AN ABSTRACT OF THE THESIS OF
JACOB HARDER
for
the
(Narrre)
Date thesis
in
M. S.
(Degree)
is presented
J:uLy Zf
Industrial Arts
(Major)
,
1964
Title THE DEVELOPMENT OF THE
INDUSTRIAL ARTS PROGRAM
AND ITS PRESENT STATUS IN THE PROVINCE OF ALBERTA
Abstract approved
Redacted for Privacy
The problern was to deterrnine (t) to what extent the Industrial
Arts Prograrn had expanded in facilities, enrolknent
frorn
1952
and teachers
to L962, (Z) to colnPare the status of the Industrial Arts
Prograrn in 1952 with that in 1962 to deterrnine growth and trends,
and (3) to deterrnine to what extent the
been successful
Industrial Arts Prograrn had
in rneeting the needs of the people who had taken it.
The procedures used were to (a) send questionnaires to (i) all
industrial arts teachers (ii) two hundred and fifty post-high school
graduates having taken industrial arts in the County of Mountain View,
Alberta, in the years
1952
to
1960 (b) by
interviews and, (c) utilize
the files of the Alberta Supervisor of Industrial Arts and the Developrnent of Education for additional inforrnationThe data collected indicated that there were 121 industrial arts
teachers working in the province in 1952 in cornparison with 287 in
L962. There were
154 shops operating
in I952 as cornpared with 306
c
in 1962. In 1952, of the total student body, ZL.5% took industrial
arts while
24To
received shop instruction in 1967,. The course offer-
ings were lirnited as to the nurnber of areas explored. The areas
rnost often taught were wood, rnetal, electricity and crafts in that
order.
The percentage of instructors with degrees declined frorn
55To
in
l95Z to 29.6Toin 196?.
The follow-up study of students having taken industrial arts was
based on a sarrrpling in the County of Mountain View and revealed the
following; past students had entered 45 different occupations ranging
frorn clerks to engineers. Of the boys answering 24.4% were professional , L6.8% serni-professional, 14. salo in trades ,
serni-skilled and
23.7To were
ZO. 6To
were
unskilled. Industrial arts courses
helped 70.7To in the work they were doing. Of the boys, 17.2% received their job directly as a result of school shop training arrd 34.5%
advanced faster because of
it. The work chosen by II. Z%was a dir-
ect result of the interests aroused in the shop. It was indicated by
92.2% of the students that they were better able to judge furniture-
type consurrrer goods. Industrial arts rnotivated the interests of
25.
ZTo
of the respondents in their choice of hobby or recreational
activity.
The findings indicated that the Industrial Arts Prograrn had expanded rapidly
in Alberta in the past decade in both facilities
staff. The nurnber of exploratory areas were very lirnited.
and
THE DEVELOPMENT OF THE INDUSTRTAL ARTS PROGRAM
AND ITS PRESENT STATUS IN THE PROVINCE
OF ALBERTA
by
JACOB HARDER
A THESIS
subrnitted to
OREGON STATE UNIVERSITY
in partial fulfillrnent of
the requirernents for the
degree of
MASTER OF SCIENCE
August 1964
APPROVED:
Redacted for Privacy
Head of the Departrnent of Industrial Arts
In Charge of Major
Redacted for Privacy
Chairrnan of School Gradhate Cornrnittee
Redacted for Privacy
an of Graduate School
Date thesis
is presented
Typed by Lucinda Nyberg
JuIy
Zl,
1964
ACKNOWLEDGEMENT
I wish to thank Dr. C. B. Ainsworth for his counsel and guidance
given in the preparation of this study. Mr. John Friesen also deserves
thanks for the assistance he has given.
TABLE OF CONTENTS
Page
'/
CHAPTER I
I
"
INTRODUCTION
- Staternent of the Problern
The Specific Staternent of the Problern
,'Purpose of the Study
" Lirnitations of the Study
, Definitions of Terrns Used
I
1
z
3
4
CHAPTER II
- REVIEW
OT'
THE LITERATURE
CHAPTER ItI
1Z
HISTORY OT' INDUSTRTAL EDUCATION IN ALBERTA
tz
Federal Legislation
Capital Expenditures
15
Provincial Legi slation
The Alberta Apprenticeship Prograrn
zt
l9
ZL
Shop Construction Grants
z8
29
29
Old Regulations
The Change
Forrnation of Specialist's Councils
Provincial Council
Achievernent of Objectives.
Forrnation of a Specialist Council
30
30
3l
.
Regional Councils
Curriculurn
3Z
3Z
33
.
CHAPTER IV
36
METHODS AND PROCEDURES OF GATHERING DATA.
36
36
38
38
Questionnaire One
Questionnaire Two .
Interviews
.
Page
CHAPTER V
40
.
ANALYSIS OF THE PROGRESS OF INDUSTRIAL ARTS
IN THE YEARS FROM L95Z-62 AND THE DETERMINATION OT- ITS PRESENT STATUS
Teacher Education "
Certification
Certification Status
,
Degree Status
Journeyrnan Status of Industrial Arts In-
o
structors
40
4L
42
42
44
45
Years of Teaching Experience of Alberta Industrial
Arts Instructors
Ages of Alberta Industrial Arts Teachers on
Dec. 3L, 1963
Pupil Load of Industrial Arts Instructors.
Credit Load of Industrial Arts Teachers .
Opportunity for Advancernent for Industrial
Arts Teachers
47
48
49
5I
52
Student Enrollrnent
5Z
tr'acilities
Circuits
Length and Types of Courses
Objectives
6t
Increasing Future Shop Offerings
68
CHAPTER VI
69
FOLLOW-UP STUDY OF POST-HIGH SCHOOL STU.
DENTS FROM THE COUNTY OF MOUNTAIN VIEW
Introduction
The Role of Industrial Arts as a Guidance Function
The Role of Industrial Arts as a Preparation for
Direct Ernployrnent .
The Role of Industrial Arts in Consurner Educa-
tion
63
64
66
.
The RoIe of Industrial Arts in Initiating Profitable Leisure Activity
The Role of Industrial Arts for Girls
69
69
77.
76
8t
82
84
Page
The Students Appraisal of the Weaknesses of Industrial Arts as Taught in the County of Mountain View
Synopsis of the Follow-Up Study.
Surnrnary
85
86
90
CHAPTER VII
9T
SUMMARY OF FINDINGS
The Developrnent of the Industrial Arts Prograrn
Teachers: Nurnber, Training and Experience.
9r
Students
Facilities
Prograrn
9I
91
93
94
94
Findings of the Follow-up Study of High School Students
96
CHAPTER VIII
TRENDS AND
RECOMMENDATIONS.
Introduction
Trends
Recornrnendations
A Recornrnended Industrial Arts Prograrn for Alberta
Objectives of Industr ial Arts
Definitions of Terrns
Junior High School P rografil
The Multi-Activity Prograrn
Course Areas
Length of the Prograrn .
Organization and Design of Industrial Arts
Areas
Approach
97
97
97
98
99
100
I01
LOZ
103
103
104
105
r06
I07
Suggested Organization of Teaching Units
Planning
I08
I08
Senior High School Prograrn
Teacher Preparation
lII
trz
Page
BIBLIOGRAPHY.
APPENDICES.
Appendix 1.
Teachers .
Appendix Z.
Appendix 3.
Appendix 4.
114
Covering Letter to Industrial Arts
r16
Questionnaire No. I
Covering Letter to Forrner Students
Questionnaire No. 2
117
tz0
tzl
LIST OF FIGURES
Page
Figure
I
Percentage of teachers with various student loads
51
2
Nurnber of shops operating 1952-62
63
3
Percentage comparison of classifications .
4
Industrial arts laboratory
r0g
5
Two teacher industrial arts laboratory
110
.
74
LIST OT' TABLES
Page
Table
TEACHERS
I
QUALIFICATIONS OF
II
DEGREE STATUS OF INDUSTRIAL ARTS TEA-
III
CHERS
44
45
JOURNEYMAN STATUS OF INDUSTRIAL ARTS
TEACHERS
47
IV
YEARS OF TEACHING EXPERTENCE OF ALBERTA
48
INDUSTRTAL ARTS TEACHERS IN DEC. 1963
V
AGES OF ALBERTA INDUSTRT.AL ARTS TEACHERS DEC. 1963
VI
VII
PUPIL LOAD OT' ALBERTA INDUSTRTAL ARTS
INSTRUCTORS
5Z
ENROLLMENT
VIII
STUDENT
IX
COMPARTSON OT' BOYS TAKING INDUSTRIAL
ARTS r95Z-L962
.
XII
54
55
ENROLLMENT AND ATTENDANCE IN ALBERTA
SCHOOLS BY DIVISION AND DISTRICTS IN
r9s2-63
)(t
50
CREDIT LOAD OF INDUSTRTAL ARTS INSTRUCTORS
X
49
56
ENROLLMENT OF GIRLS IN TECHNICAL ELECTIVE COURSES
57
CONTRAST OF'INDUSTRIAL ARTS AND ACADEMIC ENROLLMENT IN ALBERTA SCHOOLS
FOR THE PERTOD rgzo-t962 .
59
XIII
FREQUENCY OT' COURSES TAUGHT BY I. A.
INSTRUCTORS IN ALTA
XIV
NUMBER OF SHOPS OPERATING AND OPENED
I.ROM L95Z-62
62
Table
XV
Page
INTINERANT CIRCUITS OF INDUSTRIAL ARTS
TEACHERS .
64
NUMBER OF SHOP PERIODS AND TOTAL TIME
PER YEAR SPENT BY INSTRUCTORS IN JUNIOR HIGH INDUSTRIAL ARTS COURSES .
65
XVII
FREQUENCY OF COURSE AREAS TAUGHT BY
JUNIOR HIGH SCHOOL INSTRUCTORS
66
XVII
THE OBJECTIVES OF TI{E PROGRAM AS RATED
BY THE INSTRUCTORS
67
XIX
CARSTAIRS SCHOOL INDUSTRIAL ARTS STUDENT REGTSTRATTON 195Z-1960
70
XX
QUESTIONNAIRES SENT OUT AND RETURNED
XXI
VOCATIONS OF 15 WOMEN
7Z
XXII
VOCATIONS OF 116 BOYS
73
XXIII
CLASSIFICATION OF OCCUPATIONS OF I I6
MEN AND 15 WOMEN .
75
XVI
.
7T
XXIV THE INT'LUENCE
OF INDUSTRIAL ARTS COURSES
ON VOCATIONAL CHOICE
76
XXV EXTENT
TO WHICH INDUSTRIAL ARTS COURSES
WERE DIRECTLY RESPONSIBLE IN OBTAINING EMPLOYMENT
XXVI EXTENT
TO WHICH SHOP COURSES HELPED
ADVANCEMENT ON THE JOB
XXVII EXTENT TO WHICH INDUSTRIAL
78
ARTS COURSES
HELPED STUDENTS IN LATER OCCUPATIONS
XXVII EXTENT TO WHICH MANUAL SI(ILLS AND THE
USE OF INSTRUMENTS AID ON THE JOB
XXIX EXTENT TO WHICH
77
79
80
RESPONDENTS WERE MORE
DISCERNING IN FURNITURE CONSTRUCTION
8Z
Page
Table
xxx
HOBBIES CHOSEN BY FORMER STUDENTS OF
INDUSTRTAL ARTS
84
PROGRAM
xxxr
WEAKNESSES OF INDUSTRTAL ARTS
xxxtr
AREAS AND UNITS IN JUNIOR HIGH SCHOOL INDUSTRTAL ARTS PROGRAM.
86
105
THE DEVELOPMENT OF THE INDUSTRTAL ARTS PROGRAM
AND ITS PRESENT STATUS IN THE PROVINCE
OF ALBERTA
CHAPTER
I
INTRODUCTION
Staternent of the Problern
It is pertinent for leaders and adrninistrators in education to
evaluate their prograrns of instruction periodically. The rapid changes
in our technological world is
and
will continue to have an irnpor-
tant influence on society. The rnany new developrnents in industry,
new rnethods,
rnaterials, autornation and cybernation, are
changing
the occupational needs of our work force. Society today rnust understand the technological forces which are shaping our culture
in order
to function intelligently.
Industrial Arts education is a part of total education designed to
help prepare individuals to live fuller lives in the rapidly expanding
technological culture. The experiences of the student in his contact
with the various subject areas should help hirn discover his aptitudes,
interests and develop certain technical abilities.
The history of Industrial Arts in the schools of Alberta goes back
to the beginning of the twentieth century. Progress was slow in setting up prograrrs until two decades ago when renewed interest resulted
2
in the rapid extension of this subject.
The last survey taken of the status of industrial arts in Alberta
wa6 cornpleted in 195I. Many changes have taken place in the pro-
vince since that tirne. The oil industry in Alberta has grown into a
perrnanent, stable and widespread business with econornic irnpact
over the entire area. As of Septernber 2, 1963 fifteen new vocational
schools were put into operation. A departrnent of Industrial Educa-
tion was set up at the University of Alberta in 1962. It was this departrnent that was responsible for the training of vocational and in-
dustrial arts teachers.
Other developrnents that have influenced our educational systern
are: ( I) the increased rnobility of the people frorn rural centers to
urban and frorn one geographic atea to another, (2) rnany new occupational classifications with varying requirernents for entrance to
the occupations; and (3) the increased ernphasis on providing educa-
tion for all students at the secondary school Ievel. These changes
have resulted in a rnuch increased and diversified student population.
A11
these developrnents rnagnify the need to take inventory at
this tirne to establish a level frorn which to rneasure growth in the
future.
The Specific Staternent of the Problern
This study was an atternpt to discover what developrnents have
3
taken place in the field of Industrial Arts in the past ten years in order
to deterrnine the followiiig:
1. To what extent had the Industrial Arts Prograrn
expanded
in facilities and teachers since 1952.
Z. To cornpare the status of the Industrial Arts Prograrn of
1952
with that of 1962 to deterrnine progress and trends.
3. To what degree had the Industrial Arts Prograrn been successful in rneeting the needs of the society it was educating.
Purpose of the Study
In a society where technology and the advance in scientific knowledge is so rapid that a text book is out of date before it is printed, it
becornes increasingly
difficult to keep the Industrial Arts prograrrl
rneeting the needs for which it was intended.
This study proposes to do the following:
I. To evaluate and compare the progress rnade in the Industrial
Arts field in the past ten years lI952-L962l by deterrnining;
a. Expansion in nurnber of shops
and instructors.
b. Increase of students in the prograrn.
c. Nurnber of course areas taught.
d. Qualifications of teachers.
e. Tirne spent in Industrial Arts in the school year.
The results of the study should deterrnine the present status and
4
Berve as a guide in helping Industrial Arts find its place in the rapidly
expanding
field of technical and vocational education in Alberta.
Z. To rnake a follow-up study of post-high school students frorn
the County of Mountain View to deterrnine the value of
tJ:e
Industrial Arts in the general education Program.
3. To propose recornrnendations based on the interpretation of
the data collected.
Lirnitations of the Study
The study was
zrn
atternpt to deterrnine the progress of Industrial
Arts in Alberta in the ten year period frorn L952 to
L962.
The study was confined to the Irrdustrial Arts prograrn found in
the public junior and senior high schools. The inforrnation was obtained by questionnaire, interview and frorn the files of the Departrnent
of Education.
The study of the value of Industrial Arts in the general education
prograrn was confined to two hu.ndred and fifty post-high school students having taken Industrial
Arts in the public schools of the County
of Mountain View.
Definitions of Terrns Used
'Words have a tendency to change
their rneanings for different
generations. Words dealing with a particular subject rnatter often
5
have a specific rneasring not ordinarily peculiar to t*rern. The terrninology used in this study was that as it was interpreted in conternporary
literature.
Manual Training: Arx obsolete prograrn of education where hand
*"rk ir"t.".ti"t was based on the theory of forrnal discipline.
Purposes included: educating the rnind through the hands, developing skill of hand and eye, appreciation of dignity of labor, and
developing the powers of observation through the senses. It usually consisted of woodworking and rnechanical drawing, but occasionally included pri-ting, rnetalworking and other activities
lZ3
, p. 4611.
Industrial Education: A generic terrn used in referring to ineducation, industrial
d.r"t"t"l tr"t"t"g,
""cational-industrial
apprenticeship, and the offerings of
arts, technical education,
private trade schools. It is concerned with all education which
has been adapted to rneet the needs of industrial technology, and
to interpret industry (23, p. 46L1.
Vocational Education: An education designed to develop skills,
attitudes, work habits and appreciations,
ffirrg",
encompassing knowledge and inforrnation needed by workers to
enter and rnake progress in ernployrnent on a useful and productive basis. It is an integral part of the total education program
and contributes toward the developrnent of good citizens by developing their physical, social, civic, cultural, and econornic
cornpetencies ( 11, p. 27).
Technical Education: That area of education usually at the corn,-"tty ."11%. 1.".1" organized as curriculurns to prepare for
technical cornpetency in such fields as electronics and hydraulics.
It is an educational prograrrr to prepare technicians to assist professional personnel such as engineers and dentists lZ3, p. 4621.
Industrial Arts: Industrial Arts is instructional shopwork of a
Mypewhichprovidedgenera1educationexperiences
centered around the industrial and technical aspects of life today
and offers orientation in the areas of appreciation, production,
consumption, and recreation through actual experiences with
rnaterials and goods. It also serves as exploratory experiences
which are helpful in the choice of a vocation (11, P. 15).
6
E>rploratory Courses: These are school subjects designed to
prowide the student with a broad, general overview of the knowledge and skills involved in a field of learning or an occupation.
Courses which provide students with exploratory and introductory
e>rperiences in a wide range of occupations serve as an aid in
choosing a vocation ( 1 1, p. lzl.
General Shop: (1) A roorn that has been so equipped and organized
that students rnay participate in various activities and have experiences with a variety of tools, equiprnent, and rnaterialsl lZl
a shop inwhich two or rnore rnajor activities, such as woodworking and rnetalworking, are organized a-nd carried on concurrently
under the direction of one teacher (23, p. 460).
Multiple Activity Laboratory: A laboratory or shop where three
or rnore different activities are in progress at the sarrre tirne.
(5, p. 7lGeneral Shop, Lirnited: An organizational plan where the activities are centered around one type of rnaterial or occupation;
exarnples are general woodworkingr g€rl€rol rnetalworking, and
graphic arts (23, p. 4601.
General Shop, Cornprehensive: A shop that is organized and
equipped to provide instruction in two or rnore areas of industrial arts such as drafting, electricity-electronics, rnetalworking
and woodworking (1 I , p. Z).
General Mechanics: This is a series of three cou.rses to be taught
general shop. Each course consists of
t" t@e
four units or subject areas to be taught each year. These units
rnay be chosen frorn the following; electricity, house-wiring,
electronics, radio, rnetalworking, foundry, sheet rnetal, welding,
building construction, elernentary carpentry, furniture construction, autornotives, graphic arts and cerarnics (1, P. 41.
Course Area: Area is the general title given to the basic technologies represented. A course area firay consist of several
units ( 5, p.
7l
.
Course Unit: A unit consists of frorn nine to twelve weeks of
work in an area (5, p. 71.
Instruction Sheets: These are written teaching aids which confor use of individual students. There
t"t@erial
are four corrrrrron types:
1. Operation sheet - gives directions
on how to perforrn a
single rnanipulative task.
Z. Job sheet - gives directions on how to do, cornpletely
and in proper sequence, a nurnber of operations.
3. Inforrnation sheet - contains everything necessary for
an instructional unit which is largely
@of
inforrnational in nature.
4. Assignrnent sheet - directs the study to be done by the
student on the lesson topics, and rnay include guestions
to deterrnine how well the Iesson has been learned (12,
P. 16).
CHAPTER II
REVIEW OF' THE LITERATURE
Most of the developrnent of the Industrial Arts Prograrn in Alberta
has occurred in the past thirty years. The first rnanual training courses in woodwork acrd black-srnithing were taught to the grades seven
and eight
in Edrnonton in 1908.
Soon classes were started
cities. In the nineteen thirties the prograrn
in other
expanded to the
larger
rural cornrnunities. The period following the Second World War
gave
trernendous irnpetus to the growth of the Industrial Arts Prograrn. An
indication of this growth is realized when one notes that in 1951 there
were I2t shops operating in theprovince cornpared to 306 in
L962.
To study the effect of all this activity on the Industrial Arts
Prograrn, Perrin (1951) atternpted to deterrnine the status of industrial
arts (20). He found that the curriculurn was sound and served the
needs of the rnajority of students, with very
little ernphasis placed
on
vocational skills except in the unit shops which were teaching toward
apprentic.ghip credits. Adrninistrators were providing budgets for
the irnprovernent of existing facilities to help rneet the objectives of
the prograrn. Teacher qualifications had been raised to insure a
higher standard of work and efficiency in the shops.
A thesis by Leduc (1958) rnade a study sirnilar to Perrin describing the Industrial Arts Prograrn in British Colurnbia (18). He rnade
9
an evaluation of the progress of industrial arts
frorn 1901 to
1958 and
frornthe inforrnation obtained deterrnined what trends were evident
and frorn the analysis of the data atternpt to forrnulate future policy.
Another study was rnade by Kaiser in the State of Oregon (17).
His thesis atternpted to trace the history of industrial arts in Oregon,
gauge
its status and project sorne recornrnendations for the future.
The status was evaluated by rneans of the response rnade by adrninis-
trators to a questionaire evaluating the objectives of industrial arts.
He found that better relationships and co-operation between the tea-
cher preparatory departrnent at Oregon State University and the State
Departrnent of Education needed to be established to obtain a uniforrn-
ity of teacher certification. It was found that there existed
a State oriented curriculurn
for industrial arts
a need
for
and that the irnple-
rnentation of such would help in rnaking the subject rnatter offerings
of this course more uniforrn in the State.
In a report issued by "The Canadian Research Cornrnittee
on
Practical Education, 1950" the following conclusions were reached.
l) About 20 percent of the workers in industry should be
graduates of a secondary school. They also require a period of apprenticeship to acquire specialized technical skills.
These people are in class jobs requiring a high degree of
judgernent, knowledge, and skill.
(
Another 40 percent are in class jobs of a rnechanical
or routine nature requiring relatively less judgernent,
knowledge, and skilI. For these graduation frorn Secondary
School is also desirable.
10
l?l The rnajority of firrns favor Technical School education over an entirely acadernic curriculurn as PreParation for Class I and Class 2 work. On the other hand,
they do not think the rnain ernphasis should be placed on
the developrnent of shop skills. They think rather that it
should be on the fundarnentals of general education with
strong ernphasis on citizenship training- They believe further that it is highly irnportant to require high standards of
cornpetence in all school work whether it be in the classroorn,
the laboratory, or the shop.
(3) The rernaining 40 percent of the workers are in Class
3. These are jobs requiring only physical exertion or
rnanual dexterity in repetitive operations. These do not
require a cornplete Secondary School education, or broad
technical training. These workers are probably largely those
who drop out of school during grades 7, 8, 9 and 10. In
sorne centers special courses are being planned for pupils
who fall in this category. Such courses are designed for corrrpletion at the end of grade ten.
(4) Since the early years of ernployrnent are educational,
it is very irnportant that there be correlation between the
education provided in the school and the training given by
industry. There should be consultation between the school
and industry in deterrnining appropriate course of study. The
facilities of the school should be used where possible in the
training provided by industry in the early years of ernployrnentThere should be close co-operation between school and industry. It does not appear that this co-oPeration exists generalIy at present. The school does not know what industry
wants. Industry does not know what the school is trying to
do and is prepared to do (13, p. 261.
Dr. Scarfe, Dean Faculty and CoIIege of Education, University
of British Colurnbia wrote as follows about the Alberta Prograrn in
the Canadian Education and Research Digest:
Perhaps one of the rnost significant developrnents has been
the establishrnent of a Vocational Education Division and
the introduction of a cornpletely new aPProach to Industrial
Arts and Vocational Education. The Industrial Arts prograrn is no longer thought of as a skills Prograrn for the
1I
rnentally backward. Students are no longer required to be
cornpetent as woodworkers or as rnetalworkers. Instead they
becorne rnuch better acquainted with rnachines and what
rnachines can do. They understand how rnachines work and
why they work and there is a great ernphasis on why. They
study several fietds like electronics and cornputerB, but
more irnportant they investigate and find out about the whole
world of work and have sorne insight into all forrns of occupations ranging frorn service trades to professional occupations. Industrial Arts has corne to be an intensive study
of the world of work. (This includes the irnportant elernent
of the social and personal relationships within a factory,
business or cornrnercial enterprise. The role of the shop
steward and the union and the frustrations that corne frorn
certain types of occupations involving rnonotonous repetitions,
are considered l?2, p. 2461.
tz
CHAPTER III
HISTORY OF INDUSTRIAL EDUCATION IN ALBERTA
A close relationship has always existed between the industrial
arts
and technical courses offered
in Alberta. Not until
1960 was
there a clear distinction rnade between the industrial arts courses
used
in general education
and the technical courses used
as
for direct
ernployrnent training. This close relationship is reflected in the es-
tablishrnent of a Departrnent of Industrial and Vocational Education
for the purpose of training both industrial arts
and vocational teachers.
The following paragraphs give the history of this developrnent.
Even while Alberta was being chiselled out of the North'West
Territories as a province early in the twentieth century, industrial
type courses were offered to adult evening classes in rnining cornrnuni-
ties in the southern part of the country. The introduction of
sorne
practical courses into the curriculurn of the schools followed soon
after. As early as 1908, Edrnonton offered courses in Grades VI to
VIII and sirnilar offerings were
soon rnade
in Lethbridge and Calgary.
These courses known as rnanual training were rnainly woodworking
and blacksrnithing with the
prirnary concern being the developrnent
of rnanual skilIs.
In I910, the Federal Governrnent appointed a Royal Cornrnission
to enquire into vocational education. In the report subrnitted in 1913,
l3
recomrrrendations were rnade for a cornplete systern of vocational
education in the secondary schools supported by all levels of Govern-
ment. This report prowided irnpetus for the provision of industrial
education classes in the secondary school for there was rapid expan-
sion in this regard soon after. Edrnonton opened a technical high
school on October 15, 1913 with 12 students enrolled. 'Within a de-
cade, the enrollrnent in the school had grown to 291 day students and
t,432 evening students. Lethbridge also established technical shoPs
for classes in wood
and rnetal
working. In
1915 Calgary established
a Becondary school rnanual training center.
Inthe post World W-ar I period rnany of the Prograrns were curtailed either because of the afterrnath of war conditions or for econornic reasons. Of the plans Medicine Hat had rnade for a technical
school only the foundation of the building rnaterialized and the whole
proposal was abandoned.
In the schools which offered practical courses at this time, the
ernphasis was always on woodwork and rnetalwork but
in addition
couraes in household science, sewing and dressrnaking were available to girls.
In the early stages, the technical courses were suPer-
irnposed upon the acadernic curriculurn and were taken as extras. In
t92L a special curriculurn was developed for the school offering tech-
nical subjects which rnade provision for the following types of training:
pre-vocational work for any boy fifteerr.^. years of age or over who had
L4
finished Grade six; vocational work for any boy sixteen years of age
or over through a two-year trade course; and an acadernic prograrn
for any boy who had finished Grade eight
and who wished to prepare
hirnself for a college course in engineering. Under such conditions
tl e technical high school enrollrnents increased. It is recorded that
in
1938 the enrollrnent
in Edrnonton alone was about 700. Moreover,
by this tirne, 25 centers were offering high school shop courses.
In 1929 Calgary built a technical high school
on the grounds of
the forrner W'estern Canada College. At the sarne tirne, sorne 200
feet to the west an acadernic school was built. A new venture in
high school education was started by the Calgary School Board when
in Septernber of I935 these two schools were arnalgarnated. The following year the cornrnercial high school was rnoved to the sarre locatiorr so that a high school existed in Calgary where three rnajor divisions of instruction were offered: acadernic, technical, and cornrner-
cial. Calgaryrs was the first cornposite high school to be organized
in Alberta,
and
is the institution which has influenced the recent or-
gan.ization of our secondary schools.
In
1948 the Alberta Apprenticeship Board agreed to grant sorne
recognition for the unit shop type of technical courses offered in the
cornposite high schools, in that credit of up to one year of appren-
ticeship was guaranteed to high school graduates who had cornpleted
certain of the unit shop courses (2, p. 3).
15
Federal Legislation
The Federal Governrnent since 1910 when it first corrunenced sup-
porting technical and vocational education has had what rnust be considered h"ppy experiences in that all of its legislation has rnet with
success. The first support was given by the Agricultural Instructions
Act in 1913 which provided financial assistance to the provinces on the
basis of population. The legislation was followed in 1919 by the Tech-
nical Education Act which provided $10,000,000 to be rnatched on a
50%
basis by the prowinces. This, by the way, was the beginning of
the rnatching or encouragernent grant scherne which has been continued
in succeeding acts. The Technical Education Act of I919 assisted the
Provincial Governrnent in establishing the institution now known as
the Southern Alberta Institute of Technology.
In
1937
the Dorninion Unernployrnent and Agricultural Assistance
Act provided training for the unernployed. This was continued in
1939
under the Youth Training Act.
In 194I The Youth Training Act becarne the War Ernergency
Training Act and in l94Z assistance was provided by the Vocational
Training Act.
In
1945 Vocational Schools
Assistance Act facilitated further
Federal-Provincial Agreernents, with all existing Acts and Agreernents
being repealed in Decernber, 1950, and replaced by the current Techni-
cal and Vocational Training Assistance Act. The last rnentioned
I6
act is unique in that it does not place any upper lirnit on the rnonies
being rnade available to each prowince, and in addition increases the
Federal rate of reirnbursernent for approved capital expenditures incurred by March 31, 1963, to
75%.
Bill C-49 (15) becarne known as the Technical
and Vocational
Training Assistance Act which gives the follor*-ing e:rpLanation as to its
purPose:
The purpose of this Act is to provide financial assistance for the developrnent and operation of technical and
vocational training facilities and prograrns throughout Canada.
In this Act rttechnical and vocational trainingrr mearrs
any forrn of instruction, the purpose of which is to PrePare
a person for gainful ernployrnent in any occupation or to
increase his skill or proficiency therein, and, without restricting the generality of the foregoing, includes instructions for that purpose in relation to any of the following industries and occupations:
(i)
(ii)
(iii)
(iv)
(..)
(vi)
(vii)
(viii)
(i*)
agriculture
fishing
forestry
rnining
cornrnerce
construction
rnanufacturing
transportation and cornrnunication and
generally any prirnary or secondary industry of
service occupation requiring an understanding of the principles
of science and technology and the application thereof,
except where such instruction is designed for university
credit.
Bill C-49 resulted in an agreement between the Governrnent of
Canada and the Province of Alberta called the Technical and Vocational
t7
Training Agreernent.
Under the terrns of this agreernent the contracting parties defined
their responsibilities.
Following is a synopsis of the rnost irnportant
features.
The Province in consultation with the Federal Governrnent will develop, organize and carry out training Prograrns
for the developrnent of skilled ilranPower.
The Province will establish a:1 aPPropriate adrninistrative organization under a qualified provincial official to coordinate the training programs provided under this Agreernent.
The Prowince vrill establish an advisory or consultative cornrnittee or board o:r the technical or vocational
training of rnanpower, which shall rneet regularly and on
which there will be representation frorn ernployees, labou::,
prowincial Departrnent of Education, Youth and Labour, the
National Ernployrnent Service as well as such other federal
departrnents or agencies as shalI frorn tirne to tirne be
agreed upon, as well as other departrnents and groups as
rnay be deerned appropriate by the Province.
The prograrns u.ndertaken by the Province, in consultation with the Federal Governrnent, to prornote the developrnent of skilled rrlanpower in Canada will include those
set forth below.
(1) Vocational High School Training Prograrn
This program covers those courses, given as an
integral part of high school education, in which at
least one-half of the school tirne is devoted to
technical, cornrnercial and other vocational subjects
or courses designed to prepare students for entry into
ernployrnent by developiag occuPational qualifications.
It rnay also include courses which provide students
with an essential basis for further training after
leaving regr:.Iar high schools in accordance with regulations in Schedule I.
The Federal Governrnent will cozrtribute to the operational
18
costs of such programs and courses up to a total
of $15,000,000 to all provinces and territories during
the six-year period April 1, 196I to March 3I, 1967.
(21 Technician Training Prograrn
This program will provide training at the Post-High
School level, to an agreed standard of qualification
in the principles of science and technology and other
fields with ernphasis on the application thereof, except where such training is designed for university
credit.
The Federal Governrnent will contribute 5O% of. provincial costs of approved projects or prograrns, in
accordance with regulations of Schedule Z.
(3) Trade and Other Occupational Training Prograrn
This prograrn will provide pre-ernployrnent training,
upgrading or retraining for persons over the cornpulsory school attendance age who have left elernentary or secondary school, and who reguire such training to develop or increase occupational cornpetence
or skills.
The Federal Governrnent will contribute 5OTo of. provincial costs of approved prograrns in accordance with
regulations of Schedule 3.
(4) Training Prograrn in Cooperation with Industry
A prograrn to provide training, in co-operation with
industry, for supervisors, and upgrading or retraining
for other persons ernployed irr industry.
The Federal Governrnent will contribute 50To of provincial costs of approved training prograrns in accordance with the regulations of Schedule 4.
(5) Prograrn for Training Unernployed
A prograrn for training or retraining unernployed
persons to irnprove ernployrnent opportunities and
increase trade or occupational cornpetence.
The Federal Governrnent will contribute 75To of approved provincial costs for the filll fiscal year if the
nurnber of student days in that fiscal year exceeds 'lTo
19
of the adult population as at June, L959. If this
rninirnurn is not exceeded federal contributions will
be 5O% of prowincial costs.
(6) Prograrn for the Training of the Disabled
A prograrn for the technical vocational training, retraining, or vocational assessrnent of any disabled
person who, because of a continuing disability, r€quires training to fit hirn for ernployrnent in a suitable
occupation.
The Federal Governrnent will contribute
rrincial costs of approved prograrns.
5OTo of.
(?) Prograrn for the Training of Technical
pro-
and Voca-
tional Teachers
A p"%""r- t" p.ovide training for occupationally corrrpetent persons in the art or science of teaching, supervising, or in the adrninistration of technical or vocational
training programs at aII levels whether in industry, in
vocational schools or in institutes.
The Federal Governrnent will contribute
cial costs of approved prograrrrs.
5O%
of prowin-
(8) Training Prograrn for tr'ederal Departrnents
and
Agencies
(9) Student Aid
Assistance to students at university and to nurses-intraining as provided under the Youth Training Act of
1939 and continued under Vocational Training Co-ordination Act shall be continued with the federal contribution
deterrnined on the basis of an allocation approved by
the Minister but in no case in excess of. 50% of provincial
expenditures.
Capital Expenditures
Subject to the terrns and conditions of this agreernent,
the Federal Governrnent will contribute in respect of the capital expenditure incurred for all programs under this Agreernent and the Apprenticeship Training Agreernent. Capital expenditures incurred by the Province includes grants rnade by
the Province to a rnunicipality for such training facilities and
in accordance with the terrns of this agreernent.
20
(a) On behalf of capital expenditures incurred before
75To
April 1, 1963 .
(b) On behalf of capital expenditures incurred after
50%
March 3I, L963 .
(c) On behalf of capital expenditures incurred after
March 31, 1953 for alternation or repair of prernises
and purchase of rnachinery and equiprnent for training
of unernployed persons, prowided the rninirnurn nurnber
of training days for unernployed peraons as specified
75To
in Prograrn 5 has been given .
This last piece of legislation has resulted in exceptionally rapid
developrnent as indicated by the staternent of the then Federal Minister
of Labour who stated in February, 1953 that his governrnent was at
that tirne participating in the construction of. 468 technical high
schools, Institutes of Technology, and trade schools across Canada,
whose total cost would be
in excess of $457,000,000
and which would
provide accorrrrrrodation for 130,000 students (19, P. 5).
In Alberta this piece of legislation had the effect of prowiding
10,000 student places in vocational schools by March 31, 1963. As
school boards qualify for assistance rnore vocational schools will be
built. The basic criterion for qualification is that a school district
rnust be conwinced the vocational education is the best prograrn for
thern and have a high school population of 1,000 in their irnrnediate
area.
2t
Provincial Legislation
The Alberta Apprenticeship Prograrn
A rnodern systern of apprenticeship has been spreading throughout
rnany parts of Canada since the end of World War
f[. The present con-
cept recognizes "journeyrnan stat-us'r as the attainrnent of definite
standards of practical skill and theoretical knowledge rather than the
autornatic result of serving a specified nurnber of years of experience
in the trade. Under such a concept, ernphasis is laid on the passing of
practical tests to prove skill and written exarninations to prove theoretical knowledge.
This new concept brings a new rneaning to the word
rapprenticeshipr. For many years, rapprenticeshipr has
been associated in rnost peoplers rninds with an indentureship involving the serving of a lengthy period of tirne with
craftsrnen. The word becarne generally accepted as rneaning
a tirne-serving process. Today, however, under the rnodern concept the word rapprenticeshipr is becorning synonymous with rtrainingr. It is considered by advocates of this
rnodern concept as rneaning a period of organized super:
vised training.
The Alberta Apprenticeship Prograrn is organized to
provide every apprentice with the opportunity to attain
certain standards of proficiency at the end of each year of
apprenticeship. He rnust pass each yearrs practical tests
and written exarninations before proceeding to the next year.
Sorne flexibility is allowed so that the exceptional youth can
reach journeyrnan status in less than the norrnally required
tirne ( 14, p. 8).
The Alberta Apprenticeship Prograrn carne into existance with
the passing of the Apprenticeship Act in L944. The Tradesrnenrs
zz
Qualifications Act, passed in 1936, had established the principle of
qualifying as a journeyrnan by passing of practical tests and exarnina-
tions. To solve the problerns which arose because of certain discrepancies between the two acts, the adrninistration of the Tradesrnenrs
Qualifications Act for all trades which were also designated by the
Apprenticeship Act was placed under the Apprenticeship Branch (14,
p. l?l. Today, both the Apprenticeship Act
and the Tradesrnenrs
Qualifications Act are adrninistered by the Apprenticeship and Tradesrnenrs Qualifications Branch of the Departrnent of Industries and Labotn
in Alberta. In 1945, there were seven skilled trades designated
as
corning under the terrns of the Act. By 1956 there were fifteen and
in
L962
there were twenty-two.
Planners of the prograrn realized that its success could
only be attained by the cooperation of employers and organized
labour. Therefore, representatives frorn industry and labour
were invited to share with the governrnent the responsibilities
for adrninistering and regulating the systern. The Apprenticeship Act called for the establishrnent of a Provincial Apprenticeship Board to advise the Minister on all rnatters connected
with the general conditions governing apprentices. The Board
consists of five rnernbers, one representing industry, one
frorn organized labour, one representing education, one rnerrrber frorn the Departrnent of Industries and Labour, and a
chairrnan appointed by the governrnent (14, p. I0).
Added to the above, each trade
in every area where apprentices
are ernployed can set up local advisory cornrnittees. These local cornrnittees consist of four rnernbers with equal representation frorn both
ernployers and labor in the trade. The cornrnittees hear cornplaints
23
of ernployers and apprentices in rnatters pertaining to the training of
apprentices and to rnake recorrrrnendations concerning such subjects
to the Provincial Board.
Each designated trade can set up a Provincial Advisory Corn-
rnittee whose function it is to rnake regulations regarding the trade.
These cornrnittees are rnade up of two rnernbers frorn each of the 1o-
cal advisory cornrnittees. Regulations with which they are concerned
are as follows:
1. qualifications concerning the age of apprentices
Z. length of tirne for apprenticeship
3. the nurnber of apprentices who rnay be apprenticed to each
ernployer
4. the content of the courses to be given at the trades-training
school or center
5. the establishrnent of standards of proficiency to be reached
during each year of apprenticeship and the setting of the final
standard of cornpetency upon which the journeyman status
is granted;
and
6. to conduct such practical tests
and
written exarninations
as
rnay be deerned necessary to prove attainrnent of the desired
standards ( 14, p. I0).
In this w&y, the control of proficiency in the trades
is shared by both sides of industry, ernployers and labor.
Uniforrnity of standards throughout the province is assured
z4
by leawing the setting of standards to one prowincial
cornrnittee in each trade or group of trades. This rnethod
appears to be conducive to a steady, irnprovernent of standards as rnernbers of the provincial cornrnittee, being
thernselves actively engaged in the trade, are aware of
technological changes and can adjust sta:rdards to conforrn.
This rnethod also enables the school training to be kept
up-to-date with the latest advances in the technical aspects of the trade (14, p. 10).
To provide the technical training required by the Apprenticeship
Act, the Canadian Vocatio::.al Training School at Calgary was used.
As
the C. V. T. schools which had been used for training for all appren-
tices, the Institute of Techn.ology and Art in Calgary agreed to take
over sorne of the apprenticeship training. Since L949, the Prowincial
Departrnent of Education a-nd the Apprenticeship Board of Alberta have
been gradually transferring the technical training of apprentices frorn
Canadian Vocational Training to the Institutes of Technology ( 6,
P.
19).
The length of the technical traiaing period averages about six
weeks per year of apprenticeship and varies frorn four to eight weeks
during each year of apprenticeship varying with the trade.
The apprentice training prograrn of. 1963-54 calls for four years
including a three-rnonth probationary period of cornbined ilon-the-joUl
and school technical training
in most trades.
Credit on apprenticeship tirne rnay be granted to applicants for
apprenticeship who have had related experience with the trade or
technical training which is applicable. Usually a test is given and any
z5
tirne credit is based on the results.
Where an applicant for apprenticeship has cornpleted technical
training related to his trade in a school or technical institute he rnay
be given tirne credit on his apprenticeship and be excused frorn taking
school courses covering the sarne work. The progralrl recognizes
the value of pre-ernployrnent technical training in schools.
The Alberta Apprenticeship Board has agreed to award credit for
Institute courses as follows:
That zt^ny person successfully graduating frorn courses at the
Alberta Institute of Technology rnay apply to the Apprenticeship Board for advanced standing in the apprenticeship Period of the applicable trade and such application will receive
the full consideration of the proper Advisory Cornrnittee.
Advanced standing is only granted by the Board on the Recornrnendation of the appropriate Advisory Cornrnittee.
The Board has further agreed that graduates frorn Institute
courses in the designated trades shall not be required to
take the technical training required by apprentices ( 6, p.
zol.
Another feature of the prograrn is that there is no rnaxirnurn age
lirnit for apprentices. The exceptions are bricklaying and plastering,
and even
in these trades the
age
lirnits rnay be waived
uPon the recorn-
rnendation of the local advisory cornrnittee.
The nurnber of apprentices who rnay be ernployed under the regula-
tions of the Apprenticeship Act varies alnong the different trades.
In the case of welders and plasterers, one apprentice lnay be ernployed for every journeyrnan. The other trades vary frorn one
z6
apprentice to two journeyrnen as in the case of plurnbers, steamfitters,
gasfitters, and electriciaas, up to one aPPrentice to five journeyrnen
in the case of carpenters.
The rninirnurn educational standard required for entry to appren-
ticeship vary in the different trades with Grade VIII or the equivalent
being the rnost cornrron. However, because of the technology required
in sorne of the trades,
sorne high school education
is recornrnended.
Preference is likely to be given to those applicants with frorn two to
four years of high school.
Responsibility for specific training on the job is accepted by an
ernployer when he registers arr apprentice and signs an apprenticeship
contract. Through representation
on the local cornrnittee and personal
contact vrith field supervisors, ernployers are rnade aware of what
portion of the apprenticers training is to be given on the job.
During the period the apprentice is in school, he receives an
allowance frorn the Alberta Governrnent arnounting to $12.00 weekly
for single
rrren and $15.00
for rnarried rnen plus return transporta-
tion to Calgary. Ernployers often supplernent these allowances by
like
a
arnount.
The followirg trades were designated under the Alberta Appren-
ticeship Act as of Jan;rary, t962'"
Bricklayers
Sheet Metal Workers
Carpenters
Radio Technicians
27
Electricians
Refrigeration Mechanics
Painters and Decorators
Machinists
Plasterers
Cooking
Plurnbers
Heawy Duty Mechanics
Stearnfitters
Latherers
Gasfitters
Millwrights
Motor Mechanics
Barbers
Auto Body Workers
Diesel Mechanics
Welders
Beauty Culture
Frorn its inception, approxirnately 10,000 journeyrnen have been
graduated and in L96Z there were about 5,000 apprentices registered
with the Board. During the current year, approxirnately 4,ZOO of.
these will undergo training which is offered in both the Southern and
Northern Institute of Technology, with sornething like 210 individual
courses being offered. The facilities for these are accepted by po-
tential ernployers as of a high standard, and the instructional staff
is both adequate and cornpetent. Much of the success of this Program
has resulted frorn the high standards of instruction offered in the
Institutes, and frorn the close co-operation developed between education and industry by the apprenticeship authorities in the Departrnent
of Labour. It is interesting to note that rnore public funds are cur-
rently being spent on apprenticeship in Alberta than in any other
Province of Canada (19, p.
71.
z8
Shop Construction Grants
Regulations pursuant to The School Buildings Act effective April
8, L962, state the following in regards to industrial arts roorns:
The Board shall not approve costs applicable to a
construction project, in excess of $14,00 per square foot
of approved gross area, or the actual cost per sguare foot
of approved gross area whichever is the lesser, provided,
however, that where the actual cost per square foot of the
construction project is less than $14.00 per gross square
foot an arnount not to exceed $t. OO per gross square foot
of approved area rnay be approved for school furniture,
equiprnent and landscaping but in no case shall the total
exceed $I4.00 per gross square foot of approved area (7,
P.
3).
In addition, the Board rnay approve: Arnounts for equiprnent not
to exceed the following:
$4.00 per square foot of industrial arts area.
Not withstanding the industrial arts roorn lirnit of 2, 000
square feet (Schedule A), the Board rnay approve additional
areas as follows:
(e) 15%to be
added to the area
for industrial arts (7, p.
5).
In surnrnary the industrial arts roorn gets a grant or $14. oo per
square foot for Z,000 sguare feet plus l51o or Z,3OO gross square feet
plus a $4.00 grant per gross square feet for equiprnent.
In Section 8, the regulations continue:
The Board rnay in its discretion rule on:
(a) the necessity and size of any area which a school division proposes to provide in respect of any project.
(b) the necessity of any equiprnent a school division
ProPoses
29
to prowide and the arnount to be approved in respect thereof;
(c) any project not covered by these regulations.
OId Regulations. The regulations of ten years ago rnade grants
available for what was known as a basic unit. The basic unit was the
area represented in an average classroorn. The industrial arts
shops were given grants
for 2.5 units if they were unit shops.
The
2. 5 units represented 2r 000 square feet.
A general shop was allowed 5. 5 units which was 4, 500 to 5,000
square feet.
Equiprnent purchases were left to the local authorities. Local
districts sold their own debentures
and received a
third grant frorn
the governrnent.
The Change. ( 1) The Provincial Governrnent provides grants
for
a
total of 2,300 square feet for any
shop.
(Zl The Provincial Governrnent provides grants of
$4.00 per square foot for equiprnent. The one-
third off clause has been rernoved for equiprnent
in new shops.
(3) The initial building grant is
$13. 00
per square
foot plus $1.00 which can be used for building or
equiprnent.
30
Forrnation of Specialistr s Councils
Provincial Council. To develop the art of teaching to a high
level of perfection it is desirable that groups of people with special
interest subjects get together for the betterrnent of all concerned.
The Alberta Teacherrs Association, the Alberta School Trustees
Association, the Faculty of Education and the Departrnent of Education all recognized a need for specialists in the various sr:.bject fields
to have cornrnunication with each other to further the developrnent of
their respective interests.
Such special interest groups are consistent with the purposes of
The Alberta Teachersr Association as set forth in rrThe Teaching
Profession Actt', narnely,
I'The objects of the association shall be (a) to advance and prornote the cause of education in the Province, (b) to raise the status of
the teaching profession by initiating and prornoting research in rnethods
of teaching the various subjects of the curriculurn.
It was, therefore, deerned desirable that such groups be sponsored, organized,
a-od
supported under the auspices of the Alberta
Teachers Association (8, p. 18).
The prelirninary planning was done by the Alberta Teachers
Association who prepared and subrnitted a general resolution to the
1950 Annual General Meeting
(Teachers). Resolution Cl47 /50
was
3I
carried unanirnously by the concillors.
The rnotion read tBe it resolved, that the forrnation of
specialist councils be approved for the Purpose of irnprowing
practice in the various specialtiesr (8, P. I8).
Objectives of the Specialist Couacils
(
1) The prirnary objective of the council is to prowide inserviee
training.
A11
teachers through the year need to acquire new know-
ledge in their subject. The council should help the teacher keep up-
to-date.
lzl They serve to advance the latest thinking in the subject. They
are to irnprove practice in the specialty by increasing rnernbersr
knowledge and understanding of their specialty.
(3) It is hoped that rnernbers of specialist councils will be a corp
of individuals who will assist in curriculurn construction and who will
provide authoritative opinion on rnatters related to the specialty.
Achievernent of Objectives
The purposes of specialist councils czrn be achieved by such
activities as the annual conference, serninars, the conduct of studies
and research, and the publishing of a newsletter,
bulletin, or year-
book. In addition, the specialist council would further its objectives
by sponsoring, organizir,g, and supporting regional councils for
study and research. The inservice activities will probably be on a
voluntary basis and rnernbers rnust be prepared to pay their own
32
expenses when participating in these activities
(8, P.
19).
Forrnation of a Specialist Council
A specialist council rnay be forrned when any 50 persons eligible
for rnernbership apply to the Executive Council for the establishrnent
of a council in their specialty. If the Executive Council approves the
application, a prowisional executive will be narned to organize the
council and to convene the first general conference. The Alberta
Teachersr Association will bear all costs involved in organizing t}:e
council and conducting the first conference.
After the specialist council is orgasrized it can expect assistance
frorn The Alberta Teachersr Association consisting of an annual grant
of $t00.00, the printing and distribution of its bulletin, the expendi-
tures involved in securing a consultant or guest speaker for its annual conference, and such other assistance as rnay be decided frorn
tirne to tirne by the Executive Council (8, p. l9).
Early in Novernber
1960 application was rnade by the
industrial
arts teachers of Alberta to the Executive Council for the establishrnent of an Industrial Arts Council. The council was forrnally inaugurated in April 1951 (9, p. Z5l. The first president was
R. Stonehocker, Lethbridge and the Secretary-Treasurer
was
T. T. Hurnphrey, Calgary.
Regional Councils. Before the establishrnent of Specialist
33
Councils, J. P. Mitchell, the Supervisor of Industrial Arts for
Alberta, had organized the Alberta Industrial Arts instructors into
five loosely organized regions.
(
1). Southern Alberta
(Zl. Calgary
(3). Central Alberta
(4). Edrnonton
(5). Northern Alberta
Each of these regions was responsible for its own organization
a^nd
constitution. Meetings were held by each group annually or
sertai-
annually for the professional betterrnent of thernselves.
The establishrnent of an Industrial Arts Specialist Council provided a provincial executive and an annual conference at the provin-
cial level. The Regional Councils affiliated with the specialist coun-
cil adopting a standard constitution
and they becarne channels through
which the provincial cor.lncil could work.
Curriculurn
The curriculurn used in the Alberta Schools is the responsibility
of the Departrnent of Education. The industrial arts curriculurn in
force was developed in
L954.
The curriculurn is developed by a Curriculurn Cornrnittee in each
subject area. The Director of Curriculurn in the Departrnent of
34
Education authorizes and strikes cornrnittees to work on curriculurn.
These cornrnittees write the course outlines and subrnit thern to the
Junior of Senior High School Curriculurn Cornrnittee. The last rnentioned cornrnittee is rnade up of representatives frorn the University
of Alberta, Alberta Teachersr Association, and Departrnent of Education officials and deterrnines the final forrn of the course. Once
the curriculurn is accepted by the Junior High School Curriculurn
Cornrnittee and has the approval of the Minister of Education, it becornes a valid docurnent and
is the authorized course to be taught in
Alberta Schoo1s.
Since 1908 when the first classes in rnanual training were offered
in Edrnonton, there has been a steady developrnent of a unified industrial education prograrr by federal, prowincial and rnunicipal
governrnents. The Departrnent of Education, the University of A1berta and the Alberta Teachersr Association have co-operated in providing teacher training prograrns for both industrial arts and vocation-
al education.
Federal legislators have had an interest in Agricultural and
Technical education since the first Agricultural Instruction Act of
1913, which provided financial assistamce to the provinces.
An act of rnajor irnportance was the Vocational Schools Assistance
Act of 1945 which rnade way for the Technical and Vocational Training
and Assistance
Act of I960. This last Act provided rnonies to
35
reirnburse approved capital expenditures of up to 75%
of.
the total
cost frorn Federal funds.
The res=lting rapid developrnept of vocational high schools caused
a dernaad for trade teachers.
To prepare teachers the I'acuLty of Education, University of
Alberta set up a llew depa:rtrnent called The Departrnent of Vocational
ard Industrial Education. This departrneat was also assigned the
responsibility of training industrial arts teachers.
The need for an early decision on the part of the student as to
vocational choice brought with it the recognition of the value of in-
dustrial arts courses in the juaior high school as an opportunity for
exploratioa a:rd guida:rce.
Provircial legislation ir: the rnatter of increased grants for industrial arts facilities
a-nd equiprnent and
the effort rnade by special-
ist councils of industrial arts teachers have done rnuch to put this
course area o:r a sound basis both frorn the standpoint of having good
facilities
and professional teachers.
36
CHAPTER IV
METHODS AND PROCEDURES OF GATHERING DATA
A nurnber of rnethods of obtaining the desired inforrnation were
used. First the inforrnation files of the Supervisor of Industrial Arts
for Alberta as well as the files of the Departrnent of Education were
available.
Secondly the researcher had opportunity to contact personally as
part of his duties, many of the lndustrial Arts teachers in the field.
The third procedure for obtaining inforrnation was by rneans of a
questionnaire. This cornbined the desi^rability of personal observation and interwiew with the docurnentary analysis afforded by the
questionnaire. Two questionnaires were used to solicit inforrnation
frorn two groups of people.
Questionnaire One
Questionnaire One was sent to all Industrial Arts teachers in
Alberta. An introductory letter, a questionnaire and a self addressed
envelope were enclosed in the
One rnonth
first rnailing.
later a reguest for a return of the questionnaire
was
placed in the Industrial Arts Supervisorrs tri-yearly newsletter.
Two weeks after the rnailing of the newsletter a personal request
and another copy of the questionnaire was sent to those who had not
37
yet an8wered.
The questionnaire was of the short Ernswer, yes-no or check-off
type.
One question was open-ended. The length of tirne required to
Ernswer the
forrn was about 15 rninutes.
The closed-forrn type of questionnaire was used as it was suitable
to obtain the inJorrnation sought frorn the Industrial Arts teachers. It
was easy to fill out, took little tirne, kept the respondent on the sub-
ject, was relatively objective
and
fairly easy to tabulate and analyze.
Opportunity was provided to perrnit the respondent to give sorne free
reaponaea. Of the 284 questionnairs sent out 276 were returned.
The purpose of the questionnaire was to deterrnine
(a) age and qualifications of instructors
(b) course areas taught
(c) teaching load
(d) evaluation of industrial arts objectives
(e) possible future
On the
e>qpansion
of prograrn
return of the questionnaire the inforrnation was transferred
to a 5 x 8 unisort cards. Each nurnbered hole was coded with
an
anawer on the questionnaire. Once a card for each respondent was
punched out the sorting of the inforrnation was eirnple.
The inforrnation obtained through the questionnaire and the tea-
cher cards on file with the Supervisor of Industrial Arts provided
the basis for the study and an evaluation of the present statue of
38
lndustrial Arts in Alberta.
Questionnaire Two
Questionnaire two was sent to
County of Mountain View
25O
post-high school students of the
no. I7, Alberta. Of these 13I were returned.
This questionnaire was of the open-end tyPe, This called for a free
elrlswer in the respondentrs own words which provided
depth
for greater
in the reply. The questionnaire consisted of an introductory
paragraph and eleven questions with a seU-addressed envelopeThe questionnaire was sent out in three rnailings. The first one
was sent out on January 30, 1962 to the students of the Carstairs and
Crernona schools. Cooperation in obtaining addresses was gained
frorn the instructors at Olds and Didsbury and these rnailings went
out on Decernber 10, 196?
and,
Septernber 30, 1963 respectively.
There was great difficulty in obtaining correct addresses and
rnarly letters went to people of rrunknownt' addresses.
The answers to the questions were listed under specific headings
and tabulated.
lnterviews
Interviews were conducted with 52 industrial arts instructors.
These were of an inforrnal type and were intended to discover the
potential of the teacher and his understanding of the airns and purposes
39
of the industrial arts courses. A nurnber of adrninistrators were interviewed (43) to deterrnine what plans were being rnade for future
expansion in
this subject area.
40
CHAPTER V
ANALYSIS OF THE PROGRESS OT' INDUSTRTAL ARTS
IN THE YEARS FROM L95Z-62 AND THE
DETERMINATION OT' ITS PRESENT STATUS
The standard of the educational cornplex is difficult to evaluate.
The researcher atternpted to deterrnine the change of status of in-
dustrial arts in Alberta frorn
7952
to 1962. This study included the
qualifications of the teachers. How did they compare with the instruc-
tors of ten years agct? A study was rnade of pupil load per teacherCredit load per teacher too was defined. The age of the instructors
was tabulated to discover what the trend was and help deterrnine
re-
cruitrnent policies.
The enrolknent of students in the industrial arts courses frorn
grade seven to ten was analyzed to define how rnuch progress had been
rnade
as
in increased enrollrnent cornpared to the total school population
well as compared to the nurnber of boys in the school systerns,
and those taking
industrial arts.
Another aspect of the status of the industrial arts was the growth
in nurnbers and irnprovernent of the facilities. The study showed a
steady increase in the nurnber of shops and the arrlounts spent on thern.
The added grants for equipment in the past two years have done rnuch
to irnprove the quality and quantity of equiprnent in the new shops.
The curriculurn had been revised in 1954 and had rernained the
4t
sarne
until L962. The questionnaire revealed the nurnber of areas
actually taught by the instructors. This gave sorne indication of how
well the exploratory objectives of the prograrn had been rnetAn evaluation of the cornrnonly held objectives was rnade by all
the respondents which gave a clear indication of what the instructors
felt they should be doing.
A total
of. 2,84
questionnaires (I'{r. I) were sent out of which 275
were returned for a percentage return of 97. Z.
Teacher Education
All teacher education prograrns within the province are provided
by the University of Alberta through the Faculties of Education in
Edrnonton and Calgary and at
and Carnrose Lutheran
its affiliates, Lethbridge Junior College
College. Liaison between the Departrnent of
Education and the University is rnaintained officially through the
Board of Teacher Education and Certification and by nurnerous less
forrnal rneans.
Provision for training industrial arts teachers in the technical
courses was rnade at the Southern Alberta Institute of Technology,
Ca1gary.
The Board of Teacher Education and Certification advises The
Minister of Education on rnatters relating to the training and certification of teachers. It is cornposed of sixteen rnernbers: five each
42
frorn the Departrnent of Education and the University of Alberta; and
three each frorn the Alberta School Trusteers Association and the
Alberta Teacher's Association. The Chairrnan is the Chief Superintendent of Schools.
Certification
Orr Septernber the
first
L96Z t}ae following requirernents
for
certification were in force.
1. Standard Elernentary (Grades I-IX) after two years of
University study.
2. Standard Secondary (Grades IV-)([) after two years of
University study.
3. Professional (Grades I-)CI) after three years of
University study.
4. Letters of Authority.
A Letter of Authority, valid for one year in a specific school
district, rnay be issued on the recornrnendation of a school superintendent to a person whose acadernic and professional or technical quali-
fications are approved by the Minister of Education (4, P. 5l).
A Letter of Authority is required when a teacher does not otherwise rneet all the requirernents of the Departrnent of Education.
Certification Status. Table I
(page 441 gives the nurnber of
43
teachers in each certificate category. To rnake an interirn certificate
perrnanent, a teacher rnust have cornpleted two successful years of
teaching in Alberta.
The table indicates that the teacher qualifications have increased.
This is particularly apparent in the increase in professional certificates frorn 23.3% of the teaching force to 45. lTo in 1962 and, 50. 6To
in 1963. There is a steady trend to irnproving qualifications. Yet
even so I2.6lo
Those with
of.
the teachers did not have perrnanent certification.
letters of authority
and
interirn elernentary certificates
were ill-prepared for their job. These two categories rnade up 4.7%
of all industrial arts teachers in 1962. Although this percentage
dropped to
4.3%in 1963, aperiod of one year, there is no evidence
to indicate that the teachers with interirn certificates will be even-
tually elirninated frorn the systern. Frorn Table I, page 44, the figures show that about the sarne percentage of people teach on a letter
of authority each year,
Sorne of the
Z. +To
in
195? as compared
to 3. Z% in
1953.
letters of authority are granted to teachers frorn
the
United States and other parts of the world whose university standing is
in the process of being evaluated. Most of these have a degree
and
this would indicate that the "interirnil description does not rnean that
these teachers are incornpetent.
44
TABLE I. QUALIFICATIONS OF TEACHERS
Certificate
1952
9o
t962
%
L963
%
I2
4.4
9
3.2
Interrn Elementary
z
0.8
3
t, I
Interrn Standard
9
3.6
9
3.2
l4
4.8
Letter of Authority
2.4
Interrn Professional
13 4.7
8
9.6
30
10.4
31
11.3
Standard Secondary
55
64.7
66
zz.
7r
25.9
Profession
r8
23.3
130
45. I
r38
50.6
z5
8.4
288
100. 0
Standard Elernentary
Unknown
73
r00.0
g
274 I00.0
Degree Status. The nurnber of industrial arts teachers obtaining
degrees has been steadily rising frorn 48 in 1952 to 85 in L962. The
above
figures include both undergraduate
a^nd
graduate degrees. The
percentage of the instructors having degrees dropped frorn
1952
55To
in
to 29.6Toin 1962. The percentage of all teachers in the province
(L2,5071 having degrees \3,72O) was 29.4
in
L962.
The above figures indicate that the industrial arts area has rnore
teachers with degrees than the provincial average. The nurnber of
instructors doing post-graduate work also in increasing. In
1952
there were three rnen with rnasterrs degrees. In 1962 thete were
A11
of these graduate degrees were earned in the United States.
12.
45
When one studies the 1963 qualifications which also are given in
the table, one notices that the total nurnber of teachers with degrees
is up five, frorn
85 to
90, but that the nurnber of rnen with Masterrs
degrees has decreased to eight a reduction of four.
Table II gives a statistical analysis of the kinds and nurnbers of
degrees.
TABLE II. DEGREE STATUS OF INDUSTRTAL ARTS TEACHERS
Degree
rg52
1962
%
To
1963
%
63
23
B.
Ed.
zt
24. I
57
B.
Sc.
19
zr.9
II
3.8
t3
4.7
B.
A.
5
5.7
5
L.7
5
1.8
I
0.3
B. S.
?,0
A.
M.
A.
1. I
3
1
I
0.3
M.
Ed.
1. I
7
2.4
7
2.5
M.
Sc.
I. I
z
.7
85
29.6
90
32.6
zt5
70.4
193
67.4
I
Total Degrees
48
55
No Degrees
4Z
48.
Tota1 Teachers>l'
87
Z
288
274
instructors have two degrees so the nurnbers do not add up
to equal total teachers.
'FSorne
Journeyrnan Status of Industrial Arts Instructors. An Alberta
journeyrnants certificate was evaluated at one yearrs training for
46
teacher pay purposes. A journeyrnanrs certificate was accepted as
equivalent to one year university in the industrial arts teacher train-
ing prograrn and is still accepted in the Vocational teacherrs prograrn.
The following staternent frorn the University of Alberta Calender for
L963-4 explains
this agreernent:
Candidates who have acquired Alberta journeyrnanrs status
in an area of unit shop specialization taught in Alberta
high schools and who present clear rnatriculation to the
Faculty of Education rnay enter upon a special three-year
prograrn leading to certification and a degree (10, P. ?-681.
This recognition of journeyrnants certificate encouraged rnany
industrial arts teachers to obtain it. This clause now applies to the
B. Ed in Vocational Education only
and
is as follows.
Trade training is verified by a recognized Certificate of
Oualification as a Journeyrnan for a designated trade or
equivalent for a non-designated trade. The adrnissions
sub-cornrnittee cornprised on the Dean of the Faculty of
Education, the Head of the Departrnent of Industrial and
Vocational Education, the University Adrnissions Secretary, the Chairrnan of the Provincial Apprenticeship Board,
the supervisor of vocational Education of the Departrnent
of Education ( 10, p. 2691.
Table III (p. 47 ) gives an analysis of the nurnber of teachers with
journeyrnan certific
ate s.
47
TABLE III. JOURNEYMAN STATUS OF INDUSTRTAL ARTS TEA.
CHERS
tgsz
1963
L962
%
t9
6.6
27
9.8
Aurto
7
2.4
L2
4.3
Electrician
5
t.7
5
1.8
I
.3
4
t.4
z
.7
To
Carpentry
Electronics
1.0
Radio
Sheetrnetal
'Welding
Machinist
1
.3
1
.3
z
.7
4
t.4
I
.3
Printing
Not stipulated
Total Teachers
To
6
37
87
288
57
LZ.7
274
20-
3
Years of Teaching Experience of Alberta Industrial Arts Instructors
Out of a training force oI 274 instructors 98 or 34.7Tohave taught
16
years or rnore. Those that have taught less than five yeara G7l
rnake up 17.
'When
as 35
l%o of.
the total group.
one considers that a teachers working career
is regarded
years we find that 161 or 58.67o have taught less than l6 yeare
or half their teaching career.
48
Table IV, page 48 presents in tabulated forrn the years of teaching
e>rperience of
industrial arts teachers in Alberta. The rnean nurnber
of years teaching e:rperience for the group was 13.
TABLE IV. YEARS OT'TEACHING EXPERIENCE OF ALBERTA
INDUSTRTAL ARTS TEACHERS IN DEC. L963
Years of E>rperience
Nurnber
%
o-4
47
17. I
s-9
67
24.4
l0-I5
47
17.1
15 and over
98
34.7
Unknown
l5
6.7
274
100. 0
Total
Ages of Alberta Industrial Arts Teachers on Dec. 31, 1963
In the age group frorn
2O
to 40 are found 52.5% of the teachers,
(Table V, p. 49). This age grouprnakes up the bulk of the instructors
who have taught fifteen years
rnake up l?. 4%
or less. Those over 50 years of age
o, nurnber 48. Of these only 7 are over
60 years of
age.
The largest single group is in the age range of 3I-35 with 45 rnen
in it. The sudden reduction of rnen in the over 50 age bracket indicates that not rrrany continue to teach in this subject area after that
49
age-
Table V presents in tabulated forrn the teacher ages.
TABLE V. AGES OF ALBERTA INDUSTRIAL ARTS TEACHERS DEC.
1963
Nurnber
Age
To
zo-25
29
r0.
26-30
37
13.5
31-35
46
15. 8
36-40
33
IZ.
O
4L -45
33
IZ.
O
46-50
30
r0.
g
-55
zo
7.3
56-50
ZL
7.6
-6s
6
z.z
I
.3
I8
6.9
51
6L
66 and over
Unknown
Total
?74
I00.
5
0
Pupil Load of Industrial Arts Instructors
Table VI page 50 indicates the pupil load per teacher and cornpares the years 1952 ard L962.
In 1952 the largest nurnber of instructors,
22.6To taught
frorn
50
101-125 students per week per
year. In
again the highest with 62 instructors
1962
this
rzrnge group was
or 23.4% witn such a teaching
load. The average nurnber of students per instructor in
1962 was
108.7 per week per year. This would indicate that the load per tea-
cher has increased by 6.3 students over the past decade. (Figure
1), Page 51.
TABLE VI. PUPIL LOAD OT' ALBERTA INDUSTRTAL ARTS INSTRUCTORS
Pupil Load
1952
%
o-zo
L962
To
6
z.z
zL -50
3
3-9
r9
6.5
5t-75
8
10. 5
42
L4.9
76- r00
t3
L7.
O
47
L6.7
10I-I25
L7
zz.6
63
23.4
126-L50
t4
18.4
6z
zz. z
151- 175
8
10.
5
z4
8.7
t7 6-200
9
1r.8
IZ
4.3
zol
4
5.3
3
1. I
76
278
5l
40To
LgS?
a
35%
1962
k
q)
.e
3OTo
o)
2.s%
o
d
F
-
r+{
o
+)
c
zo%
()
U
F{
(I)
rc%
0-
lOTo
5To
25
50
75 100 tz4 150 175 200
225
Nurnber Students Per Instructor
Figure 1. Percentage of teachers with varioud studentloads
Credit Load of Industrial Arts Teachers
A one credit value in the Alberta high school systern is defined
as an average class period of.38-42 rninutes in a specific subject each
week of the school yeat. A five credit course requires one forty
rninute period each day of the school week.
It is evident that
140
or 50.5% (Table VII, p. 5Zl of. the instruc-
tors are teaching full tirne with
Sorne schools were on
2
to 3 free periods during the week.
a7 period day while others had 8 periods.
Those working t}ne 7 period day would be teaching fuIl tirne if they
had 35 credits while those
as 40 credits.
in the 8 period systern could teach as high
5Z
TABLE VII. CREDIT LOAD OF INDUSTRTAL ARTS INSTRUCTORS
Credits
Nurnber of Teachers 1962
%
5- I0
tz
4.3
11-15
18
6.4
L6-ZO
19
6.8
zt -25
37
13.3
26-30
52
r8.7
31-35
90
3".3
36-40
50
18. z
4L -45
Total
278
r00.
0
(Based or 278 teachers in L96Z-631
Opportunity for Advancernent for Industrial Arts Teachers
In the annual report of the Departrnent of Education by the Superwisor of Industrial Arts, Mr. R. H. Cunningharn stated:
It is gratifying to note, however, that sorne school boards
recognize the qualities of leadership possessed by their industrial arts teacher. In I960, there were two shop teachers who were also principals in their schools, nine were
vice-principals, and five were assistant principals (4, P.
53).
Student Enrollrnents
The population of Alberta increased frorn 973,000 in L952
53
L,37O,000
in t962 f.or an increase of 40.8%. During this sarne period
the total school population increased by 63. lTo frorn 179,691 to
312,684. Table VIII (p.
541.
Industrial Arts courses were offered frorn grades seven
through twelve. Of the IZ4,O43 students in the junior-senior high
schools Z4Totook industrial arts in 1962. This was 2.6% rnore than
in L952. (Table VIII p. 541 The industrial arts student enrollrnent
increased frorn 14, L44 in l95Z to 29,7)Z or ll0.
6%.
It is interesting to note that the percentage increase of boys
l97.5Tol in the junior-senior high school was Z?.
l%o
greater than that
of the girls 175.aTfi. Of the total nurnber of boys 162,9451in the
junior-senior high school in 1962 nearly half 29,792 or
47%
were re-
ceiving instruction in industrial arts.
Table Nine (p. 55) on tLre cornparison of boys only taking in-
dustrial arts, shows the figures with greater contrasts. Gir1s have
not been included on this table. It is to be noted that the percentage
increase in enrollrnent was lZZ.7 for the cornbined junior-senior high
school. This percentage increased to
when taken
145.
4 for the senior high school
separately. While the general rnale population of the
secondary school increasedby 94.6% t};,e industrial arts population
increased by IZZ.7%. The industrial arts enrollrnent increase of
28. L% represented a
period.
tctal increase
of. 16,207 boys
over the ten-year
TABLE
VIII
STUDENT ENROLLMENT
School Population
School Population
t952
L962
L7g,69L
Jr. Sr. High Population
65, 631
Jr. High Population
43,57
Sr. High Population
23,053
I. A. Total Population
I. A. Jr. Sr. Population
3tz,
694
L24,043
Incre ase
t32,993
57
,4LZ
%
Increase
63. r
87.
Z
76,t73
32,595
75.0
47
,970
z4, gl7
108.0
14,144
zg
,192
t5,
62g
IIO.6
14, 144
29
,7gZ
t5,628
110.6
9
I. A. Jr. High Population
9
,90?
tg ,302
9,400
93.
I. A. Sr. High Population
4, Z4Z
g, gg3
5, 64L
I33.0
9
No. of Boys in Jr. Sr. High
32,
I
62,945
3L, 567
97.
No. of Girls in Jr. Sr. High
34,253
60,099
25, 945
75.4
37
5
(Jr
A
55
TABLE IX. COMPARISON OF BOYS TAKTNG INDUSTRTAL ARTS
rg5z-rg62
Total Boys in School
L962
Increase
32,378
62,945
30,567
94. 6
School
I0, 802
24, o33
13, z3l
t20. 3
Jr. High School
Z.1,5'?6
38.912
14.336
80. 4
Lg52
Jr.
and
Sr. High
Sr. High
% rrnc
Total Industrial Arts Students
L952
Jr.
and
Sr. High
13, 287
1962
zg
Increase
% lnc.
,494
16, zo7
LZZ. 7
Sr. High School
3, 967
9,691
5,724
146. 4
Jr. High
9, 3ZO
tg,196
g,g76
105. 3
School
The table on page 56 presents the distribution of the studentbody
by systern in the prowince.
Table XI presents the enrollrnents of girls in the technical elec-
tives. Girls generally do not have industrial arts as an elective,
hence the very srnaIl nurnber of
3.6% were registered in these
girls in the program. OnIy 298 or
courses. Where they were taking in-
dustrial arts it was prirnarily in the drafting or arts and crafts
area,
The nurnber of shops
in operation in 1952 was 154. This nurn-
ber increased to 3Il in 1962 which represents an increase
of. ?O1.9%
TABLE X. ENROLLMENT AND ATTENDANCE IN ALBERTA SCHOOLS BY DIVISION AND DISTRICTS
rN 1g 52-63
Enrollrnent
Types of Schools
t.
Division and Counties
2.
Non
L952
Boys
1963
1952
Girls
1963
L9 52
L9 63
98,302
129,639
50,374
57,
o 1g
47,928
62,62L
49,532
I 15, 540
25,04L
60, I 68
24,49L
56,372
own
12, t65
18,128
5,994
g,4gl
6,L71
8,547
Viliage
2,922
r,416
1,455
748
L,367
668
Rural
3,256
5,969
t,
3, 0I5
L, 597
?" 852
-Divisional Districts
P',rblic
City
T
Separate
3.
L0,924
669
5,343
5,591
City
29,578
I5,355
14, zz3
Town
8, L74
4, rg3
3, ggL
Village
547
275
272
RuraI
570
288
282
Consolidated District
Total
2,690
2,324
L7g,68L
3LZ,6g4
,356
L, L94
1. 339
1.130
9L,232
t6t,726
88,459
I50,958
r
ul
O.
57
TABLE )(l. ENROLLMENT OF GIRLS IN TECHNICAL ELECTIVE
COURSES
Jan. l95Z
Course
Arts and Crafts I0 la
Arts and Crajts ?a ta
Arts and Crafts 302
Autornotives 1
Autornotives la
Autornotive s 2
Jarr.
196?.
160
131
30
18
1
6
L6
z
4;
Drafting 10
Drafting 20
Electricity la
2
General Mechanics 15
General Mechanics t6
Metalwork I
Metalwork la
Printing l0 I
2
I
4
:
I
2
Printing 20 Z
Wood l0 I
'ltrood la
5
I8
I
'Wood lb
I
I
7
6
Senior High School
275
rgz
Junior High School
582
105
Total
857
298
in the ten year period. 'While the shops increased by
157 the nurnber
of instructors grew frorn lZl to 287 f.or an increase of I66. This
represents a 220.6% ir.crease in instructors. The difference in the
nurnber of shops and instructors is explained in that the number of
circuit shops was reduced.
Sorne
shops that they taught classes
instructors had as rrany as five
in, spending as little as half a day in
58
a shop. While the shop facilities and instructors approxirnately
doubled
in the study period, the nurnber of students nearly tripled
frorn 11,I33 in
1952 to 30,488
in
L96Z as indicated on Table
XII,
page 5!. Of the total str:.dent body in 1949 there were 6.9% enrolled
in Industrial Arts. By 1962 this percentage had increased to 9.7To.
ln
1949
industrial arts instructors represented
L.77To of the
total
nurnber of teachers in the province. By L96Z this had increased to
Z. l%o. Although the
figures show a percentage gain of both instructors
and students over the period
arnount of increase was not
in cornparison to total enrolknents the
irnpressive. The rate of growth in en-
rollrnents for industrial arts has been slightly greater than for generaI enrollrnents. The increase in enrollrnent averaged 1489 students
per year throughout the ten year period of the study.
It is evident that the four to five credit courses ie., courses rneeting four to five periods per week for a school year, generally have
been used rnost frequently (Table
XIII, p. 60). These courses are
nurnbered I0 or 21. Wood I0 increased from 15I in l95Z to 1,I70 in
1962. Metal I0 frorn 33 to 538; Autornotives I0 frorn
Drafting
10
135
to I,535;
frorn 40 to 1, 103.
The I963 enrollrnents were added to the chart to indicate the irnpact the vocational schools had on the high school enrollrnents.
The courses that were tau.ght for a rnaxirnurn of five credits
per week in the high schools continued to increase. The general
TABLE XII. CONTRAST OF INDUSTRIAL ARTS AND ACADEMIC ENROLLMENT IN ALBERTA
SCHOOLS T'OR THE PERTOD r9z0 -1962
t929
Lgzo
1939
1949
1959
L962
No. of Shops in Qeration
z3
1I8
155
?69
311
No. of Instructor
Z3
87
tzL
231
287
1, 133
25, g0g
30,498
s
No. of Students in I. A.
Total School Enrollrnent
7
135,7 50
1
,gLZ
1
54, 950
t63, z4L
l6a, gzL
z6L, 554
3LZ,6g4
No. of Schools in Operation
2,826
3, 3L4
3,592
2,459
1,253
1,415
No. of Roorns in Operation
4,
Zgg
5,55g
6, ogz
5, 915
9,407
I 1, 285
Total No. of Teachers
5,014
5,7 05
6,176
6,945
9,970
L3,342
Population of Province
599,454
73L, 605
796, L5g
803,330
1, 249, 000
1,370,000
ul
\o
50
TABLE )CII.
EREQUENCY OF COURSES TAUGHT BY I.
TORS IN ALTA
No.
of Classes
-52
-62
Course
I. A. Gr.
7
I.A Gr- 8
I. A. Gr. 9
Gen. Mech. 15
Gen. Mech.
Gen. Mech.
r69
3, O45
610
527
3,496
3,36L
L25
17
5
45
Metal l0 la
Metal 20 1
Metal 30 Ib &
Elect. I0 la
-63
?.,633 2,34O
9,015 8,381
7,654 7,553
1,410 1, 538
613
850
53
199
1, ?10 1,099
LZO
151
I8
409
z3
139
6
81
4
33
33
538
289
J
t1
302
loz
37
7
58
I8
4
76
28
z6
4
57
IO
52
870
29t
r60
317
77
4
100
44
30
z3
10
Z
78
z6
135
3ZZ
1,535
438
448
235
6
144
t44
8
63
84
79
4
z
103
15
30
30
3
Ll )
I
9
67
15
40
Z
3
4
Elect. 20 L
Elect. 2L 2
Elect. 30 3
Auto 10 la
Auto 20 1
Auto ZL Z
Auto 30 lb &
-62
854
394
11
Zl
-52
58
Wood 10 Ia
\,tlood 20 I
Wood 21
Wood 30
}ly/.etal
No. of Students
15
26
A. INSTRUC-
3
Printing I0
Printing 20
A. &C. l0 la
A. & C. zotLz
A. &C.303
Drafting l0
Drafting 20
Drafting 30
Pre Ernployrnent
15
a
J
Z8
zr7
290
160
zZL
56
13
3
63
68
33
477
45
3t4
I, I03
177
23
42
573
73
465
ZLO
33
?69
443
z9 792
?,5, g5Z
Coal Mining
?,,
o55
14, L44
6l
rnechanics courses increased by 5Ll frorn ?,076 to 2,587. Auto 2l
increased frorn 84 to 144. The Arts and Crafts also increased.
The courses that showed the greatest decline were Auto 10 frorn
I,535 to 448; 'l4rood l0 frorn 1,710 to 1,099; Electricity
to 3L7, and Drafting 10 frorn I,103 to 465.
A11
10
frorn
870
the others showed
srnall decreases as well. These decreases occurred rnainly in the
cities where the high school industrial arts courses were replaced by
vocational courses. The total decline of industrial arts students for
the entire province was 3,94O. It is interesting to note that of this
decline nearly one-third (I028) was in the junior high school enrollrnents.
Facilitie
s
Since l95Z there has been a steady increase in the nurnber of new
industrial arts shops opened. These facilities have been increased
and irnproved since 1952, due
in Part, to the work of Supervisor of
Industrial Arts for the province and the acceptance of the industrial
arts prograrn by the cornrnunity. Mr. Mitchell stated in his
1959
report:
The Supervisor of Industrial Arts is concerned with the
developrnent of adequate physical facilities and with the
encouragernent and facilitation of increasingly effective
instruction. To prornote and assist with the provision of
adequate and suitable accornrnodation and equiprnent, a
consultative service is provided for the School Buildings
Branch, architects, adrninistrators, and instructors (3, p' 58)'
6z
Table )OV (p. 621 gives the nurnber of shops that operated in
Alberta frorn 1952-62. Each year sorrle shops had to be closed because of lack of instructors while new ones were put into operation
elsewhere.
The graph in tr'igure Z shows a continuous growth until 1961. In
that year five fewer shr:ps were in operation than had been in the
prewious year. In that year there were eleven shops closed due to
lack of instructors (8, p.
441.
There has been a ZOl.9% increase in the nurnber of industrial
arts shops in operation frorn l95Z to
196".
TABLE )(tV. NUMBER OF SHOPS OPERATING AI{D OPENED T'ROM
1952-62
Year
No. of Shops Operated
Shops Opened
tg52
154
zl
L953
168
t4
Lg54
196
L7
tg55
zL8
t5
1956
249
39
1957
256
7
19 58
Z^69
13
L959
284
15
19 60
289
5
1961
311
zz
1962
30
,F
6*
Lack of instructors forced closure of sorne shops.
I5
63
325
300
275
z5a
o
Pr
225
o
(/)
zo0
175
150
175
5Z
53
54
55 56 57 58 59
60
6l
6Z
Year
Figure
2.
Nurnber of shops operating 1952-62
Circuits
The n.u-rnber of itinerant indusirial arts teachers becarne continuously less. In 1952 there were ZZ circuit shops, by L96Z this was
reduced to 13.
Table XV page 64 indicates the nurnber of circuits and the nurn-
ber of shops on each circuit.
The centralization of schools has been
the rnain reason for the reduction of circuit shops. As the schools
becarne larger they were able to urtilize a
full tirne industrial arts
instructor" In a very lirnited nurnber of cases classes frorn outlying
schools are transported to receive instruction in a centralized shop.
64
TABLE XV. INTINERANT CIRCUITS OF INDUSTRIAL ARTS
TEACHERS
Types of Circuits
Nurnbers of Each
Lg52
L963
2 shops
L4
t0
3 shops
3
z
4 shops
Z
1
5 shops
I
6 shops
z
z2
l3
Prograrn
Length aad Types of Courses
The nurnber of hours a student spent in the school shop is sorne
indication of the public dernand for industrial arts courses. It is
further
an indication of the
rninistrator
difficult scheduling problerns faced by ad-
s.
In L952, exactly 79.5% of the instructors were teaching the industrial arts as a four-period course. In 1962 only 45.7% were teaching the junior high for four periods. The trend has been to three
periods per week with 50.7%
of.
the instructors now teaching this
nurnber. OnIy seven instructors or 3.6% of the total were teaching
6s
industrial arts for two periods per week.
TABLE XVI. NUMBER OF SHOP PERIODS AND TOTAL TIME PER
YEAR SPENT BY INSTRUCTORS IN JTINIOR HIGH INDUSTRTAL ARTS COURSES
No. of Periods
Per'Week
Total Hrs.
Per Year
Lg52
z
periods
60 hrs.
4
3
periods
80 hrs.
I
4
periods
hrs.
47
110
L962
%
%
7
3.6
5
100
50.7
79.6
90
45.7
6.9
13.
The Junior High School curriculurn contains a nurnber of course
areas. Tabulations of the questionnaires were used to deterrnine
which areas were being taught and with what frequency. The rnain
units taught were wood, rnetal (including sheet and bench rnetal),
electricity and crafts. The crafts included; leatherwork, plastics,
art rnetal, lapidary, and cerarnics (Table XVII, p.
661.
In both grade seven and eight woodwork was taught with the rnost
frequency; second was rnetal; third crafts and fourth electricity. In
grade nine woodwork was again nurnber one in frequency with elec-
tricity second, rnetal third and crafts fourth.
The fact that woodwork has been the predorninant course in the
junior high school has resulted in lirniting the nurnber of areas
a
student could explore. Further, the fact that nearly all schools have
been equipped to teach
prirnarily woodwork, has encouraged
the
66
ernphasis on this course area.
Electricity has been taught rnost in grade nine, where it was the
second rnost cornrnonly taught course
area. Table XVII (p. 66) gives
this inforrnation in tabular forrn.
TABLE XVII. FREQUENCY OF' COURSE AREA.S TAUGHT BY JUNICR
HIGH SCHOOL INSTRUCTORS
Grade
?
Grade
8
Grade
ltrood
73
178
r56
Metal
46
127
78
6
Z8
lr5
13
49
40
Electricity
Crafts
9
Objectives
The objectives of a subject include a staternent of the goals to be
attained by a student as he pursues the course of study. They give
direction to a studentts educational endeavor as he rnoves to attain
these goals.
The objectives of industrial arts vary frorn province to province
and
in the rninds of the different instructors. In order to deterrnine
what objectives rnost teachers held in cornrnon the questionnaire required the respondent to rate eleven cornrnonly stated objectives.
A surnrnary is presented on Table XVIII, page 67.
67
These objectives included those rated by the teachers in 1952 as
well as those cornrnonly found in the literature today. It is interesting
to note that the developrnent of skill which ranked first in 1952 was
rated fourth in
arrd
196'2
while the developrnent of habits of self discipline
orderly procedures was rated of first irnportance in L962. The
developrnent of recreational interests was rated as the least significant objective.
TABLE )(VIII. THE OBJECTIVES OT' THE PROGRAM AS RATED BY
THE INSTRUCTORS
L962
195Z
Objectives
t23t23
(a) Develop habits of self
discipline and orderly
24
27
Zl
197
46
I8
194
51
16
r57
74
30
144
92
25
134 90
37
133
8Z
46
(g) Develop understanding
of industry
126 94
42
(h) Develop appreciation of
rr5 107
38
54 rL4
93
13
51
procedure
s
(b) Develop appreciation for
good workrnanship
(c) Develop health and safety
habits
(d) The developrnent of skilL
37
t8
13
(e) Developrnent of problernsolving abilities
(f) To discover and develop
19
13
15
student talents ( exploratory)
good design
(i) Develop recreational
activitie
(
s
j) Develop creative
expre
s
sions 8
(k) Develop consurner knowledge
I
8
ZL
97
I
73 rOZ
86
58
Increasing Future Shop Offerings
The survey indicated that 62 of.274 instructors reported that
school boards were planning to add at least one rnore course area
next year.
change
A11
the rernainder of 212 stated that there would be no
in their prograrn.
Sorne of the
instructors did intirnate that
should the school board supply facilities and equiprnent they were prepared to expand their prograrn by teaching another unit.
69
CHAPTER VI
A FOLLOW-UP STUDY OF POST-HIGH SCHOOL STUDENTS
FROM THE COUNTY OF MOUNTAIN VIEW
Introduction
Much debating has taken place across school board council tables
and Parent-Teacherls rneetings during the
latter part of the nineteen
fifties and early sixties concerning the value of industrial arts as a
school subject.
A follow-up study of post-high school students frorn the County of
Mountain View was rnade to deterrnine the value of industrial arts in
the general education prograrn. To discover what significance these
courses had in the occupations of forrner students 250 questionnaires
were sent to the rnen and wornen who had participated in industrial
arts courses.
The study included students who had lived in the four County areas
of O1ds, Didsbury, Carstairs and Crernona. The total population of
the area was about ten thousand people. The students surveyed had
attended classes between the years and including l95Z and 1960.
A11
were post-high school people. The narnes were taken frorn school
registers and the addresses were traced through parents, relatives
and friends.
The questionnaire was designed to evaluate the role of industrial
70
arts as a (a) guidzlnce function (b) rneans to direct ernployrnent and
advancernent through
skills developed (c) rneans of consurner education
(d) rneans of providing rnotivation for recreational activities (e) course
of value to girls.
The final question requested an appraisal of the prograrn frorn
the students point of view to indicate any weaknesses.
The following table shows student registrations in shop classes
in the Carstairs School for the research period. The school is representative of the schools in the County in nurnbers of students and
course offerings.
TABLE )(IX. CARSTAIRS SCHOOL INDUSTRTAL ARTS STUDENT
REGISTRATION
Course
Grade
7
Grade 8
Grade 9
'Woodwork I0 (lb)
W-ood
work
21
General Mechanics
15
General Mechanics
General Mechanics
16
L9 52 - L9 60
r95Z 53 54 55 56 57 58 59
LZ 10 13 16 9 tI l8 24
tI 10 10 lz 16 7 rr 18
L7 I 11 9 t4 18 rz 15
t5 t2 11 t5 15 t4
5 11 10
7105
19 rZ
t4
T7
60
Z7
28
31
13
L?
7
Industrial arts in all schools was cornpulsory in the junior high
school but optional in senior high school.
The course areas covered prior to 1955 and after I956 were as
71
follows:
To 1956
After
Woodwork
W'oodwork
Drafting
Building Construction
Bench Metalwork
Drafting (including architectural)
Leathercraft
Bench Metalwork
1956
Welding
Auto Tuneup and Maintenance
Electricity
Electronics
Leathercraft
The questionnaire was sent out in three rnailings. The first one
was sent out in January t96Z to the Carstairs-Crernona addresses,
the second in Decernber 1962 to the Olds people and in October 1963
to the Didsburry constituency.
Table XX indicates the total nurnber and percentage of returns.
TABLE XX. QUESTIONNAIRES SENT OUT AND RETURNED
Boys
Girls
Total
Sent
Out
zto
40
250
Returned
-t
15-
15
131
Percentage
s5J
37
.
5
52.4
7Z
Matty guestionnaires were sent to addresses where the students
were last known to have resided. The percent returns suggests that
many never reached the addressee.
The Role of Industrial Arts as a Guid;Lnce Function
The changing nature of the world of work and the growing nurnber
of occupations rnakes the student!s choice of a vocation or a career
difficult one. Students were exposed to
a
a nurnber of representative
occupational and trade experiences to give thern a background upon
which to rnake their selection. The nurnber of vocations in the study
in which the students were found to be engaged were five for the wornen
and 45
for the rnen. The rnajority of the wornen were housewives.
(1) Question I -
\,trhat
are you doing now?
The answers indicated the following occupations in which participants were ernployed at the tirne of the study (Table XK and X)AD.
TABLE XXI. VOCATIONS OT' 15 WOMEN
l.
?.
3.
4.
5.
Vocations
Frequency
Housewives
9
Secretaries
3
Teacher
I
Nurse
I
Telephone Operator
I
Total
I5
73
TABLE
XXII.
VOCATIONS OF 116 BOYS
N'-ber of Times Indicated
OcclDation
1. Farmer
2. In college or rmiversity (general)
3. Oilfield and Pipeliae Ind.
4- Store Managers and Depararent Heads
5. Teachers (general)
6. Enginees
7. Clerks
8. Technicians
9. Construction Worker
10. Motor Mechanic
11. L'*bering Indtrstry
L2. Plmbers
13. Iodustrid Arts Teachers
14. Machine Partsman
15. Radio Oprators
16. Sles Repesentative
L7. Truckers
18. Electronics (micro wave)
19. Electricians
N. Royd Canadian Mouted Police
21. Luraber and Hardware Dealers
22. Architect
23. Sales Correspondent
24. Brtcher
25. Insurance Underwriter
zli. hmchasing Agent
27. Bulk Oil Station Operator
?4. Elevator Agent
D. Merchandiser
30. Accountant
31. Assistant Store Manager
32. Gaplant Maintenance
33. Member Legislative Assembly
34. Shipper
35. Calgary Power Lineman
36. Royal Canadian Navy
37. Painter (houe)
38. Telephone Construction Crew
39. Pastor
Q, Bible College President
41. Oilfield Battery Operator
42. Postd Clerk
43. Bank Teller
4. Printer and Editor
45. Veterinarian
Total
t4
13
8
7
6
5
5
4
4
3
3
3
2
2
2
2
2
2
2
2
1
1
1
1
L
1
1
1
I
1
1
1
1
1
I
L
L
1
1
L
t
1
I
L
1
116
74
The survey indicates that the industrial arts courses did not guide
a large proportion of students into ;Lny one specific vocation. Frorn
the large nurnber of occupational titles forrner students were found in,
it is evident that no vocational or specific trade training had been
achieved.
The occupations were then grouped under the following classifi-
cations in Figure 3 and Table XKII on page 75.
The nurnber of people going into the professions ranked highest
wrt};.
24.4To. At the other end of the scale were the unskilled with
23.7To. This group also included the housewives who rnade up one
third of the group.
The graph below illustrates the relationship of the five classifications.
Profess. Serni-Prof. Trades
Serni
-
skilled Unskilled
Figure 3. Percentage cornparison of clas sifications.
75
TABLE
XXIIL
CLASSIFICATION OF OCCI'PATIONS OF 116 MEI.I AI{D 15 WOMET.I
Semi-Professional
Professional
Teacher
Eugineer
9
fsshnisirnS
4
5
Managers
8
Archit€ct
L
I
Pastor
1
1
Accormtant
Underrvriter
Sdes Rep.
1
Services
Bible College
Veterinary
Pres.
Nurse
University Students
4
R.C.M.P.
1
13
32
1
- 24.4%
Navy
Printer E Editor
3
I
22
16.8%
-
20.6%
Semi-Skilled
Tradesrnen
L4
Phmber
3
Farmers
Constrrrction
Gas Plant Main.
4
OiIfield Battery
1
I
Partsman
2
!y{ss}ranisg
3
Oil Station
1
Radio Operator
2
1
Butcher
1
Elevator Agent
Calgary Power
Electronics
2
Secretaries
3
Electriciens
2
1
Painter
1
Telephone Operator
Lumber Deder
L9
-
14.5%
Bank Teller
Telephone Const.
1
1
1
1
27
Unskilled
Oilfield Workers
8
Clerks
Lumbering
7
3
Trucking
2
Shipper
1
Hotsewives
-
9
30
-
23.7%
76
(Zl
Question Z
-
Did you choose what you are doing frorn interests
aroused in the school shop?
TABLE XXIV. THE INE'LUENCE OF'INDUSTRIAL ARTS COURSES
ON VOCATIONAL CHOICE
Strong Influence Sorne Influence No Influence No Answer
No.
No.
To
No.
Boys
13
LT.Z
7
6
88
76.7
8
Girls
|
6.2
1
6.2
11
68.7
3
Yo
To
Although the course offerings were lirnited in variety, Ll.
No.
ZTo
of
the boye found an interest which developed into their vocation.
Arnong tJrose directly influenced were rnarry who required rnore
training such as the industrial arts teachers, the engineers, archi-
tects, and carpenters.
For the girls, the vocational guidance value was very srnall but
the courses served rnore to fuIfilI the practical needs of horne rnaintenance and possible future hobbies.
The Role of Industrial Arts as a PreParation
for Direct Ernployrnent
Industrial arts is not specifically vocational education. However,
there are marly opportunities to get on-the-job training once the pre-
lirninary hurdles of suitable vocational choice and basic skills are
achieved. To obtain an indication as to what contribution industrial
77
arts courses rrade to helping students rnove into direct ernployrnent,
the following questions were askerl:
(3) Question 3 - Did your school shop experience help you get
your job or any job you have had?
The question suggests that st'.rdents went directly into ernployrnent
after leaving school" Not all of thern did. Quite a large nurnber of
thern, the professi.onals, serni-professional went on to post high
school institutions. These two groups rnade up 41.2To
of.
the nurnber of
respondents. They would be tabulated in "no" colurnn with the result
that it is quite high
( 68.9To1.
TABLE XXV. EXTENT TO WHICH INDUSTRTAL ARTS COURSES
WERE DIRECTLY RESPONSIBLE IN OBTAINING EMPLOYMENT
Yes
To
Boys
zo
t7.
Girls
L
Indirectly
z
L4
6.2
1
To
tz
6.2
No
To
80
68.9
t4
87. 6
No Answer
(4) Question 4- Did your shop courses help you advance faster?
Although the industrial arts courses could not provide enough
background and skill to recornrnend the student for a job, the skills
and attitudes he had acquired could help hirn to be prornoted sooner
once he had a chance to prove hirnself.
78
TABLE XXVI. EXTENT TO WHICH SHOP COURSES HELPED ADVANCEMENT ON THE JOB
Yes
Boys
40
Girls
Z
%
34.
5
Partly
%
No
I
7.7
59
L2.5
9
To
50.
9
56.2
No Answer
I
5
With the lirnited arnount of tirne spent in the shop, it was not expected that the boys would be able to capitalize on their school shop
experiences to secure a job. It was noteworthy that 17.Z% of the boys
were able to obtain work as a result of the industrial arts classes.
Another eignificant point (Table X)(VD was that once in a job,
34.57o advanced
faster because of their forrner industrial arts experi-
ences.
Of the sixteen
girls in the group, nine were housewives and could
not rate thernselves on this sca1e. Nine of thern stated that they used
their shop skills for fixing up around the house and in hobby work.
One
wrote, rrl do the fixing and any redecorating the house needs, for
if I didnrt things probably wouldnrt get fixedr'.
(5) Question 5-
Do previous shop courses help you
in what you are doing ?
in any way
79
TABLE XXVII. EXTENT TO WHICH INDUSTRIAL ARTS COURSES
HELPED STUDENTS IN LATER OCCUPATIONS
Yes
Boys
7
6
6 37.5
L
8Z
Girls
o/, Considerable % No
7A"
17 26
6
To No Answer
Z?,.
4
8 50.0
2
I
The follo*i.g is a surnrnary of phrases used in the answers to
this question:
- use of instruments
and techniques very useful
in electronics
and technical laboratory courses; engineering student.
- know tools, hardware, finishes; clerks.
- know how to read blueprints
and the basic rnethods of construc-
tion; construction worker.
- useful in rnaking repairs around the house, furniture, doors,
etc.
- welding useful in machinery repairl farrner.
- courses helped develop hobbies, drafting, woodwork, radio,
leathercraft.
- drafting very useful in rny work; nurse and R. C. M. P.
The percentages of 70.7 fot boys and 37. 5 for girls indicate
that basic experiences with tools and equiprnent as taught in industriaL
arts help considerably in the world of work.
(6) Question 6 - Does your job require rnanual skill, the use of
80
tools and instrurnents ?
Many occupational titles include in their content the need for
rnanual skill with tools and instrurnents. Of the boys 63.8% stated
they used these skills they had developed in the work they were engaged
in. Another
Z?..4% stated the
skills were used sorne.
The versitality and transfer value of basic skills had proved very
valuable to a large percentage of the students.
TABLE XXVIII. EXTENT TO WHICH MANUAL SKILLS AND THE
USE OT' INST'RUMENTS AID ON THE JOB
Yes
%
Boys
74
63.
Girls
3
Sorne
To
No
%
33.
8
Z6
2,2.4
16
19.0
6
37.5
4
No Answer
Z
25. o
Cornrnents on Question 6 surnrnarized frorn the questionnaire:
1. The use of hand and rnachine tools
and instrurnents
is corn-
rnon to many of the occupations.
Z. The students enrolled in the university (engineering, architecture, industrial arts teachers) found their general knowledge of
rnachines and tools helpful, particularly their ability to use drafting
tooIs.
3. The stress on neatness
and the dernand
for accuracy in
drafting and woodwork heLped instill a concept of thoroughness and
craftsrnanship.
81
4. Ihose in farrning felt their ability to use
and take care of tools
definitely helped thenr in their farrn rnachinery and building rnaintenuu1ce.
5. The abiliiy to do drafting
and use the rnechanical drawing
in-
strurnents was rnentioned as help in such occupations as: insurance
underwriter, partsrnzln and nursing. The construction workers, carpenters, plurnbers, electricians and those doing oil well plotting and
surveying rnade constant use of this experience.
The policernan (R. C. lvl- P. ) used his drafting ability to draw ac-
cident scenes.
6. The nurse benefited frorn her ability and skill in tool use to
put foot boards together, apply traction and braces.
The Role of Industrial Arts in Consurner Education
The rapid growth in the nurnber of new products on the rnarket
rnakes
it desirable that the consurners develop sound criteria for
the
evaluation of these products. The research in this study dealt only
with one area of consurner education, furniture.
(7) Question 7 - Are you rrlore discerning in the selection of
furniture than you would be without the industrial arts courses?
Both the rnen and the wornen who participated in this study felt
that they were rnore discerning and cornpetent in the rnatter of ap-
praising the value of furniture type consurner goods as a result of
8Z
TABLE XXIX.
EXTEN'I TO WHICH RESPONDENTS WERE MORE
DISCERNING IN FURNITURE CONSTRUCTION
More Discernirrg
Boys
i07
Girls
L4
No Difference
%
To
92. 2
5
4.3
87.
2
t2.5
5
No Answer
4
their industrial arts classes. This would indicate that one of the objectives of industrial arts, that of consurrrer education, learning to
appraise products for their value, is in sorrre rrreasure being achieved.
The Role of Industrial Arts in Initiating
The abundance of leisure tirne activity is becorning increasingly
a concern of our techr:ological society. The concern is that we use
leisure tirne wisely.
Plato, in cornrnon with rncst Greek philosophers, took the
view that leisure is essential to wisdorn, which will, therefore, not be found arrlong those who have to work for their
living, but only arrron-g those who have independent rneans or
who are relieved by the State frorn anxieties as to their subsistance lZl, p. lZ7).
The extent to which opportunities to acquire farniliarity and
sorrE degree of skill during childhood rrray influence a personts leisure tirne activities as an adult is indicated in a
study conducted in a suburban cornrnunity (W. V. Nestuck,
Construction Activities of Adult Males; Teachers CoIIege,
Bureau of Publications, I939). By rneans of interviews,
inforrnation was obtained concern.ing the tconstructionalr
activities in which rnen had participated during the preceding
year (activities involving the use of the hands and of tools
such as in cooking, carpentry, photography, building or
83
repairing {urn.iture, sketchir-g, painting, etc. ). It was
found that fe'ur rnen adopted activities as hobbies or as
favorite leisure ti.rne orrcupations in adult life if they had
not had a laste of thern before the age of eighteen. On the
other hand, approxirnately one half of the rnen who participate.d irr corstructional activities during childhood years
also participated in thern as adults. When reasons were
advanced for not participating, '29% of the responses were
to the effect that the individual lacked knowledge or skil1
(
16, p.
74\
.
The above quotaticns indicate there rnust be training and tirne for
profitable leisure.
To discover what role industrial arts courses had the researcher
asked the following two questions.
(8) Ouestion 8 - What is your hobby?
(9) Question 9 - Did youir choice of hobby have anything to do with
your previous shop experiences ?
In answer to the first questioa, l9 different hobbies were listed
by I06 people. Of these 33 were rnotivated to choose their hobby frorn
experiences in that rnediurn in the shop. There were 40 hobbies chosen which were
directly related to industrial arts courses. Of these,
30 people were rnotivated by school courses.
There is a close relation here between the findings of this study
and the one rnade by Nestruck who found that those who had had con-
structional activilies chose this type of activity for a hobby.
84
TABLI' XXX.
HUIJ.BIES CHOSEN BY I-ORMER STUDENTS OF
DIJSTRIAL, ARTS
Bcys
Hobby
Gir Is
Total
Woodwork
Sports
Z3
Z3
Z4
Mecha:-,.ics
9
9
Coin Collecting
Radio Electronics
8
B
5
5
Leathercraft
Motivated by
Shop Courses
rg
24
J
4
7
Music
Starnp CoLlecting
Metal work
Photography
-l
3
6
Reading
Mode1 rail road
z
J
3
3
3
3
3
I
2
3
j
2
Painting
2
2
Sewing
Wood finishing
Z
Z
I
I
I
Model building
Acting
Knitting
Lapidary
IN.
I
I
I
1
I
9I
I
15
r06
33
The Role of Industrial Arts for Girls
(I0) Question l0 - Ladies, what benefit did you get frorn taking
industrial arts courses
?
There were l5 ladies of the 40 contacted that answered the ques-
tion 10 of the questionnaire.
The benefits they received are listed in order of frequency rnentioned.
The ability and skiIl to rnake rninor horne repairs.
85
2. Learned to use and take care of paint brushes.
3. Learned to do rnechanical drawing which was used to rnake
dress patterns and alterations.
4. The leathercraft course started rrany on a hobby.
5. The leathercraft course was used by one to teach others.
6. rt helped thern beccrne rnore discerning in the choice of furniture.
7. They could intelligently help their husbands in planning
the
horne, additions, built-in furniture and other sirnilar projects.
The Students Appraisal of the 'Weaknesses
of Industrial Arts as Taught in the County
(11) Question 1I - Give
one weakness of the courses when you
took thern.
The students were surveyed at a tirne when two of the four shops
were very lirnited in size.
A11
the shops were under-equipped. Course
offerings, too, were lirnited because of the physical lirnitations.
In order of frequency, the weaknesses of industrial arts as seen
through the eyes of forrner students were as follows: (see Table XXXI,
p.
86)
86
TABLE XXXI. WEAKNESSES OT'INDUSTRIAL ARTS PROGRAM
-Weaknes
t.
Z.
3.
4.
5.
6.
7.
8.
9.
10.
11.
L2.
I3.
14.
15.
15.
L7.
18.
ses
Not enough tools
Courses too short
Course areas too narrow
Not enough roorn to work in
More rnetal work and welding needed
Autornotiwes should be offered
More building construction needed
More electrical work needed
More ernphasis needed on hand tools
Discipline should be stricter
Not enough storage roorn for rnaterials and projects
More stress on safety needed
More correlation needed between industrial arts
and acadernic subjects
More drafting needed
Too rnuch drafting in the course
A textbook is needed
Paint roorn facilities needed
The rnarks
Frequency
15
I3
t2
10
6
6
5
3
z
2
t
I
I
I
I
I
I
I
Synopsis of the Follow-Up Study
Industrial arts is a general education course. lt is exploratory in
nature and of real value to interpret productive society to every boy
and
girl. It has guidance value in preparing students for rnaking
a
vocational choice. It develops wholesorne attitudes and skills which
are of benefit to the student in his occupational field. It has value
as
consurner education. It provides a rnotivation for recreational acti-
vities by developing skills and interests.
It was on sorne of these unique facets of industrial arts that
the
87
researcher gained the opinion of forrner students. They were a group
of people who were beyond their high school years and had had an
opportunity to irnplernent the objectives of industrial arts.
Those that left school in the early nineteen fifties (1952-55) had
a very lirnited experience taking rnainly woodwork and
drafting. Those
leaving later in the period (I956-61) had studied a broader prograrn but
not as rrany post-high school years to evaluate the objectives. With
these lirnitations in rnind, the following findings are evident:
l. There was a wide occupational choice exercised
rnen
arnong the
surveyed. There were 45 different vocational choices
which would indicate that industrial arts does not offer course
depth to the extent that
it would rnake one proficient in
any
one occupation. The study indicates that industrial arts pro-
vides a reasonably broad base of basic understandings to allow
students to choose frorn a wide rzrnge of vocations.
The study showed 14 boys out of Il6 were farrning at the
tirne of the study. Of the 116 boys, 64 were frorn the farrn.
This rrrezlns that of the boys who carne frornthe farrn ZZ% returned but out of the total group only
Of the
I ZTo
are farrning.
I3l participants in the survey:
24. 4% becarne profes sionals
19. 6% becarne serni-professional
14. 5% becarne tradesrnen
88
ZO. 6To
becarne serni-skilled
23.
becarne unskilled
6To
This study indicates that the guidance elernents of industrial
arts courses seern to have a strong influence in 1l.Z% oI tt.e
boys choices of occupations and of sorne influence in 6% of the
other cases. Even with the narrow scope of the prograrn in
its beginning years there were
rnzuly who found
their occupa-
tional choice, got on-the-job training or proceeded to further
training elsewhere.
Z. Although only
17. Z% of. the boys and 6. ZTo oL the
girls used
their shop e:rperience as a direct route to ernployrnent approxirnately one-third of the boys and one eighth of the girls
felt that the background they had obtained was an aid in their
vocational success.
Further, the courses were of considerable help in whatever occupation they were in. The boys indicated the courses
of possible help in 7O.7% and girls 37.
5To
of the cases.
The skills developed were felt to be of value in 63. 8%
of.
the boyts returns ar.d lgTo of the girls.
3. Consurner education is
a
part of the tastes and values assirni-
lated in the horne. The art (ability) of being rnore discerning
in evaluating
can be
good basic design,
rra.
terial and construction
taught. The industrial arts prograrn having had a
89
furniture construction ernphasis was responsible for
of the rnen and trre
87
tir.e 92. Z%
.5% oL the wornen who believed they were
better judges of furniture as a result of having taken the
course.
4. The study indicated that of the people surveyed that had hobbies, 3l.I% of the rnen
and ladies had becor-ne interested
in thern through their experiences il the school shop. The
basic skills developed the t'know how" which was irnportant
to start thern on a wholesorne recreative activity.
The courses had directly influenced 61. 2%
of.
the group in
their choice of hobby.
5. The total nurnber of ladies in the grouP surveyed was srnaIl
(
I5). The length of tirne they participated in industrial arts
classes varied frorn l-3 years. Their resPonses to the ques-
tions indicate that the greatest value carrre through the abilities
and
skills they developed in the use of tools for horne rnainten-
ance. Drafting skills were u.tilized in dress pattern rnaking
and
in horne planning. Consrlrner edr-lcation in the evaluation
of furniture ranked high as accrued vaIue.
6. The appraisal of the weaknesses in the prograrn as indicated
in the study were as follows:
(
1) The facilities and equiprnent
needed to be
increased in size and arnount.
90
(2.1 The industrial arts prograrn was not broad
enough. More areas needed to be explored.
(
3.) The tirne allotted to the program was too short.
Surnrnary
Of all the rnen and wornen (131) taking part in the survey only one
lady said she had not found the industrial arts courses of benefit. AIl
the others were satisfied that their tirne had been well spent. Many
indicated that rnore tirne should be rnade available for this subject.
The wide variety of the occupations forrner students engaged in
would tend to indicate the general education value of Industrial Arts.
It provides a guidzlnce service that cannot be duplicated in any other
way. It was further indicated that Industrial arts courses provide
an opportunity to learn to use and care
for tools
and instrurnents,
knowledge of which can be adapted to a large range of occupational
fields.
Considerable value was found in that the skills and interests
developed
in class often becarne
tional activity.
a basis
for a later hobby or recrea-
91
CHAPTER VII
SUMMARY OF FINDINGS
One of the rnajor factors that induced
this study was the need to
deterrnine the arnount of progress rnade in the developrnent of the In-
dustrial Arts prograrr over a ten year period and establish a criterion
upon which to base future planning.
The Developrnent of the Industrial Arts Prograrn
Teachers: Nurnber, Training and Experience
The nurnber of industrial arts teachers increased frorn IZL in
L95Z
to
287
in
1962 f.or an increase
of 220.6%. ln 1952, 88% of the
industrial arts teachers had two or rnore years of forrnal training in
teacher education. This figure had dropped to
68To
in 1962.
Ffowever
by 1953, only one year later, those having had two or rnore years of
training had clirnbed to
ZO9
or
7
6. 5%.
The number of instructors having professional certificates with
three or rnore years of university education was l8 or 23.3%h 1952
as compared to 130 or 45.1% in 1962. This would tend to indicate
that preparation of teachers was steadily irnproving. There were
however,
stILL 3ZTo who had
less than two years preparation in
1962.
The people with degrees increased frorn 48 in 1952 to 85 in 1962
9"
but the percentage of the total was less in 1952 being 29.6% cornpared
to
55To
\n 1952. The nurnber of industrial arts teachers holding rrras-
ters degrees increased frorn three in
L95Z
to
LZ
in
1962.
The nurnber of industrial arts teachers having rnet the journeyrnan
requirernents increased frorn six in l95Z to 37 in 1962. This was
L2.70/o
of the total nurnber. The nurnber of teachers with a journeyrnan
status were carpenters 19, followed by auto rnechanics 5, and elec-
tricians
2.
la L962, ninety eight of the ?74 insttuctors had taught for
or rnore. This was
34. 7% of. the teaching
16 years
force. Those that had
taught less than five years rnade up 17. I% or47 o:ut of the total. This
would indicate that 48. ZTo of. the teaching force had between six and
15
years of experience.
The rnajority of the rnen, 52.5% were in the age group of frorn
20-40. Those over
50 years of age rnade up 17. 4%
or
47.
The average pupil load per instructor in l95Z was I02.4 students
per teacher per week as corrlpared to 108.7 students per teacher per
week
in 1962. The general growth in size of the classes is reflected
in these figures.
Sorne loads were quite heavy
instructors who rnet frorn
151
for there were 39
to 201 students per week.
The credit load of teachers varied considerably. This variation
is
due
in part to the fact that sorrre teachers taught sorrre acadernic
subjects which were not recorded. Of the total group oL Z74
93
respondents, I40 or 50.5% taught full tirne with two or three free
periods per week.
A total of t9 industrial arts teachers have been given sorne ad-
rninistrative duties in addition to their teaching.
Students
The student enrollrnent in the industrial arts prograrn increased
LlO.6%
frorn l95Z to L962. The nurnber of boys in the junior
and
senior high school increased frorn 3?,,3'18 to 6?,)45 f.or an increase
of. 97.
5To. During this sarne tirne the percent increase of boys taking
industrial arts was l22.7To. The senior high school enrollrnent increased 146.4% during this period while the junior high school en-
rollrnent increased LO5.3%. This would indicate that the growth had
been rnost rapid in the high school during the ten year period studied.
'W'hen these
enrollrnents are cornpared to possible total school
enrollrnents it was found that Iess than
5OTo of.
the boys were en-
rolled in industrial arts courses. There were 62,945 boys in the
junior senior high school of which 29,494 were taking shop courses.
The percentage of girls in the industrial arts courses was only
3. 6yo in
1962. The total nurnber was 298 in all courses in junior
and senior high school.
94
Facilities
The nurnber of shops in operation in 1952 was 154 cornpared to
306
in L962. This was an increase
of.
l5Z or
eLn
average of 15.2 shops
per year. It was also found that though there were 305 shops in
operation seven were closed in L96? due to the lack of instructors.
The facilities were greatly irnproved over this period. Although
there were I52 shops opened in new centers a large nurnber of the
original I54 shops were either replaced or rebuilt.
The nurnber of circuit shops declined frorn 22 ir L95Z to l3 in
1962.
Prograrn
The industrial arts cou.rses at the junior high school leveI were
optional and were taught frorn two to four periods per week. ln L952
four out of five or 79.6% of the instructors were teaching thern for
four periods per week. By I962 this had dropped to 45.7%. The
trend was to the three period week with 50. TToteaching for this length
of tirne. It was taught for two periods by 3. 6%
of.
the instructors.
The content of the courses in junior high school ernphasized wood.
This was taught in all three grades. Metalwork was taught rnost often
in grade eight
and
nine. Crafts including leatherwork, plastics,
cerarnics and art rnetal were taught rnainly in grade eight and nine.
9s
It was evident that woodwork occupied the rnost tirne.
The objectives of the program rated high in irnportance by the
instructors frorn l95Z to
1952 were:
1. The developrnent of skill
Z. To discover
and develop student talents and
3. To develop habits of self-discipline and orderly procedure.
Other objectives that were considered of rnajor irnportance in
L962 but not so rated
in
1952 were:
4. Developrnent of problern-solving abilities
5. Developrnent of health and safety habits
6. Develop
an insight and understanding of industry and
its place
in our society.
7. Develop an appreciation of good workrnanship
8. Develop an appreciation of good design
Two objectives considered of lesser irnportance were:
9. Developrnent of hobby and recreational skills
and
10. Developrnent of consurrrer knowledge of industrial products
Although sorrre of the objectives have rernained the sarne over the
ten year period there was evidence that sorne of the ernphasis was
shifting toward the guidance function of industrial arts and the opportunity for the student to gain an understanding of productive society.
96
Findings of the Follow-up Study of High School Students
The follovr-up study revealed that adults having had industrial
arts classes as students placed considerable value on such courses
for the following reasons:
(I) It prowided a nurnber of exploratory experiences to aid in
vocational choice.
(21 It prowided an opportunity to develop basic skills with tools
and rnaterials which were useful
(3) It provided
a background
to rnany occupations.
for evaluating furniture products.
(4) It developed recreational interests.
(
5) To a lirnited extent it did prowide
enough basic
allow the student to go into direct ernployrnent.
skills to
97
CHAPTER VIII
TRENDS AND RECOMMENDATIONS
Introduction
The rapid developrnent of technology in the last fifty years has
placed upon those that are responsible for the curriculurn in the
schools the task of providing prograrns that educate for a living as
well as for rnaking a living.
We are now
well started into the second half of the twentieth
century. But note the span of events history has recorded for the
first sixty years of this century; frorn Kittyhawkto Friendship 7;
frorn the MdeI T to the hovercraft; frorn the horseless carriage to
the capsule hurtling through space at 26,000 rniles per hour.
This study has atternpted to deterrnine the usefulness of industrial
arts in the curriculurn and frorn an analysis of its developrnent, dis cover sorrre trends. This is the tirne to test
and. evaluate
the schools
products to see whether students have been educated for living as
well as for rnaking a living" To rneet both dernands the student should
be trained
for the work that is cornpatable with his interests, talents
and capabilities
- including rnental, physical and ernotional charac-
teristics. To help a student deterrnine his interests and capabilities
a variety of experiences with the type of work done
in the various
98
occupations and technologies need to be provided. The student has
to have a chance to work at and t'sarnple'r trade areas to get an idea
of what they are really like and whether he has talents and interests in
any epecial one.
Our children and youth are generally denied the first-hand observation pertaining to adult work. The work of the world is done largely
behind high fences and brick
walls. The industrial arts shops repre-
gent one of the best remaining ways
for comrnunicating the industrial
techniques and technology through practical experiences. Through in-
dustrial arts we atternpt to prepare individuals for rneeting the requirernents of a technological culture.
Trends
As a result of this study and the experience obtained by traveling
throughout the province working with Industrial Arts teachers and
school adrninistrators the following trends are evident:
t. Federal legislators are becorning more keenly aware of their
responsibility as it relates to providing funds for the training
of young people for jobs.
z.
Provincial grant structures are providing more money for
adeguate industrial arts
3.
facilities and equipment.
The industrial arts instructors are becoming rrrore interested
in professionalisrn by joining such otganizations as the
99
specialist council.
4. The nurnbers of teachers
aad
{acilities have increased steadily
over the period of this study.
5. More iastru.ctors are
obtai:r-ing degrees.
6. The student load per instructor has increased slightly.
7. School systerns have expanded their facilities to offer industrial arts to rnore boys in both the junior and senior high
school.
8. Girls have had very lirnited opportunity to take industrial
arts.
9. In the opinion of the participants in this study the objectives
of industrial arts have been judged to be rnore exploratory and
guidance oriented.
10. The value of industrial arts for devel.oping recreational pursuits was well accepted by those that had had the courses.
Recornrnendations
As a result of this study the following recornrnendations are
presented:
I. A study of productive society be rnade to deterrnine the needs
that the school can supply through an indu-strial arts prograrrl.
Z. The provincial grant
structLr-re
for the developrnent of indus-
trial arts shops and equiprnent be irnproved to provide adequate
100
facilities for an exploratory prograrn in the junior high school
with provisior for depth in the high school.
3. The provincial superwisory staff be increased to provide
rrrore
adequate ir: structional supervision to teachers.
4. The course areas be frequently reviewed and revisions
rnade
where rrecessary.
5, A rninirnurn standardization of course content be achieved
through the use of job and inforrnation sheets on a prowincial
s
cale.
6. Due to the large
nrr.rnber of wornen entering the labor rnarket
and taking up careers
in industry and business that, increased
provisions be rnade for girls to take industrial arts courses.
7. That additional research be carried out to deterrnine
the
value of industrial arts as a guidance rnediurn.
8. That a study be rnade of the value of industrial arts and its
contribution to recreational activities of adults.
9. That a prograrn be outlined as a guide for the province.
A Recornrnended Industrial Arts Prograrn for Alberta
Within the broad fr:arnework established by the functional ob-
jectives of secondary education which include; personal developrnent,
growth in farnily living, cornpetence in citizenship and occupational
preparation, the subject area of industrial arts as listed below
101
establishes; the purposes of the prograrn, indicates the relationship
of industrial arts to general educaticn and suggests the subject
rnatter.
Objectives of Industrial Arts
l. To develop an understanding of the productive aspects of
society. To provide students an insight into the organizatiorl,
the tools, rnachines and processes that are required to produce the wares and services that contribute to our standard
of living.
z.
To provide exploratory experiences through an introduction
to the various technologies prevalent in the world of work
and the interdependence of these technologies.
3.
To provide an opportunity for students to apply their knowledge of science, rnathernatics and English in solving
practical problerns.
4.
To prowide an introduction to the rnultiplicity of occupational
opportunities" To provide guidance as to vocational choice.
5.
To develop an attitude of safety with a respect for safe workirg
habits and practices in the use of tools and rnachines.
6.
To develop an attitude of personal and social responsibility.
7.
To provide experiences which perrnit the growth and expression of industrial creativeness.
loz
8. To develop a degree of skill n-ecessary for the realization
of the stated objectives.
9. To develop an attitude of reverence and respect for rnoral
a.nd
spiritual values.
Definitions of Terrns
Multiple Activity Laboratory - a laboratory or shop where three
or rnore different activities are in progress at the sarne tirne.
Course Area - an area is the general title given to the basic
technologies represented. A course area rrray consist of several
units.
Course unit - A unit consists of frorn nine to twelve weeks of
work in an area.
Pre-designed Projects - Students at the junior high school level
do not have enough background and knowledge necessary to corn-
pletely design their own projects. The instructor should select
or develop basic project designs
and
in co-operation with
the
students study the elernents of the projectrs design providing
an opportunity
for
studen.ts to contribute
original ideas to rnodify
it. The design of a project(s) should be such that the objectives
of the course can be realized.
103
Jur:,ior High School Prograrn
The Multi-Activity Prograrn. The rnulti-activity progrart is an
orgartizational device through which a variety of exploratory experiences can be presented with a rninirnurn of roorn and equiprnent.
The shop(s) is organized into nine to thirteen different sections rep-
resenting course areas. Each section or bay is large enough to accornrnodate up to six
students. These bays are as self-contained
as
possible with provisions rnade for the storage of tools and projects
within thern. The class is divided into three or rrrore groups with
each group working throughthe unit
in the bay assigned it. After
the
cornpletion of the unit the groups rotate, each proceeding to another
bay.
As the units consist of nine to twelve weeks of work each, depending on the nurnber of areas in operation, there will be several
weeks unaccounted
for. This tirne, two to four
weeks, should be used
at the beginning of the year; to organize t}:.e groupr draw their first
project, teach the beginning lesson in each unit, give dernonstrations
and provide the inforrnation required to get each group started ef-
ficiently in their assigned areas.
Once group work begins, the instructor would rnove frorn one
area to the next and give a short lecttrre and dernonstrate each period.
The rernaining tirne he would give individual help.
104
Another rnethod would have the instructor present his lecture and
dernonstrate to the whole class. The lessons worlld rotate frorn group
to group with rnaterial taken frorn their respective units.
Inforrnation sheets woutd supplernent the lesson for later review
when the inforrnation becornes pertinent to the unit the student
is in.
The instructor would then review the theory with the individual group.
Either rnethod or a combination of both could be used.
The grading of student achievernent should be accornplished by the
evaluation of work done on projects or experirnents, by adrninistering
written tests with a rninirnurn of one per unit and by evaluating the
studentrs general progress in the forrnation of desirable attitudes
such as responsibility and cooperation.
Poor management and lack of planning are bound to result in
confusion. Therefore, the instructor rnust have a well devised plan
firrnly in rnind, before atternpting to operate a rnulti-activity laboratory.
Course Areas. Nine basic areas should be considered in order
to provide a wide exploratory experience for the students. The basic
areas have been subdivided into units of which there are fifteen. The
rninirnurn nurnber of units that should be covered in a three year
junior high school prograrn is nine. Where equiprnent and instructors
are available, as rrrany as thirteen can be taught. Where industrial
105
arts is taught only two years in junior high school, a rninirnurn of
six areas are to be covered. Each unit is frorn nine to twelve weeks
in length.
TABLE XXKI. AREAS AND UNITS IN JUNIOR HIGH SCHOOL INDUSTRIAL ARTS PROGRAM
Area
1. Power Mechanics
Z. Metals
- sheet and bench rnetal
- rnachine shop
3. (a) Electricity
4.
5.
6.
7.
8.
9.
(b) Electronics
Cornputer
Wood - I and 2
Plastic s
Graphic Arts (type setting, printing, silk
screen, poster card)
Graphic Cornrnunications (photography, drafting,
blue-print reading)
Industrial Crafts
- cerarnics
- art rnetal
- leather
- lapidary
9 areas
Units
one
one
one
one
one
one
two
one
one
one
one
one
one
one
15 units
In addition to the nine areas listed above, the junior high school
industrial arts program includes a testing area. This area utilizes
the rnaterials and sorne of the projects rnade in the other areas.
Length of the Prograrn. The recornrnended rninirnurn is four
periods per week based on a forty week school year. Two double
r06
periods should be allowed per week.
A11
together there are fifteen individual units excluding the testing
section which is part of all of thern. To benefit rnost frorn the pro-
grarrr, it should sbart in Grade VII and continue through Grade IX.
The rninirnurn nurnber of units to be taught each year is three
with a rnaxirnurn of five or as deterrnined by the instructor and the
tirne available. By the end of three years in junior high school
student would have covered frorn nine to thirteen
units. If
a
a three
year prograrn cannot be instituted, the rnost representative units of
productive industry should be chosen and taught in Grades VIII and IX.
Organization and Design of Industrial Arts Areas. The industrial
arts area is designed as a rnultiple-activity laboratory. It is desired
that as many areas as possible be contained within one roorn and that
each of the areas be self contained with regard to
and
tools, rnachines
rnaterials. An area which is planned to accornrnodate four to six
students is recornrnended. These srnall groups would work, for
exarnple, in the sheet rnetal area, another group in woodwork and yet
another group in electricity.
Following the cornpletion of required
learning experiences in aL area, the group proceeds to the next area.
This systern of rotation insures each student an introduction to all
the cornponents of the prograrn.
A rnultiple activity laboratory affords each student opportunity to
t07
experience the interdependence of technologies and to use the basic
tools, rnachines,
and processes
in each of the technologies.
Approach. The use of the project in industrial arts has rnerit.
It is to be considered a vehicle for learning
and notJ:ing
rnore.
tJle project becornes a focal point and ceases to be a rnedia
When
for this
learning experience it should be discontinued. Carefully selected pro-
jects are recornrnended for sorne of the units included in this prograrn.
The woods, rnetal, plastics, and leather lend thernselves well to the
project rnethod. Sorne projects however, should be predesigned by
the teacher with allowance for student rnodification and result in a
measure of successful achievernent for the various ability level stu-
dents. Many of the units such as electricity, electronics, cornputer
technology, and power rnechanics lend thernselves well to an ex-
perirnental approach. Predesigned and prograrrrned laboratory exercises will be used to assist the teacher in providing a rnediurn through
which the student can gain greater understanding of the principles involved and the interdependence of one technology upon the other.
The instructor should have available operation sheets, inforrna-
tion sheets and job sheets. These would help hirn and his students
to organize their tirne efficiently.
Test stand experirnents will assist both in the understanding of
these areas and in developing an appreciation for the scientific rnethod
108
Suggested Organization of Teaching Units
Grade VII
Grade VIII
Graphic Arts
Plastic s
Leather
Cerarnics
Wood
Electricity
Gr aphi c Cornrnunic ations
Sheet Metal
Grade IX
Electronics
Power Mechanics
Machine Shop
Cornputer
Planning. In a single industrial arts laboratory, it is recornrnended that the nine basic areas be set
up.
Sorne of the units can be
carried on in the sarne area by a different class. For exarnple, the
electricity and electronics would utilize the sarne area and sorne of
the sarne equiprnent (Figure 4, page I09).
In a double laboratory set up (Figure 5, page tl0) the two shops
can divide the areas between thern, e. g.
,
one laboratory could be
used for wood, electricity, electronics, industrial crafts and corn-
puter, while the other would be set up for rnetal, power rnechanics,
plastics, graphic arts and graphic cornrnunications.
The planning of the areas or bays should be such that the benches
are moveable. This provides for versitality because it rnakes rearrangerrrent possible. The design of the benches will rnake the areas
independent of each other.
1
fJ-]
tr
woo o
PA'NT
ll
R
M
I
;
:
i
I
I
[]
tl
R,C oru.
oFf tc €
SHOP
T
I
I
I
P.M
I
I
E E E,
GR
ARrS
I
1_
I
ll'-9
ls'- o
zt'-6
TNDIJSTRIAL ARTS
LABORATORY
scALE l/8" - I'
o
\.o
----t--
[l
E
N
N
[]
5. ME
OFFIcE
EE
n
L]
cReF rs
I
I
tr
ce aaxrcs
I
I
r€
s,T, N 6
I
I
I
I
I
I
PLASTtCS
I
L
I
I
I
Figure 5. TwO TEACHER INDUSTRIAL ARTS LABORATORY
o
111
Senior High School Prograrn
The prograrn at the senior high school level would provide rnore
depth to the
courses. Ail the courses would be either four or five
credits in length. Each course would have four rnajor units with each
unit requiring nine weeks of work. A course could be rnade up of
units frorn one, two or four areas. For exarnple in a rnultiple-pu"rpose
shop to be used by both the ju.nior zrrrd senior high school, the students
at the high school level would work in several unit areas chosen for
their course. These units rnight cluster around rnetal or electricity
or wood or they rnight include a quarter years work in four different
areas. If facilities perrnit the student could also take a sequence of
three courses in any one area such as electronics to obtain considerable depth.
The courses would provide an opportunity of exploration and
variation in units frorn year to year as well as allowing depth when
desired. The flexibility of such a prograrn would rnake it readily
adaptable to the single cornprehensive laboratory, the two shop
ity
and the
facil-
unit shop. The single unit courses would be particularly
adaptable to the city prograrn where the unit shop has been estab-
lished.
Course Areas
Cerarnics
Electronics
Pla stic
s
lLz
Cornputer
Metal
Drafting
Mechanical Technology Printing
Electricity
Photography
Power Mechanics
Woodwork
Each course would be written in units of one credit value. This
would allow the stude::t and instructor flexibility in designing a pro-
grarn suitable for the students within the lirnits of the facilities.
A student prograrn rnighr be planned as follows:
Grade Ten
Grade E1even
Drafting I unit
Power Mech. 2 units
Power Mech. I unit
Electronics
Electricity I unit
Grade Twelve
Metals I unit
Electronics 4 units
2 units
This type of prograrn allows the student to narrow his choice in
courses as he advances through the high school.
Teacher Preparation
The teacher is the key to successful presentation of any course
and
this staternent applies very significantly to industrial arts in-
structors. Following are sorne recornrnendations for preparing
industrial arts reachers:
1. That prospective teachers have a degree in industrial arts
before workin.g as a teacher.
113
Z. That student teachers
serr.re an
internship of eight rnonths
under the supervisior: of a prcfessional teacher.
3. That no less than forty percent of the courses in the teacher
education prograrn for the industrial arts degree be in the
specialist subject area.
l14
BIBLIOGRAPHY
1.
Alberta. Departrnent of Education. Curriculurn guide for
general rnechanics 15, 16, and 17. Edrnonton, 1954.
7z p-
Curriculurrr news letter No. I0. Edrnonton,
z.
October 1958. 8 p.
3.
Fifty-fifth annual report of the Departrnent
of Education o{ the Province of Alberta. Edrnonton, 1960.
ZI4 p.
4.
Fifty-seventh annual report of the Departrnent of Education of the Province of Alberta. Edrnon""on,
t962.
2ZB p.
5.
1964. 89 p.
Industrial arts interrn guide. Edrnonton,
Institute of Technology. Calendar, 19631963. LZop.
6.
@
Shop construction
7.
grants. Edrnonton,
1962.
8p.
8.
Alberta specialist councils. Alberta Teacherrs Association
Magazine (Edrnonton, Albertal 41(3):17 -19. Nov. 1960.
9.
Alberta specialist councils forrned. Alberta Teacherrs
Association Magazine (Edrnonton, Alberta) 1(5):8.
Feb.
[0.
1961.
Alberta. University. Calendar, 1963-64. Edrnonton,
1963,
4IZ p.
tI.
Arnerican Council of Industrial Arts Supervisors. Industrial
arts edu-cation. MiIIersville, Pa., Arnerican Industrial
Arts Association, Inc. 1953. llZ p.
12.
Arnerican Vocational Association. Definitions of terrns in vocational and practical arts education. 'Washington, D. C. ,
1954.
28 p.
1I5
13.
Canada. Departrnent of Labour. Report of Canadian Research
Cornrnittee on Practical Education. Ottawa, 1950. I6 p.
t4.
A rnodern concept of apprenticeship. Ottawa
(Bulletin
1957. 31 p.
No. 2l
15.
Technical and vocational training act.
4p. (BiIl c-4gl
@
16.
Gates, Arthus I. et al. Educational psychology. 3d ed. New
York, Macrnil-lan, L948. 818 p.
17.
Kaiser, Ronald Earl. The status of industrial arts in the
public secondary schools of Oregon. Masterrs thesis.
Corvallis, Oregon State University, L962. 94 nurnb.
leave s.
18.
Leduc, Robert Joseph. The history and progress of industrial
arts in British Colurnbia. Masterrs thesis. Corvallis,
Oregon State University, I958. 147 nurnb. leaves.
19.
Mitchell, Jack P. Technical and vocational education in
A1berta. Report. Edrnonton, Alberta Departrnent of
Education, L963. 5 p.
20.
Perrin, Maitland Kitchiner A. The status of industrial arts
in Alberta. Masterrs thesis. Corvallis, Oregon State
Univer sity, I9 51 . 90 nurnb. Ie ave s.
Zl.
Russel, Bertrandt. History of western philosophy. London,
George Allan and Univen, 1954" 895 p.
ZZ.
Scarfe, N. V. Sorne problerns of English and Canadian education. Canadian Education and Research Digest 32235-50.
Dec. L963.
23.
Silvius, G. Harold and Estell H. Curry. Teaching the rnultiple
activities in industrial education. Bloornington, I11. ,
McKnight and McKnight, 1956. 484 p.
24.
United Nations Educational, Scientific and Cultural Orgarlization. Education in a technological society. New York,
United Nations, 1960. 73 p.
APPENDIX
II6
Novernber 6, 1963
Dear Industrial Arts Instructor:
The rnethod I have chosen of getting to know you and your needs
is rather "lop-sided'r in that I arn asking all the questions. The enclosed questionnaire is to serve two functions:
(
I) It will provide the Departrnent with inforrnation to guide
future developrnent; and
(Zl Supply statistical inforrnation for a thesis I arn writing to
cornplete the work on a Masterrs degree frorn Oregon State
University.
The changes that are taking place in our Province in the field of
education, particularly vocational education, rnakes it rnandatory that
a study to deterrnine the present status of industrial arts in the Province be undertaken. This questionnaire is part of such a study. It
is irnportant that we get a IOO% return so that an accurate concept of
the industrial arts position can be obtained.
It will take you about ten (I0) rninutes to fill out this forrn. Kindly
do so and return by Novernber 30. Feel free to add any inforrnation
you would like to draw to rny attention.
Yours sincerely,
J. D. Harder,
Supervisor of Industrial Arts
lr7
QUESTIONNAIRE NUMBER ONE
FOR INDUSTRTAL ARTS TEACHERS
l.
Z. Ag.
Narne
3. What are your qualifications
a.
b.
c.
d.
e.
f.
g.
?
Letter of Authority
Interirn
Perrnanent
Profes sional
Degree
Journeyrnan
(indicate type)
(indicate type)
f'rorn
Obtained
?
in i9
(indicate trade)
Other qualifications
4. Years
of teaching experience
-
years.
5. Indicate grades receiving industrial arts by circling the appropriate nurnber(s).
7
I
9
r0
11
rZ
6. Is industrial arts a "cornpulsorytt elective in that there is no
other elective offered. Circle grades for which this is true.
7
8
9
l0
ll
lz
7. (a) Indicate the units that are being covered in the junior high
school by placing the grade nurnber before it, e.9., in Grade
8, you rnay teach wood and electricity, then place an 8 in
front of these
wood
sheet rnetal
bench rnetal
graphic arts
drafting
art rnetal
Ieather
eJe
ce r
ctri city
arnic
plas ti
s
cs
(b) Behind each unit above, give the nurnber of classes you have
in each unit, e. E. , you rnay have three classes in Grade 8
taking wood, then place a "3'r behind wood.
8. Are you on a shop circuit? Yes
No
9. If on a circuit, how many shops do you service?
ll8
10.
Do you think the objectives of industrial arts are changing? Or
should they change ? Which of the industrial arts objectives
listed below do you consider irnportant? Please check the rela-
tive irnportance, 1, Z, or 3. Nurnber I indicates the highest
irnportalce.
High
(a) The developrnent of skill and
the ability to handle tools safely.
(b) To discover and develop student
talents in industrial -technical
fields.
(c) Develop hobby and recreational
actiwitie s.
(d) Developrnent of problern solving
abilities related to the rnaterials,
processes and products of industry.
(e) Develop desirable health
and
safety attitudes and practices
(0 Develop in the student creative
expre s sion,
(g) To develop in each student
an insight and understanding
of industry and its place in
our society.
(h) Develop an appreciation for
good workrnanship.
(i) Develop habits of self -discipline
and orderly procedure
(j) Develop an appreciation for
good design.
(k) Develop consurrler knowledge
of industrial products.
Low
rl9
ll.
Which areas do you feel cornpetent to teach? (please check)
(a)
(b)
( c)
(d)
(e)
Woodwork
Metalwork
Electricity
Electronics
Power Mechanics
(fl
(g)
\,\retding
foundry
(h) _Crafts
(i)
Machineshop
(k) Others
(Auto)
IZ. Is your shop prograrn to be expanded in the near future?
Yes
No
13. What areas or units will be added?
tzo
5ZO8- I l4 Street
Edrnonton, Alberta
Dear
You are one of the students who took industrial arts (shop)
courses in the Didsbury school. I arn rnaking a study of what you as
students, benefited frorn taking this subject.
As the industrial arts prograrn is expanding in rnany centers it
is irnportant that suitable courses be provided. You can give sorne
guidance by answering the questions below. Any further cornrnents
you rnight like to rnake can be written on the back.
Kind1y answer the questions and return the forrn in the selfaddressed envelope. Your giving irnrnediate attention to this will be
appreciated.
Sincerely,
J. D. Harder
Supervisor of Industrial Arts
Departrnent of Education
Edrnonton, Alberta
LZI
QUESTIONNAIRE NUMBER TWO
FOR POST-HIGH SCHOOL STUDENTS
Address
Narne
1. What are you doing now?
2. Did you choose what you are doing frorn interests aroused in
the
school shop?
3. Did your school shop experience help you get your job or any jo"t:
you have had?
4. Did your shop courses help you advance faster?
5. Do previous shop courses help you in any way in what you are
doing
?
6. Does your job require rnanual skill, the use of tools
rnents
and
instru-
?
7. Are you rnore discerning in the selection of furniture than you
would be without the industrial arts courses?
8.
'What
is your hobby?
9. Did your choice of hobby have anything to do with your previous
shop experiences
?
10. Ladies, what benefit did you get frorn taking shop courses
?
IZZ
ll.
Give one weakness of the shop courses when you took thern?
Please return to:
J. D. Harder
Departrnent of Education
Edrnonton.