v;.i < wm ■&;. ilf ,'(!>. t'^ Ji^rJ^ IW MSiS ■ ■ ■ -^ ' - -~-"»m. fef 'mm. mm mmm. Wk mma im WM m mm 'iima New York State College of Agriculture At Cornell University Ithaca, N. Y. Library B°s|0" continuation school; circular of i 3 1924 013 400 654 Cornell University Library The original of tiiis book is in tine Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924013400654 LETTER OF TRANSMITTAL. Department of Education, Division op Vocational Education, Boston, Mass., Dec. 7, 1919. The city of Boston has maintained compulsory continuation schools in co-operation with the Commonwealth since 1913. In this bulletin, issued originally as a city document, there are set forth joint conclusions and practices of the city and State relative to the conduct of continuation schools. This body of information should give valuable assistance to the educational authorities of municipalities required to establish compulsory continuation schools. We take this opportunity to express the appreciation of the Department of Education of the pioneer work in compulsory continuation school education which the city of Boston has carried on through its school committee, board of superin- tendents, directors and teachers. I am glad to endorse this bulletin and to make it available as a State document. Respectfully submitted, PAYSON SMITH, Commissioner. RoBEKT O. Small, Director, Division of Vocational Education. Publication of this Document approved by the SUPEKVISOB OF AdMINISTEATION. SCHOOL DOCUMENT NO. 4-1919 BOSTON PUBLIC SCHOOLS BOSTON CONTINUATION SCHOOL CIRCULAR OF INFORMATION AND COURSES OF STUDY BOSTON PRINTING DEPARTMENT 1919 In School Committee, October 20, 1919. Ordered, That the accompanying course of study for the Continuation School is hereby adopted, and that five thousand (5,000) copies be printed as a school document. Attest: THORNTON D. APOLLONIO, Secretary. CONTENTS. Page I. General statement relating to Compulsory Continuation Schools 5 Steps leading to establishment 5 Legislation ... 5 Establishment 6 Children to be served . 6 Reasons for leaving the regular school 7 Failure or success depends upon training and guidance 8 Neither home nor industry alone can provide training . . • 8 Must be compulsory 10 Attitude of employers . 10 II. Organization ... . . . 11 Admission ... 11 The group to be served 11 Functions of the school 13 Equipment and classes 13 Classification of pupils 15 Teachers 16 Shop work 17 Cost of instruction 17 Vocational counseling 18 Follow-up work . 18 Attendance and discipline . 19 Wages and types of work . 20 Terms and sessions 21 Out-of-work pupils . . 21 [II. Location of schools and classes ... 24 IV. Program 25 V. Routine procedxu-e, blank forms and reports . 28 VI. Courses of study and typical lesson plans 44 General English — elementary . 47 General English — advancp.d 49 English II ... . 51 English III ... 54 General arithmetic .... 55 General hygiene . .... 67 General civics . .... 64 A tjrpical class program covering thirty weeks' work . 69 Elementary business practice or salesmanship 72 OflBce routine 78 Bookkeeping . 81 Typewriting . .... 82 Store classes — retail selling 84 Factory classes ... 94 Illustrative material for a curtain factory . 94 Illustrative material for a shoe factory 96 General course for a factory class ... 101 4 SCHOOL DOCUMENT NO. 4. Paoe Dressmaking class . . . 105 Projects 105 Shop course and related mathematics 106 Related English and textiles . 112 Equipment . . .113 Millinery class . 113 Shop work and related mathematics 113 Related English, textiles and materials 115 Power machine class .... 116 Shop work . 116 Related work 118 Equipment 119 Household Arts class . 119 Housework 119 Illustrative types of lessons 120 Equipment ... ,122 Electrical class . 122 Shop work ... 122 Equipment 129 Tools and materials 129 Related drawing, mathematics, English, civics and hygiene . 134 Machine shop class ... .... 138 Shop work, projects, related mathematics and drawing . 138 Related English, civics and hygiene . ... 143 Shop equipment and tools . . . ' . . 147 Mechanical drawing class . . . 148 Shop work . . . 148 Printing class . . . . 152 Shop work, charts, tjrpical lesson . . . 152 Related mathematics ... . 160 Related English . . ,161 Shop equipment and tools . .163 Sheet metal class ... . . 165 Shop work, related drawing and mathematics . . 165 Special spelling list and topics for English work . . 168 Shop equipment and tools , 169 Woodworking class ... . . . 170 Related mathematics . 170 Related English ... 172 Drawing ... . 173 Shop equipment and tools . . 173 Shop work ... 175 The Massachusetts Continuation School Law . . 179 Bibliography 182 I.— GENERAL STATEMENT. Steps Leading to Establishment. In 1909 the School Committee of Boston first took action leading to the establishment of continuation schools. Early in 1910 classes were organized for young people employed in the shoe and leather industry, the dry goods industry and department stores. These classes were in session four hours per week during the pupils' working time. The instruction bore direct relation to the industries in which the workers were employed. The desirability and effectiveness of these classes were reflected in the support which they were accorded by business men and by the general sentiment favoring continuation schools. This support led to further development of the Continuation School through legislation enacted by the General Court in 1913. The support of continuation schools in Boston has not been confined to employers in the industries affected and to school officials. Hearty support has also been given by employers' organizafions, such as the Chamber of Com- merce, by workers' organizations, such as the Central Labor Union, and by parents' organizations, such as the Home and School Association. Legislation. The Industrial School Act of 1911 (chapter 471) made possible the establishment of part-time schools for extend- ing knowledge of the trades in which workers between fourteen and twenty-five years of age are employed. Under this law the state bears one-half the cost of the maintenance of such schools. The Legislature of 1913 passed an act (chapter 805) permitting school committees to establish compulsory continuation schools for young workers between the ages of fourteen and sixteen years, regularly employed 6 SCHOOL DOCUMENT NO. 4. at least six hours a day, and, with the approval of the State Board of Education, to make attendance there- upon compulsory. This act stipulates that instruction shall be given within the hours which children are per- mitted by law to work, such instruction to be not less than four hours per week. The act also provides that the state shall, under certain conditions, reimburse cities and towns for one-half the cost of the maintenance of such schools. Establishment. The School Committee of Boston, acting under the provisions of chapter 805, Acts of 1913, estabUshed com- pulsory continuation schools for all minors between fourteen and sixteen years of age obtaining employ- ment certificates after January 1, 1914. The opening of classes, however, was delayed until September, 1914. During the interim between the establishment of the schools and the opening of the classes, much attention was given to a study of the pupils affected, teachers to be employed were given special courses of training, and a building located in the center of the business district was secured and equipped. On July 2, 1919, under chapter 281,'the existing law was amended and since that time all pupils in Massachusetts are required to complete the sixth grade before they may leave school and obtain an employment certificate. Chap- ter 311 of the Acts of 1919 made continuation schools compulsory throughout the State of Massachusetts in all communities which employed 200 or more fourteen to sixteen year old minors, providing that those communities accepted the law by the adoption of a referendum at the state election of November 4, 1919. This referendum was adopted in Boston and in most of the cities and towns in the state. Children to be Served. Statistics for the Commonwealth indicate that those children who graduate from elementary schools and those BOSTON CONTINUATION SCHOOL. 7 children between fourteen and sixteen who leave school to go to work are approximately equal in number. A study of conditions in Boston shows that the proportion of children under sixteen who leave school to go to work is considerably smaller than for the state as a whole. Even though the number is smaller, the needs of these children none the less demand attention. Many factors, such as child labor laws and school attendance laws, tend to keep a larger number of pupils in the regular schools. The number who leave school prematurely is still so large that a real problem is presented, for it is from this group that the armies of the unskilled and unemployed are recruited. Reasons for Leaving School. It has been generally believed that most young workers leave the regular schools because of economic necessity in the home. "Economic necessity" is often used as an excuse when poor management at home, over-expensive home standards or parental disregard would better express the real cause. A study of the facts shows that 40 per cent leave school for reasons related to economic conditions in the home, while 60 per cent leave school because of reasons which may be related to conditions in the school. The number of young people to whom the regular schools make a strong appeal is yet too small. It is difficult to convince many children that the regular school offers that which can become a means to a livelihood. Lack of interest in regular school work results in failure, failure causes discourage- ment, and discouragement begets desire to leave school. Present tendencies in the regular schools are toward better adaptation to individual needs. As these tenden- cies develop, the number of children entering employ- ment will decrease. This is as it should be, yet there will always be a considerable group who are doubtless better off in employment with part-time instruction. 8 SCHOOL DOCUMENT NO. 4. Failures and Successes. A large number of those who prove failures in life and become burdens to society can trace the cause to lack of proper guidance and training in the home, in the school or in employment. Conversely, the majority of those who are crowned with success in life and who prove valuable contributors to the welfare of the com- munity owe their advancement in large measure to proper guidance and training. Neither Home nor Industry Alone can Provide Training. Industry is not organized to make possible the train- ing of young workers. The old apprenticeship system is a thing of the past. " Operatives are not taught suc- cessive processes because of the feeling that production would thereby be curtailed. Special operations require little general knowledge of an entire business and many young workers remain on unskilled jobs at low pay even when possessing capacity for skilled labor. Employees who know an entire business are scarce. For these reasons the number of workers prepared for promotion to positions as foremen and superintendents through industry alone is inadequate. Industrial activity is educational up to the point where opportunity for development is exhausted. Then such activity ceases to be educative and workers become mere operatives. Monotony resulting from such unedu- cative and low skilled work either engenders restlessness and leads to constant shifting from job to job and from occupation to occupation or reduces the child's existence to a deadening rut of routine that makes for social unrest and tends to accentuate dormant vicious proclivities. Homes are not always in a position to give the guidance and instruction which their children need. Industry is not so organized that this guidance and instruction can be given in employment. Part-time or continuation schools offer the most promising agency for doing this BOSTON CONTINUATION SCHOOL. 9 work. It is obviously in the interest of the state to encourage, even require, that each prospective citizen reach the highest degree of efficiency of which he is capable. The state's obligation to those children who leave the regular day schools for employment is as great as is its obhgation to those who remain within the schools. Continuation schools are the direct outcome of modern industrial development, the subdivision of labor, the introduction of machinery, the growth of large plants where the individual is lost, the passing of apprenticeship, and the growing conviction that the state must provide educational opportunity to meet the needs of all its children. The task of the Continuation School therefore becomes plain. The gap between the idealistic school life and the practical life of employment must be bridged. The means of intellectual and educational advancement which were lost with the passing of the apprenticeship system must be replaced. Society must be protected by reducing the ranks of the unfortunate and the ignorant. Further train- ing in the fundamentals of education must be given but it must be offered in such form as the young worker will accept. The deadening influence of automatic work must be offset and a more perfect, democracy must be established by affording each young worker his opportunity to make the most of himself. The young employee must be trained for useful, satisfying work as a reaction against the^ influ- ences which tend toward parasitic existence ; he must learn to occupy his time with wholesome self-improving activities; he must be helped in making his educational experience count; he must be aided in determining his most promis- ing aptitudes; he must be assisted in forming habits of economy and thrift; he must be guided to make the best and the most of himself and of life. The Continuation School by emphasizing the inter- dependence of employer, employee and community and by analyzing normal steps in promotion that operate in industry; must ever deal with the individual child rather than with the subject of instruction; must show to each 10 SCHOOL DOCUMENT NO. 4. child his door to opportunity; must train him to keep that door open; must foster in him interest in his general self-betterment; must make clear the progressive steps leading to economic independence and must keep him on the "road to somewhere." Must be Compulsory. Certain demonstrated facts furnish strong arguments for the training of young workers. Our young workers have an inadequate command of the educational funda- mentals. They do not conceive the meaning of civic responsibility, and they have little idea of the conditions essential to economic independence. Neither they nor their parents realize that success in a given calling depends upon adequate training. This accounts for the compara- tively small numbers who have volunteered to take advan- tage of the opportunities which have been open to them. This fact demands that continuation schools for young workers be made compulsory. Attitude of Employers. Employers are few indeed who are unwilling to cooperate heartily in the establishment of continuation schools for their own workers. Our experience in Boston has estab- lished this assertion as an indisputable fact. School committees and school officials often hesitate in the estab- lishment of continuation schools because of imagined difficulties with employers. The employer's first reaction is likely to be unfavorable. The annoyance of arranging shifts, shorter hours for the same wage, lack of confidence that a school is able to do practical work, — these appear in the employer's mind as almost insurmountable obstacles. With business men, obstacles are never too great to be overcome when the results promise to justify the change. No one realizes more fully than the employer the necessity of providing for future employees who will be intelligent, efficient and contented. Cooperation between' the schools, the employers and the home is not only possible, it is highly desirable. Each is in need of the other's assistance. Each is largely helpless without the other's assistance. BOSTON CONTINUATION SCHOOL. 11 II.— OEGANIZATION. Admission. Before a child between fourteen and sixteen years of age can be legally employed in any factory, workshop, manufacturing, mechanical or mercantile establishment, such child must secure an employment certificate and place it on file with his employer. Employment certifi- cates are granted only by the superintendent of schools or his duly authorized representative. A child under sixteen may secure an employment certificate upon pres- entation of (a) a birth certificate showing him to be at least fourteen years of age; (fe) a school record showing that he has completed the sixth grade and has attended the regular day schools at least 130 days since his thirteenth birthday, and (c) a promise of employment signed by his prospective employer; provided, however, that such child passes the doctor's examination showing him to be physically fit for the work of his promised employment. Prior to the delivery of the employment certificate, the child is registered for the Continuation School, assigned to attend at the proper hours on a given day or days and directed as to the location of his class. The Group to be Served. The problem is to provide suitable part-time instruction for not less than four hours each week during working hours for the fourteen to sixteen year old boys and girls who leave the regular schools to go to work. The charac- teristics of adolescent pupils have been definitely classified. The Continuation School group reveals these salient characteristics more markedly than do pupils in regular schools. This age is a period of rapid growth, of liability to nervous breakdown, of tremendous energy, — especially in boys, — of periods of depression and apparent laziness, of physical awkwardness, quick temper, self-conscious- ness, exaggerated opinion of their own rights, of moods 12 SCHOOL DOCUMENT NO. 4. and impulses, of violent likes and dislikes, of love of adven- ture, of violent misunderstanding caused by not being on the right apperceptive basis. There is need of plain nutritious food, exercise and fresh air, regular habits and plenty of sleep. The age of imitation and plastic memory is past. Reasoning ability, judgment, power of attention are growing. The children reflect environment for good and for evil. Team work appeals to them. They respond willingly to firm, quiet, courteous treatment. They resent inflicting of penalties. They like to know the reason of things. They are more quiet and steady in conduct than the children in regular schools. Less than 40 per cent of them have left school to go to work because of economic neces- sity. More than 60 per cent have gone to work because they will not or cannot carry the work of a regular school. They dislike school. Forty per cent of them are children over age, who have left school before reaching the eighth grade. Naturally a larger percentage of mentally defi- cient children is found in this group than in an equal num- ber of day school children. About 60 per cent of our pupils are graduates of elemen- tary schools, or are first-year high school pupils. Most of these so-called high school pupils have failed in their high school work. Less than 5 per cent of them reached the second year of high school or a higher grade. In age they are very evenly distributed from fourteen to sixteen, but during the last two years they have been going to work at a younger age, so that over 60 per cent have not reached their fifteenth birthday. It is evident, then, that the chief problem of the Continuation School is to provide suitable work for elementary school graduates. The usual distribution of the sexes is: Boys, 60 per cent; girls, 40 per cent. During the past year, however, the number of girls has tended to increase, so that now we have boys 56 per cent and girls 44 per cent. Very few of these pupils are blocked off from desirable jobs or promotion because of the required school attend- BOSTON CONTINUATION SCHOOL. 13 ance. Practically no such cases arise among the girls. Among the boys the question does not arise in more than 3 per cent of the cases and when it does, practically every such case is satisfactorily adjusted through a visit of a teacher. The determining factors in obtaining desirable jobs and promotion are ability, personality and industry on the part of the pupil rather than the existence or absence of a compulsory school attendance requirement. Drifting from job to job seems to be inherent. The group as a whole averages two jobs a year. The drifting is restricted, however, to about 20 per cent of the children and this small group will average from eight to twelve jobs per year. Functions; The characteristics of the group just described determine the functions of the part-time school. These functions are: (1) the conservation of the education already acquired, and the extension of it; (2) the providing of opportunity for prevocational experience to help in the choice of a vocation; (3) vocational guidance and follow-up work; (4) the establishment of an efficient employment bureau; (5) tying school work with the job so far as possible. Equipment and Classes. The value of prevocational shops in continuation schools has been so much discussed that there is a preva- lent error that academic work is neglected. Such is not the case. Each pupil devotes half of the school time to academic work, and many of those who have left school in the lower grades devote full time to academic work. Housing may be provided in scattered rooms of regular schools or in a central plant devoted exclusively to part- time work. The central plant is decidedly preferable^ Unless a number of these children are grouped together it is impossible to provide the variety of shop work and class work essential to their individual needs. The respon- sibility for the group should be centralized. It will surely 14 SCHOOL DOCUMENT NO. 4. be neglected if delegated to an already overburdened master of a day school to whom this work must necessarily be a side issue. Classes provided are, for boys : General classes — entry and ungraded; prevocational shops and classes — machine, electricity, printing, woodworking, sheet metal, mechanical drawing; commercial — office practice, bookkeeping, and typewriting. In addition, where a store or factory has enough young workers to make one group or more, and a class room is available, a teacher is provided for classes in these places of employment. For girls, the general, commercial, store and factory classes are the same as for boys — the detailed work, of course, being adapted to girls. The prevocational classes are: Dressmaking, mil- linery, power machine operation, cooking, sewing and other household arts. Details on courses of study cannot be given here except to note that in arithmetic and English interest factors derived from the pupils' employment and shop work make them very different studies from the arithmetic and English which these children disliked in the day schools. All pupils have civics and hygiene. The basic idea which affects Continuation School work is that we must make good citizens. These children need simple, homely, per- sonal things in civics and hygiene. The vital thing for each of them is not "How many members are there in the lower house of the Legislature?" or "How many bones are in the foot?" but "What is my duty as a young worker to my family, my neighborhood and my employer?" and "What care should I observe to keep myself in good health and to make myself attractive and capable?" Four hours per week is a very short time, but the ever- astonishing fact is how much the pupils accomplish in four hours rather than how little. The influence of the school stays with these children from week to week, modifying their point of view, directing their thoughts and activities. Ten weeks of such experience mean very much more than the mere 40, hours of school given during that period. In time we shall probably come to 8 hours a BOSTON CONTINUATION SCHOOL. 15 week or even half time. But this work is yet in the experimental stage. A great deal of time and expense are involved in getting equipment and training teachers. An increase of hours can more wisely be made after a body of specially trained teachers has been developed. An approximate distribution of this 4 hours or 240 minutes is: For shop or commercial work, 120 minutes; arithmetic and drawing, 40 minutes; English, oral and written, 40 minutes; civics, 20 minutes; hygiene, 20 minutes. The related work for shop studies is essentially mathematics and drawing. If it is given by the academic teacher it needs close cooperation from the shop instructor. In many cases it is wise to have it given directly by the shop instructor, but not in the shop. Experience shows that as long as the class stays in the shop, related work is neglected because straight shop work is continued. Classification of Pupils. All new pupils are placed in an entry class where after careful observation, supplemented so far as possible by a follow-up visit, they are transferred to the class they choose. They rarely stay in the entry class more than three weeks. A subsequent transfer from one class to another is freely allowed, but relatively few pupils ask for it. The first classification of pupils comes in requiring those who have had high school work to report on Wednesday, grammar school graduates on Tuesday or Thursday, and lower grades on Monday or Friday. High school pupils tend toward commercial work. Among boys, the brightest ones tend to elect machine shop or electrical work, and the slowest woodworking. The ability to do a certain piece of work, especially in shop work, depends quite as much on age and environment as it does on having com- pleted a certain number of grades in the regular school. Accordingly the seventh grade pupil and the one who has finished the first year of high school are fairlyjequal in ability in shop and related work. New pupils enter the school every day in the"^year just as old pupils reaching the age of 16 years leave it. This 16 SCHOOL DOCUMENT NO. 4. makes it necessary to have each week's work an independent unit so far as possible. At the same time there is an instructional progression in these units. In relating school work to the pupils' employment, commercial subjects present few difl&culties; store and factory classes work out well. In the central school the shops represent fundamental trades so that most of the common trade assets which a pupil acquires there, such as precision, neatness, use of drawings, use of stock, and setting machines, he can carry over in any trade. No attempt is made to separate trade extension pupils from prevocational pupils"in the shops. The number of pupils whose school work ties up fairly closely with employment is : In store and factory classes, approximately 100 per cent; in commercial classes, almost 100 per cent; in power machine operation, 50 per cent; in dressmaking and millinery, less than 5 per cent; in printing, 50 per cent; in machine shop, 25 to 40 per cent; in woodworking and electricity, less than 5 per cent. Teachers. For teachers there are men for boys' classes and women for girls' classes, except in commercial studies where the classes are mixed. Even commercial classes should be segregated. The teaching program covers 32 hours per week. A shop teacher has 28 hours of shop teaching, and the rest of the time for the upkeep of the shop. An aca- demic teacher has 20 hours of teaching and uses the re- mainder of the time in making follow-up visits to the pupils' places of employment or homes, in order that information may be obtained as to the pupils' individual needs. In general, one shop teacher and one academic teacher form a team which handles from 175 to 280 pupils per week in ten groups of from 17 to 21 pupils each. The academic teacher is expected to keep in touch with the shop work and the shop teacher with the academic work. The teachers do very little group teaching, trying in every way to make the class work individual. Teachers must be specially trained for this work. The shop instructors are skilled trades people who have had at BOSTON CONTINUATION SCHOOL. 17 least eight years' trade experience and have taken the special instructors' training course. Academic teachers are Normal School graduates or college graduates who have had a special instructors' training course. It requires two or three years of Continuation School experience for the average good teacher to get a mastery of the special problems. Shop Work. Shops are equipped with man-size machinery, and in the shop, exercise work is reduced to a minimum. A com- mercial if not marketable product is expected wherever possible. Productive shop theories are very hard to apply in part- time work. With a different group in the shop every two hours, involving loss of time and suppUes, delayed deliv- eries, and a varying degree of ability, it is difficult to carry an outside order through satisfactorily. In general, the shop compromises on a set of preUminary exercises, and a .series of shop projects leading to a commercial or market- able article. The school must try to get an instructional progression in work, and at the same time have each week a unit in itself. After all, the job is instruction. The product is boys and girls. All recognize the value of real work and marketable products, but there remains a great deal to be said as to the value of the exercise which trains in fundamental operations. Straight, productive work is obtained on power machines, dressmaking, miUinery, and home sewing, the latter product being absorbed by the pupils. In printing there is no lack of real products. Machine, woodworking, and sheet metal shops have a combination of exercise work and real work. The elec- trical shop has no commercial product since it is impossible to go out on installation work. The shop exercises, how- ever, are very practical. Cost of Instruction. The cost of this instruction is relatively high. The annual per capita cost is about $15 as against $45 for elementary schools and $85 for high schools. The pupil 18 SCHOOL DOCUMENT NO. 4. hour cost for Boston for the year 1918 was $0,103 as against $0.21 for the Boys' Trade School, $0,172 for the Girls' Trade School, $0,084 for all high schools, and $0,049 for all elemen- tary schools. It is to be noted that the state pays one- half of our costs, which would make the net cost to the community something between elementary school and high school costs. Vocational Counselling. Vocational counselling forms a very important part of the Continuation School work. The average child's entrance into industry is governed in a measure by childish whims, by the caprices of companions, and by parents' ill-formed ideas. This must continue to be so until there has been created a background of experience upon which an intelligent choice of a calling can be made. This background of experience is provided not only through the pupils' opportunity in the school to deter- mine- his aptitude for various callings, but also through group discussions on commercial and industrial oppor- tunities in Boston, through assembUes addressed by out- side speakers, and through conferences with individual pupils growing out of follow-up visits at the home and place of employment. Follow-up Work. Perhaps the most comprehensive and effective method devised for adequate vocational counselling is the plan of follow-up work inaugurated at the Continuation School. Approximately one-third of each academic teacher's time is given to visits at pupils' homes and at their places of employment. Thus the home, the school and the employer are brought into close contact and each pupil is considered in relation to his individual needs. The value of this follow-up work depends largely upon the ability of teachers to interpret the significance of their observa- tions, to see the child's needs and then to apply the proper instruction and influence. BOSTON CONTINUATION SCHOOL. 19 Attendance and Discipline. Evening school attendance does not exempt children from attending the Continuation School but permits to attend evening school are freely given to all children who ask for them. About 5 per cent of all the children ask for and receive evening school permits. Discipline in the school is in general very easy. These children are steadier than children of the same age in regular schools. They are allowed considerable freedom which they do not abuse. Attendance and truancy make a good showing in com- parison with other schools. Two consecutive absences make a "truant." Investigation by the attendance department shows that more than half of such absences are understand- able and excusable. This group among the girls is about one-third of 1 per cent; among the boys it amounts to about 3 per cent. There are those who are troublesome and are wilfully truant. This group of children suffers much from sickness and accident. Many of them run away from home. They frequently change home addresses and are perma- nently or temporarily lost. A normal state of affairs for the Boston Continuation School is indicated by these figures for the week of February 17, 1919: Boys. Girls. 99 61 258 17 3,043 2,635 Total. Absence verified and approved Truants, that is, reason for absence unverified and not approved Those O. K. in all classes 160 275 6,678 In the latter group the percentage of attendance from September to the end of June, 1919, was 96 per cent. Dur- ing the school year ending June, 1918, the percentage of attendance in the Continuation School was 92 per cent as against 92 per cent for all elementary schools and 94 per cent for all high schools in the city. 20 SCHOOL DOCUMENT NO. 4. Wages and Types of Wokk. The wages and types of work in which these children engage are not determined by the fact that they must attend Continuation School. The determining factors are: (1) the supply and demand of labor in general; (2) restrictive legislation on hours of labor; (3) restrictive legislation on the use of certain dangerous machines; (4) restrictions as to the age and other conditions governing apprenticeship. Most of these children work for a flat weekly wage which is not modified by the fact that they must attend the Con- tinuation School. Where they work on commission or piecework they suffer some loss because of their attendance at school. The convincing proof of the foregoing is shown by the fact that during five years the numbers of pupils were: 2,300, 3,400, 4,500, 6,500, 6,600, and that meantime the average weekly wages increased as follows: $4.10, $6.26, and $7.00. It should be noted that the part-time education of the fourteen to sixteen year old worker is a very different prob- lem fi-om that of the sixteen to nineteen year old group. The first is the drifting, adolescent child who needs essen- tially prevocational experience and vocational guidance with opportunity for some trade extension work. The second needs trade extension work including related work, and training in citizenship. For the second group training on the job should be given by trained, instructing foremen, on actual production, under the supervision, and with the approval of educators. For the younger group the funda- mentals of actual shop conditions can be fairly well supplied in the school shop. But for the older worker shop con- ditions are too varied and complicated to be reproduced in school. This group should get shop training in the shop, and from the part-time school should get training in citizen- ship, education for avocation rather than for vocation, and should specialize in drawing, reading blueprints, related mathematics and advance work in EngUsh, history, trade mathematics and science. In conclusion it should be noted clearly that the problem BOSTON CONTINUATION SCHOOL. 21 of the fourteen to sixteen year old worker is essentially a local problem. Deductions made from the experience of the Boston Continuation School are valuable and sugges- tive. They are not necessarily conclusive as to the best method of handling these children in another community. Terms and Sessions. The terms and holidays of the Continuation School are the same as those of the regular schools. The sessions are held between 8 a. m. and 12 m. and between 1 and 5 p. m. each week day except Saturday. In general, pupils' assignments are naade to one session of foiu- consecutive hours. In commercial classes two two- hour sessions may be allowed. In very exceptional cases arrangement is made to allow pupils to' attend one hour on each of four days. When classes are held in the place of employment sessions are arranged to meet the convenience of em- ployers provided such arrangements make possible the proper assignment of teachers and are within the pro- visions of the law. OuT-OF-WoRK Pupils. Pupils temporarily out of work need constant atten- tion. They cannot be returned to the day schools because they do not fit there. On any given day from 10 per cent to 15 per cent of the boys are out of work and from 5 per cent to 8 per cent of the girls. An efficient employment department is maintained in the school and the children are instructed to report there whenever they lose a job. This gives the school a good hold on absentees. The value of the employment work cannot be over-emphasized since it keeps these children from running the streets in idleness. A small number of children do not wish to work; perhaps 3 per cent of the boys and almost none of the girls. The others are eager to get back to work and are very grateful for the assistance which the school gives them. 22 SCHOOL DOCUMENT NO. 4. Without this help the majority of this group tend to become transients in employment. They view the holding of a position Ughtly. They remain away from work on the slightest pretext and give no notice to their employers as to the reason for their absence. They leave positions because of mere whims even when they have no other employment in prospect. Before this work was inaugurated, these pupils were generally uncouth and untidy in personal appearance. They knew very little about the sources of employment and still less about approaching a prospective employer. It seldom occurred to them that good references and tidy appearance are essential. They secured employment only where personal appearance and references were not factors. Help to the out-of-work group and the type of child above described is distinctly a Continuation School prob- lem. The school often exerts its influence upon this type of child most effectively during periods of unemployment. Girls who have sought work in the factories and failed are learning to operate power machines, afterwards secur- ing work and succeeding in the same factories where they failed before. Others are preparing for positions as bundle, errand and cash girls in department stores, afterwards securing employment and succeeding. While the training which the out-of-work group receives leads directly toward employment, the fact that these children are receiving much effective instruction in the fundamentals of education must not be overlooked. The need for education is made to become more apparent to them and a considerable number are led to return to the regular schools. Previous to the recognition of this group, pupils dropped from the school with the loss of employment and roamed at large on the plea of looking for work. Often they spent months without success. Increasing numbers are now remaining in the school when out of work and they succeed in securing employment in days or weeks where formerly it was months. BOSTON CONTINUATION SCHOOL. 23 When conditions have made such action possible special classes meeting twenty hours each week have been arranged for out-of-work pupils for whom it was impossible to find employment. The value of these classes has been very great. When, however, employment is reasonably plentiful, out-of-work pupils are required to report each day to the employment department rather than to a special class. Under such circumstances lack of employment rarely persists beyond three or four days. 24 SCHOOL DOCUMENT NO. 4. III.— LOCATIONS OF SCHOOLS AND CLASSES. The attached chart shows the locations of schools and classes and also shows the relation of the entire school to other departments of the public school system. Organization OF Boston Continuation School May 1,1919 State Board of EducotioM School Committee Sup't. of Schools V ^^-.. Rcgistfatton 'F\aee men -t' Girls All GjkIs* recoKds, Head of Hivision Supervision of g(> I J and all outlying ciasses. AW productive slrtop boakhee|Dinq Soys' tieadquar-ters ^zoc] 'Brimmer Sid'^ Head ofD'ivision j Mead of J3iviJion Regis-tfaiion.oll' records-, .,, . bo/s, truar^c>/, retaiions | '^" ^°y^ place- with Certicating Of- \rner>-t In aftev^ f ICC In morning I noon choKge charge of building | of building and and transfers. transfers /I / \ \^ Store Glosses Jordan-Hovey Whites Ho ugh tons Shepards GUchrists Almost alt girls - (65 25 La Grange St ^r\try Class Office Practice 1 \ _ Typewriting r T iJ«j,4»-girl« J \ .Boo K Keeping ni Miners DKessmaJiing Ungraded Class ■Scattered Store C|o5s Poiver riochinc All girls- I60O ^^r- saTilcston St. Household Arts Cooking Sewing Power Machine All giKls 600 X / ^--. 1 ■^1 ^.1 Factory Classes 1^ Th.-Ci-- Shoes PlontJ- ShoM ^-Q ^ B-F^G-Cur tains >- m s. Pk- Confectionary 0-a - 0- 613 Ipsw Hosiery Q, en ^ -DEW 'Says'*-Gtr]s -?=!? soo w Srimmer JBuifding — Entry Class Ungraded classes Salesmanship SooVvk«eping Mechanical Bravvm^' Machine Shop Printing ■Wood-wo>* h i rig Elect rica I Sheet- Metal Al I boys- Z300 BOSTON CONTINUATION SCHOOL. 25 IV.— PROGRAM. In general, in a store or factory class pupils attend ses- sions of 2 hours each twice a week. The same teacher meets the pupils at both sessions. The hours are arranged so far as possible to meet the convenience of the employer. Classes do not meet before 8 a. m., after 5 p. m., or on Saturdays. In one of the central buildings a team of teachers hand- ling in the course of the week ten groups of pupils in the same study arrange their hours as indicated below. This arrangement in general gives a teacher 2 hours of teaching, then 2 hoiu*s of follow-up work, then 2 hours of teaching. The week's program carries 20 hours of instruction and approximately 12 hours of follow-up work. In the follow- ing typical programs the number means the number of the room. Monday, Tuesday. Wednesday. Thubsday. Friday. (Hours.) (Hours.) (Hours.) (Hours.) (HOUTB.) s§ i"'§ r^ , fS , (M «s , r» »d o o o in o o s o o o s re O 3 s o o o s o in o 3S *> •*» +a += ■*^ +> ■♦* c2 00 ■* « QO ■■ n 00 - fo 00 , ffl m s in ■3 "^ ° S ^ o S.2 Is H o.fl '^ 1 0, a 3 S 53 « o I ■e ^ o n 15 I "a SS !5 <: PQ d Q H ■§ I S fe' 38 SCHOOL DOCUMENT NO. 4. 24. — Trimonthly Record of Class Standing Filed for Each Pupil on December 1, April 1, and June 30. (3x5 colored ^a^er slip.) Tbi-monthly Record. Pupil's Name Number RECOKD SINCE LAST rEI-MONTHLY REPORT >. i o .& lii a si 1 i >. 1 .1 1 S8 1 ja 1 II, ja s s o s r a s-< W Academic Instructor Trade Instructor Date.. atisfactory 1. Exe ellen t. 2. Good. 3. Fair. 4. Una ). Very Poor. 25. — Permanent Discharge Record Made Out when Pupil Reaches Sixteenth Birthday. (3x5 white card for 'permanent file.) Pupil's Permanent Discharge Record. Name Number Home Address Grade last attended Will be 16 Date entered Date of discharge Reason for discharge Department last attended. . Quality of work in Continuation School Academic Vocational Number of months in this department Entitled to Evening School credits in what subjects?.. Total number of hours in Continuation School Certificated Yes No Remarks This card filled out legibly in ink on the reverse side, and to the heavy line on this side, comes to the office two weeks before the date of permanent discharge. BOSTON CONTINUATION SCHOOL. 39 26. — Reverse Side of Permanent Discharge Record. Date.. Rbcokd since last Tbi-monthly Rbpoet. CCredit in advance attendance to date of discharge.) a 11 < j 1 Eh S o g 1 a 1 6 1 ■J B .a a 11 ^ a > • Academic Instructor Trade Instructor 1. Excellent. 2. Good. 3. Fair. 4. Unsatisfactory. 5. Very Poor. Does teacher recommend certification if number of hours is sufficient? Yes. No. Hemarks 27.- [seal] • Certificate to be Given to Pupil on Last Day of liis Attendance. (4x6 white card in script type.) City of Boston. This is to certify that has been in attendance at the CONTINUATION SCHOOL at least one hundred and forty hours and has maintained satisfactory stand- ards in the department. In vritness whereof, this Certificate is awarded by authority of the School Committee. Frank V. Thompson, Boston 191 Superintendent of Schools. Principal. 40 SCHOOL DOCUMENT NO. 4. General Directions on Continuation School Routine. 1. Teachers' Meeting. — The monthly teachers' meeting is held about 11.30 a. m. on Wednesday or Thursday of the last full week of each month. Punctual attendance at this meeting is part of every teacher's assignment. If necessary, dismiss classes early enough to guarantee attendance at each meeting. 2. Each teacher should be familiar with the routine procedure of the office and should call at the office post- oflSce box at least once each session. Teachers of outlying classes should call at the office two or three times a week. 3. Each teacher receives a standard note-book cover with class record, Sheet A, enclosed. Keep one sheet for each class and record in it promptly each pupil's record. Rewrite these lists at the end of November and of March. Use the following symbols: Pupil's first entry to class, E; pupil present, check; absent, a; tardy, t; temporarily dis- charged, d; re-entry after temporary discharge, e, with a horizontal line drawn from d to e, thus: d — e; permanent discharge, D, with the reason for discharge, as, D 16 years, D, left city, etc.; follow-up visit to home, H; to place of business, B. 4. At the close of each class session the teacher makes out a daily attendance slip giving the number of pupils belonging and the number of pupils present in that class. The number of pupils belonging is the number of 257 cards for that class in the teacher's possession. Multi- plying the numbers on this daily attendance slip by two or four, according as the teacher held the class for two or four hours, gives the pupil hours belonging and the pupil hours attending for this class. Record these pupil hours on the Sheet A list at the foot of the column for that date. At the end of the month these totals are added and trans- ferred to the monthly report card. 5. At the end of the three-month period add the totals of each pupil's record of pupil hours belonging and attending; enter these with the truancy record, tardy record and pupil's class marks on the trimonthly record slip. BOSTON CONTINUATION SCHOOL. 41 Trimonthly record slips, one for each pupil plainly- marked with the pupil's name, the pupil's number, the date and the name of the teacher concerned, are due at the beginning of December and April and at the end of June. A general estimate of the pupil's work is satis- factory except on the last report for that pupil handed in during the year. This last report must be filled out in complete detail. Trimonthly slips, signed by both teach- ers if two are concerned, when filed at the office, should be arranged in the numerical sequence of pupils' numbers. 6. 257 cards should be arranged alphabetically or by classes. This card becomes active only when the pupil's relation to the class becomes abnormal. Changes of hours, changes of employment, changes of home address are to be promptly entered on this card by the teacher. When- ever this card moves from a teacher to the office the last entry on the back of the card should state clearly why it is moving and should be dated. Where two teachers are handling a group, both 257 cards must come to the office at the same time, each with a reason written on it. The following rule is to he followed absolutely: Have no pupil in your class without a 257 card for him. Have no 257 card in your file without a pupil in regular attendance. A substitute slip for the 257 card is good only for the day and hours specified on it. 7. 256 Monthly Report Card. — Keep one card on hand and on it enter each day memoranda which will be neces- sary at the end of the month. At the end of the month this will help you to verify your numbers. The footings on your class sheet added together for all your classes will give you all other totals required for the monthly report. The 256 card is to be filled out in every respect, omitting all items after item F on the right-hand side. Note the information required on the reverse of the 256 card where a class changes hands. Be sure to give the dates of teacher's absence, if any. Note whether the absence was for a whole day or half day. Be sure to get your pupil hour numbers under the right heading ^ — ^ general, prevoca- tional or trade extension. This card is to be brought or 42 SCHOOL DOCUMENT NO. 4. mailed to the office at the close of the last school session of each month. The failure of a single teacher to carry- out this instruction delays the principal's monthly report and the pay roll of the entire school. 8. In this widely scattered school there is always a chance on a weekly report or a monthly report that a pupil may be counted twice or may not be counted at all. At the end of each week and at the end of each month every 257 card is counted, either in the office or by the teacher. If, for instance, on a Friday afternoon a teacher handed in the count of 257 cai^ds in his possession and immediately took from his box in the post-office some 257 cards, it is obvious that this small number of 257 cards would not be counted either by the teacher or by the office. 9. Absence and Truancy. — In store or factory classes teachers can obtain all information from the employment office or the pupil's department. Elsewhere in the school mail an absence postal card on the day of the pupil's first absence. After the second consecutive absence send a "Second Notice" postal card, make out a 92 A card and file the 92A card with two 257 cards at the office, at the same time dropping the pupil from the number belonging. In exceptional cases a teacher might wait a few days before issuing the 92A card, but in general the teacher's follow-up work should be so well up to date that there will be little delay in issuing the 92A card. In general, all routine procedure in the school is carried on by means of cards and slips, the use of which is clearly indicated by the wording on the card. The essential thing for the individual teacher to do is to see that the proper action on his part promptly follows the receipt of each communication. If each teacher's 257 cards are at all times up to date the routine work of the school will proceed without confusion. 10. Pay Roll. — Appointed teachers receive their pay for the current month at City Hall on or after the 23d of each month. Per diem teachers receive pay at City Hall for the service of the preceding month on or about the BOSTON CONTINUATION SCHOOL. 43 10th of each month. In certifying to their service on the monthly report, per diem teachers should clearly indicate whether their service is reported in whole days or half days. The salary of a teacher begins with the first day of service and terminates with the last day of service with certain pro rata adjustments if the school year has not been completed. Deductions for pension are made from the salary of appointed teachers. 44 SCHOOL DOCUMENT NO. 4. VI.— C0UE8ES OF STUDY. The following courses of study were prepared by indi- vidual teachers and groups of teachers of the Boston Con- tinuation School during the year 1918-19. They are offered as typical and suggestive rather than as stand- ardized and fixed courses. The courses were prepared under the supervision of the Principal and Heads of Division by the following teachers: Heads of Boys' Division. John J. Boyan. Entry Class. Thomas P. Burns. Joseph H. Gildea. Machine Shop Department. George E. Hill. Thomas Aykroyd. Ernest W. Anderson. Frederick A. Dunfey. Printing Department. Henry D. Fallona. Joseph A. Mahoney. James M. Nelligan. Electrical Department. Joseph H. Connors. Francis R. Sheehan. Charles 0. Halloran. Charles P. York. John J. Murray. Edward M. McDonough. Woodworking Department. Emmett R. Smith. Stewart J. Shaw. James F. Crotty. Sheet Metal Department. James A. Linney. John P. Shea. Mechanical Drawing Depart- ment. Thomas Aykroyd. Bookkeeping Class. Mary I. Lynch. Anne M. Coveney. Business Practice Class, James A. Dunbar. Cornelius G. Cotter. Rita G. Baker. Elsie R. Gilbert. BOSTON CONTINUATION SCHOOL. 45 Head of Grace Entry Class. Elizabeth A. Keenan. Louise C. Keyes. Ungraded Class. Anna M. Sheehan. Dressmaking Department. Mary L. H. Despres. Grace G. O'Brien. Teresa A. Tehan. Julia R. O'Brien. Power Machine Department. Louise M. Hall. Mary H. Stroup. Effie K. Monteith. Mary Kelley. Millinery Department. Eileen M. Harrington. Mercedes O'Brien. Household Arts Department. Helena M. Dempsey. Alice McCarthy. Girls' Division. T. Blanchard. Winifred T. Qrmond. Adeline A. Kanz. Mary E. McSwiney. Mary A. Fletcher. Bookkeeping Class. Alice J. Healey. Austina B. Raymond. Office Routine Class. M. Jeanette Grady. Typewriting Class. Margaret G. Fox. Esther L. McNeUis. Store Classes. Ahce M. Falvey. Helen T. Kiggen. Factory Classes. Clara H. Franke. Beatrice C. Blanchard. Alice D. Miu-ley. Josephiue A. Power. Elizabeth C. Flynn. General Introduction to Courses of Study. The courses, of which outlines and specimens follow, have evolved by stages from vague, experimental beginnings to a plan that is now being applied with a considerable degree of satisfaction and success. When the Boston Continuation School came into'being, in October, 1914, its problems and possibiUties were very uncertain, and courses were necessarily established by borrowing ideas from existing vocational schools, recon- 46 SCHOOL DOCUMENT NO. 4. oiling them with the views of the individual instructor, and adapting the whole to the peculiar problems of this type of school. Gradually, however, it became apparent that a new foundation must be estabUshed; that while it might be possible to use some borrowed material in con- structing courses the plan must be fundamentally peculiar to the Continuation School. Problems to which courses must be adapted are : 1. Short attendance periods with a week's interval between. 2 . Various grades of pupils (academic) . 3. Pupils who left school because of a distaste for study and discipline. 4. Pupils who are practically all passing through the period of adolescence and experiencing its peculiar influ- ences. 5. Pupils who have previously been enrolled in prevo- cational schools, regular trade schools or commercial courses and have received some instruction in the subject chosen. 6. Pupils employed in the trade. Class work is difficult in shop instruction and even homogeneous grouping has such narrow limitations that courses must be designed on the general principle of individual instruction and an individual lesson for each pupil. For this reason some sort of instruction sheet is particularly desirable as it is impossible to give a suffi- cient amount of oral instruction to each pupil at the exact time he requires it. In all-day vocational schools it has been found desirable to establish the individual project as a unit, blocking the operations of the project in their regular sequence. Owing to the comparatively great amount of time in class, it is possible for the pupil to progress from one project to another within a comparatively short space of time, also giving him an opportunity for the frequent repetition of operations so necessary for pro- ficiency in the trade. This may be accomplished with no excessive tie-up of material or equipment. As each pupil is in class, every day all equipment is kept moving. BOSTON CONTINUATION SCHOOL. 47 In the Continuation School, however, each shop cares for from fourteen to twenty classes per week. With the work based on individual projects, only 5 to 7 per cent of the work started would be in motion at any one time and the result would be a tremendous amount of expensive material always idle. Productive work, which is the essence of nearly all successful industrial training, would be impossible, as few commercial jobs could wait the several weeks necessary for their completion. Therefore shop work instruction in the Continuation School must so far as possible meet these requirements, allowance being made according to the typfe of shop for variations in the relative importance of the different items. 1. Shop work should be progressive from week to week, the various exercises or projects being presented to the individual pupil in the sequence of their instructional difficulty. 2. While this sequence is preserved so far as possible, yet each week's work must also be a unit in itself. 3. Some exercise work is necessary, especially at the beginning of the pupil's shop experience, but so far as possible, work should be on projects which have a personal interest to the pupil and which result in the production of articles which haye a commercial value and meet a com- mercial standard of excellence. The accompanying courses are based upon a series of principles, each embodying one or more operations, nearly all of which are repeated frequently in dealing with other principles throughout the course. This frequent repetition is absolutely necessary to success, as an operation learned but never repeated is soon forgotten. GENERAL ENGLISH. (ELEMENTARY.) I. Oral English. Development of the following essential elements in good speech. 1. Ease in expression of thought. Free discussions in class based on a. Personal experiences. 6. Current events, c. Civics and hygiene. 48 SCHOOL DOCUMENT NO. 4. d. Business opportunities. e. Book reports. Much outside reading encouraged, the teacher aiding in the choice of books, by furnishing each pupil with a list of books. Books frequently read and discussed in class. 2. Pronunciation and clear articulation. Frequent drill on words commonly mispronounced. 3. Enlarged vocabulary. a. Developed through reading. b. Special exercises for enlarging vocabulary. Ex. — Lists of words on business terms, dry goods, railroad terms, postal service, trades, etc., placed on blackboard, discussed and used in sentences. 4. Correction of errors of speech. Emphasis placed on a. Pronouns. (1) Case of after the verb "be." (2) Misuse of nominative in compound elements (ex. — between May and I). (3) Agreement with antecedent. (4) Correct use of who and whom. b. Verbs. (1) Drill in irregular verbs. Provide a list of about 24 verbs commonly misused. Review principal parts and use each verb in short sentence in present, past and present perfect, (2) Agreement between verb and subject. c. Discrimination between adjectives and adverbs. Ex. — She plays well (not good). She feels bad (not badly). d. Double negative. II. Written Enghsh. 1. Drill on technicalities required in written work. a. Capitalization. 6. Punctuation. (1) Use of the period. After abbreviations. After declarative and imperative sentences. (Guard against writing parts of sentences as if they were complete thought. Guard against combining two complete sentences into one.) (2) Use of the comma. (a) Words in a series. (6) A dependent clause standing first in sentence. (c) Explanatory phrases and clauses (non-restric- tive). (d) Name of the one addressed. (e) Parenthetical expressions. BOSTON CONTINUATION SCHOOL. 49 (3) Use of interrogation point and exclamation point. (4) Use of the apostrophe. (a) To indicate possessive case of nouns {not pronouns). (6) Contractions. (c) Plural of letters and figures. 2. Spelling. A few simple rules as: Doubling final consonant before a termination. Dropping final e before a termination. Nouns ending in y preceded by consonant. i after I; e after c. Common prefixes and suflSxes. Special drill on words conamonly misspelled. 3. Composition. a. Develop paragraph idea. 6. Exercises to improve sentence structure, with emphasis on following points: (1) Avoid long, rambling sentences connected with "and." (2) Avoid short, choppy sentences. (3) Improve sentences by substituting dependent clauses or participial phrases to subordinate ideas of minor importance. (4) Do not crowd into one sentence items but remotely related. (5) Be careful to place modifying words or phrases near the words they modify, c. Letter writing. (1) Drill on form of a social letter. (2) Frequent readings from such books as "Daddy Long Legs" to develop fluency and ease in letter writing. GENERAL ENGLISH. (ADVANCED.) English I. I. Oral Work. 1. Object. To help pupil to express himself clearly and coherently, with a view to applying such ability in business. 2. Material. a. Current events. 6. Newspaper articles and editorials. c. Short stories. d. Book reports. e. Debates. /. Practical exercises in exposition, everyday directions. II. Spelling and Word Study. a. Business terms. b. Words often misspelled. 50 SCHOOL DOCUMENT NO. 4. c. Common prefixes and suffixes. d. Some common roots. III. Grammatical Principle and Diction. 1. Review parts of speech. 2. Nouns. 3. Formation of plurals. I. Exceptions. a. Nouns in o. b. Noims in y. c. Nouns in /. d. Plurals in en. e. Plurals formed by inward change. f. Plurals of compound nouns. 9- Plurals of letters, figures and symbols. Pronouns. Case: I. Ofp srsonal pronouns. 4. a. Drill in use of nominative case. (1) As compoimd subject. (2) As subject of elliptical sentence. (3) As predicate noun. b. Drill in use of objective case. (1) As compound object. (2) As compound object of preposition. c. Drill in use of possessive case. (1) With "ing" form. (2) Correct use of "its." II. Of relative pronouns. a. Drill in usfe of nominative when descriptive clause intervenes between subject and verb. 6. Drill in use of objective. (1) When object is separated from verb. (2) When object is separated from preposition. III. Of interrogative pronouns. a. Drill especially in use of objective. Verbs. Number: a. Singular verb, singular subject. 6. Plural verb, plural subject. c. Subject singular in form, plural in sense. (Half of them are gone.) d. Subject plural in form, singular in sense. (Gulliver's Travels was written by Swift.) e. Two singular subjects taken as one whole. (Bread and butter is what I prefer.) /. Two singular subjects taken together. (Tom and his sister were there.) g. Two singular subjects considered separately. (Neither Fred nor his sister was there.) BOSTON CONTINUATION SCHOOL. 51 Diction. 1. Value of a good vocabulary. 2. Means of improving and enlarging. o. Some common errors corrected:' 1. Troublesome verbs. lie, lay, rise, rose, sit, set. 2. Distinction between adjective and adverb. Use of adjective after look, taste, feel, smell and appear. 3. Words which resemble each other. There, their. Council, counsel. Emigrate, immi- grate. Statue, statute, stature. Continual, con- tinuous. Affect, effect. Accept, except. 4. Words which are misused. Bring, take, carry, fetch. Shall, will. May, can. Affect, effect. Accept, except. Like, as. IV. Capitalization and Punctuation. 1. Review of general rules. 2. Emphasize use. a. Of comma, in phrases and clauses, and in compound sentences. b. Of colon and semi-colon. 3. Drill by means of rough draft, V. Letter Writing. 1. Business letters. a. Value. b. Elements. c. Parts. d. Kinds. Letters of application. Letters of recommendation, introduction. Letters ordering goods. Letters acknowledging receipt of order. Letters of inquiry and information. Letters requesting payment. Letters of complaint and adjustment. Circular letters. The day's mail. 2. Friendly letters: Notes. Examples of famous letters to develop style. VI. Literature. 1. Class discussion and reading of selected books. 2. Reports on assigned reading. English II. For Pupils Who Have Had the Equivalent of High School English I. 1. Oral work. (35 lessons.) Aim. To overcome self-consciousness and reticence. To acquire courtesy of tone, words and manner. 62 SCHOOL DOCUMENT NO. 4. To develop power to organize thoughts. To abohsh slang. To increase grammatical accuracy. To develop self-expression and the power to make an impression. Specimen topics. 1. Current events. a. Chief points of covenant of League of Nations discussion. 6. Report of Wilson's speech at New York. c. Report of Taft's speech at New York. d. Report of Senator Lodge's speech. Discussion — Civics topics. Senate. Number of senators. Names of Massachusetts senators. Power of senate. e. Discussion of League of Nations. Arguments for League. Arguments against League. 2. Book reports. Aim. To develop in the pupils an inclination to gain and profit m good literature. To form the habit of reading in leisure hours. A suggestive Ust: a. Industrial novels. John Halifax. Ramona. Silas Marner. David Copperfield. h. Historical novels. The Spy. Crisis. Ivanhoe. c. Biography. Boy's Life of Edison. Autobiography of Theodore Roosevelt. Astoria. d. Fiction. Tom Sawyer. Penrod. Little Shepherd of Kingdom Come Treasure Island. 2. Corrective work. (35 lessons.) 1. Drill work. a. Drill on pronouns. 6. Drill on who and whom. c. Unity in nmnber after "each," etc. d. Correct prepositions after certain words. 2. Study of synonyms. Specimen lesson. BOSTON CONTINUATION SCHOOL. 53 Discover shade of difference: grand, imposing, splendid, impressive, guess, think, suppose, imagine, genuine, authentic, real, true, pure. 3. Word study. Specimen lesson, teach, affect, emigration, learn, effect, immigration. Business correspondence. (Individual work.) (35 lessons.) 1 . General subject-matter. a. Mechanics of letter writing. b. Letter of application. c. Subscription for magazine. d. Ordering goods. e. Acknowledgment of order. /. Enclosure. g. Credit letters. h. Letter of complaint. i. Letter of adjustment. ./. Letter asking information. k. Collection letters. I. Letter of introduction. m. Letter of recommendation. n. Sales letters. o. Advertising, p. Telegrams. Divisions of lessons on business correspondence. A. Mechanics of letter writing. Lesson 1. — Qualities of good writer. Requisites for business correspondence. Lesson 2. — Heading of letter. Uses of titles. Lesson 3. — Complimentary address. Complimentary close. Salutation. Lesson 4. — Addressing envelopes. Folding letters. Lesson 5. — Abbreviations of states. Lesson 6. — Abbreviations of important commercial terms. B. Study of letter of application. Lesson 7. — Study of model letters. Lesson 8. — Write letter of application (own experience). Lesson 9. — Criticise and rewrite. Lesson 10. — Answer advertisement. C. Blacklist. Lesson 11. — Words and expressions to be avoided. Lesson 12. — Improved forms. a. For opening letters. 6. For closing letters. D. Form letters. Lesson 13.— Subscription for magazine. 54 SCHOOL DOCUMENT NO. 4. Lesson 14. — Ord ;ing goods. a. Order with check enclosed. Lesson 15.— Order. a. Not send check — ask for credit. Lesson 16. — Acknowledgment of order. a. Welcome new customer. Lesson 17. — Enclosure. a. Check. Lesson 18. — Acknowledgment of payment. E. Credit letters. Lesson 19. — Looking up credit (postpone order). Lesson 20. — Refusing credit. F. Letter of complaint. Lesson 2\.— Model letters. Write letters (own experience) Lesson 22. — Revise letters. G. Letter of adjustment. Lesson 23. — General principles. Model letters. Lesson 24. — Answer 21. H. Letter askiag information. Lesson 25. I. Letters giving or refusiag information. Lesson 26. J. Collection letters. Lesson 27. — Principles involved. Classes of customers. Model letters. Lesson 28. — Outline of the follow-up series. First letter. — ■ The stage of notification. Lesson 29. — Second letter. — The stage of reminder. Lesson 30. — Third letter. — The stage of discussion. Lesson 31. — Fourth letter. — The stage of urgency. a. The attorney. Lesson 32. — Letter to collect club dues. K. Letter of introduction. Lesson 33. L. Telegrams. Lesson 34. — ■ Rules concerning. Write. Lesson 35. — Condensiog messages for telegrams. English III. English III develops more fully the subjec1>-matter of English II. Also enlarges very much on the literature and oral composition. 1. Letters asking information. Lesson 1. 2. Letters giving and refusing information. Lesson 2. 3. Letter of application. Lessons 3 and 4. BOSTON CONTINUATION SCHOOL. 55 4. Sales letters. Lesson 5. — Study of sales letters. Object. Read models. Principles. Make an outline . Lesson 6. — Read and criticise letters brought in by class. Lesson 7. — Gathering material. Discuss "talking points" "about articles pupils are familiar with. Lesson 8. — Art of securing attention. Write "opener." Lesson 9. — Arousing interest and holding it. Write descriptive paragraph for interest. Lesson 10. — How to create desire. Write persuasive paragraphs. Lesson 11. — The close. How to get action. Write "clincher." Lesson 12. — Write sales letter for article pupil is famiUar with. Lesson 13. — Write a sales letter for a business correspondence schooL 5. Advertising. Lesson 14. — Relation to sales letters. Kinds of advertising. Classes of products. Motives for buying. Lesson 15. — Writing advertisements. Condensing sales letters. Rules for writing. Headhnes. Lesson 16 and Lesson 17. — Writing advertisements. 6. Letter of introduction. Lesson 18 and Lesson 19. — Study of model letters. Make an outline. Write. R,ead and criticise. 7. Letter of recommendation. Lesson 20. — Kinds. General. Personal. 8. Letter ordering goods. Lesson 21. 9. Letter of acknowledgment. Lesson 22. 10. Answering the morning mail. Lessons 23 to 35. (Letters are given to pupils to be answered. Suggestions are given which will determine the nature of the answer.) GENERAL ARITHMETIC. The work in general arithmetic is mainly to help the child retain his knowl- edge of fundamentals and to show him the application to business and indi- vidual life. The work is grouped according to the abUity of the child and graded high, medium and low for each class, so that the same principles may be taught to everyone but each one may have work according to his ability. 56 SCHOOL DOCUMENT NO. 4. Time allotment: Thirty to forty-five minutes per week. Thirty-five lessons. I. Writing and reading numbers. II. Four processes. 1. Addition. 2. Subtraction. 3. MultipHcation. 4. Division. a. Combination of numbers to 100. b. Mental drilL for alertness. c. Checking results. d. Problems. III. Practical appKcation of every process. Fractions. 1. Common. Four processes. Simple fractions. 2. Decimal. Aliquot parts. United States money. Percentage as a review of fractions. IV. Mensuration. Linear measure. Fractional parts of the yard in feet. Perimeter. Areas. Length and width. Example, utility box. V. Treatment of denominate numbers. Four processes. VI. Percentage. 1. Interest. Simple and compound. Months, days and years. 2. Discount. Trade purposes. 3. Insurance. Life. Fire. Accident. Property. 4. Taxes. Property. Income. VII. Computation, 1. Budget. a. Personal. h. Household. 2. Savings. Postal. Bank accounts. Government bonds. Investments. Real estate. War Saving Stamps. BOSTON CONTINUATION SCHOOL. 57 GENERAL COURSE IN HYGIENE. The course is taken up with the following as section headings: A. The pupil in relation to himself . B. The pupil in relation to the home. C. The pupD in relation to the employer. D. The employer in relation to the pupU. E. The pupil in relation to the community. F. Pubhc hygiene. G. Safety first on the job. The aim in teaching hygiene is to have the pupU see the importance of good health to himself, his family and the community in which he hves. Also to impress upon him the fact that good health means more to him than anything else he could possess and that without it he cannot hold employment long and his earning power is thereby lessened. HYGIENE. A. The Boy in Relation to Himself. 1. Ready for the day's work. a. Arise in plenty of time so as to have time enough to wash, eat and be on time at your work. 6. Place bedclothes over foot of bed to air bed and clothes and leave window open. c. Dress. d. Remove wastes from body. e. Wash hands with warm water and soap. /. Clean finger nails. g. Wash face, neck, ears and hands. h. Brush teeth. i. Comb the hair. j. Eat a good breakfast. k. . Wash hands and face. I. Brush teeth. m. Dress for outdoors and depart for work. Walk to work if possible. Some Health Rules. 1. Keep all parts of the body clean. 2. Keep the mind clear and clean. 3. Breathe fresh air. 4. Avoid drafts. 5. Exercise regularly. 6. Take long walks when possible. 7. Sleep at least eight hours. 8. Drink freely of water. 9. Eat enough. 10. Work without worry. 11. Avoid dark, damp, dingy rooms. 12. Avoid eye strain. 13. Do not spit except into proper receptacles. 14. Let alcohol and tobacco alone. 15. Value the sunlight. 16. Keep the feet warm and dry. 58 SCHOOL DOCUMENT NO. 4. 17. Dress properly for the season at hand. 18. Shield against the coughs and sneezes of others and be careful of your own. 19. Avoid crowds during disease epidemics. 20. Wash hands and face before eating. Its use and protection — its care — eye strain. Some eye diseases. Normal refraction. Nearsightedness. Astigmatism. Bad effects of a too dim or a too bright Ught. Talk on eye washes. Borax and boracic acid in washing. Where the eyes may be treated free in Boston. Eyeglasses. Goggles and their use in some kinds of work. Ear. Use and protection. Sad effects of a broken eardrum. Danger of solid objects, Uke pins, needles, etc., to remove wax. Effects of loud noises in shop on hearing. Effects of blows on the ear. Nose. Its use and care. Entrance for dust and germs. Nose bleed — treatment. Tonsils and adenoids. Teeth. First or temporary set — 20. Second or permanent set — 32. Parts of a tooth. Cause of decay — lack of care, injury, tartar, nails and other objects in mouth. Toothache and what it means. How to prevent it. Temporary fillings. Correct use of toothbrush — dental floss. Tooth preparations — good and bad ones. How to make your own. Care and inspection of teeth and gums by dentist. Avoidance of the so-called "low priced" and "painless" advertising estab- Ushments. Treatment at Forsyth Dental Infirmary, Boston. Hygiene of the Skin. Use of the skin. Perspiration. Bathing. BOSTON CONTINUATION SCHOOL. 59 Soaps. The skin in relation to clothing. Hair, Its use and caie. Talk on hair preparations. Pediculosis — how to get rid of. Danger to others. Samtary barb«r shops. Hands. Their eare — washing before and after meals. Chapped hands — cause and treatment. Clean and well kept nails. Warts and their careful removal. Feet. Bathing. Proper fitting shoes. Corns, bunions and ingrowing nails. Feet and dampness. Wearing of rubbers — need of, but not indoors. Blood and Its Circulation. Composition of blood. Heart, arteries, capillaries and veins. Bleeding and how to stop it. Blood clotting. Blood poisoning. Need and process of respiration. Nose and mouth breathing. Windpipe. Larynx — vocal cords. The limgs — use, blood vessels, of the lungs. Diseases of lungs — employments favorable to disease. Chest or thorax. Diaphragm. Capacity of lungs. Lung exercise and deep breathing. How to restore respiration. Use of respirators. Value of correct posture. Ventilation. Need of ventilation. How rooms are ventilated. Evils of indoor life ^- need for fresh air. Composition of air by volume. Composition of expired air. Hygiene of Digestion. Sense of taste. Process of digestion and action of each organ on food as it passes from mouth to small intestine. 60 SCHOOL DOCUMENT NO. 4. Regular habits of eating. Digestibility of foods. a. Foods easy to digest. h. Foods difficult to digest. Classification of foods. Composition of foods. Beverages. Condiments. Foods for the sick. The lunch box and its contents. Impure foods. Hygiene of the Muscles. Effects of muscular activity. Forms of exercise. Value of exercise. Playgrounds and parks. Hygiene of Nervous System. Kinds and use of nerves. Sleep — proper amount. Activity of nervous systems. Connection of body with brain and mind. Two kinds of.tired feelings. Source of pain. Headaches — cause. Effect of alcohol on nervous system. Effect of tobacco on nervous system. Hygiene of Skeleton. Nourishment of bones. Broken bones. Dislocations — sprains. Acquired deformities. Correct positions of sitting, standing and walking. Nutrition of bones. Hygiene of Temperance. Stimulants and narcotics. Meaning of fatigue. Alcohol is a whip and not a food. How stimulants arouse energy. Natural stimulants. Alcohol and disease — effects of alcohol. Patent medicines. Cough cures. Headache powders. Tobacco and cigarettes. Drug Habits. BOSTON CONTINUATION SCHOOL. 61 Clothing. Use of clothing. Woolen clothing. Cotton clothing. Linen clothing. Silk clothing. Rubber clothing. Clothing and climate. •Bad effects of too much or too heavy clothing. Bad effects of too little or too light clothing. Clothing and its relation to disease. Clothing for the street and for the job. Tight-fitting clothing. First Aid. Falls, burns and accidental poisoning. Shock, sprains, bruises and breaks. Wounds, cuts, bleeding and bandaging. Injuries to ear, eye and nose. Electric shock. B. The Boy in Relation to His Home. What the parents should provide for the boy. 1. A sanitary home. 2. Well prepared and nourishing food. 3. A clean room and a good bed to sleep in. 4. His own towel, face cloth, comb, brush, toothbrush and soap. 5. A place to keep clothing away from kitchen odors and dust. 6. Proper medical care when sick. What the boy owes to his parents. 1. A clean life for the protection of the rest of the family. 2. Keeping all articles used in common in a neat, orderly and sanitary way. 3. Care of clothing and articles brought into house so that obnoxious house- hold insects wUl not be introduced. 4. Avoidance of alcoholic drinks, drugs, etc., worry for which might be the cause of ill health to parents. 6. Being careful so that accidents will not maim him and break the parents' pride in their "perfect specimen." C. The Boy in Relation to His Employer. Should obey all warning and safety signs. Obey the good spitting law. Report accidents and help prevent them. Help to keep all sanitary places sanitary. D. The Employeb in Relation to Boy. Should provide healthful working conditions. Should use all practical safety devices. Should give proper time for lunch and rest. Should have bubblers with cool water. 62 SCHOOL DOCUMENT NO. 4. Should have clean, sanitary arrangements. Should have a good system of lighting, heating and ventilation. Provide clean floors. Should provide for care of accidents. (See bulletin of Massachusetts Industrial Accident Board.) E. The Boy in Relation to His Community. 1. Location of homes. A. Healthful or unhealthful; causes of unhealthful homes; unsafe construction; unsanitary condition; lack of water; lack of drainage; poor sewerage arrangement. 2. Yards about homes. Poor drainage; lack of receptacles for garbage, ashes, cans and other rubbish. 3. What the above conditions cause. Foul air; dark and damp rooms; fire risks; accidents; fly nuisance; mosquito nuisance; disease and death. 4. Healthful community. What makes it such. Clean, well kept streets; absence of papers, rubbish, garbage or broken glass on streets or in yards; observance of spitting laws; well built houses; no over-crowded tenements; proper plumbing and drainage; sufficient hghting and heating; cooperation with all health authorities; civic pride to remain healthy. 5. Public hygiene. Water and water supply. Uses of water; sources; rain or snow; surface; ground or subsoil; artesian well. Common sources of pollution and their correc- tion; diseases transmitted through water; detection of pollu- tion by inspection, bacteriological examination, chemical exam- ination. Purification of water. Milk. Composition of milk; ferments in mUk; importance of wholesome milk; visible dirt in milk; invisible dirt in milk, — bacteria. Sources of bacteria in milk; comparison of milk and water; clarified milk; pasteurized milk; inspected milk; clean milk for babies. Milk as a carrier of disease. Typhoid and milk; tuberculosis and milk; septic sore throat and milk; scarlet fever and mUk; diphtheria and milk. Adulteration of milk. How to secure a good milk supply. Dairy inspection, etc. The milk bottle vs. the can. MUk in the store; best way to preserve milk; care of milk in the home; the fly question and milk. 6. Board of Health. State and city boards. Importance of. BOSTON CONTINUATION SCHOOL. 63 Some regulations of health boards and work done by them : Drain- age, vaults and cesspools; cleanliness of houses and premises; house offal; stables and animals; disease regulations; deaths, burials and cemeteries; dairy inspection; food and drug inspection; bacteriological laboratory. 7. Diseases. Cause of disease, bacteria, protozoa; immunity from disease; natural, artificial. What is a contagious disease? What is an infectious disease? What is an occupational disease? A. Tuberculosis? What is tuberculosis? Cause of; germ discovered when and by whom? Things favorable to growth; things unfavorable to growth. What it does. How it is spread; sputum, milk, food, etc. Early signs: How prevented; how cured if taken in time. Fake cures. The campaign against consumption in Massachusetts. Exhibits, lectures, hospitals for patients. B. Other diseases of great importance. Malaria, cause — anopheles mosquito; prevention; use of quinine. Typhoid. Milk, water and food factors in spread. The fly and typhoid. Use of disinfectants. Colds and their prevention. Cause and cure. Colds may lead to grippe, bronchitis, pneumonia or tuberculosis. Influenza. Spread by close contact: Symptoms; precaution, go to bed immediately and send for doctor. 8. Some common dangers the public may come in contact ■^th: Common drinking cup and towel (now a law to prevent them) ; door knobs; car straps; pubhc handles and other appliances; patent medicines; quacks. 9. Animals and their part in spread of disease: Dogs; cats; rats and mice. Means of riddance or control — traps, poison, etc.; rat campaigns in Boston. 10. Insects as pests. Fly. Where fly breeds; life history. Means of control: Screens, traps, fly campaigns. Mosquitoes. Where found; life history. Means of control: OiUng of ponds, filUng in drains, covering rain barrels, screens, mosquito campaign. The work of the United States Government in Cuba in 1901; in New Orleans in 1905; in Panama. Mosquito campaigns in Brookline since 1901. 64 SCHOOL DOCUMENT NO. 4. 11. Other insects or other pests that may spread disease or cause other damage: Bedbug; cockroach; clothes moths; ants; house crickets; house centipede; fleas and Kce. Their cause and riddance. Cooperation of all families in infested houses for their riddance. 12. Sanitary disposal of wastes: Garbage; ashes; rubbish; cans, etc.; drains; sewage, etc. 13. Disinfection: Need of natural disinfection; hght; drying and heat; chemical disinfection; false ideas in regard to disinfection. 14. Quarantine: Need of measures taken for effective regulations regarding it. GENERAL COURSE IN CIVICS. Training in citizenship is the most important single function of the Con- tinuation School. Every pupil receives instruction in this subject. In so far as the discussion and consideration of formal topics are of value, the following outline is used. Each topic is a unit in itself, and there is also a progression in the topics. But at every point of contact which the pupil has with the school, good citizenship is emphasized. It will be noted that the outline course is designed not so much to give the pupil information on the machinery by which government is admim'stered, as it is to make him think and act properly in the relations which affect him as a young worker and a youthful member of his community. A most effective means of giving instruction in civics is to bring all the pupils together in an assembly hall where they can be addressed by good speakers who have intimate knowledge of commercial, industrial and civic conditions. Training in citizenship implies also training in the proper and profitable use of leisure, in recreation which is at the same time healthful and helpful. The school assembly hall, the school gymnasium, public parks and play- grounds all are effective in helping to make good citizens. I. Government and law. a. Government. 1. Meam'ng. 2. Necessity. 6. Laws. 1. Meaning. 2. Purpose. 3. Duties of citizens regarding laws. II. The government of self. a. Self-control. 6. Vices and virtues of the youth. c. Value of good companionship. d. Strengthening of the youth's will power. e. Advantages of good siirroundings. /. Advantages of doing right. III. The foundation of all government. a. Character of government depends upon character of citi- zens. h. Good government begins with person himself. BOSTON CONTINUATION SCHOOL. 65 IV. The family. a. The bed rock of society. b. The authority and duties of parents. c. Influence of parents upon the conduct of their children. d. Love and duty towards all of their kin. e. Debt of children to their parents. V. Duties of parents to children. a. Support until twenty-one years of age. 6. Reasonable amount of education. VI. Right of parents or duties of children. a. Obedience of children. 6. Helpfulness. c. Partial support. d. Children must assist parents who are helpless. VII. The school. a. Relation to the home. 1. Cooperation. b. Govermnent of schools. 1. School Committee, superintendent, master, teacher. c. Rules that must be obeyed. d. The teacher. 1. Duties. e. The pupils' duties. VIII. Community welfare. a. Social service on the part of the youth. b. Duties towards neighbors. 1. Helpfulness to those less fortunate than himself. 2. Pride in appearance of home and neighborhood. 3. Spirit of industry. (o) Evils of idleness. (1) Street corner loafing. (h) Advantages of being busy. IX. Development of the Port of Boston. a. Necessity. 1. Accessibility for importation of raw materials for our numerous factories. 2. To export finished products. b. Advantages. 1. Larger factories. 2. Greater population. 3. Stimulated business activity. 4. General prosperity. 5. Lower prices for commodities. X. Relations existing between employer and employee. a. Employee's duties towards employer. b. Qualities of a good employee. c. Advantages of conscientious work on the part of the employee. d. Faithfulness to distasteful duties. e. Proper spirit in working. 1. Motive. 66 SCHOOL DOCUMENT NO. 4. XI. Relations of employee to his feUow workers. 0. Value of harmony amongst fellow workers. 6. Helpful cooperation. 1. Willingness to help other employees. 2. Reahzation of importance of each man's part, c. Fair play. • XII. Citizenship. a. Meaning of word "citizen." 6. Aliens. c. Naturalization. 1. Meaning. 2. Conditions. XIII. Advantages of citizenship. a. Enjoyment of political rights. 6. Enjoyment of civil rights. c. Enumeration and thorough study of the above. XIV. Duties of citizens. a. Obedience to the law. 6. Defense of one's country. c. Industry. d. Attention to pubhc affairs. XV. How citizens can help the fire department. a. 'An ounce of prevention is worth a pound of cure." 5. Danger of bonfires. c. Danger from fireworks. d. Care of matches. 6. Proper care of gas. /. Careful use of inflammable fluids. 1. Alcohol, kerosene, benzine, naphtha, etc. g. Proper time for handUng these fluids. h. Danger of having rubbish in cellar. i. Fire escapes. j. Knowledge of workings of flre alarm, fc. Obedience to the firemen's orders. 1. Ringing of alarm only in time of necessity. m. Obedience to underwriters' laws. XVI. How citizens can help the police department. a. Obedience to all laws. b. Reporting of crime. c. Reporting of accidents. d. Helpfulness of good clubs. e. Helping to maintain order, doing what the law requires, and keeping from doing what the law forbids. XVII. How citizens can help the street cleaning department, o. Due regard for appearance of pubhc property. 5. Value of civic clubs. c. Juvenile street cleaning leagues. d. Proper use of rubbish cans. XVIII. How citizens can help the health department. a. Obedience to sanitary laws. b. CleanHness of body. 1. Frequent bathing. BOSTON CONTINUATION SCHOOL. 67 c. Keeping clothing and home clean. d. Free use of fresh air and sunlight. e. Reporting to health department of any contagious disease in neighborhood or unsanitary conditions. XIX. PubUc safety. a. "Safety First." b. Care in crossing streets. c. Care in passing buildings in the process of construction. d.- Duties of citizens in regard to icy pavements. e. Sidewalks to be kept clear of dangerous obstructions. /. Duties of property owners regarding safe conditions of their property with reference to passers-by. 1. Loose blinds, loose chimneys, loose fences, loose window panes, etc. XX. Building commissioners. a. Duties regarding public property, private dwellings, factories, theatres, churches and schools. XXI. Public park department. a. Benefits derived therefrom. 6. How a citizen can assist in care of plants, trees, shrubbery and park property. XXII. Public recreation. a. Proper supervision. 1. Social centers. 2. Playgrounds. 3. Gymnasiums. 4. Bath houses. XXIII. Local government in New England. a. Beginning of town government in New England. 6. Authority of state Legislature to prescribe forms of local government, c. The town meeting. XXIV. Government of Boston. a. Earliest forms of government. b. City charter in 1822. 1. Authority of Legislature. c. New city charter of 1909. 1. Provisions. d. City departments. XXV. Machinery of the city election. a. Nomination.. 1. Eligibility of candidates. 2. Method. (o) Nomination papers. 3. Conditions. (o) Names of at least 5,000 regtdarly qualified voters filed with election commissioners. 6. The ballot, c. The election. 68 SCHOOL DOCUMENT NO. 4. XXVI. Self-government of the people, o. Direct. 1. By people themselves meeting together. 6. Representative. 1. By people through representatives, c. Importance of the rule of the majority in this country rather than the minority. XXVII. The threefold departments of government. a. Legislative. b. Executive. c. Judicial. XXVIII. The government of Massachusetts. a. The beginning of colonial government. b. Beginning of state government. c. The present form of state government. 1. The Constitution. 2. Method of amendment. XXIX. Operation of the state government. a. Legislative department. b. Executive department. c. Judicial department. d. The state election. XXX. Lawmaking or legislative department. a. Power to make laws. 6. Checks on the lawmaking power. e. Restrictions on the Legislature by the people. d. Influence of public opinion. XXXI. Executive department. a. The Governor. 6. The heads of departments. c. Powers of the Governor. XXXII. The judicial department. a. District courts. b. City and county courts. c. Supreme Court. d. Appointments of judges. XXXIII. The Government of the United States. a. Beginning of national government. 1. The Constitution. 6. The present form of national government, c. The operation of the national government. 1. The work and duties of the various departments. XXXIV. Congress. a. House of Representatives. 1. How chosen. 2. Powers. 3. Number. 6. The Senate. 1. How chosen. 2. Powers. 3. Number from each state. BOSTON CONTINUATION SCHOOL. 69 XXXV. The national election. a. The President. 1. How elected. 2. Term of office. 3. Powers. A TYPICAL PROGRAM COVERING THIRTY WEEKS' WORK. A Girls' Dressmaking Class. The allotment of time is as follows: Arithmetic — 45 minutes. Hygiene — 16 minutes. Civics — 15 minutes. EngUsh — 30 minutes. Reading to the class for recreation and to cultivate a taste for books — 10 minutes. Patterns or materials — 5 minutes. 1. Arithmetic. — Oral and written problems involving the four fundamental processes. Hygiene. — Bathing and clean clothing. Civics. — The successful girl. Enghsh. — Spelling. Oral and written discussion of some memory gems. 2. Arithmetic. — Bills. Hygiene. — Care of the skin. Civics. — Boston — its history. , English. — Letter applying for a position. 3. Arithmetic. — Quick oral work in the four fundamental processes. Bills continued. Hygiene. — Care of the hair. Civics. — Educational advantages in Boston. English.- — Spelling. Review letter applying for a position. 4. Arithmetic. — Problems involving addition of fractions. Hygiene. — Care of the hands and nails. Civics. — Use of spare time. EngUsh. — Spelling. Letter to employer explaining absence. 6. Arithmetic. — Problems involving addition and subtraction of fractions. Hygiene. — Morning inspection. Civics. — Value of keeping to one job. English. — Spelling. Composition. "The Successful Girl." 6. Arithmetic. — Problems involving addition and subtraction of fractions. Hygiene. — Fatigue. Civics. — Interest in one's work. Think about the materials, where they come from, etc. English. — Spelling match. Discussion.— Advantages of city life over country hfe, and nee versa. 7. Arithmetic. — Oral and written problems in multiplication of fractions. Review fractional parts of a dollar. Hygiene. — Colds. Civics. — Systematic saving. 70 SCHOOL DOCUMENT NO. 4. English. — Spelling. Dictation. Rewriting a hectograph story, using better sentences. 8. Arithmetic. — Problems involving addition, subtraction and multiplica- tion of fractions. Hygiene. — Food values — special reference to lunches. Civics. — Respect for pubUc property: Care of library books, etc. EngUsh. — Spelling. Dictation. Correction of hectograph papers con- taining common errors. 9. Arithmetic. — Shopping problems. Hygiene. — Use of lunch time. Civics. — Thoughtfulness, as shown towards older people, employer and in the home. English. — Hectograph language papers. 1. Correction of common errors. 2. Use of may and can. 3. Writing a composition on either subject: The books I like to read. My first day at work. 10. Arithmetic. — • Problems involving division of fractions. Hygiene. — Care of the teeth. Civics. — Conduct on the street and on street cars. English. — Using parts of irregular verbs in sentences. Writing a letter acknowledging the receiving of a gift. 11. Arithmetic. — Oral and written problems involving addition, subtraction, multiplication and division of fractions. Hygiene. — The clean house. Civics. — Making of friends. English. — Spelling. Hectograph papers requiring the use of don't or doesn't and to, too, two. 12. Arithmetic. — Oral work in finding 10 per cent discount. Written work involving whole numbers and fractions. Hygiene. — Morning inspection. Civics. — Use of spare time and forms of recreation. English. — Spelling. Dictation. Oral discussion of dictation exercise. 13. Problems involving fractions and discount. Hygiene. — Review lesson on personal cleanliness and morning inspection. Civics. — Continue forms of recreation. English. — SpelUng. Hectograph papers requiring the use of verb forms frequently used iacorrectly. 14. Arithmetic. — Problems involving time. Hygiene. — Necessity of individual cup, soap and towel. Civics. — Use this memory gem: "We cannot all be heroes and thrill a hemisphere. With some great daring ventvffe, some deed that mocks at fear, But we can fill a lifetime with kindly acts and true, There's always noble service for noble souls to do." English. — Spelling. Composition. — How I spend my evenings. BOSTON CONTINUATION SCHOOL. 71 15. Arithmetic. — Miscellaneous problems. Hygiene. — Tuberculosis. Civics.— Thrift. Enghsh. — Spelling. Writing of a friendly letter. 16. Arithmetic. — Review lesson on bills. Hygiene. — Tuberculosis continued. Civics. — Borrowing. English.— Spelling. Dictation. Oral discussion of dictation exercises. 17. Arithmetic. — Oral work in percentage. Review fractional parts of a dollar. Hygiene. — Care of eyes and ears. Civics. — What a girl owes to her employer. Enghsh. — Use of parts of irregular verbs. Writing a letter asking for a free booklet. 18. Arithmetic. — Oral work on percentage. Written work on decimals. Hygiene. — Digestion. Civics. — Reading and discussion of an article cut from a magazine, "Beauty Suggestions for Business Girls." English. — SpeUing. Composition. What I owe my employer. 19. Problems involving percentage. Hygiene. — Posture. Reading and discussion of "Beauty and Dis- tinction of Carriage," by Mary Porter Beegle. Civics. — Places of amusement. English. — Spelling. Answer to an advertisement. 20. Arithmetic. — Problems involving fractions and percentage. Hygiene. — Lunches. Civics. — TaJk on the United States. English.^ Spelhng. Writing of a friendly letter. 21. Arithmetic. — Problems involving discount, fractions and percentage. Hygiene. — After the day's work. English. — Correction of common errors. Correct use of almost and most. 22. Arithmetic. — Miscellaneous examples. Hygiene.^ Dispensaries and hospitals. Civics. — Use of Boston Public Library. English. — SpeUing. Lesson on punctuation and sentence making. 23. Arithmetic. — Miscellaneous problems. Civics. — Clean-up campaign. Hygiene. — Reasons for the campaign. Lesson on how the Goverrunent looks after the pubhc health. English. — Spelling. Dictation. Common errors. 24. Arithmetic. — Miscellaneous problems. Hygiene. — • Keeping well. ■ Civics. — Fire prevention; also care to avoid accidents. Enghsh.— Correct use of pronouns. Oral discussion of story being read in class. 72 SCHOOL DOCUMENT NO. 4. 25. Arithmetic. — Miscellaneous problems. Hygiene. — A working girl's dress. Civics. — Reading of magazines and newspapers. English.— SpeUing. Dictation. Discussion of dictation exercise. 26. • Arithmetic. — "Problems involving fractions and time. Hygiene. — First-aid treatment, Civics. — Planting. English. — Spelling. Letters of sympathy. 27. Arithmetic. — Miscellaneous problems. Hygiene. — Hygiene of respiration. Civics. — • Discussion of the meanings of the difierent hoKdays. Enghsh. — Use of the pronoun when showing comparison. Composition. — The Books I Like Best. My Friends. 28. Arithmetic. — Review lesson on decimals. Hygiene. — Sleep. Civics. — Finish discussion on holidays. English. — Use of the past tense of some irregular verbs. Correction of common errors. 29. Arithmetic. — Review lesson on decimals. Hygiene. — Care of the skin. Civics.— Government of the United States. English. — Spelling. Dictation. Reproduction of a short story. 30. Arithmetic. — ■ Miscellaneous problems. Hygiene.— Exercise. Civics. — Biography of some famous women. 31. Arithmetic. — - Miscellaneous problems. Hygiene. — Vacations. Civics. — What we owe our parents. English. — Spelling match. Composition. — Mother. BUSINESS PRACTICE OR ELEMENTARY SALESMANSHIP CLASS. COMMBECIAL AbITHMETIC. 1. Addition. a. Addition of salesman's account. 6. Check system of addition for accuracy. 2. Percentage (based on wages). o. Find per cent of increase in wages. b. Find per cent of reduction in wages. 3. Commission at given per cent on sales (using check system of addition). 4. Amount of sales when commission is given. 5. Amount to be invested, when commission plus investment is sent to agent. 6. Discount. o. On cash sales. (1) Marking up goods. (a) List price. (6) Asking price. (2) Marking down goods. (o) List price. (b) Asking price. BOSTON CONTINUATION SCHOOL. 73 7. 8. 10. 11. 12. 13. 1. (3) Computing double diacoimts. (4) Computing triple discounts. (5) Bank discount. Profit and loss. a. Gain in business transactions. b. Loss in business transactions. Interest. a. Simple (200-month method). b. Accurate. c. Compound. (1) Computed annually. (2) Computed semi-annually — quarterly. Insurance. a. Fire. b. Marine. c. Life. Stocks find bonds. (i: ) Definitions. a. Par value. 6. Market value. c. Dividend. d. Share. (2; 1 Brokerage. a. Method of computing. 6. By whom paid. Taxes. o. Property. 6. Poll. Customs or duties. a. Ad valorem. (1) Gross and net weight. (2) Tare and leakage. (3) Method of computing. h. Specific. c. Internal revenue. Partnership. a. Method of computing. (1) Assets. (2) Liabilities. 6. Bankruptcy (its obligations). Commercial Correspondbncb. Parts of a business letter. a. Heading. b. Introductory address. c. Salutation. d. Body of letter. e. Complimentary close. /. Signature, 9- Capitalization and punctuation. 74 SCHOOL DOCUMENT NO. 4. 2. Qualities of a business letter. a. Brevity. 6. Terseness. c. Clearness. d. Completeness. e. Exactness. /. Coherence. g. Method. h. Courtesy. 3. Types of letters. a. Letter of application for business position. (1) In answer to box office advertisement in newspaper, 6. Letters of acceptance of business position. c. Letters ordering goods. d. Letters acknowledging orders. e. Letters of inclosure. /. Letters requesting payments. g. Letters of introduction. h. Letters of indorsement. i. Letters of recommendation. j. Circular letters. h. Form letters. 4. Necessity of neatness, legibility and brevity in all business cor- respondence. (A firm's business letter is a firm's trade-mark.) Salesmanship. 1. Requirements of a good salesman. 1. Personal neatness. 6. Knowledge of stock. (1) Complete. (2) Accurate. c. Pleasing personality. (1) Magnetism. d. Persistency. e. Optimism. 2. Manner of approaching customers. a. Politeness. 6. Courtesy, c. Indulgence. 3. Making a sale. a. The correct moment. h. Study of a customer. c. Ability to see what customer wants. d. Show different grades in stock. e. Help customer in choice. /. Straightforwardness and truthfulness regarding goods. 4. Closing a sale. a. Promise to rectify any dissatisfaction. 6. Invitation to call again, c. Thanks for the sale. BOSTON CONTINUATION SCHOOL. 75 5. A satisfied customer. a. The best business asset. 6. Certainty of future trade. Oral discussion of the following topics. Members of the class usually discuss these topics in the form of a debate: o. Would it be better for a salesman to sell shoes in New England or in the Western States of Montana and Colorada? 6. Would the Southern States be a good territory to sell manufactured cotton goods and heavy clothing? c. Would Massachusetts and Pennsylvania be good territories to sell machin- ists' supplies? d. Has a salesman in a store a more difficult position than a salesman on the road? e. The three ways of paying a salesman. 1. By a straight salary. 2. Salary and commission. 3. Straight commission. /. The bonus system in selling. g. Resolved: That the best way of paying a salesman is a straight salary. h. Resolved: That the bonus system in selling has proven successful. i. Resolved: That modem extensive advertising has made the travelling salesman unnecessary. j. What is the difference between order taking and selling? Spelling. a. Business words in common use. 6. Business phrases and expressions. c. Abbreviations of business terms. d. Abbreviations of the names of states. e. Abbreviations of the names of cities and railroads. Pebsonal Hygiene. Teach the necessity of personal cleanliness from a triple viewpoint. (1) To preserve the boy's health in business; (2) To please his employer (a clean boy is welcome, whereas an unclean boy is a poor advertisement for the firm) ; (3) The boy's duty to his fellow employees (an unclean employee is shunned by his fellow workers). Oral discussion (based on boys' experiences) and written compositions on the following subjects: a. Cleanliness in business. 6. Neatness in business. c. The care of the body (to prevent sickness and please employer). d. Requirements for health in business. 1. Fresh air (sunshine). 2. Cleanliness. 3. Wholesome food. 4. Exercise. e. The need of exercise for a business boy (gymnasium or outdoor exercise). /. The care of the teeth. 1. Their influence on health. 76 SCHOOL DOCUMENT NO. 4. g. Cigarette smoking (detriment to health). 1. Colored fingers. 2. Employers do not want a cigarette smoker. h. The necessity of keeping healthy in the business world. 1. The sick boy or man is not wanted. i. "The survival of the fittest.'' (Its meaning as applied to modern business.) j. Employments dangerous to health. k. Necessity for ventilation of offices and factories. 1. To guard health of employees. 2. To do better work. I. Legislation enacted by the state to guard health and life. 1. Prohibiting expectorating on floors' of offices and factories. 2. Eequiring windows to be open to flush rooms with fresh air. 3. Requiring sufficient fire escapes and means of egress from buildings. 4. Requiring doors opening outward. BusiNBss Composition. Written English composition on the following subjects related to business and the business world, a. Honesty in business. &. Accuracy in business. c. Persistency in business. d. Cheerfulness in business. e. PoUteness in business. /. What quaUties does any employer require in his salesman? g. What quaUties does an employer require in his errand boy? h. How can an errand boy get a promotion on the job? i. Punctuality in business. j. Should an employer fine his employees who arrive late for work? Jo. The value of time in business. I. The advantages and disadvantages of a cash and credit system of accounts. m. The advantages of the parcel post. n. The advantages of a registered letter. 0. The advantages of the postal money order. p. Discussions of the R. G. Dun and Bradstreet agencies for rating the financial credit of business men. q. How to find work. (The Continuation School Employment Bureau places all out-of-work boys.) r. Where, in the first place, should an out-of-work boy go? s. Necessity of staying on one job and not jumping thoughtlessly from job to job. t. How must a boy work to contribute towards the firm's business success? (Team work.) Debating. Argumentation has been found to be a pleasing feature of this course and a great stimulator of team work and class spirit. The debates are conducted entirely by the class which chooses its own chairman. A profitable and instructive English exercise in grammatical accuracy and self-expression will result from constructive criticism of the speeches made. Intermember debating in the class furnishes competition and thus stimulates effort while BOSTON CONTINUATION SCHOOL. 77 interclass debating in the school as has been demonstrated by the debates held is a wonderful incentive to team work. The following questions have been debated "pro" and "con": a. Resolved: That compulsory mDitary training should be adopted in the Boston public schools. b. Resolved: That an organized plan of national preparedness should be adopted by the United States. c. Resolved: That the United States Government should own and operate the railroads of the United States. d. Resolved: That the United States Government should restrict immigration to the United States. e. Resolved: That Washington was a greater man than Lincoln. /. Resolved: That Grant was a greater general than Lee. (Etc.) CoMMTnsriTY Civics. 1. The city. a. A collection of individuals, the success of which as a whole depends upon the success of each individual in it. (Team work.) 5. A good citizen is an honor to himself and city. (Self-advancement.) c. Political equality of citizens. (Trustworthiness.) 2. Purposes of government. a. Laws made for the common benefit of all. 6. For the common protection of life and property. c. Dependence of individual welfare upon community welfare. 3. Advantages of government. a. Safety of people. (1) Policemen to protect life and property. (2) Firemen to protect property. (3) Health department to protect health. h. Convenience of people. (1) Street department for pubUc convenience. (2) Water department for pubhc convenience. (3) Pubhc schools for children. (4) Pubhc evening schools for adults. (5) Pubhc hbraries for the people. (6) Pubhc art museums for the people. 4. Duties toward government. o. On part of individual. (1) To obey laws faithfully. (2) To vote for upright men to conduct the city's affairs. (3) Not to destroy nor mutilate pubhc or private property. (Respect for property.) 5. City government of Boston. a. Legislative department. 6. Executive department. c. Judicial department. (The Juvenile Court.) (1) The Mayor and his duties. (2) The City Council. (3) The Finance Commission. (4) The Civil Service Commission. (5) Other departments. d. Advantages of present charter. 78 SCHOOL DOCUMENT NO. 4. 6. Oral discussion of the following subjects, viz.: a. An employer has a right to a boy's best efforts and best work. (SuflScient sleep each night.) 6. Gang spirit — cooperation — all working together for the good of the firm. c. Regard for public and private property. d. Economy in business. (A saving of time and money.) e. What has an employer the right to expect from his employees? /. How do you spend your evenings? (Evening centers, libraries, gjrmnasiiuns.) g. Thrift. (The saving of money, time and their equivalent.) h. A bank account. (Its advantages.) i. A study of the Christmas savings plan. j. Clean-up week in Boston. (Keep the streets and yards clean.) k. Health week in Boston. (Avoid expectorating on sidewalks.) 7. Teach civic virtues through biography, history, e. g.: (1) Abraham Lincoln, lesson taught, — equaUty of citizenship and opportunity in the United States. (2) Washington, lesson taught — courage and determination of pur- pose when in the right cause. (3) Henry Clay — "I would rather be right than be President." (The supreme value of the truth.) (4) Andrew Carnegie. Public benefactor and philanthropist. OFFICE ROUTINE CLASS. Work in the office practice class in the Continuation School for boyB and girls, fourteen to sixteen years of age, who are employed in offices, must be designed to fit the needs of the individual pupils. All work in the class depends upon the follow-up visit to the place of employ^ ment. On this visit inquiry is made as to how the pupil can be helped on the present job or prepared for a promotion to a higher position in the firm. The employer is usually interested and willing to give suggestions. With the information thus obtained lessons are prepared and the pupU is drilled along the lines suggested. The following subjects cover the principal topics suggested for the instruc- tion of pupils. Some of them will furnish enough work for a two-year period. AH may be used for short intensive study. Therefore no attempt has been made to make a division of lesson time: Outline. General office training. Filing, maiUng, telephone, banking, forms of remittances, copying records. Use of office appliances. Adding and listing machine, calculating machine, speedograph, type- writer, dictaphone. Shipping. Deportment and business ethics. Filing. Object. Kinds. Numerical. Alphabetical, single letter guide cards dividing the alphabet into 40, 80, 120 or even more subdivisions. BOSTON CONTINUATION SCHOOL. 79 Geographical. Alphabetical or numerical. Subject. Index guides. Folders. Systems. Library Bureau. Yawman Erbe. Box files. Shannon. Any other in use in o£Sces. Maihng. Outgoing mail. — Preparing the mail for mailing. Signatures. Inclosures. Folding. Importance of neatness in handling. Stamping. Deter- mining postage. Use of parcel post guide. Map. Circulars. Adver- tising matter and catalogues. Learn mailing weights. Incoming mail. — • Care in opening. Watch for inclosures. Arranging for deUvery to departments. . Trips to postoffice. Sample lesson in determining postage and in using parcel post guide and map. Find cost of mailing IJ oz. letter to Tampa, Florida. Find cost of mailing a booklet weighing If oz. to San Francisco, Cal. Find cost of mailing an 8 oz. newspaper to San Juan, Porto Rico. Find cost of mailing a 2J oz. letter to Honolulu, Hawaii. Find cost of mailing a 12 oz. catalogue to St. Louis, Mo. Find cost of mailing a 2i lb. package of merchandise to Portland, Me. Find cost of mailing If lb. of merchandise, special delivery, and insured, to Chicago. Telephone. How to use the telephone. Pitching the voice. The human element in telephoning. Courtesy. Briefness in messages, but clearness. Re- peating of messages. Notes of calls and numbers. Study of notes on telephoning gotten out by the telephone company. When possible, practice on the room 'phones. Finding numbers in book. Correct calling of numbers. Sample lesson. 1. CaU Beach 3640, Mr. C. M. Prothero, and make an appointment with him for Mr. Smith at 3 o'clock this afternoon, or at any hour after that that suits his convenience. Make a note of the hour for Mr. Smith. 2. Call the McKenzie Engraving Co., and ask them to send a boy for the half-tone cuts they need in making the electros we ordered. Banking. Classes of banks. State. Savings, cooperative and trust companies. National banks. Business men's banks. National banks and trust companies. Why and how to open account in. Use by business men. Getting money ready for deposit. Making out deposit slip. Certifying checks. Familiarity with bank drafts, notes, cashier's checks, certified checks, certificates of deposit, bonds, stock, mortages, bills of lading, etc. Collateral. Sample lesson: You are -to deposit in the Metropolitan Trust Co., the following 1 one himdred dollar biU, 6 twenty dollar bills, 5 five dollar bills, 17 one dollar bills, 1 fifty dollar bill, 7 ten dollar bills, 80 SCHOOL DOCUMENT NO. 4, 6 two dollar bills and a bag of change amounting to 21 dollars and 37 cents; there are also the following checks: On Old Colony Trust 125.78 On Fourth Nat'l 56.75 OnFramingham Nat'l Bank of Framingham, 47.25 On First Nat'l Bank of Bangor, Me. 500.00 Make out a deposit slip and tell how the money should be arranged. Forms of remittances. Bank drafts, cashier's checks, personal checks, certified checks, postal money orders, express money orders, registered letters, certificates of deposit, postage stamps, promissory notes — demand, negotiable, and joint — method of collecting. Commercial drafts — time drafts and sight drafts. Making collections by drafts. Copying records. Practice in copying records on cards or on sheets. Attention to copying accurately, small and neat writing, and keeping within the space allowed. Use of office appliances. Adding and hstiag machine. Care of machine. Inserting paper, getting star practice in listing, checking back, getting total. Calculating machine. Fingering, drilling in addition and multiplication. Speedograph. Practice in taking off copies. Typewriter. Fingering and mastery of keyboard, then drill on whatever pupil needs in his work in office, as, addressing envelopes, billing, tabu- lating and copying. Dictaphone. Practice in the use of it. Shipping. Shipping terms: Consignor, consignee, consignment, common carrier, line, route and routed, traffic, waybill, F. O. B. Method of shipping. — Freight, express, mail. Advantages. Freight shipments.— Minimum weight determining rate. Cartage charges, freight charges. Bill of lading. Straight and order. Draft. How issued. Shipping receipt. Prepaid charges. Advance charges. Arrival notice, demurrage. Limited liability. Shipments by water, wharf receipt, clearing of Custom House. Express shipments. — List of suburban express companies and sections they cover. Express receipts. Sample lesson. 1 . M ake out a straight bill of lading for the following : We are shipping today to James Wilson & Co., 192 Broad Street, Philadelphia, 12 cs. of Woolen Goods, marked J. W. & Co., Philadelphia. Rate, First Class. 75c per hundred pounds. The cases weigh as follows: No. 1, 182 pds.; No. 2, 176; No. 3, 181; No. 4, 178; No. 5, 190; No. 6, 187; No. 7, 177; No. 8, 186; No. 9, 179; No. 10, 188; No. 11, 179; No. 12, 191. Charges prepaid. 2. We have received an order from the Globe Mercantile Co., Cleve- land, Ohio, for cotton goods, invoice $356.75. They request that we ship the goods with draft for the amount attached to the bill of lading. Make BOSTON CONTINUATION SCHOOL. 81 out: 1. An order bill of lading covering the shipment. 2. The Com- mercial Draft to be attached. 3. The Invoice. The Shipment in three cases weighing 160, 175, and 169 pounds. The classification is First Class and the rate is $1.25 per hundred pounds. Deportment and business ethics. Importance. — Efficiency of service increases earning capacity. Factors. — Rehability, honesty, loyalty, promptness, application, etc. Agreeability, personality, neatness, courtesy, enthusiasm, adaptability. AbiUty and initiative. BOOKKEEPING CLASS. The work in bookkeeping is closely allied to the work in the same subject in the evening high schools and the completion of this work counts as credit toward an evening high school diploma. On account of the changing nature of the class the work is wholly individual or with groups of approximately the same advancement. The course is planned for thirty-five lessons for a pupil of average abiUty. Some may accomplish the work in less time while some will need more. A pupil entering from day high school begins at the point where previous training left off. On completing Bookkeeping I and English I a pupil may transfer to Typewriting I and English II, or may con- tinue with Bookkeeping II. No text books are used. The lessons are prepared on typewritten sheets. Many short exercises in debits and credits are given to fix principles and other exercises are written with more careful attention to form. The topics for class discussion are carried on at intervals through the year. Outline fob Bookkeeping I. Part I. Lessons 1 to 3. Principles of debit and credit. 1. Analysis of numerous simple cash transactions into debit and credit. 2. Journalizing — to establish debit and credit. Lessons 4 to 8. Principles of debit and credit applied to buying and selling on account. Lessons 9 to 12. Use of ledger. 1. Necessity of grouping items under accounts. 2. Posting from journal. 3. Checking and pencil footing. 4. Taking a trial balance. a. What it does and does not show. 6. Correcting mistakes. Lessons 13 to 15. Promissory notes. 1. Distinction between notes receivable and notes payable. 2. Analysis into debit and credit transactions involving giving, receiving paying, transferring or discounting notes. PaH II. Lessons 16 to 22. Cash book. 1. Form and method of making entries, 2. Making cash book entries from a set already journalized. 3. Balancing and closing the book. 82 SCHOOL DOCUMENT NO. 4. 4. Original cash book exercises. 5. Use of cash book and journal as books of original entry. 6. Posting from cash book and journal. Lessons 22 to 24. Statements. 1. Profit and loss. 2. Assets and liabilities. Lessons 26 to 35. Purchases and sales books. 1. Form and method of making entries. 2. Use with cash book and journal as books of original entry. 3. Posting from all books. Topics for Class Presentation and Exercises. 1. Bills and statements. Billing from orders and from ledger. 2. Forms of promissory notes. 3. Banking. a. Kinds of banks. b. Opening account. c. Making deposits: Use of pass book and deposit slips. d. Checks and check books. e. Following course of check from the time it leaves drawer's hands until it is returned. /. Statements: Form and reconciliation with check book. 4. Function of common ledger accounts. 5. Discount: Bank, discount for cash, and trade discount. 6. Interest: Uses in business, common methods of finding. Bookkeeping II. The demand for Bookkeeping II is limited. The course is essentially the same as Bookkeeping II for evening schools. TYPEWRITING CLASS. The general purpose of a course in typewriting is to train pupils to become accurate touch typists, by means of the all-finger method of operation. As accuracy in typing is persisted in, increased speed will be acquired. If cor- rect touch typing is insisted upon, self-control, concentration, nerve and mus- cular coordination wiU develop. The work is largely individual and is altered and intensified according to the needs of the pupil in his present position, his future ambition, and by cooperation with the work in English and at the evening school. Whenever possible driU on special points may be given to small groups. Typewriting 1. I. General survey of the machine. Comparison with- other models on the market, similarities and differences. Economic value of the typewriter. Brief history of its invention and development. BOSTON CONTINUATION SCHOOL. 83 Most prominent parts of the machine — keyboard, space bar, ribbon, carriage, roller, paper release. Other attachments taught as soon as pupil is ready to use them. Importance of accuracy, speed and ease in operation. II. Care of machine. Daily cleaning, weekly oihng. Simple repairs, changing ribbon, etc. Typewbiting 2. III. Position of body. Emphasize need of a comfortable hygienic position, secured by sitting with straight back, feet on floor, wrists up. Throughout entire course frequent reminder of correct position is advisable. IV. Touch. Firm, sharp tap. Common errors and difficulties explained and wrong habits checked at the outset. Double letters (fall, add, Uttle), second letter to be struck with same force as the first. V. Keyboard. Memorized as soon as possible by typing. Importance and location of "Position Row." asdf left hand ;lkj right hand VI. Exercises. Keyboard drills. afsd :lki fdsa jkl: asdfjkl: etc. Keyboard drills and short words. asdfgf ilkjhj glad had haU shall Keyboard driUs and longer words'. , asdedcdf :Lkik,kj receive fulfill dislike. Keyboard drills and phrases. in my letter, early reply, by return mail. Typewbiting 3. Keyboard driUs and short sentences. We will ship by express. Shall we ship by rail? Send your order at once. Keyboard driUs and longer sentences, short paragraphs. Keyboard drills on figures. Figures and words there 41987 threw 42091 Figures as fractions 16f 57f Keyboard drills on marks of punctuation, sjrmbols, etc. Special drill on marks and symbols not on keyboard. Use of capitals. Shift keys, shift lock. Centering titles. Definite rule. Application. 84 SCHOOL DOCUMENT NO. 4. Tjrping from written notes. . Tjrping from direct dictation. VII. Business correspondence. Models should be absolutely correct as to English, punctuation, spelling, arrangement, etc. Avoid stilted, obsolete forms. Cooperation with work in English will prove invaluable here. Various letter forms in current use. Pupil is requested to bring to class specimens of correspondence as used at his work. Intensive work on these. Use of carbon. Use of hectograph ribbon. Use of stencil. Typing from dictaphone. (Cooperate with oflBce practice class.) Ttpewkiting 4. VIII. Mailing. Addressing envelopes, various arrangements and sizes of envelopes. Folding, enclosures. IX. Typing checks, postal cards, catalogue cards, telegrams, etc. X. FiUing in of form letters. XI. BilUng. Simple work from models supplemented by definite work from actual bills which pupil brings to class. XII. Tabulating. Simple work from models supplemented by definite assigned problems. XIII. Simple legal work, for arrangement. XIV. Speed work. Typing simple sentences in given length of tirde, increasing copy matter as speed increases. XV. Transcribing shorthand notes by pupils who are studying shorthand in the evening schools. XVI. Occasional discussion of general office duties. Value of loyalty, integrity, initiative, judgment, neatness of work and person. Necessity for being up-to-date as to arrangement of work, changes in business methods, etc. STORE CLASSES. Reprint from Bulletin 22, Commercial Education Series, No. 2, issued by the Federal Board for Vocational Education, Washington. This part of the bulletin was compiled for the most part from the experiences of the Boston Continuation School classes in retail stores. BOSTON CONTINUATION SCHOOL. 85 Program of Part-time Continuation Courses for Workers Employed in Retail Selling Stores. Abithmetic. First Year. [30 minutes a week.] 1. Drill in fundamentals to develop accuracy and speed: Addition : Horizontal, vertical, group work, double columns, number combinations, tally work. Subtraction: Addition method, making change, deducting credits. Multiplication: Tables, short methods, business methods, apphcation to sales-check work. Division; Long, short, store problems, review in connection with fractions. 2. United States money: Decimals; store problems. 3. Units of measure: Yards, foot, inch, dozen, gross, poimd, ounce, quire; quart, pint, minute, month, year. 4. Fractions: Use of, in store work, relation to units and to one another, store or business fractions, addition, subtraction, multiplication and division of fractions and their relation and application to store work, decimal fractions. 5. Decimals: Interpreted as a group of fractional parts whose value may be expressed in three ways. Equivalents of common and decimal fractions familiarized. Drill given in connection with fractional part of dollar. Second Year. [30 minutes a week.] 1. Review of previous year's work. 2. Percentage and its apphcation to store work; interpretation as a group of fractional parts whose value may be expressed in three ways. Application to daily problems of commission, discounts, profits, mark up, reduction, interest. 3. Aliquot parts: Store problems. 4. Expense and "overheads." 5. Making out simple biUs, accounting, invoices. 6. Bank checks and receipts. 7. Profit and loss, commission, discount. 8. Budgets: Personal cash discounts, per cent allowed for food, clothing, rent, amusements. Relation of expenditures to income. Savings, credit unions, savings banks, insurance, thrift stamps. Spelling. [30 minutes every other week.] Customers' names and addresses, streets, cities, towns, states, merchandise names, department names. The choice of words for speUing lessons should be determined by the needs of the pupils in their written English. It is recommended that lists of words frequently misspelled be selected from the different store departments and assigned to the pupils and also from the results of their own written work. 86 SCHOOL DOCUMENT NO. 4. Hygiene. First Year. [30 minutes every other week.] 1. Good health, necessity for, greatest business asset. 2. Personal appearance. 3. Teeth, importance and care of. 4. Cleanliness. 5. Fresh air, sunshine, ventilation. 6. Food and drink; the city's water supply. 7. Recreation, work, rest. 8. Posture, sitting, standing, walking. 9. Habits. 10. Exercise, circulation, digestion. 11. Clothing. 12. Hygiene: Personal, home, public. 13. Garbage and waste. 14. Infectious diseases: Ways of infection, means of protection. 15. Tuberculosis. 16. Colds and their prevention. 17. Mosquitoes and flies. 18. Feet and footwear. Second Year. [30 minutes every other week.] 1. Review of previous year's work. 2. Breathing: Nature and bad effects of dust; nose and mouth. 3. What to eat and what not to eat; suitable lunches. 4. T3T3es and kinds of food : Purpose of, preparation of, economy in buying , and care as to wastefulness; organs of digestion. 5. Circulation: Organs; conditions for good blood. 6. Nervous system: Organs, location, functions of brain, spinal cord and nerves. Effect of emotions; formation of a habit and its usefulness. 7. Use of coffee, tea, milk, chocolate, water; necessity for, amount of. 8. Diseases and remedies. 9. The sick room and how to care for it. 10. Germs and germ diseases. Physical Exercises. [1| minutes a week.] The time allowed for this subject is so short that any short exercise may be taken while the room has a complete change of air. Textiles and Mebchandise. First Year. [24 minutes every other week.] 1. Importance and advantage of knowledge of textiles to store employees. 2. Observation and study of staple goods; cloth. 3. Fibers. BOSTON CONTINUATION SCHOOL. 87 4. Spinning and weaving. 5. Raw materials; cotton, wool. 6. Manufacturing processes; cotton, wool. 7. Finished product; cotton, wool. Second Year. [18 minutes every week.] ' 1. Review of previous year's work. 2. Fundamental processes of cloth making; flax and wool wheels. 3. Inventors and inventions of the eighteenth century and the results of their work. 4. Essentials of modern spinning. 5. Classification of weaves and mounting of cloth samples. 6. Special study of wool, wool markets, sheep, sheep raising. 7. Woolen, worsted, wool tariff. 8. Study of cotton, cotton markets, prices, manufacturing centers, by- products, varieties of finished product. 9. Study of flax fiber, characteristics, manufacturing processes, finishing processes, adulteration, finished product. 10. Study of silkworm, reeling and spinning silk, manufacturing processes, weighing, adulterating, finished product. 11. Study of other textile fibers. 12; Finished products of cotton, wool, sUk, hnen and minor fabrics. 13. Leather: Raw material, manufacturing processes, finished products. 14. Notions, smallwares, making of pins, needles, buttons. Penmanship. First Year. [20 minutes a week.] 1. Correct position of body, arm, hand. 2. Relaxation exercises. 3. Penholding. 4. Speed movements. 5. Small and capital letters. 6. Drill in Palmer method writing exercises. Second Year. [20 minutes a week.] 1. Review of previous year's work. 2. Effort directed to attaining speed with each movement, good forms, correct position. Completion of Palmer method of business writing. English. First Year. [30 minutes a week or 15 minutes daily.] 1. Cultivation and proper use of the voice; advantage. 2. Clear articulation, pronunciation, inflection. 88 SCHOOL DOCUMENT NO. 4. 3. Word building, increasing vocabulary. 4. Sentence making, construction. 5. Common errors of speech. 6. Store topics. 7. Letters: Business, friendly. 8. Formation of plurals and possessives. 9. Right word for merchandise. Second Year. [30 minutes a week or 15 minutes daily.] 1. Review of previous year's work. 2. Grammatical accuracy, as to • — a. Construction of sentences. 6. Use of the parts of verbs, c. Agreement in number of — (1) Verb with subject. (2) Pronoun with antecedent. (3) "This," "those," etc., with noun. 3 Comparison of adjectives; adjectives for store work; discrimination between adjectives and adverbs; comparison of adverbs. 4. Use of personal pronouns. 6. Irregular verbs. 6. Written work on store merchandise, store experiences, talking points of goods, other store topics. 7. Books and reading. 8. Letter-writing; Superscription on an envelope, answers to advertise- ments, business notes, notes of invitations, acceptance, regret. 9. Use of dictionary. COMMBKCIAL GEOGRAPHY. / First Year. [40 minutes every other week.] 1. Local community: History, position, growth, harbor, trade, business, steamship Mnes, railroad terminals. 2. The state: Chief industries, cities, causes for developments of commerce, railroads and waterways. 3. Neighboring states: Manufacturing center, reasons, trade routes, foreign and domestic commerce, railroads and waterways, large cities, occupations and productions. 4. Study of commercial centers of United States; their production and dis- tribution. Second Year. [40 minutes every other week.] 1. Review of previous year's work. 2. Study of settlements, their origin and development. 3. Study of typical settlement as a distributing center. 4. Industries. BOSTON CONTINUATION SCHOOL. 89 5. Typical market of the world. a. United States. 6. Position. c. Factors governing production. d. Highways of commerce and methods of transportation. e. Exports and imports. /. Railroads, canals. 6. France. 7. Great Britain. 8. Germany. 9. Japan. 10. South America. Citizenship, First Year. [30 minutes every other week.] 1. Citizenship: Meaning of; kinds. 2. City government: Departments, duties of each, need for, head. 3. State government: Head, State House, purpose of, state laws, how made. 4. National Government: History of. National Capitol, purpose of, head. Second Year. [30 minutes every other week.] 1. Observance of law and order in the family: Treatment of contagious diseases, observance of health laws, help of city, amusements and recreation. 2. Conimunity laws: Duties of neighbors, public health, playgrounds, libraries, advantages. 3. American Nation: National flag, advantages of being a citizen, duties and rights of citizens to our Government. 4. Lawmakers: Representatives, Senators, duties of. 5. Municipal buildings, school centers. Animal Rescue League. 6. Purpose of Constitution; what national government does for its people. 7. Some great Americans. CuHEENT Events and History. The work will suggest itself from the subject. The pupils bring in much of the subject matter. The hfe history of America's great men and women is always an inspiration to the pupils. Business Ethics. This subject is always most interesting to pupils and the material may be furnished by the pupils. The discussion of success and honesty in business has a most helpful, moral effect on the formation of character. Appropriate dress, personal appearance, conduct, manners, attitude toward work. Lectures and Extras. [15 minutes every other week.] The lecture period is taken up by some head of department or member of the firm, who talks to the class upon different store subjects. 90 SCHOOL DOCUMENT NO. 4. Business Topics and Store Pbobiems. First Year. [32 minutes a week.] 1. Tying knots, boxes for immediate delivery, city delivery. 2. Making change readily. 3. Duties of cashiers, bundle girls, floor boys. 4. Qualities which make for eflSciency. a. Willingness to serve. 6. Quickness, accuracy. 5. Wrapping of delivered goods in paper. a. With string. 6. Without string, c. Use of cardboard. 6. Tjdng packages for parcel post, express. 7. Folding or packing suits, dresses, skirts, waists. 8. Discussion of store problems. 9. Service to customers. Salesmanship and Store Topics. Second Year. [45 minutes a week.] 1. Store organization. 2. Store system. 3. Sales-slip practice. 4. Store directory. 5. Business qualifications. 6. Truthfulness in business. 7. Store courtesy. 8. Dignity and responsibility of work. 9. Relation of employee to employer and to fellow workers. 10. Care of stock. 11. Approach to customer. 12. Talking points of merchandise. 13. Power of suggestion. 14. Demonstration sale. Outline of a Couhsb in Store Abithmetic. Lesson I. Introductory lesson. Need for arithmetic in stores. Operations used in store work. 1. Addition of tallies. Addition of items when more than one is purchased. 2. Subtraction in making change. Subtracting credits. 3. Multiphcation. 4. Percentage. Commission. Discount. 5. Fractions — seUing yard goods. BOSTON CONTINUATION SCHOOL. Reasons why arithmetic is hard. Combination of 2 figures. Finding of hard combinations. One tally given. Emphasis laid on speed and accuracy. Lesson II. DriU on hard combinations. 23445556674 68786787885 91 Adding of tallies. Lesson III. Adding of tally for speed. Combinations of figures that make 10. 5 12 3 6 5 9 8 7 4 Lesson IV. Lesson V. Lesson VI. Several taUies given for driU. Adding of tally for speed. Drill on hard combinations. Drill on 10 combinations. Adding by 10 — subtracting 1. Adding 9's. Add 10 — subtract 1. Much drill. Adding of tallies. Subtraction. Making of change. Adding of 9's. Tally given. Lesson VII. TaUy. Subtraction of credits. Subtraction of number of yards from bolts. Example: 10 yards on a bolt; 3J yards cut off. How many yards left? Refer to inventories. Adding 9's. Lesson VIII. Multiplication. DriU on multipUcation tables with cards. Store problems given. Example: 4 yards @ 37c. a yard. TaUy. Lesson IX. Short cut for multiplication by 5. Multiply by 10. Divide by 2. Drill. TaUy. 92 SCHOOL DOCUMENT NO. 4. Lesson X. Multiplying by 11. Example: 27X11. Put down right-hand figure, 7; add first and second figures (2 and 7); put down left-hand figure, 297. DriU on easy numbers as 24X11, 36X11, 43X11, etc. DriU on multiplication by 11. More difficult combinations. 29-347, etc. TaUy. Multiplying by 19. Call it 20 and subtract. Much drill. Multiply by 29. Lesson XI. Lesson XII. Lesson XIII. Drill on multiplying by 39, 49, 59. Tally. Lesson XIV. DriU on multiplying by 69, 79, 1.19, etc. Starting on cash account. Lesson XV. One problem with multiphcation given. Beginning on fractions. Units of measurements. Enumeration of different kinds. Emmieration of those usedin store. Dozens, dollars, yards. Different ways of writing fractions. Meaning of fractions. Fractions used in store. ills 2 i s i: 1 2 i s 3 3 6 7 How to find I of anything. Ways of writing. Lesson XVI. f I used most frequently, used occasionally. Lesson XVII. Drill on J: How to find i a dozen. How to find i a doUar. How to find J a yard. Drill on J at — c. Drill on J dozen at — c. Drill on — yards at 50c. a yard. Lesson XVIII. Finding of J yard, dozen, dollar. Drill as on jc. TaUy. BOSTON CONTINUATION SCHOOL. 93 Lesson XIX. Finding of f of yard, dozen, dollar. Drill. Keview of |, i, f . Lesson XX. Finding I yard, dollar, dozen. DriU. Review drill as above. TaUy. Lesson XXI. Finding of f yard, dollar, dozen. Reviewing of other fractions as above. Lesson XXII. Finding of f yard, dozen, dollar. DriU. Tally. Lesson XXIII. Finding of | yard, dozen, dollar. Drill. TaUy. Lesson XXIV. Finding of i, f yard, dozen, dollar. Review 8th. Tally. Lesson XXV. Finding i, |, ^. Review others. Lesson XXV J. Working with fractional parts of yards and dollar. Example: 85 yards @ 12ic. a yard. 4i yards @ 37^c. a yard, etc. Lesson XXVII. DriU on fractional parts of yards and dollar. Example: 5| yards @ 37Jc. a yard. Lesson XXVIII. DriU on problems similar to above. Pass actual sales-slips to girls. Each girl reads the problems on her slip. Class works them out and the first girl then explains her slip. Example: 1| yards of silk @ $2. \ yard crepe @ $0.50. \ yard silk @ $2.60. I yard pongee @ $1.50. \ yard silk @ $2.50. 94 SCHOOL DOCUMENT NO. 4. Lesson XXIX Continuation of last lesson. Same as Lesson XXIX. Lesson XXX. Lesson XXXI. Tally. Meaning of per cent. Where used in store. Method of finding, ways of writing it. Cash accounts. Lesson XXXII. TaUy. Review fractions. DriU on 1% commission. DriU on 10% commission. Drill on 100% commission. Lesson XXXIII. DriU on 2% conmiission and discount. DriU oh 5% commission and interest. DrUl on 3% commission. DriU on 4% commission. Lesson XXXIV. DriU on 20% commission and discount. DriU on 25% commission. DriU on 50% commission. DriU on 10% commission. Drill on 33i% commission. Lesson XXXV. DriU on 4i% interest on money. DriU on 11% commission. DriU on 14% discount. Review of other per cents. TaUy. Lesson XXXVI. Review of fractions. Review of percentages. Adding of tallies. OUTLINE FOR TRADE TRAINING AND CORRELATED ACADEMIC WORK IN CURTAIN FACTORY. I. a. Preliminary trade training. (Three weeks to four months.) 1. Examining curtains for imperfection. 2. Cutting threads and examining for workmanship. 3. Counting lots and pairing curtains. 4. Repairing skips in sewing of laces. BOSTON CONTINUATION SCHOOL. 95 b. Correlated work. 1. Oral English — Interpreting orders, giving messages, etc. 2. Written English — Spelling, dictation of names used in cur- tain trade, etc. 3. Arithmetic. o. Adding daily records of all workers. b. Copying order numbers for accuracy. c. Counting and entering daily pairs and half pairs, and finding weekly total. d. Practice on tickets and tags. e. Dividing quantity of yards into number of pairs needed. /. Verifying records of finishing department. (Addition and multiplication.) II. a. Trade Training. (Advanced.) (Pour months to two years.) 1. Making sash curtains and binding samples. 2. Joining laces by hand where pieced. 3. Putting in threads where broken by weaving. (Hand work.) 4. Making drawn work and hemstitched curtains. 5. Making curtains by machine. 6. Embroidering by machine. 7. Pressing curtains. 8. Hanging for inspection. 9. Folding for boxes. 10. Putting on paper, tagging, enveloping and checking tickets. 11. Boxing, marking, etc. 12. Errands between departments. 13. Preparing curtains for home work (laces, etc.). 14. Crocheting motifs (hand work). 16. Assembling and checkiag before shipment. 6. Correlated work. 1. Cotton and cotton industry. a. History. — Ancient Hindoos, Egyptians and Chinese. United States now raises three quarters of all cotton grown. East India, Egypt and Brazil raise most of the rest. 6. Where grown, description of Southern cotton field and the cotton pickers. c. Packing for mill. d. Making into fabrics, opening machines, lapper machines, card room, drawing frames, slubbers, speeders, spool- ers, warpers, dye house, beaming frames, slashers, weave room, inspecting tables, baling presses, ship- ping. e. Uses: Fabrics, rugs, shades, soaps, cooking oil, aripy tents and gun cotton. /. Principal inventions connected with cotton. 2. Laces and draperies. a. Origin. (Some time before sixteenth century — primi- tive laces.) 6. Lace making in Venice of sixteenth century. 96 SCHOOL DOCUMENT NO. 4. c. Development in modem times. France, England, HoUand, Italy, Russia. d. Kinds. 1. Needle or point (hand made). ■ 2. PUlow. 3. Machine made. (More effort spent on this than on any branch of textile industry. e. Terms used for parts of laces. 1. Gimp — center. 2. Ties — outer threads. 3. Reseau — part to hold pattern. 4. Applique — piece made separately and sewed on. 5. Cordonet — thread to outline pattern. 6. Picot — loop on edge. 7. Modes — ornamental fillin gs. OUTLINE OF RELATED INFORMATION ON SHOE AND LEATHER WORK FOR EXPLANATION AND CLASS DISCUSSION IN A SHOE FACTORY. Leather Outline. History of Leather Manufacture. I. Manufactiire by Chinese. II. Manufacture by Babylonians. III. Manufacture by Egyptians. IV. Manufacture by Romans. V. Manufacture by Moors. VI. Manufacture by modern nations. Lessons 2 and 3. Sources of Skins. I. Animals they are procured from. 1. Names. 2. Reasons for killing. 3. Name of meat from each animal. 4. Difference in skins of wild and domestic animals. 5. Skins only a by-product. II. Countries of supply. 1. Countries where different animals are used for food. 2. Names. a. For different animals. 6. Location of these countries. 3. Effect of supply on price. Lesson 4. Classes by Kind. I. Packer. II. City. III. Country. BOSTON CONTINUATION SCHOOL. 97 IV. Reasons for above name. V. Examples of each kind. Classes by Weights. (Difference between Skins and Hides.) I. Extreme light. II. Ohio buffs. III. Heavy cows. IV. Heavy steers. V. BuDs. VI. Explanation of each kind. Lesson 5. Classes by Defects. I. Grubby hides. II. Branded hides. III. Salt-stained hides. rV. Ticky hides. V. Scratched hides. VI. Grain damaged hides. VII. Hides injured from cattle fights. VIII. Hides injured from slaughter cuts. IX. Explanation of cause and result of each defect. Lesson 6. Curing of Hides. I. Cause. II. Necessities. III. Methods. IV. Places where each method is used. V. Test. 1. Places given — • class gives method of curing of skins to be sent to Boston. 2. Methods given — class tells where each might be used and why. Lesson 7. Description of Visit to Slaughter House. I. Take-off. II. By-products and their different uses. III. Curing used. Lesson 8. Structure of Skin. I. Epidermis. 1. Parts. 2. Importance in tanning. II. Corium or true skin. 1. Structure. 2. Qualities necessary for good leather. 3. Importance in tanning. 4. Name of this in leather — grain side. 98 SCHOOL DOCUMENT NO. 4. III. Under skin. 1. Parts. 2. Name of this in leather — flesh side. rV. Samples of leather to select flesh and grain sides. Lessons 9 and 10. Beam-house Work. I. Diagram of beam-house. II. Different processes. 1. Soaking and fleshing. 2. Removing hair or liming. 3. Dehming and bating and puering. 4. Pickling. III. Condition of skins at end of this work. Lesson 11. I. Different methods used. 1. Vegetable. 2. Mineral. (Tawing — Chrome.) 3. Oil. II. Vegetable tanning. 1. Materials used. (Names, properties of each, sources of each.) 2. Description of process. 3. Experiment with gelatine and tannin. 4. Uses of leather thus tanned. 5. Samples of leather showing effects of different vegetable tannins. Lesson 12. Mineral Tanning. I. Tawing. 1. Materials used. 2. Uses of leather thus tanned. II. Chrome. 1. Discovery. 2. One-bath process. 3. Experiment. a. Gelatine and bichromate of potash and hydrochloric acid. h. Solution of hypo and hydrochloric acid. Mix a and 6. .4. Two-bath processes. 5. Description of processes. 6. Uses of leather thus tanned. 7. Advantages and disadvantages as against vegetable tanning. Lesson 13. Finishing (of Shoe Upper Leather) . I. Splitting. II. Shaving. BOSTON CONTINUATION SCHOOL. 99 III. Fat liquoring. IV. Dyeing. V. Setting out. VI. Staking. vu. Tanking. VIII. BufSng the grain. IX. Finishing. X. Glazing. Lesson 14. General History of Shoemaking. I. Egyptian sandal. n. Roman sandal. III. Teutonic rude footwear. rv. French modifications. V. Indian moccasin. VI. Modem shoe. Lesson 15.. Drawing of these different types of footwear. Lessons 16 and 17. History of Shoemaking in America. I. Massachusetts leader. II. Apprenticeship — Indenture paper. III. Value of shoes in Colonial times. rv. Ancient shoe laws. V. The itinerant shoemaker. VI. The first shoe shops. VII. Shop of a century ago. Lesson 18. Shoe FoiCtories. I. First shoe factories. II. Labor in "teams." III. "Contract system." IV. Feehng of early shoemaker toward factory. V. Division of work in modern factory. Despatch office especially. Lessons 19 and 20. Shoe Machinery. I. Wooden peg. II. Pegging machine. III. Rolling machine. rv. Howe sewing machine. V. McKay sewing machine. VI. Goodyear welt machine. VII. Edge trimming and heel trimming machines. VIII. Lasting machine. IX. PuUing-over machine. X. Pictures of each machine. 100 SCHOOL DOCUMENT NO. 4. Lesson 21. Cutting Department. I. Hand cutting. Work of pattern boys. II. Measuring of leather for cutters. III. Clicking machine. IV. Dinking. V. Skiving. Lessons 22 and 23, Stitching Department. I. Lining — making. II. Tip making. III. Perforating. IV. Closing and staying. V. Foxing. VI. Top stitching. VII. Button hole making. VIII. Vamping. IX. Toe closing. X. Work described by girls. Lessons 24 and 25. Methods in Shoe Manufacture I. Nailed. II. Pegged. III. Standard screw. IV. Turned. V. McKay. VI. Goodyear welt. VII. Work of IV., v., VI., described by boys who work there. Lessons 26 and 27. Follomng Examples of Shoes in These Stages of Manufacture. 1. Turned shoe. II. McKay. III. Insole. IV. Shoe lasted and ready to have welt sewed on. V. Welt entirely sewed on and shoe ready to have outsole laid. VI. Shoe with outsole laid and channel tip turned up ready to be stitched VII. Shoe with sole stitched on. VIII. Heel trimmed and shoe ready for finishing. Lesson 28. Explanation of Terms Used in Shoemaking. I. List made out by pupils. II. Explanation given by pupils. III. Lists and explanation of pupils supplemented by teacher. BOSTON CONTINUATION SCHOOL. 101 Lesson 29. Tariffs. I. Shoe tariff in colonial times. Ebenezer Breed. II. Various changes. III. Present agitation. IV. On dye stuffs. Lesson 30. Reports From Trade Papers. (Subject to Change From Year to Year.) Following are Typical of This Year. I. Visit of French Commiasioh to Boston. II. Embargo on logwood. III. Packing industry in Brazil. IV. Russian war boot order. V. Imports and exports. VI. Hide-flaying in India. VII. Japan's leather industry. VTII. China — a possible market. IX. Study of table showing changes in prices from 1905 to 1912 to 1916. Lesson 31. Study of Various Circulars. 1. Size of industry today. II. Care of shoes. FACTORY WORK. A Typical Plan foe General Improvement Work in a Factory Class. 1. General plan of year's work. 2. Plan for one week. 1. Shop work. 1. Manufacture of. leather. 2. History of shoemaking. 3. Points of iuterest from current trade magazines. 2. English — mostly oral work. 1. Oral — aim. (1) To train ear to recognize errors. (2) To correct common errors. (3) To acquire better enimciation. (4) To increase vocabulary. (5) To get habit of definite statements. 2. Written — aim. (1) To cultivate clearness. (2) To cultivate simplicity and directness. (3) To use dictionary for spelling, not guessing at words. (4) To recognize sentence units. (5) To test power of advanced pupils to investigate and report on subjects for themselves. (6) To master better technieaUties. 102 SCHOOL DOCUMENT NO. 4. 3. Lessons. (Oral.) 1. Conversation — questions and answers involving forms of trouble- some verbs — lie, see, eat, ought, do, etc. 2. Conversation using "you" and other pronouns in combination with words ending in "d" or "t," e. g., What did she, where did you? Why don't you? To stop slovenly speech, "Whache,"' "whereju," "why dontcher," etc. 3. Oral reproduction after studying short stories with special attention to use of good words, that is, words full of meaning or picturesque, used in printed story. 4. Sentences containing slang or colloquial expressions to be replaced by good EngUsh words. Most people use slang because it is easy — sparse vocabulary. 5. Oral original definitions — teaching to classify before giving speci- fications. 6. Statements of work done by pupils, etc., for directness and accuracy. 4. Lessons. (Written.) 1. Friendly letter. 2. Business letter. 3. Amplification of thought suggested by talk on ethics. 4. Notes from dictation. 5. Testing knowledge (occasionally) of correct forms — taught orally. 6. Using words in sentences, synonyms or homonyms or antonyms. 7. For advanced classes. a. Written reports on individual topics. 6. Study of arguments, exposition, description and narration for dominating characteristic. Application. Description. — The stitching room. Narration. — A hero — to develop difference in treatment. Exposition. Argument. — Sale of Hquor should be abohshed. Immi- gration should be restricted. c. Study of Anglo-Saxon and Latin — equivalent derivatives — to show value of each and increase vocabulary. d. Danger of ambiguity in use of pronouns. e. Value of subordination of thoughts. 5. Literature. 1. Eeading from selected books. 2. For advanced classes. (1) Growth of English language — influences . (2) Brief r6sum6 of American writers. (3) Individual reports, e. g., on Plays of Shakespeare. Famous artists. Shoe topics. Civic questions. Household topics (girls). BOSTON CONTINUATION SCHOOL. 103 Spelling. Words from Boston list — no study. Ten verbs, ten adverbs each day — comparing results — insisting on correct spelling of words misspelled twice. 6 Hygiene. 1. Care of eyes. • 2. Care of teeth. 3. Necessity of re,st. 4. Necessity of exercise. 5. Foods — nutritious and non-nutritious. (1) Kinds of cooking — value. (2) Relative values of food. 6. Cleanliness of body. 7. Cleanliness in home. (1) Sweeping. (2) Value of sunlight. (3) Airing bedrooms. (4) Care of flush closets. (5) Care of ice box. 8. Proper clothing. 7. Informative lessons — reports when possible by pupils — or presentation by teacher. 1. Based on current events, e. g.: (1) The Tower of London. History. (2) Partitioned Poland. CGeographical Magazine.) C3) Roumania. CThe Pivot State.) CGeographical Magazine.) ti) The Balkan States. (Geographical Magazine.) ■ (5) Mexico. Ancient and Modern. (Geographical Magazine.) (6) The World's Food Supply. CGeographical Magazine.) (7) Little Serbia. 2. Based on holidays. (1) Evolution of Santa Claus — Holidays of Ancient Greece. (2) Columbus — Settlement of United States. C3) Indians in North America. (Thanksgiving.) (4) Lincohi. fCivil War.) (5) Washington. (War for Independence.) 3. For advanced classes. CI) Study of ancient civilization — contribution to the world — to develop breadth of mind and eliminate race and religious narrowness. (2) Contribution of later civilization. 8. Arithmetic — Train for head work, 1. Daily systematic drill in four operations. (1) To develop accuracy. (2) To develop speed. 2. Four fundamental operations. (1) Application to practical problems in pupil's work or home. 3. Fractions — (1) Application to practical problems where such are likely to be used — to give facility in handling. 104 SCHOOL DOCUMENT NO. 4. 4. Surface measure. (1) Applied to laying floors, concrete and other practical prob- lems — acre, " 5. Cubic measure. d) 231 cu. in. =gal. applied to measuring' cans and tanks. 6. Percentage — applied to CI) Simple interest. «• (2) Simple discount. (3) Bank discount fadv.). (4) Commission. (6) Duties (adv.). (6) Taxes (m. and adv.). (7) Insurance (m. and adv.). 7. Business forms (adv.). 8. Miscellaneous. (1) Drawing to scale. (2) Making graphs. (3) Simple carpeting (4) Simple papering. (5) et al. prac. measurements. Plan of Work for One Week. Week of January 17. Ethics. Thmk of the next man to handle your work. Remember you all are working for the same concern. Be a co-worker in the fullest sense. Spelling. H. & M. Grade 8, minimum, 20-30. L. Grade 6, minimum, 20-30. English. Low — Study anecdotes — choose good words, tell why you choose them. Be ready to tell story to class, trying to incorporate some of selected words. Medium — as for low. High — Four forms of composition. Read part of Treasure Island to illus- trate description. Query — Is it a definite picture at a definite time? Class to select words which add to picture or impression. Arithmetic. 1. 10-minute drill. 2. High — Commercial papers — • checks — note — writing of each — pupil explaining use of each. Medium and low — Teach averages. Find average weights of hides in list in "Hide and. Leather." Medium — Relation of profit to investment, e. g.: Which is better busi- ness, buying for $1.85 and selling for $2.50, or buying for $3.15 and selling for $4.50? Informative. High — Egypt — Class reading from general history — Special topics — Story of Joseph — Egypt today. BOSTON CONTINUATION SCHOOL. 105 Medium and low — Monroe Doctrine — apropos of Mexican question. Literature. High — Tale of Two Cities. Medium — Silas Marner. Low — Tom Paulding. DRESSMAKING CLASS. Shop Couese. Projects. The purpose of the course is to teach the child: First. — The essentials of plain sewing and the use of patterns. Second. — The amount that can be accomplished in as little as two hours a week. Third. — The necessity of two or more garments for cleanliness and health. Division of Work. Two Years. Seventy Lessons. First Year. Lesson 1. — Practice work. Seams, henuning and running stitches, etc. Lesson 2. — Machine. — To learn to run and thread machine. Lesson 3. — Work bag. — To determine ability to sew. Lessons 4 and 5. — Bloomers. Lessons 6 and 7. — Bloomers. — Second pair. Pupil cuts garment if far enough advanced. Lessons 8 and 9. — Camisole. Lessons 10 to 15. — Petticoat. Lessons 16 and 17. — Camisole. — Second garment of this kind. Pupil cuts garment if far enough advanced. Lessons 18 to 23. — Petticoat. — Secon-1 garment of this kind. Pupil cuts garment if far enough advanced. Lessons 24 and 25. — Collar and cuff set. Lessons 26 to 30. — Apron-dress. — Set in sleeves, cuffs, collar, belt, and pockets. Lessons 31 to 35. — • Blouse. — ■ Smocked or plain. Second Year. Lessons 1 to 5. — Shp. — Pupil cuts garment if far enough advanced. Lessons 6 to 10. — Slip. — Second garment of this kind. Pupil cuts garment if far enough advanced. Lessons 11 to 16. — Nightgown. — Pupil cuts garment if far enough advanced. Lessons 16 to 20. — Nightgown. — Second garment of this kind. Pupil cuts garment if far enough advanced. Les!3ons 21 to 28. — Dress. — Simple cotton dress of voile, muslin or poplia. Lessons 29 to 35. — Dress for child. — Simple cotton dress of voile, muslin or poplin. The arrangement of lessons is based on the time the average girl takes to accomplish the work. A quicker worker gets more done in a year and a slower pupil falls behind. 106 SCHOOL DOCUMENT NO. 4. BOSTON CONTINUATION SCHOOL. 107 108 SCHOOL DOCUMENT NO. 4. ^ iZ *» CO 2 4i-y .9 ? .5 3 .a '5 J '43 ^■3 a i 2 T3 ^3 2 P s 5S o £ ■a m S -f 03 BOSTON CONTINUATION SCHOOL. 109 1 g j| ^ (S O . g fl fl S "? „ -„ ^ as ^ fl d a -d g a g 16 -§ HO < P3 O 110 SCHOOL DOCUMENT NO. 4. .a ■a I I ;§ to ja el "5 j— 4 > •S M 03 fl g .3 s -e 3 S I ■i o =3 J| ■Pn M -si i « J4 2 o i . MS as g g 3 o 'M ^ S s SI ^i %^ bo 03 03 R 03 P< S 3 "So •-' 03 3 -tJ C3 ■^ 13 P. ^ S "S ^ a ft _d a .« o3 03 ca a 03 s § I <1 03 I' g p. « ;§ I t d " _o 9 1 1 .^1 m 03 ^ O O CQ H •s 1 o '^ o I 0) ,4 o 1° .a s ' h o o 'B o •a iS Cq CO •* "3 S<1 pq til ■1 GQ Pi Pli Eh a . o ■2 O e fo .« "^ « .■§i , .S -jf ^ o p< ill I I § P. 1- ^ a C3 S^ '^ If J^ ^' a: 1^ P. [C 3 § M g "5 -g .-is' ^ ^ 5^ 1^ S-S J g a o a| g"s mOQ QQ n no n o 112 SCHOOL DOCUMENT NO. 4. DEESSMAKING CLASS. Related English. All phases of the work in the trade room can be iised as subjects for oral and written English. Much of the pattern work, especially that with the fashion sheet, can be used for oral English and made the subject of short descriptions. Different processes as they occur in the trade work can be used as the subjects of short expositions. Trade terms. '" Definition. Spelling. Letters. Application (for a position as apprentice or errand girl, etc.). Reference. Requesting payment. Ordering goods. Making complaints. Answering complaints. Suggesting a costume. Making an appointment. Famous dressmakers. Magazines of fashion. Textiles. Aim: 1. To teach the girl usefulness of material — quaUties affecting- useful- ness — weave — dressing — dyeing. 2. To teach the girl to distinguish kinds of material — value of material. Introduction. This work should be simple and brief; but little more than a review of the girl's previous information. Fibers. Cotton, wool, silk, flax and mohair. Sources (chief). Terms. Warp, fillin g sizing (purpose), shrinking, dyeing, spiiming, printing and bleaching. The story of cotton, wool, silk and flax. Very simple unless girls have a background of experience in manufacturing towns or textile industries. Pictures can be used to advantage. Cotton. All work should be done from samples which should be pasted into note- books for reference. A. White. Distinguish between bleached and unbleached. The process of bleaching (if practical). Kinds. Materials which show a difference in weight (voUe, muslin, longcloth and flannel). Materials which show a difference in weave (cotton corduroy, pique, dimity). Application. Constant practice in distinguishing among samples for a. Too much filling. 6. Poor quality thread. List materials (white) from cotton. Test knowledge by sample. BOSTON CONTINUATION SCHOOL. 113 B. Printed. Explain process of printing if practical. Method of distinguishing printing from dyeing. Sample work. C. Dyed. Process if practical. Test for fast colors. D. Mercerized. (Optional.) Process (if practical). Select samples of mercerized material. Note. — It is not necessary for the girl to know the steps taken in any process, but it is necessary to know the result obtained by it. Wool. Test for cotton mixed with wool. Shoddy. Names of most important wool fabrics. Silks. Kinds. Distinguish the most important. Vegetable silks — artificial silks. Equipment fob Dbessmaking Classes of Twenty Pupils. Five foot machines. Two electric irons and boards. Low tables, with good lamps swung about 3 feet above the tables. MILLINERY CLASS. Shop Work. Unit I.— Fall Work.— 10 Weeks. Lesson 1. Necessary tools. Pliers, tapeiline, millinery needles, millinery thread, linen thread, wire (covered, uncovered, tie, brace, ribbon), cement. Lessons 2 to 5. Parts of the hat. A. Brim (upper and under). Illustrate by drawing. Measure and record measurements. B. Crown (top and side) . Illustrate by drawings. Measure and record measurements. C. Lining. (Crown tip and side crown.) Placing. D. Terms. 1. Head size (emphasize proper shape). 2. Facing. 3. Bind- ing. 4. Trimming. 6. Edgewire. 6. Base of crown (distinguish from head size). Lessons 6 to 9. Frames. Kinds. A. According to material (buckram, rice net, wire, cap lace). B. According to structure (one piece, two pieces). Illustrate by drawing. 114 SCHOOL DOCUMENT NO. 4. Lesson 10. Types of stitches. Back, running, slip, lacing, saddler's feather. Terms. Distinguish between: Facings (plain, shirred, bias), ruffles, plaits, folds (straight, cross-wise, bias) (plain, French, milliner's), tucks. • Unit II. — Spring Work. — 8 Weehs. Lesson 11. Review of fall work for: Terms, methods of taking measurements, recording measurements, proper use of tools. Lessons 12 to 14. Types of shapes. Sailors, turbans, toques, bonnets, etc. Illustrate, measure and record measurements; emphasize the fact that position of crown affects shape of hat. Types of brims. Regulation, straight, drooping, mushroom, rolling; emphaisize tension of edgewire affects shape of brim. Illustrate and measiu:e. Types of crowns. Square, sloping, round or dome, bell, tam o'shanter. Illustrate, measure and record measurements. Lesson 15. T^e wire frame. Parts. (Brace wire, stay wire, tie wire.) Lessons 16 and 17. Trimming. A. Types of hats. (Dress, tailored, trimmed.) B. Character of trimming. (To indicate use of hat.) C. Use. (To render it becoming.) D. Kinds. Ribbon (bows, bands, rosettes), flowers, feathers, novelties. E. Placing of trimming. Lesson 18. Color. Use. Trimming should be of prevailing color of the hat, and give the impression of one color. Terms. (Shade, tone, tint.) Note. — No student, even of the highest grade, can accomplish this work in one season. The second year work follows the order of the first group of eighteen lessons enlarging the work of the first year. AU work should be carefully preserved in a notebook, so that this work may be the foundation upon which to build the work of the second year. Related Mathematics. I. Measurements. A. The yard stick and tape measure. 1. The fractional parts of a yard: J, i, f, \, f, j, f, i, f, |, i. 2. The fractional parts of an inch: \, \, I, |, f , |, i, ^i^. 3. Equivalents of parts of yards in inches. 4. Practical measurements from the hat in making. B. The meter. For girls only who are in the trade. BOSTON CONTINUATION SCHOOL. 115 C. The circle. 1. Terms (radius, diameter, circumference, pi). 2. Application. To find the edge of a hat, given the diameter. To find the lining, given the head size. Note. — High grade girls could do simple work with formulas. Low grade girls may call pi, 3, and add 2 inches for lapping and sewing. D. Miscellaneous. Dozen, gross, ounce, pound, and their fractional parts, as the need arises. II. Practical problems from the hat in process of making. A. Estimating amount of material for: 1. Facings. (See Dressmaking.) 2. RufHes. (See Dressmaking.) 3. Bias strips and folds. {See Dressmaking.) 4. Tucks. B. Estimating costs of such materials. III. Estimating costs. A. Of milliner's supplies (wire, buckram, velvet, etc.). B. Of hat trinamings. C. Of labor. * D. Of imported hats (duties). * E. Of hats made in the workroom. * F. Of factory made hats. IV. Trade discount. (See Dressmaking.) V. Profit and loss. ISee Dressmaking.) VI. Commercial papers. Bills, checks, receipts, deposit slips, notes, money orders. Related English. I. Oral and written English. All details of the trade work may be used as the subjects of compositions, both oral and written, e. g. Qualities necessary for a milliner. e. g. Use of color, e. g. Description of a hat. II. Business letters. " 1. Letters of application. 2. Letters ordering goods. 3. Letters requesting payment. 4. Letters making an appointment. 5. Letters making a complaint. 6. Letters in reply to complaints. III. Trade terms. Definition. Spelling. * Marks problemB for girla actually in the trade. 116 SCHOOL DOCUMENT NO. 4. IV. The story of the hat. V. World famous milliners. VI. MilMnery magazines. Textiles. I. Terms. (See Dressmaking.) II. Fibers. (See Dressmaking.) III. Materials studied from the viewpoint of: Preparation. Durability. Suitability for their particular purpose in millinery. A. The hat. 1. 3. Foundation. (Buckram fsizing of glue), cape lace, rice net.) The lining. Muslin. Mull. Crinoline. The covering. Velvet Cchiffon, panne, velveteen, corduroy). Maline. Chiffon. Crepe Cgeorgette de chine). Lace. Straw and straw braids (use of shellac in prepa- ration). Trimming. Preparation of flowers, feathers, novelties. Ribbon. Color. 1. Dyeing. 2. Bleaching, POWER MACHINE CLASS. Shop Work. Opebations. 1... 2-4. 5-6. 7-9. 10-12. 13-15. 16.... 17-19. 20-22. 1. Mechanical use of machine.' 2. Stitching without thread and getting accustomed to power and treadle. 3. Threading needle and placing bobbin. 4. Stitching short lengths (16 inches for practice; striped mate- rial better, as can f oUow stripes) . 5. Simple apron. — Stitching straight seams, using gauge, plain material (2 or 3 piece apron, etc.). 6. Winding bobbins with care and use of transmitter. 7. Trimming, or cutting threads. 8. Different kinds of seams. 9. Hemming on straight edge, short strips: J-inch, J-inch, i-inch. BOSTON CONTINUATION SCHOOL. 117 >J Ofebations. 23-25 10. Round apron. — Hemming on curved edge. 26-28 11. Continued lessons to acquire correct method of holding materials. 29-30 12. Care of machine: Cleaning, oiling, etc. 31-32 13. Rethreading machine, adjust tension. 33 14. Adjustment of stitch according to fineness of material, and placing needle. 34 15. Caps and aprons. — Experimental work with varied stitch- ing; shirring and change of stitch. 35-37 16. Special hemmers; 3-inch hem. 38 17. Hemming 1-inch, i-inch, J-inch hems. 39-43 18. Binding: f-inch, |f-inch. 44-46 19. Banding for special work. 47-51 20. Hemstitching machine: Threading, winding bobbins, and practicing short lengths. 52-54 21. Hemstitching on seams: i. e., shoulder seams of under- wear, etc. 55-60 22. Attachment for hemstitching machine; adjustable hemmer and resetting. 61-64 23. Zig-zag machine. 65-74 24. Tucking machine. 75-78 25. Button-hole machine: Care, threading, treadle, lever, etc. 79-84 26. Pressing and examining. 85 27. Advanced pupils are put on better grade of work, such as crepe de chine, wash satin, lace, and insertion. 118 SCHOOL DOCUMENT NO. 4. POWER MACHINE CLASS. Related Wobk. (Part time correlated work to be used with general arithmetic, civics and hygiene. The demand of the trade work directly determines the nvunber of times each subject is taken, and the amount of time spent on it, and the sequence of topics.) 1° Subjects. 1 1. Quahties necessary for power machine worker. Quickness of motion. Ability to understand orders. Neatness. Accuracy. 1 2. Opportunities in power machine trade. 2 3. Laws relating to factory work. Hours of employment. Dangerous machines. Fire laws. Employer's liabiUty. 2 4. Unions. Advantages and disadvantages. 10 5. Problems in cost of making garments. 1 6. Salary. Discussion as to value of time work and piece work. 1 7. Employee's dress for work. 1 8. Factory conditions. Light, stimulating lunch. Rest room. Recreation. 12 9. Names of parts of machines. Treadle; tension; bobbin winder; bobbin; gauge; foot; belt; transmitter; knee-press; skirt guard. 1 10. Names of attachments. Hemmer; binder. 2 11. Care of machine at work and at school. 2 12. Namps of different operations. Plain stitching; hemstitching; button-holing; shirring; tucking. 3 13. Kinds of seams. Raw; French; flat-felled. 6 14. Measurements. Fractional parts of yard, inch, foot. Halves, quarters, eighths, sixteenths. 35 15. Textiles. For personal use in home. Knowledge of fabrics at work. For detail see textile topics under dressmaking. BOSTON CONTINUATION SCHOOL. 119 Equipment for Power Machine Classes op Twenty Pupils. 15 Single-needle machines. 2 Double-needle machines. 2 Hemstitching machines. 1 Overlook or zigzag (small attachment made for special work). 2 Electric irons and boards. 2 Two horse power motors. HOUSEHOLD ARTS CLASS. General Subjects. 1 . Cleanliness. Person. Work. Home. 2. 'Kitchen. Furnishing. CleanUness. For economy. Care of kitchen. For efficiency. Care of stoves. Care of refrigerator. 3. Housework. Sweeping; dusting; scru'bbing; washing; table setting and serving; bed making; general cleaning. 4. Food. Preparation of food. Methods of cooking. Classification and function. Buying, considering cost in relation to food value. Division of Work. — Two Years. — Seventy Lessons. Canning, preserving, pickling. (10 lessons.) Breakfasts. (20 lessons.) Cooking of cereals, muffins, toast, eggs, fish balls, doughnuts, pancakes, dried fruits. Dinners. (20 lessons.) Meat, fish, vegetables; meat and fish soups; meat substitutes; meat extenders; salads; puddings; pies. Suppers. (20 lessons.) Cream soups, cheese dishes, egg dishes, bread, biscuits, salads, use of leftovers, gingerbreads, cookies, cakes, desserts, sauces, cooking of fruits. Division of Class. Each lesson the class is divided in two groups, which alternate the following session. 1. Housekeepers. Repetition of work in each lesson. Sweeping; dusting; dishwashing; cleaning kitchen; washing towels; table setting and serving. 120 SCHOOL DOCUMENT NO. 4. 2. Cooks. Illustrative Types of Lessons. I. Breakfast. Cream of wheat with dates, Toast. Coffee. Explanation of measurements. Effect of heat on starch. Effect of cold on starch. General rule for cooking cereals. Ways of making coffee. Dinner. Baked rice and peanut butter. Spinach. Chocolate bread pudding. Supper. Escalloped potatoes and cheese. Apple sauce. Gingerbread Value of meat substitutes. General rule for cooking green vege- tables. Review of the effect of heat on eggs. Application to cooking of pudding. General rule for bread pudding. Possible variations. General rule for escalloped dishes. Value of cheese. General rule for making fruit sauces. Making gingerbread with baking soda and sour milk. Study of action of leavenants. Review of oven temperatures. II. Breakfast. Stewed prunes. Rolled oats. MufHns. Classes of fruits (food fruits, flavor fruits). Value of dried fruits. General rule for cooking dried fruits. Review of cooking cereals. General rule for muffins. Use of baking powder leavenant. Oven temperatures. Dinner. Boiled fish, egg sauce. Boiled potatoes. Custard pudding. General principle of boiling. Rule for boiling fish. Review cooking potatoes. General rule for custard. Effect of heat on eggs. Application to cooking of custard. Supper. Stuffed tomato, cream sauce. Peanut butter muffins. Cornstarch pudding. Use of leftover for stuffing vegetable. Review making white sauce. General rule for cornstarch pudding. Experiments to show methods of making and mixing for smooth result. Application of lesson on cooking starch. BOSTON CONTINUATION SCHOOL. 121 III. Brealdast. Baked apple. Oatmeal. Cream toast. Value of flavor fruits. Cooking of apples. Cooking of coarse cereals. Genera rule for white sauce. Methods of making. Dinner. Turkish pillau. Beet greens. Caramel custard. Review cooking of rice. Small amount meat to extend flavor to bulk obtained by using rice. Value of green vegetables. Cooking of green vegetables. Melting of sugar to caramel stage. Review making of custard. Supper. Scotch broth. Peanut butter muffins. Baked apple pudding. Making of a meat soup. General rule for making soup. Method of extraction of juice. Discussion of cuts to be used. Review making of muffins. Review baking powder biscuit. Using mixture as crust. IV. Breakfast. Stewed apricots. Review cooking dried fruits. Corn meal griddle cakes. General rule for griddle cakes. Comparison pour and drop batter. Frying griddle cakes. Dinner. General rules for stews. Beef stew with dumpling. Value long, slow cooking. General rule for dumpling. Cottage pudding, chocolate sauce. Comparison between dumphng rule and baking powder biscuit. Cooking of dumpHngs. Method of mixing plain cake. Review oven temperatures. General rule for sweet sauces. General rule for cream soups. Review cooking vegetables. Supper. Value cream soups. Potato soup. Review baking powder biscuit. Corn baking powder biscuit. Making drop cookies. Peanut cookies. Comparison soft dough and drop batter. 122 SCHOOL DOCUMENT NO. 4. Canning, Preserving and Pickling are Introdtjcbd According to Season. Illttsteative Types op Lessons. I. Canning tomatoes. Cold pack method. Open kettle method. Principles involved. Sterilization. General rule for canning. II. Preserving peaches. Making of sugar syrup. Preserving by cold pack method. Preserving by open kettle. Necessity of thorough sterilization. III. Jelly-making. General rule for jeUy-making. Extraction of juice. Sterilization of glasses. Preservation by means of sugar. Pectin test. Equipment por Cooking Classes op Twenty Pupils. 4 Gas stoves. 4 Large cooking tables. Double sink. Refrigerator. Miscellaneous pans and dishes. ELECTRICAL CLASS. Shop Work. In the shop each pupil works from his own blueprint lesson sheet. The lesson sheets show the wiring diagrams and explain in detail the theory, necessary trade mathematics, and the practical applications involved in that lesson. The average boy can complete one lesson or exercise in two hours or less. As soon as the individual pupil satisfactorily completes the work laid out for him on one lesson sheet he begins on the next sheet. Each set of lessons forms a unit course. Each pupil is required to complete Unit A and then, subject to the approval of the instructor, he may take any of the other units. Unit A. — ■ Elementary fundamentals and low tension work. 12 lessons on bell and annunciator work. 5 lessons on telegraph and telephone work. Unit B. — 9 lessons on house wiring. Unit C. — • 9 lessons on conduit work. Unit D. — 5 lessons on molding work. Unit E. — 6 lessons on cleat work. Unit F. — 10 lessons on generator, motor and switch board work. BOSTON CONTINUATION SCHOOL. 123 UNIT A. ELEMENTARY FUNDAMENTALS AND LOW TENSION WOBK. Theory. Cause of flow of electricity. Theory of voltage. Answering questions on theory or on practical work. Lesson lA . Practical Work. Studying flow of water. Studying flow of air. Studying flow of electricity. Detecting presence of electricity by use of compass. Making drawings of practical work done. Lesson 2 A. A circuit. A series circuit. A multiple circuit. Battery symbol. Symbols for splice and crossover. Study of volt-ammeter. Answering questions on advantage of series and multiple circuits. Making a circuit by means of a dry cell and some wire. Connecting old dry cells in series. Connecting old dry cells in multiple. Making tests with volt-ammeter. Three and two cells in series and three and two cells in multiple and single cell. Reporting tests in volts and am- peres. Lesson 3 A. Theory on which a bell works com- pared with theory of all machines in electrical line. Reasons for scale drawings. Making drawing of a beU circuit, including inside wiring of bell, push button and one cell of battery. Putting up bell, button and cell of battery and wire in working order. Tracing out inside wiring of bell. Making spUces and fastening of wires under screws and binding posts in proper manner. Lesson 4A. Learning divisions on carpenter's 2-foot folding rule. Explanation of scale drawing . Measuring lines drawn to different scales and writing answers. Draw lines to scale from specifica- tions. Lesson BA . Study of trade symbols for bells and buttons. Study of bell cir- cuit where bell is controlled by two buttons in series. Study of beU circuit where bell is controlled by two buttons in multiple. How to make drawings. Making a drawing from specifica- tions of a simple cell circuit on the scale of | inch to the foot. Instalhng work from drawing. Taking down work and return of material. 124 SCHOOL DOCUMENT NO. 4. Lesson 6 A. Theory. Principle of bell wiring for two-tene- ment house (from front doors only). Correcting an improper scale drawing. Practiced Work. Making a corrected drawing. Installing work from corrected drawing. Lesson 7 A. Principle of bell wiring for two- tenement house (from front and rear doors). Use of wires com- mon to more than one article. Interpretation of specifications. Installing work from specifications. Lesson 8 A. One bell controlled from three dif- ferent places by means of mul- tiple wiring. Making a scale drawing of three buttons wired in multiple. Installing work. Lesson 9 A. One bell controlled by three but- tons in series. Theory of series for electric lighting explained. Measuring a practical scale draw- ing denoting heights of buttons and bells. Estimating stock nec- essary for work. Installing work. Lesson 10 A. Ring and return ring, bell system by use of three wires. Theory of a short circuit. Installing work from a practical scale drawing. Lesson 11 A. Ring and return ring, bell system by use of one wire and ground. Theory of ground wire. Measuring drawing and installing work according to measurements. Use of pipe for ground connections. Lesson 12 A. Annunciator wiring. Advantage of annunciator system. Installing an annunciator and three push biittons. Lesson ISA. Telegraphy. Theory of telegraph compared with that of bell. Naming parts of telegraph in- strument and- tracing out the wiring principle of same. Installing two telegraph instru- ments, using a trade drawing. Telegraph relays. Reason for relays. Tracing wiring system. Lesson HA. Installing telegraph instruments and relays, using a correct trade drawing. BOSTON CONTINUATION SCHOOL. 125 Theory. Police and fire alarm system. Induction coil. Telephone receiver. Telephone transmitter. Telephones. Lesson ISA. Practical Work. Installing bell controlled by a push button and relay. Lesson 16 A. Installing telephone induction coil, receiver and transmitter properly connected. Lesson 17 A. Installing a two-party phone sys- tem. Reasons for outlet box. UNIT B. HOUSE WIRING. Lesson IB. Installing outlet box as directed, using a practical trade drawing. Lesson SB. Insurance rules on inside wiring; knob and tube type of wiring. Installing outlet box and a circuit from cut-out cabinet to outlet. Wiring as per rules for knob and tube work. Lesson SB. Knob and tube work, showing use of single pole flush switch. Installing work as required by blue- print according to insurance rules. Lesson Jfi. Interpretation of trade sjrmbols and specifications. Installing work, using knob and tube and also pipe and junction boxes. Lesson BE. Double pole snap switch. Inter- pretation of specifications. InstaUing work, using knob and tube work. Reason for use of Bx. Lesson 6B. InstalUng Bx, as per drawing and as per insurance rules. Lesson 7B. Explanation of grounds on Bx wir- ing. Lesson 8B. InstaUing work and testing for grounds. Explanation of a junction box. Installing work as shown by blue- print. 126 SCHOOL DOCUMENT NO. 4. Lesson 9B. Theory. Reasons for different parts of fix- tures. Practical Work. Assembling a fixture. This fixture drawing and fixture used with all B lessons. UNIT C. CONDUIT WORK. Lesson IC. Cutting and cleaning a piece of pipe. Use of tools and oil. Cutting a pipe to measurement. Cleaning pipe. Reasons for same. Use of oil explained. Lesson 2C. How to make a single offset in pipe. | Making an offset. Lesson SC. How to make a double offset. | Making a double offset Lesson 4C. How to make an elbow. | Making an elbow. Lesson 5C. Interpretation of trade symbols. Reasons for use of conduit in elec- trical installations. Single pole switch wiring. Installing conduit work and wiring for one light controlled by a single pole snap switch. Lesson 6C. Use of double pole snap switch. Installing work called for in blue- print according to insurance rules for conduit work. Lesson 7C. Use of three-way snap switches. Installing work called for in blue- print. Lesson 8C. Use of two three-way and one four- way snap switches. Installing work called for in blue- print. Lesson 9C. Use of an electrolier snap switch. Installing work called for in blue- print. UNIT D. MOLDING WOHK. Lessons 1,S,S, 4,5 D. Explain use of wood and metal moldings. Reasons for use of same. Rules governing use of same. Installing work as called for in blue- prints, which includes work on the following types of switches: Single pole, double pole, three- way, four-way and electrolier. BOSTON CONTINUATION SCHOOL. 127 UNIT E.— CLEAT WORK. Lessms 1,2,3, 4, 6, 6 E. Theory. Explain use of cleats for exposed wiring. Reasons for use of same. Rules governing use of same. Practical Work. Installing work as called for in blue- prints, which includes the dif- ferent types of switches. UNIT r. GENBRA.TOB, MOTOR AND SWITCH BOARD WORK. Lesson IF. Use of series circuit in electric lightmg systems. Amperes, volts, watts. Ohms Law. Testing with voltmeter different candle power lamps at different voltages while connected in series. Reporting on tests. Lesson 2F. Use of multiple circuit in electric lighting systems. Result of a load thrown on to a generator. Electromotive force explained. Use of electric light plant and switch board for making test. Readings of switch board instru- ments taken to determine load. Lesson SF. Resistance. Conductors and nonconductors. BeU test set. Electric test lamp. Cable testing. Testing conductivity and noncon- ductivity of different types of materials by use of test lamp on electric light circuit. Making resistance tests with dif- ferent size wires. Lesson 4F, Testing cable by bell test set. Testing cable for trouble with electric test lamp. Testing with test lamp for grounds on electric light circuit. Lesson BF. Magnetism. Poles of magnets. Lines of magnetic force. Magnetic fields. Armature of magnet. Determining location of north mag- netic pole of the earth. Use of magnets and iron filings. Making temporary magnets. Making permanent magnets. Comparison of armatures. Study of compass. 128 SCHOOL DOCUMENT NO. 4. Lesson 6F. Theory. Generator. Solenoid. Electro magnet. Polarity of fields. Armature of generator. Helix. Lines of magnetic force in genera- tors and motors. Residual magnetism. Practical Work. Taking apart generator on bench and testing as directed by blue- printed sheets. Answering questions after tests. Lesson 7F. Mechanical and electrical energy. Types of generators. Parts of generators. Application of magnetism to gen- erators. Measuring output of generators. Use of speedometer. Application of changing mechanical energy to electrical energy and vice versa by means of motor gen- erator set. Connecting and running of D. C. and A. C. generators and motors. Testing voltage given by genera- tors when fields are excited by diflerent number of cells. Taking speed of motors and gener- ators. Lesson 8F. A. C. generators, two and three phase types. Transformers and use of same. Switch board. Storage battery. Polarity. Ammeter shunt. Ground detector lights. Pilot Lights.' Rheostats. Switch board. Connecting A. C. generators. Using transformer for stepping up and stepping down the voltages from generators. Testing voltage with portable volt- meter. Noting result and effect on lamps of different voltages. Lesson 9F. Charging and discharging of storage battery. Testing polarity. Making proper connections to switch board for charging battery. Ijearning switch board while bat- tery is charging. Lesson lOF. Making drawing of rear and front view of direct current switch board. Showing different parts requested in blueprint lesson sheet. BOSTON CONTINUATION SCHOOL. 129 Equipment Used in Electrical Shop. A small, practicable electric lighting plant, including motors, generators and switch board. Walls and partition panels of soft wood, giving the essential construction of a small two-story house. Demonstration gsnerators, motors, starting boxes. Stock rack, wood and metal moldings, conduits with fittings, condulet and unilet fittings. Tools and materials are of the best grade. It is poor economy to use the cheaper grade. Tools and Materials Used in Electrical Shop. A. 2 six-drop annunciators. is. 3 dozen universal switch bases. 1 expansion bit. 1 bit extension. 4 sets of bits. 6 bitstocks. 6 dozen T. & B. pipe bushings. ' 1 dozen Burns bushings. 1 dozen Bx bushings. 5 dozen -J-inch socket bushings. 2 dozen |-inch socket bushings. 5 dozen 3-inch vibrating bells. 2 dozen brass key sockets. 1 miter box and saw for same. 1 dozen metal molding outlet boxes. 5 pounds |-inch No. 20 brads. 10 pounds IHnch No. 14 brads. 2 dozen 4-inch round wood fixture blocks. 10 dozen electric wood push buttons. -J- dozen unilet switch boxes. 2 dozen T. & B. switch boxes with extra outlet covers. 1 dozen Renim outlet boxes. 100 feet Bx. 3 dozen 10-inch hack saw blades. 50 dry batteries. 1 dozen 2587 cut-outs (GE). 3 dozen 1935 cut-outs (GE). 2 dozen 2965 cut-outs (GE). 1 dozen 8020 cut-outs (GE). 2 dozen 2199 cut-outs (GE). 2 dozen 8042 cut-outs (GE). 1 dozen 62135 cut-outs (GE). 2 telephone choke coils. C. 130 SCHOOL DOCUMENT NO. 4. 2 ground clamps, l^^Beaver pipe cutter. 6 dozen pipe clips, J-inch. 5 dozen |-inch pipe couplings. 1 spark coil. 50 feet cable cord. 1 dozen assorted sized wood chisels. 4 small cold chisels. 150 three-wire porcelain cleats. 4 telephone induction coils. 1 dozen switch type condulets. 2 dozen type A condulets (porcelain covers). 1 dozen type J condulets (porcelain covers). 2 dozen type C condulets (porcelain covers). 2 dozen type L.R. condulets (porcelain covers). 2 dozen type L.L. condulets (porcelain covers). 1 dozen B type condulets (porcelain covers). 2 dozen type T condulets (porcelain covers). 300 feet f-inch malleable steel conduit. 300 feet lamp cord. D. 1 set of Armstrong dies and diestock. 6 dozen screw drivers, assorted sizes, 4-inch, 6-inch, 8-inch. 1 Millers Falls twist drill and three sets of drills. 3 bitstock screw drivers. 1 dozen Bx elbows. 2 dozen metal molding elbows (flat). E. F. 6 one-light electric bracket fixtures. 6 one-Ught pendant fixtures. 2 half-inch pipe to metal molding fittings. 12 crow feet, |-inch, 6 hack saw frames. O. 6 lamp guards. 40 feet |-inch gas pipe. H. 1 dozen Maydole claw hammers. 3 machinist hammers. 13 fixture hickeys, f-inch by |-inch, female. 2 Lakin pipe hickeys. /. 1 soldering iron. 10 telegraph sounder and key instruments. 4 telegraph relay instruments. BOSTON CONTINUATION SCHOOL. 131 J. 1 dozen f-inch by f-inch female insulating joints. K. 200 No. 51 split knobs. 75 E. knobs. 24 jack knives. L. 1 110 arc light. 2 dozen 110 4 C. P. lamps. 2 dozen 110 8 C. P. lamps. 2 dozen 110 16 C. P. lamps. 2 dozen 110 32 C. P. lamps. 100 feet i-inch circular loom. 2 dozen small wire lugs. M. 250 feet metal molding. 200 feet No. 19 2-wire wood molding. 12 battery volt-ammeters. 1 three-reading volt-ammeter 0-150, 0-15 amps. To read on A. C. or D. C. current. 2 mallets. N. 75 i-inch lock nuts, 15 chase nipples, J inch. P. 5 dozen 10-amp. 125-v. fuse plugs. 2 dozen 20-amp. 125-v. fuse plugs. 2 pounds no-corrode soldering paste. 4 burner phers C8 inches). 3 dozen 6-inch electrician's pliers. B. 6 5-inch McCallum insulating rings. 1 dozen molding receptacles. 2 dozen condulet receptacles. 100 No. 9171 cleat receptacles. 2 dozen cleat rosettes. 2 T-inch reamers (for pipe work). 6 flush receptacles. 4 telephone receivers and cords. S. 10 pounds string solder. 3 dozen Edison | inch brass key sockets. 1 dozen Edison f-inch brass keyless sockets. 1 dozen Edison f-inch brass pull sockets. I dozen Edison key wall sockets. i dozen Edison porcelain key sockets. 6 gross 2-inch No. 10 R. H. B. screws. 132 SCHOOL DOCUMENT NO. 4. 2 gross 2|-inch No. 10 R. H. B. screws. 6 gross 1-inch No. 6 F. H. B. screws. 6 gross f-inch No. 6 F. H. B. screws. 6 gross li-inch No. 6 F. H. B. screws. 2 gross 2-inch No. 6 F. H. B. screws. 2 gross |-inch No. 10 F. H. B. screws. 1 gross x\ by f inch F. H. B. machine screws. 1 gross I by I inch F. H. B. machine screws. 1 crosscut saw. 1 rip saw. 1 dozen S. P. snap switches. 1 dozen D. P. snap switches. 1 dozen 3-way snap switches. 1 dozen 4-way snap switches. 2 25-amp. 110-v. D. P. J. K. switches. 6 S. P. flush switches. 1 oil stone. 1 combination square. 2 keyhole saws. 10 nail sets. T. 1 dozen rolls rubber tape. 2 dozen rolls friction tape. 10 alcohol soldering torches. 1 plumber's gasolene torch. 3 dozen assorted molding taplets. 2 wall telephones. 4 telephone transmitters. 20 pounds D. P. tacks. 4 i taps and drills for same. 4 -j^j^ taps and drills for same. 10 feet j-inch rubber tubing. 10 metal molding T's. .50 3-inch by jV-inch porcelain tubes. 1 dozen 4-inch by j\-inch porcelain tubes. 5 dozen 6-inch by fV-inch porcelain tubes. 1 small vulcan chain vise. 1 pound of vaseline. 2 pipe vises. 1 pound 3-amp. fuse wire. 1 pound 10-amp. fuse wire. .50 feet German silver wire fNo. 14). .50 feet soft iron wire (No. 14). 50 feet snake wire. 1 tap wrench. 6 assorted S. wrenches. 6 10-inch Stilson wrenches. V. W. BOSTON CONTINUATION SCHOOL. 133 2 lO-inch monkey wrenches. 6 assorted socket wrenches. 300 pounds annunciator wire. 1,000 feet No. 14 R. C. wire. 500 feet No. 14 twin R. C. wire. General Equipment. 1 31 K. W.-T 150 D. C. generator (G. E.). 1 71 K. W.- 150 A. C. generator (G. E.). 1 5 H. P. gas engine or 5 H. P. motor. Necessary belts, pulleys and countershafts to suit location. 2 P. D. Evans motor generator sets, complete, one motor A. C. and the other D. C. type. 1 2-panel switch board (1 side for A. C. and the other D. C.) with necessary instruments and attachments. 1 stock rack. 1 pipe bench. 400 notebooks. Drawing paper. Pencils. Erasers. 1 gallon lard oil. 1 gallon medium machine oil. 1 gallon wood alcohol. 1 gallon gasolene. 1 I H. P. 110 D. C. shunt wound motor (with starting box). 1 5 H. P. 110 A. C. motor (with startmg box). 10 pounds cotton waste. 1 coat rack. 1 book cabinet. 134 SCHOOL DOCUMENT NO. 4. BOSTON CONTINUATION SCHOOL. 135 i^ Is .a -a O 'as p . IS' P 1—113 =3^ ^3 5* ° 9 1^ S a a o o-s :aa " H ■|Q 12 I! .a S O OQ '43 &i a.-s "St '9 a m gs -§"3 d o d p, 1 1.9(3 S-1 IS, 'So "S ■ * u n o <1 Song M+S O P. J o " fl aS'S 55S e 3°°§ B o Ss >< >> ■S'S.aa " M a 1 a a " 43^ S a s-a d.S a .1 si.s g SJ'3. " S-* S o © .c o. list •Sa'"-^ s :S g ft o.a ^ a .3 >>- S» ajci lilllllll bOcQco d •ff 0) (13 K ;3'3a|o •°a gm o p o* ..-g 6s^ e ell o o a a>^ a : oao) o a ©.a-ii; o —..Co «ja tH sa-^ a* B J* .»«« a ?•« a «a S .S'SrfjS-s M O 03 n ^.^^ 1.9"^ J *< n'-a . g . ■" o o Bja saj 1^1 S3 •= S ft' -id" 5 o ^.J=in g *,-"aT3 * n o a .1 •"a.! ^«! a o ■§■§ gi.9 d O ji « o ° ^. 9'5^'3 '■S3 S.i4 • -a 5^1 i|g.||s 'S-SP a ' |S.S.ai|-.'2 S SI SI'S a' Ig 1 ■35a 3 iM >. § * £,N a Si * S.2 S i Ml & u a ^ rt-a a-sg : o otM a * ^1 [3 +> eg 's £ a w 0} Pi CO H ;h >' V <0 CTp-r3, t, o a) >i ^ So) h" a a, a o ^ S o a la ■i BOSTON CONTINUATION SCHOOL. 137 .a a g9 o • SS8 . I si I o L. O V Is .■go ■;3iNgH-a § § -I 3 9 OJ o.-S u £ « d.C S c» h V ga:S. O S . 0) £"£ = 138 SCHOOL DOCUMENT NO. 4. MACHINE SHOP CLASS. The sequence of the shop lessons is not rigidly fixed. The individual pupil mayjprogresa as rapidly as his ability permits, and within reasonable limitations after the preliminary exercises have been mastered, may take up the course at any point. The entire course is laid out on blueprint operation sheets and drawings which show^directions, specifications and related mathematics in detail. The first six lessons cover preliminary exercises. The exercises are: Cutting stock to length on power hack saw. Fundamentals [on the engine lathe, including trueing in four-jawed inde- pendent' chuck, facing ends, centering either with smaU chuck in tail stock spindle'or by use of dividers, center square, or hermaphrodite calipers. Drilling on sensitive spindle driU press, using either combination center drill or small drill and countersink. Lathe work on facing ends to accurate length on centers, straight turning, turning to four different diameters, scale lengths with square shoulders. The next step with the same piece of stock makes either a screw driver handle or a gear and shaft for the household grinder. List of Bltibphints. (Each of these is a lesson laid put as a working drawing.) Drawing No. 1-C. Lesson No. 2. — Centering. Drawing No. 1-S. Lesson No. 3. — Straight turning. Drawing No. 2-S. Lesson No. 4. — Straight turning to different diameters and lengths. Drawing No. 4-S. Lessons Nos. 5, 6, 7. — Sciew driver handle. Drawings Nos. 1-L and 1-T. Lessons Nos. 8, 9, 10.— Lathe centers. Drawing No. 6-S. Lesson No. 11. — Screw cutting. Drawing No, 7-S. Lesson No. 12.— Machine bolts. Drawing No. 8-S. Lesson No. 13. — Step blocks. Drawing No. 9-S. Lesson No. 14. — Clamps. Drawing No. 2-T. Lesson No. 15. — Taper gauges. Drawing No. 3-T. Lesson No. 16. — Taper gauges. Drawing No. 10-8. Lesson No. 16. — Thread gauges. Drawing No. 5-S. Small size screw driver. Drawing No. 3-S. Scratch awl. Drawing No. 11-S. Surface gauge. Drawing No. 2-C. Center punch. Drawing No. 3-C. Calipers. Drawing No. 4-C. Chisel. BOSTON CONTINUATION SCHOOL. 139 Drawing No. 5-C. Drawing No. 1-A. Drawing No. 1-T. Drawing No. 4-T. Drawing No. 1-P. Drawing No. 2-P. Drawing No. 1-P. Drawing No. 1-V. Toolmakera' clamps. Adjustable parallel. Taper turning. Thread stop. Parallel clamps. Plug gauges. Depth gauge. V blocks. Drawings Nos. 1 to 12 G. Household grinder. Drawings Nos. 1 to'20. Gas engine parts. Drawings Nos. 12 to^32 G. Column grinder and countershaft. 140 SCHOOL DOCUMENT NO. 4. 00 ao- < O o w I Q § g o ■ao989T; o^ ^§5 I Pi 0,2 p s ^■ss H ■3 OS; "■£ „• - go £.a| ■5} fl 0) 5'" > « 2 •a 3 o „ OJ I S a S „- i ra-H .2=3 ■o-S a buD 0.0 ■"00 > > E4g=S a 03 a =3 " Sa.2 ■o S.2-S Sf-§.2 .a r" O d Pl3 Q) bfl M? «" a S u ..-Mo to (rf S S hQ u ^ S tt) ea m _^J5 2 r? ss ■ga 1| go 31-*^ to 00 .S ^ sw w ja _ ■ ■ o 2 ? «> o is S »■?, a ° 2 S >. M o 5 »^ o.^ .. o tH 0) ^5 to o ftif o si c; H (D R d OS ml— < 111 O^ « L':. to I- 00 S.2 oS d 5; a L^ ai U a % «>8S of> O CO 0) o so o'g a Sis Kt o2 2 ; o2 ° ^ .43 « (N o-s ®.a — ^Hy POT** '^OP.S « a . ^ g g-a 3 a a •a 3S gs V I a ■ bOfl CO n a> ^0 03 i; 2 MJ3 "3 CO ^ . a -4 .a 1^ it "Sdq o « « 9 oj ^ '3 i|a»i SQ.9 u JSaa Ml? " <« ffl^g -.3 ■e.aM2 S05.ofi BOSTON CONTINUATION SCHOOL. 141 oaQ ooQ aiQ "> h"^ bH*^ f^^ U)0 Q)n3 o B 2? S Fl S m aiQ *^ 00 3.S o B §1 CQ M So 0) fl OS !>.-S >>7 3 o a si ■a o.S S O a) 0) ■^ S ea o^~ S S-S B-g o, tZ.3 O ^ si's I £5 ^-"^ ■g o a S'*"a 03 ta O ■ III p ^-^ O:^ 1^ aa H v.. I 5 »-i ■fflOJ CO 6 ^^ bb . bflfl -z o g eqQ 5 »4 s ^ 'eSS io|i •*o31.2 &Sg g|S-S£ = §■' si" Z'O o a a ►J o tfl MS ■fl ^ 5 . bOm Sd.S Zg (N Ul O rt a-w »'S SP 5 S9 o S'3 P5 •si?" ' t< 00 •« 2^ o 3 a. 2 ■9 -a 03 (1h I Sd 5-e ■o a a" 11 ■3 o cu o ^ . ^ s ^ -d o o ■*^ a .2 J « .£; "^ "« 03 o ■+3 o g g •IS E 3 o to o a m o p o 1 "3 > ffi 53 02 M += o'.e •S i.i d M & o ' .2^ a P- d d S 5 § .S " 3 oa w lis ^ S- ^ g o •^ ^^" ^il m S rt o d .S s O m a-c5 O S V IS m 1^ a H ^ 144 SCHOOL DOCUMENT NO. 4. ■a tn * » s s fl M M O !"p I •rt b a ° g Id S Ci TJ S a).g g § -0° 3 eH= i dhO uT3 g drd ( o VJH to ■1:1 fl a •3 > ^ bo S " «"a o oj an o 9 O O^ s . . Q o ^ V •p ■3 " O :§ s -n ■.;3 ts of parents Obedience. Helpfulness Support. 0) •aa bflt-icico SS p:S « Ss OD ft s . a O (B c3 g ffi f o a s ao-s- 1 a n • 2 ■ ffl 5 ^ °i a H H ^ iV^ f tH ri o s ®- TS 1 O g^ d 3 0} v3 o p: T3 13 ^ K.%, S> V- a -o S a a ^ a u 1 written ex ess letter: Heading. Salutation. Body. Conclusion <0 ■s CO §■ a n Hygiene, -4J i a £ 1 .2.2 CQ"© a-c S a 03-3 a-B 'gpq o -g 3 o o tn o ili O ID e a' o'« ■o t3 «*$" T3 ■^ .5 T3^ •a-S s gotS s 9 mu ^ m m o 03 PC a m n o: d C') p ■^ U a t" BOSTON CONTINUATION SCHOOL. 145 J3 S O &■■§ s a b. JS T( a 4 U s o FZH tw *.° u u ^1 »■ lis ^% d .■a s3 3 OM « aOO ■S'i §rt(N ■gS H ffl a- 6 S sd£ 3 3^ Idfi "S a "2 o so s a 'Ej M .35 o ° (S CO I :l| III ^ . a .3° a a s Ut ^S 2 « 00 01 •al.S' n oj o I- | ■C«£ a ■0.3 S (3 »- ^ «Otn ^^ I I ■ls| Isiifl 3 . . i . . . S 5 & Q ea o es PL, al-3 i S ■s 5 3' I ^ .'Si '3 , . . ge.oo Hi «S O S g .=.21 I »S 2£s3| s -si ^ I ?. . . I g C3>a UTS ^ Q.O u o I u O i. I I -a '.ss £.3 n^s g " . § . I :3 a 1 o ■8 s-s S 1 1 1. g=a 11 §■ 1 g ■s ■8 Si l-s g SI a g(J 3"^ 9! n S o PQ n ;3 ■s 1 g| * ■■£- 1 -1 I ■gfi 1 1 1 a a o V •a m a pq pq o I 1 Pi BOSTON CONTINUATION SCHOOL. 147 Equipment and Floor Space for Continuation School Machine Shop Classes of Twenty Boys. Floor space — 1,500 square feet. Machine tools as follows: 2 14-inch by 6-foot bed lathes with taper attachments and Skinner 4-jawed independent chucks. 4 14-inch by 6-foot bed lathes with regular equipment and Skinner 4-jawed independent chucks. 4 14-inch by 6-foot bed lathes without lead screw (turning only) and Skinner 4-iawed independent chucks. 1 No. 4 Stark bench lathe with all attachments. 1 universal milling machine with all attachments, 1 16-inch stroke shaper. 1 20-inch Barnes drill press with back gears and tapping attachment. 1 small sensitive spindle drill press, f-inch capacity. 1 No. 1 Bath universal tool grinder. 1 14-inch Blount wet grinder (tool). Bench on two sides of room, 30 inches wide, 30 inches high, with 10 bench vises, 6-inch jaw. Tool crib or room, 20 feet square. Small tools: 12 Armstrong tool holders. 10 pounds of 3^j-inch square H. S. steel tool bits. 3 Armstrong R. H. offset tool holders. 3 Armstrong L. H. offset tool holders. 2 Armstrong knurling tools. 3 Armstrong cutting-off tools. 1 Armstrong cutting-off tool, R. H. offset. 1 Armstrong cutting-off tool, L. H. offset. 2 Armstrong side tools, 6 extra blades. 1 Armstrong side tool, R. H. offset. 1 Armstrong side tool, L. H. offset. 10 pairs 1-inch micrometers. (Slocomb's.) 2 pairs 2-inoh micrometers. (Slocomb's.) 1 pair 3-inch micrometers. (Slocomb's.) 1 pair 4-inch micrometers. (Slocomb's.) 10 pairs 6-inch outside calipers. (Starrett's.) 3 pairs 3-inch outside calipers. (Starrett's.) 3 pairs 5-inch inside calipers. (Starrett's.) 3 pairs 3-Lnch inside calipers. (Starrett s.) 3 9-inch combination squares. 6 pairs dividers. (Starrett's.) 1 12-inch combination set. 6 assorted hammers. 6 assorted screw-dnvers. 6 pairs assorted pliers. 3 dozen assorted files. emery cloth, 1 quire each. No. 0-1-2. 5 gallons lard oil. 148 SCHOOL DOCUMENT NO. 4. Small tools: 5 gallons cutting oil. 5 gallons machine oil. 5 gallons kerosene. 4 Goodell-Pratt drill chucks. 2 sets of No. 1 to No. 3 Morse collets. 2 No. 3 Armstrong drill holders. 1 automatic drift. (Armstrong.) 6 oil cans. 12 1-inch oil brushes. 12 6-inch L. S; Starrett's scales (steel rules). 6 3- inch L. S. Starrett's scales (steel rules). 1 Skinner drill press vise. 1 set of cutters for milling machine — not over 12. 6 chisels. 6 center punches. 2 reamer wrenches to take from J-inch reamer to IJ-inch reamer. 1 T-style tap wrench, capacity J-inch tap. 1 set standard dies from /^ to 1 inch and die stock. 2 No. 3 hide-faced hammers. 1 set of hand reamers by 16ths of an inch from J inch to IJ inches. 1 set of drills by 64ths of an inch from ^ inch to f inch. 1 set of drills by 16ths of an inch from f| inch to 1^ inches. 1 set of taps by 16ths from J inch to Ij inches. 3 center gauges. 1 surface gauge. 1 belt punch. 1 bundle of J-inch belt lacings. MECHANICAL DRAWING CLASS. Every workman needs some knowledge of drawing, blueprint reading, and sketching. Work on simple working drawings is given in each shop department of the school. For pupils who need or desire more instruction of this kind a special course is given. After a pupil has acquired some pro- ficiency in elementary drawing he may be transferred to a shop class, or he may continue with drawing and receive more advanced work on some special line in which he is interested. From time to time as a pupU in a shop class has specific need for instruction in drawing, he may be transferred from the shop class to the mechanical drawing class, and, after a suitable period of specialized drawing instruction, be transferred back to the shop class. Content of CotrRSE. Lesson A 1-2. Introduction. Use of T square and triangles. Laying out paper. Lesson B 1-2-3-4. Lettering; standard lines; plates and sectioning. Lesson C 1. Use of instruments. Lesson D 1-2-3-4-5. Exercises with use of T square, triangles, and corn- Lesson E 1-2-3-4. Drawing of geometrical problems; as, bisect lines; bisect angle; scribe square with circle, etc. BOSTON CONTINUATION SCHOOL. 149 Lesson F 1-2-3-4-5. Making shop sketches of such articles as cylinder cube, gear blank, lathe center, etc. Lesson G 1. Exercise in scale drajring and use of scale. Lesson H 1-2-3-4. l\^aking plans, front and side views of simple objects; as, miter joints, mortise and tenon joints, lap joints, etc. Lesson I 1-2-3-4. Making elementary working drawings from sketches of models, gears, cylinders, blocks, etc. Lesson J 1-2-3-4-5. Making scale drawings of above gears, plates, shafts, pulleys to such scales as f inch to foot, J inch to foot, etc. Lesson K l-2-3-4r-5. Working out detailed and assembly drawings of objects, models, etc. Lesson L 1-2-3-4. Tracing, blueprint making and operation sheets. Lesson M 1-2-3-4. Elementary sheet metal patterns and lay-outs; as, cylinder, cone, etc. Lesson N 1-2-3-4. Electrical drawings and reading on wiring, measuring and lay-outs. Lesson O 1-2-3-4. Extra sheets for students who are quick and accurate. Each lesson is numbered so as to have the student progress uniformly, and also is in detail so that the student can, with httle aid, work with speed and accuracy. Electrical. S.heet Metal. Woodwork. Machine. A 1 A 1 A 1 A 1. B 1-2^ B 1-2-4 B 1-2-3 B 1-2-3-4. CI CI CI...; C 1. D 1-2-4 D 1-2-4 D 1-2-3 D 1-2-3-4. E 1-2-3-4 E 1-2-3-4 D 1-2-3-4 E 1-2-3-4. p 1-2 F 1-2 F 1-2 F 1-2-3-4. G 1 G 1 G 1 G 1. H2 . . H2 H 1-2-3-4-5 HI. 112 12 I 1-2 I 1-2-3-4. J 1 2 J 1-2 J 1-2-3 J 1-2-3. K 1 2 K 1-2 Kl-2 Kl-2. L 1 2 L 1-2 L 1-2 L 1-2-3. Ml M 1-2-3-4. N 1-2-3-4. 150 SCHOOL DOCUMENT NO. 4. Record and Peoghession Card fob Individual Pupils. (4 X 5J while card.) Name No. Deafiny Day Hour A 2 3 4 5 6 2 3 4 6 6 B... 2 3 4 5 6 i 2 3 4 5 6 C 2 3 4 5 6 2 3 4 5 6 D 2 3 4 5 6 A. 2 3 4 5 6 E 2 3 4 5 6 ^ 2 3 4 5 6 F 2 3 4 5 6 ) 2 3 4 5 6 G ^ 2 3 4 5 6 > 2 3 4 5 6 H 2 3 4 5 6 J 2 3 4 S 6 I.. 2 3 4 5 6 2 3 4 6 6 2 3 4 5 6 Remarks: BOSTON CONTINUATION SCHOOL. 151 152 SCHOOL DOCUMENT NO. 4. Shop Lat-out fob Mechanical Drawing Class. (Based on Maximum Classes of 20 Pupils.) Room 35 feet by 40 feet. (1,400 square feet.) 225 Drawing boards, 23 inches by 17 inches. 10 drawing tables, 6 feet 9 inches by 2 feet 2 inches. (2 boys to a table.) 25 draughtsman's tools. 25 complete sets of instruments. 25 T squares, 24 inches long. 25 60-degree triangles. 25 45-degree triangles. 25 protractors. 1 drawing table with drawer cabinet (for instructor). 1 cabinet 35 inches by 12 inches by 13 J inches partitioned off for 25 trays, 25 metal trays 13 inches by 6j inches by IJ inches to hold triangles, scales, instrument case, pencils, art gum, etc. 1 table to hold cabinet. 25 triangular scales. 10 racks (each to hold 20 drawing boards). 1 blueprint machine (also washing attachment). 1 cutting table. 6 hand shears. 1 cabinet with shelves and drawers to hold drawing and tracing paper, tracing cloth, blueprint paper, thumb tacks, art gum, sandpaper blocks, pencils, erasers, etc. 4 pencil sharpeners. India ink, blackboards, blackboard compass, triangles, T-square. PRINTING CLASS. Shop Coukse. Instruction Sheets. — • The essential instruction on the principles and opera- tions of this course is contained in a series of fifty-four instruction sheets, specimens of which appear herewith. A certain amount of oral instruction will, of course, always be necessary. The course is designed to be adapted to productive work and for this reason it is so arranged that after the first ten lessons it will not be necessary to proceed in definite sequence. It will there- fore be possible to use whatever productive work may be available. The topics covered constitute a maximum course but are so arranged that no matter where the student drops out, he will possess certain definite attain- ments in the trade. Figuring, estimating, etc., except in their direct appli- cation to specific jobs, are taught as related work in the class room. Illustration. — To illustrate by the common method of drawing on the blackboard in classes where it is possible that no two boys will reach a given point at the same time, is advisable only in unusual cases. Drawing illustra- tions for each individual boy would take all the time of the instructor. To overcome this, a series of eighteen large, cloth mounted drawings, illustrating common problems is provided. These charts are hung together and are always available for ready reference. In so far as possible, the charts are self- explanatory and require very little oral discussion between the instructor and the student. A specimen chart is submitted herewith. BOSTON CONTINUATION SCHOOL. 153 Records. — Probably in no other type of school is a system for keeping a definite record of each student's progress so necessary as in the Continuation School. The large enrollment, the brief two-hour period and the long interval between periods make it impossible for the instructor to carry in his head the operations or projects that each individual has performed. The accompany- ing record form is working out very satisfactorily in the Continuation School printing class. The date of completion of each principle is stamped in the proper blank. Owing to the lack of space in the blanlc, the headings are purposely abbreviated. A comprehensive heading for each number will be found in the accompanying outline. Instruction Sheets Cover The Follovnng Topics. 1. Introduction. Brief explanation of the work. Care of equipment. 2. Cases. California job case. News cases. Triple and quadruple cases. 3. Lay of the case (California job). Learning the lower case sections. Learning the capital sections. Spelling out from the case a sentence which contains every letter of the alphabet. SpeUing out from the case words containing logotypes. 4. b, d, p, q, spaces and quads. Studying b, d, p, q, by means of a chart. Studying relative sizes of spaces and quads from a chart. 5. Application of the point system. Type dimensions. The point system. The pica and nonpareil. 6. Elementary composition (straight matter) . Leads and slugs. Tying up. Pulling proof. Distribution. 7. Composition (straight matter). Spaces in combination. Distribution. 8. Composition (straight matter) . Rules for breaking words. Estimating in ems. Small caps. Distribution. 9. Pressfeeding. Starting the power. Handling stock on feed board. Feeding. Throw-off. Care of sheets delivered from the press. 154 SCHOOL DOCUMENT NO. 4. 10. Care of press. Oiling. Inking. Feeding. 11. Setting gauges and feeding. 12. Hooking up various types of presses. Washing up presses. 13. Elementary display (with straight matter). 14. Commercial headings. Lining up type and rules. Letter spacing. 15. Advertising display. 16. Criticising and revising display matter previously set up. 17. Presswork (general). Locking up job forms. 18. Presswork. Simple make ready. Overlay. Underlay. 19. Use of frisket. 20. Press perforating. 21. Scoring and cutting. 22. Setting up two-color form where colors do not overlap. Skeletonizing. 23. Printing two-color form where colors do not overlap. 24. Simple lay out. Cards, tickets, etc. 25. Lay out and set up simple title page. 26. Point line. 12 point with 10 point, etc. 27. Imposing. 4-page form. Locking up. 28. Simple embossing. 29. Tabular work. Simple leader work. Casting off. Setting up. 30. Columns of figures. Casting off. Setting up. 31. Matter classified by indention of sub-heads. Casting off. Setting up. 32. Odd sizes (set) in vertical columns. Casting off. Setting up. 33. Rule and figure work. Casting off. Setting up. 34". Presswork. Printing two-color form with frisket. BOSTON CONTINUATION SCHOOL. 155 35. Stock cutting. Estimating quantity of paper necessary for a job. 36. Cutting card stock on paper cutter. Allowing trim of rough edge. 37. Lay out and set up title page or cover with border and ornaments 38. Proofreading. Application of proof marks. 39. Lay-out. Title page with diamonds and half diamonds. 40. Layout. Title page with panels and squares. 41. Pedigree and syllabus work. Casting off. Setting up. 42. Imposing "work and turn." 43. Printing and registering "work and turn." 44. Mudng inks. Tints and shades. 45. Color harmony. 46. Presswork adjusting platen. Impression screws. Wedge throw-off. Eccentric throw-off. 47. Elementary half-tone work. 48. Kinds, sizes and weights of paper. Comparative substances. 49. Presswork. Use of fountain. 50. Composition. Initials and cut-in notes. 51. Running around cuts. 52. Elements of three-color work. Process inks, etc. 53. Lettering up jobs from manuscript copy on own initiative. 54. General lay-out work. Charts. Large, moimted drawings available for ready reference illustrating the fol- lowing: 1. Parts of type. 2. b, d, p, q. 3. Relative sizes of spaces and quads. 4. Spaces in combinations. 5. Setting gauges on platen press. 6. Lining up type and rules. 7. Letter spacing. 8. Locking up forms (diagrams). 9. Effects of overlaying. 10. Stock cutting diagrams. 11. Application of proof marks. 156 SCHOOL DOCUMENT NO. 4 12. Work and turn diagram. 13. Diagrams of imposition. 14. Color chart for mixing inks. 15. Principle of wedge throw-off, eccentric throw-off. 16. Table of comparative substance, weights and sizes of paper. 17. Diagram showing method of setting initials and cut in notes. 18. Diagrams showing method of running around cuts. Record and Progbbssion Card for Individual Pupils. (3J X 6f blue card.) Printing Couese — Shop Record. Will be sixteen Enrolled in School Transferred from.. Entered Shop Class Permanently Discharged Transferred to Nature of Employment Prospects in present Employment Foreman Asaignment Previous Training Record in Class Follow-up Record Miscellaneous BOSTON CONTINUATION SCHOOL. 157 Name.. Reverse Side of Progression Card. No. Group.. Day Hour Introduction 1 Composition 7 Elem. Display 13 Ueing Frisket 19 Title Page 25 Ind-Subheads 31 .. .. Title page border 37 Pr 43 fc 49 Presswork & turn Using fountain Cases 2 Composition 8 Gommercial Heading 14 Perforating 20 Point line 26 ColumnB odd set 32 App. Prooimarka 38 Tints, shades 44 Lay of the case 3 Pressfeeding 9 Advertising Display 15 Scoring & cutting 21 Imposing ■ 27 T. P. panels &Sq. Init. & cut-in notes 50 Rule and figure 33 T. 39 h 45 Ru 51 Color harmony Run around cuts b. d. p. q. spaces Oiling, Inking Feeding 4 ilii F 10 Cri1 .K 16 < 22 Criticising & . Revising 2 Color Comp. Simple EmDossing 28 2 color with Fnsket 34 T. P. diamond &half 40 Adjusting Platen 46 Three color 52 Point system 5 Gauges & Feeding 11 Presswork Gen'l 17 2 Color Presswork 23 Simple Leader Work 29 Cutting paper 35 Pedigree & digri yllal Syllabus 41 Elem. half tone 47 Set man. copy 53 Elem. Comp. 6 Hooking up ■Washing 12 Make ready 18 Lay-out Cards 24 c 30 Cu 36 In & 42 Columns figures Cutting card stock Imp. work & turn Paper 48 Gen. layout 54 158 SCHOOL DOCUMENT NO. 4. u a Lu O «n \- a o z: < X o BOSTON CONTINUATION SCHOOL. 159 a c 00 o 71 I- < X u o o. I- : s - o 9: 3 ID « - O E ZL « ^C £ o i£ ^ 1-H HM'__, s s s ? LJ_J_ 1 c V 1 J c ffl ■1 U«-( l-^Ht ■•-I o 1 D •n d 01 '1 if. !, 01 la a a f i ii fc lu tf d 1 160 SCHOOL DOCUMENT NO. 4. Typical Operation Sheet. Third Lesson. — Learning the Lay of the Case. Equipment necessary — A California job case and a printed diagram. 1. Put an empty California job case on the rack and get a printed diagram. 2. Study the lay of the lower case sections as follows: From the diagram, memorize the location of a, b, c, d, e. Then turn to the case and locate them in order with the finger. After these are memorized add f, g, h, i, and locate in order a, b, c, d, e, f, g, h, i. Continue in this manner until all the alphabet is learned thoroughly. Then locate all figures, punctuation marks, spaces and logotypes (two letters on one type body). 3. 'After having learned thoroughly the lay of the lower case sections, take up the capital sections as follows: Learn the letters at the left, reading down- ward, A, H, P, X. Learn the letters at the right in the same manner, — G, O, W; then those in the center — D, L, S, J. It will be noted that the capitals (excepting J and U) run in the order of the alphabet. If the locations of the three sets of letters are memorized as previously explained the rest will be learned very easily. We know that the C is immediately to the right and the E to the left of the D. B is to the right of A, F to the left of G and so on. 4. Having thoroughly memorized the lay of the case, both capital and lower case letters, read over the following sentence which contains every letter of the alphabet: "The quick brown fox jumps over the lazy dog." Spell out each word, placing the finger on the proper box for each letter, first using all lower case and then all capitals until you are able to go through the entire sentence without hesitating. As the sentence is repeated consider that you are using different spaces between words, first, the 3-em space, then the 4-em, the 5-em, and the en quad in turn. 5. Next, spell out from the cases, the following words, using the logotypes, ff, fi, fl, ffi, fB, ae, oe, wherever these letters appear in combination. Different; defile; flow; scuffle; sufiBicient; seoUan; oesophagus. Next take the following numbers: 890; 120; 8724; 6291; 167493; 4913072865. In every instance, repeat until each letter or character can be fomid without hesitation. 6. Be sure you are familiar with the following punctuation marks: Period (.) comma (,) colon (:) semi-colon (;) interrogation point (?) exclamation point (!) apostrophe (') hyphen (-). 7. When you have completed all of the above or if you need further infor- mation, report immediately to your instructor. Related Mathematics. Aim. — To teach pupils to solve certain classes of mathematical problems which arise in the printing industry. To accomplish this aim it is necessary to devote some time to reviewing and drilling on the four fundamental operations in arithmetic. Cover the following: 1. Accuracy and speed in the four fundamental operations. 2. Power in simple mental calculations. 3. Connnon fractions, especially multiples of thirds and halves. 4. Mastery of the decimal point. 5. Acquaintance with business forms — bills, receipts, etc. 6. Elementary percentage. BOSTON CONTINUATION SCHOOL. 161 7. Insurance on property. 8. Interest — simple and compound. 9. Commission. 10. Discount. 11. Profit and loss. 12. Partnership. (The foregoing are liinited to simple problems common in the printing trade.) The teaching of the above outline is carried over into all trade problems buch as: 1. Estimating manuscript matter.* How many pages will a manuscript containing 10,650 words make if it is set in 10 point type, sohd? Pages are to be 22 picas by 36 picas. By setting a line in the stick the matter will average 11 words to a Une. 2. Fig\iring margins. 3. Figuring and cutting stock.* Cut the stock and figure the price on 6,000 order blanks, 5i inches by TJ inches from 20-Ib. foho at 12i cents per pound. 4. Computing weights of paper. 5. Estimating cost of production of jobs, including tjfpesetting, stonework, press work, stock, ink, sketches, electrotypes, half-tones, etc. 6. Taking shop inventories. 7. Making daily time slips. 8. Spacing: Units of space. A compositor had an en and a 4-em space at the end of a line of type. To what shall he change the nine 3-em spaces in the line to justify the line and keep the spacing uniform? * 9. Figuring wages: Increase and decrease. 10. Determining the number of ems in composed matter. A piece of matter set in 8 point is 4 inches wide by 20 inches long. How many ems? * 11. Making the pay roll. 12. Solving problems based on catalogues, price lists and discount sheets. 13. Estimating approximate weight of type in planning jobs. Related English. Oral and written EngUsh work furnish a means for emphasizing these points which are especially important in the printing trade. A. I. Grammar. Punctation. Use of proof marks. Reference marks — asterisk, dagger, double dagger, section, parallel and fist. Roman numerals. Capitalization. Sentence structure. Clause. Phrase. Paragraph. II. Spelling. (a) Twenty words each week, consisting of ten ■ common words and ten related printing terms. (6) Rules for spelling: Syllabication. Compounding. * TypUal problems. 162 SCHOOL DOCUMENT NO. 4. III. Use of dictionary for reference. IV. Reading and study of suitable works, part of which shall be related to printing. B. In hke manner by means of oral and written English, information on trade processes is provided through work based on the following topics: I. Differences in styles and sizes of type. The nicks. Ordinary tools, material and equipment. II. The point system. Its application to leads and slugs, rules, type. The line gauge. III. Spaces and quads. Their relative sizes based on the em. Methods of distinguish- ing width and height. IV. Distinction between b, d, p, q, n, u, lower case 1 and figure 1. Diphthongs and logotypes. V. Application of the em. Estimating the number of ems in a square of a given size, using 6, 8, 10, 12, 18 and 24 point type. VI. CaUfornia job case. Learn from diagram and print letters in filUng in. VII. Details of California job case. VIII. Details of spacing out and justifying hnes. Breaking words. When to take in; when to drive over. Indention. IX. Elementary display. Setting up small cards. Diagram made and writing printed. X. News cases. Small caps distinguished from hke lower case letters c, o, s, v, w, X, z. XL Proper tie up. Straight composition. XII. Proving and correcting. Use and interpretation of proof marks. XIII. Simple display. Laying out and setting up small cards. Diagram printed and laid out. XIV. Triple cases. Simple notices. XV. Pressfeeding. Cards, billheads. Cleaning press and rollers. XVI. Triple and quadruple cases. XVII. Relative value of spaces. Singly and in combination for close justification. XVIII. Proper placing of furniture. Diagrams. Locking up. XIX. Estimating amount of paper stock for job. Cutting to size. XX. Presswork. Make ready. BOSTON CONTINUATION SCHOOL. 163 XXI. Lining up type and rules. XXII. Imposing and locking up. For form to be printed, "work and turn." XXIII. Imposition of four-page form. Placing gutter sticks. XXIV. Colors. Elementary register work. Harmony. XXV. Estimating and cutting paper stock. With and without cut-off. XXVI. Estimating space needed for manuscript copy. Civics and Hygiene. These are taken from the general course. Printing and Bookbinding Eqttipment fob Classes of 20 Boys. Floor space — approximately 1,800 square feet. Equipment. 1 14 by 22 press of the Universal type. (Universal, Colt's Armory, National, Hartford or Laureate.) 1 12 by 18 Golding art job press. 1 8 by 12 Gordon or C. & P. New Series press. 1 galley proof press. 1 mitering machine. 1 lead and rule cutter. 1 30-inch cardboard cutter. 1 30-inch paper cutter. 1 foot-power punching machine. 1 wire stitching machine. 6 20-case type cabinets (flat top with 2 sets of case brackets on each). 4 20-case type cabinets (galley top). Cases for above to include California job cases, news cases, triple cases, quadruple cases, wood type cases, space and quad cases, border cases, lead cases, brass rule cases and metal furniture cases. 2 24 by 36 imposing stones. 1 galley rack. 1 letter board cabinet. 2 two-tier lead racks. 1 standard and standard extension furniture case with furniture. 1 proofreader's desk. 1 closet for paper stock. 2 benches (approximately 8 feet by 3 feet). 1 15-inch cutter roll for tympan paper. 1 18-inch cutter roll for tympan paper. 6 pairs of roller brackets. 12 6-inch by 2-inch composing sticks. 6 10-inch by 2-inch composing sticks. 3 12-inch by 2-inch composing sticks. 1 18-inch by 2-inch composing stick. 6 steel line gauges. 12 6-inch by 10-inch galleys. 6 10-inch by 16-inch galleys. 164 SCHOOL DOCUMENT NO. 4. 6 85-inch by 23|-iach galleys. 12 pairs tweezers. 3 dozen Wickersham quoins, No. 1. 2 Wickersham quoin keys. 3 pressman's knives. 3 dozen Hempel quoins. 2 Hempel quoin keys. 1 8-inch hand roller. 1 benzine can (gallon). 2 benzine cans (quart sprinkler). 1 case of labor saving reglet. 100 pounds metal furniture. 100 pounds 2-point leads. 20 pounds 1-point leads. 100 pounds 6-point slugs. 30 pounds 12-point slugs. Assortment of brass rules, borders and ornaments — styles depending on nature of work available. Type. Body type. 50 pounds 6-point old style. 50 pounds 8-point old style. 200 pounds 10-point old style. 50 pounds 12-point old style. 50 pounds 18-point old style. Quads and spaces, braces and dashes, figures, points, capitals, small capitals and lower case. Display type. 1 complete series of boldface. 1 complete series of Gothic. 1 complete series of text. 1 complete series of script. 1 selected series of up-to date card types. A few selected fonts of large display types, including some wood types. 1 font 6-point leaders. 1 font 8-point leaders. 1 font 10-point leaders. 1 font 12-point leaders. 1 font 10-point arithmetic figures. Miscellaneous. Assortment of black, white and colored inks. Selected book, bond and cover papers, index card stock and card Bristol. BOSTON CONTINUATION SCHOOL. 165 I o o 1 1 a a § § I I a to " 3 J O &g . ill U3 3 ■ i's's •o S p 13 . O •a '3 S s Ms Ti &■« fl d a %," -S a M 6: n*- PM > S h fc is 1 g ti ri OQIC _ o a l|a a aj t4 03 t« o o "g 9 3 !>E-I P ■o-o "33 CO ^ o-S go's p. a O IB d d fl Kg " d o ■ Com •2-l-S « h " ^ S CO as •g a a n .9 a (t o W.D a o ™ 9 O O in cu a .aw 0^3 K p, St." a o s f C H BOSTON CONTINUATION SCHOOL. 167 SHEET METAL CLASS. Related Mathematics. Introduction. — Related mathematics for boys' prevocational and trade extension classes in Continuation School work is almost inseparable from instruction on the use and interpretation of working drawings. Arithmetic is not an end in itself in this work. It is simply a useful tool whereby the pupil obtains information necessary to carry on his shop work and the commer- cial transactions which precede or follow the completion under actual busi- ness conditions of such shop work. At the same time review work on the simple fundamentals of abstract arithmetic is necessary in order that the pupil may not forget what he has once learned, and drill work on these same fundamentals is necessary for the pupil who has not learned them thoroughly. Every lesson in arithmetic or mathematics should cover these points. 1. A few minutes of rapid oral or written drill on some phases of funda- mental operation. 2. Instruction by means of an individual instruction card or sheet to the individual pupil who needs special help on a given arithmetical problem. 3. For most pupils and for the greater part of the time allotted to arith- metic or mathematics instruction should be based on the working drawing. The practical problem based on the working drawing is most necessary in the sheet metal class. It is of almost equal importance in the machine shop class, electrical class and woodworking class. In the printing class there are distinct limitations to such use of the working drawing. The following sugges- tions as to related mathematics in sheet metal work should therefore be con- sidered as fundamental to aU shop mathematics and should be applied so far as possible in planning the daily lesson and the lay out for a unit course or longer course. Sheet Metal Mathematics. 1. Use the course on general arithmetic for suggestions on elementary fundamentals. 2. Addition and subtraction of decimals are best taught from the working drawing. For instance, the drawing shows an over-all dimension within which are several folds and crimps, the dimensions of which are indicated on the drawing. The workman must verify the fact that the sum total of these dimensions equals the given over-all dimensions. 3. Decimal fractions. — The working drawing frequently involves the relation of circumference to diameter. This opens the whole field of work in which the changing of common fractions to decimal fractions and vice versa and the use of the fundamental operations in decimals are involved. 4. The use of the two-foot rule and of the square offers work in both com- mon and decimal fractions. The typical problem is: Lay out a two-foot rule on a hne. What distance on the Mne Hes between the rule markings of 14r^\ inches and 171 inches? 5. The development of working patterns by the methods of parallel hne, radial hne and triangulation demands and gives facihty in figuring areas. 6. The "Sheet Metal Hand Book" furnishes abundant material on figuring dimensions and weights of stock, using tables and studying and using formula. 7. Numerous problems are given on trade discounts, pay roUs, time sheets, cost of bills of material, figuring dimensions represented by h'nes on a scale drawing. 168 SCHOOL DOCUMENT NO. 4. Spelling Lists. This is Typicd of Lists used in Many Other Classes. tinned ware box elbows tin plate grooved throat sheet iron seams diameter galvanized iron outside grooved radius sheet copper inside grooved radii sheet zinc double seamed circumference sheet brass folded surface sheet aluminum shears or snips area lead straight blade perimeter solder circular cylinder machines combination scroll burr squaring shears circular snips allowances forming machine double cutting sides folding machine hammers flaps grooving machine raising bending brake setting tucking wiring machine riveting lid turning machine chisels drawing burring machine wire right angle setting down lantern straight angle beading operations acute angle crimping folding obtuse angle tools grooving notches punches wiring collar solid riveting malleable hollow soldering ductile prick gauging fluxes pliers burring intersections flat nose single hem aDoys round nose folded hem rosin combination pliers double hem zinc chloride wire cutters wired edge muriatic acid stakes scriber hydrochloric acid beakhorn hand groover frustrum blowhorn hickory mallet cone hollow mandrel circumference rule cookie cutter candle-mold wire gauge funnel conductor extension dividers gasoline funnel double seaming compass three piece elbow square cast iron fire pot hopper register box hatchet sheet iron fire pot cornice creasing gas furnace miter patterns needle case crease rotary ash sifter joints handle water pail lap pattern sink drainer countersunk body T joint edge-over comers construction cash-box edges trimming soldering copper riveting dimensions BOSTON CONTINUATION SCHOOL. 169 Topics for Oral and Written English. Why I Like Sheet Metal Work. How I Spend my Time in the Shop. Why I Prefer Shop Work to School Work. Relation between School and Shop Work. Report on Day's Work in Shop. The Various Kinds of Sheet Metal Work. The Importance of Sheet Metal Work. Sheet Metal Work as a Growing Industry. Soldering for Repair Work. Wiring and Seaming. Closing a Seam. Double Seaming by Hand and by Machine Operating the Wiring Machine. Operating the Turning Machine. The Care and Use of the Hand Shears. Working with a Cornice Brake. Cutting Three-piece Elbow. Burring Edge on Bottom of Pail. Bending Pipes. The Common Metals. Extensive Use of Sheet Iron and Steel. Sources, Production, Iteductioa and Uses of "nn, Iron, Zinc, Lead and Solder. Properties ot Metals. Care in Handling Muriatic Acid. Making a Cookie Cutter. Making a Biscuit Cutter. Making a Funnel. Making a Drinking Cup. Making a Pint Measure. Sheet Metal Shop Eqitipment for Classes of 20 BoTS. Floor Space, 1,500 Square Feet. Benches on two sides, 30 inches high, 30 inches wide. 10 benches, 30 inches high, 24 inches wide, 4 feet long, each with bench plate. 1 squaring shears, 30 inches. 1 ring and circular shears. 1 bar folding machine, 30 inches. 1 giant groover. 1 turning machine, with standard. 1 wiring machine, with standard. 1 burring machine, with standard. 1 setting down machine, with standard. 1 elbow edging machine, with standard. (Extra faces, Nos. 3 and 4.) 1 beading machine, with standard. 1 beading and crimping machine, with standard. 1 double seaming machine. 1 bench punch. 2 mandrel stakes, solid. 6 mandrel stakes, hollow. 170 SCHOOL DOCUMENT NO. 4. 4 beak horn stakes. 4 blow horn stakes. 6 double seaming stakes. 3 needlecase stakes. 4 conductor stakes. 4 hatchet stakes, 13 inches. 2 hatchet stakes, 9 inches. 4 bevel edge square stakes. 6 common square stakes. 2 double seaming stakes with four heads. 3 round head stakes. 10 bench plates, 31 inches by 8 inches. 10 gas furnaces, double burner. 10 pair soldering coppers, 4 pounds each. 20 pairs shears, straight. No. 8. 5 pairs shears, circular. No. 8. 24 mallets, assorted, 2 and 3 inches. 1 pair bench shears. 24 setting hammers. 24 riveting hammers. 15 plumber scrapers. 6 raising hammers. 24 rivet sets, assorted sizes, 6-4-2. 24 scratch awls. 6 sets of solid punches. 6 sets of hollow punches. 2 wire cutters. 1 wire straightener. 1 steel rule, circumference. 24 common rules, 24 inches. 24 10-inch wing dividers. 3 vises. 2 anvils. 1 cornice brake, 48 inches. 24 drawing boards, T squares, triangles and compass dividers. WOODWORKING CLASS. Related Mathematics. In addition to the general work in arithmetic, material of the kind described below is presented. Oral arithmetic precedes every lesson. After the exercises on the lessons have been assigned individual attention is given to pupils needing assistance. 1. Four fundamental operations. Drill in four fundamentals. 2. Fractions. a. Factoring, oral and written. b. Reduction. Reduce to lowest terms f, i^, ^^, f J, ^f . Change to sixteenths J, |, |. c. Apphcation of above fractions to common rule. d. Four fundamental operations. BOSTON CONTINUATION SCHOOL. 171 Typical examples: (1) What distance on a rule lies between 18 J inches and 5^f inches? Between 12 inches and 7J inches? (2) Four points in a straight line are separated by these respective distances, 6i inches, 6H inches and 7J inches apart. How far is it from one extreme point to the other extreme point? (3) A piece of wood, 8J inches wide, was sawed into 4 strips of equal width. If the saw kerf was | inch, how wide was each piece? 3. - Decimals. a. Money. 6. Connection with common fractions. Decimal equivalents of an inch. Change to decimals ^, j'^, ^, |, i, i. Change to frac- tions .125, .375, .5, .875. Estimation per M. Lath, shingles, lumber are bought on decimal systems. In bu3dng or selling per M. (1,000) move decimal point three places to the left in amount bought and multiply by the cost per M. Example: Find the cost of 3,350 feet of pine at $75 per M. 4. Mensiu-ation. o. Linear. Drill on table of linear measure. 6. Square measure. (1) Figure the number of square feet in the floors and side walls of schoolroom. The square yard. The square. c. Board measure. The square foot vs. the board foot. What does the board foot have that the square foot does not have? d. Angles. What is the meaning of plumb? Level? What angle does a plumb waU make with a level floor? The circimiference of a circle is measured into 360 degrees. Divide your circle into 90 degree sections. Divide one section into 45 degrees. One into 60 degrees and 30 degrees. The miter. e. Cubic measure. Example: A cellar for a house is dug to the dimensions 36 feet by 40 feet and 4 feet deep. How many cubic feet were removed? How many cubic yards? 5. Percentage. Examples in profit and loss : (1) The stock for a certain job cost $65. The labor charge was $45. How much should be charged for the job to make a profit of 45 per cent? (2) It cost $8.50 to make a small cabinet. On account of being dam- aged it was necessary to sell same for $6.29. What per cent loss? 6. Interest. How much will the interest on four $50 Liberty Bonds of the fifth issue be for six months? 7. Estimates. Practically all estimating on jobs is oral, with an open dis- cussion of the job, of the material to be used and the methods of con- struction. On all jobs on which a number of boys would work this has been done . It gives the boys a better understanding of the j ob and more interest is shown in the work if each boy is given the impression that suggestions as to joints and points of construction that he offers are listened to and considered. 8. Review. Frequent individual review. 172 SCHOOL DOCUMENT NO. 4. Related English. In addition to the general course in English special attention is devoted to oral and written English on the following subjects: 1. Branches of woodworking. (1) Cabinet maker. 2. 3, (2) Carpenter. (S) Patternmaker. (4) Millman. Tools. Machines. Lathe, buzz planer, cylinder planer. Band saw. Circular saw. Hand Tools. Use and care. Saws. Gauge. Planes. Bevel. Brace. Rule. Square. Sandpaper. Chisel. Chalk. Trade material. fl) Kinds of wood. Oak, spruce, pine, white, mahogany, hickory, maple. cedar. walnut, chestnut. Grain. Meaning. Close and open. Annular rings. Medular rays. Warping. (2) Fillers. Reason for using. Application. Composition. (S) SheUac. Composition. Application. M) Varnish. Composition. Application. Conditions favorable and unfavorable. (5) Glue. Composition. Atmospherical conditions. Consistency. (6) Sandpaper. History of tools. History of trade. Famous i Producti< men. an of materials. Reference books. BOSTON CONTINUATION SCHOOL. 173 Drawing. Object. — To enable boys, by their attempted drawing, to read a blueprint. Use of perspective is eliminated. 1. Lines: Kinds and use. Surface, straight. Hidden, dotted. Center, broken. Dimensions. 2. Sketches. Free-hand. Scale accuracy. Lettering. 3. Geometrical problems. Use of instruments. Laying out of rectangle. Erection of perpendicular. Circle, common divisions, parts. 4. Object drawing: (a) Ordinary object cube. Working drawings. Machine part. WooDWOBKiNG Shop Eqxtipment for Classes op Twentt Bots. Floor space, 1,500 square feet or more. Machines should be grouped at one end of the room. Wall benches on two sides of room, also at least 16 benches, each with 52-inch by 22-inch tops. For unfinished work, or work under construction, a storage room at least 20 feet by 20 feet should be allowed. Machine equipment. 1 circular saw, 16 inches. 1 band saw, 36-inch wheels. 1 buzz planer, 16 inches with safety head. 1 surfacer, 24-inch knives. 1 lathe with 8-foot bed — carriage and tool post. 1 lathe, 12-inch speed. 1 grinder. 1 upright boring machine. Hand tools. (Cutting.) Hand saws. 10 cross-cut, 24-inoh blade. 2 rip, 26-inch blade. 3 back, 10-inch blade. 3 compass, 14-inch blade. 1 miter box. Planes. 12 No. 5 jack planes. 12 No. 9J block. 1 No. 10 carriage makers' rabbet. 2 scraper planes. 1 router plane. 12 Stanley, No. 58 (spoke shaves). Chisels. 10 sets — socket — bevel edge — each set containing one ea«h — i inek, i inch, I inch, h inch, f inch, 1 inch. 174 SCHOOL DOCUMENT NO. 4. Gouges. 3 sets — each set containing one of each — inside ground, i inch, | inch, f inch, I inch, f inch, 1 inch — outside ground, i inch, | inch, I inch — regular sweep. 12 sloyd knives. 12 scrapers. Laying out tools. 12 pairs 6-inch dividers. 1 pair trammels. 24 24-inch maple, brass-capped flat rules. 12 boxwood marking gauges. 4 9-inch bevels. 2 24-inch levels. 4 24-inch framing squares. 12 10-inch try squares. 2 12-inch combination squares. Boring tools. fHand.) 2 sets Jennings' auger bits. 2 sets gimlet bits. 6 bit braces. No. 8 sweep. 3 No. 1 hand drills. 2 No. 2 hand drills. 1 dozen countersinks. 1 expansive bit. For machine. Forstner bits — I inch, f inch, I inch, f inch, f inch, 1 inch, Ij inches. Full set of auger bits for machines also. Miscellaneous tools. 24 Maydole hammers, 12 screw drivers. 12 screw driver bits. 6 pairs pliers, 6 inches. 12 pairs 6-inch cahpers. 12 nail sets. 3 sets Buck-Amateur turning sets. 1 saw clamp. 1 saw set. 1 saw jointer. 12 India oil stones, No. 1|. 6 India slip stones. No. If. 12 small oil cans. 24 bench brushes. 6 maUets. First aid kit. 12 No. 1 Jorgensen steel spindle hand screws. 12 No. 4 Jorgensen steel spindle hand screws. 6 3-foot steel bar clamps f Stearns). 6 30-inch eccentric steel clamps. 6 24-inch eccentric steel clamps. 1 electric glue pot. 1 shellac pot f copper) . BOSTON CONTINUATION SCHOOL. 175 ■s •I ■a 1^ °i I 'a O "^ o u ^ -3 •S & .1 ■a 5 2-s O S " P m •r4 (a .SS o S u ^ U la a -a "3 fl-S 5 o a ■5 -^1 > o o ;S o O 1.^ o o o M 0) a^» ■SI •0 *^ -§ ■2o^ ?■?« C3 I-" F'^ 3 1 bD .9 . Ol O S I 1 •I 176 SCHOOL DOCUMENT NO. 4. 1 m P o O > i i ll ! 1 a 1 >■ ll / a 1 1 O •3 0) (t-l o o 1 s o 1 If =1 ■43.9 1 ■J a § 03 i i 1i la i| ■Is 11 '■§ S |£ S:S »H &| £113 '■ ' ... I A'; 'a i. I' 1 /.l<-f t , 1 t ^ i 1 (II III 1 ! I II i I., \ 'It I , 'I, ' !"> ,