uses here named, probably at different points in the course. Thus, for the most part, teachers seem to follow the text rather closely.

AMOUNT OF REQUIRED COLLATERAL READING

The approximate number of pages of collateral reading required per semester ranges from 50 to 600. Of the 29 teachers making replies that may be tabulated, 21 report from 100 to 250 pages. We are probably not wrong in saying that some of the 8 teachers who make no answer require no collateral reading. Three others "cannot say."

EMPHASIS ON LOCAL ECONOMIC PROBLEMS AND CONDITIONS

Thirty-three of the 40 teachers say that they stress local economic problems and conditions, 2 say that they do not, and 5 do not answer. The methods of making such local applications are reports of trips, visits, and investigations of local establishments.

V. AIMS

The only information which this investigation revealed with reference to the aims in courses in economics is to be found in the answers to the question, "Is the subject as taught intentionally adapted to the needs of any particular vocation?" Five of the teachers who answer in the affirmative report that the course aims to prepare for commercial pursuits, while another speaks of preparation for teaching.

VI. SUMMARY

1. The high-school course in economics appears in the third and fourth years, more commonly in the latter.

2. a) Although usually a half-year in length, the course sometimes extends through a full school year.

b) There are more commonly five 40- or 45-minute class periods per week in the course.

3. a) All courses contain work in both (1) theory and (2) the historical and descriptive aspects, but there is no common practice in the proportion of the total time devoted to either.

4. Attention is given in practically all schools to various programs of economic reform.

5. The textbook is most commonly used as the basis of assignments to be supplemented by required collateral readings, although some teachers follow the text more closely, requiring little or no collateral reading.

6. Emphasis on local economic problems and conditions is

common.

7. In relatively few schools is the subject intentionally adapted to the needs of any particular vocations. Where it is so taught, the teachers usually aim at preparation for commercial pursuits.

CHAPTER VI

THE VOCATIONAL SUBJECTS

A. MANUAL TRAINING AND MECHANICAL DRAWING

I.

DISTRIBUTION OF RESPONSES TO THE INQUIRY

Responses to the inquiry in manual training were made by 100 teachers distributed as follows:

EXTENT OF THE OFFERING IN NUMBER OF YEAR-COURSES

The number of year-courses reported by teachers of manual training is indicated in Table LXXV. The term year-course is here to be understood as signifying a course extending through a year without regard to its time allotment per week. The time allotment per week will be reported in another place. The offerings in shopwork are seen to range from 1 to 7 year-courses with the modal practices at 2, 3, and 4. The number of year-courses in mechanical drawing, exclusive of architectural drawing, is fairly evenly divided among the four practices of 1, 2, 3, and 4. The offering in architectural drawing is seen to extend in 28 schools through a single year and in half this number through two years.

Few schools offer more than two years of architectural drawing. Such schools as do not answer may safely be included with those

TABLE LXXV

NUMBER OF YEAR-Courses OFFERED IN SHOPWORK, MECHANICAL

DRAWING, AND ARCHITECTURAL DRAWING

reporting no courses.

More than half the schools may thus be

said to make no offering in architectural drawing.

YEARS IN WHICH THE COURSES APPEAR AND NATURE OF THE OFFERING

Shopwork.-Woodwork is reported as the sole constituent of firstyear courses in shopwork in 60 of the 100 schools. It is reported as a partial constituent in combination with other kinds of shopwork in 9 additional schools. In the remaining 29 schools that make answer to the question some differentiated type of shopwork is reported, usually cabinetmaking, joinery, wood-turning, or patternmaking, as sole or partial constituents, although each of the following are reported once or twice each: wood-finishing, forgework, foundry, sheet-metal work, concreting, electrical work, millwrighting, and printing.

Undifferentiated woodwork is reported in but 19 of 92 schools as the sole constituent and in but 4 schools as the partial constituent of second-year courses in shopwork. Correspondingly, the representation of the differentiated courses increases. This is true, not only of differentiated types of work in wood, already named

as appearing in the first year, with carpentry in addition, but of work in metal also, as forging, molding, sheet-metal work, and machine-shop work. Concreting and printing also continue to appear.

In but 3 of the 60 schools making answer are third- and fourthyear courses in shopwork constituted solely of undifferentiated woodwork, and this work is reported as a partial division in but 3 additional schools for each of these years. Correspondingly, the differentiations reported in the second year increase in proportionate representation. This is especially true of the various kinds of work in metal. Machine-shop work appears as the sole element in a third of the fourth-year courses reported. Carpentry is reported more frequently than in earlier courses. One school each reports millwork and a special course in automobiles in the fourth year.

Mechanical drawing. Of the 84 schools offering first-year courses in mechanical drawing, 40 report the content merely as "mechanical drawing," sometimes in addition indicating its elementary character. Five schools report "geometrical drawing, and 5, "working drawings." The following special topics appear several times each in various combinations: projections (orthographic, isometric), machine drawing, printing and lettering, blocking-in, tracing, blueprinting, perspective, developments.

Of the 70 schools offering courses in mechanical drawing in the second year, 15 report the content merely by that name, although "design" is sometimes associated with it. Thirteen report machine drawing as the sole constituent of the course for this year, and 7, projections. The former is reported as a partial division of the courses in 7 other schools, the other branches being one or more of the following: developments, intersections of solids, projections, and geometrical drawings. The following are mentioned a few times each in various combinations: sections, penetrations, isometrics, furniture design, sheet-metal drafting, developments, model drawing, revolutions, etc.

Of the 49 schools offering third-year courses, approximately half constitute them in whole, while another seventh constitute them in part, of machine drawing. "Mechanical drawing" of a more or less advanced character is reported by 10 schools.