THE STATUS or INDUSTRIAL ARTS
IN THE PUBLIC SECONDARY SCHOOLS
I#
MOON
by
RONALD RAFT
un T9E,R
A THESIS
submitted to
OREGON STATE UNIVERSITY
in partial fulfillment of
the requirements for the
degree of
.
*UM OP
SCIENCE
August 1962
APPROVED:
Head of Department of Industrial Arts
In Charge of Major
Chairman of 8chuol
Committee
11111111111111111111_
Dean uf Graduate School
Date thesis is presented
Typed by
Noma Hansen
August 10, 1962
A C KNOinUM iNi E NT S
t
The writer wishes to express his sincere appreciation
to Doctor Chester B. Ainsworth, head of the Department of
Industrial Arts at Oregon State University, for his guidance
and advice in the development of this study.
Grateful acknowledgment is made to his wife, Violet M.
Kaiser, for her continuous encol
ement and assistance in
the work.
Acknowledgment is also made to the secondary school
administrators in Oregon, without whose cooperation this
study would have been impossible, and to many others whose
assistance has made this task enjoyable.
TABLE Cr
Chapter
I.
II.
COMM
Page
-
INTRODUCTION
.
.
.
..
.
Review of literature
.
Statement of the problem
Importance of the study
Limitations of the study
Method of study used . .
Definitions of terms used
.
.
.
.
.
*
...*.
*
.
0
*
0
.
.
4
.
.
.
0
*
.
.
s
.
*
.
13
.
0
0
.
.
.
13
.
.
III.
.
8
9
10
11
..
HISTORICAL BACKGROUND OF INDUSTRIAL ARTS EDUCATION
Industrial Arta Education in the
United States
.
...
Industrial Arts Education in Oregon
.
2
*
*
4t
1
*
0
17
.
THE STATUS OF INDUSTRIAL ARTS PROGRAMS IN THE
PUBLIC SECONDARY SCHOOLS IN OREGON
s
23
:
Part
I:
..
The Status of Industrial Arts in the Schools
Where It Is Offered
.
.
.
. .
.
Percentage of the student bodies enrolled
in industrial arts courses .
.
.
.
.
.
Percentage of the student body enrolled in
industrial arts courses as reported in 108
participating high schools .
.
.
.. .
Percentage of the student body enrolled in
industrial arts courses in the junior high
schools
Percentage of the student body enrolled in
industrial arts courses in 31 reportin
elerentary schools
*
*
Length of industrial arts class periods
Industrial arts areas offered in participating
..
schools
. . . .
Industrial arts areas offered in general shop
.
programs
.
*
Desired changes in industrial arts programs
Satisfaction with the industrial arts programs
as reported by the school administrators .
.
Importance of industrial arts objectives
Social -educational values of industrial arts
.
Industrial arts facilities that were improved in
the past five years
....
.
Industrial arts facilities to be improved in
the next five years
... ..
The number of industrial arts teachers in
individual schools
4
4
.
.
.
.
.
.
24
.,
25
.
.......
.
24
.
27
28
29
.
.
..
.
30
31
33
.
34
36
38
.
.
.
.
.
4o
.
.
.
.
.
-
.
s
42
43
Chapter
Page
Number of industrial arts periods taught
by industrial arts teachers
Teaching assignments of industrial arts
teachers
.
.
.
.
.
Qualifications that should be possessed by
industrial arts teachers . .
.
.
.
.
Problems concerning industrial arts teachers
Problems concerning industrial arts
administrators . ..
Attitudes of school administrators toward
prepared courses of study . . .
.
.
.
The interest of school administrators in a
consultation service
.
Industrial arts literature that would be
helpful to school administrators
.
e
Suggestions for industrial arts teacher educating institutions for better prepared
industrial arts teachers as reported by 119
school administrators
.
44
45
:
.
.
.
-
-
..
SUMMARY AND RRC
Summary
Recommendations
BIBLIOGRAPHY
APPENDIX
BIBtIOGRAPHY,
.......
TI
e
-
.
.
:
..
:
:
55
5
Total number of students enrolled in
non -offering schools
Importance of industrial arts objectives to
non -offering administrators
.
The value of an industrial arts program
Reasons that industrial arts is not offered . .
Desire to offer industrial arts if it did not
present a financial burden on the school
budget
Values that would be stressed in future
industrial arts offerings .
Plans to offer industrial arts in the future
.
Literature that would be helpful to school
administrators whose schools do not offer
industrial arts
Interest in a consultation service for industrial
arta
V
.
Summary
IV.
50
57
Opinions and Attitudes of Administrators
Whose Schools Do Not Offer Industrial Arts
...
46
48
52
.
.
Part Its
.
.
61
62
63
65
67
69
71
72
73
7*
75
:
76
76
..
81
83
:
I
85
LIST OF TABLES
Table
Page
Part
Is
PERCENTAGE OF TOTAL STUDENT BODY ENROLLED IN
3NDUSTRIElI, ARTS COURSES AS REPORTED BY 108
PARTICIPATING HIGH SCHOOLS .
I.
.
.
.
.
.
.
.
.
.
.
PERCENTAGE OF TOTAL STUDENT BODY ERROLi..E:L IS
INDUSTRIAL ARTS COURSES AS REPORTED BY 31
PARTICIPATING SUMMARY SCHOOLS
r
III.
..
IV.
V.
VI.
VII.
XII.
.,
.
.
26
27
29
.
30
INDUSTRIAL ARTS AREAS OFFERED IM 240
PARTICIPATING SCHOOLS
31
INDUSTRIAL ARTS AREAS OFFERED IN GENERAL
SHOP PROGRAMS AS REPORTED BY 104 SCHOOL
.
r
ADMINISTRATORS
32
DESIRED CHANGES IN INDUSTRIAL ARTS ?ROWANS
AS REPORTED BY 211 SCHOOL ADMINISTRATORS
33
..
35
.
;
.
37
.
SOCIAL- EDUCATIONAL VALUES OF INDUSTRIAL ARTS
AS REPORTED BY 259 SCHOOL ADD1IDiI3TRATOiìS
.,::.
INDUSTRIAL ARTS FACILITIES THAT WERE IMPROVED
IN THE PAST FIVE YEARS IN 119 REPORTING SCHOOLS
.
.
39
.
41
INDUSTRIAL ARTS FACILITIES TO BE IMPROVED IN
THE NEXT FIVE YEARS AS REPORTED BY 76 SCHOOL
42
ADMINISTRATE
XIII.
.
LENGTH or INDUSTRIAL AM'S CLASS PERIODS AS
*PORTED BY 223 SCHOOLS
RELATIVE IMPORTANCE OF IDiDtJSTRIA:.. ARTS OBJECTIVES AS REPORTED BY 265 SCHOOL ADMINISTRATORS
IX.
t
.
SATISFACTION WITH THE INDUSTRIAL ARTS PROGRAMS
..
.
AS REPORTED BY 256 SCHOOL ADMINISTRATORS
VIII.
XI.
.
..-
PERCENTAGE OF TOTAL STUDENT BODY ENROLLED IN
INDUSTRIAL ARTS COURSES AS REPORTED BY 36
.
.
PARTICIPATING JUNIOR HIGH SCHOOLS
II.
X.
.
NUMBERS OF INDUSTRIAL ARTS TEACHERS IN
INDIVIDUAL SCHOOLS AS REPORTED BY 220 SCHOOL
v i .
r
ADMINISTRATORS
.
.'
.
i
43
Table
XIV.
XV.
XVI.
XVII.
XVIII.
XIX.
Page.
NUMBER OF PERIODS OF INDUSTRIAL ARTS
TAUGHT BY INDUSTRIAL ASTS TEACHERS AS
REPORTED BY 21U SCHOOL ADMINISTRATORS
45
.
COMBINATION TEACHING ASSIGNMENTS or
INDUSTRIAL ARTS TEACHERS
46
SPECIFIC qUALIFICATIONS THAT SHOULD BE
POSSESSED BY TEACHERS OF INDUSTRIAL ARTS
47
,.
OBSERVED PROBLEMS OF INDUSTRIAL ARTS TEACHERS
AS REPORTED BY 222 SCHOOL ADMINISTRATORS
49
PROBLEMS CONCERNING INDUSTRIAL ARTS AS
REPORTED BY 230 SCHOOL ADMINISTRATORS
50
ATTITUDES, REQUIREMENTS AND RECOMMENDATIONS
TOWARD COURSES OF STUDY AS REPORTED BY 2o2
SCHOOL ADMINISTRATORS
.
r .
!
,
XX.
XXI.
54
.
-
}
'
San=
INTEREST IN A CONSULTATION
AS
RETORTED BY 234 SCHOOL ADMINISTRATORS
.
..
.
,..
.
LITERATURE CONCERNING INDUSTRIAL ARTS THAT
WOULD BE HELPFUL AS REPORTED BY 210 SCHOOL
ADMINISTRATORS . s
r
57
Part IIs
XXII.
XXIII.
XXIV.
TOTAL NUMBER OF STUDENTS ENROLLED IN 3 °W
REPORTING SCHOOLS NOT OFFERING INDUSTRIAL ARTS
RELATIVE I4PORTANCE OF INDUSTRIAL ARTS OBJECTIVES AS REPORTED BY SCHOOL ADMINISTRATORS
S IN
SCHOOLS NOT OFFERING INDUSTRIAL ARTS. . .. . t
.
.
2
64
VALUE OF AN INDUSTRIAL ARTS PROGRAM AS REPORTED
BY 42 SCHOOL ADMINISTRATORS NOT
INDUSBUD TRIAL ARTS
maim
XXV.
REASONS FOR NOT OFFERING INDUSTRIAL
IAL ARTS AS
REPORTED BY 43 SCHOOL ADMINISTRATORS
.
XXVI.
.
.
DESIRE TO OFFER INDUSTRIAL ARTS IF IT DID NOT
IMPOSE AN UNDUE FINANCIAL BURDEN ON THE SCHOOL
BUDGET AS REPORTED BY 44 SCHOOL ADMINISTRATORS
66
.
.
68
69
Table
Page
XXVII.
DESIRE TO OFFER A GENERAL SHOP OR A UNIT SHOP IN
FUTURE INDUSTRIAL ARTS FACILITIES AS REPORTED BY
43 SCHOOL AI)AAINISTRA,TORS
.
., ..
. . .
70
INDUSTRIAL ARTS VALUES THAT WOULD BE STRESSED IN
FUTURE PROGRAMS AS REPORTED BY 42 SCHOOL ADMINISTRATORS
.
. .
i
.
71
.
XXVIII.
XXIX.
,
PLANS TO OFFER INDUSTRIAL ARTS IN THE FUTURE AS
REPORTED BY 35 SCHOOL ADMINISTRATORS . . .
,
.,
XXX.
'
:
..
:
LITERATURE THAT WOULD BE HELPFUL AS REPORTED
BY 35 SCHOOL AIMINI'STRATORS NOT OFFERING
INDUSTRIAL ARTS
.
.
XXXI.
.
.
.
,
.
.
.
.
.
73
.
INTEREST IN A CONSULTATION SERVICE IN INDUSTRIAL
ARTS AS
BY 3b SCHOOL ADMINISTRATORS NOT
OFFERING INDUSTRIAL ARTS .
.
.
.
.
.
.
.
72
.
74
THE STATUS or INDUSTRIAL ARTS
IN THE PUBLIC SECONDARY SCHOOLS
IN OREGON
CHAPTER I
THE PROBLEM
Introduction
Any true evaluation of a subject area must approach the problem
from many avenues and directions.
There are many aspects and rami-
fications to be considered when atte..pting to study the status of
industrial arts in the public school curriculums.
The outlook of
the teachers of industrial arts, the influence of the State Department
of Education, the views of the parents of industrial arts students
and the opinions of the school administrators who superintend the
schools, are all important tentacles that must be explored before a
true status evaluation can be reached.
This study deals mainly with the opinions and the desires of
the school administrators concerned with administering programs of
general education in the public secondary schools in Oregon.
In
addition to the opinions of the school administrators concerning industrial arts, information is also presented dealing with the problems of industrial arts facing the administrators, plans for needed
change()
in the industrial arta programs, and suggestions made
by
school administrators for improvement in the education of future in-
dustrial arts teachers in the state.
The history of the industrial arts program in the public secondary schools of Oregon can be traced back to the early 190010,
&me
2
of the early offerings of industrial arts in the Oregon public schools
include the introduction of manual training in the Portland school
system by Superintendent Frank Rigier.
The manual training was
under
:114 t
the leadership of William J. Standley, an English
cabinetmaker. (lb,
p. 178)
Manual training was introduced into the curriculum at the
North Bend High School in 1909.
During this same year a manual train-
ing depart, ent was installed in the Albany High School:
In 1910,
provisions were made for manual training department in the new high
school building in Corvallis.
A manual training building was added
to the Hiatskanie High School in 1911.
Rainier, St. Helens, Seappoos
and Hillsboro all included manual training that same year.
Review. of literature
From the early inception of manual training in the public schools
up until the
resent time, the
pro;;;ram
that was earlier known as
manual training and is now called industrial arts, seems to be growing steadily.
Industrial arts is now offered in a large number of
the public schools in
peratiaa in Oregon today.
It appears that the
desire to expand the industrial arts programs and to make a larger num-
ber of industrial arts areas available to a larger number of pupils,
lacuna to
be the trend.
As the industrial arts technology is changed
with the advent of jet propulsion, space exploration, and amtumatiol
the industrial arta programs in the schools are also changing.
These
changes in the school programs come about rather slowly, however.
In order to evaluate the pattern of the trend of industrial arta
3
in relation to the industrial changes,
it is necessary that
a periodic
study be made of the statue of industrial arts and its place in the
realm of general education.
Several studies concerning the status of
industrial arts have been made in the past but each has of necessity
been limited in scope.
William Jee Nee, in a Master of Science thesis
prepared at Oregon State College in 1940, was mainly interested in
the areas taught by, and the preparation of, industrial arts teachers.
In 1947, Donald Frederick Santee also studied the condition of
(13).
industrial arts in a Neater cf Science thesis in which the education,
experience and qualifiaatiene of the Oregon industrial arte teachers
as well as their teaching loads were quite thoroughly explored, (17)
An Evaluation of Industrial Arts Freerame in Oregon High Schools in
Teres
a
Nationally Accepted Objectives° vas the title of a Master of
Science thesis prepared by Wayne Stephen Martin in 1948.
This study
dealt mainly with the recognized objectives of the subject.
(11)
A number of studies of the status of industrial arts in ether
states have been made.
David William Crozier, in a Master of Science
thesis prepared at Colorado A. and
M.
College, Tort Collins, Colorado,
in 1950, studied the problems of industrial arts as seen by educe+
tional administrators of the
Nest Missouri high
schools.
This
otudy was limited to twenty-one of the high schools in the northwest
part of the state. (5)
*The Status of Industrial Education in
Arkansas" was the title of u Master of Science thesis prepared in 1949
by Frank E. Cassidy at Oklah.ca A. and M. College, Stillwater,
Oklahoma. (4)
Cassidy vas concerned with the educational preparation
4
of the industrial arts teachers and with the role of industrial educa-
tion in Arkansas.
One hundred selected industrial arts teachers were
surveyed as to the status of industrial arts in the State of
of Washington in 1955.
This study was made. by Robert Carl Dickey in partial
fulfillment of the requirements for a Master of Education degree at
Western Washington College of Education in Bellingham, Washington,
(6).
Examination of the above mentioned studies, as well as those
from other states, have been helpful to this study of industrial
arts in the state of Oregon.
of the problem,
Statement,.....-.
.
In order for any course of study to remain effective it must
adequately serve the need for which it is intended.
By the same
token it must be evaluated from time to time to determine its effect.
iveness in meeting its objectives.
When such an evaluation shows
that the ultimate objectives of the course are not being adequately
met, then the course of study should be revised so that it may ful-
fill its goals.
It has been many years since the status of industrial arts in
the public secondary schools of Oregon has been evaluated,
No record
has been found that would indicate that the condition of the industrial arts program in the state, as far as the school administrators
are concerned, has ever been made.
It seems that one of the most
important areas to be considered when establishing the value of a
5
subject area in a curriculum is the matter of the attitudes of
the
administrators. of the school in which this subject area is taught.
After ail, if the school administration is not convinced that there
is value. in a particular subject area, it logically follows that the
best interests of the students in the school may not be provided for
.
in the area covered by that subject.
The problem is to determine from the opinions, the desires and
the peens of the administrators of the public secondary schools in
Oregon,
in relation to the programs offered, the objectives that
should be met and the condition of the industrial arts programs.
For the purposes of this study the cooperating, school
tors were divided into two groups.
dministra
The first group included those
who include industrial arte in their curricUlums and the second group
involved those who do not presently offer industrial arts in their
curriculums.
The information, that was requested from the administrators whose
schools offer industrial arts was to be used as fellow:
1.
To determine what percentage or the reporting schools
offer industrial arts in their curriculums.
2.
To find the percentage of the total number of students
enrolled in these schools that are enrolled in industrial
arte courses.
3.
To ascertain the average length of the industrial arts
cues periods
4.
in the schools.
To determine what areas are offered in industrial
6
arts programs.
5.
To evaluate the satisfaction or dissatisfaction of
school administrators in reference to the industrial.
arts program in their schools.
o.
To ascertain the changes that are desired in the
industrial arts
7.
prows.
To determine the relative importance of industrial
arts objectives as envisioned by the school administrators.
8.
To seek out the social, -educational valued of industrial arts as reported by school administrators.
9.
To find out what physical facilities have been im-
proved in the past five years and what plans have
been made for further improvements.
10.
To determine the teaching loads and subjects taught
by industrial arts teachers.
11.
To ascertain the specific qualifications that should
be possessed by industrial arts teachers as reported
by school administrators.
12.
To evaluate the problems facing teachers of industrial
arts as reported by the administrators of the schools.
13.
To receive suggestions from administrators relative
to the education of better prepared industrial arts
teachers.
14.
To survey the attitudes of school administrators in
7
reference to course of study requirements
and
recall-
mendaticms.
15.
To ascertain the problems confronting administrators
of industrial arts.
16.
To determine what industrial arts literature would
be of value to administrators.
17.
To determine the interest expressed by ad.:inistrators
in a consultation service for industrial arts.
The information. that was requested from administrators whose
schools do not offer industrial arts was to be used as follows:
1.
To determine the relative importance of industrial
arts objectives as reported by the school
t
administra-
tors.
2.
To describe the plans of the school administrators
planning to offer industrial arts in the future.
a*
To determine the reasons wh
industrial arts is not
offered in their schools.
4.
To ascertain the opinions of the status of industrial
arts in the general education program.
5.
To determine what industrial arts literature would be
helpful to school administrators.
8
iortañe21 of
the study
It is hoped that through this study many of the schools which
do not offer industrial arts will be encouraged to do so.
It is also
intended that this compiled information will be helpful and serve as
,
a guide to ,administrators of schools in their plans to change, revise
and upgrade the industrial arts programs in their schools.
The contents of this study should be valuable to students en-
rolled in industrial arts teacher education institutions, both as a
guide for determining the need for teachers in particular areas, and
also as an indicator of the administrators, opinions of the objet
tives of industrial arts.
The information in this study should be beneficial to industrial
arts teacher education institutions in re- evaluating and reorganizing
course material, in light of the recommendations of the administrators,
,
and also in view of the trends in the offerings of industrial arts in
the public school,.
It should not necessarily be the responsibility
of the teacher- educating institution alone to establish the
Just,
curricu
but it should be a Joint responsibility involving both the
teacher -education institutions' personnel and the State Department
of Education officials, including an industrial arts supervisor, in
charge of program planning.
An advisory committee consisting of mem-
bers of the Oregon Industrial Arts Association should be consulted in
organising general curriculum patterns.
This study might prove helpful in encouraging a state plan for
industrial arts in the state of Oregon.
9
This study has been sanctioned by the State Department of
Education as shown in a letter from the office of the State Superintendent of Public Instruction. (Appendix p. 86).
The letter is
signed by Willard Bear, assistant state superintendent.
A colt' of
the results and recommendations of this study has been requested by
the Oregon State Department of Education
Limitations of the study
This study was designed to survey the opinions of all of the
public secondary school principals and superintendents in the state
of Oregon.
The list of school administrators was prepared from the
booklet,, The Oregon School Directory, 1961-62..
(15)
The tern, 'public secondary school,* for the purpose of this
study, is defined as a publicly supported school serving students in
grades 7 to 12.
This would encompass high schools with grades 9 =10=
11-12 and those with grades 10elle12.
clue junior high schools, grades
74,8
The school systems which in-
and 7e8-90 were also included.
In the Portland school system, some uf the elementary schools, K -8,
offer industrial arts to grades 7 and 8.
When these elementary
schools offering industrial arts were discovered, survey forms were
also, sent to these schools.
An attempt vas made to survey all schools
offering industrial arts instruction in grades 7-12.
All other junior
and senior high schools were surveyed whether industrial arts was
offered or not.
Excluded from this study were the administrators in the
10
vocational-
schools of Portland.
Benson Polytechnic, Girls
Polytechnic, and Portland Apprentice, all of Portland, Oregon, were
not surveyed.
Also excluded were the non public elementary and
secondary schools.
The state schools not directly considered as
public schools, such as McLaren School for Boys) and the Oregon State
School for the Deaf were not included.
The federal schools located
in the state were also deleted from the study.
An attempt was node to include all phases of industrial arts
offerings regardless of the scope of the program.
Some schools offer
but one subject, such as drawing or printing, but since
definitely industrial arts subjects
the
are
the schools were considered as
offering industrial arts.
Method of study used
Two questionnaire forms, Number I and Number II (Appendix pawns
87 and
92),
), were prepared and sent to the principals and superintend-
ents of the public secondary schools in Oregon.
The questionnaire
forms I and II were also sent to the principals of the Portland
elementary schools that offer industrial arts to grades 7 and
6.
QUestionnaire Number I was intended for use by administrators
whose schools offered industrial arte, and questionnaire Number II was
to be used by administrators whose schools do not offer industrial
arts.
Both questionnaire forms were sent to each administrator along
with a letter of transmittal to explain the method to be used to com-
plete the forms.
It was requested that the unneeded form was not to
11
be filled out or returned.
A total of 471 questionnaire sets (Number I and Number II) were
sent out and a total
of 6J per cent.
of
325
responses were returned, a total return
Of the total returns, 267 or 82.15 per cent of the
administrators reported that their schools offered industrial arts,
and 17,85 per cent, or 58 administrators, reported that their schools
did not offer industrial arts.
In certain instances, the vice -principal or the assistant super-
intendent filled out the questionnaire instead of the principal or
superintendent.
In these particular instances, the alteration vas
recorded as being from an administrator as referred to in this study.
In some cases, the administrator asked the industrial arts teacher to
-
fill out the questionnaire.
When this practice vas evident, the in-
formation supplied relative to the courses was collected and recorded
on the
aster data collection sheets, but on the items relating spe-
cifically to administrators, their attitudes and opinions, those
questionnaires filled out by industrial arts teachers were not used.
The information supplied on the returned questiQnnaires vas
collected on master recording sheets from which the data was tabu-
lated,
totaled and the necessary totals and percentages computed.
Definitions
ate
terms used
Some of the terms used in association with industrial arts are
somewhat difficult to define in such a way that all educators will
agree to the meaning given to each term.
For the purposes of this
12
study, the following definitions are used*
General Education - That part of ar individual's education
that (1) imparts a way of life, (2) im,roves that way of life, and 3) meets
the needs of the individual.
19, lift 3)
Public Secondary School - A public supported, nonsectarian
institution imparting education on Grade
levels 7.12.
Manual Training - An older term used from 1826 (2, p. 177),
until 1(J4 (3, p. 453)0 and for a few
years thereafter. The emphasis in manual training was on manual hand skills
of the exercise type.
industrial Arts - "Those phases of general education which
deal with industry --its organization,
materials, occupations, processes, and
products --sand with the problems resulting from the industrial and techno
logical nature of society.* (19, p. 2)
Vocational Industrial Education - Specific industrial education which prepares a student for
proficiency in a vocational trade or job.
General Shop
-
A shop so organised, equipped and manned
that several distinct kinds of industrial arts activities are given to a
group of students by one teacher and
carried on in one laboratory at the
same time. (18, p. 45)
Unit Shop - A laboratory so organized, equipped and manned
that one type of ehopwork such as
woodwork, metalwork or electrical work
is carried on in the shop at one time.
(16, p. 43)
Limited General Shop - A shop so organized, equipped and
manned that several area- related
types of work are carried on at one
time, such as sheet metal, bench
metal, and machine shop practice.
(16, p. 47)
13
CHAPTER II
HISTORICAL BACKGROUND ar INDUSTRIAL ARTS EDUCATION
Industrial Arts Education in the kited
The opening of the Manual Training School at Washington
University in St. Louis might well be thought of as the beginning
of industrial arts education in the United States.
founded by Dr. C.
f4.
Woodward, dean of the Polytechnic School, at
Washington University.
Professor Woodward had a feeling that shop
work should be placed on the same educational
subjects.
The school was
pane as other school
The school was opened on September 6, ibiS), with an en-
rollment of 50 boys.
The curriculum was made up of five subjects:
science, Janguage, drawing and shop work.
mathematics,
The drawing and shupwork
included freehand and mechanical drawing, carpentry, voodturning,
molding, brazing, soldering, forging, bench metal ana machine shop.
The five subjects were scheduled in a six-hour school day, with the
academic and drawing classes meeting for one hour and the shop classes
for two hours.
This pattern of class scheduling closely resembles the
daily schedule of the present day secondary school.
The principal objective of the shop work in the Manual Training
School in St. Louis was skill in the use of tools and materials.
Skill was developed through the use of a series of carefully graded
exercises, with all students completing the same exercises.
The more
14
able students were sometimes allowed to complete some useful article
while the slower students were asked to turn in an unfinished piece
of work.
All exercises were then graded on an absolute scale, 100%
being the highest score or grade. (3, p. 347-359)
,
The decade from 1380 to 1890 was a period of great progress and
of heated discussion.
This new type high school was successful in
filling a recognized gap in the American school system.
In doing so,
however, it aroused highly emotional uppositien of the more conservative educators vho did not reeogelee the value of manual training in
general education.
At a convention of the National Education Association held in
Saratoga,
Miler
York, in July, ICd31 Dr. Woodward spoke on 'The Fruits
of Manual Training."
The claims for manual training in this address
were:
(a) larger classes of boys in the grammar
and high schools; (b) better intellectual development; (e) a more wholesome moral education; (d) sounder
judgments of men and things, and of living issues;
(e) better choice of occupations; (t) a higher degree
of material success, individual and social; (g) the
elevation of many of the occupations from the realm
of brute, unintelligent labor, to positions require
ing and rewarding cultivation and skill; (h) the
solution of labor problems. (3, p. 362)
-
In 1885, Dr. Woodward spoke out in defense of manual training at
a public gathering in Huntington Hall in Boston, Massachusetts, when
he quoted the words of Ralph Waldo Emerson"
We are students) of words; we are shut up in schools
and colleges and recitation rooms from ten to fifteen
cars, and come out at last with a bag of wind, a
memory of words, and do not know a thing. We cannot
use our hands, or our legs, or our eyes, or our arms...
In a hundred high schools and colleges, this warfare
15
against cation sense still goes on. (3, p. 366)
Again Dr. Woodyard goes on to cay, "My educational Creed I put
into six Words:
Put
whole bo' to echo el." (3, p. 367)
This
attitude reflected the thinking of many of the industrial education
leaders of that time in their attitude toward manual training in the
high schools.
After the first manual training school in St. Louis was established, ` schools of this type begin to sprint
of the United States.
ue in many other parts
The first tax-supported manual training high
school was opened in Baltimore, Maryland, in 1884.
The Chicago Manual
Training School, operated by the Commercial Club of Chicago, was be.
gun in 1&4.
The Philadelphia Manual Training Schoel, also a tax-
supported school, vas started in 1885.
Although the offerings and
scheduling of these three schools varied somewhat, they were all
patterned after the St. Louis schoel.
The first such school to admit girls to enroll was the Toledo
Manual Training School in Ohio.
Classes for girls in cooking, sewing,
instruction in typing, woodworking and clay modeling were offered.
The newly opened manual training schools were successful because they
appealed to buys/ and, in the case of the Toledo schoel, also to
girls-pupils that were dissatisfied with the academic offerings of
the conventional high schools:
Manufacturers saw in these young
people a source of skilled workers.
The graduates of these schools
were better prepared to enter a .number of occupations than ware students with a purely classical background, and therefore were quickly
employed.
16
In the ten years between 1883 and 1893, manual training was
offered in more than fifty public high schools in the United States:
in conventional high schools, in manual training high schools and in
technical high schools.
By 1900 this number had more than doubled.
(3, P. 397)
Even though manual
training
expansion continued at a fast rate,
it soon becas.:e evident that these manual training schools could not
supply the demands of industry for skilled workers.
Publication of
the famous Douglas Report in 1906 pointed out the need for a more
adequate vocational training program and the impetus of this report
triggered a sequence of events that finally resulted in the passage
of the Smith-Hughes Act by the Congress of the United States, in 1917.
(i, p. 55)
The provisions
this
of
act provided federal funds, on a
matching basis, for vocational industrial education.
In order to express the "art" side of manual training, the terms
"manual arts," oe.e into use for the first time in 1893.
This term
was used at Teachers College, New York City, to designate a building
expressly for art and manual training, the Macy Manual Arts Building.
The term was also applied to the new departent of the college housed
in that building.
p.
From that time the term gained in popularity. (2,
444
C. R.
Richards, in 1904, suggested a new
nacre
for manual arts;
one that would designate and stress the technical subjects included
in the manual arts.
This new Niue was "industrial arts" and from this
beginning it rapidly gained in popularity,
Within a few years,
17
industrial arts became the accepted title describing technical
courses. (i, p. 56)
Said Richards;
We are rapidly leaving behind the purely
disciplinary thought of manual training...
Nov we are beginning to see that the scope
of this work is nothing short of the elements
of the industries fundamental to modern civilizetiun. (3, p. 453)
For earnest sixty years, since the 'term industrial arts came into
Common use, industrial arts has continued to grow in the public American high school.
In the past
-five years, industria., arts has
flourished in both the senior and junior high schools.
Enrollments
in junior high school industrial arts courses now represent 4E5.2
per cent of all pupils in all the junior high ,schools in this country
and 25 per cent of all students in all types of schools.
Three- fourths
of all students enrolled in industrial arts courses take work in a
general shop or in woodworking or mechanical drawing courses. (1, p. 62)
The rapid rise of industrial arts in the United States from a
meager beginning as manual training at Washington University in 1,z01
up to the present time, represents a phenomenal growth pattern.
In
a short eighty years, the subject area has increased in stature to a
point where it now serves a large number of junior and senior high
school students in the United States.
In a highly developed techno-
logical society it should continue to grow and flourish.
Industrial Arts
Education in Oregon
The oldest record of the modern concept of industrial arts in
lc
the state of Oregon refers to the Bishop Scott Grammar and Divinity
School.
The school, sponsored by the Episcopal Church, was located
in Portland.
Charles E. Lewis, in a history of the Protestant
Episcopal Church educational activities, says:
In 1800, Bishop Morris suggested the introduction of manual training, but it awakened little
interest. In 1,07, the name of the school was
changed to the Bishop Scott Academy... (10,
p. 117)
In 1396 a movement was started to introduce
manual training but this was not brought about
until about 1696 because of a lack of funds.
In that year a capable and experienced teacher
was secured from the east and the work vas
evidently very popular... (100 p. 124)
The State Normal School at Monmouth announced in 1699 that in
addition to the departments that were already included in the school,
a department of manual training had been added.
Although the name of
the department was 'Manual Training*. it was used to teach "sloyd."
(i4, p. 43)
The term "sloyd" was used to define a system of teaching manual
skills developed by Uno Cygnaeus, a Lutheran preacher in Finland.
The point of view of Cygnaeus, in establishing the sloyd system of
handwork, was set forth in a letter to a friend in 162, in which he
points out the values and intentions of eloyd.
Be said, "It must be undertaken neither mechanically
nor artistically, but must retain its pedagogical
aim continually, ie., the development of the eye,
of the sense of form, and the provision of a
general manual dexterity, and not some particu*
larieed and insisted skill..." (2, p. 56)
'
In 1677, Otto Solomon of Sweden visited Cygnaeus in Finland.
Upon
19
his return to his home, Solomon set himself to the task of making a
scientific study of sloyd as a means in education and developed what
he called educational sloyd.
Three outstanding characteristics of
the educational sloyd as developed by Solomon were:
(1) making use-
ful objects, (2) analysis of processes and (3) educational method.
(2, p.
In
64)
.
effort to adapt sloyd to school purposes, Solomon realized
that it must be so organized that teaching it would be governed by the
same educational principles as had been accepted in the teaching of
other school subjects.
The fundamental method of teaching Swedish sloyd as developed by
Solomon was through the construction of some useful article and not
same form of elementary exercise.
The influence
ofSwedish
sloyd upon American manual training
came about when the sloyd system of handwork instruction was brought
to the United States by Gustaf Larsson and taught by him to a class
of public school teachers in Boston in 1888.
Larsson had been a
teacher of sloyd in Sweden after having studied under Solomon.
This
system of teaching manual training spread throughout the early ter-
ritories of the now United States.
Shortly after manual 'training was introduced into the normal
schools, it began to appear in the public schools of eastern Oregon.
By 1903, manual training was included in the curriculum at Lostine,
Oregon.
The slowness of the schools to take up manual training was
due to difficulty in securing competent teachers.
As more teachers
were graduated from the normal schools, with manual training
20
background, the rapid spread of manual training in the public schools
became evident.
Manual training vas introduced in the
1904 by Superintendent Frank Bigler.
Porte
school system in
The organizing instructor,
William J. Standley, had been an English cabinetmaker and a student
of sloyd.
(12, p. 45)
In 1905, the school directors reported:
Manual training, so long anticipated, has at
last been introduced, under the ¡supervision of
W. J. Standley.
At present there are five
centers located as follows: One at the
Harrison and Davis Schools on the west side,
and at Stephens, Holladay, and Thompson on
the east side. (16, p. 178)
A manual training room was established in the North Bend High
School in 1909.
The school basement vas divided into a recitation
room and a woodworking and cooking room fur the manual training and
domestic science departments:
Manual training was added at the new
Albany High School the sate year.
The introduction of manual training in the Sale
place in 1908.
schools took
By 1909, three shops were in use and a manual train-
ing supervisor had been hired.
'
Provision was made for a manual training department to be in-
stalled in the new high school building in Corvallis in 1910.
The
following year manual training was introduced in the Klatskanie,
St. Helens, and Rainier schools.
Medford had a manual arts exhibit in 1913.
cluded furniture made for the school.
The exhibits in-
This same year, manual train-
ing was offered in Amity, Charlton, and Myrtle Creek.
21
Manual training classes were heAd for students in an increasing
number of schools.
state.
The manual training movement spread in the entire
Some of the indications of this growth include the inclusion
of manual training at Eugene in 1914, at Lebanon in 1915, at the
Bridge School in Coos county in 1916, and in Roseburg in 1917. (12,
p. 41)
The first instance of girls taking a course in woodworking was
reported from Grants Pass in 1917:
Before the close of the school last May,
fourteen girls petitioned the Grants Pass
Board of Education to open a class in carpentry
for them. As an experiment, the board granted
the request and now the authorities are surprised and gratified by the progress made....
(9, P. 576)
,
By this time the manual training program was well rooted in
the state and was included in many of the school curriculums.
For about 60 years, since the organization of manual training in
the Oregon school curriculums, up through the change of name from
manual training to industrial arts which took place in Oregon about
1935, until the present time, industrial arts seers to have made
phenomenal growth.
Although the industrial arts program in the Oregon schools had
small beginnings in the basements and auxiliary structures of a few
schools) the program has expanded to a great number of schools in the
state.
Industrial arts has grown from the time when a tradesman would
teach a few boys the skills of a trade in the boiler room of a school,
,
to a point where the modern teacher of industrial arts obtains a
22
college degree before
.oin
out in the field to teach.
arts has been brought out of the dimly lit and
-17oorly
Industrial
equipped base-
ments, to a level with other school subjects often taught in modern
well -equipped laboratories and classrooms.
have taken a long time to Come about, but it
These charges
a
seer.
to
relatively few years
crest strides which represent progress have been made, progress of
which many industrial arts educators
an Justly be ;road.
23
CHAPTER III
THE STATUS OF INLMTRIAL ARTS
IN THE PUBLIC SECONDARY SCHOOLS IN OREGON
471
This study has been made in an effort to ascertain the present
status of industrial arts in the
Although a
true
public
evaluation.
status
would
secondary schools in Oregon.
be concerned with all aspects
of the industrial arts programs in the schools, this study deals
with
'of
a rather
limited
area of e4p1oration:
industrial arts through
the
the study
of
the status
perceptions of the school administra-
tors, who guide the school activities and the programs offered
therein.
The following tables display the information and data received
from
;;25
school administrators of secondary schools.
Of the total
number received, 267 administrators reported that industrial arts
was
offered
not offered.
in their schools and 56 reported that industrial arts was
All of the
questions subunit red
on the questionnaires
were not fully answered, hence the variation in the numbers of re-
porting schools.
I, (I to
arts in the
The tables in Part
describe the status uf industrial
XXI) pages 24-61
schools where it is
offered and the tables in Part II, (XXII t- XXXI) pages 61-75
show the attitude of the
schools where it is nut
administrators
offered,
toward industrial
arts
in
24
Part I
THE STATUS OP INDUSTRIAL ARTS IN THE SCHOOLS
WBLRE IT IS OFFER4D
,
The information collected from the questionnaires sent to the
public school administrators, revealed that industrial arts was
offered in 82.94 per cent or 175 of the 211 schools reporting..
It
Was reported that industrial arts was not offered in 17.06 per cent
or 36 of the 211 responding schools.
Part I of this chapter deals
with the status of industrial arts in the schools where it is
offered, as reported by the school administrators.
Percentage of the student bodies enrolled in industrial arts courses
Not all of the public school in Oregon are set up on the same
:
grade plan.
Some of the public schools are arranged with a different
number of grades included in each division ofthe plan, for example,
some schools operate on an 6.4 plan, meaning that the first eight
grades are included in an elementary school, while the four advanced
grades are in a high school.
Other variations are the
t2 -4
plan
whereby six grades are in elementary schools, two are in a junior
high and four are offered in a high school.
-
which were encountered vere
64.3.-3
Some of the other plane
and 6.6.
Due to the variations in the arrangements of the grade patterns
in the schools, it was extremely difficult to establish specific
categories for all major divisions encountered.
Major divisions
25
were set up which were classified as high- school, which incorporated
grades 6-12 and 9-12, junior high schools which included grades 7-8
and 7 -9, and in the schools which offered industrial arts to grades
7 and 8 in the lower elementary grades, a classification
tary
established which included grades K-8,
f elemen-
The elementary
grow, K-8, were predominantly in and around Portland.
Only the
elementary schools which were known to offer industrial arts to
grades 7 and 8 were included.
percentage of the
body enrolled_. in industrial arts courses
y...student._...
as reported in l,a> participating high schools
The grade levels included in the high school category include
grades 9-12 and lv-i2
.
The data.resented in Table I, page 2o, snows
á
the number of schoUs reporting the percentage of the student body
enrolled in industrial arts courses.
eluded in total percentage.
Both boys and girls were in-
26
TABLE
I
PERCENTAGE OF TOTAL STUDENT BODY ENROLLED IN INDUSTRIAL
ARTS
AS REPORTED BY 108 PARTICIPATING HIGH SCHOOLS*
-
Number of schools
reporting
.--
1
27
39
28
lo
% of student
body enrolled
11
21
31
41
1
J.
.
Total
'
10
.935
25.100
36.100
25.900
9.260
30
40
- 50
57
66
-
i
77
.17Z
.:-
.-
-
..-_ -
=:...
% of total
schools
- 20
-
-
.
.935
.935
.935
100.00'0%
Average percentage of the student body enrolled in industrial
arts in IOU reporting high schools - 27.96 %
* Includes both boys and girls.
Approximately
6ct
per cent or 94 of the 108 high schools report.
Lug, offer industrial arts to between 11 -30 per cent of the total
number of students in the schools.
One school reported that 10
per cent of the student body was enrolled in industrial
arts, while
en the other hand, one school reported enrolling 77 per
cent of the
students in industrial arts.
The average percentage of the student
body enrolled in industrial arta in the reporting high
schools was
28 per cent.
of
the
Conversely, an average of approximately 72 per cent
students are not being reached by the industrial arts
offerings.
27
Percentage of the -...,....,a
student body enrolled
in industrial
-- ,.--.y
--in
the
Junior
high
schools.
--- -
-
-
.
arts
courses
-
A total
of
36
junior high schools reported that industrial arts
was offered in their curriculums.
compassed grades 7 -v and 7-6-9.
Table II.
The schools that were included enThe data provided is shown in
The information given in this table includes the numbers
of both buys and girls.
TABLE II
PERCENTAGE or TOTAL STUDENT BODY ENROLLED IN INDUSTRIAL ARTS
COURSES AS REPORTED BY 36 PARTICIPATING JUNIOR HIGH SCHOOLS *
,tuber' of schools
reporting
% of student
body enrolled
1
5
14
6
8
2
Total
% of total
schools
9
20
2.77
13.88
21.30
38.80
31 . 40
41
5o
51
60
16.70
22.30
11
5.55
ío5. cwl;
3b
Average percentage of the student body enrolled in industrial
arts in 36 reporting junior high schools - 30.94 %
* Includes both boys and girls.
It can be noted in Table II that 33 or approximately 91 per cent
of the reporting schools enroll between
-50 per cent of their total
number of students in industrial arts courses.
One school reported
that industrial arts courses are taken by only 9 per cent of the
students while two schools reported that 51-60 per cent of the students
26
are enrolled in some type of industrial arts courses.
The average
percentage of the student bodies, reported in the 36 schools which
enrolled students in industrial arts courses, is approximately 31
per cent.
Approximately 69 per cent of the students are nut served
by the industrial arte offerings in the reporting junior high
schools.
Pore=
of the student body enrolled
31
reporting
elementary schools
in
in industrial arts courses
The Port land school systee has established an 8-4 grade
pattern
for the schools.
Industrial arts is offered to the students in
grades 7 and 6 in Gene of these' schools:
Since grades 7 and
L
Hunt
stitute the level of the grades in the junior high schools in the
rest of the state, these
in this study.
included in
the
pari._ auo
elementary schools were included
Only the schools which offered industrial arts were
survey.
The data received from the elementary school
administrators is
presented in Table III, page 29.
The average percentage of the students taking industrial arts
courses in the reporting elementary schools, in Table III, is
akerexie
mutely 15 per cent of the total number of students enrolled.
This
low figure is accounted for by the fact that industrial arts is
net
offered to grades below grade 7.
All grades from K.8 have been in-
cluded in the total number of students in the school.
The percentage
of the students -f Junior high school age (grades 7 and
8) taken
alone, without including grades
percentage figure.
n
K..6,
would yield a much larger
29
TABU: III
PERCENTAGE OF TOTAL STUDENT BODY ENROLLED IN INDUSTRIAL ARTS
COURSES AS REPORTED BY 31 PARTICIPATING ELEMENTARY SCHOOLS*
Number or schools
reporting
,
.-----
;
% of student
body enrolled
of total
schools
-
,
6
19
7 - 10
11 - 20
21 - 30
42
3
1
Total
31
25.80
61.24
9.76
3.20
"73(7M-7
Average percentage of the student body enrolled in 31 reporting
ninnontnry schools - .L5.16 %
* Includes both boys and girls.
Length
industrial
art-satittelealit
In order to gain information as to the length of industrial arts
periods in the average school day, questione pertaining to the average
class period length were included in the questionnaires sent to the
school administrators.
The data representing the period length is
presented in Table IV, page 30.
The average length of the industrial arts class period as reported
by 153, ur approximately 69 per cent of the reporting schools, was
between 50 -5
minutes.
The range of the length of the reported
periods varied from 30 minutes to 129 minutes.
Eight schools reported
~doubles periods 'which account for those listed in Table IV, page 30,
as being between 110.129 minutes.
Must of the class periods were
reported as being less than 90 minutes.
30
TABLE IV
LOUTH
OF INDWURIAL ARTS CLASS PERIODS
AS REPORTED BY 223 SCHOOLS
_
Number of schools
reporting
,
30-39 min.
40-49 min.
50.59 min.
1
26
153
12
8
14
60..69 min.
70..79
1
-
.
5
min.
.49
11.54
68.61
5.37
3.58
80-89 min.
90-99 min.
100.109 min.
6.27
min.
120.129 min.
2.23
1.32
49
--
1567ffir
7175
Industrial arta arcs;
% of total schools
reporting
.1.10.0119
3
Total
Length of
Period
ad in
az:tic:Otia
schools
The various areas or subjects offered in the industrial arts
programs are presented in Table V, page 31.
The data presented in Table V points out the industrial arts
subject areas that are offered in the secondary schools.
General
woodworking was the most often reported subject area being offered
by 173 or 72 per cent of the reporting schools.
Mechanical drawing
was reported by 135 or approximately 56 per cent of the schools,
while advanced woods was reported by 122 or 51 per cent.
frequently offered in industrial arts
proa
Other areas
were general shop,
crafts, general metals, advanced metals and auto mechanics, these
being reported 25'.108 times.
The eight subject areas comprise the
31
The bal-
bulk of the industrial arts areas offered in the schools.
ance of the areas listed in Table V were reported as being offered
by less than 10 per cent of the reporting schools.
TABLE V
INDUSTRIAL ARTS ARMS
IN 240 PARTICIPATING SCHOOLS
°
Tines. reported
Areas offered
General woods
Mechanical, drawing
Advanced woods
General shop
Crafts
General meta1s
Advanced metals
Auto meonal.lics
Electricity and communication
Leather working
Photography
Plastics
Carpentry
Ceramics
Machine shop
Graphic arts
Printing
Lapidary
Advanced drawing
Power mechanics and transportation
Advanced auto mechanics
Architectural drawing
Engineering drafting
Furniture construction
_..--
arts
areas
,...
--.
.
offered
..
% of schools
reporting
72.08
;6.25
50.83
45.00
32.92
20.75
12.91
10.41
9.5b
6.25
6.25
4.16
4.16
3.75
2.91
2.50
1.25
173
135
122
108
79
69
31
25
23
15
15
10
10
9
7
6
3
3
3
1.25
1.25
1
.33
.41
,41
.41
1
.41
2
1
1
in general
shop
.
:
A generai shop is here defined as a laboratory
.
is,
organized,
32
equipped and manned that several distinct areas of industrial arts
education are given to a group of students by one teacher and carried
on in one laboratory at the same time.
The data presented in Table VI shows the industrIal arts areas
that are included in the general shop programs.
TABLE VI
INDUSTRIAL ARTS AREAS OFFERED IN GENERAL SHOP PROGRAMS
AS REPORTED BY 104 SCHOOL ADMINISTRATORS
-
_
.=.71OOMMftw,
% of schools
Areas offered
Woodworking
Mechanical drawing
Metalworking
Leatherworking
Plastics
Electricity
Ceramics
Graphic arts
Transportation
Plumbing
Sheet metal
General mechanics
Carpentry
Boat building
Machine shop
Concrete and masonry
Lapidary
Welding
Times reported
95
92
Z34
64
59
48
12
10
3
3
2
2
2
2
1
i
1
reporting
91.34
88.46
80.76
61.53
56.73
46.15
11.54
9.61
2.88
2.88
1.92
1.92
1.92
1.92
e
.96
.96
.96
1
96
The variety of industrial arts areas that are offered in the
general shop programs in the secondary schools can be seen in
Table VI.
The number of times these subjects are reported ranges from 95
33
times or approximately 91 per cent for woodworking, down to one
.
,
time or approximately one per cent for machine shop, concrete and
masonry, lapidary and welding.
Subjects that are reported by more
than 45 % of the schools, include woodworking, metalworking
mechani..
cal drawing, leatherworking, plastics and electricity.
Desired changes in industrial arts programs
The satisfaction of the school administrators with the industrial arts programs in their schools was sampled and the results of
the survey are shown in Table VII.
A total of 211 school adminis-
trators responded to the survey question.
TABLE VII
DESIRED CHANGES IN INDUSTRIAL ARTS PROGRAMS AS
REPORTED BY 211 SCHOOL ADMINISTRATORS
.
.._...
_-
Changes desired
Times reported
Increase the variety of courses
a
taught .
.
Make more space available
Make industrial arts available
to more pupils
.
Increase the budget provision for
industrial arts
Provide adequate equipment
.
Open the shop to adult classes
in the evening .
.
.
Admit girls in industrial arts
classes i .
**
Establish a general shop .
Limit number in classes to conform
to available working facilities
t
.
-
..
.
.
.
.
114
% of total responses
114
54.21
54.21
77
3u.49
64
30.33
58
27.48
49
23.22
38
29
13.01
13.74
29
13.74
.
.
,.
.
.
.
3i
The desires, according to Table VII, page 33, of the adminis-
trators to increase the variety of courses offered and to make more
laboratory space available for industrial arts courses were the most
often reported changes, both being reported by approximately 54
per cent of the respondents.
be of major importance are:
Other desired changes that appear to
tu increase the budget provisions for
industrial arts, to provide adequate equipment, to make industrial
arts available to mure pupils, to admit girls to the industrial arts
classes and to open the shops to adult classes in the evenings.
Other comments from school administrators that were reported
less than two times are included in the following:
(The number of
times reported is enclosed in parentheses)
(I)
"Do a better job with what we now teach in industrial
arts."
(2)
"Make it better--solve the needs of non-academic
students."
(2)
"Upgrade some courses."
(1)
"Provide larger blocks of time for industrial arts."
(1)
"Limit types of subjects taught to ene or two."
(1)
"We have four 9th grade girls in shop for the first time
this year."
(1)
"Place more emphasis on practical skills."
Satisfaction with the industrial arts programs as reported by the
school administrators
The opinions and the feelings of the school administrators to-
ward the satisfaction or dissatisfaction with the industrial arts
program in their school is pointed out in Table VIII,
pocti:
35.
The
35
responses shown are the ones that were listed for the administrators
to check.
clot ed
Solicited comments from the administrators are also in-
.
TABLE VIII
SATISFACTION WITH THE INDUSTRIAL ARTS PROGRAMS AS
REPORTED BY 256 SCHOOL ADMINISTRATORS
Desired program changes
Times reported
Program needs expanding
139
54.29
Program is satisfactury
108
42..3
Program needs re- organizing
6
2.36
Program needs restricting
3
1.17
250
100.00
% of total responses
011.111110
Total
%
Over 42 per cent or 108 of 256 reporting school administrators
indicated that the industrial arta program in their school. was satisfactory while over 54 per cent or 139 of 256 administrators reported
their industrial arts program needs to be expanded.
,
Only a small
percentage of the total reporting administrators reported that
their program needed to be restricted, approximately 1 per cent, or
reshaped, approximately 2 per cent.
Other comments that were reported by school administrators ineltdet
(The number of times reported is enclosed in parentheses)
(1)
"Expand for non -academic students."
(1)
"Restrict for the non -academic students."
36
(1)
(1)
"Need more students for expansion."
Expand? --No, need more student interest."
(1)
"Need to increase class size."
(1)
"Could accept more pupils in industrial arts."
Importance of industrial arts
4ct
i.veis
The relative importance of the objectives ofindustrial arts as
envisioned in the minds of school administrators is shown in Table
IX, page 37.
The objectives are listed as having high, medium or
low importance.
A total of 256 administrators responded to the
survey.
The industrial arts objectives listed in 'Able IX, page 37, are
a coepesite collection of recognized objectives set up for indus.
trial. arts.
(19, p. 22) (160 p. 40.43)
(
p.
11-12)
Many differ-
ent authors and authorities in the field have developed a list of
accepted objectives, but by and large they are basically the same
objectives listed in different fashions or wording.
The number of responses for each objective is listed; the totals
vary from 247 to 258.
The range of responses in the "high impor-
tance" column varies from 193 or 77
of the total responses, 252,
for the Objective, "develop habits of self-discipline and orderly
procedure," tc 43 or i7 % of the total responses, 251, for the objective, "develop consumer knowledge of industrial products."
The objectives which seem to be the meet important in the minds
of the administrators ares
development of skill and the ability to
use tools; develop habits of self-discipline and orderly procedure;
TABLE IX
vw { CH OF
INDUSTRIAL ARTS OBJECTIVES
AS REPORTED. BY 265 SCHOOL ADMZäIbliïATO$:;-k
RELATIVE IYi
Tots_
responses
Industrial arts objectives
skill
.
.
.
.
'
.
.
.
.
.
.
.
.
-
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
*
.
Percentages rounded
.
.
.
.
.
.
.
.
.
.
off to
nearest 1 %
Medium
'
f,..
Low
importance
importance
f +- %
Ì .r
'
_
ability
to
and the
of
.
.
.
handle tools
Develop habits of self-discipline and
,.
.
.
orderly procedure
.
Appreciation of good workmanship .
Desirable health and safety attitudes ana
.
.
practices
.
Development of initiative and cooperation
Develop a feeling of confidence and self,
.
.
,
.
reliance
to express
the
students
ability
Develop
.
.
.
.
.
.
himself creatively
.
.
.
*
Appreciation of good design
.
.
.
Hobby and recreational activities
.
0
guidance
Opportunity for occupational
.,
.
. . .
.
Handy-man activities
Develop ability to interpret graphic
.
.
.
.
.
.
,
expression
ICnoYleclge of industrial Iirecesrrras and
materials
..
::
s y
Develop consumer knowledge of industrial
..
... _ .,. . ,.
products .. J'
Development
High
importance
11
258
214
83
*
41
16 $
3
252
257
1y3
77 f
73 %
52
69
21
26
%
7
J
3
255
255
178
158
70 %
27 %
%
68
8°
34 %
11
4%
251
155
62 $
86
34
%
10
4 S
318
47 $
43 %
41 $
119
135
%
16
6
-
6 %
3 %
37 5
47
54
52
46
58
1E45
2 *
y %
,
253
249
260
252
26C
1(,X5
106
62
134
94
76
29 $
116
15U
247
65
26 5
145
249
65
26 $
251
43
i7 5
f
%
$
f
'
9
20
42
7
17 %
,
32
13 %
59 %
37
15 5
122
49
%
62
25 ¢
.
127
51 %
81
32 5
:,
38
appreciation of good workmanship; desirable health and safety
attitudes and practice; and development of initiative and cooperation.
Other objectives which were reported fewer times, but still rated
in the "high importance" column were:
the development of consumer
knowledge of industrial products reported by only 17 per cent of 251
responding adeinietraturs, and knowledge of industrial processes and
materials which was reported by 26 per cent or b5 of 249 respondents.
The objective, to develop ability to interpret graphic expression,
was given high importance by only 26 per cent or 65 of 247 reporting
administrators.
Social-educational values of industrial arts
The social-educational values of industrial. arts that are listed
in Table X, page 39, are those values that deal in a general way with
the student and his place in society.
A total of 259 administrators
responded to the survey question,
The relative importance ofsome of the social-educational values
of industrial arts is shown in Table X.
The percentages of the "yes"
responses to the questions in the group were computed from the total
number of responses, 259.
213
or
The range of "yes" responses varied from
approximately 63 per cent for the value,
'lean
obtain for some
students certain educational objectives mure effectively than other
school subjects," to 49 "yes" responses or 19 per cent for the value,
"should be a required sUbject."
3
TABLE X
.
SOCIAL- EDUCATIONAL VALUES OF INDUSTRIAL ARTS
AS REPORTED BY 259 SCHOOL ADMINISTRATORS
Yes
responses
% of total
r
213
63.39
.
2,J.0
61.08
Fills a definite need in your community.
191
73.74
Should be offered to college preparatory
students
p n
:
121
46,71
66
25.48
49
18.91
Social -educational values
responses
Can attain for some students certain
educational objectives more effectively than any other school talk.
.
ject
:
.
-
Might present a challenge to the fast
learner as well as the average or
below average achiever
l
.
.
Should offer a survey of our modern
industrial technology
c
Should be a required subject
.
b
.
:
.
.
Other comments of school administrators concerning the social -
educational values of industrial arts follow;
(the number of times
reported is enclosed in parentheses)
(1)
"Industrial arts should build interest for the slow learner."
(1)
"Industrial arts should be required in senior high school."
(1)
*industrial arts should be required in junior high''
(1)
"Industrial arts should be required for only one year in
junior high."
(1)
"Industrial arts should always have an open door to the
slow learner. Too many industrial arts teachers want to
teach only the gifted students."
40
(1)
"High school industrial arts should be grouped and upgraded for college '..reparatory students."
(1)
"Intelligence is no criteria fur the learning of skills
or the desire to go to college."
(1)
"A poor achiever in academics is usually a poor achiever
in the shop."
(1)
"I think that tut, many industrial arts classes are not
industrial arts -- but lag 30 years behind some of the
industries nearby."
(1)
"Ail pre -engineering students should have one year of
industrial arts in high school.*
.
(1)
"I feel these are loaded questions asking for support of
industrial arts at the expense of other classes or general
needs."
(1)
"The only reason I feel that industrial arts should not be
required in our high school is because of our inability
to handle the students effectively."
(1)
"The prevocational aspects of industrial arts should be
stronger."
(1)
"Many colleges no longer offer mechanical drawing -- this
is needed to study engineering in college."
(l,)
"Any subject is used as a means to an end in itself. Some
students achieve 'the good life, in industrial arts."
(1)
"Industrial arts should be offered but not required in
high school."
(1)
"Industrial arts should be offered to pre -engineering and
science students."
(1)
"I am of the opinion that industrial arts is one of the most
highly needed of any offering."
were improved in the past five years
Industrial arts facilities that
°---_
-
The administrators were asked to indicate the areas or the laboratory facilities for industrial arta that were either added or
modeled in the past five years.
re-
Seventeen industrial arts areas are
41
listed in Table XI, along with the number of times the improvements
were reported.
The facilities that were most often affected in the remodeling
activities were word shop, reported 62 times; mechanical drawing,
reported 24 times; general shop, reported 16 times; general metals,
reported 14 times; and crafts, reported 12 times.
TABLE XI
INDUSTRIAL ARTS FACILITIES THAT WERE
E E IMPROVED IN THE
PAST FIVE YEARS IN 119 REPORTING SCHOOLS
Areas
affected
Wood shop
Mechanical drawing
General metals
Crafts
Genera,'_ shi4.
Plastics
Machine shop
Auto shop
Leatherworking
Architectural drawing
Electricity
Electronics
Lapidary
Photography
Graphic arts
Power mechanics
Boat building
Added
34
30
26
17
13
10
9
9
8
8
Remodeled or
expanded
u2
24
14
12
16
3
15
2
$
1
4
2
4
6
1
4
3
3
1
3
1
1
b
o
The wood shops were reported as being first in the number
of
facilities added in the past five years, being reported in 34 schools,
Mechanical drawing was reported 3u times and was followed by general
42
metals, reported 26 times, and crafts, reported 17 times.
Industrial arts facilities to be improved in the next five
The
pans
ears
for improving the industrial arts facilities in the
schools in the next five years were sought.
The results of the sur-
vey can be seen in Table XII.
A comparison of Table XI and Table XII shows a definite trend
in the direction that industrial arts programs will probably take
TABLE XII
INDUSTRIAL ARTS FACILITIES TO BE IMPROVED IN THE NEXT
FIVE YEARS AS REPORTED BY 78 SCHOOL ADMINISTRATORS
Areas affected
General metals
Machine shop
Electricity
Auto shop
Wood shod,
Mechanical drafting
Crafts
Electronics
Architectural drawing
Lapidary
Plastics
Power mechanics
General shop
Photogmhy
Leatherworking
Graphic arts
Printing shop
Transportation
in the next five years.
To be
added
To be remodeled
or
expanded
1,
13
14
11
9
4
6
10
9
31
8
20
6
7
6
5
9
5
5
5
1
4
0
4
4
6
2
4
1
0
0
3
2
2
2
5
The facilities for industrial arts
that
are
3
to be added in the next five years, according to the "to be
column in Table XII, page 42,
arts
industrial
newer areas are
show
added"
that instead of the more common
areas being most often mentioned, the relatively
most
Examples of this are the areas
often reported.
of general metals, reported 15 times, followed by machine shop, re-
times.
ported 14
fourth in the
column, followed by wood
each reported 9 times, crafts reported
ported 7
and
Electricity and auto shop are mentioned third
shop and mechanical drawing
f3
times and
electronics
re-
time's.
of
The number
_
schools
lvidual ..........__
industrial arts- _tea-ïc--h.ett in _itd._
..
The number of teachers of industrial arts in 220 reporting
schools.
are shown in Table XIII.
TABLE XIII
NUMBERS OF INDUSTRIAL ARTS TEACHERS IN
INDIVIDUAL SCHOOLS AS REPORTED BY 220 SCHOOL ADMINISTRATORS
_ ..
Number
of teachers
"Z61
Times
per school
reported
5
118
46
32
13
6
6
7
4
1
1
2
3
4
-. `
20.90
14.54
5.90
2.72
1:83
,45
-ico. ou
220
Total teachers reported - 419
Average number of teachers per school
---,..:
total schools
reporting
53.66
Total
of
-
1.9
%
:
44
The numbers of teachers of industrial arts in individual re-
porting schools varied from one teacher reported by 118, or approximated.),
54 per cent of the schools, to seven teachers reported by one
r .45 per cent of
the
schools.
A total of 196,
or approximately 90
per cent of the reporting schools, reported as having fever than four
teachers.
The average number of industrial arts teachers per school
is 1.9.
.
i
Number of industrial arts periods taught by industrial arts teachers
- ir
t
_ .
.
_
_
_
_
Information concerning the number of industrial arts periods
taunt by
.edestrial arts teachers is uhown in Table XIV, page 45.
The point at vhice a teacher becomes an industrial arts teacher because of the number of periods of industrial arts taught, is of course
debatable.
It was assured that a teacher, regardless of educational
preparation, who teaches industrial arts vas for the purposes of this
study considered en industrial arts teacher.
A total of six periods of industrial arts are taught by approximately 40 per cent or 162 of 407 teachers reported by 216 school
administrators.
This data is presented in Table XIV, page 45.
The
number of periods taught varies from one period, taught by 20 re-
ported teachers or approximately
5
per cent of 4(40 to eleven or
approximately 2 per cent of the teachers teaching eight periods of
industrial arts per day.
Most of the administrators, approximately
93 per cent, reported that the teachers teach fewer than seven periods
of industrial arts per day.
14.5
TABLE XIV
NUMBER OF PERIODS OF INDUSTRIAL ARTS TAUGHT BY
INDUSTRIAL ARTS TEACHERS AS REPORTED BY 218 SCHOOL ADMINISTRATORS
Number of
teachers
Number of periods
20
1
2
3
4
17
11
4.91
8.60
9.09
11.05
19.65
39010
4.76
2.24
"at
100.6o
35
37
45
80
162
5
6
7
8
Total
Average -
% of total teachers
reported
periods taught by teachers - 4.61
Teaching 4224444qp_of.industrialarts_tea0ea
Industrial arts teachers are called on to teach other subjects
as well as industrial arts courses as evidenced in Table XV, page 46.
Other school duties which are not necessarily considered direct teach..
in,d,
duties are also assumed by industrial arts teachers.
Table XV
shows the various school duties performed by teachers and the number
of times these duties are reported.
Other industrial arts teacher assignments that were reported by
school administrators three times or leas were
sudi -visual coordina-
tor, English,; language (foreign), history, homemaking, biology,
psychology, chemistry, stage craft, typing, bookkeeping, journalism,
OWN
cafeteria management, curriculum study, distributive education
and neon movie supervisor
L.
TABLE XV
COMBINATION TEACHING ASSIGNMENTS OF INDUSTRIAL ARTS TEACHERS
Number of times
reported
Other subject areas taught
Mathematics
Physical education, health and coaching
Vocational agriculture
Administrative duties, counseling, etc.
Art
Physical science
Driver education
Study hall
Social studies
Music
33
18
16
14
11
10
9
9
6
4
Qualifications that should be possessed by industrial arts teachers
The most often reported qualification for industrial arts teach'
ere,
situ
have a broad general knowledge of industrial arts," was re-
ported by 253 school administrators or approximately 70 per cent of
263 respondents.
This information is presented in Table XVI, page
47.
The range of specific qualifications listed in Table XVI varies
from 96 per cent to 14 per cent.
Three important qualifications
should be possessed by industrial arts teachers according to the
reports from 263 school administrators, (1) a broad general knowledge
of the field of industrial arts reported by approximately 96 per cent,
(2) *knowledge of teaching methods* reported by 95 per cent and
(3) 'knowledge of shop practices reported by 92 per cent.
Yellowing
the first three qualifications is "knowledge of shop theory" at
47
TABLE XVI
SPECIFIC QUALIFICATIONS THAT SHOULD BE POSSESSED BY TEACHERS
ar INDUSTRIAL ARTS
Specific qualifications
Times reported
of total
response
A broad general knowledge of the
field of industrial arts.
253
96.19
Knowledge of teaching methods,
250
;5.05
Knowledge of shop practices.
242
92.01
Knowledge of shop theory.
197
74.90
Experience in industrial work.
115
43.72
37
14.07
A
limited specific knowledge of a
certain phase of industrial arts.
75 per cent#
The least important qualification, according to
Table XVI, is a 'limited specific knowledge of a certain phase of
industrial arts," which was reported approximately 14 per cent of
263 school administrators responding to the survey.
Other comments of the school administrators include:
(The
number of times reported is enclosed in parentheses)
(3)
"To realize the limitations and different abilities of
the different students."
(2)
"Should be creative.*
(2)
*To think in terms of the whole school and not just the
shop."
(1)
*Knowledge of eleLentary school methods."
(1)
Good safety practices.*
(1)
To have consumer knowledge of industrial products."
aa
I
(L)
*To have knowledge in the arte, literature and culture.*
(1)
*To have technical
-
proficiency.;"
i'
i!
concerning industrial arts_ teachers
l..S. 4
R'1
. rs
.
-
.
.
-
-
_
_
The data. in Table XVII, page 49, concerns the problems facing
-
industrial arts teachers a3 observed and reported by 222 school
administrators.
Manx of the problems listed might be attributed to
the educational preparation of the teacher or the lack of industrial
experiences.
Other problems facing the teachers are administrative
problems, which in turn become the problems of the teacher.
Crowded
classes; for example, are teacher problems but in reality are adminis-
trative problems.
The number of times specific problems of industrial arts
teachers that were reported by 222 school administrators can be seen
in Table XVII, page
.9.
The percentage of responses for each re-
ported problem computed from the total number of administrator
responses, 222, shows the most often reported problem, housekeeping,*
to be the highest with approximately 3g per cent of the administrators
listing this problem.
response
The problem receiving the lowest percentage of
was *lack oftechnical background* reported by approxi-
mately o per cent or 18 of 222 administrators.
The problems reported by more than 25 per cent of the reporting
administrators were:
housekeeping, crowded classes, discipline and
the lack of suitable or adequate equipment.
Other comments on the problems of teachers reported less than
three times follow;
(The number of times reported is enclosed in
'
49
TAMS
XVII
OBSERVED PROBLEMS
S OF INDUSTRIAL ARTS TEACHERS AS REPORTED
BY 222 SCHOOL ADMINISTRATORS
-Times
reported
Problems observed
Housekeeping
. *
.
a
.
.
.
Crowded classes
.
Discipline .
6
*
*
t
Lack of adequate or suitable
equipment .
.
.
Lack of ability to organize work
Ability to sell industrial arts to
other instructors as a part of
.
general education ...
.
.
.
Lack of daily preparation for teaching.
Lack of ability to keep appropriate
*
....
records
.
e
Teaching load too heavy
f
Lack of ability to handle materials
economically .
. .
.
.
.
0
.
Lack of knowledge of teaching methods
. A
Effective grading
.
Lack of professional attitude
*
,
Lack of technical background
.
.
4*
.....
.
.
.
.
,
.
.
.-
.
.
.
Is
.
.
%
of total
responses
73
67
34.68
32.88
30.19
59
44
26.57
19.81
41
40
143.46
40
18.01
35
15.76
33
30
14.86
13.51
12.61
10.36
8.10
77
28
23
'8
18.01
parentheses)
(2)
Lack of space in which to teach.
(1)
Lack of prestige as a subject area.
(1)
Lack of ability to make decisions.
(1)
Hot keeping pace with new industrial aspects.
(1)
Lack of ability to get along with the students.
(1)
More interested in teaching shop than students.
(1)
Lack of interest in activities in other parts of the school.
(1)
Expect all students to be excellent industrial arta
students.
.9
50
Problems concerning industrial arts
administrators
.... --r
... ...
The problems concerning industrial arts that are facing 230
school administrators that responded to the survey are listed in
Table XVIII.
The problems listed in the table were presented to the
administrators receiving the questionnaire.
Their responses were
a summary of their responses is included in the table.
checked
Solicited comments from the administrators are presented after
Table XVIII.
Thirteen or approximately 6 per cent of 230 adminis-
trators reported that the listed problems were small or non-existent.
TABLE XVIII
PROBLEMS CONCERNING INDUSTRIAL ARTS
AS REPORTED BY 230 SCHOOL ADMINISTRATORS
Times
reported
Problems reported
117
50.86
62
78
35.65
33.91
56;
25.21
.
55
23.91
.
35
15.21
27
u.73
The securing of adequate space ,
.
Making adequate budget provision for
industrial arts
.
.
The securing of adequate equipment .
Inability of students to pay for
materials . .
.. .
.
College entrance requirements too rigid
to allow adequate time for industrial
arts in the students' programs
Unable to secure a qualified teacher
of industrial arts
.
.
.
.
.
.
Lack of pupil interest in industrial
arts
.
.
Shop maintenance too expensive ,
Negative community attitude .
.
.
.
.
.
.
.
.
.
.
.
........
.
.
.
% of total
response
16
14
6.95
6.08
`4110Momorsr.
The problem most often reported, *the securing of adequate
space*
was listed by 117 or approximately 51 per cent of the total
5.1
number of administrate
administrators.
The problem least often reported, "negative
community attitude," was listed 1k times by approximately 6 per cent
of the administrators.
Other problems reported by school administrators follow:
(The
number of times reported is enclosed in parentheses)
(1)
"Expansion of our program to meet expanding enrollment in
industrial arts."
(1)
*Students are enrolling in academic courses and have no
time for interest or vocational courses."
(1)
*Difficult to secure a qualified teacher..*
(1)
"Industrial arts is still a dumping ground."
(1)
"About the teacher--we don't have a good one. Didn't try
too hard to secure one didn't stress it in his credentials.*
(1)
"My knowledge of industrial arts is limited."
(1)
"Getting teachers to 'keep up' on newer methods.*
(1)
"Lack of teachers from Oregon colleges -other states not always the best."
(1)
*Importance of courses in the curriculum; auto mechanics,
electricity, drawing, crafts, printing, eta,*
(1)
"Not enough application to post high school job.*
(1)
'Would like to offer auto mechanics which would provide for
many more students.*
'
from
'
(1)
"Radio and electronics teachers are difficult to find."
(1)
"Industrial arts teachers complain about too many students
in their classes."
(1)
"College entrance requirements too rigid --a problem but not
too serious.
'
(1)
*Unable to secure a qualified teacher --very often the case."
(1)
'More equipment is a need in any school --also storage Blame."
52
(i)
"Unable to secure a qualified teacher- -one who understands
the junior high age bo y.
(1)
"Student discipline of one of the industrial arts
teachers."
(1)
nieterrining where and/or when in the students sequences
of experiences this subject should be taught."
(1)
*Would like shop and home economics in our own building."
(1)
*1 now have a good shop man and have had many _your ones."
(1)
"Making the course more practical for the 7th and 8th
grader."
(1)
"I question the idea of requiring all 7th and 8th graders
to take shop."
(1)
"The school program must be arranged around the shop."
(1)
"The best way to keep the public informed about industrial
arts."
(1)
"College entrance requirements too
pressure in elementary school."
(1)
"Giving preparation time to the industrial arts teacher."
(1)
"The students receive too much work in the shop and not
enough classroom instruction."
high-we even receive
the
Attitudes of school administrators toward prepared courses of study
The information presented in Table XIX, page 54, points out the
attitudes, the requirements and the recommendations of 252 school
administrators toward teacher -prepared and state -prepared courses
of study.
A total of 162 or approximately 62 per cent of the total responding administrators reported in Table XIX, page 54,
that they required
the industrial arts teacher to prepare a course of study.
Of the
53
total number of respondents,
:..6c)
or approximately 61 per cent indi-
cated that they thought a state course of study would be beneficial
and yet only 77, or approximately 29 per cent would have the indus,
trial arta teacher follow a state prepared course of study.
Poise
school administrators reported that the Portland school system has
a course of study developed under the guidance of a Portland Industrial Arts Supervisor.
The "yes" responses in Table XIX, page 54, ranged from 162 or
approximately 62 per cent for the item "require the industrial arts
teacher to prepare a course of study," te 20 responses or aeeroxi
mately 6 per cent of the total responseá, to the question, "believe
that a state course of study should be highly detailed."
The range of "nu" responses varied from a high of 177 or
approximately 68 per cent on the item, "believe a state course of
study should be highly detailed," to 61 responses or approximately
24 per cant of the total responses on the item, "feel that a state
course of study would be beneficial."
TABLE XIX
ATTITUDES; REQUIREMENTS AND RECOMMENDATIONS TOWARD COURSES
Q r STUDY AS REPORTED BY 262 SCHOOL ADMINISTRATORS
of total.
Requirements and attitudes reported
Require the industrial arts teacher to prepare a
..
d
. . ,.
.
course of study ..
.
r
Require that a copy of the course of study be
kept on file in your office .
of total
responses
,
Yes - responses
Nu
162
61.83
77
29.3,
117
44.65
103
39-3
160
61.06
61
23.51
20
7.63
177
67.56
T7
29.38
109
41.6o
124
47.32
83
3i.67
-
.
..
Feel that a state course of study would be
d
beneficial
..........
.
.
Believe a state course of study should be
.
. .
highly detailed .
.
.
.
.
Think that you would have the industrial arts
teacher follow a state course of study
.
.
.
-.
Feel that it would be beneficial to have a state
consultant of industrial arts
.
.
,
.
.
.
.
.
.
.
55
Other comments of school administrators follows
(The number of
times reported is enclosed in parentheses)
"Would use a state course of study as a guide only."
(11)
(3)
"The Portland teachers, in conjunction with a city supervisor, formulate their own courses of study and review
them constantly."
(2)
"We ask that a copy of the course of study be turned in to
the office but are not successful in having it done."
(1)
"Would not use a state course of study if the industrial
arts teachers could justify their own."
(1)
"Each school has to do its own planning because of size,
space and number of students. A state course of study
would not be necessary."
(1)
"In regards to the teacher -prepared course of study- -this
is a lot more detail paper shuffling to take up the industrial arts manes time. Let him devote his time to teaching the kids how to care for tools and to make things that
show good workmanship."
(1)
(1)
'
"Weekly lesson plans are turned in to the principal."
"We prepare courses of study during the summer months- -the
teachers are selected and placed on extended contracts for
eight weeks."
The interest of school administrators in a consultation service
The school administrators were asked to report on their interest
in a consultation service offered by the Industrial Arts Department
at Oregon State University.
The information received from 234 admin-
istrators is reported in Table XX, page 56.
A total of 152 or 65 per cent of the reporting administrators
indicated an interest in the service while 62 or 35 per cent of the
total number responding indicated no interest.
56
TABLE XX
INTEREST IN A CONSULTATION SERVICE
AS REPORTED BY 234 SCHOOL ADMINISTRATORS
No.
Yes
No
reporting
152
64.95
82
35.05
234
Total
% of total
responses
100.00 %
A large number of administrators reported "no" because of the fact
that the Portland school system has an industrial arts supervisor
whose job it is to act as an industrial arts consultant.
A total of
124 or approximately 47 per cent of the administrators reported an
interest in a state consultant for industrial arts according to Table
XIX, page 54.
Other comments concerning an industrial arts consultation service
follow:
(12)
(The number of times reported is enclosed in parentheses)
"No - -we have one now for the Portland school system."
(1)
"We do not need it now. We might need the service if we
have a different instructor."
(1)
"No --I would change the answer if it were the right kind of
consultation service."
(1)
"Yes, provided the consultant was picked and recommended by
Oregon Industrial Arts Association, and not some political
appointee."
(1)
"Yes, similar to the one now given by the Home Making Dept.
at Oregon State University.
(1)
"Yes --a consultant should work through the Portland school
system industrial arts supervisor in our case."
(1)
"Yes- -for the industrial arts teachers."
57
Industrial arts literature that would be helpful to school
edmin.s
An analysis of the reports from administrators concerning industrial arts literature that would be helpful is reported in Table
XXI.
TABLE XXI
coma=
INDUSTRIAL ARTS THAT WOULD BE 100110,
AS REMISED BY 216 SCHOOL ADMINISTRATORS
LITERA
Times
reported
'Type of literature
of total
responses
ai,
purposes,
Concise statement of
Pnd functions of industrial arts as
.
seen by other administrators ,
144
66.95
128
58.71
114
52.29
Bibliography of reading materials on
current developments in industrial
. .
. .
.
. .
r
83
38.07
Means and methods of popularizing
industrial arts in this community
37
16.97
.
.
'Standard lists of equipment, coots and
supplies used in a majority of the
school
saps
;
Course outline applicable to my
.
.
school .
.
.
.
.
.
.
.
.
.
arts
.
.
The types of literature concerning industrial arts that would be
helpful to school administrators is shown in Table XXI.
A
total. of
144 or approximately 66 per cent of 216 responding; administrators
indicated that literature concerning the concise statement and aims
of industrial arts as seen by other administrators would be helpful.
58
The literature that was least often indicated as needed by
school administrators was for means and methods of popularizing
industrial arts in their communities.
This type literature was
indicated 37 times or by approximately 17 per cent of the total
number of responding administrators.
Other comments by school administrators follows
(The number
of times reported is enclosed in parentheses)
(1)
"These materials are now available to me."
(1)
*Too much reading nova the instructor should do the
reading and present us with the recommendations.*
(1)
"Trends in shop fees and methods of paying for supplies.*
Suggestions for
institutions for
r industrial arta teacher.seducating in
better prepared
e
arts
teacIse
as reported
b
school
.
.
.
.
=---administrators
industrial
.
---- _.. -
ñ
The following question was asked of all administrators of schools
offering industrial arts!
*What can Oregon's teacher- education institutions do to
prepare better qualified industrial arts teachers +"
The answer to the above question was grouped into categories
which represented major fields of endeavor in the teacher »education
program.
The number of times reported is in parentheses at the
beginning of each suggestion statement.
Specific comments are en-
closed in parentheses at the end of the suggestions.
Educational psychology
(12)
Add more adolescent and educational psychology to the program.
(8)
Teach them to realize the individual differences in
students (teach on the students, level).
59
General teacher program
(9)
(3)
(7
2$
Devise a good teacher -selection program (mechanical
aptitude and interest-screening tests).
Establish a general shop -teaching situation- -not a
specific unit approach.
Somehow interest more good teacher candidates.
Offer more courses in summer school and summer workshops.
Develop a program that will distinguish between junior
and senior high industrial arts.
Develop a unit teaching approach.
Put more part' in the teacher education program.
Adapt teacher training to classroom use.
More emphasis on small power equipment.
Teach the importance of varying the program to fit the
students' needs- -not all doing the same thing.
Teach the importance of a more industrial approach (more
real life situations).
Require 20 semester hours in a specific field of industrial
arts.
Emphasis on skill and proficiency
(5)
(4)
(3)
(2)
Stress the importance of having the students learn about
tools.
Develop qualities that will inspire the students to acquire
skill.
Teachers need more technical proficiency and skill.
Increase the industrial arts teacher requirements- -less
skill proficiency.
Teaching methodology
(20)
i3
3
2
(1)
More emphasis on methodology (how to teach, preparation of
lesson plans, teach boys and girls first -shop second).
Teach them the value of discipline and classroom procedure.
Stress more proficiency in curriculum construction.
Save them better able to handle students (discipline).
Keep in touch with the aims and objectives of the industrial
erts field.
Professionalism
(19)
(19)
Instill in them the realization that industrial arts is not
the only school subject taught.
Need a more professional attitude (a professional- -not a
shop foreman, become a part of the faculty and the total
program, think in terms of the whole school, have interest
in the position as a profession- -not just a job),
j,
60
Student teaching experience
(7)
(3)
(1)
(1)
(1)
Incorporate a longer student teaching time (more varied
and in more than one school).
Need a broader background in (student) teacher training.
Establish student observation (field experience) in the
sophomore year.
Allow the student teacher to witness the opening and the
closing of the school year.
Allow the student teachers to visit other school shops in
the state.
Public relations
(3)
(1)
Mach
them to establish better relations with the public
and the school board.
Need improved student- teacher-parent relations.
Oregon State University teaching facilities
(11)
(7)
(1)
Oregon State University has an excellent program now.
Expand facilities to institutions other than Oregon State
University.
Insist on more practical experience for college teachers
(professors).
General background
(13)
(6)
(2)
I
I
1
Require a broader background in the industrial arts
teaching major.
More familiarization with school planning and budget
(accounting, handling supplies, what and how to order).
Have them learn good shop organisation and housekeeping.
housekeeping.
Learn to teach the importance of safety and first aid.
',prove spelling, English, grammar and speaking.
Have the students visit the Rehabilitation Division of the
Oregon State Hospital to see the therapy value of industrial arts.
.
Technology
(4)
(2)
(i)
Train more electronics teachers.
Establish programs in the new technological fields.
Less emphasis on woodwork and more on electronics,
dynamics, etc.
The following is a summary of the suGgestions for industrial arts
teacher -education institutions.
offered 5 or more times.
The suggestions listed below were
61
Add more adolescent and educational psychology to the pro.
6ram.
Teach them to realize the individual differences in students.
a,
b.
c.
d.
e.
f.
g.
h.
i.
Z.
k.
.
1.
m.
.
Devise a good teacher -selection program.
Establish a general shop teaching approach.
Somehow interest more good teacher candidates.
Stress the importance of having the students learn about
tools.
Mere emphasis on methodology.
Instill in them the realization that industrial arts is not
the only school subject taught.
Need a more professional attitude.
Incorporate a longer and more varied student teacher time.
Expand facilities to institutions other than Oregon State
University.
Require a broader background in the industrial arts teaching major.
More familiarisation with school planning and budgeting.
Part II
OPINIONS AND ATTITUDES or ADMINISTRATORS WHOSE
SCHOOLS DO NOT M7
INDUSTRIAL ARTS
.
4"z
'
A set of questionnaires, Number I and II (appendix, pages 37,92)
were sent to the superintendents and principals in the junior and
senior high schools in Oregon.
A letter of transmittal was enclosed
with each set asking the administrators whose schools did not offer
industrial arts to fill out and return questionnaire Number II.
From the questionnaires returned it was found that 36 or approxi-
mately 17 per cent of the 211 schools reporting did not offer industrial arts courses to the students:
Part II of this chapter deals with the attitudes and the opinions.
of industrial arts in the minds of the school administrators whose
schools do not offer industrial arts.
62
Total number of students enrolled in non-offering schools
The data presented in Table XXII, shows the number ofstudents
which constitute the student bodies of the schools which do not
offer industrial arts.
TABLE XXII
TOTAL NUMBER OF 5TUDENTS ENROLLED IN 36 REPORTING SCHOOLS
NOT arrERIKG INDUSTRIAL ARTS *
total
Number of students enrolled
Number of
schools
0-99
100-199
2ou-299
300-399
400-499
5o2
600-699
700-799
o13
14
7
11
5
1
400
away
1
-
Totals
3b
% of
number reporting **
39
19
22
14
..
3
TYPe of school
Jr.
Sr.
high
high
13
,
.
4
4
5
Comb.
Jr.-Sr. high
1
1
4
1
1
..
..
1
-
....
100 I,
11
3
1101111111.111,
23
2
Average number of students enrolled in schools not offering
dustrial arts in the curriculums - 191.52.
ID.
* Includes Junior and senior high schools, boys and girls.
** Percentages rounded off to the nearest 1%
An examination -f Table XXII reveals that over one-third of the
schools reporting as not offering industrial arts have a total student
enrollment of less than 100 students (reported by
schools).
4.4
or 39 % of the
One junior high school with an enrollment of 013 students
65
reported as not offering industrial arts.
The average student body
enrollment of the non-offering Schools was 191.52 students.
Importance of
administrators
arts objectives to non -offering
ii
"
-
An indication of the status of industrial arts in the public
secondary schools is revealed by studying a summary of the opinions
of school eóuiniatntora in schools *here industrial arts is offered
as well as the attitudes ana opinions of administrators whose schools
do not offer industrial arts.
An analysis of the
'value of industrial
arts objectives follows in Table XXIII, page 64, in which the im-
portance of the Objectives in the minds of the non-offering administrators is shown.
The importance of the industrial arts objectives
reported by the administrators offering industrial arts is shown in
Table IX, page 37.
TABLE XXIII
RELATIVE IMPORTANCE OF INDUSTRIAL ARTS OBJECTIVES AS REPORTED
BY SCHOOL RI3HINI,STRATORS Ìn. SCHOOL: NOT arFatING INDUSTRIAL ARTS
-
Ia,nortance
Industrial arts objectives
Total
responses
skill
Development of
.
and the ability to handle tools .
Develop a feeling; of confidence and :self-reliance . . . .
.
..
Appreciation of good workmanship . . . . .
.
.
Develop habits of self- discipl ine~ and orderly procedure. .
Desirable health and safety attitudes and practices . . .
Hobby and recreational benefits . . . . : .
.
*
Development of initiative and cooperation
s
. a s *
Opportunity for occupational guidance *
a
. * * 1.
Appreciation of good design
.
.
.
a a *
Develop the students ability to express himself creatively
.
Handy -:pan activities . .
.
.
a x s * . . a r
Knowledge of .industrial processes and materials,
Develop consumer knowledge of industrial products
- .. .
4
Develop ability to interpret graphic expression
.
.
.
.
.
.
a
.,
.,
.
.
.
,
.
.
.
....,
.
.
.
...
s~
,
.:
Percentages rounded off
.Ao
nearest
1 %.
..
Mull
f - fa
!
i
Medium
f -
L. w
f
- %*
42
36
86
6
14
0
42
27
26
25
24
64
63
13
15
31
37
2
58
16
37
0
2
57
54
49
16
16
43
0
46
39
49
49
3
20
20
23
19
21
25
26
55
50
51
63
63
27
69
41
43
42
41
41
41
42
38
41
40
41
22
20
19
E
40
42
37
25
17
39
6
15
17
16
15
10
1
2
2
3
5
-.
--
5
--
7
2
5
5
e
12
5
12
8
20
15
6
65
The importance of the industrial arts objectives as reported by
school administrators whose schools do not offer industrial arts is
shown in Table XXIII, page 64.
The relative importance shown in the
*high importance* column ranges from 66 per cent or 36 of the 42 total
responses for the objective, *development of skill and ability to
handle tools," to 17 par cent on 7 u: the 41 total responses for the
objective, 'develop ability
oi1ity to interpret graphic expression.*
The value of an industrial arts
artfi
.liLîw
The administrators whose schools do not offer industrial arts
were asked to judGe the values of industrial arts programs as listed
in Table XXIV, page 66, in which some of the social and educational
values of industrial arts are shown.
TABLE XXIV
FJZD
YALU; OF AN INDUSTRIAL ARTS 14041.1W AS
BY
42 SCHOOL ALKENISTRATORS NOT
INDUSTRIAL ARTS
ammo
Has a definite
place
in
education.
.
.
.
,
.
.
.
.
.
.
.
.
f
42
42
100
0
39
37
31
30
26
23
1.8
95
86
79
2
5
-
Can attain for some students certain educational objectives
more effectively than any other school subjects .
*
,. .
Can fill a definite need in your community .
.
.
.
.
*
.
Should be limited to junior high and senior high pupils .
Should be offered to boys and girls . .
.
.
.
.
.
Should be offered to college preparatory students
.
s
Is more vocational than general education
.
., .
.
Should be offered to boys only
.
.
.
.
.
.
It
.
Should offer a survey of our modern industrial technology
Should be represented in all grades of the school
.
Should be offered only to high school students . . .
4
Should be a required subject .. . .
. . ., .
.. .
.. .
.
.
.
.
.
;
.
;
.
.
.
.
.
.
.
.
.
* Percentages rounded off to nearest
1
-
Total
Responses
36
38
37
35
37
39
34
37
35
37
No
Yes
wc7,cr835;
Values reported
¡S
8
6
73
66
49
33
29
22
17
2
5
13
10
it
f
8
11
12
19
26
24
29
29
35
-
* *
dmit
5
14
11
27
34
51
67
71
78
63
95
.
C'
67
In Table XXIV, page 66, can be found the results of the survey
data dealing with the value of an industrial arts program as reported
by 42 school administrators whose schools do not offer industrial
arts.
The range of responses varies from 100 per cent agreement in
the "yes" column on such values as, "has a definite place in education," and 100 per cent agreement in 39 responses on the value,
"might present a challenge to the fast learner as well as the average
or below average student," to a
lee/
of 5 per cent on the value,
"should be a required subject."
arts is not offered
Various reasons are listed in Table XXV, page 68, for industrial
arts not being included in the 3o schools that report no industrial
arta courses.
The most often indicated reasons are listed as; "lack of room,*
"cost of installation," e"vocational agriculture meets our needs,"
and "industrial arts has never been offered and the steps to introduce it have never been taken."
were:
The reasons least often reported
"industrial arts is a non-essential subject," "students are
not interested in industrial arts,
and "industrial arts teachers
are not willing to also teach other subjects."
in between these two extremes.
Other reasons range
It appears that the reasons given
fall into two definite ranges, percentages of responses over 30
per cent and percentages of responses below 10 per cent.
645
TABLE XXV
REAL ln3 FOR NOT OFFERING INDUSTRIAL ARTS AS REPORTED BY
43 SCHOOL ADMINISTRATORS
Times
reported
Reasons reported
Lack of room .
.
.
+
.
!
Coat of installation ..
.
.
Vocational agriculture shop meets our
needs .
.
v
.
.
Industrial arts has never been offered
and the steps to introduce it have
never been taken .
.
.
. .
r . :
Only possible to offer college entrance
subjects
School board opposition . . . . . . . .
Past failures
.
.
.
. .
.
.
.
.
Industrial arts does not fill a need of
this community
.
.
Cannot secure a qualified teacher .
.
Negative community attitude
.
.
.
Industrial arts is a non -essential
subject
:
Students are not interested in industrial
arts .
r
Industrial arts teachers are not willing
to also teach other subjects
.
.
24
24
55.81
55.8.
14
32.79
13
30.23
4
9.30
9.30
6.97
...«.
.
.
.
:
% of total
responses
.
-
4
3
3
6.97
3
16.97
2
4.97
1
2.32
1
2.32
1
2,32
,
.
Other reasons for not offering industrial arts as reported by
school administrators include the following:
(The number of times
reported are shown in parentheses)
(1)
"Vocational agriculture is essential to our community-additional space is not available.*
(1)
*We offer vocational agriculture --I don't know if it meets
our needs."
(i)
"Our shop room was needed for classroom space and then not
re-established.'"
(1)
*We are considering an industrial arts program in our
school.*
69
(1)
"Not enough students to justify the cost."
(1)
"Feeling is that industrial arts can be obtained in high
school."
Desire to offer industrial arts
burden on the school budget
_
a
it did not present a financial
'
The question was asked, "Would you be in favor of offering
industrial arts in your school if it did not impose an undue financial
burden on the school budget:"
The replies to the question are shown
in Table XXVI.
TABLE XXVI
DESIRE TO OFFER INDUSTRIAL ARTS IF IT DID NOT IMPOSE AN UNDUE
FINANCIAL BURDEN ON THE SCHOOL BUDGET AS
BY
44 SCHOOL ADMINISTRATORS
WOWED
.
Yes
39
-
% of total
responses
88.63
No
5 '
-
-
$F of total
responses
11.37
lonsinwrippre
In Table XXVI it can be seen that almost 89 per cent or 39 of the
total of 44 school administrators reporting would offer industrial
arta it it did not impose undue financial burdens upon the school
budget.
Other comments from school administrators in schools not offering industrial arts follow:
closed in iarenthoses)
(The number of times reported is en-
70
(1)
"Yes, as an added offering-..not required for aß1 students."
(1)
"Nu, because of vocational
aviculture in this area."
Desire to offer a generai shop or a unit shop
axis facilities.
PrWre industrial
A unit shop, as used in this study, refers to a shop or labor&
tory so organized that one type of shopvork is carried on at one time.
A general shop refers to a laboratory so organized that several
dis..
tinct kinds of industrial arts subjects are taught by one teacher and
in one laboratory at the same time.
These definitions were not fully explained in the questionnaire
and probably not understood by all the administrators responding to
the survey.
TABLE XXVII
DESIRE TO OFFER A GENERAL SHOP OR A UNIT SHOP IN FUTURE
INDUSTRIAL ARTS FACILITIES A$ REPORTED BY 43 SCHOOL ADMINISTRATORS
..
,
Responses
.
% of-total
responses
-V
General shop
29
67.44
Unit shop
14
32.56
43
Total
r
ou $
'4
From a study of the data presented in Table XXVII, it can be
assumed that approximately 67 per cent or 29 of the 43 administrators
responding would prefer to establish a general shop as part of the
71
future industrial arts facilities.
eriv0
Values that would be stressed in future industrial arts
The values that would be stressed in any future industrial arts
programs that may be added to the school curriculums are reported in
Table XXVIII.
TABLE XXVIII
INDUSTRIAL ARTS VALUES THAT WOULD BE STRESSED IN
FUTURE PROGRAMS AS REPORTED BY 42 SCHOOL ADMINISTRATOR)
.
Times
reported
Values reported
% of total
responses
-
Those values referred to as
"general educational and
,
vocational" values
-
-
30
71.42
11
a).19
Those values referred to as
vocational values
3
73
Construction and repair of school
equipment as a service department
2
4.76
Those values referred to as
educational" values
.4
.
.
.
....
The values of industrial arts, "the general educational and vocational values," which would be stressed in future industrial arts
programs, were reported by 30 of 42 administrators or approximately
71 per cent.
The values referred to as %Andrei educational" were
reported by approximately 26 per cent of
tile
administrators.
Approximately 7 per cent ef the respondents reported that the
.
72
values referred to as "vocational" would be stressed in future industrial arts programs.
This shows a lack of appreciation on the part
of these administrators for the guidance values
ofindustrial
arts
and its purpose in the scope of general education.
to offer industrial arts in the future
The number of school administrators who plan to offer industrial
arts in their school curriculums, us well as those who do not plan to
offer it, appear in Table XXIX.
TABLE XXIX
PLANS TO OFFER INDUSTRIAL ARTS IN THE FUTURE AS REPORTED
BY 35 SCHOOL ADMINISTRATORS
.
Responses
-
.
=
-.'-
% of total
responses
_
-
Yes
No
Maybe
19
54.27
15
1
x+2.66
Total
35
2.07
=Lao
%
Over 54 per cent or 19 of 35 reporting school administrators indicate a desire to add industrial arts to the curriculum in their
school.
to do so.
Approximately 43 per cent reported that they did not plan
This may be caused by the fact that the school budget
would not allow the addition of industrial arts as indicated in
Table XXVI, page 69, or because vocational agriculture meets the
73
particular school community needs as shown in Table XXV, page 68.
Literature that would be helpful to school adn nistrators whose
hoolas no not offer industrial arts
Table XXX shows the types of literature that would be helpful to
school administrators whose schools for some reason do not offer in-
dastrial arts in their curriculums.
TABLE=
THAT WOULD BE SWIM AS REPORTED BY 35 SCHOOL
ADMINISTRATORS NOT OFFERING INDUSTRIAL ARTS
-
Times
reported
Helpful literature
,Course 'outlines applicable to my school
.
.
standard liSts of equipment, coats, and
supplies used in the majority of school
.
shops
.
.
.
.
.
.
of total
responses
yy
30
85,71
30
85:71
25
71.14
Cigicise statements of aims, purposes and
functions of industrial arts as seen by
other administrators
.
.
.
.
.
Bibliography of reading materials on
current development in industrial arts
.
.
16
45°71
Means and methods of popularizing Judaea
trial arts in this community
.
15
A total or 30 or approximately 86 per cent of the 35
42.65
1
inistra
tors responding indicated that literature dealing *kith course out-
'
lines and standard lists of equipment, costs, and supplies would be
helpful to them.
This response was followed by a report from 25 or
71+
approximately 71 per cent of 35 administrators that literature concerning
tiie
aims, purposes and functions of industrial arts, as seen
by Other administrators would ue beneficial.
The literature that was
.east often mentioned was for means and methods of popularising indus
trial arts in the administrator's community.
Interest in
a
consultation service for industrial arts
The interest
sown by
school administrators
fora consulta-
tion service provided by the Industrial Arts Department at Oregon
State University is presented in Table XXXI.
Approximately 66
per cent or 25 of the total of 36 school administrators
reported
that they are not interested in a consultation service.
TABLE XXXI
INTEREST IN A CONSULTATION SERVICE IN INDUSTRIAL ARTS AS REPORTED
BY 30 SCHOOL ADMINISTRATE NOT OFFERING INDUSTRIAL ARTS
_
_
0 of total
Number of responses
responses
.
_
leg
13
3441
No
25
65.79
Noll
Totals
38
,,1111,11...
100.00
Other comments from school administrators follow:
%
(The number
of
times reported is enclosed in parentheses)
(2)
"No, not at the present time, but as soon as we decide upon
an industrial arts program.*
75
Summer,
The status or condition of industrial arts in the public seems.
dary schools in Oregon
lamas
been presented in Part I and Part II.
The study of the status, as herein referred to, has been approached
from the standpoint of the opinions, the attitudes, the feeling and
the desires of the school administrators whose job it is to superin-
tend the public schools.
A complete study of the condition of industrial arts should cover
every aspect of the subject,
rich
would include the ramifications of
the teachers' place in industrial arts, the students' attitudes
and feelings toward industrial arts,
aril
alas the parents' evalua-
tien of the subject.
Many avenues of approach are open to a more complete aZ1r8is
ef the status of the program in the public schools.
7rs
CHAPTER IV
E4.1414ARI
AND
fiatOitintWAS:
:Summary
In Oregon, industrial arta has followed a consistent pattern of
progress.
The objectives of the industrial arts programs have gradu-
ally broadened and deepened to include more than the contributions of
skills and mechanical knowledge,.
Provisions have been made in the
objectives for greater educational outcomes.
then school system in the state, within limits, has been free
to develop an independent program of industrial arts based on the
objectives of the individual teacher.
It is evident from the study that the modern concepts of indus-
trial arts are not fully understood by the secondary school adminis
The objectives of industrial arts, which are
trators in the state.
considered highly important by many industrial artseducátdrs, are not
nodes,
irk;
lly considered
administrators.
u
being high in importer)** by all the report-
For example, one objective, "that industrial arts
should offer a survey of our modern industrial technology," was listed
in the affirmative by approximately 25 per cent of 259 responding
administrators.
Two industrial areas, often considered as "traditional subjects"
in industrial arts, hold the most often reported place in offerings of
industrial arts programs.
In the reporting schools, woodworking and
mechanical drawing are the subjects listed most often.
General woods
77
was reported as being offered in 173 of the total schools responding
to the Study or a total of 72 per cent, while mechanical drawing is
offered in approximately 56 per cent of the schools offering industrial arts courses.
Woodworking and mechanical drawing in general
shop programs lead with approximately 91 per cent and approximately
Sd per cent of the reporting administrators.
The never techno-
logical areas of electronics and power mechanics seem to lag far
behind the two leading subjects.
Examination of the data dealing
.
with the industrial arts facilities that were improved in the past,
or are planned for the future, indicate that the pattern may be
Changing.
More emphasis is being placed upon improved facilities in
the never fields.
The desire to expand the realm of courses offered
is shown by supporting data in which approximately 54 per cent of
the
administrators indicated they would like to increase the variety
of courses taught.
A total of 139 school administrators expressed
the feeling that their programs need to be expanded.
At a time when a great deal of eephasis is brine placed upon
.academic education in the high school, there are still a number of
administrators who feel that industrial arts might present a challenGe to the fast learner as well as the average or slow learner.
A total of 210 out of 259 administrators reported this attitude.
The response that industrial arts should be offered to college pre
paratory students was submitted by 121 school leaders.
pons
This re-
vas given by approximately 47 per cent of the 259 respondents.
The average number of industrial arts teachers in the reporting
schools is 1.9.
These teachers teach an average of 4.81 periods of
-
78
industrial arta in the school day.
Teaching duties of industrial arts teachers other than industrial
arts subjects are quite varied.
The subjects and duties that were
most often reported were mathematics, physical education, vocational
agriculture, administrative duties, arts, and physical science.
The major problems confronting the teachers of industrial arta
seem to stem from two major causes, inadequate professional preparation and the lack of adequate facilities with which to work.
The
four problems which drew the largest number of responses were housekeeping, crowded classes, student discipline, and the leak of adequate
or suitable equipment.
Although these problems are facing the teach-
ers, a large percentage of the problems are actually problems of the
school administration.
The information submitted points to the differences in the opinions of administrators toward the need of a teacher-prepared or a
state- prepared course of study.
A total of 77, or approximately 29
per cent of 262 administrators, reported that they do not require the
industrial arts teacher to prepare a course of study while approxi-
mately 62 per cent, or 162 of a total of 262 administrators, do require
a teacher-prepared course of study.
Approximately 45 per cent or 117
of the 262 administrators require that a copy of the teacher-prepared
course of study be kept on file in the school office.
Approximately
the same number of administrators requiring teacher-made courses of
study also showed interest in a state -prepared plan for teaching.
Considerable interest in a state -prepared plan for teaching was reported.
Interest was shown in a state consultant for industrial arts
79
by administrators, 124 of 262 or approximately 47 per cent, whose
schools offer industrial arts.
Many varied replies were offered in response to the request for
suggestions for the improvement of the education of future industrial
arts teachers.
cerned were
The major suggestions insofar as numbers are con-
for the addition of more educational psychology to the
teacher education curriculum, for increased courses in teaching
methodology, for greater emphasis on professionalism and an improved
student teaching plan.
The number of students enrolled in 34 of the 36 reporting schools
not offering industrial arts was less than 400, while the student body
enrollment in the remaining two junior high schools was 582 and 013.
From the standpoint of enrollment, more of these schools should add
industrial arts courses to their curriculum.
Important conclusions can be drawn from the data which deals
with the attitudes of the administrators whose schools do not offer
.
industrial arts toward the importance of the objectives and the
social-educational values of industrial arts.
The information
presented shoes that the understanding of the industrial arts objectives in the minds of these administrators closely follows the understanding of the objectives by school administrators who offer industrial arts,
tame
The percentage of administrators placing *high"
on the objective,
impor
"the development of skill and the ability to
handle tools*" vas reported by over 80 per cent of both responding
groups.
The objective, "develop consumer knowledge of industrial
products,' was reported as "highly important" by only 17 per cent of
50
the administrators in the two groups.
Two reasons for the apparent,
misconception of the objectives may be (1) that the school adminiatrators as a whole do not understand the goals industrial arts courses
are designed to achieve, or (2) that many teachers of industrial arts
are not using the proper methods to reach these goals.
The major reasons reported for not offering industrial arts in
some of the secondary schools seem to be the lack of room and the
cost of installation.
These reasons were submitted by approximately
56 per cent of the respondents.
of 42 reporting administrators,
At the same time,
61:3
per cent, or 36
indicated they felt that industrial
arts has a definite place in education and also that industrial arts
can fill a definite need in their community.
A total of 54 per cent
of 35 reporting administrators indicated that plans were being con-
sidered for the inclusion of industrial arts in their school programs.
Only one-third of the administrators whose schools do not offer
industrial arts expressed an interest in an industrial arts consulta-
tion service.
A source of information for industrial arts outlines,
as well as standard lists of equipment, coats ana supplies, would be
one function of a consultation service.
This type of information vas
listed as the type of literature that would be helpful by approximately
66 per cent of the administrators.
Apparently there is a lack of
understanding on the part of some administrators as to the function of
a consultation service in the area of industrial arts.
81
Recommendations
The following recommendations are proposed in a constructive
tenor with the feeling that these recommendations,
if carried out,
would improve the instruction in industrial arts in the public
schools in Oregon
I.
thereby raising its status:
Adequate supervision should be provided on the state level
through the efforts of a State Industrial Arts Supervisor.
2.
Standard lists of the objectives of industrial arts, its
purposes and functions should be developed and published by
the State Department of Education, working with the indus-
trial arts teachers in the state and through a state supervisor.
3.
A state pian for industrial arts should be developed to be
used as a guide for the industrial arts teachers in the
state.
This plan could profitably be developed by the state
supervisor in conjunction with the teachers in the state.
4,
Close cooperation should be maintained between the teacher
preparatory department at Oregon State University and the
State Department of Education continuin after a standard of
the objectives and a state plan are established.
.
A joint
consultation service should be established for the benefit
of the teachers, and the administrators and the profession.
5.
Additional studies concerning the aspects of the status of
industrial arts in the public secondary schools should be
made.
Such studies dealing with the teacher, his preparation,
82
industrial experience and general qualifications for teach.
ini, or the attitudes of both parent and students toward
industrial arts prof
might provide additional informa-
tion for the improvemcnt of industrial arts in the school
curriculums.
83
zraLiocast
1.
4
American Council on Industrial Arts Teacher Education. Graduate
study in industrial arts.
Tenth yearbook, 1961. Bloomington,
McKnight, 1961. 164 p.
'
2.
Bennett, Charles Alpheus. history of manual and industrial education up to low. Peoria, Bennett, 1926. 461 p.
3.
Bennett, Charles Alpheus. History of manual and industrial education 1870 to 1917. Peoria, Bennett, 1937.
566 p.
,
4.
Cassidy, Frank E. The status of industrial arts in Oklahoma
high schools in 1946. Master's thesis. Stillwater, Oklahoma
11) numb. leaves.
Agriculture and Mechanical College, 1949.
5.
Crozier, David William. Problems of industrial arts as seen by
education administrators of northwest Missouri high schools.
thesis. Fort Collins, Colorado Agriculture and Mechanical College, 1950, 79 numb. leaves.
u.
Dickey, Robert Carl, A survey of industrial arts in the secondary schools in the state of Washington. Master's thesis.
Bellingham, Western Washington College of kuucatioa, 195u.
113 numb. leaves.
7.
Eastern Oregon State Normal School, Weston, Oregon.
teacher's monthly 8 (10): 71.73.
1904.
o.
General state school news. Oregon teachers monthly 6 (1) $
40.43.
9.
Oregon
1901.
General state school new.
Oregon teachers monthly 21:
57c.:-580.
1911.
10.
Levis, Charles E.
11.
Martin, Wayne Stephen. An Evaluation of industrial arta programs
in Oregon high schools in terms of nationally accepted objectives.
Master's thesis. Corvallis, Oregon State College, 1948. 79 numb.
leaves.
12.
Moreland, Robert Morris. A history of industrial arts in Oregon
to 1950. Master's thesis. Corvallis, Oregon State College, 1953.
70 numb. leaves.
13.
Nee, William Joe. A survey of industrial arts in the public
schools of Oregon. Master's thesis. Corvallis, Oregon State
The history of the activities of the Protestant Xpiscopal Church in Oregon. The quarterly of the Oregon
Historical Society 251 101..135. 1924.
84
Cor-J., 1940.
65 numb. loaves.
le
14.
Normal school department, Monmouth, Oregon.
19(r.
monthly 4 (4), 42-44.
15.
Oregon State Department of Education.
tory.
Salem, 1961. 52 p.
16.
Powers, Alfred and Howard McKinley Corning. History of education in Portland, 1937. Portland, Oregon, U. S. Works Progress
Administration, Adult Education Project, 1937.
373 p.
(Mime
17.
Santee, Donald Frederick. A survey of industrial arts in the
public schools of Oregon. Master's thesis. Corvallis, Oregon
State College, 1947. 78 numb. leaves.
lb.
Struck, F. Theodore. Foundations of industrial education.
York, Wiley, 1930. 492 p.
19.
Wilbur, Gordon O. Industrial arts in general education.
2d ed.
Scranton, International, 1956. 401 p.
Oregon
The Oregon school direc-
New
85
OREGON STATE COLLEGE
SCHOOL OF EDUCATION
CORVALLIS, OREGON
DEPARTMENT OF
INDUSTRIAL EDUCATION
ANT. EDUCATION
INDUTRIAL- VOCATIONAL EDUCATION
i
December 5, 1961
Dr. Leon Minear
State Superintendent of Public Instruction
State Library Building
Salem, Oregon
Dear Dr. Minear:
There have been many questions in my mind about
the status
of industrial arts in the state of
Oregon. I am now attempting
to answer some of these questions with the
enclosed questionnaires
which will be mailed to all junior and senior
high school administrators in the state of Oregon. This survey is being
made for
thesis material for a Master of Science degree
here at Oregon
State University.
The results obtained from this survey will
be analyzed by
the Oregon State University I. A. teacher
education department
and necessary curriculum changes will be
considered to improve
the education of future Industrial Arts
teachers. The information will also be beneficial to Industrial
Arts Education students,
the Industrial Arts teachers in the field,
school
who have industrial arts in their curriculums, and administrators
those who may
be planning to add industrial arts to their
school offerings.
.
At present this survey is being
conducted under the guidance
of Dr. Chester Ainsworth, Associate Professor
of Education and
Industrial Education here at Oregon State University.
It would
please me very much, and would be a great asset to
the study if
it were possible to have your sanction of the
study to be made.
Would you please read the enclosed questionnaire
and determine whether or not the results of the study
might be of enough
value to warrant sanction by you as State
Superintendent of Public
Instruction?
Thank you for your attention.
Approved by:
Sincerely yours,
Dr. Chester B. Ainsworth
Associate Professor of Education &
Ronald E. Kaiser, Instructor
Industrial Engineering &
Industrial Arts Department
Industrial Education
REK:vk
Enclosures
86
111(
,I0.::0;
:
0
Itt ,I
STATE OF OREGON
DEPARTMENT OF EDUCATION
SALEM 10. OREGON
January
8,
1962
Mr. Ronald E. Kaiser, Instructor
Industrial Engineering &
Industrial Arts Dept.
Oregon State University
School of Education
Corvallis, Oregon
Dear Mr. Kaiser:
The State Department of Education believes that your study of industrial
arts programs in Oregon schools will yield useful data and therefore
is pleased to endorse it.
The information to be obtained will be helpful to us in laying the
groundwork for a revision of our publication, Industrial Arts in
Oregon Secondary Schools, which is now considerably out -of -date.
With this in mind, would you please provide us with a copy of your
findings and recommendations?
Sincerely yours,
LEON P. MINEAR
Supt. Public Instruction
y - WILLARD BEAR
Assistant Superintendent
WB:by
87
Questionnaire for Administrators in Schools Offering Industrial Arts
QUESTIONNAIRE NUMBER
I
Check type of high school
(
)
Junior high
Senior high
(
)
Four -year high
(
)
Name of school
Name of city or town
\
/Boys
Number of students enrolled
Total
Girls
Consolidated school district? Yes
No
Total number of teachers
Your Position
.
Number of students taking Industrial Arts
1.
Circle the grades included in your school.
12.
6
7
8
9
11
10
12
14
13
.
Industrial Arts courses offered. Please state how many classes of each course
are taught a day. Add any course in your school industrial arts curriculum
that is not included below.
Open to Grades
(Please check)
No.classes
per day
7 8 9 10 11 12
a
I
I
General woods
Advanced woods
General metals
Advanced metals
Machine shop
Mechanical drawing
General shop
ra to
Graphic arts
Ill
III
IID
I
II
IID
Printing
MM
ÌÌÌ
Power A ranaportation
Electricit & communication
Photography
Auto mechanics
Plastics.
Lapidary
Leather working
Ceramics
I
III
o
I
L
III
II
Ill
I
II
f
l
L
E
III
I
II
Ì
1
III
Ill
II
n
ill
Ï
NMI
II
1
L
j
t
II
Í
II
I
per week
0
I
I
I
III
III
I
I
No. meetings
I
1
L
JIII
is
L
Ill
N II
I
1
I
1
il
I
IL
f
II
ill
1
ílI
III
II
IID
III
1111111_
I
3.
Lß-10
I
t
I
III
Length of
Period
i
I
l
r
I
IL
I
I
I
1
ÌI
I
I
I
I
1
T -1I
I
I
]
If General Shop is included in your curriculum, what areas are included?
Woodworking
Metalworking
Graphic Arts
Electricity
Mechanical drawing
Ceramics
(
)
(
)
(
(
(
)
(
)
Plastics
Transportation
Textiles
Leatherworking
(
)
(
)
(
)
(
)
)
)
(
)
88
2
4.
Is
a.
industrial arts a required subject
In the junior high
(
)
or an elective
)7 Check one.
(
semesters are required and
semesters
semesters are required and
semesters
are elective.
b.
In the senior high
are elective.
What courses are required?
(please check)
5.
Woodworking
Metalworkind
Mech. drawing
General shop
Is your present industrial arts program
1.
2.
3.
()
Crafts
Others
(
)
(
)
(
)
(
)
(
)
(
)
(
)
satisfactory?
Check your response.
My present industrial arts program is satisfactory.
I would like to expand my present program.
My present program needs restricting.
4.
5.
6.
would like to make the following changes in my industrial arts program.
(check the appropriate spaces).
I
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
7.
Increase the variety of courses taught.
Limit types of subjects taught to one or two.
Admit girls in industrial arts classes.
Open the shop to adult classes in the evening.
Establish a general shop.
Make industrial arts available to more pupils.
limit number in classes to conform to available working facilities.
Provide adequate equipment.
Make more space available.
Increase the budget provision for industrial arts.
Which of the Industrial Arts objectives listed below do you consider important? Please check the relative importance 1, 2, or 3.
Highly
Important
1
a.
Development of skill and the ability to handle
b.
tools.
Knowledge of industrial processes and materials.
Handy -man activities.
- - - --- - - --
c.
d.
e.
f.
g.
h.
i.
3.
k.
1.
m.
n.
Hobby and recreational activities.
Opportunity for occupational guidance.
Development of initiative and cooperation.Desirable health and safety attitudes & practices
Develop consumer knowledge of industrial products
Develop ability to interpret graphic expression.
Develop habits of self -discipline and orderly
procez re.
------------------ ------Develop the students ability to express himself
creatively. -------- --- --- - ----Develop a feeling of confidence and self reliance.
Appreciation of good design.------------ ------Appreciation of good workmanship. ---
-
- --
_
_____
2
Least
Importar
3
89
3
8.
Do you think that industrial arts:
1.
2.
3.
4.
5.
6.
(Please check)
Should offer a survey of our modern industrial technology?
Can attain for some students certain educational objectives more
effectively than any other school subject?
Might present a challenge to the fast learner as well as the
average or below average achiever?
Should be a required subject?
Fills a definite need in your community?
Should be offered to college prep, students?
Comments
9.
10.
-
Has any major remodeling or expanding been done in your school's industrial
arts department during the past five years? Yes
No
In reference to laboratories or facilities remodeled or added in the past or
planned for the future, please check the proper space in the following chart.
In The Past Five Years
Facilities that were:
Remodeled- Added-Expanded
1
Wood shop
Tgchine shop
Graphic arts
Printing shop
Lapidary
Plastics
Photography
Auto shop
General metalworking
Leatherworking
Power mechanics
Transportation
Electronics
Electricity
Mechanical drawing
General shop
Architectural drawing
Crafts
(others)
i
/
I
i
I
I
1
IME
III
{
{
I_
{I
-
-
1
_
_
MAPPRIP
_
Teaching duties of Industrial Arts teachers.
Other subject Areas Taught
(please list)
Periods I.A. taught
(please circle)
Name of teachers
1
2
3
4
5
6
7
8
1
2
3
4
5
6
7
8
1
2
3
4
5
6
7
8
Yr
Remodeled- Added- Expanded
1
{
UMW
11.
'
Planned in the Next Five
Facilities trEe:
If more space is needed, please list cn separate sheet enclosed:
90
4
12.
Please check (X) those qualifications that you would consider very important
for a successful Industrial Arts teacher:
1.
2.
3.
4.
5.
6.
A broad general knowledge of the field of industrial arts.
A limited specific knowledge of a certain phase of industrial arts.
Experience in industrial work.
Knowledge of shop theory.
Knowledge of shop practices.
Knowledge of teaching methods.
7.
13.
Check the problems, which from your observation, seem to give your industrial
arts teachers the most trouble.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Lack of ability to organize work.
Lack of daily preparation for teaching.
Lack of ability to keep appropriate records.
Lack of ability to handle materials economically.
Housekeeping.
Discipline.
Effective grading.
Ability to sell industrial arts to other instructors as a part of
general education.
Crowded classes.
Lack of adequate or suitable equipment.
Teaching load too heavy.
Lack of technical background.
Lack of professional attitude.
Lack of knowledge of teaching methods.
15.
14.
What can Oregon's teacher education institutions do to prepare better
qualified Industrial Arts teachers? Please be specific.
15.
In reference to a course of study, do you ?:
Yea
_
No
a. Require the I.A. teacher to prepare a course of study?
b. Require that a copy of the course of study be kept on file
in
your office?
c. Feel that a state course of study would be beneficial?
----- d. Believe a state course of study should be highly detailed?
e. Think that you would have the Z.A. teachers follow a state
f.
course of study?
Feel that it would be beneficial to have a state consultant of
industrial arts?
91
5
16.
Check the problems of industrial arts that are currently of concern to you as
an adminstrator:
a.
b.
c.
d.
e.
f.
g.
h.
i.
The securing of adequate equipment.
The securing of adequate space.
Making adequate budget provision for industrial arts.
Inability of students to pay for materials.
Negative community attitude.
Lack of pupil interest in industrial arts.
Shop maintenance too expensive.
College entrance requirements too rigid to allow adequate time
for industrial arts in students programs.
Unable to secure a qualified teacher of industrial arts.
j.
k.
17.
Literature concerning Industrial Arts that would help me as an administrator,.
(Please check).
a.
b.
c.
d.
e.
Bibliography of reading materials on current developments in
industrial arts.
Concise statement of aims, purposes, and functions of industrial
arts as seen by other administrators.
Course outlines applicable to my school.
Means and methods of popularizing industrial arts in this community
Standard lists of equipment, costs, and supplies used in a majority of the school shops.
f.
g
18.
'
Would you be
arts?
Yes
interested in a consultation service in the field of industrial
No
.
Signed
(optional)
92
Questionnaire for Administrators Whose Schools Do Not Offer
Industrial Arts in Their Curriculums
QUESTIONNAIRE NUMBER II
Name of school
Check type of high school
Junior high
(
)
Senior high
(
)
Four-year high
(
)
Name of city or town
Boys
Number of students enrolled/
-
Girls
Consolidated school district? Tea
1.
/
.
Total number of teachers
Your position
No
Circle the grades included in your type school.
12.
\
Total
6
7
8
9
10
11
12
13
14
-
From your understanding of the objectives of industrial arts, please place
an (X) in the spaces provided indicating whether you think the listed objectives of industrial arts are of high importance, average importance,
or low importance.
Hi.
Av.
Lo.
a.
b.
o.
d.
e.
f.
g.
h.
i.
j.
k.
1.
m.
n.
Development of skill and the ability to handle tools.
Knowledge of industrial processes and materials.
Handy-man activities.
Hobby and recreational benefits.
Opportunity for occupational guidance.
Development of initiative and cooperation
Desirable health and safety attitudes and practices.
Develop consumer knowledge of industrial products.
Develop ability to interpret graphic expression.
Develop habits of self -discipline and orderly procedure.
Develop the students ability to express himself creatively.
___
Develop a feeling of confidence and self reliance.
Appreciation of good design.
Appreciation of good workmanship.
o.
p.
3.
Have you made an unsuccessful attempt to hire a qualified teacher of industrial arta in the last two years? Yes
No
4.
Would you be in favor of offering industrial arta in your school if it did
not impose undue financial burdens on the school budget? Tes
No
5.
If I were to offer industrial arts in my school next year I would want to
organize it as a
7
1.
2.
General shop (where several types of work are carried on in the shot.
at one time, ie. woodworking. metalworking, electricity, etc.).
Unit shop (where only one type of work is carried on in the shop
ie. woodworking or metalworking or drawing).
93
2
6.
Industrial arts is not offered in this school because: (check as many as
necessary to describe your situation).
Lack of room.
1.
2.
Past failures.
3.
Cost of installation.
4. Only possible to offer college entrance subjects.
5.
Cannot secure a qualified teacher.
Negative community attitude.
6.
7.
Vocational agriculture shop meets our need.
School board opposition
8.
9.
Industrial arts is a non- essential subject.
Students are not interested in industrial arts.
10.
11.
Students could not afford to pay for materials used in the industrial arts laboratory.
12.
Industrial arts does not fill a need of this community.
13.
Industrial arts has never been offered and the steps to introduce
it have never been taken.
14.
Industrial arts teachers are not willing to also teach other subjects.
15.
7.
I feel that
industrial arts: (please check, yes or no)
No
Yes
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
8.
If industrial arts were to be introduced in this school it should stress:
Those values
Those values
Those values
values.
Construction
ment.
1.
2.
3.
4.
9.
referred to as "general educational" values.
referred to as "vocational" values.
referred to as "general educational and vocational"
and repair of school equipment as a service depart-
Do you think that industrial arts: (please check, yes or no).
Yes
No
1.
2.
3.
4.
5.
10.
Has a definite place in education.
Is more vocational than general education.
Should be represented in all grades of the school.
Should be offered only to high school pupils.
Should be limited to junior high and senior high pupils.
Should be offered to boys and girls.
Should be offered to boys only.
Has a definite place but not in junior or senior high.
Should be offered to college prep. students.
I
Should offer a survey of our modern industrial technology,
Can attain for some students certain educational objective'
more effectively than any other school subjects?
Might present a challenge to the fast learner as well as
the average or below average or below average student?
Should be a required subject?
Can fill a definite need in your community?
plan to offer industrial arts in the future.
Yes
No
94
3
11.
Literature that would be helpful to me as an administrator:
1.
2.
3.
4.
Bibliography of reading materials on current developments in
industrial arts.
Concise statements of aims, purposes, and functions of industrial
arts as seen by other administrators.
Course outlines applicable to my school.
Means and methods of popularizing industrial arts in this community.
5.
Standard lists of equipment, costs, and supplies used in the
majority of school shops.
6.
12.
Would you be interested in a consultation service in industrial arts?
Yes
No
Signed (optional)