independent of the presence or absence of any special equipment such as books, lesson sheets, or other special instructional material. It is based solely upon the fact that the individual does actually instruct others in such a way that they can assimilate and use the results of the instruction to advantage on their jobs.

What is the instructing process?—As the term is used in this bulletin the instructing process refers to whatever the instructor does in the discharge of his instructional responsibilities. It is common to find in industry men and women, foremen or workers, who are instructing but who are uninformed as to any of the methods of instruction which have been developed by professional instructors, and in consequence of this lack they are, in many cases, instructing very ineffectively. Although they themselves may be unconscious of the fact they are, nevertheless, carrying on an instructing operation. For example, when a workman gives some "pointers" to an apprentice, regardless of whatever particular way he may do it—by telling, by showing, or by demonstrating-he does, in fact, use some sort of an instructing operation, or at least a part of such operation. Whatever method may have been followed, some form of instructing process has been used wherever knowledge or skill is "put over" to others by one who has and can apply knowledge or skill.

What are instructional "tools"?-Methods, lines of approach, courses of study, textbooks, and other equipment are essentially the tools which an instructor uses in carrying on the instructing operation. They may be considered as bearing the same relation to the instructing operation that the use of mechanical tools bear to the carrying on of a mechanical operation, and the skill or lack of skill of an instructor in carrying on the instructing process will depend very largely upon the degree to which, through his command of the auxiliary information of his trade and his skill in the selection and use of proper instructional tools, he is able to carry out the instructing operation effectively.

A skilled' craftsman after looking over a job determines which of the tools in his kit he can use to best advantage on that particular job. In like manner a good instructor selects out of the tools in his kit the special methods, lines of approach, and content of instruction enabling him to carry on the instructing process most effectively under the working conditions peculiar to the trade or job for which the instruction is to be given.

Possibilities as to cost and control.-There are two general methods by which instructor-training courses may be financed and operated: 1. At public cost and under public control.-Under the provisions of National and State vocational education acts it is possible for instructor training courses to be conducted by the local public-school

authorities through the State board for vocational education, in accordance with the State plan, at no cost either to the foreman, the employer, or the establishment. This can be done regardless of special conditions existing where the work is carried on or the location of the work-in the plant or out of the plant, on the men's time or on the company's time. In any case, however, where public funds are used either for the maintenance of such a course or for the salaries of the instructors the control must rest in the hands of the public-school authorities. There may be any amount of cooperation as to the selection of instructors, the place where the course is carried on, or the character of the course, but all such points must be determined and passed upon, technically at least, by the educational authorities, local or State, as the case may be.

2. At private expense and under private control. It is equally possible for any industrial plant or group of plants to initiate and inaugurate instructor-training courses entirely at their own expense and under their own control. Under such conditions, however, it is possible to secure certain assistance from public educational authorities.

Industrial concerns desiring to carry on special instructor-training courses or foremanship courses at their own expense and under their own control may, if they deem it advisable, secure certain forms of supplementary assistance,' examples of which are given below:

1. Under the provisions of the National vocational education act and corresponding State acts, State boards for vocational education may conduct, either directly out of the State office or indirectly in cooperation with local school authorities, what are known as instructor-training courses. This public service may take any or all of the following forms:

(1) Training courses, the purposes of which is to train individuals. to successfully conduct instructor-training courses; that is, to train individuals who may, in turn, either in industrial plants or in schools, train competent workers in applying the principles and practices of the teaching trade to the teaching of their respective jobs or trades to others.

(2) Instructor-training courses, the purpose of which is either to further train individuals already employed as teachers or to train individuals who are looking forward to assuming some sort of instructing responsibilities.

(3) Instructor-training courses, the purpose of which is to train. individuals to conduct successfully foremanship courses. In this

1 Inquiries for information and suggestions should be addressed to the State board for Vocational education.

2 These courses are given in accordance with the provisions of the State plan as approved by the State and Federal Boards for Vocational Education.

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way it is possible for a group of plants to select some one from their organization and have that individual trained through attendants on an instructor-training course given under public control and at public expense, to carry on foremanship courses in the plants without their having incurred any expense for the cost of instruction. Such a course was conducted successfully by the office of the State board for vocational education in the State of New York last summer. Representatives of some fourteen plants were given, through attendance on this course, special instruction and training in the initiating and operating of foremanship courses in their respective plants. In the majority of cases those in attendance have since conducted such work successfully.

Any one of the three types of instructor training may properly be given to any group of individuals, who, according to the definitions previously given, have or expect to have instructional responsibilities.

2. Practically every State board for vocational education has on its staff an official who is responsible for the training of trade and industrial teachers in the State. Any plant desirous of operating instructor-training courses at its own expense and under its own control may always properly call upon such an official for advice and assistance.

SECTION II.-TYPES OF INSTRUCTOR TRAINING.

Until recently those engaged in the training of instructors have directed their energies toward the training of instructors for general educational work, and, through departments of education, colleges, and universities, for training general educational supervisors or specialists. It is only within a comparatively short period of time, largely owing to the passage of the national vocational education act and corresponding State legislation, that serious attention has been given to making provision for training trade and industrial instructors as a problem distinct from that of training instructors in the general educational field. As a result of the passage of the national vocational education act and of corresponding State acts practically all of the State plans now include some distinct provision for the training of trade and industrial instructors, and in nearly all the States definite training courses have been established.

Training courses for instructor trainers.-As already pointed out, the object of training courses for instructor trainers is to prepare a group of individuals to train instructors. The need of the development of such training courses having this objective is now generally recognized, but up to the present time no definitely organized work has been developed in this field. The nearest approach to such a course was the work developed under the trade and industrial section of the United States Shipping Board, Emergency Fleet Corporation, at training center No. 1, located at the yards of the Newport News Shipbuilding & Drydock Co., Newport News, Va. This was in connection with the training of about 85,000 men on shipyard jobs and the working out of an extensive instructor training course, which was used in the training of some 1,200 shipyard mechanics as instructors to those men.

Subsequently, in order to meet further demands on the instructor training staff, training centers for prospective instructor trainers were conducted at Philadelphia, and at Long Beach, Calif. This work was carried on by Mr. Charles R. Allen with the assistance of Mr. R. E. Keppel, Mr. James McKinney, Mr. H. B. Adams, and others, members of the staff of the training section of the Emergency Fleet Corporation. While this work was somewhat informal in character, the experience acquired by the 80 or 85 men who were connected with the instructor training staff up to the signing of the armistice furnishes certain information which may be of value to

any one interested in the initiation and operation of similar training courses for instructor trainers.

The course in its final state of development consisted principally of the following:

1. The selection of instructional methods in developing the method of analysis, including:

(1) The development of the idea of analysis through its application to simple everyday jobs-telling time by a watch, opening a pocketknife, taking a key off a key ring, opening a door, and methods. for teaching its application to trade analysis.

(2) Practical methods for developing the idea of progression as applied to the order of training jobs, and the determination and classification of the necessary auxiliary information accompanying these jobs.

(3) Suitable instructional methods for developing the ability to use the principle of the card catalogue, or other elastic method, in the making of a complete classified analysis of the occupation of the prospective instructor.

2. Training in the selection and use of instructional methods. suitable to developing the idea of progression in instruction, including:

(1) The conception of the difference between learning difficulties and production difficulties.

(2) The analysis of an instructional job with regard to learning difficulties.

(3) The conception of progression with regard to learning difficulties.

(4) The setting up of a series of instructional jobs in progression with regard to learning difficulties, that is, developing a training course for each man's trade.

3. The technique of instruction, including:

(1) The lesson or instructional job and its determination.

(2) The analysis of the instructional unit.

(3) Methods suitable to the development of the various concepts treated in the instructor-training course and the application of these methods to the various steps in the lesson.

4. The general principles of instructional management as applied to the use of the conference or group method in instruction with men of the type to be trained, including more especially:

(1) The development and informational lines of approach and their relative value in developing the various concepts included in the instructor-training course.

5. The use of instructional material.

(1) Types of instructional material available, consisting of (a) instruction notes, (b) forms, and (c) points for discussion.