teachers in the school system. In training for some occupations the cost of equipment is very great. There are many other problems equally difficult, which indicate that a number of years of experience will be required before the problems of the all-day school will be solved. This applies both to the unit trade school and to the general industrial school. The needs of the community should be met both in respect to the improvement of those already in service and the preparation of new workers to meet the demands of industry. A study of the numbers engaged in the industry and the numbers needed to be inducted into the industry each year will give the relative ratio of the needs of the community for trade extension and all-day instruction. Experience also goes to show that many communities in which there is no justification for the establishment of a day school may successfully maintain evening or part-time schools, and on the other hand that there is no community in which there may be justified the existence of a day school without the existence of provision for trade-extension instruction.

TEACHER TRAINING.

The importance of the inauguration of adequate plans for training instructors for both shop and related subjects can not be over estimated. During the past two years the program has been most seroiusly handicapped by the war. The Army and essential industries in their attempt to secure a sufficient number of mechanics and technicians took practically all of the men who otherwise would have been available for teacher-training classes. With the rapid increase in wages being paid to men employed in industrial pursuits it is becoming increasingly difficult to secure and retain the services of highly skilled men and women for the teaching profession. This is especially true since it has been found that the instruction given in instructor-training courses often enables trained workers to secure a more advantageous position in industry itself. This situation makes all the more necessary an extended program for instructor training. Notwithstanding the interruptions and the difficulties which stand in the way, progress has been made. Many of the States have recognized that it is impossible to induce any great number of trained mechanics to give up a job which is already paying as much or more in the way of wages than is being paid to the teachers in the public school system, and go to an institution for two, three, or four years of training, with a prospect at the end of that time of securing a teaching position which will pay him the same or even a little less wage than he was receiving before coming to the institution. Realizing this, the States have taken the teacher-training work to the men rather than attempting to bring the men to the teacher-training institution.

As a consequence, State boards and institutions designated by State boards to carry on teacher-training work have established training centers in populous centers where men may receive training for teaching in evening school while they are holding their day-time jobs. The institutions charged with the responsibility of maintaining instructor-training for trade and industrial subjects, the kind of teachers being trained, and the kinds of classes in which the training is given are indicated in the following tabulation:

Massachusetts.... State board and local insti- Shop teachers; re- Shop teachers..... Teachers

tutions.

lated subjects;
foreman teach-
ers in industrial
plants.

in

service..

Shop and related

subjects.

.do...

None..

Alcorn Agricultural and
Mechanical College(Negro)
University of Missouri..

State board ofeducation.
State board for vocational
education.

University of Nevada..
State board...

Rutgers College..

The most important thing to be considered in the administration. of an instructor-training program is the qualifications of the instructor-trainer responsible for the selection of candidates to receive training and responsible for the instructional content of the training courses. These qualifications require not only a good working knowledge of practical professional education, but also an intimate knowledge of some one industrial occupation. It is not necessary for the instructor trainer to be skilled in all of the occupations for which men and women are being trained as instructors, but it is important that he or she should have gained, through experience in industry, an appreciation of industrial conditions. In the past the country has largely depended upon training by absorption rather

than training by intention for its supply of teachers. Decided progress has been made by the States in this respect. During the past year there has been an increasing number of State boards and institutions designated for training trade and industrial teachers securing or seeking to secure men adequately to carry on an instructortraining program.

UNDEVELOPED FIELDS.

In the development of a program for vocational education to meet the needs of those who are already employed as well as those who are preparing for employment, it is necessary to take into consideration instruction in other occupations than the 12 or 15 trades which have hitherto been most frequently included in the day school program. During the year a preliminary study has been made of certain occupations which seem to afford opportunities for vocational education both from the standpoint of the numbers employed and the instructional content of the occupation. Further studies should be made with a view to outlining courses of instruction for these fields. The undeveloped areas and fields mentioned below do not by any means include all of the possibilities for vocational training. They do include, however, the principal fields from the standpoint of numbers employed and need for training.

MINING.

More than 1,000,000 men in the United States are employed in mines and quarries. The capital invested in this industry is nearly $4,000,000,000 while the value of the yearly product reaches $2,000,000,000. There is at the present time an increased demand for assistance in the organization of classes for vocational instruction and in the collection of material which may be used as a basis of instruction in these classes. The conditions under which coal and the metals are to-day brought out of the ground and made ready for the market demands systematic, practical training for those engaged in such large and increasing numbers in this important industry. All men employed in and about the mines should be given a practical training which will enable them to safeguard their own lives and those of their fellow workmen. Many men need also a technical training which will enable them to qualify for positions of greater responsibility. State boards and the Federal Board should continue to give close attention to this important industry.

TEXTILES.

In the textile mills, located largely in the Southern and Eastern States, are employed more than 400,000 people. Like mining communities, these mills are often located in communities having no other principal industry, and in which large numbers of boys and men,

girls, and women are employed. While the amount of training required for a given occupation may not be so large in content as is required for some other occupations, the workers should be given an opportunity to acquire the manipulative and technical skill which will enable them to become eligible for promotion to positions of greater responsibility and greater remuneration.

PULP AND PAPER INDUSTRY.

The pulp and paper industry is peculiar to regions which possess the natural woods used in the manufacture of paper pulp. Like mining and textile mills the industry is usually located in small cities near the source of power and raw supplies. A survey of a typical pulp and paper industrial establishment located in an average community should be made with a view to determine the field for training, and the training agencies which can be most efficiently utilized. More than 100,000 persons are engaged in this important industry in the United States.

FOUNDRY.

It is estimated that there are employed in the United States as molders, founders, and casters about 200,000 persons. Of these approximately 50 per cent are usually classified as skilled labor, with 50 per cent as apprentices. It is generally agreed that the apprenticeship system has failed in this industry. The instructional content of courses for molders, casters, makers, cupola chargers, cupola attenders, chippers, helpers, and foremen, together with the period of training which is required for this instruction is yet to be determined.

LUMBERING.

Many States of the South and West are extensively engaged in lumber production. This involves not only the manufacture of rough lumber, but also the operation of lumber mills in which the rough lumber is made into many different shapes and finished sizes. The industry employs a large number of men in occupations for which certain special manipulative and technical training is required. Certain demands have already been made for the organization of classes to give trade extension instruction for those employed in this industry. It would seem as though some study ought to be made of the field and the training agencies as well as the instructional content to be given the workers before any considerable amount of work is attempted.

RAILROAD SHOP APPRENTICESHIP.

During the year the Federal Board took up with the Railroad Administration the question of a cooperative arrangement whereby part-time education for railroad shop apprentices might be best