xt7fn29p5t5g https://exploreuk.uky.edu/dips/xt7fn29p5t5g/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1956-11 bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Business Education Handbook", vol. XXIV, no. 11, November 1956 text 
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BUSINESS EDUCATION
HANDBOOK ii

 

Published by W:
DEPARTMENT OF EDUCATION

ROBERT R. MARTIN
Superintendent of Public Instruction

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

VOL. xxuv NOVEMBER, 1955 NO.”

 

 

 

 

 

 

 

  

 

 

 

 

 

 

  

FOREWORD

During the summer of 1956 a Business Education Curriculum
Workshop was conducted at the University of Kentucky. This
Bulletin is a product of that \Vorkshop. This \Vork Conference was
directed by Professor Vernon A. Musselman, Chairman, Department
of Business Education, University of Kentucky. The State Depart-
ment of Education cooperated in this undertaking. Many teachers
in the field of business education as well as graduate students took
an active part in preparing materials found in this Bulletin.

I Wish to take this means of congratulating all who had an
active part in the preparation of the Bulletin and also of expressing
my appreciation for their contributions. I am confident that the
administrators of our public schools and the teachers of business
Education in our high schools will find the suggestions and mater-
ials presented herein most helpful.

ROBERT R. MARTIN,
Superintendent of Public Instruction

 

 

 

  

 

 

 

 

 

ACKNOWLEDGMENTS

The idea of this bulletin was conceived by members of the Execu
tive Board of the Kentucky Business Education Association. Through
the cooperation of this group together with personnel in the State
Department of Education four workshops were held in different
areas of the State to determine the contents of this bulletin. All
business teachers in each of these areas were invited to participate
in the workshops.

The end product in any undertaking of this kind always repre-
sents a compromise of differing points of: view. \Ve can never
achieve complete unanimity of opinion on details but we did agree
011 basic principles and broad outlines.

The assistance of Mr. Claude Taylor of the State Department
of Education was extremely valuable. The interest and encourage-
ment of the State Superintendent of Public Instruction was greatly
appreciated.

Special recognition should be given to the following Kentucky
teachers who shared in the responsibility of writing the various
sections of this bulletin: Mr. Charles Barker, Irvington; Mrs.
Amanda Campbell, Corbin; Mrs. ldamae Ditto, Shelbyville; Miss
Martha Dotson, Midway; Mrs. Allie Jones, Georgetown; Miss Sara
Frances Lamb, Lexington; Mrs. Julia Monroe, Falmouth; MI'S-
Betty Newby, Paris; Mrs. Maxine Price, Liberty; Mrs. Esther
Runyon, Bardstown; and Mrs. Mary \Vatson, Paris.

Our thanks are also expressed to four people who read and
criticized the manuscript after it was completed: Mr. Ross Anderson
and Miss Alice Cox of the Morehead State College faculty; and,
Mr. Vernon Anderson and Mr. Thomas Hoganeamp of the Murl'frl.v
State College faculty. The members of the workshop also WlSil
to express their appreciation to Mrs. John McKinney, who typed
the manuscript.

VERNON A. MUssELMAN, Chairmqnh
Department of Business Education
University of Kentucky

 

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CHAPTER I

THE OBJECTIVES OF BUSINESS EDUCATION

We are living in a world of business. In many ways our daily
lives are influenced by various activities of business. We all use
the services of business and a large segment of our population is
employed by business. Our schools are expected to provide a learning
environment that enables all youth to understand and appreciate
the basic economics operating in this country and in other parts
of the world. Our schools are also expected to provide those youth
who wish to make a career in business, with opportunities to pre—
pare themselves for initial employment.

Authorities in the field of business education are in agreement
that business education is both general education and vocational
education. This relationship is clearly shown by the diagram below.

General Education Vocational Education

/ A W A \

 

K

 

Education
Business Business
Education Education

 

 

 

 

Business education was defined in the American Business Edu-
cation Yearbook, Volume 4, as:

Business education is that area of education that teaches

the learner to understand, to appreCIate, and to perform

effectively the work of managing, recording, communicat-
ing, consuming, and distributing wrthm the processes of

453

 

  

 

 

 

 

production, distribution, consumption, and exchange of
economic goods and services.1

This definition includes both general education and vocational
education objectives.

Since we all are users of goods and services supplied by business
we must understand business as it serves us. \Ve must also learn
to utilize those services effectively as consumers. XVe must fulfill
our citizenship responsibilities in relationship to society. All of this
is included in “general business education” as defined by the edi-
torial staff in the American Business Education Yearbook, Volume
6, as follows:

General business education is that training needed by all
in order that (1) each may carry on effectively his daily
business activities centered about the home and his per—
sonal business life, (2) each may understand and participate
in the business life of the community and of the nation as
these affect him personally and as they relate to the well-
being of every other citizen, and (3) each may have an
understanding of business as a factor in world relations
and in world economic well-being.2

Specifically for business teachers this means that we must be
concerned with, first, those phases of business which concern every
member of organized society, and secondly, give specialized instruc-
tion for those who wish to become wage earners in specific business
occupations. \Ve must:

1. Guide the student as he develops an appreciation for,
and understanding of. our capitalistic economic system.
Help the student to analyze his personal capacities and
training opportunities with the view of properly select—
ing an occupation in which he, is to earn his living.

.3. Help the student as he forms an intelligent knowledge

and understanding of business organization, functions,
and serwces.

to

-’l. Help the student to develop competence in solving daily
problems as a buyer and consumer.

5. Provide a laboratory where secondary school youth can
practice democratic living as citizens.

17. Paul E. Muse, “Principles of Curriculum Construction in General Business
Education,” Chapter 4, THE CHANGING BUSINESS EDUCATION CUR‘
RICULUM, American Business Education Y >al'book, Vol. 4, 1947, page 49-

2. GENERAL BUSINESS EDIY‘ATION, American Business Education Yea"
book, Vol. 6, 1949, page .7.

454

 

 

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tion Year-

CHAPTER II

THE BUSINESS CURRICULUM

Since business education contributes both to general education
and vocational education the question naturally arises: “How can
we best plan a curriculum that fulfills both objectives?”

When selecting courses for the high schools in small rural com-
munities, we should schedule, first of all, classes in typewriting and
general business.

Ideally, the small high school should offer a number of general
business courses that benefit all of the students of the school. A
full year of typewriting serves both those students who wish it for
personal use and those who desire to develop vocational competence.
A general business course, to be given during one’s first year in
high school, should include general everyday business information
needed to become competent, efficient, functioning members of the
community. A year’s course in bookkeeping that emphasizes record
keeping for personal use, those types of records kept by farmers
and small businesses, and the fundamental principles of bookkeep-
ing has many practical values.

The typical business curriculum which is so prevalent in Ken-
tucky high schools, namely: three or four classes of typewriting,
One of bookkeeping, and one of shorthand does not appear to be
the best possible curriculum plan. Specifically it seems to put the
emphasis on the development of the vocational objective to the neg-
lect of the general education objective. The weaknesses of such a
pl‘Ogram of studies seem to be threefold:

1. Neglect of training and experience in the area of under-
standing of business principles and functions

2. Neglect of training and experience in the area of buy-
manship and consumership

3. Emphasis on vocational training for office occupations
to the neglect of training and experience in selling and
other business occupations into which more high school
youth enter than enter the office occupations

A more justifiable program would appear to be one which offers
eOurses in selling, consumer economics, and business principles and

455

 

 

  

 

 

 

 

 

 

 

functions. In order to include these subjects, it is necessary to alter-
nate the offering of certain subjects in the small school, teaching
them during alternate years. It will also be necessary to reduce the
number of typewriting classes which can be done by increasing the
number of typewriters and the enrollment in each class. These sug-
gestions would enable a one—teacher school to offer a business pro-
gram for our high school youth which is superior to the typical
program being offered today. The following two—year program is
offered as an example. It is understood, of course, that each indi-
vidual school will vary its offerings from this suggestion to meet
the needs of the community.

SUGGESTED TWO-YEAR, BUSINESS SCHEDULE FOR ONE TEACHER

 

 

 

 

 

.
First Year i Second Year
[ a
Period Both Semesters i First Semester i Second Semester
| l
1 Typewriting (10)1 iTypewriting (10) iTypewriting (10)
2 Typewriting (10) Typewriting (10) iTypewriting (10)
3 Planning2 1 Planning Period Planning Period
4 General Business (9) Consumer Economics (11 Business Law (11 and 12)
and 12) ‘
5 ! Bookkeeping (10 and 11)

6 Selling (12) ‘ Office Practice (12)

Shorthand (11-12) i Bookkeeping (10 and ‘11)
4 Office Practice (12)

 

 

1Figure following subject indicates the grade or grades in which the subjeCt
should be offered.

2Since this proposed program calls for four different preparations, the teacher
should be glven one period for planning and preparing his class work.

Larger schools can offer more than one curriculum. One five—we.V
curriculum is suggested 011 the following page.

456

  

 

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A FIVE—WAY BUSINESS CURRICULUM FOR LARGE SCHOOLS1
9th Grade 10th Grade 11th Grade 12th Grade
Subject Suggested for English English English English?
All Bus. Pupils General Science Consumer Econ. (l/zU.) American History Current World History
Bookkeeping General Business Typewriting Bookkeeping Bookkeeping II
Algebra I Algebra (1/2U.) salesmanship 1,’2U.) Business Law 1/2U.)
Business Math. 1/2U.) Elective (1/2U.) Economics (1/2U.)
Economic Geography (V2U.)
Secretarial Intro. to Business Typewriting Shorthand Office Practice
Elective Economic Geography (1/2U.) Bookkeeping Business Law (l/zU.)
Business Math. E’zU.) Economics (1/2U.)
Elective (1/2U.)
1
General Clerical 1 Intro. to Business Typewriting Clerical Practice I Clerical Practice II

Algebra I

 

Business Math. (1/2U.) Bookkeeping i Business Law (1/2U,)
Economic Geography ‘/2U.) Economics (l/zU.)
Elective (1/2U.)
Merchandising Intro. to Business Typewriting Bookkeeping Retail Merchandising

Elective

Economic Geography (1/2U.)
Business Math. (1/2U.)
Elective (1/2U~)

Salesmanship ($’2U.)
Advertising (V2U.)

Business Law (1/2U.)
Economics l/2U.)

 

General Business

Itro. to Business
Elective

 

 

= Typewriting

Economic Geography
Business Math. (1/2U.)
Elective (1/2U-)

1/2U.)

Bookkeeping
Salesmanship ($’2U.)
Elective (V2U.)

 

 

Economics (1/2U.)
Business Law (‘,’2U.)
Elective

 

1All courses include 2 semesters of work (1 unit of credit) unless labeled 1,’2U. which indicates 1 semester of work (1/2 unit of credit).

2Suggestion :

 

1 semester of the regular 12th grade English should be Business English.

 

  

 

 

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CHAPTER III

THE PROFESSIONAL GROWTH OF THE BUSINESS TEACHER

Periodic appraisal of teaching efforts and its resulting improve-
ment contribute materially to one’s becoming a highly successful
teacher. Some of the ways for business teachers to revitalize and
upgrade classroom instruction are through membership and partici-
pation in professional organizations and through the use of teaching
suggestions found in professional periodicals.

Each business teacher should join at least the state and regional
organizations. The names and addresses of the secretaries of these
associations are given below. Should they be changed, these people
will gladly forward your inquiries to their successors.

Professional Organizationss
1. Kentucky Business Education Association, dues $1.00 a year.
Mrs. Lucille Poyner, Secretary
Reidland High School, RR 8
Paducah, Kentucky
2. Southern Business Education Association,

- . . . . d es "'5.00a rear.
3. United Busmess Education Association7 } 11 SP 3

These latter two organizations have a combined membership and
publication program. Their monthly publication is the UBEA Forum
and their quarterly publication is the NBE Quarterly.

Mr. Hollis P. Guy, Executive Secretary
1201 Sixteenth Street, Northwest
\Vashington, D. C.

4. National Business Teachers Association, dues $3.00 a year.

This organization publishes the American Business Education
quarterly and the ABE Yearbook annually.
Mr. Carl H. Cummings, Secretary
Western Illinois State College
Macomb, Ill.

Membership in each of these associations entitles one to receive
their publications.

458

 

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In addition to the publications of the professional associations
there are several other fine magazines available for business teachers.
Among them are:

Business Education lVorld, published by the Gregg Publishing
Division of the McGraw-Hill Book Company, Inc., 330 West 42nd,
New York 36, N. Y. The subscription price is $3.00 a year or $5.00
for two years.

The Balance Sheet, a free publication of South—Western Publish-
ing Company, 5101 Madison Road, Cincinnati 27, Ohio, may be ob-
tained by request.

Business Teacher, published by Gregg Publishing Division of the
McGraw-Hill Book Company, is free upon request.

The Journal of Business Education, published by Robert C. Treth-
away, 34: North Crystal Street, East Stroudsburg, Pennsylvania, is
$3.00 a year or $5.00 for two years.

Today’s Secretary, published by the Gregg Publishing Division
of McGraw-Hill Book Company, is $3.00 a year or $5.00 for two
years. (Lower rates' available to students when as many as 10 sub-
scribe.)

Graduate Study

Graduate study offers the teacher an opportunity to keep abreast
in his field in many ways. He not only has the opportunity to learn,
but to compare experiences and methods with other teachers. The
teacher doing graduate study may plan his program under the super-
vision of the recognized leaders in the field.

Graduate work is offered by all state colleges in Kentucky and
by the University of Kentucky and the University of Louisville.
Hundreds of courses acceptable for graduate credit are listed in
the catalogues of the various universities under the many depart-
ments. Graduate study is an experience in which every teacher
should participate.

Business Experience for Teachers

The proper types of occupation training courses can be accept—
able for credit in many institutions. Many kinds of planned work
Experiences are helpful, but they should be done mostly in the areas
in which the trainee is teaching.

Banks and business offices are cooperating with educational insti-
tutions in work—experience programs where teachers may work while
earning credit on graduate or undergraduate level.

459

  

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Some of the benefits of such training lie in the coordination of
industry, and education, development of teamwork, and acquaintance
of teachers with procedures to be used by their pupils when they go
to work. Cooperative education frees the individual student, as well
as the teacher, from narrow curriculum patterns. It provides oppor-
tunity for the teacher to experience new and different ways of
learning. The motivation produced by work experience is the key
to related instruction.

Visits to Business Firms

Business-Education Day has great possibilities for business
teachers. It helps business teachers and administrators organize our-
riculum offerings in business subjects by seeing what business is
looking for in terms of types of jobs available, requirements, and
standards. The teacher gains an enlarged perspective of teaching
business subjects.

CERTIFICATION
A detailed explanation of certification requirements for teachers
is found in a State Department of Education Bulletin entitled

Revising the Teacher Education and Certification Program.

There are certain general requirements which all secondary
teachers must meet. These are treated fully in the bulletin. In
addition, in order for a teacher to be fully qualified to teach busi-
ness subjects he must meet one of the plans given below.

A teaching area in business education shall consist of a minimum
of 48 hours in commerce (business education) as the following:

1. Accounting 8 sm. hours

2. Secretarial Practice ]4 sm. hours

2. General Business 18 sm. hours

4. Business Education 4. sm. hours
(Methods and Materials)

5. Business Electives 4. sm. hours
or

the completion of two majors one of at least 26 semester hours in
commerce distributed as follows:

1. Secretarial Practice 14 sm. hours
2. Business Education 2 sm. hours
3. General Business 2 sm. hours
4. Elective in Commerce 8 sm. hours

01'

the completion of two majors one of at least 26 semester hours ill
distributed as follows:

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Busmess Education

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one of at least 26 semester hours

461

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CHAPTER IV

TEACHING AIDS IN BUSINESS EDUCATION

No teacher can afford to neglect the wealth of instructional
materials available at little or no cost from the publishing com-
panies; from the federal, state, and local governments; from busi-
ness and labor organizations; from public service organizations;
and from professional periodicals. These valuable materials should
be utilized effectively to meet individual differences, provide moti-
vation, and supplement basic teaching materials.

Teachers’ Manuals and Solutions Booklets

The teachers’ manuals to accompany textbooks, are supplied
by publishing companies to assist the teacher in planning and
making the most effective use of the textbooks. The solutions
booklets are other aids that are supplied to the teacher; sometimes
they are a part of the teachers’ manuals, but frequently they are
separate booklets — these are the teachers’ keys and contain the
correct answers to questions at the end of chapters and the answers
to all problems in the texts. However, care should be taken that
the manuals and the solutions booklets do not become “crutches” —-
substituting for the thinking a teacher must put into his planning
and teaching.

Workbooks

The use of workbooks, usually prepared by authors of textbooks,
offers many advantages to both student and teacher. Good work-

books, put to wise and judicial use, provide the following ad-
vantages :

1. They analyze and summarize what the student studies.

2. They provide for assignments varying in difficulty from sim-
ple to complex. They can be an excellent means for helping
to provide for individual differences.

3. Workbooks serve as references for in- or out—of—class review.
They give the follow-up repetitive drill and practice on spell-
ing, usage and meaning of new terms which are so essential
to vocabulary building.

4. They save time of students by providing convenient formS
and materials. If a student rules his own paper he will 110t
actually be studying very much.

462

 

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5. Workbooks save time of the teacher. It is easier and quicker
to evaluate work when there is uniformity of paper and identi-
cal location of the work on each page.

6. They provide opportunities for students and teachers to inte—
grate the principles, techniques, and skills in a unifying manner.

7. They aid in student evaluation. Students can pretest them-
selves on new assignments and can review tests for course
examinations.

8. Workbooks instil confidence, stimulate interest and create
pride and initiative; thus leading to satisfaction of accomplish-
ment.

9. Workbooks result in saving of money. Experience shows that
a student who does not have a workbook may use much more
paper than one who does because in workbook form the copy
is arranged so that very little, if anything, is wasted.

Honor Rolls, Pins and Awards

An honor roll, pin, and award program, if properly conducted,
provides many worth-while experiences to the students. Below are
listed forms of motivation that occur as a result of these types
of student recognition:

1. raise achievement to higher levels

2. give the student an opportunity to find out how he ranks in
comparison with others.

maintain interest in school

provide an opportunity to teach good sportsmanship
encourage neatness and legibility of work

develop initiative

develop personal pride in his work

>19???”

Reference Materials, Pamphlets, and Supplementary Books

Many schools now have a rich supply of reference materials,
supplementary books, and pamphlets. Through a variety of such
materials we can provide for individual differences, not only in
rate of learning, but also in quality of learning. Many of these
materials will aim to overcome the limitations of the walls of the
classroom and restricted personal experiences. They awaken new
desires and interest and provide for economical learning. Some
practical ways of utilizing these materials are:

1. Should be integrated with other curriculum materials
Should be previewed in advance of use in the classroom
Should be taught, not merely shown

Provisions should be made for follow-up

Too many aids should not be used at one time

5"!“9’.“

463

 

  

 

 

 

 

6. Should be supplementary — not supplant the teacher and
textbook

7. No one type of material is best for all learning situations; each
has a specific role in order to provide maximum effectiveness

Lists of sources, either free or at a small cost, are available
from many places. The Business Education Department at the Uni-
versity of Kentucky publishes periodically lists of sources of free
and inexpensive materials available to business teachers. These
are also available from book publishers and other state universities.

464

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Less
LAYOUT AND EQUIPMENT FOR A BUSINESS
lable EDUCATION DEPARTMENT
Uni~ .
free Location
w The department should probably be located 011 the first floor near
.hese . . , H. . . , . .
‘ities the princlple s office. llus is desirable so that certain machines

may be used by the office personnel as well as by pupils.
Number of rooms
Plans will be given for three classrooms with suggestions pertain-
ing to what adjustments will be necessary for small or large
schools.
The three classrooms for which plans are given are:
1. Typewriting — basically .
2. Bookkeeping — basically ‘i'
3. Office Practice ~ basically ‘ ‘
A plan is also given for a private conference office.
Size of each room l
Most authorities agree that pupil units, or stations, for the 5"
bookkeeping and typewriting rooms should not exceed thirty —
preferably there should be only twenty—seven. Recommended
enrollment in office practice is not to exceed twenty pupil units.
The rooms planned in this layout have allowed 25 square feet per
pupil unit in both the bookkeeping and typewriting rooms, and
30 square feet per unit in the office practice room. For the
teacher’s area, 120 square feet have been allowed.

Layout and. built in features
In the general recommendations that follow, we shall try to give
suggestions and specifications that, according to our research,
seem to be desired by the greatest number of teachers, and are
approved by authorities in these fields.
Lighting and windows
For business education classrooms 30 to 50 foot-candles by meter
check are recommended. Each row of lights should be controlled
by separate circuits. Windows should be on the right of pupils
in the typewriting room. \Vindows should be equipped with
[ shades or draw drapes for showing films. There should be elec-
tric outlets near all pieces of electric equipment and in the back
and the front of the room.

465

 

  

 

 

— ”W'H.’ * "

 

 

 

 

Chalkboards, tackboards, and bulletin boards
Bulletin boards should be accessible to pupils as they enter
and leave the room. If wall space is at a great premium, doors
to storage units might be used for bulletin boards.
Available space for chalkboard and tackboard should be divided
equitably according to the use of each room. The bookkeeping
room should have a chalkboard on two walls of the room.
It is desirable to have chalkboards and tackboards equipped
with adjustable hangers for charts and maps.

Cabinets, wardrobes, and bookcases, and shelves
A set-in slanting shelf on the lower portion of a rear wall will
be convenient for holding the books which pupils are obliged
to bring to the room with them. The top portion of the wall
could have storage sections with a private unit for each pupil
in which he may leave his business kits and supplies. Ample
storage cabinets, built-in bookcases, and a wardrobe, are desirable
in each room.

RECOMMENDATIONS FOR THE TYPEWRITING ROOM
Again, it should be pointed out that the lists for equipment
that are given here are not hard and fast rules. They are only
guides, and may be adapted to the needs of various schools or
business education departments.
Typewriters
Twenty-seven to thirty typewriters (preferably all of one kind)
depending on the services available in your local community.
It is easier for teachers to instruct beginners if all machines
are alike. However, it is the opinion of some authorities that
pupils should become familiar with, and have practice on, dif-
ferent types of machines.
A part of the machines need to be elite type, to take care of
the preparation of layouts and forms that necessitate small
print. Most authorities now say that the keyboards should have
the letters on the keys.
If there is no office practice room in the school, one long car-
riage typewriter, and one electric typewriter could be included
in the regular typewriting room.
Typewriting tables
Tables may range in height from 26 inches to 31 inches; three 01‘
four tables of minimum height, three or four of maximum height!
and the remaining ones 27 , 28, 29, and 30 inches high. A stand-
ard recommendation for the top is 18 inches by 36 inches.

466

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 The tables may be built with a shelf for a sliding drawer on the l . .

enter 1 left underneath side. A separate drawer for each pupil who uses
doors the desk during the day could be stored in built-in storage units
in one wall of the room. ‘
.vided A teacher might prefer to have a desk-type table with a pedestal
leping of drawers on the left, in which supplies may be kept by the
pupils.
.ipped Typewriting chairs

Chairs with storage spaces underneath are convenient, especially,
if there are no shelf spaces for holding these articles. Chair

 

’1 will i seats that are eleven inches below the top of the table are pre-
gfiged ferred. This means that they would range from 16 to 19 inches
, wall high. Very good adjustable chairs are available.
pupil i Teacher’s equipment ,
mele ' A two-pedestal desk, a swivel chair, a demonstration stand, and i
.irable a five-drawer filing cabinet are needed. Each typewriting room
can use to advantage a paper cutter, a stapler, and a timer. “
‘M For a simple stand consisting of a box—type construction to be placed
)ment on a typewri‘tin‘g table see: “Build Your Own Typewriter Demon- 1
only stration Stand” by L. J. Fed‘or, UBEA Forum, April 1951, 5:27. 1‘
)1s or 1
l
kind) 5
ity.
:hines
: that
l, dif-
1. Stand of pipe or wood
We of
small 2. Top of oak 19 X 17
have
3. Tray of plywood 6% x 17
; ear-
luded
fee 01‘ l
itand- .

 

467

 

  

 

 

 

THE OFFICE MACHINES ROOM

Location
Located between the typewriting room and bookkeeping room
with connecting doors.

Size of Room
Number of pupils per room — 20
Space per pupil — 34 square feet
Space per teacher — 120 square feet
Total area of room —— 800 square feet

Physical Features
Lighting — Flourescent lights with 50 foot candle power evenly
distributed. The rows of lights should be controlled by separate
circuits. ‘
Doors entering the room from both the bookkeeping room and
the typing room.
There should be a chalkboard on one wall.
A bulletin board approximately 4 feet by 8 feet accessible to
the pupils as they enter and leave the room.
Ceiling and walls accoustieally treated.
Electrical outlets — one for each desk or work station and ad—
ditional outlets spaced around the baseboard at convenient loca-
tions. Outlets if in floor shall be flush with floor.

Equipment
Lavatory
Paper Towel and Soap Dispenser
Bookcase — Adjustable shelves
Lineoleum — top work table for stacking and collating dupli-

cated materials

Minimum of one 4-drawer metal file case of standard letter size
Desks for typing and transcription stations—~20” by 36” t0p
Chairs — Good, straight-back, 11 inches from table

Counter for machines all around the room with shelves above
them

Suggested Machines
One to three units of transcribing machines
One long-carriage typewriter
Electric typewriter
Spirit duplicator
Illuminated drawing board

468

 

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teac
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Ienly
arate
and

le to

1 ad—
loca-

upli-

size

bove

Stencil type duplicator

Calculators

Adding machines

Paper cutter

Filing units

Standard typewriters

It is recommended that an office be accessible to the other rooms
and that it be a part of the office practice room. (see diagram) This
office would be used for conferences, private dictation from
records, and for the teacher’s use. The office would include a
teacher’s desk, filing cabinets, and a bookcase or shelves for refer-
ence material.

If there is no office practice room, the fol