xt7s1r6n3f7m https://exploreuk.uky.edu/dips/xt7s1r6n3f7m/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1939-05 volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. 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.), "Vocational Education in Kentucky", vol. VII, no. 3, May 1939 text Educational Bulletin (Frankfort, Ky.), "Vocational Education in Kentucky", vol. VII, no. 3, May 1939 1939 1939-05 2021 true xt7s1r6n3f7m section xt7s1r6n3f7m  
    
   
     
 
  
 
 
  
   
    
    
 

1°resident Frank L. McVey
Unive;-sity of Kentucky
LexinL Eton, Kentucky

u. .Wniucky O

EEDUCATIONAL BULLETIN
—

Vocational Education in Kentucky

 

 

 

 

Published by

' DEPARTMENT OF EDUCATION f”?
5‘ H. w. PETERS iflkfifl;
Superintendent of Public Instruction ~ 9"

   

 

 

 

 

‘ ISSUED MONTHLY

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

VoI.VII o May,1939 0 No.3

UBRARY
tmxvzksrrr OF mewcm

 

 

 

 

 

 

 

 

 

 

 

 

   
  
 
  
  
  
 
 
 
 
   
  
  
   
  
   
 
   
  
 
   
  

.1

1,,.\ . schO(

 

1 educ:
11 ‘ 1 E stan(
'1 ‘ 1 ‘1 of or
Q E *3 1 FOREWORD ‘1 “0““
1 I 1 ‘ cross
1 1 This bulletin is a pictorial publication, showing the development 1 intel
1 and present status and illustrating the work now being done in each 1
1‘ 1 of the different phases of vocational education in the State. " the .
1 1‘ 1 1 1 1 . . .
1 .- ‘ The first vocational educatlon below college level, 111 Kentucky, 111311
1 ‘ , . 1
‘1 1 under any of the Federal acts, was in 1917, the Smith-Hughes Act 1 01‘ V‘
1 having been passed in February of that year. Thus the first annual 1 actn
‘1 1 1 reports were for the school year of 1917-18. It is with pride that we the
.15 11 ‘1 behold the status of vocational education in Kentucky at the end of 1; voc‘e
E 1 1 twenty-two years. dep<
11. ‘ 1 .1 This bulletin has been prepared by the staff of the D1v1s1on of he
_, 1 1 1 1, . . 1. Voc
1, 1 1 \ ocational Education, who are as follows. sat‘
1 11
‘ 1 R. H. Woods, Director, and Supervisor of Agricultural ‘ voc:
Education. 1 civi
1 1 1 ‘ Mary Lois Williamson, Supervisor of Home Economics .1 It S
“ ‘ Education. 1 ma]
“"1 E 1‘ ‘ 1 Mary Bell Vaughan, Assistant Supervisor of Home Econom- E SOC]
‘ 1 ics Education. 1‘1
1 1 ’ ](
- 1 1 1 Harold G. Wilson, Supervisor of Trade and Industrial for
1 1 11 1 1 Education. 1 1,01
‘ 1 111‘ H. W. PETERS, V96
E1 1 3 Superintendent of Public Instruction. ‘11“
'1 E O
:1 1

but

     

)ment
each

neky,
5 Act
nnual
at We
ad of

on of

ltural

omics

)nom—

strial

70%.

v:

w,

‘\..x

VOCATIONAL EDUCATlON

Vocational education in Kentucky is an integral part of the public
school system. The vocational aim is by no means the only aim of
education. We in vocational education realize there are other out—
standing aims of education that relate to the fundamental activities
of our present-day life, without the aid of which vocational education
could not accomplish its purposes. All the aims are crossed and re-
crossed in the realization of the vocational purposes. Thus there is
interdependence in education, as elsewhere in complex society.

Naturally, vocational education has to do with the attainment of
the vocational aim—the fitting for useful employment. The average
man spends approximately one-third of his productive life in economic
or vocational activities. Through or from the returns of his vocational
activities he must provide, for himself and those dependent on him,
the necessities, comforts, and conveniences of life. If through his
vocational activities he provides adequately for himself and those
dependent on him, his vocation serves him well. If, at the same time,
he finds satisfaction in his vocation, it serves him more fully.
Vocational efficiency determines in no small way the efficiency and
satisfaction in the other activities of life. Without economic and
vocational efficiency one is handicapped in his participation in health,
civic, social, intellectual, recreational, esthetic, and religious activities.
It seem apparent that success in. one ’s vocationalpactivities influences
markedly the happiness of each individual and the well-being of
society in general.

Vocational education is not of one kind or of one procedure.
Though training for a specific vocation or group of vocations, it has
for youth all the essential qualities of progressive guidance. It assists
yOung men and women in progressively adjusting themselves to
vocations. It would be impossible to carry on vocational education
without incorporating in it a large measure of vocational guidance.
Vocational education does not cease when youth leave the day school,
but offers a continuing education through its part-time and evening
courses, for young men and women and for adults, respectively.

Each, of the four divisions of vocational education in Kentucky——
agricultural education, trade and industrial education, home
economics education, and distributive occupations education—is
presented in this bulletin.

THE DIRECTOR

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
  
 
  
  
  
  
  
    
 
 
     

 

 

 

     
 
 
 
 
 
 
 
  
 
 
 
 
   
  
  
  
  
  
  
  
  
  
 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
  
 
 
 
 
   

VOCATIONAL EDUCATION IN AGRICULTURE
" The primary aim of vocational education in agriculture is “to
t’ain present and prospective farmers for proficiency in farming.“
Farming is a mode of life as well as a method of making a living. 1
Persons in charge of vocational education in agriculture in Kentucky ‘
accept the point of view that it is possible to bring about a more satis- i ’1‘;

tying life on the farm. Farm efficiency is still low. Standards ol mi
living, in too many instances, still have not, reached an acceptable
level. The farm homes and their surroundings too often are not as '
attractive as they might be.

2‘15

The major objectives of vocational education in agriculture are l
to develop effective abilities in individuals so that they may: 1 no
1. Become established in farming

l
2. Produce farm products i n
I. Manage a farm business m
4. Market agricultural products ‘ 105
5. Maintain farm equipment ,0
6. Finance a farm business 3'
, .

7. Conserve soil and other natural resources
8. Cooperate for the common good l ‘
9. Maintain a farm home
ll). Appreciate farm life
ll. Adjust to national and international trends affecting
‘ l » agriculture —
I 12. errcise leadership and recognize and follow leadership.

 

Vocational education in agriculture includes planned instruction
for all-day pupils in high school classes, for young men on the farm l
16 to 24 years old in part-time classes, and for adult farmers in '
evening classes. In its broader scope it includes instruction in class-
,l i ‘ room, farm shop, and on the farm. It includes training for leader-
' i V ship through the activities of the Future Farmers of America and }
through other extra-curricular activities. .ln short, it attempts to i
provide a comprehensive program of instruction for present and ,
prospective farmers, designed to enable them to increase their ,
economic efficiency, raise their standard of living, and to make if [

possible for them and their families to take their rightful p'ace in
society and receive the satisfaction from life and its experiences f
enjoyed by persons of comparable status in other fields of endeavor. l
All-day Classes. The all-day classes are for high school pupils. [N
l

 

 

 

I The purpose of all—day instruction in vocatitmal agriculture is to train
2 ‘ j :‘ ' prospective farmers for efficiency and satisfaction in farming.
‘ ‘ Departments are established in accredited public high schools having
fifteen or more farm boys who desire, and who can qualify to take

112

   
  
 
  
   
  
 
 
 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 

E is “to
L'ming."

l living.
entucky
1‘9 satis-
lards of
:eptable
a not as

U 1'0 HI‘L‘

Fl‘ec’ring‘

:llip.

motion
‘6 farm
Hers in
11 class-
leader—
(3‘21 and
apts to
nt and
5 their
lake if
'ace in
flames
Lleavm'.
pupils.
0 train
ruling.
having
I) take,

 

 

GROWTH OF VOCATIONAL AGRICULTURE IN KENTUCKY

  

 

 

 

m/

emu" um: "um-ma
departnants or vocational
agrxeumm. 1938-39

‘~\ own-s plum; to um-
\\r; 1m unpaflmnca of voca-

lional ngfluultura in 1939

 

w," , A

 

 

 

 

 

 

 

 
   

 

   
  

 

 

 

 

 

 

 

 

 

 

 

      
        
 

 

 

 

    

vocational agriculture. Courses of study are developed so as to till
the needs of pupils.

These classes meet five (lays a week for 90-minute periods or for
at least 420 minutes of classroom instruction during the week.
A problem—solving procedure is employed in teaching. Such use is
made of field trips, surveys. laboratory, and shop work as is necessary
to meet the needs of the work.

Supervised practice on the farm is an important part of the course
of study for each, pupil. An effort is made to fit the supervised practice
program ot‘ the pupil into the farming program on his home farm,
thus providing true—to—lit'e situations for work and study.

l’upils taking vocational agriculture do at least six months of
practice work on the farm, under supervision of the teacher of agriv
culture. Practice is an essential feature in vocational agriculture.
Supervised practice includes productive enterprise projects, improve—
ment projects, and supplementary .t'arm practice. Teachers consult
parents and guide pupils in the selection of suitable farm practice
programs. .lndividual instruction is given, both in the classroom and
on the farm, and pupils keep records and make summaries ol‘ their
supervised practice work. Contests and other activities to encourage
good farm practice work are sponsored, and numerous prizes and
awards, both local and State, are made available to pupils doing out-
standing work.

All-day pupils taking vocational agriculture sponsor their own
activity and leadership-training program through their organization,
the Future Farmers of America, often known as ]<‘.l*‘,A. This is a
national organization ot.‘ boys taking vocational agriculture. Each
school having a department may organize a local chapter, and each
Statc has its State Association. Many contests and activities are
sponsored by the Ilt‘.F.A., thus providing opportunity for worthwhile
training for leadership. The agriculture teacher is the adviser ot' the
local chapter.

Through the activity program of the RNA. teachers seek to train
boys for competent, aggressive, rural, and agricultural leadership.
Training in public speaking, in leading group discussion, in parliamen—
tary procedure, and other leadership activities is provided. Recre-
ational activities are included, thus affording an opportunity to teach
t'arm boys how to live and work with people, how to play, and how to
appreciate and enjoy country life.

Purl—time Classes. Part—time instruction for out-oflschool young
men is designed to prepare them to farm, to assist them in. becoming
established in farming, and to improve their civic and social abilities
and attitudes. Such instruction is designed for persons 16 to 25 years

114

     

     
   
    
   
    
 
  
  
  
  
    
  
   
  
 
  
 
  
  
  
  
  
  
 
 
   
 
  
  
  
  
  
 

is to fill

ls or for
e week.
11 use is
eccssary

to course
practice
10 farm,

onths of
of agri-
iculture.
improve—
, consull
p 'aetice
com and
of their
iconi'age
izes and
>ing out-

ieir own
.nization,
l‘his is a
P. Each
ind each
ities are
urtliwhile
er of the

: to train
idership.
irliamen—

Recre-
to teach
d how t0

()1 young
becoming
abilities
25 years

old who are farming or preparing to establish themselves in farming.
Part—time courses are organized, planned, and taught by the teacher
of vocational agriculture. The present status and needs of the young
men are considered in planning and teaching the course. Classes may
meet in the local high school or in any suitable place in outlying
centers. In addition to agriculture, the curriculum may include such
subjects as English, arithmetic, citizenship, and rurallife problems.

A problem-solving procedure is followed in teaching part—time
courses. Group discussions are encouraged, and considerable time is
devoted to individual instruction. Part-time classes devote at least
fifteen meetings to a, single subject Or enterprise. Usually twenty or
more meetings are held. In addition to the regular classwork, social
and recreational programs are planned. The young men usually form
their own organization and take the, lead in carrying out, extra—cur—
ricular activities.

Young men in part-time classes carry on farm practice work under
supervision of the teacher of agriculture. Supervised practice is made
central in part-time instruction. It is planned so as to help the young
men become progressively established in farming. Adequate super-
vision ot' the farm p ‘actice of part—time pupils is insisted on.

Circa/tag Classes. Evening courses in agriculture are for adults
engaged in farming and are designed chiefly to improve economic
efficiency. The teacher of agriculture is responsible for planning,
organizing, and teaching the evening course. Farmers help in the
selection of a subject: and in making plans for the meetings. Problems
are discussed in the course with a view to improving practices on farms
in the connnunity.

The length of the evening course and the time of year ottered
are determined by the needs and demands of farmers of the com-
munity. Ordinarily, the course consists of problems of a signle entcr~
prise, such as tobacco, dairying, hogs, or soils. At least ten meetings
are devoted to the problems Within the subject or enterprise.
lndividual participation and group discussion are encouraged in the
meetings.

Supervised practice work carried out by adult farmers is usually
related to the enterprise or subject discussed in the evening class
meetings. Such practice involves the carrying out, of farm practice
in an approved way. Adequate supervision of this farm practice is
an integral part of the evening school program and at't'ords opportunity
for the teacher of agriculture to render needed assistance to farmers of

the community.

  

 

 

 

 

 

 

 

 

  
 
 
     

 

 

 

  

 

Boys in vocational
agriculture bought
approximately 4,000
cross—bred western
breeding ewes in
1938. Purebred hogs
constitute a part of

the farm practice
program of many
boys. The high—bred
registered Jersey bull
in the center picture
is owned by a Future
Farmer chapter and

The she

is used by the mem‘if‘sk 2m?
bers of the chaplei 0) 0‘

in improving thei]“‘°-‘ect“ 3
dilil‘V herds. Thzlm vocation
‘ Hure been
youngster at th: , .

bottom left is learn-{151199111 f
in}: to be a beef cal- lnv§tulg
tle feeder by feedin? 1,11?” em
out six high—qualifi ll‘eska‘
steers. The 5.0ung‘111ai1at th
man at the hotter hasDUY'Ch‘
right is getting “that Wm
good start 111‘ make a

‘ i .
a ( ~
\Vhite Leghol'us. mnnl. 1‘

gnicture t‘

i

 

  

The sheen-feeding

d bv the meni‘mCk was built by a
)f the t-hapldbol' YOI‘ his sheen
mroving 1m Iln‘ojectl Young men
herds. Tlil‘" Vocational agricul—

Ster at mgture become estab—
1 left is 1earn3 lished in farming by
he a beef cab investing Hart of
ader by feedinl their earnings in
x high-qualit “95th The young
. The your man at the top right
at the bottoa’has Durchased a colt
is getting l‘ at Will some day
'make a good work

start WW .
Leg'th'HS» animal. In the center

T

thicture the teacher-

and the boy are more
than knee—deep in
clover. M o d e r n
farming; requires up-
to—date farm equip-
ment. Students learn
good farm practices
while yet in school.
The young man on
the tractor is ready
to 9.0. Students in
vocational agricul—
ture realized $152,—
195 labor earnings
from their tobacco
projects in 1938.

 

 

 

 

 

 

 

 

 

 

 

‘3! 57-—

 

m .14 mm

 

 

  
 
  
  
       
    
     
      
        
        
      
        
        
        
        
   
   

  

 

 

 

 

 

 

 

The standard depart—
ment of vocational agri-
culture has a well-

e(1uim)ed farm shop.
Ifill‘n‘l boys are enthusi-
ustic about Lhe farm 5110!)
.de of their agriculture
t r a i n i n g", Sharpening
tools (center) and main-
taining and repairing:
farm equipment is :1 vital
part of farm shop work.
In farm slim). the boys
are taught good slim)
practices and techniques
and to p'nctice these in
the building of useful
farm and home appli—
nun-cs.

mew" ‘

 

  

 

The picture at the top
right shows typical
arrangement of tables
and chairs in a depart-
ment of vocational agri-
culture. Many separate
farm shot) building's
similar to the one shown
in the center have been
built in Kentucky. Many
of the new rural high
schools have shop rooms
in the building proper.
Tool-storage cabinets with
adequate nrnvision for
storing; the Dupil's per-
sonal belongings are
standard equipment in
farm shop rooms.

 

 

 

 

 

 

 

 

 

 

 Evening schools for adult farmers were conducted in 152 Kentucky communi-
ties by teachers of. vocational agriculture in 1938—39. The group of farmers in the
top picture is a typical evening school group. The bottom pictures show pal't'
time classes. Part-time classes for out-of—school farm boys between the ages of 15
and 25 were conducted in eighty—nine communities in the school year 1938-39-
Some 1,700 out-of-school men were enrolled in the classes. These young men
carry on supervised farming programs as they become established in farming-

 

 y communi-
ers in the
show part-
' ages of 16
-ar 1938-39,
young mell
tarming.

at thieligggh; Future Farmers operated the educational booth shown at the top

are organiz delituck-y State Fan: Local chapters of Future Farmers of America

Approxim te1 1n high schools havmg departments of vocational agriculture.

father—an: ey 6,000 h1gh school farm boys belong to these local chapters. A

Farmer Ch-Sorti banquet ('lower left) is the high light of the year in many Future

cam ap ers. The Ixentucky Association of Future Farmers owns a, beautiful
D at Hardinsburg. Lower right is a scene at the edge of the camp lake.

 

 

 

 

    

 

 

 

 

 

 

 

 

 

TRADE AND lNDUSTRIAL EDUCATION

Trade and industrial education, as the name implies, has to do
with preparing people to engage in trades and industries. Trade and
industrial education otters the following types of training or
instruction :

1.

Pie-employment training to persons 1—1 to 18 years old who
expect to enter the field of trades and industries. This type
of service to youth is known (1) as the all-day unit trade
school or class; (2) as the all-day general industrial school
or class.

Supplementary, preparatory, or cooperative part-time instruc-
tion to persons 14 to 18 years old who have entered upon
employment. The three kinds of schools or classes in this
division are: (1) the trade preparatory, (2) the trade-exten—
sion, (3) the general continuation school or class, the time
being as small as 144 hours a year or as much as 540 hours a
year, depending on. the type of organization and type of
setup. The latter is known as a cooperative part-time school
or class.

Supplementary related information to employed persons 16
years old and over who may find it most convenient to seek
such instruction in the evening or other hours when not at
work.

The industrial education program is governed by certain regula-
tions set forth in a State Plan for Vocational Education. Under these

regulations :
1. All classes are set. up below college level.
2. They are under public supervision and control.
3. The courses of study are ample and practical for the' purpose
and types of instruction intended.
4. The local community shares in the cost of instruction.
5. The teacher is a p 'actical person chosen from the industry.
6. Such teachers are trained for the job of teaching before or

during the first years of service.

It is hoped that these statements and the pictures on the following
pages will help give the public an idea. of the types of service offered

in trade and industrial education.

The map and chart on the

opposite page show the development in this field for the past twenty-
two years. Further information on organization may be found in
the recently published State Plan for Vocational Education.

122

 
 
 
 
  
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
  
   
   
  
 
 
 
    
  
 
 
   

Enroll

5000

how

300

20'

. ..-_,,

     
  
  
 
 
    
   
  
 
   
  
   
   
    
  
 
 
   

GROWTH IN TRADE AND INDUSTRIAL EDUCATION
IN KENTUCKY

to do 3
L1 and Enrollment
g 01'

5000
1 who
Type }
trade “000
:chool

%um

2925

2806

sl'l'uc- 3000
11 p011

1 this

“911— 2000
time

21m

\

19 30 1933 19 36 19 39

111-5 21
pe of 1000
011001

 

 

 

 

 

1s 16
seek
of at '

 

 

 

gula-
these

   

Dim-mutton a! Trade
and Induum. Educauon, Una-V}

mom
1'):
re 01-

win 9;
Eered

the ,
enfy—
d in

 

 

 

 

 

 

 

  

 

 

 

011 the Job

ised ’01‘k

Superv

f

D
t
1..

.l

1

S

The Re

1 We] mg 5"

tica

a Prac

of

S

T )9 Spark

 

 a"
t
a
k
“I.
'0
W
t
a
m5
1
e
b
n
e
t
u
G
n
1
e
d
o
I
3
A
L
f
e
L

Linotype.

 

 

 

Making Radios Talk Again.

the Anvil.

Just the Right Amount of Heat for

 

  

 

 

 

Above. Precision
in a Truck and
Tractor Repair De-
partment.

Right. Foundations

are essential for
both houses and
careers.

Below. Learning
to use a modern
shoe-stitching ma-
chine.

 

  

s a student in a trade

the Latest in

Styles.
11a11eous program.

VVOlllall 1
isce

111 81'

Trained Eye.
131 m

This young

a
“l
e

d

m
.V.
1

t
S
u

d
n

I
n

.1
e
n

m
S

.1

t

.1
S

A

t

f
e

L

Giving the Custo

and industl

Below, The Party Line that Eucircles the
E211 th

J 0 b .

a Tough

h

{@«xwfi _

Cutting the Way Throug

 

 a,
..... - t-- , ”flung-$.5-

 

x
a 2‘,

A Modern \Nelding Job with the
Goggles on.

Processin Sheet Metal in a Modern
Tr de‘ School Shop.

 

 

 

 

Learning How to Eliminate Darkness.

A Future Cabinet Maker Puts on the
Finishing Touches.

 

  

 

aster.

M

ve of the

aking Under the E,

in the 1\

'kers

()1

 

 

Puts on the

188.

Y

ator

r
0
b
a
L
1
o
o
h
C
S
e
d
a
1
T
e
h
t
n
.1
e
C
.1
t
C
a

ion of Foundry Pr

A Demonstrat

 

  

 

 

 

   
 

 

 

 

 

 

VOCATIONAL HOME ECONOMICS

The home is the most important single unit in society. \Vithout
homes there would be no schools, 110 churches, nor communities. The
community cannot be better than its homes. [11 vocational home
economics courses, an attempt is made to develop in the pupils an
appreciation and understanding of the meaning of home and family
life and to help them become better members of their home and
.t'amily group. I

The needs, interests, and activities of the pupils are used as a
basis in planning the courses in home economics. Home econmnies is
attempting to teach pupils:

]. To promote good fellowship in the family group

2. To make plans for use of leisure time by having hobbies,

avocations, and varied interests
0. To understand and deal wisely with children
4. To recognize the necessity for being an active influence in

promoting worth while community activities
a. To appreciate the necessity for establishing and .t'ollowing
good health habits
6. To select and buy nourishing food for the family at a mini—
mum cost.
To prepare and serve wholesome meals in an attractive manner

8. To select rezuly—to—wear garments that will give satisfaction

because of durability and design

9. To select and construct clothing of materials that will be,

satisfactory in cost, durability, and color

10. To reno 'ate and care for clothing

11. To realize the importance of: being well groomed

12. To make intelligent; use of any money for which they may be
responsible

13. To be conscious of the problems the consumer faces in select—
ing goods, such, as advertising, salesmanship, and various
plans of buying

1—1. To share in making the home more attractive, convenient,
and sanitary.

Home economics is of value to the extent that it is used in every-
day living. The home project is a means of applying, in the homes
of the pupils under the guidance of the teacher and the parents, the
principles developed in the homemaking courses.

The groups served by vocational home economies are day-school
pupils (girls and boys), out—of-school youth, and adults. The work for
each group is based 011 the needs and interests of the group as deter-
mined by careful surveys of homes and community.

130

 

GR(

Plum",
rm”:

 

 

 

 

 

 

 

    
 
 
   
 
  
 
 
 
 
  
 
 
 
 
 
  
  
  
 
 
 
 
  
 
 
 
 
 

The
101110,
s 1111
11111)’
and
as :1
as is

New,

0 111
wing
111111—

111191’
311011

1 he

y be

lect—
'ious

iont,

'ery-
)HIGS
1 the

11100]
i for
9161'-

hunt

GROWTH IN VOCATIONAL HOME ECONOMICS EDUCATION
IN KENTUCKY

 

 

 

 

 

 

 

 

 

   

     
 

mm"; 0F [ LLLLLLLL r
T: AN I '
__ a 1
_ £9.”
_ 1:! WA n— a
_. I Marx E LLLLLLLL
T ::::::: / 4“”
1:6 ,0
£11: _ zgw
21.: —/'-a—-°
I.“
42 ,
A33... J”
/ 1 a
{an a.”
1..
,1, /
/L 441°
3.,”
L arm
, /
24, fl :% 6/
Iv 7 v /72 2 Hz: :94 Int 17 ”27"!" ”5”” "er‘: ”Jr 5’
Cmmr z u v «r vu.m— 5mm.
14 a: Eco no M. 0:» 1-m:~
7/ C aaaaaaa PAmrwvwn re EITAaL/In’
g Wm...” m, MW,”
4 a: ::::::::: (/1 an ~ 4.:

 

 

 

 

 

 

  

 

 

Upper, Studying the
label is an important part
of good buying.

Center, Girls get experi-
ence in preparing meals as
a part of the home eco-
nomics course.

Right, Girls learn to
make slip covers in home
economics class.

 

  

 

the

Making

y

1.

Uppe

 

es closet from
ate and teach-

h
t
O
1
C
S
d
1
.1
1
1
C

an orange (31'

a home

IS

m to use it '

i

ing 11
projec

f

development

t which grew out 0

child

the
unit

 

study

Girls

7

Center

nes for
tertain-

ks and magazi

suggestions 011 en

boo

g in the home.

111

g t o
rticles

nin

ft, Le a 1'
1' house

Le
launde

Ida

ho
1

S.

actica
home economlc

isap1

  

 

 

 

 
   

 

 

Right, Checking weight is a part of the
health program.

Left, Serviu
family meals is

Left, Art principles are applied
in arranging accessories in the
home.

part of the home?
economics training

  
 
 

   
  
    
  
 
  
   
   

 

Right,
~ experien
1. ing 01(
100k ne‘
ing an
icllair.

l

5 Right
~ is lear:
care f0

    
    
 
  
 
      
 
  
    
   

          

Right, Girls get
meals is ,, experience in mak-
0f the 110m; mg old furniture
nics training‘ look new by cover»

‘ mg an upholstered

I chair.

‘ta Servin

are a l' - '

ies iifptllei: r Right, How to wash a sweater
“‘15 learned when studying how to

care for clothind.

 

 

   

Left, Housekeeping aetivities such as
washing windows and cni'tains are studied

by girls in home economics.

 

 

 

 

  

 

 

 

 

 

Right, Learning to
get a room ready for
a patient is part of
the home nursing
unit.

Right, Girls
learn to care for
furniture by tak-
ing care of furni-
ture in home eco-
nomics depart-
ment.

wwwmmggumm mx-vamr

L e f t,
projects

H 0 me
are an

important part of
t h e vocational
home economics

program. Teacher
and pupils discuss

p 1 a n s
project.

for

a

 

; Abo
nutritive

Be1<

  

 

 

 

 

 

Home

‘t.

aking class judge meals for attractiveness,

1.
n
e
1
.11.
0
1

1

LL

1
1
.l

d
a

a
S
P
n
e
V
.1
S
D
e
D.

omen in

, Young w
ive valu . and ine

Above

nutrit

X

e

1 ant part of

1

economics

a
.m. Teacher

vocation

constructing clothes is a phase of home economics.

Below, Selecting and

pils discuss ;

for l

S

 

  

 

 

 

 

 

 

 

DISTRIBUTIVE OCCUPATIONS EDU lATlON

Distributive occupatiOns are the occupations followed by workers
directly engaged in merchandising activities, or in direct contact with
buyers and sellers when (a) distributing to consumers, retailers,
jobber-s, wholesalers, and others the products of farm and industry;
(1)) managing, operating, or conducting a commercial service or
personal service business, or selling the services of such a business.

Education for those engaged in the distributive occupations is a
new phase of Kentucky ’s program of vocational education. The plan
was inaugurated after the beginning of the school year 1937-38, and
with this late start only a few classes were organized that year.
During 1938—39 more than 1,100 persons have been enrolled in classes
in distributive occupations throughout the State.

The program’is designed to meet the needs of too groups:

First, evening classes for adult workers in a retail or whole-

wholesale business
Second, cooperative day programs to train high school boys
and girls for store service work

The evening program is designed to assist the 98,400 people in
Kentucky who are engaged in the distributive trades. These classes
are organized to meet definite needs of the workers, and include classes
for both management and salespeople. Classes in grocery salesman—
ship, show eard writing, salesmanship for retail bakery salesgirls,
general salesmanship, business relations, retailing, textiles, col0' and
line, fashion merchandising, and the like have been organized. The
classes for salespeople have resulted, in many cases, in an improve-
ment of the individuals on their present job and, in some instances, a
promotion. The owners and managers in evening classes have
benefited by improved merchandising practices.
The coope-ative classes are designed to train boys and girls for
store service jobs. There are 48,000 retail store employees in the
State. The personnel turnover in this field and the number of new
stores opened annually indicate that there are perhaps 10,000 open-
ings each year in the retail field. The purpose of the cooperative
program, is to educate for these positions.
in the cooperative plan the high school boys and girls receive
special training in school to fit them for merchandising positions.
This special training becomes a part of their regular high school
education. 111 the afternoons the cooperative students receive
practical training by working in retail stores. Thus, the training in
the school is coordinated with the training in the store. These
students receive instruction from the store managers and from the
school. Students are paid for their services in the store.

138

 

 

D1

‘1,

.«,

 workers
not with
retailer;
1d ustry ;
Nice 01'
inesx.

0118 is a

‘119 plan '
«38, and

11: year.

1

L classea V

Whoie— I

01 boys

:)[)10 in

CM sn‘os ’

classes
esnian-
ésgii-ls,
01' and
, The
prove-

1093, a 1

have

is for
n the
f new
open-
mike

xceive
lions.
011001
coive
1g in
[‘hese
L flip

DISTRTBU'I‘JVE OCCUPATIONS EDUCATION 1N KENTUCKY

Enrollment

 

1100
1000
900
800
700
600
500
Moo
300
200

100

 

§

 

 

1937‘33

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

Explaining Run-Stop Protection to Consumer.

‘ Rigl
* senior
in a

Young “'oman in Training as 21 Grace V The Customer Gets the Facts.
Store Clei

 

  

 

 

 

 

111
for

class ‘
relations
11d managers.

enlng‘

:‘ft. Ev
usine

L

SS

.l.

a

1161's

0 \V

school

behind the counter

A high
specialty shop.

ight.

R

sen

101‘

lna

 

 .i
”E

a;

Better Merchandising.

S
.e
1
0
t
S
Y
e
t
t
e
B

Employers and managers in evening classes (above and below).

 

  

 

 

 

etion from Head of Yard Goods Department.

11 School Senior Receives Instru

Ve, Hig

t.
n
m
D
J.
a
D
e
)

1
U

h

S
U
1
1

.1
.ob
n

.1
n

.1
3
v1

‘

n1

1,

.1

F
e
U
1

S
V.
\

h
e.

P

 

  

 

 

 

 

 

Right, A senior
hind the Vegetable

boy be-
counter.

Left, Student learns
to restock the shelves.

Below, Smiling as she
demonstrates a new
frock.

 

  

 

 

 

 

 

anon

ircul

onioted to C

1‘ Pr

001 Semo

, 1

H1 '

2111 .

E‘SII]

Sal

Lumber

11S 11

Training

In

the White G0 (is Department.

1
1
l
g
1
l
1
1
1

sses in T11

i

Below, Three High School M

 

  

 

 

 

 

 

.