few cases where the work is strictly prevocational in nature, with the question of increased vocational efficiency. Of course, he may know that a great many of his boys are intending to leave school at an early date, but, even so, the amount of time allotted to his work in the entire course of study is inadequate to make it advisable for him to attempt to do anything in the way of preparation for a vocation. At best, the service rendered will be nothing more than guiding in character. In fact, were he to attempt to prepare them for a vocation, he would be violating the primary objectives of industrial-arts work as indicated above. His problem, therefore, so far as subject-matter is concerned, is one of entirely different character. He, of course, has his difficulties in this field, but they are not difficulties similar to those of the administrator of part-time work, because, first, his objectives are different; because, second, he is dealing with an entirely different type of pupil; and because, third, his pupils are in school full time rather than part-time. It is scarcely necessary, in face of the foregoing facts, to state that a different type of teacher is needed for the two kinds of work. In the first place, it is essential that the teacher of part-time pupils know considerable about the occupational world. He must, for example, know some of the trials and tribulations of his pupils as employees, as well as the qualities and characteristics in employees which count for success. Moreover, he must be more or less familiar with the specific demands in the various occupations represented by his pupils. Finally, he should appreciate fully the demands in the way of citizenship that should be conscientiously and willingly met by his pupils from day to day. I might add also that a teacher of this kind of work must be much more of a "mixer" than the teacher of full-time pupils; he must be better informed regarding activities outside the schoolroom; more alive to conditions in the social and economic world and not only keener but more competent to enter into a discussion of such questions, all of which qualities would be highly valuable but not necessary for an industrialarts teacher. As to the actual details of classroom procedure, especially in connection with the shop side of the work, there need not necessarily be extreme differences in the method of procedure.' In fact, it is my personal belief that approved methods of teaching manual work in our full-time schools might well be taken over bodily into the shop side of the part-time work. But, lest I be misunderstood, I wish to add that I do not have in mind when I make this statement, any slipshod or indefinite type of work; but rather, the type in which the objectives are clear and unmistakable. Suffice it to say that securing and holding the good will of the parents of pupils is a rather important item in the part-time teacher's schedule, while it occupies a rather insignificant place, or at least may do so, in the schedule of the teacher of full-time pupils. As to the problem of arranging satisfactory programs or schedules, this may be passed with the statement that in the very nature of the case, administrators and teachers in the two fields will have quite different problems to solve. If the argument offered is sound, then the only possible place where any overlapping or duplication of service in the two fields appears is in connection with the socalled prevocational courses. Here, it is granted, that confusion, due to misunderstanding, might arise among administrators and teachers in the two related fields. But, I repeat, proper conception of the objectives of the two distinct types of education will effectively prevent such misunderstanding. For, as I have plainly indicated, where one deals with part-time pupils, the other deals exclusively with full-time ones; likewise, where one deals with employed pupils, the other at best deals only with prospective employees. If these distinctions are kept in mind, together with the respective objectives, there are good reasons for believing that administrators and teachers in the two fields will not only learn to antagonize each other less, but will be more and more willing to work together harmoniously in their efforts to solve different but closely related problems. It is the sincere hope of the writer that what he offers here may contribute in some slight degree toward bringing about this highly desirable state of affairs. It has already been intimated, if not stated in so many words, that shop work will never constitute more than a minor part of the trade and industrial public school program. T Reproducing Antique Furniture in the School Herman Hjorth, Director of Technical Work, San Juan, Porto Rico Tables (Continued) HE Gate-Leg or Gate-Table, as it was first called, dates back to the days of Cromwell and has retained its popularity through all the succeeding periods to the present time. In the latter part of the Cromwellian period (1649-1660), and even more so after the Restoration, it became the fashion to have small coffee and tea parties, card games, etc., and these social amenities created a demand for small tables. Hence the development of the Gate Leg table and many other FIG 12a. GATE LEG TABLE CLOSED. Courtesy of Mrs. E. W. Keith, San Juan, Porto Rico. I The Mechanic-Teacher Arthur B. Mays, Professor of Industrial Education, University of Illinois N all types of vocational education from the earliest times, it has been the universal practice to look to the vocations to furnish the teachers of those vocations. The law has ever been taught by men who have been practicing lawyers; medical colleges employ doctors to teach medicine; preachers are employed to teach theology; and architects, to teach architecture. It is therefore, not a strange idea that mechanics should be employed to teach trades, now that society has come to believe that vocational education for those who work with their hands is also one of its obligations. Neither is it a new situation to find trade trained men in our teaching corps, for in many places manual training teachers have been drawn from the trades. since the advent of federally-aided vocational schools such large numbers of trade-trained teachers have come into our schools that some very important problems in regard to their status and adjustment to school conditions have arisen. When we state that the presence of trade-trained men to teach trades is simply the extension of a wellestablished principle in educational practice, we are not saying that the case of the doctor teaching medicine and the case of the carpenter teaching carpentry are alike in all respects. In fact, the two cases are vastly different. In the former situation, a well-educated man, who is one of a select intellectual group, is teaching adults. These latter have passed through various stages of educational experience, which are highly selective, and they, therefore, are themselves a select group. In this case the teaching doctor can be reasonably successful in imparting the necessary scientific knowledge to his students, even though he is utterly without any scientific knowledge of the teaching processes and is most unskillful in his methods. In the latter situation, we often have a man of limited school experience who has a narrow trade training obtained usually by haphazard means, teaching immature. boys who have a limited education and who present all of the most vexing problems of educational method. It is clear, therefore, that for the mechanic-teacher to know thoroughly his trade is for him only "the beginning of knowledge" needed for success in the school. Problems of Adjustment. The seriousness of the problems presented by the presence of the mechanic-teacher varies according to the type of school in which he is placed. In the fulltime trade school and the trade extension school, he offers a less serious problem than in the general continuation school or the technical high school. But in all of these places he is in many instances giving the supervisors and heads of department of industrial education much concern. And it should be stated em phatically that he gives concern not because of any inherent undesirableness or lack of ability but merely because of his lack of training for his new job and lack of school experience. It is a matter of training and adjustment. When proper training has been acquired by these men and the needed adjustments to school conditions have been made, they are without doubt the best shop teachers to be had from any source whatever. Another very important phase of the adjustment of the mechanic-teacher to the school organization is the attitude assumed by the other teachers toward him. Too often he is regarded as a necessary evil to be tolerated but not to be considered as a legitimate member of the faculty nor as one whose opinion is seriously to be regarded on matters pertaining to the policies and conduct of the school. This attitude reacts most unhappily not only on the shop teacher personally but on his courses and often on the students in his classes. Without attempting to offer any defense whatever for this narrow, ungenerous attitude, it may be said that the remedy for such a situation lies very largely in the hands of the mechanic-teacher himself. By properly equipping himself for the work of teaching and by a change of attitude toward his new work, he can in time overcome most of this unfortunate antagonism and dis trust. The important element in the assimilation of the mechanic-teacher by the school organization is, therefore, the proper professional training of such teacher and the bringing about of a different attitude toward his work. As a "practical" man who has spent his life, before coming to the school, in the rough and tumble. of industry and who has by virtue of his contacts and shop experiences come to distrust theories and to undervalue idealism and remote ends in education, he is very likely to feel that his new associates are unpractical. As paradoxical as this is, it is not without value but is a most serious handicap. The manner in which he learned his trade is also likely to be a source of much difficulty in the carrying out of an orderly, logical teaching process in the school shop. A very common question asked by the new mechanic-teacher is, "What shall I teach first?" And a curious phenomenon is often observed when he is left wholly to his own devices, namely, that he devises a sort of course of work that is abstract and wholly unpractical. As paradoxial as this it, it is not without value. to the supervisor, when it occurs, as it indicates a recognition of the idea that shop work must be presented for teaching purposes in a manner different from that involved in picking up a trade. Doubtless the chief difficulty at this point is the fact that the shop teacher was not conscious of learning steps in the acquisition of his own trade knowledge and, therefore, is unable to |