used in a given side or section of a wall. Figure 76 illustrates a continuous band course between lintels. The length of each indi

FIG. 76.-A continuous-band course illustrating method of dimensioning on a setting

drawing

vidual stone is indicated in the illustration as well as the total distance between jamb openings. Sections A-A and B-B in this illus

FIG. 77.-Illustrating how cut stone is measured for its cubical content

tration indicate the dimensions of the stones making up the band. course and lintels. At the end of this section a few questions will be asked on estimating total lengths of band courses.

CUBIC MEASUREMENT

The unit of measurement for the purpose of estimating the quantity of stone required for a particular piece of cut-stone trim is the cubic foot. Other stone, like masonry stone, is estimated by the ton, perch, or cubic yard.

At the plants where cut stone is produced it is necessary to know the cubical size of cut-stone trim irrespective of undercuts or indentations that may appear in the finished piece in order to select the proper sized blocks at the quarry that will cut up to advantage with

FIG. 78.-Illustrating how balusters, cornices consisting of two members,

and voussoirs are measured for cubical content

out undue waste. Illustration, Figure 77, indicates the method of cubing a one-piece cornice and coping.

Figure 78 illustrates the cubing of a baluster and a two-piece

cornice.

ASSIGNMENTS IN MATHEMATICS

1. Estimating the heights of quoins in the corner of a brick building. Figure 68, page 96, of this section illustrates the widths of stone and mortar joints in the corner of a stone trim brick building. Study this illustration and answer the following questions:

(a) What is the height of the short quoin?

(b) What is the total length of the long quoin?

(c) What is the dimension of the bed on the wall of these quoins? 2. Checking over-all dimensions on drawings.--Figure 76, page 103, indicates a section of a wall with two window openings. Study this drawing and answer the following questions:

(a) What is the total distance of the band stones between lintels? (b) How much of the lintel rests on the jambs?

(c) What is the over-all dimension from end to end of this band course, including lintels and stone joints? Does this total length check with the over-all dimensions given on the drawing?

3. Estimating cubical content of rough quarry blocks used for cutting different pieces of stone.-Referring to illustration, Figure 77, page 103, the following dimensions are given for the one-piece cornice. Estimate the cubical contents; A-B, 14 inches; A-C, 16 inches; length 3 feet 6 inches.

Referring to illustration, Figure 78, page 104, give the cubical contents of the turned baluster of the following dimensions: Base, 5 inches square; height, 22 inches.

This completes Section II, covering a number of subjects referred to in the general vocational information outline.

Following, in the next section, is a discussion of the use of the materials outlined in Section I and in this section.

SECTION III

SUGGESTIONS TO THE INSTRUCTOR

There is included in Section I of this bulletin job outline and technical information sheets covering a number of construction jobs involving the use of cut-stone trim and brick that are common to the trade. The manner in which these job and technical sheets are used will depend entirely upon the trade instructor. It was not the thought in writing this bulletin that these job and technical sheets would in any sense serve as a manual for the apprentice, but as a guide for the instructor. In the hands of a novice or one unacquainted with the trade the material would be of no particular value, but used properly by a practical bricklayer who has some understanding of the methods of teaching they will serve as valuable outlines, helping him to organize his instructional material.

KINDS OF INSTRUCTIONAL MATERIAL OUTLINED

The job and technical sheets refer to actual jobs in bricklaying. The job outline sheets refer to the manipulative part of the trade, in which actual materials are set in place, and the technical information sheets include the related technical content of the trade which one should possess in order properly to understand the work that is being carried out.

There is taken up in Section II of this bulletin the outlining of certain sections of a general vocational information text which relates to the general information part of the bricklayer's trade having to do with the setting of cut stone in brick buildings. This outline has been partially expanded in order to illustrate how informational material can be used. For instance, the paragraph taking up the materials of the trade cover somewhat in detail the various kinds of stone used for cut-stone trim, together with the methods used in quarrying and finishing the softer stones. This material is written in a descriptive style and includes information which anyone could gather from various sources. One pages 110 and 111 of this bulletin are certain references which may be of assistance if one cares to go further into the study of a particular phase of the industry.

The drawing, as it relates to this particular part of bricklaying, is discussed in detail and certain points are illustrated by reproductions of cutting and setting drawings in order to show to the trade instructor how some of the facts relating to the interpreting of setting drawings can be presented to the apprentice.

TYPES OF CLASSES THAT CAN BE ORGANIZED

The material in this bulletin is especially intended for the evening extension type of trade school organization for advanced apprentices and journeymen workers.

The material, to a certain extent, can be used with advanced classes of apprentices attending a part-time school, the assumption being that those taking up this part-time instruction are apprenticed to the trade or have had considerable previous experience on the job as journeymen workers. There would be little advantage in attempting to use any of these jobs in an all-day class.

HOW THE TRAINING COURSE CAN BE CONDUCTED The job instruction and technical information material outlined in Section I can best be given out on the job under actual trade conditions or in a trade-school shop. Undoubtedly, since this part of the trade is secured in the last year of the apprentice's training period, there is more justification for conducting this training in organized classes in trade-school shops than there might be in carrying on part of the first two years of the bricklayer's training in a trade-school building.

SECURING CUT-STONE MATERIAL

If the course is organized as a part-time or evening extension class and conducted in a school shop, some trouble may be experienced in getting a sufficient supply of cut stone for the various jobs on account of the expense involved. It is suggested, however, that only the actual materials required for a series of jobs be secured, rather than to try to get a number of pieces for any particular type job. It might be well for the instructor to look over the series of progressive jobs and check those which he prefers to use in the course. It is not the intention that all these type jobs have to be included in any training program. The time element will be a determining factor as to how many jobs can actually be covered during a certain period. Because of the cheapness of ordinary sawed slip sills and lintels a number of these might be secured for the first few jobs, thereby giving all in the class an opportunity to start on these jobs in the beginning.

It will be well on most of the jobs for two students to work together. For instance, a class of fourteen apprentices would be assigned to six or more type jobs which would be going on at the same time.

The instructor would have to be careful to arrange the work so that the more advanced apprentices could start on the advanced work. The idea, in any case, would be for at least two-thirds of the time of the class period to be spent in practice jobs or the manipulative