Industrial Arts & Vocational Education

same salaries that are now paid to teachers in their first or second year of experience, that is, the financial recognition is uneven and therefore unsatisfactory.

"The teacher occupies a place of strategic importance in social evolution. There is a continual tendency to mutation in human conduct. The communist, the socialist and the individualist each tries to give permanence to his variation from recognized social standards. Without the conserving influence of tradition these social tangents tend toward revolution. It is the teacher's business to select what has been found good and true and lovely in human society and transmit it to the next generation. Herein lies much of the nobility which attaches to the teacher's work. Without the teacher, civilization cannot maintain its level.

"The members of the teaching profession should form a higher conception of their service. They should recognize their places in the general scheme of things and should accept their responsibility as custodians of tradition, as the conservators of civilization itself."

The second general session was a banquet meeting held at the Powers Hotel on Thursday evening. After the repast, President Reagle introduced the following after-dinner speakers: Dr. Herbert S. Weet of Rochester; Prof. Martha Van Rensselaer, School of Home Economics, Cornell University; Professor L. W. Kline of Skidmore School of Arts, Saratoga Springs, New York. These speakers were assigned ten minutes each. Then followed thirty-minute talks by Hugo B. Froelich, director of manual arts, Newark, New Jersey; Prof. Charles F. Binns, Alfred University, Alfred, New York; and Royal B. Farnum of Boston, principal of the Massachusetts Normal Art School and director of art for Massachusetts.

The Banquet Addresses.

Mr. Froehlich chose to speak on the subject, "Vital Topics in Art for Junior High Schools." He offered a course of study organized on the "alternating plan" indicating that by the alternating plan is meant an arrangement whereby two schools operate as one in one building, one school or group of classes being engaged in academic work while the other group is engaged in activities, including art, manual training, printing, sewing, cooking, gymnasium, etc. "Under this plan the pupils of the seventh, eighth and ninth grades received daily lessons in art of eighty minutes each for five days a week and for ten weeks a year making 64 hours of intensive art instruction per year. The year is divided into four cycles of ten weeks each. Art thus receives one cycle; manual training and cooking, one; printing and sewing, one;

The speaker then entered into a discussion of the subject matter of the junior high school art course treating briefly the following topics to which he assigned the number of hours indicated. Color and design, 15 hours; drawing including nature, object and perspective drawing, 15 hours; commercial design, ten hours; interior decoration, ten hours; and design in dress, ten hours.

Prof. Binns gave a brief analysis of the pottery industry and indicated the adaptability of this craft to instruction in the junior high school, his subject being. "The Introduction of a Practical Pottery Course in the Junior High School."

Mr. Farnum discussed "Art Education in Its Relation to the Junior High School." He successfully pointed out the relationship which should exist between art education and the junior high school organization interpreting the meaning of art education in its broadest

sense and showing how it may help to realize the big objectives of education. In the course of his address Mr. Farnum offered many constructive suggestions which will be helpful to the supervisor and teacher of art subjects. The Third Session.

The third general session was held at the Chamber of Commerce Building on Friday evening. The address of the evening was given by Frank Alvah Parsons, president of the New York School of Fine and Applied Art and professor of advertising display, New York University. Mr. Parsons presented in a very entertaining and attractive way his theories underlying the relationship existing between art and life, pointing out at the same time the relationship which should exist in America between practical art and everyday life. His remarks were illustrated by numerous illusions to situations and experiences upon which his theories are based. Mr. Parsons' theories are more than theories. They represent experience and are, therefore, in the strictest sense conclusions, which enable those who possess them to act in accordance with art principles in "doing the common things of life uncommonly well."

Thursday and Friday afternoons were given over to sectional meetings. There were two art sections, the first of which, in charge of Helen E. Lucas, Director of Art Education, Rochester, was held at the Madison Junior High School. At this meeting Orel L. Adams, gave a paper on "Problems in Design in Junior High Schools". Alexander E. O. Munsell of New York discussed "Color and design in Senior High Schools," pointing out the advantages of the Munsell Color System and explaining its practical use in instruction. The subject of color was treated further in the paper of Marguerite Marquart, art supervisor at Newark, New Jersey. Miss E. H. Salmon, art supervisor, New Castle, Pennsylvania, contributed a paper on "Creating Community Interests in Art Instruction."

The second art section was in charge of Harry W. Jacobs, director of art education, Buffalo, New York. Papers were contributed by A. W. Abrams, director of the division of visual instruction, University of the State of New York, Albany, William H. Varnum, assistant professor of applied arts, University of Wisconsin, and Ernest W. Watson of Pratt Institute.

Mr. Abrams took as his subject "Visual Aid in the Study of American Art," illustrating his paper with stereopticon which was also used by Mr. Watson in his excellent presentation of "Posters and their Making." Mr. Varnum chose as his subject "Color and Design in Junior High Schools."

Industrial Arts Section.

The two sections on industrial arts for junior high schools were in charge of Arthur F. Hopper, director of manual and fine arts, Plainfield, New Jersey and Verne A. Bird, director of Vocational education, Utica. Mr. Hopper's section met on Thursday and Mr. Bird's section on Friday. The program for the former consisted of the following: "Industrial Arts in Junior High Schools," R. K. Savage, Jefferson Junior High School Rochester; "How to Do it," Doctor Arthur D. Dean, professor of vocational education, Teachers College, Columbia University; and "Suggestions for Closer Coordination of the Academie Work and the Shopwork in Junior High Schools." William R. Ward, director of industrial arts, Trenton, New Jersey.

The program for Mr. Bird's section consisted of the following: "The Aims and Purposes of Industrial Arts in Junior High Schools", Robert A. Campbell, assistant in industrial education, State Department of New Jersey; "Use of the Incentives to learn," Warren Atkinson, Rochester Shop School; and "A State Program for Junior High School Industrial Arts", Leon L. Winslow, specialist in art and industrial arts education, New York State Department of Education.

Two household arts sectional meetings were in charge of Irene E. McDermott of the Department of household economy, Pittsburgh, Pa. Both meetings were well attended. On Thursday afternoon C. E. Kellog, principal of Washington Junior High School of Rochester, gave an inspiring talk on "The Girl's Opportunity in the Junior High School." Some helpful suggestions on "Improvement of Teachers in Service" were presented by Marion F. Burns, assistant professor of teacher training in vocational home economics of the Pennsylvania State College. Miss Treva Kauffman of the New York State Department of Education read a paper which had been prepared by Florence Freer of the Home Bureau of the Rochester Chamber of Commerce entitled "Linking the High School Training with the Home." Miss Emma Conley, state supervisor of home economics in the New York State Department of Education, contributed the first paper at the Friday afternoon meeting. Her subject was "Elective Courses in Home Economics, for Girls in Senior High Schools." She told of the established junior high school courses of a general nature which gave the way for the more specialized senior high school work designed to prepare girls for home management or which lead directly into the trades of dressmaking, millinery, catering and lunch room management.

The sec

ond and last speaker was Martha Van Rensselaer of the School of Home Economics, New York State College of Agriculture, Cornell University. Miss Van Rensselaer's subject was "The Evaluation of a Housekeeper's Time." The Place of Industrial Arts.

The two elementary industrial arts sections were in charge of Leon L. Winslow of the New York State Department of Education and George F. Hatch of the Department of Manual Arts, Boston, respectively. The speakers at Mr. Winslow's meeting were F. G. Bonser, Professor of elementary education, Teachers College, Columbia University, Edwin L. Taylor, director of Industrial arts, State Normal School, Plattsburg. New York, Lillia M. Olcott, director of Drawing, State Normal School, Cortland, New York, and Jane B. Welling, assistant art supervisor, Grand Rapids, Michigan. The general topic under considerat on at the meeting was "The Place of Industrial Arts in the Elementary Curriculum and the Administration of the Courses." The speaker was Dr. Bonser from whose paper on "The Place of Industrial Arts in the Elementary Curriculum," we quote three closing paragraphs. His paper was, without doubt one of the strongest and most valuable presented at the convention. The next three paragraphs are from Dr. Bonser's paper.

chief

"Relative to the whole work of the elementary school, the place of industrial arts is proportionate to the place which the problems in properly supplying ourselves with material products bear to the problem of life as a whole. In any good school, the emphasis upon each phase of its work is proportionate to the importance of that phase in life itself.

"I have tried to indicate that problems of health, of economy, of the enjoyment of beauty in our sourroundings, and of many phases of citizenship are included in the proper study of the industries. These are all very large problems in our daily lives. Over four fifths of all of the work of the world is devoted to supplying us with the material products afforded by the industries and the closely related occupations. If it is important that the life of man should be lived in health and strength, with all of the comforts to satisfy his every material need, surrounded bv products of harmony and beauty, and intelligently efficient in cooperating with his fellowmen to secure the highest well being to all, then the study of industrial arts has a large place in the elementary school. From the point of view also of developing the capacities and powers of children for clear thinking, independent self-direction, resourcefulness, and an appreciation of the meaning and beauty of efficient life lived in wholesome and happy surroundings, no subject has greater Its richness potent al possibilities than industrial arts.

is the wealth of interest and value which make for finer efficiency and greater abundance of life itself.

"I commend the subject to your consideration on the basis of measurable values. These values are measurable in terms of actual improvement in the quality of our standards of living, both in utility and beauty. They are measurable in terms of the quality of our intellectual interests and the excellence of cooperation in our citizenship. An appeal upon any other basis would betray the high purpose which this field may justly claim for itself in promoting the good life-the life of service and self realization."

The speakers at Mr. Hatch's section were Blanche H. Woodford, supervisor of Drawing, Jamestown, New York, Charles B. Bradley, head of the art department, State Normal School, Buffalo, New York; Joseph Wisseltier, director of art, New Britain, Connecticut; and Rilla E. Jackman, professor of the theory and practice of teaching art, Syracuse University. The general topic of the meeting was "Industrial Arts for Industry and Art Appreciation."

Part-Time Conferences.

The two part-time education sections were in charge of Oakley Furney, specialist in part-time education, New York State Department of Education, Albany, and E. A. Reuther, state director of continuation schools, Trenton, New Jersey. The first speaker at Mr. Furney's section was E. E. Gunn, junior state supervisor, trade and industrial division, Madison, Wisconsin, who discussed "The New Apprenticeship and Part-time Education" describing the organization and operation of the Wisconsin apprentice law and making clear the fact that an apprentice program is an essential adjunct of any complete educational scheme since it affords an opportunity for the placement of boys in industry. The second speaker, Howard G. Burge of New York City, presented some interesting statistical material on "What We Know about the Employed Boys of the State of New York," based on the study recently made under his direction as head of the New York State Military Training Commission. The third speaker, Mrs. Anna. L. Burdick of the Federal Board for Vocational Education, gave an address on "The Need for Industrial Courses for Permit Girls in Parttime School." The last speaker of the section Wendell Nelson of the Executive office of the Industrial Service Department of the General Electric Company, Schenec-, tady, said that employers are not yet convinced of the value of the part-time school as an educational agency although they are convinced of its value in ascertaining a boy's abilities and capacities along industrial lines. This factor has already proved of great value to the General Electric's plant in Schenectady. Mr. Nelson's subject was "The Employer and Part-time Education."

Mr. Reuther's section considered some of the administrative and instructional aspects of part-time education. R. H. Rodgers, specialist in industrial education and teacher training, New York State Department of Education, Albany, made a plea for the use of individual instruction sheets in part-time classes. Speaking of the job instruction sheet as a practical method of providing the much needed individual instruction Mr. Rodgers said,

"The job instruction sheet is presented as a device to enable the teacher to measure up to the needs of the job in the part-time school. It cannot be conceived how any teacher could put through a program of educational work under the conditions specified and have it terminate successfully without making use of individual instruction sheets of some form.

"Job instruction sheets should be organized on the unit plan. A job may be the basis of organization. or preferably, an operation or The group of operations. latter is recommended in that it will provide a very definite piece of work for a given class period.

"The unit plan incorporates not only the occupational activities but all the work offered in the school. It includes the practical operations of the inb, the related drawing, science and mathematics and also the English,

the history, civics, economics and hygiene. The vocational work is the core and from it the major part of the subject matter is developed. By this plan the shop work serves to motivate and vitalize the more academic phases of the instruction.

"The plan to be followed in organizing job instruction sheets must adhere to certain fundamental pedagogical principles. First, beginning sheets may properly be very complete with specific directions for each step but later sheets should afford the fullest possible opportunity for self-activity. The work should be set up in the form calling for the best efforts of the students. Second, practical jobs should be selected from the occupational activities and these in turn carefully analyzed and sheets prepared on the basis of the learning difficulties involved."

Other speakers at Mr. Reuther's section were Adelaide F. Baylor, federal agent, home economics education, Federal Board of Vocational Education, Washington, D. C. who discussed "Home Economics in the Part-time School," Elizabeth Whitman, principal, Continuation School, Hackensack, New Jersey, who presented a paper on "All Time Guidance from the parttime School" and Charles Hamilton of the Charlotte High School, Rochester, New York, who presented a paper on "Teaching Problems in Commercial Work for Parttime Classes." Mr. Hamilton emphasized the fact that commercial education has outgrown the bookkeeping and stenography state and must now deal with actual office practice.

One feature of the convention which attracted considerable favorable comment was the arrangement for dinners alumni of teacher training institutions and other organizations. These dinners took place at various restaurants and local club houses, and were well attended. The organizations for whom arrangements had been made by the committees in charge included Mechanics Institute alumni, Massachusetts Normal Art School alumni, Pratt Institute alumni, New York State Teachers of Art and Industrial Arts, Pennsylvania Teachers of Art and the Vocational Arts Association of the State of New Jersey.

Vocational Section.

The two vocational sections were well attended and the programs were unusually strong. The chairman of the Thursday afternoon meeting was Lewis A. Wilson, director of vocational and extension education, New York State Department of Education. The speakers at this section were Doctor F. Theodore Struck, assistant director of vocational education for Pennsylvania, who contributed a paper on "Present Tendencies in Vocational Education," and Francis W. Wing, director of vocational education, Buffalo, who presented "Some Phases of Supervision.

One of the most important contributions to the vo-. cational program on Friday, in charge of E. A. T. Hapgood, director of vocational education, Albany, was made by E. E. Gunn, junior state supervisor of vocational education, Madison, Wisconsin. In conclusion, Mr. Gunn made the following forceful statement of objectives:

"Part-time courses both in day and evening schools are being provided for adult workers throughout the country, where they may get that special assistance which they require. Specific courses in trade and industrial branches, commercial pursuits, homemaking and agriculture are being offered to meet the needs of people in these various fields. The proponents of vocational education with a vision of the future are everywhere striving to make it possible for the working boy or girl and the working man and woman to achieve their ambitions by offering educational opportunity in such a way that the instruction can be taken at a period when there is the most need for it.

"Vocational education has already succeeded in breaking down many of the strict conventions which previously

ARTHUR F. HOPPER, Hackensack, N. J.

President, New Jersey Vocational and Arts Association.

surrounded our educational institutions. It has caused a broadening of the educational facilities offered and extended opportunities to thousands heretofore neglected. "The time is not far distant when, through its agency, everyone who so desires will be able to stabilize his foothold in the upward climb and prepare himself for the next step forward. To hasten the coming of this time, through reenforcing its present program and opening up new and wider avenues of approach for the working boys and girls of this country, is the dominant purpose of vocational education."

Other speakers at Mr. Hapgood's section were H. H. Stewart, director of Industrial arts, Mount Vernon, New York, who chose to speak on "Individual Instruction and Records of Individual Progress in a Unit Trade School," G. W. Burridge, director of Springfield vocational school, Springfield, Massachusetts, who pointed out the necessity of "A Place in our Educational System for the All Day Trade School," and Edward T. Welsh, coordinator for the vocational schools of Buffalo, who spoke on "Recruiting, Placement and Follow-up of Vocational Students." The program suggested by Mr. Welsh was practical and helpful and was well received by those present who are attempting to make their vocational work tie up closely with actual industrial life outside of school.

The fourth and last general session was held on Saturday morning at the Madison Junior High School. At this meeting there was a short business session and addresses by Esther L. McNellis of Boston, who spoke on "Follow-up Work in the Continuation School," and Merrit W. Haynes of the United Typothetae of America, Chicago, who spoke on "An Educational Enterprise of a Great Industry," Mr. Haynes's address was followed by the reports of special committees and by adjournment. NEW JERSEY MEETING.

The New Jersey Vocational and Arts Association has made plans for an active year of work. Plans are under way for two meetings during the ensuing year; the first one to take place at Rutgers in the Fall, and the second to be held in the Spring at a center to be announced later. It is expected that this will be one of the most successful years in the history of the association.

The Society has voted to become affiliated with the National Society for Vocational Education.

The Department of Problems and Projects aims to present each month a wide variety of class and shop projects in the Industrial Arts. Successful problems are invited and will be paid for. A brief description of constructed problems, not exceeding 250 words in length, should be accompanied by a good working drawing. The originals of the problems in drawing and design should be sent.

Problems in benchwork, machine shop practice, turning, patternmaking, sewing, millinery, forging, cooking, jewelry, bookbinding, basketry, pottery, leather work, cement work, foundry work, and other lines of industrial-arts work are desired for consideration. The editors will not accept the old hackneyed problems of footstools, taborets, towel holders, etc., which have been made from time immemorial, ad nauseum.

Drawings and manuscripts should be addressed: The Editors, INDUSTRIAL-ARTS MAGAZINE, Milwaukee, Wis. LAYING OUT A SUN DIAL. The points D E upon the circle will be the six o'clock points. Inside of this circle another circle should be drawn whose radius should equal the length of the base line (from B to X, Fig. 1). The two quadrants of the outer circle D to F and F to E, next divide into six equal parts 0, 0, 0, etc. Do likewise with half of the inner circle and obtain points 2, 2, 2, etc. From each of the points o, o, o, etc., draw lines parallel to D E and from each of the points, 2, 2, 2, etc., draw lines parallel to F G. Mark points of intersection Y, Y, Y, etc., and draw lines through them from the central point G. Where these lines cross the circles will be the hour points. In drawing the figures for the hours they should have the same inclination as the lines radiating from G. The half and quarter hours should be made in the same way by dividing the inner and outer circles and drawing a line through the intersection of G. The lower half of the dial can be made by extending the line for 5 o'clock which will make the 5 o'clock for morning, and the 7 o'clock will make the 7 o'clock for evening (Fig. 3). The hour lines should be about the same width as the thickness of the gnomen.

W. Ben Hunt, Milwaukee, Wis.

The writer has worked out the sun dial in the December, 1921, issue of the INDUSTRIAL-ARTS MAGAZINE, but found it rather complicated. The following method given by the late H. R. Mitchell of Philadelphia will be found more simple.

The first thing to do is to lay out the gnomen-the triangular object which serves to cast the shadow. To do this one must know the latitude of the place where the dial is to be placed. The drawings are for Milwaukee, 43 degrees north (about). Upon the base line A B describe the angle and continue it to C, a variable distance depending on the size of the gnomen desired. From C a vertical line is carried to the base line, and the gnomen is completed in its simplest form. Fig. 1. Since only the upper edge and sufficient base for support are needed, the foot can be shortened and the intermediate part cut away in any dsired design. Be sure and leave a flange wide enough at the base to fasten it to the dial proper.

The next step is to lay out the face of the dial. This is shown in Fig. 2. Draw a horizontal line D E and at its center, describe a circle the radius of which will equal the line B C in Fig. 1 (the length of the gnomen face).

As the hours about the middle of the day are closer together, than those early in the morning or late in the

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afternoon, it makes a better looking dial to shift the center towards the twelve o'clock mark and draw a circle from this point. Fig. 3 shows the complete dial with gnomen attached.

Should you wish to have something a little different from the ordinary, try working your dial in slate, but a copper or brass gnomen is recommended.

BAG HOLDER.

Louis M. Roehl, Ithaca, N. Y.

A bag holder must be so designed that it will hold any size of bag wide open and in an upright position when empty, when partly filled or entirely filled. It should be equipped with a holding device that is not ruinous to the bag and which makes it possible to remove the bag quickly and easily. The bag holder which is shown herew th is designed to hold any ordinary size of bag by virtue of the hinge on the inside of one post at the bottom which allows the post to swing inward at the top and the coil spring at the outside of the post which draws the bag open when it is placed on the holders. The hinged post is 39" high and the other which is mortised into the platform at the end is 405" high.

This places the holders 40" from the platform and thus holds the ordinary seed bag, which is the longest of the bags ordinarily used by the farmers, in an upright position when empty.

The hinged post is braced by the heavy wire which is wound once around a round head blued screw placed 8" up on the post and fastened to a screw eye at each side on the platform. The screw eyes and wire are placed directly in line with the inside edge of the post so as to remain the same plane as the post is tilted.

The 134" x 22" x5" block prevents the hinged post from being drawn back to more than a vertical position.

The other post is fastened so as to remain rigidly upright. It is mortised into the platform as shown in the detail drawing and fastened with two 2" No. 10 flat head wood screws. It is further braced at the sides with two 4" triangular blocks which are tacked in place with finishing nails and at the inside by a 4" angle iron. The angle iron is fastened to the post and platform with two 1/4" x 14" carriage bolts and two flat head screws placed as indicated in the drawing.

Each post has a slot through it at center 1/4" wide and 24" long up to 1/2" from the top. This slot allows the guides to work up and down.