. This provides a place for sewing boxes and materials dur- ing the class time. Since it is made of slats instead of solid wood, it prevents accumulation of scraps and trash. A cutting table for each laboratory is very desirable. This should be higher than the other tables and may contain a long drawer for patterns and yard sticks. Convenient dimensions are height, 34 to 36 inches; width, 3 feet; length, 8 feet. A drop leaf of 18 inches width may be placed on one or. both ends of the table to extend the cutting surface. The teacher should be provided with a flat top instructor's class- room desk. 3. Chairs. It is essential that comfortable chairs be procured. Bent-wood chairs arc strongly built, light, and not expensive. The room must contain a chair for each student, one for the instructor and one at each sewing machine. —54— 4. Machines. One machine, in common 'use and of good make, must be provided for each three or four girls in the class. Some Texas schools have experienced great difficulty in keeping the machines in good repair, and in getting needles because they have bought a machine for which no service is maintained in the community. In a laboratory where several machines are provided, at least one electric machine is recommended. Second-hand machines are usually undesirable. At- tention is called to the fact that the Singer sewing machine gives a discount to schools. Any school buying Singer sewing machines should ask the agent through whom the purchase is made for this price. It is desirable to provide machines of different types. 5. Pressing Facilities. Three types of ironing boards are in gen- eral use, the collapsible style, a wall cabinet one, and a stationary one. The collapsible one is the cheapest, but is usually in the way unless a closet is provided for its storage. The stationary board is perhaps the most convenient to use, but it requires permanent floor space and is more or less unsightly in a room when not in use. The wall cabinet board is economical in space and cost, and is the most desirable. See figure 36. Electric irons should be used if electric current is available. For safety a wall plug, provided with a red light to indicate when the iron is "turned on" should be furnished. Plugs for the irons must be near the ironing boards. 6. Mirror. A triple mirror is most satisfactory, thougli a full length mirror is acceptable. The mirror may be attached to the wall, or it may be set in a frame on rollers. The center glass should be 48" to 54"x20", the side glasses 42" to 50"xl8". The expense of pro- viding a mirror may be reduced by buying the mirror by the square foot and having it set in a frame. A beveled edged mirror is expensive and unnecessary. Texas firms furnishing mirror glass are listed in the section on addresses. 7. Cases. At least three cases are needed for the clothing labora- tory and storeroom, a case for students' lockers, a wardrobe for hanging garments, and a storage case. Desirable additions are a wardrobe for coats and cloaks, a rack for magazines and books, and an exliibit case. Lockers for students are more convenient if placed in the laboratory. It is desirable that these lockers be built into the walls. Each student should have a minimum space of 12"xl2"x20" (deep) with individual locks (figures 29, 37, 38). Some teachers have found small padlocks furnished by each student convenient. The wardrobe is used for finished or partially finished garments. Its dimensions should be determined by the space available. It is desirable to have a wardrobe not less tlian () feet long and 20 to 24 inches deep. It should be fitted with a rod in the top, through the center, for coat hangers. The case may have deep drawers at the bottom and a shelf at the top (above the rod for coat hangers). The doors may be sliding doors of glass or wood (figure 39). The storage case may consist of a series of deep drawers with a cup- board section above as in figure 40. —55— 8. Chemistry Table. The usual chemistry table is suitable for the chemistry table in the clothing laboratory. Such a table is usually 24'x4'x36" and accommodates eight students. One such table is ade- quate. Designs and prices maybe found in catalogues from concerns manufacturing laboratory furniture. See addresses. 9. Requirements of the State Department of Education for Accred- ited Clothing Work. CLOTHING LABOEATOEY EQUIPMENT Minimum Eequired. Sewing tables: Either single tables 24"x60"x23" to 30^" (height), accommo- dating two girls, or double tables, 48"x60"x30". Of the two, the single tables are decidedly preferable. One sewing machine in good working order, for every four girls. One good, full length mirror for every laboratory used for clothing. A tripli- cate mirror is preferable. A panel mirror and large hand mirror are acceptable. A locker, 12"xl2"x20", built of hardwood (dust and mouse proof), for each student of clothing. Hanging space, closet, wardrobe, or display case, with rod lengthwise for coat hangers. Depth of space not less than 20 inches. A coat hanger for each girl. Drawer space for supplies and finished folded garments. One yard stick for every two girls. One comfortable straight chair for each student. One comfortable chair at each sewing machine. Iron for pressing, electric preferred. Fitting space (may be separated off by screens). One ironing board with pad and slip cover. Blackboard (four or five feet sufficient). One teacher's desk and chair. Two dress forms (can be made in class). Additional Equipment Eecommended as Desirable and Useful (Not Eequired). 1 cutting table, 36 inches high, with a drawer for yard sticks, patterns, etc. 1 sewing machine to every three girls. A large hand mirror in the event a panel mirror is used. Individual supply boxes of uniform size. A glass display case would serve the double purpose of hanging finished gar- ments and at the same time showing them off. If classes are large, it may be well to have two irons and ironing boards, since some laundering is required. A fitting room and fitting stand. Two slip covers for ironing board. Bulletin board. Note. — Each student should provide her own individual equipment, such as tape measure, thimble, needles, scissors, pin cushion, thread, sewing box or bag. —56— Cloth I HC LABOsaToer Figure 34. Z^o- 4 + + - '( ' 1 rPONT VI Ei^ SIDE ' 1 1 ' ' 1 II 'l II II II 1 \3LWIN0 TABLE 1 1 1 1 ^1 L 1 1 1 1 1 1 1 1 ' 1 1 1 1 11 1 ' ' 1 1 1 1 1 Mil III 1 1 1 1 1 1 1 1 1 III 1 U \-X L 1 LI L 1 Xi PLAN Figure 35. By courtesy of Federal Board for A^ocational Education. (See page 65.) [ID —57- '^1 W F Ironing &oar.d JiDt Elevation End £lEvation Jtatiojsary Ironing 5oapj.d Ficmre 36. C^jf Fob Cook^iNG Oq Jawing Cl A33 Figure 37. -58— m: M Figure 38. b== r- Q^" u WaR.DR.O£>L pOR. CLOT-HlfSG LAbORATQRY - 6T0R-E. ROOM Nott-: Thia caie has r.-vovoblc ihdvea una "Koa <<»ncv,. " O « ' ^°-n^ > *-o' -^ 0' ,-^''« ^ "• ^^ / ^^^i£^o U ^^ *'^ ^ ^^. oVJIaf* A.V '>v •©IIS* «/' ^^ /' ^^- ^ •^- /^ MAY 71 tP^^/ n~manchester, INDIANA