AN ABSTRACT OF THE THESIS OF
Robert Charles Locke for the M.3. in Industrial Arts
(Degree) (Major)
Date thesis is presented August
7,
1950
TITLE: THE ROLE OF INDUSTRIAL ARTS IN ADULT EDUCATION
IN SELECTED CT,TPflPNTL-CûhINTT1S
Abstract approved able as
The California adult education program has consider- freedom in the type of classes which may be offered, long as certain requirrnents of the State
Code are met.
The study was conducted in five counties in the north
San Francisco Bay area. Inquiry forms were used to obtain information from teachers and students. In each school, administrators were interviewed and all industrial arts teachers contacted personally. Each teacher distributed inquiry forms to the studenìts in his class. for
Under the existing program industrial avocational interests, health, and arts extension objectives of education, appear to be served. While some social formal objectives are functioning, not all the socio-economic and consumer education contacts are realized. The avocational objective receives the main emphasis. as follows: the
The adult students fall
Group I - into those who are interested only using school facilities; Group either
II - one of two those interested educational aspects. A majority of the students groups in in in the study were in Group I.
It was determined that there is a high percentage of drop-outs in the classes.
The following recommendations were made:
If organized industrial arts classes were presented in a program, a desire would be instilled in well- the adult to develop student to gain more background information and a greater degree of skill.

2
Adequate facilities should be made available in the adult school and class sizes should be limited to the number which can make convenient and effective use of tools and equipment available.
It should be required that all teachers who have had no preparation for adult education, complete in-service training within a reasonable period.
The name and objectives of industrial arts should be given wider publicity in order to stimulate the interest of the public.
There is a need for further study of the over-all program since industrial arts is a relatively new addition to the adult education program.

THE ROLE OF INDUSTRIAL ARTS
IN ADULT EDUCATION IN
SELECTED CALIFORNIA COUNTIES by
ROBERT CHARLES LOCKE
A
OREGON STATE COLLEGE in partial fulfillment of the requirements for the degree of
P4ASTER OF SCIENCE

APPROV
Head of Department of Industrial Education
In Charge of Major
Chairman of
Sch1
Graduate Committee
Dean of Graduate School
Date thesis is presentedJ95ÇL__
Typed by Eleanore Locke

ACKNOWLEDGMENT
Grateful acknowledgment is expressed to Professor
George
B. Cox for his patient and valuable suggestions made during the compilation and writing of this thesis, and to my wife whose assistance and understanding contributed greatly toward the completion of this endeavour.

TABLE OF CONTENTS
Chapter Page
. . . . . . . . . . . . . . . .
1
Statement of Problem.
. . . . . . . . .
2
Contributions of Industrial Arts in Adult Education.
. . . . . . . . . .
.
3
Location of the Study
. . . . . . . . .
.
5
Characteristics of the Communities.
. . .
Procedures Used intheStudy.
. . . . .
.
9
II GENERAL BACKGROUND.
. . . . . .
12
. .
Development of adult Education.
. . .
State Support
. s s s s s s
12
14.
Adult
and Industrial
Arts Objectives
. . . . . .
15
IIITHE STUDY
. . . . . . .
Adult School Facilities
. .
Lnrollment Fluctuation.
.
. .
.
.
17
17
19
Courses Offered in Schools Compared with Industrial Arts Courses.
.
.
21
Industrial Arts Courses Offered
.
Response to Inquiry Forms
Student-Inquiry Form.
. .
21
.
.
. . .
.
,
23
23
Number of
I'Ien and Women Enrolled.
. .
25
Status.
. . .
28
. . .
28 Occupational Breakdown.
.
Extension of Formal
. .
30

TABLE OF CONTENTS (Continued)
Chapter
III
Page
Reasons for Taking Course
. . . . . . . .
36
Fulfillment of Objectives
. . . . . . . .
39
Assignment of Projects.
. . . .
. .
. . .
39
Preferred Courses
. . . . . .
. . . . . .
42
Class Background Material
. . . . . . . . 4.4
Adult-Education Industrial Arts Teacher
.
45
Teacher-Education or Preparation.
. . . .
46
Subjects Taught Other Than Industrial
Arts.
. . . . .
.
. .
.
.
.
.
. . . . ,
47
Adult-Teacher Load.
. . . . . . . . . . .
Consideration of How
is
Offered to Students
. . . . . . . . . .
.
49
Lecture Periods
. . . .
. . . . . . . . .
50
Opinions on Students' Objectives.
. . . .
51
Drop-outs
. . . . . .
. . . . . . . . . .
52
SUPIARY AND
RECOIv4ENDATIONS .
. . . . . . . . 55
CITED.
. . . . . .
.
. . .
. . . .
61
APPENDIX
I
II
III
Inquiry Forms Used in the Study
. . . . .
62
Follow-up Post Card Sent to Teachers.
. .
6
Follow-up Letter Sent to Industrial
Arts Teachers
. . . . . . . .
.
. . . . .
69

TABLES AND ILLUSTRATION
Table Page
I List of Adult Schools in
Area of Study and
Number of Locations in Which Classes are Held
.
7
II Enrollment Estimates by School and
Industrial Arts Subjects.
. . . . . . . . . .
20
III Total Courses Offered Compared with
Industrial Arts Courses Offered
. . . . . . .
22
Iv Response to Inquiry Forms
. . . . . . .
.
. .
24.
V Enrollment by School, Men and Women
. . . . .
26
VI Enrollment by Subject, Men and 'omen.
. . . .
27
VII Marital Status of Students, by School
. . . .
29
VIII Total Occupational Breakdown.
. . .
. . . . .
31
IX People Taking Subjects for Credit, by School
. . .
.
. . . . .
.
. . . .
.
. . .
32
X Number of People Taking Other Classes
Along
Industrial Arts Courses.
. . . .
.
33
XI Previous Attendance of Adult Evening Classes and Whether other Industrial Arts Classes were Taken.
. . . . . . . . . . . . . . . . .
35
XII Reasons for TaKing Course
. . . . . . . . .
.
3
XIII flYesrt aesponses on Either Assignment of
Projects or Desire for Assistance Only.
. . .
4.0
XIV Courses Desired in Industrial Arts
Program
. . . . . .
.
. .
. . . .
.
. .
.
. .
4-3
XV Primary Occupations of Teachers
. .
. . . . .
46
XVI Number of Teachers Teaching Unrelated
Subjects to Industrial Arts
. . .
.
. . . . e
4.8
XVII Number of Classes Taught Per Week
. . . . . .
49

TABLES AND ILLUSTRATION (Continued)
Table Page
XVIII Teachers' Opinions on Students'
Objectives
. . .
. .
.
. .
. . . . . . . . .
52
XIX Percentage of Drop-outs.
. . . . . . . . . .
53
Counties Used in Study
. . . . . . . . . . .
6

THE ROLE OF INDUSTRIAL ARTS IN ADULT EDUCATION
IN SELECTED
C OUNTIE
CHAPTER
I
INTRODUCTION
The State of California has had a rapid growth in population in the last ten years and the adult edu- cation field has profited by this expansion of popu- lation. Though yet in its infancy compared
other forms of public-supported education, adult education is becoming a vast program.
The pressures of war, shortages of material and food, and long working hours have been lifted from the public. People in general therefore have more leisure time than previously. A minority is making use of this leisure time by attending the public schools under the adult education programs, but the majority of the popu- lation is yet to be introduced to the values of adult education.
Interest in adult education is higher
than ever before. Estimates based on national,
State, and
¿fo local surveys indicate that up to million adults are interested in continuing their education in some form. A great many of these would participate in organized programs provided the desired kinds of activity were available under competent leadership on suit- able schedules at convenient locations.
funds and adequately trained leadership have permitted expansion, increased enrollments have

demonstrated the firmness of this interest.
Furthermore, ample evidence indicates that this interest is markedly increasing in the postwar years. (5, p.1)
Industrial arts can now establish itself by presenting well-organized programs which answer the needs of the general public. and
Industrial Arts, therefore, has a
profound mission of orienting everyone, especially in regard to the pertinent aspects of production, consumption, and recreation.
Its procedures of learning remain the most natural ones because of the laboratory ac- tivities involved, but Industrial Arts is no longer a simple subject. Now all people
- from young to old - and all phases of the school from the social to the technical - are stimulated, as never before, to master the implications that industry has brought to this country.
(7, p. vii)
2
Statement of Problem
The study attempts to determine what contributions industrial arts is making in adult education and in which particular activities these contributions are being made. From the information gathered by the study, some conclusions and recommendations have been drawn to show what contributions industrial arts is making in the five selected counties in California. Classes visited were for adults beyond the age of compulsory school attendance, persons who have accepted the re- sponsibilities of adulthood. In most cases they are

3 employed, or eligible for full-time employment.
The people participating in industrial arts programs are not primarily interested in the vocational aspects of education. There are no restrictive entrance requirements or prerequisites such as an in- dentured apprenticeship or pre-vocational training. The classes are open to any person who is interested in the work.
The study further attempts to determine whether adequate facilities are being provided for the adult- school industrial arts program.
In regard to the adult-school teacher, Hallenbeck states:
This type of teaching, however, i a part- time job with hourly pay for a short term, and it must consequently be done on the margin of time of people otherwise employed. Standards and requirements have been set up which, for the most part, are inadequate, especially with regard to methods and materials useful in dealing with adults.
(2, p. 243)
The study attempts to determine what preparation the various teachers have had for this phase of edu- cation, and the manner in which they are presenting their material to the adult student.
Contributions of Industrial Arts in Adult Education
Little or no published information is available

concerning the function of industrial arts in the adult education field, therefore many educators are unaware of the contributions that industrial arts can make to their programs.
Industrial arts for adults should provide oppor- tunities to:
1. Broaden the interests in crafts and related skills.
2. Increase one's knowledge of industry.
3.
Broaden the socio-economic background.
4.
Provide for consumer education contacts.
5.
Explore typical occupations.
6. Make provision for extension of formal edu- cation.
7.
Make unique contributions to Americanization programs.
The industrial arts programs can make broad contri- butions to health and sorne doctors feel it can supply therapeutic activities. It can contribute greatly to the recreational and avocational interests of people in the community and develop social outlets through associ- ation with people of mutual interests.

Location of the Study
This study was conducted throughout five counties in the north San Francisco Bay area. The counties covered were:
(1) San Francisco,
(2) Marin,
(3)
Sonoma,
(4)
Napa,
(5)
Solano. The schools contacted are located mainly in the larger cities of each of these counties, and locations may be seen on the accompanying map.
Table
I shows a list of adult schools in area of the study indicating name of school, city and county in which located, and number of locations in which the school holds classes.
The
Adult Center in San Francisco offers industrial arts classes in five schools, community centers, and other available meeting places throughout the north section of the city. This section is a tene- ment and semi-residential district.
Industrial arts classes in Vallejo are held in various convenient locations throughout the city.
In San Francisco, Commerce High School was not contacted because it offers no industrial arts subjects.
Mission High School was not included because the programs offered are similar to those offered at
Adult
Center. Although George Washington High School, is a

7
TABLE
I
List of Adult Schools in Area of Study and
Number of Locations in which Classes are Held
School City
Countì
Marina Adult
School
San Fran- cisco
San Fran- cisco
Commerce Evening
High School
San Fran- cisco
Mission Adult
School
San Fran- San Fran- cisco cisco
San
Evening
High School San Rafael Marin
Tamalpias Evening Mill
High School Valley
Junior
College Kentfield
San Fran- cisco
Marin
Marin
Petaluma Adult
School Petaluma
Santa
Evening Santa
High School
Napa Junior
College Napa
Vallejo Adult
Education Dept. Vallejo
Sonoma
Napa
Solano
Locations
33 i
2 i
6 i
2
2
4
13

part of the Marina Adult Center, it was set up sepa- rately, because it is in a strictly residential section of San Francisco, and attracts a. different
of adults.
In
county,
Junior College was not contacted because of its close proximity to San Rafael
Evening High School and the fact that courses offered were similar.
Characteristics of the Communities
The area of the study was chosen because it en- compasses intensified industrial, farming, suburban and metropolitan areas.
Community characteristics are as follows:
1. Francisco, a large metropolitan area.
2. Mill Valley, mainly a suburban area.
3.
San Rafael, borders on the edge of the farm- ing area and serves as a suburban area for many San Francisco workers.
4. Petaluma, the center of a highly specialized type of agriculture, namely poultry and dairy farming.
5.
Santa Rosa, primarily a farming community.
6. Napa, a large fruit-growing community. The

City of Napa is also supported by many employees of Imola, a State institution for the mentally-ill.
7.
Vallejo, a large concentrated industrial center, with Mare Island Navy Yard as the industrial focal point.
Procedures Used in the Study
In order to determine which classes should be visited for this survey, a study was made of schools in California nd other states and of the adult edu- cation subjects most frequently grouped under the industrial arts heading.
The inquiry forms were planned and test copies of the questionnaire were given to selected groups during the latter part of 1949.
Corrected forms were then mimeographed on legal size paper
(8 x 13) for both student and teacher in- quiries.
The teacher inquiry forms were designed so as to obtain comparative information with the student forms.
Copies of each may be seen in the Appendix.
The forms were independently serial-numbered so that an accurate check was kept on both forms.

lo
Distribution was started in the Spring term of 1950.
In the various schools contacted, classes which most frequently fell under the industrial arts heading were visited. In each instance, the study was first presented to the administrator of the school, along with copies of the inquiry forms and permission obtain- ed to conduct the study in his school. All adminis- trators were very much interested in the study and requested a summary upon completion of the study.
Administrators were questioned regarding total enroll- ment and area served by the school.
The distribution of the inquiry forms was handled
personal interview with the various teachers concerned. Each teacher was visited during class.
class was observed and the teacherts cooperation was obtained in distributing and administering the inquiry forms. This method proved to be satisfactory
class handling and teacher presentation. Also, facili- ties for each class were easily observed. Sufficient forms were left to cover their current enrollment.
A stamped self-addressed envelope was left with the teacher, in which the completed forms were to he returned to the writer. The date of the interview was

11 recorded so that follow-up post-cards and letters might be sent to stimulate returns. Copies of the postcard and follow-up letter may be seen in the
Appendix.
Upon return of the forms, information was extract- ed and tabulated. The statistical tables were then set up to include a breakdown by school and by subject.

CHAPTER II
GENERAL BACKGROUND
D
of Adult
Adult education had its beginning in the United
States with the landing of the Pilgrims. The settlers found it necessary to re-educate themselves for life in a new and rugged frontier.
Since that time, adult education has taken on many forms. Present-day adult education has evolved slowly, from the best of
experiences.
Back in the public school l3O's and the l4.O's,
were strengthening and deepening their roots in American soil, even- ing classes for out-of-school youth and adults were among their earliest services.
These classes gave many an adult who had not been fortunate enough, as a child, to go to or through common school a second chance to do so, thus fulfilling the democratic ideal of equal opportunity for ali. Most of the developments in public school programs of adult education in the latter half of the
19th century, and until the 1920's, were truly epochal forms of growth extending upward to include evening high schools and outward to encompass vocational training and the preparation of alien residents for naturalized citizenship.
(2, p.196)
The gospel of adult education has been preached in many false lights during this period of development.
In its early forms it was considered to have only a

limited meaning, that of teaching English to foreiì- ers and to prepare them for American citizenship; or merely as an extension of courses offerci. in the day- time secondary schools.
13
Another misleadingly narrow concept of adult education, which gained wide acceptance in the early days of the movement, was based upon the old definition of education as preparation for life. According to this view, the main purpose of adult education was to offer to adults the educational opportunities of which they had been deprived, for one reason or another, in their earlier years. (2, p.3)
The pioneer workers in adult education attempted to rectify some of these misconceptions by founding a national organization for adult education.
Members of the American
for
Adult Education, when it was organized in
1926, being aware of the prevalence of these misconceptions of adult education, cast about for sorne new name, such as 'lifelong- learning.
'
The charter members of the
Association wanted to be taken for what they actually were, crusaders for adult education as a normal part of a normal life, not as something special or remedial. As they saw it, and as we see it now, adult edu- cation embraces whatever help in living can be got from the recorded and communicated experience of others. It is education for everybody at all times and in all conditions.
(2, pp.3-Li.)
This new concept of lifelong-learning is now firmly set and one of the major factors of widespread growth of present-day adult education.

At one time a high proportion of evening schools offered courses which at- tempted to duplicate the day-school programs.
This study shows that almost half of the evening schools do not offer credit courses of any kind. Instead of serving up a conventional fare on a come-and-get-it- basis, more evening schools are saying,
'What do you need and want to learn? How can we help you learn it?'
(6, pp.V-VI)
14
State Support
states are making definite provisions for the support of adult education and California is listed as one of the leaders in this type of work. s an organized social movement, adult education is only a quarter of a century old. Moreover, except in a
communities and States, only recently has the education of adults been looked upon as more than a marginal responsibility of the public schools.
began establishing its schools of vocational and adult education in 1911.
California and Pennsylvania established the principle of free public general education for adults and out-of-school youth as an integral part of all public education a quarter of a century ago and proceeded to develop more or less comprehensive programs in the post-school years.
(5, p.2)
The California organization for adult education was founded by the enactment of a series of important laws between 1915 and 1931 which provided for a State- supported adult education program. "The curriculum was expanded from two or three subjects originally offered to hundreds of courses covering every important

field of T? o
2
A Bureau of Adult Education has been established in California to supervise the programs offered in the various communities throughout the State. The classes in adult education are State-supported on an average daily attendance basis which is provided for in the
State
Code.
Each lO minutes of
shall constitute a day of attendance, but no pupil shall be credited with more than 15 clock hours of attendance during any one school week.
(3, p.227)
The in the units of average daily attendance evening high schools, continuation high schools and continuation education classes of a district for a fiscal year are the quotient arising from dividing the total number of days of pupil attendance in such high schools and classes by 175.
(3, p.230)
Payment on an average daily attendance unit is approximately 90.00.
Adult Education and Industrial Arts Objectives
Floyd W. ieeves has established five objectives for adult education:
1. To fill the gaps left by other units of education.
2. To maintain the skills and knowledge developed during childhood and youth.
3.
To keep the adult public in step
the

16 latest developments in such fields as government, economics, science, and the arts.
¿f.
To deal with problems that can be dealt with more effectively at the adult level.
5.
To give the older and younger generation a basis for understanding each other.
(1, p.24.)
Due to the fact that we are living in an industri- alized economy, the general objectives of industrial arts parallel those of adult education and there is little chance of ignoring the industrial arts approach in adult education.
As man advances in an involved technology, he should have educational experiences that will enable him to enjoy a finer culture as regards materials than was possible in any previous period of history. This can be realized only if he is broadly prepared to develop and to use his material inheritance.
The individual who has learned to know style or design in buildings, rugs, pottery, silver- ware, glass, furniture, dress, china, and other similar things in common use, is prepared to make selections that an integrated or cultured taste tells him can supply life- long satisfdctions. One who knows the various forces, racial, individual, symbolic, material, and national - that have entered into the making of articles of every-day use, is thereby stimulated to a fullcr enjoyment of those things than the person without such knowledge.
(4., p.7)

CHAPTER III
THE STUDY
Adult School Facilities
In conducting the study, the schools' facilities were observed on such items as project storage, wash- room areas, conditions of equipment and whether adequate equipment is available for the number of adults enrolled in each class.
Only in the cases where adult classes were held during day and evening sessions, and special rooms and facilities were used, were sufficient project storage space and equipment available.
Examples of this are:
1. The Vallejo Adult Education Department, where full-time classes were offered in ceramics and upholstery.
2. The Marina Adult School, full-time classes offered for such courses as lapidary, leather craft, jewelry and ceramics.
3.
Tamalpias High School had separate facilities set aside for a very large upholstery program.
4..
The classes in woodworking at George

High School in San Francisco, although held in the same classrooms as those used by the
classes, had adequate provision for adult-project storage.
In all other cases, it was
to either store projects around the classrooms where they were prone to damage and loss by other groups, or to carry projects back and forth each time students attended e la s.
Of course, where relatively small projects are attempted, such as small art-metal projects or leather- craft projects, and in some instances ceramics projects, this is not a great hardship. However, the difficulty of attending classes in woodworking, or in any other shop subject where large projects are undertaken, can easily be realized if the projects under construction must be taken home at the end of each class.
These conditions, plus the fact that much of the school machinery is old and many times in a poor state of repair, have a tendency to discourage further adult attendance. Especially is attendance discouraging after a project has been damaged or lost, or a student finds that he cannot get to the machines to do the necessary work on his project.

19
This is not meant to be a derrogatory statement toward the secondary-schoci teachers or the adult- school teachers, because it is virtually impossible to keep these machines in perfect repair when they are used constantly for both day and night programs.
Instead, it is an indictment of the school for inadequate provision of space and equipment.
Enrollment Fluctuation
The very nature of the adult education program makes it difficult to keep an accurate check on the number of people enrolled in a class. Due to the constant fluctuation in enrollment, classes are set up to meet the individual needs of the adult. Some may satisfy these needs early in the course or find the subject not to their liking, or other factors previously cited
enter into the picture, causing some to discontinue attendance.
Table II indicates total enrollment figures and enrollment in industrial arts courses, as approxi- mated by school administrators.

TABLE
5,500
500
132
100
665

21
Courses Offered in Schools,
Arts Courses with dustr4
A comparison of total number of courses offered as against those offered in industrial arts is shown in Table III.
Courses included in this table do not cover vo- cational offerings
federal subsidies. The courses offered in any one school are not static.
courses are offered and others dropped as the need is es.
Of the total
4.9 classes offered in industrial arts, 42 classes were visited. Seven classes were not visited because of similarity in subjects covered.
Approximately
5% of the total students enrolled in industrial arts subjects were contacted.
Industrial Arts Courses Offered
Of the eight schools contacted in this study, the following is a list of industrial arts courses offered and in how many of the schools offered:
1. Woodwork was offered in all schools.
2. Leather craft was offered in seven schools.
3.
Ceramics was offered in six schools.
4. pholster was offered in four schools.
5.
Auto cjanics offered in four schools.

School
George
Tamalpias
San
Petaluma
Santa Rosa
Napa
Vallejo
TOTAL
TABLE III
Total Courses Offered Compared with
Industrial Arts Courses Offered
All
Subjects
61 l l
16
16 l
4.0
51
23 49
Industrial
Arts Subjects
12
6
5
4.
5.
5
4
22

23
6.
schools. offered in four
7.
Art metal offered in three schools.
.
Crafts and plastics offered in two schools.
9.
intin and
each offered in one school.
Only leather, ceramics, upholstery and crafts classes were offered during the day-adult sessions as well as in the night sessions.
to Inquiry Forms
Since the teachers asked for sufficient forms to distribute to all their students, the 1,652 forms given out can be considered as the current total enrollment in the classes of the teachers contacted.
Table IV shows the response to inquiry forms.
Thirty-one teachers or 74% of those contacted,
632 completed student-forms. This is approximately
3% of the total distributed.
The first paragraph explained the nature of the study, for the benefit of the student. Information was then requested as to sex,
status and occupation.

2l
TABLE IV
Response to Inquiry Forms
School
Marina
George
Tamalpias
San
Petaluma
Santa Rosa
Napa
Vallejo
TOTAL
Teacher Forms
Given Returned
Student Forms
Given Returned
10
4
5
4
4
5
4
6
42
5
3
3
7
1
4
4
4
31
37
161
240
126
115
104
105
423
1,652
142
31
76
69
73
66
127
632

The
questions on the form were grouped so that related information might easily be extracted.
25
Number of
and
Table V shows enrollment of men and women by school; Table VI by subject.
In considering the sex of the various adults attending industrial arts subjects, it should be pointed out that the number of females enrolled would undoubted- ly be larger if
were allowed to enroll in all the subjects offered. In several cases, teachers have set up individual restrictions and will rct enroll women.
These restrictions were most evident in the
classes.
A comparison as shown in Table V indicates an overall percentage of 45 men to 55 women. The larger schools had a predominance of women enrolled in the various classes, while in the smaller schools the per- centage of men was slightly larger or very near equal to that of the women.
As indicated in Table VI subjects such as wood- working, machine-shop practices, auto mechanics, and welding enroll thirty-two per cent. Of this enrollment
29% are men and 3% are women. The enrollment in such

subjects as ceramics, leather craft, art metal, general crafts and jewelry, is predominantly women.
TABLE V
Enrollment by School,
and Women
School
TOTAL
Marina
Total Men Women
Number 632
Per cent 100.0
2l
351
44.5 55,5
Number 142
Per cent
22.4
39
6.1
103
16.3
George Washington Number
Fer cent
31
5.0
2
4.5
3
.5
Tamalpias Number
Per cent
76
12.0
52
,2
24.
3.
San
Petaluma
Santa
Per cent
Number
Per cent
69
11.0
73
11.6
66
10.4.
32
5.1
24.
3.9
37
5.9
4.9
7.7
18
2.8
Napa
Vallejo
Fer cent
Number
Per cent
Number
Per cent
4.8
7.5
127
20.1
4
7.6
29
4.5
29
4.6
19
3.0
98
15.5

TABLE VI
Enrollment by Subject, Men and Women
Subject
TOTAL
Leather craft
Ceramics
Number
Per cent
Number
Per cent
Number
Per cent
Number
Per cent
Number
Per cent
632
100.0 l2
20.3
9
15.5
166
26.3
7
12.3
41
6.5
Auto mechanics Number
Per cent
Machine shop practices
Art metal
Number
Per cent
Number
Per cent
General crafts Number
Per cent
Jewelry Number
Per cent
Printing
Number
Per cent
Per cent
10
1.6
11
1.7
17
2.7
30
4.7
21
3.3
32
5.1
Total Men
21
44,5
113
17.9
22
3.5
1
2.9
26
4.1
40
6.3
17
2.7
1.3
4
.6
13
2.1
9
1.4.
11
1.7
Women
351
55.5
15
2.4.
76
12.0
14.
23.4.
52
1
.2
0
0
22
3.4.
17
2,7
19
3.0
1
.2
0
0
27

Status
Table VII shows marital status of students.
The fact that approximately 75% were married may indicate that the type of material offerel in the industrial arts courses is attracting individuals who are apparently settled and mature.
The greater majority of the students observed during class visits were in the 30 to 50 year old group, with a large percentage well-past 50 and in the retired age-group. Since the age of the students responding to this study was not asked, no definite statement can be made as to the exact number in each age-group.
The aboire observation tends to refute the state- ment made in 1941, "that most surveys of students engaged in formal study indicate that adult education is attracting persons under 30 years of age to a far greater extent than it is attracting older persons."
(1, p.95) ti2flal
Breakdown
Table VIII shows housewives are in the largest percentage with
33% of the responses and skilled workers are next with 20%.

TABLE VII
Status of Students, By School
School
TOTAL
George
Tanialpias
San Rafael
Petaluma
Santa Rosa
Napa
Vallejo
Total
Sin°1e
Number
Per cent
Number
Per cent
Number
Per cent
Number
Per cent
Number
Per cent
Number
Per cent
Number
Per cent
Number
Per cent
Number
Per cent
632
100.0
142
22.4.
31
5.0
76
12.0
69
11.0
73
11.6
66
10.4
48
7,5
127
20.1
475
75.2
76
12,0
21
3.4.
66
10.4
48
7.7
62
9.8
46
7,2
38
6.0
118
18.7
157
24,8
66
10.4. lO
1.6
10
1.6
21
3.3
11
1.8
20
3,2
10
1.5
9
1.4
29

30
As previously indicated, these courses are attracting
the greatest percentage being housewives. This should indicate that there is an insufficient number of courses to
more people from other occupations, or that there is insufficient publicity for courses already in existence.
Extension of Formal Education
The purpose in Table IX was to determine the percentage of adults taking advantage of the extension of formal education through industrial arts courses.
Only ll of those who responded were taking any industrial arts subjects for credit. Of this total, were in the Vallejo school system.
Since general information, such as registration data, was not asked for, this might indicate that the students were receiving better guidance in the Vallejo
Adult Education Department. Also, Vallejo has had a large influx of itinerant population who have become industrialized. These people may be satisfying a need for the extension of formal education.
Table
X. shows number of people taking other classes along with industrial arts course.

TABLE VIII
Total Occupational Breakdown
Occupations
TOTAL
Housewives
Skilled
Office
Professional
Business
Unskilled
Farmers
Armed Service
Not classified
(a)
Number
632
206
123
111
55
37
26
20
9
45
100.0
32.6
19.4.
17.6
5.9
4.1
3.2
1.4.
7.1
31
(a) Those people who did not check answer for occupation were designated as "Not classified."

32
TABLE IX
People Taking Subjects for Credit, by School
School
Answer- High
Total ed No School
College
Credit
TOTAL Number
Per cent
Per cent
George Number
Per cent
Tamalpias Number
Per cent
San Rafael Number
Per cent
Petaluma Number
Per cent
Santa Rosa Number
Per cent
Napa Number
Per cent
Vallejo Number
Per cent
632
100.0
142
22,4
31
5.0
76
12.0
69
11.0
73
11.6
66
10.4
L4.
7.5
127
20.1
563
39.O
142
22.4
24.
3.9
74
11.7
67
10.6
73
11.6
64.
10.0
4.1
6.4
7
12.4
27
4.3
0
0
.
5
2
.3
1
.2
0
0
1
.2
4.
.6
14
2.2
42.
6.7
0
0
2
.3
0
0
1
.2
0
0
1
.2
3
.5
35
5.5

33
This table indicates that, at the time the study was made, the majority of people enrolled were primarily interested in attending industrial arts subjects. Only
19% were taking other courses.
TABLE
School
TOTAL
George
Rafael
Petaluma
Santa
Napa
Vallejo
Number of People Taking Other Classes
Along with Industrial arts Courses
Total
632
14.2
31
69
73
66
48
127
Number in
Other
118
36
3
14.
12
11
4
7
31

34.
enrollment in industrial arts courses each semester, teachers made such statements as, "I have had waiting lists for as long as two years.T' Or,
"Some of the people in this class have waited as long as six or eight months to get started." "The interest in this course is very high, I wish we could enroll more people."
In asking Question
3, it was desired to determine how many students were returning to take industrial arts subjects for a second semester. The question was,
"Have you attended evening classes before this semester, and if so, have you taken other industrial arts courses?"
Table XI indicates the response to this question.
Approximately one-third of the people answered "no" to this question indicating they are new to adult edu- cation and are satisfying their dominant interest by enrolling in an industrial arts course.
Of the 417 people who answered "yes" to this question, 71% attended classes previously but took no industrial arts courses.
Considering that only 2 of those who answered
"yes" are returning for the second semester of industrial arts work, this indicates that 1% of the people covered in this study are
to this phase of the adult edu- cation program.

35
TABLE XI
Previous Attendance of Adult Evening Classes and
Whether other Industrial Arts Classes were Taken
School
Previous Attendance Were other l.A.
Yes No Courses Taken
TOTAL
Marina
George Washington
Tarnalpias
San
Petaluma
Santa
Napa
Vallejo
417 lO
1
4
54
34
3
30
215
34
13
2
15
39
2 l
40
122
39
2
12
17
12
12
20
A question arises as to whether people who have taken industrial arts courses previously and are not returning, have satisfied their needs in one semester.
A few teachers felt that some of the people who were returning for the second semester were
so to use the equipment and. for the companionship which they received by attending these classes.

36
Reasons for Taking Course
A question was asked, "What was your original reason for taking this course?" One, or a combination of eight reasons could be checked.
A majority of people had more than one reason for taking the course. A total of l2O responses were re- ceived. Five people did not react to the question.
The responses ranged as follows:
1. One response
-22 people.
2. Two responses - 142 people.
3.
Three responses - 131 people.
4..
From four to seven responses - 72 people.
Reasons listed for taking course were:
A. To use the machines.
B. To make something useful.
O. To meet other people with like interests.
D. To further mechanical skill.
E. To better present employment status.
F. Help in your hobby.
G. Start a new hobby.
H. Because of friend attending class.
J. Other reasons.
Table XII indicates the response to this question.
Items F and G show that
33 of the responses were

37 related to hobbies and that a large percentage enrolled in industrial arts courses are mainly interesteI in the avocational aspects.
There was a 3O response under item B. It was observed during class visits that adults, l'or
most part, were using the best of materials in constructing their projects. If these items were to be purchased, the price in many cases would be prohibitive, so that the students are making a saving on cash-outlay. They are also deriving the full avocational benefits of such work as evidenced by response to items F and G.
Under J, "other reasons", sorne indicated they were taking the course for relaxation, or under a doctor's advice to gain the therapeutic values of industrial arts work. This helps to substantiate the health ob- jective of industrial arts courses in adult education.
The fact that only 9 checked items C and H, tends to lessen the importance of the social aspects of industrial arts. However, many people are attending classes with these objectives in mind, possibly without being cognizant of their desire to work with people of like interests and (U.SCUSS the mutual problems which arise in these courses.

TABLE XII
for Taking Course
Total A B
C.
D E F G H J
Number 1,2O 106
Per cent 100.0
.3
95
165 52 224. 194.
24
35
30.0
7.5
12.8 4.1 17.5 15,2 1,9 2.7
Number
Per cent
270 13 77 15
21.1 1.0 6.0 1.2
26
2,0
7
.5
30
2,3
79
6.2
7
.6
16
1.3
George Number
/1ashington Per cent
Number
Per cent
San
Number
Per cent
50
3.9
L.
.3
1
1.4 i
.1
153 27
414.
12.0 2.1
3.4
4.
.3
154 13 41 20
12.0 1.0 3,2 1.6
145
11.4
10
.
6
.5
27
2.2
20
1.5
0
0
6
.5
4
.3
10
.3
2L1.
1.9
2
2.2
7
.5
20
1.5
20
1.6
4
.3
1
.1
4.
.3
0
0
0
0
4.
.3
49 1 4
31 13 2 10
3,
.6 1.4
.3
2.4 1.1 .2
.
Petalurna Number
Per cent
Santa
Number
Per cent
Number
Per cent
Vallejo
Number
Per cent
154. 15 42 13
12,0 1.2
3.3
1.0 ii 19 2
9.2 1.5 2.2
9
.7
236
1.4
5
.4.
6
6.7
25
2.0
30 17
2.3 1.3
20
1.5
1
1.4
4
.4
10
.8
19
1.5
26
2.0
56
4.4
15
1.2
9
.7
31
2.4
3
.2
0
0
3
.2
0
0
3
.2
2
.1

39
Fulfillment of
Qj2v
Only five people made a negative response to the question Does this course seem to be fulfilling the above objectives?" Three of the five stated that this was due to the lack of facilities.
Assignment of jts
Since 50 people failed to answer questions
5 through
9, on the back of the inquiry form, the total response for these questions was reduced to
52.
Questions 6 and
7 were related in that they concerned the assignment of projects. Question 6 asked,
"Would you want the teacher to assign the work to be done by each class member?" Question
7,
"Would you rather have the teacher suggest projects to be made and then assist when needed?"
Table XIII shows the "yes" response to these questions by subject breakdown.
Fcrty-eight people failed to answer question 6 and
¿i.5 failed to respond to question
7 making the revised totals respectively 534 and 537 responses to be consider- ed for these questions.
Only % indicated they desired the teacher to assign projects. This is evidence that the adults want

TABLE XIII
"Yes7' Responses on Either Assignment of
Projects or Desire for Assistance Only
Subject
TOTAL
1oodworking
Leather craft
Ceramics
Upholstery
Auto mechanics
Machine shop practices
Art metal
General crafts
Jewelry
Printing
Welding
Assignment of Projects
45
1
3
15
5
3
6
1
2
2
2
5
Assistance
Only
24.0
26
45
91
24.
3
6
9
17
13
3
3

L.1 to select their own projects. Ceramics classes account- ed for
33 of the Ttyestt responses to question 6.
From the remarks noted in this question, these people were beginners in ceramics and were unfamiliar with the materials and techniques required to do a competent job; hence their desire for the teacher to assign work.
Forty-five per cent responded ttyes'T to question
7.
These people evidently believed the teacher' s advanced experience would be of considerable aid in the planning and undertaking of various projects. However, they desired to have freedom in choice of projects.
The 55% who responded 0t? to question
7 apparently prefer to come in with a particular project in mind to use the equipment in reaching their objectives. Since they indicated they want little aid from the teacher, they are either getting their technical information from trade experience, or from books on hobbies.
Some comments made regarding these questions were:
"In the beginning it would help to have the teacher suggest projects." "I come in to work on my own ideas and just want help occasionally." "This (assigned projects) would stifle the creative factor in the class."

42
Preferred Courses
Question was of the check-list type,
29 subjects listed wherein a choice of one or more subjects could be indicated. There was a 75% response to this question.
A
of the people responded more than once, giving a total of l4l responses. Responses ranged as follows:
1. one response
-
134 people
2. two responses
-
120 people
3. three responses - 6 people
4. four responses
- 41 people
5. from five to nineteen responses - 92 people
In some
cases, the responses were made only in fields related to the subject in which the person was enrolled. The balance was well-distributed throughout the field of industrial arts.
Interest was highest in upholstery classes, again substantiating the statement previously made that people are interested in saving on cash-outlay as well as the avocational benefits derived from such a course.
It might be pointed out that many of the persons taking upholstery checked furniture construction as a course they wished to see offered in the schools. This is indication of a desire to make a complete project from

TABLE XIV
Courses Desired in Industrial Arts
TOTAL
Upholstery
Ceramics (pottery)
Jewelry
Furniture construction
Leather tooling
General
Cabinet making
Leather carving
Plastics
Small house planning
Art metal
Carpentry
Wood carving
Auto mechanics
Lapidary
Machine shop practices
Electronics (Radio)
Bookbinding
Blueprint reading
Electricity (Elementary)
Architectural Drawing
Sheetrnetal
Cement and concrete
Home mechanics
Drafting
Printing
Foundry
Forge work
Number l4l
167
101
96
91
43
41
40 l
16
16
15
15
12
35
27
27
24
20
19 l
76
75
74
64
62
46
7
Per cent loo
5
5
5
5
4
3
3
3
1
1
1
1
1
1
1
1 i
1
3
3
2
2
2
12
7
7
7
6
6
43

44 start to finish. Also, upholstery is offered in only four schools. ifl addition to the 29 courses listed, requests were made for subjects in the fields of fine arts and home-making. The courses requested were definitely of an avocational nature.
Class Bacround Material
The last question on the student-inquiry form required a response of "yes" or "nO" to the question
"Do you feel you are getting enough background material along with technical information you gain in the course?"
There was an
5% response to this question. Eight per cent answered "no" and niade the following remarks regarding the equipment or size of classa "We need more machinery to keep the class going smoothly." "We need smaller classes."
The largest number of complaints came from wood- working and ceramics classes. It is significant to note that the complaints about large classes were generally from the
classes where many people were attempting to use one saw or one jointer.
Quite a few people stated they would like to have printed material or information sheets, and have a

4.5 suggested reading list for further study on the subject.
The complaints concerning written material and information sheets were generally well-distributed.
Even though some people had checked the question
"yes", they stated they would like to have more lectures on general background material in their particular field.
The Adult-Education Industrial Arts Teacher
Several administrators stated that the individual who has had both industrial training and teacher-train- ing makes the ideal adult teacher. One principal said he had had good success with industrial men who had no teacher-training but had taken in-service training after being hired. In discussing the adult-education industri- al arts teacher, many things enter into the picture.
The adult teacher, in most cases, teaches only one or two adult classes a week.
Table XV shows the primary occupations of teachers covered in the study. The majority of time, in pro- portional sequence, is spent as follows:
I
Teaching day-secondary classes and then adult classes at night to augment income.
Group II Occupying an industrial job of some type.
Group III Day-secondary teaching, and occupying

industrial jobs during vacations to augment income.
Group IV Full-time adult teacher.
TABLE XV
Primary Occupations of Teachers
Group
I
II
III
Iv
Number lE
9
3 i
Teacher-Education or ion
The purpose in Question 6 was to determine what preparation the teachers had for adult education. The following responses were made:
Nine
- no college training whatever
Nine - B.
. degree
One - B. E. degree
Two - M. A. degree
Ten - from one to three years of collcge training but held no degree

47
Twenty-one had industrial experience. This experience ranged from
2 to
53 years.
Cnly two teachers indicated they had actually had training in adult education. In both cases, this was a two-unit course in Methods in Adult Education. This particular course in adult education has been offered throughout the area studied, in conjunction with one of the local colleges, as in-service training for all adult education teachers.
of the teachers had had some industri- al experience along with some college training. Ap- proximately
94% did not indicate specific training for adult education.
Subjects gfl Qfl
Question: "Do you teach subjects other than this course?" The purpose was to determine how many are teaching imrelated subject$. See Table XVI.
There were only four who taught unrelated subjects; however they indicated
had training, either industri- al or college, to teach the subject being taught to adults.
Twelve teachers taught classes closely related to subjects they were offering in adult school.

TABLE XVI
Number of Teachers Teaching Unrelated
Subjects to Industrial Arts
Total number of teachers
Teaching only subject in question
Teaching other subjects
Unrelated subjects
Closely related subjects
4
12
31
15
16
Adult-teacher Load
The fact that approximately 61% of the teachers teach only one or two classes a week bears out the statement that "adult teaching is mainly a part-time job." (2, p.243)
Table XVII shows the number of classes taught per week.
The maximum load for those teaching both secon- dary classes and adult classes is four evenings per week. Class time runs from a minimum of 2 hours to three hours.
Only one full-tiie adult teacher is covered in this study. He teaches eight three-hour classes, giving a teaching load of 24 hours per week.

49
TABLE XVII
Number of Classes Taught Per Week
Number of Classes
Per Week
1
2
3 g
Number of
Teachers
4
15
7
4 i
Consideration of'
How
is Offered to Students
A question was asked whether the teachers made any attempt to divide their classes into advanced and beginning groups. Forty-eight per cent indicated some type of division. Fifty-two per cent indicated they made no distinction between beginners and advanced students.
In some instances where teachers made no division, they conducted their classes in such a way that each student received individuai instruction. This would seem to answer the needs of the adult student where there are small classes. But in the case of a class
20 or more
an instructor has very little time to devote to individual instruction, even though his class may be from
2 to
3 hours long.

50
Several teachers indicated that, when possible, the groups were divided and two separate classes held, one for advanced and one for beginning students. Unless more than 30 students are enrolled, it is econonically difficult to divide the class into two separate classes.
Lecture Periods
The next question asked if the teacher set aside regular lecture periods to cover the more important points of the course.
The following responses were made:
1.
Twelve teachers
indicated they had no lecture period. 0f these twelve, ten taught their classes with no differentiation between beginners and advanced students.
2. Nineteen teachers indicated they had either regular lectures, lectures
needed, orientation lectures or short demonstration lectures.
In classes where the teacher gave no lectures and made no division of' classes, some students made the following comments:
1.
"Good reference books and mimeographed material would enable the novice to get his bearings faster."

51
2. "As a beginner, I feel the need for more group instruction and demonstration in basic use of equipment."
3.
"Would like to acquire a little more mat ion on handling of different types of wood
"
One teacher stated he gave regular lecture periods and home-study. This particular teacher teaches a machine shop practices class and a study of the returned
forms from that particular class showed that all students were well-satisfied
the type of work they were doing. They desired to have more work assigned. It might be pointed out that this teacher had indicated no college training, but stated he had fifty-three years industrial experience and had mastered four trades.
Opinions on Students1 Objectives
Table XVIII indicates the teachers' opinions of the students' principal objectives and reasons for enrolling in their classes. This information coincides with Question 4 of the student-incuiry form in that the foremost reason is the avocational interest and second, the saving on cash-outlay for items made.

TABLE XVIII
Hobby
Teachers' Opinions on Students' Objectives or
Objectives recreational outlet
Number of
Teachers
24
Save on cash-outlay on items made
Further mechanical skill
20
17
Supplement income
Other
4
3
52
Drop-outs
One of the more pertinent points that should be of interest to any adult-education teacher is the percentage of drop-outs in a class. This should be indicative to the teacher of value attached to the instruction he is giving. This cannot be held true in all cases due to the very nature of some of the courses offered in the industrial arts program.
An example of this is in the auto mechanics classes, where the students bring in their own cars for repairs. When the desired work is completed, the students generally drop out of the class.
The percentage of drop-outs is indicated in
Table XIX.

TABLE XIX
Percentage of Drop-outs
Subject
Woodworking
Leather craft
Ceramics
Auto mechanics
Machine shop practices
Art metal
General crafts
Jewelry
Printing
Welding
3 to 25
2 to 25
2 to 50
9 to 35
25 to 50 to 20
10 to 15
2
15 to 33
15
30
53

54.
"Inadequate facilities17 was the reason given for the larger percentage of drop-cuts in ceramics classes.
In the case of
3 ceramic and 2 jewelry classes, the reason given was student lack of diligence or lack of ability.
The prime reasons most teachers gave for drop- outs were completion of a project or home problems.
In one case a teacher stated that the class was too crowded and therefore had a 30% drop-out. Undoubted- ly some of these drop-outs could have been controlled had limitations been set up on class size.
Only one teacher indicated he made any follow- up on drop-outs.

CHAPTER
SUMMARY AND RECOMMENDATIONS
As the California adult education program is now organized, the schools have considerable freedom in the type of classes they may offer. Any course in the industrial arts field may be included in the curriculum as long as it meets the following requirements set down by the education code:
The governing board of any school district maintaining secondary schools shall have power with the approval of the State Department of
to establish and maintain classes for adults for the purpose of providing instruction in civic vocational literacy, health, homemaking, echnica1 and, general education.
(3, p.309)
Under the existing program industrial arts objectives for avocational interests, health and ex- tension of formal education appear to be served. Thile some social objectives are functioning, not all the socio-econonhic and consumer education contacts are realized. The avocational objective receives the main emphasis. The types of projects undertaken are of a practical nature.
The study revealed that the adult students fall into either one of two groups, as follows:

56
Group
1.
Those who are interested only in using school facilities. They have received their background and technical information elsewhere. They want little as far as educational material is concerned and are mainly interested in using the school facilities to complete the project at hand and possibly desire the association of people of like interests.
Group 2 is interested in the educational aspects.
They are unfamiliar with the subject, wish to delve deeper into the subject matter, and have a real desire to make something useful. The needs of the individuals in this group would be fulfilled more nearly if all the objectives of industrial arts in adult education were given more nearly equal emphasis. hi1e it has been established that a majority of adult students covered in this study fall into Group 1, the following indications are also apparent:
In ascertaining how
industrial arts courses for a second semester, it was determined that only 29 are returning. Other adult students who have taken industrial arts courses previous- ly either completed their specific projects in one semester and have passed on to other courses or have not re-enrolled. In any event, they have dropped out

57 of the industrial arts program completely for the time being.
The service courses, or courses set up
for the use of school facilities are fulfilling a present need. Two examples are
(a) woodworking classes, where people who have no home equipment come in to use school machines; and (b) auto mechanics, where individuals bring their cars to use available tools for repairs.
To allow these shops to remain idle at night would be a waste of tax money. However, the prevalence of service courses throughout the industrial arts program would be detrimental to the future of industrial arts in adult education because not all people are satisfied and all educational objectives are not met.
It was established that the majority of students enrolled in the classes studied were taking industrial arts subjects for the first time; and that there is a large percentage ol' drop-outs. If industrial arts courses were presented in a well-organized program, recognizing the students' desire for freedom of choice in projects and materials, and the students' interests were developed to include more than just the completion of a project, a desire would be instilled to gain more background information and to develop a greater degree

of skill. This would have a tendency to eliminate the high percentage of drop-outs. It is recommended that teachers make sorne follow-up study of drop-outs, where possible.
This would mean that the following
would have to be remedied:
1. If the industrial arts program in the adult school is going to
with success, then adequate facilities should be provided. Proper types of work benches, adequate storage facilities, and in some cases more power machinery, should be made available.
2. Class size should be limited to the number
can make convenient and effective use of the tools and equipment available. Separate clas5es should be provided for beginning and advanced groups, if enrollment will permit two classes. In the case where small en- rollrnents do not allow class division, then separate groups should be maintained within the class.
The grouping of the students would enable the teacher to give sufficient attention to beginners and allow the advanced students to move at their ohm pace.
3.
Since the adult program is set up for any individual who is interested, there should be no restrictions of women in the classes.

59
4.
Although the majority of the teachers contacted were college trained, the study indicates that only two teachers had any specific training for adult work. Since the teaching of adults necessitates different techniciues and requires a different approach than that applied to secondary classes, specific preparation should be required for
teachers. For those teachers who have not had prepa- ration for adult education, it should be required that they complete in-service
within a reasonable period.
Several methods of imparting additional background and technical information might be employed:
1. The use of information snd instruction sheets.
2.
reading lists for those interested.
3.
Lectures and demonstrations.
4.
Consumer education contacts may be brought in from local businesses to enable students to receive first hand information.
It was necessary many times during the progress of this study to explain the meaning of industrial arts.
The name and the objectives of industrial arts should be given wider publicity in order to stimulate the interest of the public. This publicity should be carried on

through the use of newspapers, community shows of projects completed, small periodic
displays in local stores, and mailed brochures or pamphlets.
Adult education teachers should recognize their program is itself a fine public contact and adver-. tising medium for both the regular curriculum phase and the adult phase of industrial arts.
While the variety of courses offered in the program is sufficient, a desire was expressed for a course in furniture construction in conjunction with
courses.
There is a need for further study of the over-all program since industrial arts is a relatively new addition to the adult education program.

61
LITERATURE CITED
1. Beals,
A. and Leon Brody. The literature of adult education.
York, American Association for Adult Education, 1941.
4.93 p.
2. Ely, Mary
L. (ed.) Handbook of adult education in the united states. New York, Institute of
Adult Education, 194..
555 p.
3.
State of California. Education code. Sacramento,
Printing Division,
194.9. 941 p.
4.
U.S. Dept. of interior, Office of Education,
Bulletin No. 34. Industrial arts, its interpreta- tion in American schools. Washington, D. C.,
Government Printing Office, 1937. 125 p.
5.
U.S. Federal Security Agency, Office of Education.
Adult education activities of the public schools.
Washington, D. C., Government Printing Office, 1949.
21 p.
(its Pamphlet No. 107)
6. U.S.
One
Federal Security Agency, Office of Education. hundred evening schools. Washington, D. C.,
Government Printing Office, 1949. 71 p.
Bulletin 1949 No. ¡)
(its
7.
Wilber, Gordon O. Industrial arts in general education. Scranton, International, l94. 362 p.

APPEND ICES

APPENDIX
I
Inquiry Forms Used in the Study
62

63
THE ROLE OF INDUSTRIAL ARTS IN
ADULT EDUCATION IN SELECTED
CALIFORNIA COUNTIES by i. C. Locke
This survey is being conducted to determine what part industrial arts is playing in your adult education program. We are trying to is determine if industrial arts contributing its full share to adult education.
Your cooperation in filling out this data sheet will be greatly appreciated. The information will be held in strict confidence and will be used in this survey only.
Male ________Female
City
Married
School_________
Name
1. of subject_______
______________
NOTE: Please answer all the questions to the best of your ability. If there is any question regarding the following please ask your instructor. If you have filled out one of these questionnaires in another class do not fill out a second copy.
Are you taking this course for high school credit?
Yes No College credit? Yes No____
If yes, have you planned your program with a definite objective in mind? Yes No Objective
2. Are you attending any other classes besides this one?
Yes No Name of classes
3.
Have you attended adult evening classes before this semester? Yes No At this school?
If yes, have you taken other industrial arts courses?
Name

To
To
To
To
To
To
No
7.
.
No
list
_c
(
Wood
_Lap ici
_U
1

65
Name any other subject which you wou]A be interested in.
9.
Do you feel that you are getting enough background material along with the technical information you gain in this course?
Yes No Remarks
NOTE: You may use the rest of this sheet for any other remarks you wish to make.

TEACHER INQUIRY FORM
This survey of industrial arts courses at the adult level is undertaken in an effort to determine whether industrial arts is contributing its full share to adult education.
Your cooperation in granting this interview is greatly appreciated. The information you give will be held in the this strictest confidence, and will be used for study only. Your name will not be used. The information you give will be incorporated in data sheets and tables and treated en masse to show trends.
When the survey is completed you will receive a summary of the study.
City
Subject
School
____________
D at e
1. Is teaching your only occupation? Yes No____
2. Do you teach subjects other than this course?
3.
Yes
Subjects taught
How many classes a week do you
1+.
5.
Do you offer your course so that both beginners and advanced students can get the most from the material?
Such as one class for beginners and another for advanced students?
Do you have regular lecture periods to cover the more important points of your course?___________
6. What preparation have you had for adult education?
College_Number of
Industrial Other
7.
What are the principal objectives of your students? a. Hobby or recreational outlet b.
C.
To
To supplement their income save on cash
outlay for items made
d. To further mechanical skill e. Other

.
9.
67
percentage of drop-outs in
Do you attribute these drop-outs
cause? Yes No If so

APPENDIX II
Follow-up Post-card Sent to Teachers
Is
6 a
If the questionnaires survey musts have been filled completed by
Ilay out
10.
I would appreciate it if you r-uld mail them as soon as possible,
Since this
Sincerely,

APPENDIX III
Petaluma, California
May 24, 1950
Dear Mr.
Several weeks ago when
I visited your adult classes, I left a supply of questionnaires for your students to complete. In checking my records,
I find that the questionnaires from your classes have not as yet been returne'J.
In order to form a true picture of the industri- al arts program in the adult education field, it is essential that the information from your classes be included. If all the forms have not been filled out, please forward those that are complete along with the blanks in the stamped self-addressed envelope left with you. I would appreciate an early reply.
I thank you for your kind cooperation.
Sincerely yours,
Robert C. Locke
Copy of the follow-up letter sent to industrial arts teachers.