I " " _ -J— LC 1046 .117 fl3 1919 Set 1 i\%(\si£'5n~TV\ T^t: P I, ;';.t b ^->(:^A^"^^ ^T 1^^^'^ STATE OF MINNESOTA Department of Education Plans for Vocational Education in Minnesota State Department of Education State Historical Society Building St. Paul, Minnesota 1919 STATE BOARD OF EDUCATION George B. Aiton, President. President Security State Bank, Grand Rapids. Julius Boraas, Professor of Education, St. Olaf College, Northfield. Thomas E. Cashman, President Clinton Falls Nursery Company, Owatonna. Mrs. R. D. Musser, Little Falls. W. D. WiLLARD, Cashier First National Bank, Mankato. James M. McConnell, Commissioner of Edu- cation, Secretary and Executive Ofificer of the Board, Historical Society Building, St. Paul. P. C. ToNNiNG, Deputy Commissioner. %d 0i ^. h^. H> y\'t I RURAL SCHOOLS. ■^inspector of Rural Schools C. C. Swain ^TAssistant Inspector of Rural ^!? Schools G. M. Cesander ^^ Assistant Inspector of Rural Schools Annie E. Shelland f ■B^ HIGH AND GRADED SCHOOLS J Inspector of High Schools and Director of Vocational Education.. ..E. M. Phillips Inspector of Elementary Schools R. B. MacLean Inspector of Teacher Training Schools H. E. Flynn Assistant Inspector of High and Graded Schools George A. Selke Supervisor of Agricultural Education B. M. GiLE Supervisor of Trade and Industrial Edu- cation G. A. McGarvey Supervisor of Home Economics Educa- tion Wylle B. McNeal BUILDINGS AND SANITATION: SPECIAL CLASSES FOR DEFECTIVES Inspector of Buildings and Director of Special Classes S. A. Challman LIBRARY. Director of Libraries Clara F. Baldwin Supervisor of School Libraries and Field Organizer Harriet A. Wood Librarian Lillian E. Cook Reference Librarian Margaret M. Doty EMPLOYMENT BUREAU. Director of Employment Bureau E. T. Critchett RE-EDUCATION AND PLACEMENT OF INJURED PERSONS. Director of Re-education of Injured Persons Oscar M. Sullivan Placement Officer John O'Donnell 3 BULLETINS PUBLISHED BY THE DEPARTMENT OF EDUCATION RE- LATING TO ORGANIZATION AND STANDARDS: Rural Schools. Consolidated Schools. High and Graded Schools. Teacher Training Departments. Vocational Education. Special Classes for Defectives. Buildings and Sanitation. School Libraries. Re-education of Injured Persons. Qualifications and Certification of Teachers for Graded and High Schools. Qualifications and Certification of Teachers for Rural Schools. . ADMINISTRATION AND SUPER- VISION. The general administration of Vocational Education shall be cared for by a State Director of Vocational Education. He shall be appointed by the State Board, which Board shall fix his term of service and remuneration and give general direc- tions for his conduct of the work. His salary and traveling expenses shall be paid from State funds. Agricultural education shall be supervised by a person appointed by the State Board, which Board shall fix the term of service • and remuneration of such supervisor. The Supervisor of Agriculture shall give his full time to the work under the im- mediate direction of the State Director. His salary shall be paid one-half from State funds and one-half from Federal funds available for the training of agri- cultural teachers, provided that the amount of federal funds so used shall not exceed twenty-five per cent of the amount available for the training of agricultural teachers. His expenses for travel, print- ing and clerical help may be paid one- half from State funds and onerhalf from Federal funds available for the training of teachers of agriculture. Industrial education shall be supervised by a person app'ointed by the State Board, which Board shall fix the term of service and remuneration of such supervisor. The Supervisor of Industrial Education shall serve under the immediate direction of the State Director and, for the year 1919-20 shall also act in the capacity of itinerant trainer of trade and industrial teachers and shall co-operate in the work of recruiting and organizing classes for the training of trade and industrial teachers. He shall give his full time to the work. His salary, traveling expenses, clerical help and printing shall be paid one-half from State funds and one-half from Fed- eral funds available for the training of trade and industrial teachers, provided that the amount of Federal funds so used shall not exceed twenty-five per cent ot the amount available for the training of trade and industrial teachers. 4. Home economics education shall be super- vised by a person appointed by the State Board, which Board shall fix the term of service and remuneration of such super- visor. The Supervisor of Home Eco- nomics Education shall serve under the immediate direction of the State Director. The salary, traveling expenses, clerical help and printing of such supervisor shall be paid one-half from State funds and one-half from Federal funds available for the training of Home Economics teachers, provided that the amount of Federal funds so used shall not exceed twenty-five per cent of the amount available for the training of Home Economics teachers. 5. The supervision of the training of vocational teachers shall be cared for by the State Director and his supervisors. Qualifications of State Supervisors. A. The Supervisor of Agricultural Educa- tion shall have completed the pre- scribed course in the University of Minnesota for teachers of agricul- ture, or of another institution of equal rank, and have had at least three years of' practical farm experi- ence after the age of fourteen, shall have had at least three years of suc- cessful experience teaching agricul- ture of less than college grade, and shall be chosen with due regard for general fitness. B. The Supervisor of Industrial Educa- tion shall be a graduate of th6 Uni- versity of Minnesota, or of another institution of equal rank, shall pos- sess both technical training and ade- quate shop experience and shall be chosen with reference to general fit- . ness. C. The Supervisor of Home Economics Education shall be a graduate of the Home Economics Department of the University of Minnesota or of an in- stitution of equal rank, shall have professional training in general edu- cation and special methods of pre- senting the subject of home eco- nomics, shall have had successful teaching experience, shall have had at least three years of practical ex- perience, and shall be chosen with reference to general fitness. II. GENERAL CONDITIONS. 1. All schools receiving aid must be under pub- lic supervision and control. 2. The controlling purpose must be to fit pu- pils for useful employment. 3. The courses offered must be of less than col- lege grade. 4. The courses shall be arranged to provide for the needs of pupils over fourteen years of age. 5. Every dollar of Federal aid must be matched by a dollar of State or local money, or both. 6. Federal money shall be expended only for: A. Salaries of teachers, supervisors and di rectors of agriculture. B. Salaries of supervisors and teachers of trade, home economics and industrial subjects. C. Maintenance of teacher training for vo- cational teachers. Note: No Federal money may be used for the purchase, erection, preservation, or repair of any building, for equipment, or for the purchase or rental of lands. III. AGRICULTURAL EDUCATION 1. Kinds of schools. A. State schools of agriculture of secon- dary grade operating under the con- trol of the University of Minnesota; provided only that Federal aid to such schools must be used to pro- mote and extend the work and not to lessen the expense of maintenance. State high schools or graded schools having a high school department lo- cated in the midst of farming com- munities and showing an enrollment of pupils from farm homes equal to at least one-fourth (J<^) of their total high school enrollment, or at least fifteen boys living on the farm who wish to take the work in vocational agriculture. For the year 1919-20 the number of high schools shall not exceed forty. Part-time schools or classes. a. The purpose shall be to provide skilled instruction and super- vision of practical farm work for persons beyond the average school age who are already en- gaged in farming on a produc- tive basis. b. Admission shall be confined to per" sons over sixteen years of age. c. Courses may be maintained for Federal aid only in schools that are supporting full-time courses under the requirements of the State High School Board. d. The same plant and equipment used for the full-time courses , may be used for the part-time courses, except that an addition- al room must be set apart as a recitation and study room for this group of pupils and addi- tional instruction must be pro- vided. e. Teachers shall be especially li- censed and qualified for this work as provided for under Rule b, 2, page 13, f. Provision shall also be made for six months of supervised pro- ject work for part-time pupils to be supervised by the full- time instructor in agriculture. g. The subject matter may be chosen from that already provided for the full-time course. It shall be adapted to the length of the courses and the needs of the in- dividuals enrolled in them. h. The length of these courses, the time of year when they shall be given, the number of days per week and the number of hours per day shall all be determined locally and in accordance with the necessities of the persons at- tending them, provided only that these courses shall be main- tained for at least 144 clock hours. The chief consideration is to bring within the reach of ac- tual young farmers the advan- tages of skilled instruction and direction in the art of efficient farming. Successful institute conductors will be found to make satisfactory instructors for these part-time courses. D. Evening Instruction. a. The purpose of this instruction and the qualifications for admission shall be the same as for the part- time classes. b. The same plant and equipment used for the full-time courses may be used, or classes may be held in rural schoolhouses read- ily accessible from the central school. c. The interests of the class shall be considered when determining subjects of study, but unit cour- ses having the equivalent of five or more one and one-half hour lessons shall be provided. d. An evening session shall be at least one and one-half hours in length, and consist of actual class and laboratory work. e. The number of evenings per week and the time of the year when they shall be given, shall be de- termined locally and in. accord- ance with the necessities of the persons attending them. f. Provision shall be made for six months of applied work for each member of the class, to be super- vised by the full-time instructor from the central school. g. In case a teacher other than the regular teacher conducts this work, he shall be specially li- censed and qualified, as pro- vided under Rule b, page 13. 2. Plant and equipment. A. The minimum floor space shall be fif- teen hundred (1500) square feet, preferably divided into at least three rooms as follows: (1) laboratory, (2) recitation, and (3) store room. The laboratory shall be equipped with physical, chemical, bio- logical and agricultural appara- tus necessary for successful lab- oratory work in agriculture. In addition, a farm machinery room shall be provided with ma- chinery now in common use in practical farming in each lo- cality, or a definite agreement shall be entered into with a local hardware dealer for the use of machinery as needed. The store room shall be provided with suitable shelving and cab- inets for the safe and convenient storing of products and collec- tions for class and laboratory study. 10 B, The space allotted to agriculture shall meet the present requirements of the State High School Board as to (1) heating, (2) lighting, (3) ventila- tion, (4) ceiling height, (5) toilet lavatory. C. An approved library, consisting of ref- erence books, classified bulletins, farm journals, etc., in quantity suf- ficient for profitable study in lines especially adapted for vocational agriculture. Minimum for maintenance. A. In order to qualify for Federal aid a school must certify to an expenditure of at least $1,700 for its department of agriculture. B. An annual fund of not less than $100 shall be available to the superinten- dent at all times for the addition of apparatus and supplies, agricultural books, magazines, express on slides, charts, etc., as needed. This does not include permanent fixtures, such as tables, sinks, chairs, book cases, etc. Courses of study. a. Minimum length of courses shall be two years, each containing at least six months of classroom and school instruction and each providing for at least six months of supervised prac- tice in agriculture either on a farm provided by the school or other farm,. b. Approximate minimum technical sub- ject matter of courses: Field Crops, Animal Husbandry, Dairying, Farm Accounts and Farm Management, Soils, Horticulture and Farm Me- chanics, r. The courses shall include provision for instruction in English and citizen- ship and such co-ordinating courses as elementary science, mathematics, farm economics and industrial his- tory. 11 d. The time shall be divided approximate- ly as follows: At least fifty per cent to strictly agricultural subjects and project work under supervision; thir- ty to thrity-five per cent to related subjects; fifteen to twenty per cent to academic subjects. e. Each school shall emphasize instruction and project work in that field of ag- riculture most common and most profitable in its particular locality. 5. Methods of instruction. a. Except in part-time courses, the teacher of agriculture shall be employed for the calendar year of twelve months. b. The courses shall be worked out through class instruction based upon text- books, reference books, bulletins, re- ports and lectures by the teacher. c. Laboratory work consisting of simple but definite tests, demonstrations and experiments, all directed to- ward supplementing and making concrete the classroom instruction, shall be employed throughout the courses. 6. Qualifications of teachers. a. Full-time teachers. All persons qualifying as full-time teachers of agriculture shall have completed the prescribed courses in the University of Minnesota for teachers of agriculture or in other institutions of equal rank. No per- son shall be qualified as a full-time teacher of agriculture in any school receiving Federal aid until he has completed fifteen hours of profes- sional work in accordance with the requirements in Minnesota for the professional training of all high school teachers, nor until such person shall have been licensed to teach in a school for which Federal aid is granted, such license to be issued by 12 the State Department of Education. No license shall be issued for this pur- pose until the adequacy of the appli- cant's previous vocational experi- ence and contact, covering at least two years, has been approved by the State Board and has, by this Board, been certified to the State Depart- ment of Education, b. Part-time teachers. The minimum requirement shall be the completion of a four year high school course, or its equivalent, ex- ceptional skill in the practice of farm- ing on a useful and productive basis, proven skill in imparting knowledge to others and good standing as a farmer and citizen. Part-time teachers shall be licensed in the same manner as full-time teach- ers of agriculture, but no license for this purpose shall be valid for more than one year. Qualifications of Supervisors of Agriculture. (See page 6.) Plans for six months' supervised practical work. a. This work shall include not only actual manipulation by pupils but also a study of local farm problems and operations under the immediate supervision and direction of the teacher. b. All instruction should, if possible, be verified by concrete reference to ac- tual farm results, or by well authenti- cated experiments. c. Each pupil shall be required to carry out, during each year of his course, and in a commercially productive manner, one or more independent agricultural projects, supervised by the teacher in agriculture. This work shall cover at least six months 13 for each' year of the course. Each pupil shall keep a complete and order- ly record of the development and re- sults of his projects. d. By project work in Minnesota we mean the application under the farm and home conditions of the pupil of as many of the facts and principles studied in class as the various home conditions will permit. Obviously, no two home conditions present the same problems. The project work for credit during anj^ season bears a close relation to the formal and organized instruction. This does not in- fer that the pupil will not be engaged, en- couraged, and given some credit by his in- structor in all his activities on the farm. In fact, farming generally in this State is a di- versified business. Observation leads us to believe, however, that if nothing definite is undertaken for which the pupil is to be re- sponsible under the guidance of the in- structor, the instruction spreads out so thin as to make the result questionable. At least three instructional visits are made per month to each pupil during the farming season. Project Work Pupils taking field crops are required to select, with the advice and assistance of the instructor, a major project in field crops. The major project is chosen from one of the important economic crops grown in the community. For illustration, let us sup- pose that corn is selected. The parent or employer must agree to let the pupil be re- sponsible for the management of all or a por- tion of this crop. Under the direction of the instructor, the pupil gathers and stores the seed, prepares the soil, plants the seed, cultivates and harvests the crop, and keeps a record of the cost of the various items entering into the production of the crop. When the boy has finished his project, he 14 should have carried out in practice the best methods known for the economic produc tion of corn under the conditions presented by the farm on which he works. In addition to the major project, the in- structor will have the pupil do just as much work with the other farm crops as conditions will permit. Certainly the pupil should treat the grains for smut, the potatoes for scab, etc. A record will be kept showing the cost of preparation of the soil for grain crops as compared with corn or potatoes. A record will be kept showing the cost of harvesting, the cost of threshing, the yield and the value per acre of the grain crops. The hay unit will be likewise treated. In the fall, a sum- mary of all field crops produced on the farm will be made as a preparation for the work in Animal Husbandry the second year. In Animal Husbandry .work with swine, dairy cows, beef cattle, sheep, horses, bees or chickens, may be selected for a major project. In case a swine project is selected, the pupil must be responsible for the care, feeding and management of at least a litter of pigs, and it is better still if he can nianage all the swine on the farm. His project- begins with the care of the brood sows and con- tinues through the summer until the pigs are fattened in the fall. So far as possible the boy will put in practice the pasturage system and fattening system as advised by the agricultural experiment station of Min- nesota. Records, of course, will be kept. When the pupil finishes his project he will have put into practice the best approved method of producing pork. In addition to his major project, the pupil will be required to do as much work with the other livestock on the farm as conditions will permit. The project work at no time will be permitted by the instructor to seriously interfere' with the general conduct of the farm. The third year's work consists of Soils and Horticulture. Projects in soils may consist of laying out a drainage system and installing tile, laying out crop rotation for the 15 farm, fertilizer tests and soil preparation tests. Horticulture projects consist of such things as laying out and planting an or- chard or small fruit garden, rejuvenation of an old orchard, spraying, pruning and har- vesting the crop of an orchard for a season. In some communties the horticulture course may be given over quite largely to vegetable gardening. In cases of this kind the project consists of growing a general garden, keep- ing records and marketing or preserving for home uses all the produce and canning that portion which would otherwise go to waste. The fourth year's work is a sort of cap sheaf. An account of all the farm activities will be kept from the beginning of the school year, in connection with the formal study of farm accounts instruction. The farm management instruction will be applied to the conditions of each individual farm. Each pupil must make a map of the home farm or some other real farm, and then re- map the farm, showing the proper arrange- ment of fields, buildings, barnyards and roads. The map will also indicate the proper amount of stock and the proper rota- tion for the farm. Farm Mechanics shall include work in the care and repair of farm machinery and implements, records on the first cost and comparison of annual deprecia- tion when properly housed and when poorly housed. Fence building, laying cement floors, construction of farm buildings, mak- ing self-feeders, hoppers, gates, poultry coops and hog houses may be considered as project or practical work in connection with farm mechanics. Use of Federal funds for instruction in agri- culture. Of the Federal money available for any year for the salaries of teachers, supervisors, and directors of agriculture, not more than one-fifth of the total may be used for the salaries of part-time teachers; not more than one-tenth shall be used for the salaries of supervisors and directors of agriculture; 16 and not more than $3,600 shall be distri- buted to the three state schools of agricul- ture unless the number of high schools quali- fying does not use up the funds available and the expenditures of each individual school would justify greater reimbursement from Federal funds. The distribution of the aid among the three schools will be in proportion to the number of pupils engaged in practical work. Within these limits the distribution shall be prorated on the basis of the salaries paid by the various schools for instruction in vocational agriculture. Fed- eral funds shall be distributed at the same time and through the same agencies as those at present employed for the distribution of special State aid to schools. IV. TRADE, HOME ECONOMICS AND INDUSTRIAL EDUCATION. 1. The following is a tentative budget of Fed- eral funds for the school year 1919-20 for instruction in trade, home economics, and industrial subjects: A. For evening schools or classes, 15%. B. For part-time schools or classes, 40 %. C. For unit trade schools or classes, 10%. D. For general industrial schools or classes in cities of less than 25,000 popula- tion, 15%. E. For home economics, 20%. 2. Trade and Industrial Education. A. It is the intention, for the school year 1919-20, to distribute Federal aid for the following named forms of trade and industrial work: a. Evening industrial schools or class- es. b. Part-time schools or classes. (1) Trade extension part-time schools or classes. (2) Trade preparatory part-time schools or classes. (3) General continuation part- time schools or classes. 17 (a) Commercial classes. (b) Junior nurses classes. (c) Retail selling classes. c. Unit-trade schools or classes. d. General industrial day schools in cities of less than 25,000 popula- tion. B. Evening Industrial Schools or Classes. a. The controlling purpose shall be to extend the trade knowledge and skill of persons employed in trades and industries. This is further set forth under Methods of Instruction. b. The enrollment shall be limited to persons employed in trades and industries and over sixteen years of age. c. The plant and equipment shall be such as to furnish adequate space and facility for conducting the kind and amount of instruc- tion undertaken. Day school fa- cilities may be used for evening schools or classes, provided such arrangement is not allowed to in- terfere with the successful con- duct of the evening school work. d. The expenditure for maintenance shall be sufficient to satisfy the State Board that the school will secure competent teachers and maintain a high degree of effi- ciency. e. The subject matter and instruc- tion shall be of such a character as to supplement the day em- ployment. Only such subjects ' shall be taught as will tend to in- - crease skill or knowledge in the occupation in which the worker is engaged, or such as will lead . to promotion or advancement in that occupation. 18 The instruction in evening schools and classes is limited to the trade-extension type and the character of the work must be such as to supplement the daily occupations of the group being trained. The work may be either manipulative or technical in na- ture. The courses outlined should be made up of short-units. The short-units may con- sist of five or more lessons designed to give specific information on some phase of a trade or occupation. These short-units can be combined into a course covering one hundred lessons or more and extending through one or more years. Evening classes are usually held two or four nights a week from 7:30 to 9:30. The pupils attending evening classes are more mature than those attending part- time or all-day industrial classes; therefore, the courses of instruction must be outlined to meet the needs of the older group. The students come from various occupations and attend evening classes to gain information or to acquire skill in the work in which they are deficient. In the group wishing to take up evening courses will be found (a) persons engaged in skilled occupations who wish to take up subjects related to their trades — as mathematics for carpenters, drawing for contractors, science for plumbers, cos- tume designing for garment workers; (b) skilled workmen who need new knowledge to meet present demands, as oxy-acetylene welding for blacksmiths or metal workers; (c) specialized machine hands who wish to learn to operate other machines. f. The instruction in all evening schools or classes, shall be so shaped as to be supplementary to the day employment of those enrolled. Unit-trade courses may not be undertaken. g. It is desirable to bring together a group of persons of allied inter- ests or occupations for that form 19 of instruction that will be imme- diately helpful to them in their daily work. The length of the courses thus offered may vary from a few weeks to a number of months, according to their pur- pose and character. Qualifications of Teachers. Teachers shall be chosen because of special fitness to give the train- ing desired. 1. A shop teacher shall possess at least a thorough elementary education, exceptional skill in the subject to be taught, proven ability to impart knowledge and skill to oth- ers, good health, good stand- ing as a workman and citi- zen and, after January 1, 1919, shall have completed or shall be enrolled in an es- ablished teachers' training course. 2. A teacher of related subjects shall present satisfactory evidence of the completion of a four year high school course; at least a two year technical course or in each case its equivalent, shop contact or shop experience in the subjects to be taught; and, after January 1, 1919, shall have completed or shall be enrolled in an es- tablished teachers' training course. 3. No person shall be qualified to teach in evening schools or classes for which Federal aid is granted unless he holds a certificate for this work issued by the State 20 Department of Education upon recommendation of the State Board. The short-units outlined under trade and industrial education in the back of this bul- letin are suggestive of what, may be done in evening class instruction. C. Part-time Schools or Classes. a. Trade extension part-time schools or classes. (1) The controlling purpose shall be to train for useful em- ployment. (2) No person may be admitted who is under fourteen years of age. (3) The plant and equipment shall be such as will afford ample facilities for the con- duct of the work. Space in buildings devoted to other school purposes may be utilized provided such dou- ble use is not permitted to interfere with the efficiency of the part-time work. (4) In order to receive Federal aid for part-time schools or classes the expenditure for maintenance for this work shall be sufficient to satisfy the State Board that it will be done efficiently. (5) The courses must provide for instruction in such sub- jects as will (a) be of direct assistance to the pupils for growth and promotion in the trades or industries in which they are employed, and (b) tend to increase their civic and vocational intelligence. 21 Within certain limits, part-time classes may have a variety of arrangements in re- gard to the length of the courses and places of conducting the ch Part-time classes must be in session 144 hours or more during the year. The ar- rangement of the courses in regard to time may be as follows: Alternate-day or alternate- week plan: One day or week in the shop and one day or week in school. The two-student plan: Students in school on alternate weeks or days. Three -forenoon or afternoon plan: Each student in school a total of eight or twelve hours per week di- vided into four-hour periods. The dull season plan: Tradesmen or apprentices may attend classes dur- ing the day for a period of six weeks or more during the dull season of their particular trade or occupation. The place of holding the classes would de- pend largely on the group taking the work, There is no reason why the shop work in most instances could not be given to better advantage in a centrally located commercial shop rather than in the school shop. The drawing, mathematics, and science related to the particular trade could be given in the school classrooms and laboratories. (6) Instruction shall be based up- . on the actual needs of pupils as discovered by interviews with employers, foremen, parents, former teachers and others, observation of pu- pils during employment, when possible, and school- room reaction. (7) The courses shall be not less than 144 clock hours in length. 22 (8) QUALIFICATIONS OF TEACHERS. (a) The minimum qualifica- tions of a shop teacher shall be sound elemen- tary education, excep- tional skill in the trade to be taught as evi- denced by at least three years of experience be- yond the apprentice- ship stage, proven abil- ity to impart skill to others, good health good standing as .1 workman and citizen at least twenty - one . years of age, and shall have completed or be enrolled in an estab- lished teacher's train- ing course after Janu- ary 1, 1919. (b) Teachers of related sub- jects shall present sat- isfactory evidence of the completion of a four year high school course, at least a two year technical course in the subjects to be taught, or, in each case, its equivalent, and at least one year of shop experience, or con- tact with the trades in which they propose to teach the related sub- jects. After January 1, 1919, they must have also completed or be enrolled in an estab- lished teachers' train- ing course. 23 (c) No person shall be quali- fied to teach in a part- time trade extension course unless he holds a certificate for this work issued by the State Department of Education upon the recommendation of the State Board. The courses outlined under part-time schools or classes in the back of this bulletin are suggestive of what may be done in trade extension part-time classes. b. Trade preparatory part-time schools or classes. The group of students taking work in trade-preparatory classes differs from the group in trade-extension classes in that the students come from various occupations other than the trades which they wish to take up. The course of study must, there- fore, be elementary. The courses outlined under part-time schools or classes in the back of this bulletin are suggestive of what may be done in trade preparatory part-time classes. c. General continuation part -time schools or classes. (1) The controlling purpose shall be the improvement of the - civic and vocational intelli- gence of persons under non- trade employment. (2)^ No person may be admitted who is under fourteen years of age. (3) The plant and equipment shall be such as will afford ample facilities for the con- duct of the work. Space in buildings devoted to other school purposes may be utilized provided such dou- 24 ble use is not permitted to interfere with the efficiency of the continuation school or classes. (4) The annual expenditure for maintenance must be suffi- cient to satisfy the State Board that efficient work can be maintained. (5) The course of study must be planned to provide for the improvement of the pupils in useful general knowledge and to assist and direct them in deciding upon a vo- cation. (6) The methods of instruction shall be based upon the peculiar needs of the group of pupils to be taught. To this end information must be secured from previous school records, former teachers, parents and pres- ent and past em.ployers. Much attention should be given to enlightening and advising pupils with- refer- ence to desirable occupa- tions. (7) The length of term for con- tinuation schools or classes shall be not less than the equivalent of eight clock hours per week and at least 144 clock hours each year. (8) The minimum qualifications of teachers shall be: (a) Scholastic training ade- quate for teaching in the 7th, 8th and 9th grades. (b) After January 1, 1920, a person shall have com- pleted or be enrolled ia 25 the course of study out- lined for teachers of continuation schools. Teachers of commer- cial subjects must have had, besides the train- ing in the courses that they propose to offer practical experience in commercial work or salesmanship. After January 1, 1920, they must have completed the courses outlined for commercial teach- ers. Teachers of re- lated subjects in part- time classes for junior nurses must be quali- fied high school in- structors in the classes they propose to teach. (c) Proven ability in teach- ing persons of the class likely to enter a con- tinuation school. (d) Definite and reasonably thorough knowledge of vocational conditions and of what consti- tutes fitness and apti- tude for particular in- dustrial occupations. (e) No person shall be quali- fied as teacher in a con- tinuation school or class until licensed for such teaching by the State Department of Education. Such li- cense shall be issued only upon the recom- mendation of the State Board as to the appli- cant's fitness under the foregoing requirements. 26 The courses outlined under part-time schools or classes in the back of the bulletin are suggestive of what may be done in general continuation part - time classes. D. Day unit trade school. a. The controlling purpose in all courses shall be to prepare pupils for intelligent and efficient ser- vice in a, particular trade or in- dustrial field. b. No person shall be admitted who has not attained the age of four- teen years. c. The plant and equipment shall be acceptable to the State Board as adequate and suitable for the trade and industrial work which the school proposes to under- take. The factory type of con- struction and equipment is best adapted to this use and, if a new building is to be provided, it shall be so differentiated from the ordinary type of school building. Any building or space used for shop purposes must con- form to the factory laws of the State as to light, heat and venti- lation. The plant and equip- ment proposed for use shall not be considered as satisfactory un- til it has been inspected and ap- proved by the State Board or its regularly appointed agent. d. The amount expended for main- tenance shall be sufficient to satisfy the State Board that reasonable standards of work are assured and that efficient teachers are secured to do the work. e. Methods of Instruction. (1) All courses shall include pro- vision for an intimate know- ledge of the nature and 27 source of supply of the ma- terials employed in con- struction work, including their adaptation to par- ticular uses and their cost. (2) Instruction shall provide for an intimate knowledge of the tools and machines used in the trades taught, their cost, use and care. (3) Stress shall be placed upon safety devices and such use of tools and machinery as will safeguard the operator and his fellow workers. (4) The entire organization and administration of school shops shall, so far as possi- ble, be in exact accordance with that employed in the best industrial establish- ments. The teacher, shall, so far as school conditions permit, direct all shop ac- tivities as would the fore- man of an industrial shop. (5) Much attention shall be given, under the direction and supervision of the teacher, to the study of actual indus- trial operations. This may be accomplished by obser- vation in accessible shops and factories, followed by definite classroom discus- sion of a constructive char- acter. (6) The guiding purpose in all courses shall be to train pupils for intelligent and efficient service in a par- ticular trade or industrial field. 28 f. At least one-half of the entire time of each school week shall be giv- en to practical shop work on a useful and commercially pro- ■ ductive basis. g. The minimum length of the school year shall be nine months. h. At least thirty clock hours per week shall be given to instruc- tion which shall include both practical and academic work. i. The courses outlined under unit trade schools in the back of this bulletin are suggestive of what may be done in day unit trade schools. Qualifications of Teachers (1) Teachers shall be of two class- es: (1) vocational, and (2) non-vocational. (2) Vocational teachers shall be of two classes: (l)shop, and (2) related. (3) Federal aid is granted only for the salaries of vocational teachers. (4) The minimum qualifications of shop teachers are (a) a sound elementary educa- tion, (b) exceptional skill in the trade or industry to be taught which is usually evi- denced by three years of ex- perience beyond the ap- prenticeship stage, (c) prov- en ability to impart skill to others, (d) good health, (e) good standing as a work- man and a citizen, (f) at least 21 years of age, (g) that they shall have com- pleted or be enrolled in an established teachers' train- ing course after January 1, 1919. 29 (5) The minimum qualifications of a teacher of related sub- jects are (a) the completion of at least a two-year tech- nical course in the subjects to be taught in addition to the completion of a four- year high school course, or, in each case its equivalent, (b) at least one year of shop experience or contact with the trade in which he pro- poses to teach the technical subjects, (c) that he shall have completed or be en- rolled in an established teachers' training course af- ter January 1, 1919. (6) The minimum qualifications of a teacher of non-vocational subjects are (a) scholastic training adequate for teach- ing in the seventh, eighth and ninth grades of the public schools of Minne- sota, (b) proven ability in teaching persons of the class likely to enter a trade school, and (c) at least a layman's knowledge of the trades to be taught. (7) Certification. (a) No person shall be quali- fied as a vocational teacher until licensed for such teaching by the State Department of Education. No li-. cense shall be issued for this service until the State Board has certified the applicant's fitness under the fore- going requirements. 30 (b) Such licenses shall be is- sued for one year and may be renewed only as authorized by the State Board. After three years of success- ful experience, applica- tion may be made for a permanent certifi- cate. (c) Such license shall always state (1) the period for which it is valid, (2) the subject or subjects to be taught, and (3) the name and location of the school for v/hich it is valid. General industrial schools for cities and towns of less than 25,000 population. a The purpose of instruction in com- munities of this size is to furnish pupils such general training in local industries as will make them more successful wage earn- ers and more intelligent citi- zens. b No pupil shall be admitted to these courses who is under 14 years of age. c The plant and equipment shall be such as to satisfy the State Board that the school will be able to carry out in an efficient manner the work which it is proposed to undertake. d The annual expenditure for main- tenance in such schools shall be sufficient to secure competent instruction and provide ade- quate equipment. e The character and content of the course of study shall be de- termined by the predominance 31 of specific trades or industries in the community but always with a substantial background of academic work of a practical nature. Methods of Instruction. (1) All courses shall include pro- vision for an intimate know- ledge of the nature and sources of supply of the ma- terials employed in con- struction work, including their adaptation to particu- lar uses, and their cost. (2) Instruction shall provide for an intimate knowledge of the tools and machines used in the trades taught, their cost, use and care. (3) Stress shall be placed upon safety devices and such use of tools and machines as will safeguard the operator and his fellow workers. (4) The entire organization and administration of school shops shall, so far as pos- sible, be in exact accordance with that employed in the best industrial establish- ments. The teacher shall, so far as school conditions permit, direct all" shop ac- tivities as would the fore- man of an industrial shop. (5) Much attention shall be given, under the direction and supervision of the teacher, to the study of actual indus- trial operations. This shall be accomplished by obser- vation in accessible shops and factories, followed by definite class room discus- sion of a constructive char- acter. 32 (6) The guiding purpose in all courses shall be to prepare pupils for intelligent and efficient service in the in- dustrial field, g. At least one-half of each week of the course shall be given to prac- tical work on a useful and com- mercially productive basis. h. The school year shall be at least nine months in length, i. The number of hours of instruction shall be at least twenty-five clock hours per week, j. The qualifications of teachers shall be the same as those required for unit-trade schools, found on page 29 of this bulletin. The courses outlined in the back of this bulletin are suggestive of what may be done in general industrial schools for cities and towns of less than 25,000 population. 3. Home Economics Education. A. It is the intention to use Federal funds for aid to the following kinds of home economics education for the fiscal year ending June 30, 1920. a. Evening home economics schools or classes. b. Part-time home economics schools or classes. c. Day schools or classes. B. Evening Home Economics schools and CLASSES. a. No person shall be admitted who is under sixteen years of age. b. The same plant and equipment used for day schools may be used for evening schools and classes provided the double use is not permitted to interfere with evening work. c. The expenditure for maintenance shall be sufficient to satisfy the State Board that the work can be done efficiently. 33 d. The courses offered shall be such as to meet the needs of the per- sons attending. These courses will be organized on a short unit basis and will deal with such topics as the following: Food Study and Cooking. Planning and Preparation of Meals. Garment Making. Care, Repair and Remodeling of Clothing. Dressmaking. Textiles. Millinery. Home Nursing. Child Care and Training. House Planning and Furnishing. Home Management. e. The instruction shall in all cases be supplementary to the work in home-making. f. Methods of instruction shall be in the nature of lectures, discus- sions, demonstrations, reference reading and laboratory practice. All instruction is to be made con- crete by actual operation and manipulation wherever possible, and allied as closely as possible with the needs of the home. A suggested course in Textiles is given under type courses in Home Economics in the back of this bulletin. g. Qualifications of Teachers. (1) No person shall be qualified to teach home economics in evening schools and classes who has not had at least three years of successful practical experience in the work to be taught. (2) All teachers shall present sat- isfactory evidence of ability to impart skill and knowl- 34 edge to others and shall, after January 1, 1920, pre- sent credentials for the com- pletion of an established teacher training course. (3) For the present school year no specific requirement for teacher training' in home economics will be made and certification will be based upon the general fitness of the applicant, this to be de- termined by the State Sup- ervisor of Home Economics. (4) No person shall be qualified to teach home economics in evening schools or classes until in possession of a cer- tificate for that work issued by the State Department of Education upon recommen- dation of the State Board. Part-time home economics schools and CLASSES. a. No person shall be admitted who is under 14 years of age. b. The same plant and equipment used for day schools may be used for part-time schools and classes provided that such dou- ble use is not permitted to inter- fere with the efficiency of the part-time work. c. The expenditure for maintenance shall be sufficient to satisfy the State Board that the work can be done efficiently. d. The courses offered shall be planned with reference to the needs and ability of the persons attending and for the purpose of increasing their civic and vo- cational intelligence. In such courses at least fifty per cent of the time will be given to Home 35 Economics instruction, and they will constitute home economics extension classes. The short unit courses indicated for the evening schools and classes may be grouped in se- quence to form desirable courses for part time work. Suggested courses for part-time schools are given under type courses in Home Economics in ' the back of this bulletin. Methods of instruction must differ from both those employed in evening schools and classes and day schools and still partake of the character of both. Less de- pendence must be placed upon lectures and demonstrations and more stress must be given to the preparation of assigned tasks and to individual manipulation. Part-time courses must be at least 144 clock hours in length, pro- vided only that the hours for this instruction must be taken out of the regular working day. Qualifications of teachers. (1) No person shall be qualified to teach home economics in part-time schools or classes who has not had at least three years of successful practical experience in the work to be taught. (2) All teachers shall present sat- isfactory evidence of ability to impart skill and knowl- edge to others and shall, af- ter January 1, 1920, pre- sent credentials for the completion of an established teacher training course. (3) For the present school year no specific requirement for teacher training in home economics will be made and 36 certification will be based upon the general fitness of the applicant to be deter- mined by the Supervisor of Home Economics. (4) No person shall be qualified to teach home economics in a part-time school or class un- til in possession of a certifi- cate for that work issued by the State Department of Education upon recommen- dation of the State Board. D. Day schools in cities. a. No person shall be admitted who is under fourteen years of age. b. Required or minimum .plant and equipment. The minimum floor space allotted to home economics shall be ade- quate for the work to be under- taken. The quarters shall meet the present requirements of the State Board asto.(l) heating, (2) lighting, (3) ventilation, (4) ceiling height, and (5) toilet and lavatory fa- cilitites. Besides the recitation room there shall be provided at least the following: (1) kitchen, (2) sew- ing room, (3) dining room space. Where possible it is desirable to have a separate dining room, and a bed room and space and equipment for elementary work in home nursing. Some provi- sion- must be also made for laundry-work. Each room shall be equipped with such apparatus and appliances as are necessary to carry out the instruction and courses of study offered. So far as possible, the equipment shall correspond in 37 quality and variety with that which is desirable for the aver- age wage earner's home. In quantity it shall be adequate for a class enrollment of twenty (20.) c. The minimum expenditure for maintenance shall be one thou- sand dollars ($1,000). d. Character and content of courses of study. Either of two courses of study may be used in the all-day vocational school. In one of these the vocational half day will be given to home economics and related sub- jects, and in the other the vocational half day will be given to home economics sub- jects only. These courses should be selected with reference to the needs of the school. Type courses are given under Home Eco- nomics in the back of this bulletin. e. Method of instruction. In presenting the work the recita- tion and the laboratory work will be combined in one period and the instruction will not be differentiated into the two types of work. f. One half of each day will be given to practical work on a useful or productive basis. This prac- tical work may be interpreted as home economics subjects or home economics and related subjects. If the practical work is interpreted as home eco- nomics subjects and the school day is six hours in length at least 120 minutes of the voca- tional half day will be given to home economics and the re- mainder of the half day to re- lated subjects. If the practical work is interpreted as home eco- nomics subjects and related sub- jects and the school day is five 38 hours in length at least 90 min- utes of the half day must be given to home economics sub- jects and the remainder of the half day to related subjects. The development of work in home projects providing contact with problems connected with the vo- cation of home making shall be the aim of every school offering courses in vocational home eco- nomics. Such projects shall have some supervision. Supplementary problem work re- lated to the class work and pro- viding contact with the problems connected with the vocation of home making shall be a part of every course in vocational home making. g. Length of school year. (1) In cities and towns of 25,000 or more the school year will not be less than nine months in length. (2) In cities and towns of lessthan 25,000 the school year may be less than nine months in length. (3) In State Schools of Agricul- ture offering home econom- ics courses which are other- wise approved the school year may be not less than six months with provision for supervised work during the remaining six months. h. Hours of instruction per week. (1) In cities and towns of 25,000 or more the hours of in- struction per week shall not be less than thirty. (2) In cities and towns of less than 25,000 the hours of instruc- tion shall not be less than twenty-five. 39 i. Qualifications of teachers. (1) Adequate vocational experi- ence such as might be se- cured by a reasonable per- iod in the management of a home. (2) At least fifteen hours of pro- fessional training. (3) The completion of the pre- scribed course in home eco- nomics in the University of Minnesota or in other in- stitutions of equal rank. (4) No person shall be qualified to teach home economics in a day school until in posses- sion of a certificate for that work issued by the State Department of Education upon the recommendation of the State Board. TYPE COURSES IN AGRICULTURE Courses of Study for Vocational Agricul- ture. TWO YEAR COURSE FIRST YEAR 1. Field Crops and Soils. 2. Farm Machinery, Farm Accounting and Shop Work. 3. English and Composition. 4. Related Work. SECOND YEAR 1. Animal Husbandry, Dairying and Poultry. 2. Horticulture and Shop Work. 3. English and Composition. 4. Related Work. THREE YEAR COURSE FIRST YEAR Subject . Field Crops and Soils Length of Course in weeks ,.24 to 36 ..24 to 36 Minimum recitations each week 5 periods of 90 minutes each . Related Work and ^Applied Farm Work 5 40 3. English and Compo- sition 24 to 36 5 4. Selected by Super- intendent.,.. 24 to 36 5 SECOND YEAR 1. Animal Husbandry (including Dairy- 5 periods of 90 ing and Poultry. .24 to 36 minutes each 2. Related Work and *Applied Farm Work 24 to 36 5 3. English and Compo- sition 24 to 36 5 4. Selected by Superin- tendent 24 to 36- 5 THIRD YEAR 1. Farm Management, Farm Mechanics 5 periods of 90 and Horticulture .24 to 36 minutes each 2. Related Work and *Applied Farm Practice 24 to 36 5 3. English and Compo- sition 24 to 36 5 4. Selected by Superin- tendent 24 to 36 5 ♦Applied Farm Practice to occupy entire time during vacation period. FOUR YEAR COURSE FIRST YEAR Length of Subject Course in weeks Laboratory Recitations periods each week each week Required: Field Crops. .24 to 36 Five periods of 90 min- Project work to be arranged utes each per week English and Composi- tion 24 to 36 5 Farm Arith- metic 24 to 36 5 Applied Science 24 to 36 3 2 Content of Applied Science: 18 weeks Botany. 2 weeks Ventilation and Light in barns. 41 2 weeks Weather. 3 weeks Pulleys and Levers. 3weeks Blacksmithing atlocalshopandstudy. 8 weeks Elements of Chemistry. SECOND YEAR Required: Animal Hus- \ Five periods of 90 jnin- bandry 24 to 36 ) utes each per week (Including dairying and poultry.) Project work to be arranged. Agricultural Carpentry and Me- chanical Drawing.. ..24 to 36 Sv, English and Composition24 to 36 5 Industrial History 24 to 36 5 THIRD YEAR Required: Soils and \ Five periods of 90 min- Horticulture24 to 36 / utes each per week Project work to be arranged. Rural Eco- nomics 12 to 18 5 Civics, Citi- zenship and Farm Law.... 12 to 18 5 English 24 to 36 5 Elective (one) — Mathematics 24 to 36 5 History 24 to 36 5 Foreign Language. ...24 to 36 5 Science 24 to 36 3 ■ 2 FOURTH YEAR Required: Farm Accounts Farm Man- • j rnn • ^ o J rive periods oi 90 min- agement & \ , T, ,, 1 utes each per week Farm Me- / ^ chanics 24 to 36 Project work to be arranged. Applied Physics 24 to 36 42 Elective (two) — Matheniatics24 to 36 5 History 24 to 36 5 English 24 to 36 5 Foreign Language.. ..24 to 36 5 Notes on the Course of Study. The subjects indicated under 1 and 2 in the two and three year courses must be given to an identical group during the first half or second half of the school day. Subject 1 and subject 2 will occupy approximately one-quarter of the school day, except that in the three j'-ear course No. 2 may occupy one period. A reasonable amount of this time may be used for super- vising text and project study. Sometimes the best use of the entire half day may be in applied farm work or in outside laboratory exercises. TYPE COURSES IN TRADE AND INDUS- TRIAL EDUCATION Evening Industrial Schools or Classes. The short-units outlined below are suggestive of what may be done in evening class instruc- tion: Building Construction: LESSONS BC 1 House framing for carpenters 15 BC 2 Roof construction for carpenters 15 BC 3 Outside trimming and interior fin- ishing for carpenters 15 BC 4 Operation of "Universal Wood- worker" for carpenters and con- tractors 20 BC 5 Mill room practice 20 BC 6 Estimating builders' hardware 10 BC 8 Mathematics for carpenters, plas- terers, bricklayers, etc 20 BC 10 Elementary drawing for carpenters.. 10 BC 12 Building ordinances , 5 BC 13 Working drawings and specifica- tions for contractors 20 BC 15 Estimating costs of small structures 20 BC 20 Figuring costs of large structures 40 43 Printing: P 1 English for printers 15 P 2 Job composition 10 P 4 Imposition 15 P 6 Drawing and design for printers 15 P 8 Estimating costs for printers 10 P 10 Making ready on platen presses 10 P 15 Inks and paper 10 Courses in garment making industries: G 3 Care of power machinery 5 G 4 Tacking, seaming and joining 10 G 6 Button-sewing, buttonholing 15 G 8 Sleeve-making and sleeve-setting 15 G 10 Design for clothing trades 20 Millinery: M 2 Frame making 5 M 5 Covering frames 5 M 10 Trimming 10 A general course for journeymen carpenters, for example, could be made up of 100 or more short-unit lessons "chosen from the courses sug- gested under the heading "Building Construc- tion." Part-time schools or classes. Trade Extension part-time schools or classes. The following courses are suggestive only: Trade-extension part-time course for elec- trician's helper: HOURS 1. Fundamental mechanical and electrical laws 40 2. Elementary mathematics of electricity.... 30 3. Drawing for electricians (making use of the standard conventions: blueprint reading, estimating materials) 20 4. National electrical code rules and city ordinances on inside work in elec- tricity with low voltage 30 5. Theory and use of instruments and bat- teries 30 Total 150 Trade extension course for plumber's helper: 1. Calking joints 20 2. Joint wiping and soldering 40 44 3. Installing fixtures 40 4. Hot water supply and circulation 20 5. Drawing for plumbers, blueprint reading 20 6. Plumbers' laws and ordinances 20 Total 160 Trade preparatory part-time schools or The following is a suggestive course: Elementary Carpentry: HOURS 1. Instruction in the use of hand tools (grinding and sharpening) 20 2. Elementary exercises with hand tools.... 20 3. Elementary instruction in the laj^-out of such articles as packing crates, win- dow screen frames, and storm doors.... 30 4. Drafting (use of drawing instruments, free-hand sketching, blueprint read- ing, and simple house planning) 40 6. Mathematics for carpenters 20 8. Lumber and its uses 20 10. Adjustment and use of a band saw, ma- chine guards and their uses 20 General continuation part-time schools or classes. The following is a suggestive course and is intended only to be of assistance in preparing a course adapted to the needs of an individual group: HOURS Arithmetic or general mathematics 2 English , 2 History and civics 2 Sewing, cooking or shop work 2 Music or physical culture 2 Mechanical or free-hand drawing 2 The following subjects might be offered in a retail selling course: HOURS Retail Selling 3 Textiles and Merchandising 2 English 2 Store Problems 2 Citizenship 2 Related Art 2 Window Dressing 2 Show Card Writing 2 45 The following subjects might be offered in a part-time commercial course: HOURS Mimeograph Operating 2 Loose-Leaf Ledger Accounting 2 Multigraph Operating 2 Stencil Cutting 2 Filing 2 Comptometer Operating 2 Business English 2 Advertising 2 Office Methods 2 Day unit trade schools. Courses of study: (1) The following is a list of skilled trades in which courses may profitably be organ- ized: Carpenter, cabinet maker, electrician, machinist, pattern maker, stone mason, sheet metal worker, plumber, printer, sign painter, bricklayer, concrete worker, dress maker, milliner. This list is only suggestive, and is not in- tended to limit the trades in which courses may be offered. The length of courses shall not be less than one year and not more than four years. (2) All courses shall include provision for in- struction in English, industrial history and citizenship. (3) All courses shall include provision for ap- plied drawing, mathematics and ele- mentary science, as related to the trades and industries being taught. (4) Each school shall give consideration to local industrial needs and shall, so far as possible, map out its course and direct its- instruction with reference to those needs. The following is a type course of two years: first year- Architectural Drafting. hours Drawing and design 15 Shop work (building trade group) 5 Mathematics, including estimating , 3 46 General science 2 Architectural history 1 Industrial history 2 English 2 Total 30 SECOND YEAR Drawing and design 15 Shop work (building trade group) 5 Applied mathematics 2 Science (strength of materials) 3 Architectural history 1 Civics 2 English (writing specifications, contracts and reports) ' 2 Total 30 General industrial schools for cities and towns of less than 25,000 population. The following is a suggestive course for four years of high school work. In cities where there is a demand for general all-day industrial classes, the courses should be built up about the various trade groups. Among the trade groups are mentioned the following; Metal trades, building trades, electrical trades, etc. The course may vary from two to four years in length. Building Construction: hours Shop work (plumbing, sheet metal work) 12 Mechanical drawing 4 General science 3 Mathematics, related 2 Industrial history 2 English 2 Total 25 TYPE COURSES IN HOME ECONOMICS Type Course No. 1 A suggested group of lessons for a unit course in Textiles. Evening Schools Textile ProBj^ems. 1 lesson The present situation in textiles; future pros- pects for decline in prices. Need for wise 47 selection of materials; novelty versus standard fabrics. Wool 1 lesson Study of standard woolen and worsted fab- rics. Care of wool clothing, etc., cleaning, protection from moths. Methods of determining quality of fabrics and detecting adulteration and substitution of other fibers. Cotton 2 lessons Study of standard cotton fabrics. Finishes of cotton cloth — desirability. Methods of. determining: Fastness of color. Amount of sizing. Permanency of luster (mercerization). Strength. Linen 2 lessons Study of linen fabrics and union fabrics. Relative desirability of linen and cotton for Table linen. Toweling. Clothing, handkershiefs, etc. Selection and care of linens and other house- hold furnishings. Silk 2 lessons Characteristics and uses. Study of fabrics. Substitution, imitations, adulterations. Mercerized cotton, artificial silk, "weighting." Tests for determining quality. Renovation of garments and mil- linery MATERIALS 2 lessons Laundering and cleaning. Removal of spots and stains. Pressing, etc. Dyeing. Type Course No. 2 Course for Part-time Schools. Foods and Cookery, 24 lessons. Food Preservation Food Groups. Sources. Use to the body. Digestion. 3 lessons 48 Starch Cookery 3 lessons White Sauces. Creamed soups. Creamed vegetables. Cornstarch mold or tapioca. Cereals 2 lessons Granular and rolled. Left-over cereals. Vegetabi.es 3 lessons Starch and sugar group: Potatoes, squash, etc. Mineral group: Spinach, chard, etc. Protein group: Beans, peas, etc. Batters and Doughs 8 lessons Quick breads: Use of leavening agents. Calculation of baking powder required. Substitution of soda and sour milk for bak- ing powder. Preparation of Griddle cakes Muffins Baking powder biscuits Pastry Cake Yeast bread and rolls Eggs 3 lessons Poached, scrambled and omelets Custards Sponge cakes Milk 1 lesson Cheese 1 lesson Making of cottage cheese Dishes with foundation of cottage or Ameri- can cheese. Type Course No. 3 Course for Part-time Schools: Care and Repair of Clothing, 24 lessons. Care 3 lessons Removal of spots and stains and protection from moths. Sponging Soap, water and ammonia Gasoline 49 Stain removal Coffee, tea and cocoa Fruits and vegetables Grass and other green foliage Grease (heavy) Indelible pencil and ink Iron rust Mildew Paints and varnish Perspiration Water spots Protection from moths Care and watchfulness Airings and sun baths Storage during warm weather Fumigation Pressing 1 lesson Wool Cotton Laces and embroideries Velvet Steaming Repair Darning 2 lessons Wool and cotton Three-cornered darn Yarn from cloth, hair, colored thread to match Reinforced darn Weaving in and replacing broken yarns in thin places Table linen and towels Hand and machine Stockings Patching on wool and cotton garments, sheets and other household ar- ticles 2 lessons Flannel Patch Hemmed patch Overhanded patch Mending tissue Starched patch on net curtains General repair and replacement of worn parts of garments, 4 lessons. 50 General repair Loose or lost buttons, hooks and eyes, snap fasteners Frayed buttonholes Rips Replacing worn parts Underarm pieces in waists, etc. Cuffs Collars » Facings Skirt braids Lace and embroidery edging on waists, corset covers, nightgowns, etc. Remaking of garments 12 lessons Type Course No. 4 Home Management — 24 lessons This includes a study of the various divisions of the family budget and should be adapted to the class. Significance of the woman's part in homemaking 3 lessons The family income What constitutes a typical family Sources of the family income Average wages and salaries in the com- munity The physical efficiency income against the social efficiency income Divisions of income Food as a division of the budget, 7 lessons Food requirement for body needs Factors affecting the requirement Method of measuring value of food Planning of a day's meals to meet the above requirements Table service Calculation of cost of food from above meals for 100 calorie portion Person per day Family per day Family per year Means of reducing cost of food Relation of food cost to income Shelter as a division of the income 3 lessons Renting against owning 51 Requirements of a house- Survey of rents in'community Amount to be spent for shelter Relation to income Desirable house plans Equipment for the home 6 lessons Principles of design to be observed Discussion of Walls — woodwork, ceiling Floor coverings Furniture Labor saving devices Clothing 1 lesson Use Factors affecting amount to be spent Relation of clothing expenditure to income Operating expenses 1 lesson Items included Processes involved ^ Amount required Advancement 1 lesson Purpose Items included Need for savings Types of investments Relation to income Discussion of family budget as a whole with household accounts 2 lessons Course No. 5 SUGGESTED COURSES OF STUDY FOR VOCATIONAL HOME ECONOMICS Type I. Vocational Half Day given to HOME ECONOMICS SUBJECTS. SIX HOUR DAY: FIRST YEAR FIRST SEMESTER Times Length per of week period Garment Making 5 90 Food Study and Cooking 5 90 Biology 7 45 English 5 45 52 SECOND SEMESTER Times Length per of week period Dressmaking and Textiles 5 90 Advanced Foods and Cook- ery 5 90 Drawing and Design 5 90 English 5 45 SECOND YEAR FIRST SEMESTER Times Length per of week period Advanced Dressmaking and Millinery 5 90 Planning, preparation and serving of meals 5 90 Physiology, Hygiene and Home Nursing 7 45 English 5 45 SECOND SEMESTER Times Length per of week period Household Budgets and Ac- counts 5 90 House Planning and Furnish- ing 5 ■ 90^ Civics 5 45 English 5 45 Course No. 6 Type IL Vocational Half Day given to HOME economics AND RELATED SUBJECTS. Suggested two-year courses for five-hour and six-hour day. FIVE-HOUR DAY FIRST YEAR FIRST SEMESTER Periods Length per of week period Garment Making and Tex- tiles 5 90 Drawing and Design 7 45 53 English 5 Elective 5 SECOND SEMESTER Periods per week Food Study and Cooking 5 Applied Science, Biological.... 7 English 5 Elective 5 SECOND YEAR FIRST SEMESTER Dressmaking and Millinery.... 5 House Planning and Furnish- ing 7 English 5 Civics and Citizenship 5 SECOND SEMESTER Home Management, House- keeping, Planning and Serving of Meals, Laundry, Household Accounts 5 Physiology, Hygiene and Home Nursing 7 English 5 Elective 5 SIX-HOUR DAY FIRST YEAR FIRST SEMESTER Periods per • week Garment Making 5 Textiles 5 Drawing and Design 5 English 5 SECOND SEMESTER Periods per week Food Study and Cooking 5 Dressmaking 5 Biology 7 English 5 54 Length of period 90 45 45 45 Length of period 90 45 90 45 Length of period 90 90 45 45 « SECOND YEAR FIRST SEMESTER Periods Length per of week period Planning and preparation of Meals 5 90 House Planning and Furnish- ing 7 45 Physiology, Hygiene and Home Nursing 7 45 English 5 45 SECOND SEMESTER Periods Length per of week period Advanced Dressmaking and Millinery 5 90 Household Budgets, Accounts, Laundry, etc 5 90 Civics 5 45 English 5 45 ^ SUGGESTED FOUR- YEAR COURSE IN VOCATIONAL HOME ECONOMICS FIRST YEAR 5-hr. day 6-hr day Periods Mins. Mins. Units English 5 1 Electives 10 2 Drawing and Design 5 90 90 J^ Garment making 5 90 120 >^ General science applied to the household 7-8 45 45 K Food study and cooking 5 90 120 J^ SECOND YEAR English 5 1 *Electives 10 2 General science.. 7-8 45 45 }4 Elementary dressmaking.... 5 90 120 J^ 55 Housekeeping, household a c- counts, p 1 a li- ning and serv- ing of meals 5 90 12 J Yi Physiology, hy- giene, home nursing 7-8 45 45 H *Civics and citizenship suggested. THIRD YEAR English 5 1 *Electives 10 2 Household chem- istry 7-8 45 45 1 Clothing design, house p 1 a n- ning and house furnishing 5 90 120 Yi Textiles, milli- nery, dress- making, 5 90 120 Yi *Elementary economics or sociolog}^ suggested. FOURTH YEAR English 5 1 Electives 10 2 Household phys- ics 7-8 45 45 1 Textiles, milli- nery, dress- making 5 90 120 Y Elementary die- tetics, home management.,;. 5 90 120 Yi V. TEACHER TRAINING 1. The following is the proposed division of available teacher training funds for the year 1919-1920. A. For the maintenance of training of agri- cultural teachers, thirty-five per cent. B. For the maintenance of the training of teachers of trade and industrial sub- jects, thirty-five per cent. C. For the maintenance of the training of teachers of home economics subjects, thirty per cent. 56 Note: In accordance with a recent ruling of the Federal Board, it is the intention of the State Board to use Federal funds available for teacher training in part payment of the cost of supervision, as follows: a. For the supervision of agriculture, one-half of the traveling ex- penses, salary, printing and cleri- cal help for the supervisor. b. For the supervision of trade and in- dustrial instruction, one-half of the .salary, traveling expenses, printing and clerical help for the supervisor. c. For the supervision of home eco- nomics instruction, one-half of the salary and traveling expens- es of the supervisor. Teacher Training by State Supervisors. Each supervisor shall give special attention to the fitness of teachers in his de- partment, observing carefully the organization, classification, program, presentation of material, testing for results, and all other matters relating to successful teaching. He shall advise with teachers relative to the improvement of their instruction and shall from time to time require from teachers reports showing chang- es made and reading done by teachers looking toward professional improve- ment. 2. Agriculture. A. The College of Agriculture of the Uni- versity of Minnesota is designated for the training of agricultural teachers. B. The length of the course is: a. Four years. b. One hundred forty-four unit hours. C. Entrance requirements. a. At least two years of practical farm experience. b. The completion of a four year high school course or its equivalent. D. Course of study. 57 PROPOSED CURRICULUM FOR THE PREPARATION OF TEACHERS OF AG- RICULTURE BY THE UNIVERSITY OF MINNESOTA. General requirements for all Students in Ag- riculture. Explanation of course numbers: Odd num- bers indicate first-semester courses; even num- bers, second-semester courses. A combination of the two (e. g., 5-6) indicates courses continu- ing through the year. All undergraduate courses are numbered from 1 to 100. All courses open to undergraduates and graduates are numbered from 101 to 200. One credit hour is equivalent to (1) one lecture or recitation period requiring two hours of prep- aration, (2) two periods of laboratory work re- quiring one hour of preparation, or (3) three periods of laboratory work with no preparation, each week for one semester. Freshman Year. All of the following work is required of every student except for the exemptions indicated. For some students this represents more than the regular amount of work of eighteen credit hours per semester. In such cases those subjects listed below which cannot be taken in the freshman year must take precedence the following year, 1. Non-credit courses required for graduation in addition to the 144 credit hours. Agron. 7, Farm Practices. Those enter- ing with sufficient knowledge of gen- eral farm practices, as shown by cer- tificate or examination, are exempt. Freshman Lectures. A course of nine lectures intended primarily to fa- miliarize the new student with the college, college customs, and meth- ods of procedure. Military Drill. One afternoon per week both semesters. Students found to be physically unfit may be required to substitute special corrective exercises in gymnasium. Phys. Educ. 1, Personal Hygiene. Two lectures per week, first six weeks of the first semester. 58 Phys. Educ. 3a, b, Gymnasium. Two hours per week, last twelve weeks of the first semester, or the first twelve weeks of the second semester. 2. General Courses. All of the following, ex- cept An. Biol. 3-4, Chem. 33, and Rhet. 3, may be registered for either semester ex- cept that the proper sequence of continu- ation courses and the prerequisites must be observed. Ordinarily, if Botany is reg- istered for in the freshman year, registra- tion for Zoology should be postponed un- til the sophomore year, and vice versa. Sophomore Year. 1. Non-credit courses required for graduation in addition to the 144 credit hours. Military Drill. One afternoon per week both semesters. Students found to be physically unfit may be required to sub- stitute special corrective exercises in gymnasium. 2. Freshman courses which were not completed during the freshman year. 3. General Courses. With the exception of Farm Eng. 21-22, these courses may be registered for either semester except that the proper sequence of continuation courses and prerequisites must be ob- served. COURSES OF STUDY FOR THE PRE- PARATION OF TEACHERS OF VOCA- TIONAL AGRICULTURE. (The College of Agriculture, Forestry, and Home Economics will operate on the quarter basis, but no definite curricula changes will be made for prescribed courses.) FRESHMAN YEAR— Required Subjects. FIRST SEMESTER Course No. and Name Credits Agronomy & Farm Mgt. 1 (Farm Crops) 3 Botany 1-2 (General Botany) 3 Chemistry 3-4 (Advanced General Chem- istry & Qualitative Analysis) 3 59 Farm Engineering 11 (Applied Mathe- matics) 3f Dairy Husbandry 7 (Elements of Dairy Husbandry) 3 Rhetoric 1-2 (Rhetoric) 6 3 IS SECOND SEMESTER Course No. and Name Credits Farm Engineering (Farm Motors) 3 Botany 1-2 (General Botany) 3* Chemistry 3-4 (Advanced General Chem- istry and Qualitative Analysis) 3 Animal Husbandry 1 (Types and Breeds of Livestock) 3 Economics 2 (Industries & Commerce) 3 Rhetoric 1-2 (Rhetoric) 3 18 SOPHOMORE YEAR— Required Subjects. FIRST SEMESTER Course No. and Name Credits Animal Biology 3-4 (General Zoology) 3 Agr. Bio-chemistry 7-8 (General Agr. Bio-chemistry) 3 Economics (Principles of Economics) 3 Farm Engineering 21-22 (Agricultural Physics) 3** Rhetoric 11 (Argumentation) 3 Political Science 1 (American Govern- ment) 3 Agronomy & Farm Mgt. 3 (Farm Ma- chinery) 3 21 SECOND SEMESTER Course No. and Name Credits Animal Biology 3-4 (General Zoology) 3 Agr. Bio-chemistry 7-8 (General Agr. Bio-chemistry) 3 Pathology 6 (Elements of Bacteriology).... 3 Farm Engineering 21-22 (Agricultural Physics) 3** Rhetoric 22 (Public Speaking)-. 3 Farm Engineering 3 (Mechanical Draw- ing) .3tt Animal Husbandry 4 (Livestock Judging) 1 H 19y2 60 JUNIOR YEAR— Required Subjects. FIRST SEMESTER Course No. and Name Credits Soils 2 (Soils) 4 Agronomy & Farm Mgt. 107 (Cereals and Corn) 3 Animal Husbandry 3 (Market Classes of Livestock) 3 Plant Pathology 1 (Plant Pathology) 3 Agricultural Education 68 (Home and School Gardening) 3 Agricultural Education 11 (Principles of Vocational Education) 3 19 SECOND SEMESTER Course No. and Name Credits Agronomy & Farm Mgt. 110 (Forage, Root, Fibre & Potatoes) 3 Animal Husbandry 5 (Livestock Breeding) 2 Animal Husbandry 13 (Elements of Feeding 3 Dairy Husbandry 4 (Dairy Stock Judging) 1 3^ Veterinary Medicine 8 (Veterinary Stu- dies) 3 Entomology 3 (Elements of Economic Entomology) , 3 Agricultural Education 21 (Vocational Education) 3 *Students presenting a unit of liigh scliool Botany may omit first semester and substitute 3 elective credits later in the course. fStudents presenting a half unit of Higher Algebra may omit this and substitute 3 elective credits later in the course. **Students presenting a unit of high school Physics maj' omit this and substitute 6 credits elective later in the course. ttStiidents presenting a unit of high school Mechanical Draw- ing may omit this and substitute 3 elective credits later i.i the course. SENIOR YEAR— Required Subjects. FIRST SEMESTER Course No. and Name Credits Agricultural Education 31 (Methods of Teaching) 3 Agronomy & Farm Mgt. 102 (Farm Management II) 3 Plant Pathology 6 (Plant Pest Control).... 3 Poultry Husbandry 1 (Poultry) 3 Farm Engineering 7 (Farm Structures).... 3 Electives 3 18 61 SECOND SEMESTER Course No. and Name Credits Agricultural Education 41 (Teaching) 3 Agricultural Education 51 (Organization and Management) 3 Plant Pathology 9 (Weeds and Seed Testing) - 3 Electives 3 12 REQUIRED PROFESSIONAL COURSES. (Arranged on the quarter basis.) I. Principles of Vocational Education. II. Vocational Education (or, American School) III. Methods IV. Practice Teaching V. Organization and Management.* *This course may be changed so as to use part of the time for a course in Educational Psychology. BRIEF DESCRIPTION OF COURSES Agricultural Education 11, Principles of Vocational Education. 3 quarter credits. The fundamental principles upon which edu- cation is based. Emphasis is placed on those phases which are most closely related to vo- cational education. Agricultural Education 21, Vocational Edu- cation. 3 quarter credits. A short history of vocational education; the present status in Europe and the United States; manual training, and home arts in an educational sys- tem; the place of agriculture in the public schools with special reference to Minnesota. Or, Education 5, The American School. 3 quarter credits. A brief survey of the factors determining the problem of public education in America, followed by a brief account of the development and organization of typical state school systems. Agricultural Education 31, Methods. 3 quarter credits. a. Technique of classroom instruction. b. Observation work (to initiate student into actual classroom routine). 62 c. Special methods in teaching agriculture. (This work is given in a room properly equipped for instruction in vocational agriculture. The students actually use and handle the equipment they will use when teaching in high school.) d. The home project as a method of instruc- tion. AGRICXn^TURAL EDUCATION 41, PRACTICE TEACH- ING. 6 quarter credits. First Quarter — a. Observation 1. To study activity of pupils. 2. To study activity of teacher. b. Apprentice work. 1. Help teacher with materials and les- son plans, copy on board, care for apparatus. 2. Help make out questions for quiz, etc. (Study the teacher's system of marking papers.) 3. Help mark papers, and note books. (Take care of makeup work.) 4. Make out reports, etc. 5. Help in demonstrations. 6. Give instructions to individual stu- dents or to groups who have been absent or who are not doing good work. 7. Study physical needs and conditions of room. 8. May teach class in absence of regular teacher. c. Conference hours. 1. Discussion of experiences and pro- gress in observation work and ap- prentice teaching. - 2. Review of and discussion of assigned professional readings. 3. Special study of teacher's personal equipment for teaching and school room technique, such as: Personal qualities. Social and professional ability. Teaching technique. 63 School management (discipline, ' etc.) Results. (It is desirable that the student should acquire the proper professional attitude.) Second Quarter. a. Actual charge of class under supervision. A part of this teaching is to be done in a typical rural high school where voca- tional agriculture is being taught. (This work is to be under direct super- vision of teacher training staff.) b. Conference, professional readings, etc., same as first quarter. c. Observation work. Agricultural Education 51, Organization AND Management. 6 quarter credits. Or- ganization and management of work in secon- dary schools, particularly of Minnesota, with special reference to agricultural work, courses of study, programs, equipment, laboratory and class management, extension work, plots, and co-ordination of work. Agricultural Education 68, Home and School Gardening. 3 quarter credits. Lec- ture and laboratory. A consideration of the elements of horticulture as applied to high school instruction, plant propagation, fruit- growing, home gardening, school gardening, and the planning of home and school grounds. (Same as Horticulture 94). ELECTIVE PROFESSIONAL SUBJECTS Agricultural Education 171, Extension Work. 3 quarter credits. Federal, state, and local extension aims, organization. Assemb- ling and use of extension data and equipment. Development of extension methods, especially as applied to the work in Minnesota. Agricultural Education 173, History of Ag- riculture. 3 quarter credits. A history of agricultural progress with special reference to the greater movements and to sources from which modern agriculture has received its most valuable acquisitions. Comparisons of our own agriculture with that of other countries. 64 Agricultural Education 175, Visual and Graphic Presentation. 3 quarter credits. Designed to prepare persons for presenting materials by means of slides, films, charts, graphs, etc. Students assisted in assembling materials for their own use and in acquiring skill and technique in preparation and opera- tion of various mediums. Agricultural Education 191, Speci.a.l Prob- lems IN Agricultural Education. 3 quar- ter credits. For graduate students and seniors specializing in Agricultural Education. Criti- cal studies of important problems in agri- cultural education; opportunity for individual investigation and research; review and inter- pretation of current educational literature. x\gricultural Education 195, Administra- tion AND Supervision of Vocational Ag- RICXTLTURE. 3 quarter credits. A study of vocational agricultural education from the standpoint of the persons who are to act as administrators, supervisors, or teacher-train- ers, under the Smith-Hughes Law. Provisions for Observation and Practice Teaching Students preparing to teach agriculture re- ceive, first, a thorough training in the general problems of education which acquaint them with the fundamental principles underlying the learning and the teaching process. Second, they study the history, development, and literature of vocational agricultural education, which is followed by a study of the general and special methods of teaching vocational agriculture in secondary schools. This is followed by actual teaching under direct supervision. A study is made of the problems in organization and man- agement of high school agricultural depart- ments, and finally, the whole professional theory and practice work is summarized in the light of modern educational psychology. The Department of Agricultural Education has an equipment similar to that which should be found in any high school. This is used in the professional courses, especially in Methods and Practice Teaching, so that the prospective 65 teacher may become thoroughly familiar with the various laboratory and classroom materials they will use in the high school. Observation work and teaching experience are acquired in the University High School, the School of Agriculture, and in the high school departments of agriculture in the various towns of the state. No person shall be graduated from this course without the completion, while in training, of one hundred forty-four hours of practical ex- perience or contact with farming on a useful and productive basis, and this shall be in addition to the two years of practical experience required for admission. Any person who has completed the course with a record of not less than one and one-half honor points per credit hour* in the fundamental technical courses and in all of the professional courses, and who has met all the requirements above mentioned and those laid down by the State Board for Vocational Education, and who is vouched for as a person of good moral char- acter, sound health and special fitness for the work, shall be recommended to be entitled to receive from the State Department of Educa- tion a certificate authorizing him to teach agri- cultural subjects in any high school in this state. *Each credit hour with a grade of A entitles recipient to 3 honor points. Each credit hour with a grade of B entitles recipient to 2 honor points. Each credit hour with a grade of C entitles recipient to 1 honor point. Each credit hour with a grade of D entitles recipient to honor points. Training of Teachers in Service. The following lines of work are proposed for the training of teachers in service under the direction of and in cooperation with' the state supervisor of vocational agriculture. This work must be strictly instructional and designed to help keep the work of the departments up to high standards and to help to correct faults and to develop talents in the teacher, but is in no way inspectional in nature or intent. I. Follow-up work for one year after gradu- ation with graduates from the Univer- sity of Minnesota for the purpose of 66 aiding them to get properly started in their actual high school teaching. II. Visual instruction service of slides, films, charts, etc., to be loaned to men in service. III. Intensive Professional Training Course. A two weeks' intensive professional and technical training course for men in service teaching vocational agri- culture will be conducted during the summer quarter at the College of Agriculture. 3. Trades and Industries. A. The University of Minnesota is desig- nated for the training of teachers'?of trade and industrial subjects under plans approved by the State Board. The Supervisor of Trade and Indus- trial Education will assist during the present year as an itinerant training teacher, supervising short courses for the training of trade and indus- trial teachers in the large industrial centers. Courses offered at the University of Minnesota GENERAL INFORMATION ORGANIZATION The passage of the Smith-Hughes Bill in Feb- ruary, 1917, provided that each state in sub- mitting its plan to the Federal Board for Vo- cational Education should make provision for the training of vocational teachers in Agricul- ture, Trades and Industries, and Home Eco- nomics. The State Board for Vocational Education designated the University of Minnesota as the training center for the preparation of teachers of Vocational Education; and during the past year, 1918-19, the University has offered courses in Vocational Agriculture, Vocational Home Economics, and Trade Education. These courses have been offered in the regular sessions of the University, in the summer sessions, and in extension courses conducted at various cen- ters. 67 The purpose of "this bulletin is primarily to outline courses of study for the preparation of supervisors and teachers of trade and industrial subjects. For courses preparing teachers for conducting Vocational Agricultural and Home Economics classes, see the bulletin of the Col- lege of Agriculture. AGENCIES COOPERATING WITH THE UNIVERSITY OF MINNESOTA Within easy access to the University of Minnesota are various types of trade and in- dustrial schools; as, unit industrial day schools for boys and girls, corporation schools, evening, part-time, general continuation classes, and correspondence schools. These schools and other institutions and state and city depart- ments listed below are cooperating with the University in the preparation of trade teachers and in carrying on investigations in Vocational Education: Bureau of Cooperative Research City Civic and Commerce Association Dunwoody Institute Extension Department of the University Federal School of Commercial Designing Girls' Vocational High School State Board for Vocational Education State Department of Labor OPPORTUNITIES FOR INVESTIGATIONS The University has established two scholar- ships for advanced students in education who are qualified professionally, and have the voca- tional training necessary to carry on investiga- tions in the field of Vocational Education. These scholarships pay $225 each. Anyone interested may write to the Dean of the College of Education for particulars. Graduate students in Education may choose as subjects of investigation in their seminar courses problems relating to Industrial Educa- tion; or they may take part in state and local surveys and investigations conducted by the University and the State Board for Vocational Education. 68 TYPES OF THE INDUSTRIAL SCHOOL 1. Unit trade schools for boys and girls in cities over 25,000 2. General industrial schools for boys and girls in cities less than 25,000 3. Part-time classes a. Trade extension classes for boys or girls 14 years of age or over b. Trade preparatory classes for boys and girls 14 years of age or over c. General continuation classes for boys and girls 14 years of age or over 4. Evening trade classes for men and women. KINDS OF TRADE AND INDUSTRIAL TEACHERS NEEDED 1. Supervisors and teachers of industrial schools 2. Teachers of shop subjects 3. Teachers of related subjects 4. Teachers of non-vocational subjects 5. Teachers in part-time classes. 6. Instructors in evening classes Supervisors and teachers of industrial SCHOOLS: Schools and classes in industrial sub- jects are being established as fast as properly qualified teachers can be found. A four-year course is outlined under Courses of Study for Vocational Teachers. This course leads to the degree Bachelor of Science in Education and to a teacher's certificate in Vocational Edu- cation. In order that the industrial school may serve the ends for which it is organized, its teachers must have, besides the necessary trade experience, an understanding of educational theory and principles relating to industrial edu- cation and also a grasp of the industrial, economic, and social problems that have led up to the establishment of Vocational Education. Teachers of shop subjects: Shop teachers must be masters of their trades; they must pos- sess a fair technical knowledge; and, in addition, they must have the ability to deal with mature people as well as with boys and girls. The course for shop teachers is outlined under Courses of Study. 69 Teachers of related subjects: Besides a two-year technical course, trade experience suffi- cient to enable them to make practical applica- tion of the subject matter to the various trades is required of all teachers of related subjects. A course for related subject teachers is outlined under Courses of Study. Teachers of non- vocational subjects: It is not required that teachers of history, general mathematics, English, general science, and civics in vocational classes possess other than their high school teacher's certificate, but it is well that they have at least a layman's know- ledge of the trades that their pupils are studying. A short course for teachers of non- vocational subjects is outlined under Courses of Study. Teachers in part-time classes: Teachers of these classes should possess the qualifications necessary for teaching in a Junior High School. In addition to this, the teacher should have some natural mechanical ability and an interest in things industrial. The course of study out- lined for non-vocational teachers is required for teachers of general continuation classes. Instructors in evening schools: The pur- pose of the evening industrial school is to give to the worker a further knowledge of his par- ticular trade. The men and women conducting short unit courses in evening classes must have a thorough knowledge of their particular trade and also the ability to impart this knowledge to others. certification of vocational teachers The State Board for Vocational Education has the authority for granting certificates to properly qualified teachers. The conditions upon which these certificates are granted are based on (a) trade experience, (b) educational qualifications, and (c) fitness for teaching. The educational qualifications are listed under the various courses of study for the training of teachers. Teachers of evening classes or short-unit courses will be selected and certificated by the State Board fqr Vocational Education. 70 PLANS FOR TEACHER TRAINING 1. Professional courses at the regular session of the University of Minnesota: The courses of study are outlined in this bulletin. 2. Summer session courses: Courses cover- ing six weeks' work outlined in the University summer session bulletin. 4. Extension courses at various centers in the state: During the year the University will establish training centers in the state wherever the demand for the courses justifies their estab- lishment. Write to the College of Education or to the State Board for Vocational Education for a list of the training centers and the subjects offered. During 1919 extension courses were offered at the following centers: Duluth, Minneapolis, St. Paul and Virginia. 5. Evening courses in Vocational Education will be offered in the cities where the demand for the courses warrants their establishment. TRADE AND INDUSTRIAL TEACHER TRAINING The State Board for Vocational Education has made certain requirements relative to the training of teachers of trade and industrial sub- jects and teachers of related subjects. For teachers of trade and related subjects in day and part-time schools, beginning with the school year 1919-20, at least 12 credits will be required for certification. From the subjects listed below Courses V2^a, V49a, V37a, V73a, and V29a or V31a or V53a or VS9a will be required. Courses established. During the 1919 summer session of the Uni- versity, professional courses were offered for the training of teachers of trade and industrial subjects and teachers of related subjects. Day classes will be organized at the University dur- ing the academic year 1919-20, as listed below. Evening extension courses were organized dur- ing the year 1918-19 for the professional train- ing of teachers in service. These extension courses will be conducted and supplemented with correspondence work offered through the Extension Division, University of Minnesota. 71 Courses open to. These courses are open to both men and women who are expecting to qualify as teachers of trades or teachers of related technical sub- jects, to supervisors and principals who expect to establish courses in vocational education, and to teachers of related academic subjects. 1. Persons preparing themselves to be teachers of trade subjects must have had an ade- quate trade experience beyond the apprentice- ship period in the trade or industry that they expect ta teach. 2. Those preparing themselves to be teach- ers of related subjects must have had or must be acquiring a good technical education equiva- lent to two years beyond the four year high school course. Credit V25a 2 Organization and supervision of Vo- cational Education. Industrial History Shop Mathematics Shop Science Practice Teaching Trade Psychology Seminar in Vocational Education Trade teaching in vocational schools for women and girls Trade courses in certain units in shop work, sheet metal, automobile re- pairing, printing, carpentry, and electrical work. Analysis and classification of trade knowledge. Drawing for the building trades. Drawing for the mechanical trades. Educational and vocational guidance. Methods of teaching commercial subjects in part-time classes. Methods of establishing and conduct- ing part-time schools and classes. Teaching of related subjects Retail Selling. Textiles Related Art Methods of teaching trade subjects. V27a 2 V29a 2 V31a 2 V37a 2 V39a 2 V41a 2 V43a 2 V45a 2 V49a 3 V53a 2 V59a 2 V61a 2 V63a 2 V51a 2 V65a V67a V69a V7la V73a 72 Description of Courses V25a. Organization and Supervision of Vocational Education. This course is organized to meet the needs of persons who hold or expect to hold responsible positions in connection with the development of voca- tional education. Among "them are school superintendents, high-school and grade-school principals, manual training and vocational teachers, members of school boards, shop workers, and members of labor organizations. Among the topics to be discussed are: the organization of vocational work under the Smith-Hughes Act; the State Board for Vo- cational Education and its relation to the local school boards; the organization of all- day, part-time, and evening trade and in- dustrial schools and classes; the organiza- tion of vocational agricultural classes; and the organization of vocational home economics classes. V27a. Industrial History. A survey of the steps by v/hich modern industries have been developed from their first forms in primitive times, with consideration of the social and economic effects of each change made. A study of the nature, significance, and results of labor under many conditions. The course closes with a brief review of labor history in Minnesota and a discussion of present day problems. V29a. Shop Mathematics. The course is planned to meet the needs of the teachers of the various trade subjects. The course in- cludes practical arithmetic together with those principles of algebra, geometry, and trigo- nometry that find application in the shop. Part of the work will be individual in that it will relate to the mathematics of the trade which the teacher is preparing to teach. V31a. Shop Science. The applications of the principles of science to concrete and practical problems in the trades and industries. The course will consist of frequent trips to local industrial establishments, assigned readings, and special reports. Special attention will be given to methods of teaching applied science. 73 V37a. Practice Teaching. This course will provide the opportunity for the prospective teacher to teach under the supervision of a helpful critic. Arrangements will be made for the work to be carried out at the Girls' Voca- tional School and at Dunwoody Institute. V39a. Trade Psychology. Study of the for- mation of habits; individual differences, their nature, extent and causes, and the part they play in acquisition of special trades. V41a. Seminar — Current Problems in Vo- cational Education. Members of the class will be expected to make critical studies of various phases of Vocational Education. These studies may be in the form of an anal- ysis of the working program for the vocational school, outlining the course of study for cer- tain subjects; or they may consist of making a survey of a community or district for the purpose of suggesting a vocational program. V43a. Trade Teaching for Women and Girls. The purpose of this course will be to give a survey of the principal positions open to women and girls in the professional, com- mercial, and industrial fields. This course will be of special value to those preparing to teach girls' vocational classes. V45a. Shop Trade Courses. Technical trade courses offered at Dunwoody Institute, at the University of Minnesota, and at certain commercial plants, for which University credit will be given. Consult the director of Vocational Education for a list of subjects and a statement of conditions under which these courses may be taken. V49a. Analysis and Classification of Trade Knowledge. A course for men and women with trade experience who wish to prepare for the teaching of shop work in day, part- time, and evening schools. Among the sub- jects treated will be the analysis and classifi- cation of trade knowledge; how to outline lessons; methods of teaching; and the organ- ization of teaching material. It is not in- tended in this course to take up subject mat- 74 ter, presupposing that those enrolled in the class have had sufficient trade experience to enable them to qualify as shop teachers. V53a. Drawing for the Building Trades. The course will take up the methods of teach- ing drawing to learners and apprentices in the building trades. Emphasis will be placed on the reading of blue prints, making of shop sketches, and the planning of drafting-room work so that it will correlate with the various shop problems. Much of the time will be de- voted to the outlining of lessons and the de- veloping of courses of study for the various building trades. V59a. Drawing for the Mechanical Trades. This course will take up the meth- ods of teaching drawing to those interested in the mechanical trades. The use of standard conventions will be emphasized; the reading of blue prints, making of shop sketches, and the outlining of courses of study for machine shop practice. V61a. Vocational and Educational Guid- ance. The relation of vocational guidance to education and to employment, vocational surveys and their use, juvenile employments, methods of vocational guidance in various cities. Opportunities for supervised field work will be given to each member of the class. V63a. Methods of Teaching Commercial Subjects. This course will take up the organization, supervision and subject-mat- ter of the part-time commercial classes as conducted in our public schools and the method of organizing cooperative courses with business concerns. Among the topics discussed will be the form of contract with the business concern; the rotation of co- operative pupils in the various departments of the store and office; methods of making reports and the duties of the coordinator. Those enrolled for this course should have had teaching experience in commercial classes or be preparing to take up the teaching of commercial subjects, or have had practical commercial experience. 75 V51a. Methods of Establishing and Con- ducting Part-Time Schools and Classes. This course consists of three distinct units, all of which must be taken to secure credit for the course. These three units are the indus- trial survey, vocational guidance and place- ment, and the organization of subject matter for part-time schools. The course is designed for public school teachers who are interested in the problem of the part-time school and are looking forward to a teaching position of this kind. V69a. Textiles. A study of textile fibers, their structure, properties, and chemical re- actions; of fabrics, their structure and pro- cesses of manufacture; of art and economic considerations in selection and purchase of materials for clothing and household furnish- ing. V71a. Related Art. The object of this course is to show the close relationship be-, tween art and industry. Simple design and composition will be studied and practical ap- plication be made to manufactured articles. V65a. Teaching of Related Subjects. The purpose of this course is to meet the needs of teachers of related subjects, as science, mathe- matics, and drawing, who expect to teach these subjects. The organization of teaching units, related subject-matter, trade analysis, testing and checking results, discipline and records will be taken up in this course. Op- portunities will be given to afford students to present and work out their own particular problems for immediate needs. V67a. Retail Selling. Among the general topics into which this course is divided are the following: store organization, merchan- dising, employment and labor conditions, teaching, business hygiene, and observation and practice work in stores. Those enrolled for this course should have had some retail selling experience and should be preparing to take up the work of organizing and con- ducting cooperative retail selling courses in connection with the public schools. 76 COURSES OF STUDY A four-year course leading to the degree of Bachelor of Science in Education with a major in Vocational Education for the preparation of directors, supervisors, and teachers in trade and industrial schools is outlined below. Requirements for graduation: (a) Comple- tion of the following outlined course, (b) trade experience of at least one year beyond the ap- prenticeship period, the trade experience to have been gained previous to taking up the work or to be acquired during the time of taking the course. FIRST YEAR Department Course No. Course Title Credit Rhetoric 3 and 4 Composition and rhetoric 9 Mathematics 71a & 72 Algebra, trigonom- etry, and analyti- cal geometry 15 Chemistry 29 and 30 General chemistry... 9 Engineering 1 and 2 Mechanical drawing or an> Xi ^ ^ ' 4) "S [^ au > C/} 3„ SS a > C/3 r C/D > 96 S 5| o (u ° o c/5 a +j > 97 DESCRIPTION OF COURSES V25su. Sec. 1. Organization and Supervi- sion OF Vocational Education. This course is organized to meet the needs of persons who hold or expect to hold responsible positions in connection with the development of voca- tional education. Among them are school superintendents, high-school and graded- school principals, manual training and voca tional teachers, members of school boards, shop workers,, and members of labor organiza- tions. Among the topics to be discussed are: the organization of vocational work under the Smith-Hughes Act; the State Board for Voca- tional Education and its relation to the local school boards; the organization of all-day, part-time, and evening trade and industrial schools and classes; the organization of voca- tional agriculture classes; and the organiza- tion of vocational home economics classes. The course will be conducted by specialists from the Federal and State Boards for Voca- tional Education. V25su. Sec. II, IX and X, Monday and Tues- day. Organization and Supervision of Vocational Education. (For description of course see above.) V49su. Sec. I. Methods of Analysing and Classifying Trade Knowledge. A course for men and women with trade experience who wish to prepare for the teaching of shop work in day, part-time, and evening schools. Among the subjects treated will be the an- alysis and classification of trade knowledge; how to outline lessons; methods of teaching; and the organization of teaching material. It is not intended in this course to take up subject matter, presupposing that those en- rolled in the class have had sufficient trade experience to enable them to qualify as shop teachers. V49su. Sec. II, IX and X. Monday, Wednes- day, and Friday. Methods of Analysing AND Classifying Trade Knowledge. (For ■description of course see above.) 98 V53su. Drawing for the Building Trades. The course will take up the methods of teach- ing drawing to learners and apprentices in the building trades. Emphasis will be placed on the reading of blue prints, making of shop sketches, and the planning of drafting-room work so that it will correlate with the various shop problems. Much of the time will be de- voted to the outlining of lessons and the de- veloping of courses of study for the various building trades. V61su. Vocational and Educational Guid- ance. The relation of vocational guidance to education and to employment, vocational sur- veys and their use, juvenile employments, methods of vocational guidance in various cities. Opportunities for supervised field work will be given to each member of the class. V51su. Methods of Establishing and Con- ducting Part-Time Schools and Classes. This course consists of three distinct units all of which must be taken to secure credit for the course. These three units are the indus- trial survey, vocational guidance and place- ment, and the organization of subject matter for part-time schools. The course is designed for public school teachers who are interested in the problem of the part-time school and are looking forward to a teaching position of this kind. V63su. Methods of Teaching Commercial Subjects. This course will take up the organ- ization, supervision, and subject-matter of-the part-time commercial classes as conducted in our public schools and the method of organ- izing cooperative courses with business con- cerns. Among the topics discussed will be the form of contract with the business concern; the rotation of cooperative pupils in the various departments of the store and office; methods of making reports; and the duties of the coordinator. Those enrolled for this course should have had teaching experience in commercial classes, or be preparing to take up the teaching of commercial subjects, or have had practical commercial experience. 99 V65su. Teaching of Related Subjects, The purpose of this course is to meet the needs of teachers of related subjects, as science, mathe- matics and drawing, who expect to teach these subjects. The organization of teaching units, related subject-matter, trade analysis, testing and checking results, discipline and records will be taken up in this course. Op- portunities will be given to afford students to present and work out their own particular problems for immediate needs. V67su. Retail Selling. Among the general topics into which this course is' divided are the following: store organization, merchandis- ing, employment and labor conditions, teach- ing, business hygiene, and observation and practice work in stores. Those enrolled for this course should have had some retail sell- ing experience and should be preparing to take up the work of organizing and conduct- ing cooperative retail selling courses in con- nection with the public schools. V45su. Trade Courses. Special Units in Machine Shop, Sheet Metal, Automobile Repairing, Printi-ng, Carpentry, and Electrical Work. Certain unit courses in machine shop practice may be taken at the College of Engineering of the University and at Dunwoody Institute, by teachers of shop subjects who wish to improve themselves in their particular trades. The hours will be arranged with instructors. Two hours of shop work will count as one hour of classroom work. PROPOSED SUMMER SESSION TEACHER TRAINING COURSES 3. Textiles. A study of textile fibers, their structure, properties, and chemical reactions; of fabrics, their structure and processes of manufacture; of art and economic considera- tions in selection and purchase of materials for clothing and household furnishing. Phelps. 11. Garment Making. Instruction and labora- tory practice in hand sewing; reading and adaptation of commercial patterns; construc- 100 tion and use of the sewing machine; designing, cutting, and making simple outer garments from washable materials. McDowell. 13. Dressmaking. Consideration of quality, suitability, and cost of materials adapted to technique involved in construction of simple wool and silk dresses; adaptation of art prin- ciples in selection of designs; instruction and practice in methods of construction. 17. Advanced Clothing Construction. Labora- tory problems in costume modeling and con- struction. Weller, Patchin. 18. Commercial Clothing Manufacture. A study of the organizations of the clothing trades and industries; of wages and standards of efficiency in workmanship. Laboratory practice upon a commercial basis, measured by trade standards. Patchin. 19. Millinery. A study of the processes and materials used in millinery; designing, making and trimming hats. Brown. 21. Foods and Cookery, (a) Production, manu- facture, chemical composition of typical foods; their classification into food principles; changes in digestion; function in nutrition. (b) Fundamental science principles from chemistry, physics, biology, bacteriology, and their application in typical processes. SxiN- SON. 22. Food Economics. Cost and nutritive value of typical foods; the study of dietaries; preparation and serving of meals, the cost bearing a definite relation to the family bud- , get. Stinson. 25. Special problems in Foods and Cookery. An advanced course in food preparation in which the problems are undertaken from an experimental point of view. Weigley, Stin- son. 35. Home Management; Operation and Main- tenance, Lectures. The family budget for •varying incomes, and for the "Home Manage- ment House;" household accounts. Lind- QUIST. 101 37. Home Cafe of the Sick, (a) First aid ; com- municable diseases; their transmission and prevention; hygiene of infancy, maidenhood, . maturity. (b) The care of the sick room; observation and care of the patient; elemen- tary symptomatology. Fisher. 42. Home Economics Education. Curricula, equipment, methods of teaching for Home Economics. Weigley. 43. Organization and Methods for Related Art Teaching. Organization of a related art course and methods of teaching art principles as applied to familiar objects and processes. H. Goldstein. 51. Drawing and Design. Composition, per- spective, color theory, and color harmonies applied to costume design and interiors; har- mony, balance, rhythm, in line and area de; sign. V. Goldstein. 52. Art History and Appreciation. The his- torical development of art, architecture, dec- oration, furniture, and costume studied with special emphasis on design and influence upon modern styles. H. Goldstein. V. Gold- stein. 53. Advanced Design. Problems in design for costume and for house furnishing. H. Gold- stein, V. Goldstein. 61. Large Quantity Cookery and Marketing. Preparation of food in large amounts such as required in cafeteria and dining hall service; calculation of cost of individual servings; con- sideration of the problems involved and meth- ods employed in purchasing of supplies. Richards. 63. Institutional Experience I. Actual experi- ence in the cafeteria and dining hall under direction. Treat. 103. Dietetics. The fundamental principles of human nutrition as applied to the feeding of individuals and groups under conditions of health, and under such pathological conditions as are chiefly dependent upon dietetic treat- ment. BlESTER. 102 107. Nutrition I. A study of the chemistry and physiology of metabolism, involving a qualitative examination of the organic food stuffs and of the body tissues. Biester. 122. Advanced textiles. A more intensive study of textile fibers and fabrics, organiza- tion of laboratory problems leading to the es- tablishment of a basis for standardization by the general consumer and for a demand for pure textiles. Weller. 123. Clothing Economics. General considera- tion of economic function of women with reference to clothing and textiles in the home and in industry; study of clothing budget, hy- giene and standardization of dress. Weller. 103 INDEX I. Administration and Supervision. Page 1. General administration 5 2. Supervision of Agriculture 5 3. Supervision of Trades and Industries 5 4. Supervision of Home Economics 6 5. Supervision of Teacher Training 6 Qualifications of Supervisors 6 Teacher Training by Supervisors 6 II. General conditions for receiving Federal Aid 7 III. Agricultural Education. 1. Kinds of schools 7 A. State Schools of Agriculture 7 B. State High Schools 8 C. Part-time Schools or Classes 8 D. Evening Instruction 9 2. Plant and Equipment 10 3. Minimum for Maintenance 11 4. Course of Study 11 5. Methods of Instruction 12 6. Qualifications of Teachers 12 7. Qualifications of Supervisors of Ag- riculture 13 8. Six months' practical work 13 Proj ect work 14 9. Division of Federal Funds for In- struction in Agriculture 16 IV. Trade, Home Economics and Industrial Education. 1. Tentative budget of Federal Funds.... 17 2. Trade and Industrial Education 17 A. Kinds of Trade and Industrial Education to be maintained 17 B. Evening Industrial Schools or Classes 18 C. Part-time Schools or Classes 21 a. Trade Extension 21 b. Trade Preparatory 24 c. General Continuation 24 D. Day Unit Trade Schools 27 Qualifications of Trade and In- dustrial Teachers 29 E. General Industrial Schools for cities and towns of less than 25,000 population 31 104 3. Home Economics Education 33 A. Kinds of Schools 33 B. Evening Schools and Classes 33 C. Part-time Schools and Classes 35 D. Day Schools in Cities 37 TYPE COURSES IN AGRICULTURE 1. Two year course 40 2. Three year course 40 3. Four year course 41 TYPE COURSES IN TRADE AND INDUS- TRIAL EDUCATION 1. Evening Industrial Schools or Classes 43 2. Part-time Schools or Classes 44 A. Trade Extension 44 B. Trade Preparatory 45 C. General Continuation 45 - 3. Day Unit Trade Schools 46 4. General Industrial Schools for cities and towns of less than 25,000 popula- tion 47 TYPE COURSES IN HOME ECONOMICS 1. Type course No. 1 47 2. Type course No. 2 48 3. Type course No. 3 49 4. Type course No. 4 51 5. Type course No. 5 52 6. Type course No. 6 53 Suggested Four Year Course in Voca- tional Home Economics 55 V. Teacher Training. 1. Tentative budget for use of Federal Funds 56 2. Agricultural Teachers 57 3. Trade and Industrial Teachers 71 4. Home Economics Teachers 83 Two weeks intensive training course for Vocational Agricultural Instruc- tors 89 Courses in Vocational Education, Summer Session 1919 93 1. Description of Courses 98 Proposed summer session Teacher Training courses in Home Eco- nomics 100 105 Gay lord Bros. Makers Syracuse, N. Y. PAT. JAN, 21, 1908 LIBRARY OF CONGRESS n 019 595 884 1