trade extension classes, it would be possible to give efficient instruction by the use of charts, models, and other laboratory equipment. For example, a group of experienced auto mechanics could be given instruction regarding a new or special type of lubrication system by the use of charts and a sectionalized motor. The use of this type of laboratory would make the instruction more efficient than if the instructor attempted to explain the lubrication system on an assembled car, where most of the units of the system are almost entirely inclosed. The use of laboratory equipment, such as charts, models, lantern slides, sectionalized parts, and the like, is indispensable in giving of technical instruction and is just as essential to the efficient teaching of technical knowledge and related subjects as are the tools. machines, and cars to the efficient teaching of manipulative work. The many inquiries received by the Federal Board for Vocational Education during the past few years requesting assistance in planning shop layouts and equipment have been confined almost entirely to needed information with reference to establishing trade preparatory courses. Furthermore, the inquiries indicate that there is a definite trend and an increasing interest in establishing preparatory courses for automotive repair which will offer the training on a commercial garage basis. Accordingly, this publication is entirely confined to a consideration of the shop layout and equipment for trade preparatory courses organized on a commercial garage basis, since this type seems to be of most interest and to offer the most difficulties and problems to interested administrators and architects.

PART I

LAYOUTS

I. SHOPS

Types of Shops.-A trade preparatory automobile repairman's training course, organized on the garage basis, may be organized on the single-unit plan or on the departmental plan. In the single-unit plan the repair work is handled in the same manner as in a small commercial garage or repair shop. Jobs are assigned to students in their order of difficulty; that is, if a car is to have the valves ground, the job is assigned to a student or to a group of students who have advanced in the course to a point where they are ready for instruction in valve grinding. The sketch on page 4 is a typical layout for a single-unit shop. To accommodate a class of 16 this shop should have at least 3,600 square feet of floor space. This area would give space for 8 or 10 cars, with ample room for the installation of equipment.

According to the departmental plan the shop is divided into departments, and the students are assigned to these departments. The sketch on page 5 gives a floor plan for a departmentally organized shop.

Cars brought in for repair are sent to the trouble-shooting department. If only a minor adjustment is needed, the students assigned to the trouble-shooting department make the necessary repairs. If the job requires the removal of parts or the making of major adjustments, a job card is filled out by the trouble-shooting department, and the car is sent to the service garage. Here it is taken down so far as may be necessary, and the units sent to the various departments for repair. Jobs such as valve grinding or taking up bearings are carried on in the service garage unless it is found necessary to "pull" the motor. In that case the motor is sent to the motorrepair department, and the valve grinding or bearing adjusting is done there. After all parts have been repaired by the various departments, they are returned to the service garage, where the car is assembled and put in running order. The car is then sent to the final testing department, where the students assigned to that department check the repair work against the job card. If any jobs have been overlooked or any poor work is discovered, the car is returned to the service garage, and the units which have been turned down by the final testing department are removed and sent back to the

department responsible for repairing them. In case only minor adjustments are needed the students in the final testing department make these adjustments and give the car a final tuning up.

Partitions. The type of partitions used in the departmental shops will depend upon the number of instructors employed. It would be advisable to partition off the trouble shooting and final testing departments with solid walls in order to keep the exhaust gases out of the other departments. A number of commercial shops have installed a vacuum system in these departments which can be connected by flexible couplings to the exhaust pipe of the motor. If only one instructor is employed the partitions between the other departments should be of wire or steel fence so that the instructor can observe the work of students in all departments without having to actually go into those departments. If special instructors are employed for one or more departments it is advisable to put solid partitions around these departments.

An advantage in providing solid partitions between departments is that the temperature in the various rooms may be regulated to suit the various working conditions. The students in the electrical repair department are working on small intricate parts and may stand or sit in one position for an hour or more. On the other hand, the students in the service garage unit are engaged in work which requires more physical exertion and would be uncomfortably warm in a shop kept at the temperature desirable in the electrical department. Floor Areas. One of the most important factors to be considered in the plan of an automobile school shop is the amount of space needed for the various departments. Lack of space is one of the most serious handicaps in many school shops, and for that reason it seems advisable to give a table of minimum floor spaces. Although the floor areas given in the following table may seem larger than necessary, those experienced in teaching auto mechanics will not doubt agree that these floor areas are not larger than are needed to carry on satisfactory and efficient training programs. Table of floor