Citation
A guide, industrial arts in Florida schools

Material Information

Title:
A guide, industrial arts in Florida schools
Series Title:
Its Bulletin no. 12 rev
Uncontrolled:
Industrial arts in Florida schools
Creator:
Florida -- State Dept. of Education
Place of Publication:
Tallahassee
Publisher:
[s.n.]
Publication Date:
Language:
English
Physical Description:
99 p. : illus. ; 23 cm.

Subjects

Subjects / Keywords:
Industrial arts -- Study and teaching ( lcsh )
Education -- Curricula -- Florida ( lcsh )
Genre:
bibliography ( marcgt )

Notes

Bibliography:
Bibliography: p. 82-96.
Funding:
Bulletin (Florida. State Dept. of Education) ;

Record Information

Source Institution:
University of Florida
Rights Management:
All applicable rights reserved by the source institution and holding location.
Resource Identifier:
01810382 ( OCLC )
a 59009921 ( LCCN )

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INDUSTRIAL ARTS

IN FLORIDA SCHOOLS


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BULLETIN 12
1959


TE DEPARTMENT OF EDUCATION
Tallahassee, Florida
OMAS D. BAILEY, Superintendent


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UNIVERSITY
OF FLORIDA
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INDUSTRIAL ARTS

IN FLORIDA SCHOOLS

BULLETIN 12
1959


STATE DEPARTMENT OF EDUCATION
Tallahassee, Florida
THOMAS D. BAILEY, Superintendent











Foreword


T HE PURPOSE OF THIS GUIDE is to give assistance to
school officials and teachers in organizing and conducting a
program of industrial arts as a part of a general education cur-
riculum. Technology and the science of industry have become
dominant elements in the life of Florida youth and adults as they
have in our national life. Industrial arts as a part of general edu-
cation for all youth makes many contributions to their major
educational needs. Through the instructional shopwork program
and the many applications of principles and information taught in
other subject areas, the buildings in which these shop programs are
housed become laboratories where children learn concepts, skills,
attitudes, and habits while planning, designing, and constructing
projects.
This bulletin is a revision of one prepared in 1948 by a group
of Florida industrial arts teachers. Appreciation is expressed to
Dr. G. W. Neubauer, University of Florida, and Mrs. H. F. Philpott,
Gainesville, who assisted in the preparation of the 1948 bulletin as
well as this publication. Others assisting in the basic preparation
of this publication and to whom sincere appreciation is also due
are Mrs. Myrtle Webb, Orlando; Mr. Ed Sincic, Orlando; Mr.
Arthur Hays, Holly Hill; Mr. John F. Conwell, Tampa; Mr. Jay
Borden, Tampa; Mr. Joseph Mitchell, Pensacola; Mr. Joseph Boris,
Jacksonville; Mr. Delbert Rheel, Fort Myers; Mr. Charles Dial,
Panama City; Mr. George Delpit, Panama City; Mr. Bernie Kur-
land, Miami; Mr. Marshall Hurst, Miami; and Mr. Paul McCoy,
Jacksonville. Many others also contributed suggestions and photo-
graphs and assisted in other ways.
Appreciation and recognition are due Dr. Roy F. Bergengren,
Jr., Head of the Industrial Arts Department, College of Education,
University of Florida, who coordinated the group work; Dr. Walter
R. Williams, Jr., Director of Vocational and Adult Education, State
Department of Education; and Dr. E. L. Kurth, Consultant for
Industrial Arts, State Department of Education. Appreciation is
also due to Mr. John McIntyre, Curriculum Specialist, State De-
partment of Education, who coordinated much of the editing and








final arrangements; and to Mr. Charles King who designed the
cover. Other members of the State Department of Education giv-
ing assistance were J. K. Chapman, Howard Jay Friedman, Sam H.
Moorer, and W. H. Pierce. The group is also indebted to Mrs.
Betty Jones, Miss Lacetta NeSmith, and Mrs. Irene Brown who
typed the manuscript during the various stages of its preparation.
The use of this guide by teachers, administrators, and conscien-
tious citizens who are engaged in the education of youth will assist
the youth of Florida to interpret the educational curriculum pro-
vided them into a way of life and a level of living.




THOMAS D. BAILEY
Superintendent of Public Instruction











Table of Contents


Introduction-- ..---.- -----.....- -............-- --......... v

Administrative Factors And The Program _--------- 1

Then And Now ------------------......... -.. ... .......... 18

Industrial Arts In The Elementary Grades .-.--------------...-....._. 26

Industrial Arts In The Junior High School ----- 37

Industrial Arts In The Senior High School ----------------53

Industrial Arts In Extended Programs ------.. 69

State-Adopted Texts ..---------------... -...........--------. 78

Student Personnel Duties .-----.----------....-------.......... 80

Bibliography .---------------- --__..... ..... ........-..... 82











Introduction


T HIS REVISION of the 1948 edition of Bulletin 12, A Guide
to Industrial Arts in Florida Schools, is an attempt by the
committee to implement and clarify the philosophy and practices
for teaching industrial arts in the public schools in Florida. Con-
sideration has been given to the concepts, philosophy, and organiza-
tion of industrial arts as a subject matter area in the general
education curriculum of other states in helping to determine a
guide which will be of help in meeting the present and future needs
of children in Florida.

Organization Of This Guide
The primary purpose of this guide is to be of maximum assist-
ance to school administrators in establishing and maintaining the
most effective industrial arts departments possible. Accordingly,
Chapter I deals with the administrative factors affecting an indus-
trial arts program. Chapter II deals with the historical background
and development of industrial arts as a method of teaching and as
a subject matter area in general education. The remaining chapters
deal with the various grade levels on which industrial arts is taught
as well as its significance as education for out-of-school adults, for
college students, and as education for special purposes.

Definitions Of Terms
In order to clarify the terms relating to this subject, some nation-
ally accepted definitions which also apply to Florida programs are
given here.
Industrial arts education Instructional shopwork of a non-
vocational type which provides general educational experiences
centered around the industrial and technical aspects of life today
and offers orientation in the areas of appreciation, production, con-
sumption, and recreation through actual experiences with materials
and goods. It also serves as an exploratory experience which is
helpful in making occupational choices.








Practical arts Those phases of general education dealing with
the organization, materials, processes, and products of agriculture,
business, industry, and the home and with the contributions of the
workers engaged in these fields. The pupil learns through his ex-
periences with tools and materials how some needs of society can
be met. Through these experiences and the study of man's relation-
ship to the world of work he grows in his appreciation of the skill,
dignity, and satisfactions involved in productive labor. The prac-
tical arts most frequently included in the programs of both the
elementary and secondary schools are (1) industrial arts, (2)
household arts, (3) agricultural arts, and (4) business arts.
Vocational education Education designed to develop skills,
abilities, understandings, attitudes, work habits, and appreciations,
encompassing knowledge and information needed by workers to
enter and make progress in employment on a useful and productive
basis. It is an integral part of the total education program and
contributes toward the growth of good citizens by strengthening
their physical, social, civic, cultural, and economic competencies.
Technical education-Education directed toward earning a living
in an occupation in which success is dependent largely upon tech-
nical information and understandings of the laws of science and
technology as applied to modern design, distribution, and service.
The unit shop One devoted to instruction in a single phase of
a material area, such as furniture-making and the tools related to
that particular activity.
The general unit shop Devoted to one major material but
including activities and tools of a wider variety. The general woods
shop, for example, will include wood-turning, carving, laminating,
forming, finishing, upholstering, and combining other materials with
wood in producing the articles planned and designed.
The comprehensive general shop One in which several types of
activities are carried on simultaneously, such as woodwork, metal-
work, electricity, and planning or drawing. The area of crafts is
usually taught through a similar class organization.

Objectives

The objectives of industrial arts as in other subject matter areas
clarify and extend the definition of terms included in the subject
matter of industrial arts. Because the scope of such definitions








could be very inclusive, the objectives are grouped into five major
points of emphasis:

1. Knowledge of the overall impact of industry upon society
primarily through planning, design, and production in
the laboratory

2. Development of basic skills with tools and equipment
commonly used by people in solving everyday problems
of home living and also development of proper and safe
attitudes and habits of work with tools, equipment, and
materials

3. Development of the interest and talents or discovery of
the limitations of students through instructional shopwork
in a variety of materials and processes which relate to
future occupational choices

4. Development of the ability to select, use, and maintain
equipment and goods produced by industry and used in
everyday living, such as tools and machines, motors and
engines, and electrical and household appliances

5. Promotion of wholesome and worthwhile interests and
abilities in creative and constructive work with tools and
craft materials for leisure time and hobby activities. All
activities in industrial arts classes should promote social
experiences in working with others and afford opportuni-
ties to share, lead, plan, take responsibility, and cooperate
in group activities.

Brief definitions of terms and a list of a few objectives are, of
course, vulnerable to varying interpretations. But they do serve
as springboards to detailed analyses.

For example, it is obvious that the industrial arts program can-
not duplicate industry; yet many teachers have interpreted contem-
porary definitions of industrial arts to means that it should. Greater
understanding can result through experience with industrial ma-
terials and the processes common to all industry planning, design,
and production. Industrial arts has a responsibility for developing
an understanding of the impact of industry upon society. Science,
English, mathematics, and the social studies share in this responsi-




























Planned procedure and orderly performance are "musts" in the
photographic laboratory. (Edgewater High School, Orange
County)



ability. Industrial arts can and does provide many direct laboratory
experiences with varied materials used in industry to bring about
the related learning children need in order to adapt to today's
industrial culture. Such industrial arts experiences are important
for all children in the public schools because of the role industry
now plays in the lives of all citizens.

Industrial arts is a part of general education in another sense.
It has common areas of interest with other subjects even though its
learning experiences emphasize the industrial processes. For ex-
ample, science and industrial arts both provide experiences related
to principles of electricity, electronics, and mechanics; physical edu-
cation and industrial arts both promote wholesome recreational in-
terests; history and industrial arts are related through the Industrial
Revolution; art and industrial arts both use certain common media.
In fact, there are opportunities for all areas to provide related
learning experiences.








Furthermore, the industrial arts experiences promote the broad
objectives of general education. In the laboratory, children face
everyday problems of citizenship; they experience planning and
maintenance in the home; they select certain types of recreational
or leisure time activities; and they explore some of the vocational
opportunities for making a living. Children increase their ability
to solve problems through producing articles that are of value and
beauty. The child starts with a problem, plans and designs
toward a solution, and tests his solution by actual production of,
the articles. He learns to solve problems in the most effective way
yet devised by actually solving them first-hand. He learns the
advantages of planned procedures and orderly performance.

The Florida industrial arts curriculum is now based on areas
involving materials of.graphics, woods, metals, electricity, mechan-
ics, and crafts. This organization is intended to promote the modern
concept of industrial arts. These materials relate to the five broad
realms of human experience: communication, construction, manu-
facture, transportation, and power. General shops in the junior high
schools and smaller senior high schools have usually offered experi-
ences in two or more of these areas; the larger high schools have
developed general unit shops, through which students rotate or
select an area of special interest.

The industrial arts curriculum proposed in the second edition
of Bulletin 12, published in 1948, is still a continuing goal of
curriculum organization for industrial arts. It was not projected in
the narrow sense of simple basic materials or handcrafts, important
as they are, but specifically through the five broad realms of human
experience, power, transportation, communication, construction, and
manufacture. A curriculum combining the basic materials related
to these areas will embrace new developments in atomic energy
or in the conquest of interplanetary space as they occur.
The interdependence of these five realms of experience provides
a high degree of adaptability to the general shop approach. Power,
for example, is basic to transportation, communication, manufac-
ture, and construction; but each is equally dependent upon all the
others.

It must be understood that the suggested curriculum in this
guide implies no discarding of good practices. Industrial arts
laboratories are to continue to be places where students learn








things, not just make things. The science, mathematics, English,
spelling, reading, and problem solving inherent in planning, design-
ing, and producing a project are ingredients of a technological
environment. By utilizing the many applications of other areas of
learning inherent in industrial arts activities, industrial arts teachers
can assist in fulfilling many of the objectives of general education.

It is intended that the illustrations, examples, and suggestions
4in this bulletin will serve as a guide for the improvement of instruc-
tion in industrial arts and will assist school districts in meeting the
needs of Florida youth through their industrial arts program.












CHAPTER I


Administrative Factors And The Program


M ANY IMPORTANT FACTORS must be considered by super-
intendents, principals, supervisors, and classroom teachers in
administering an effective program of industrial arts.


State Department Of Education

The State Superintendent of Public Instruction, a constitutional
officer, is directly charged by the statutes with the responsibility
for developing and directing the program of public school education
in Florida. He has delegated certain responsibilities in the overall
educational program of the State to several divisions which work
with and assist in the activities of State, county, and local school
officials. Three divisions which directly affect the industrial arts
program are the divisions of (1) Teacher Education, Accreditation,
and Certification; (2) Instructional Field Services; and (3) Vocational
and Adult Education.

The first of these is concerned with the preparation and certifica-
tion of all teaching personnel including industrial arts as well as
accreditation of schools. The Division of Instructional Field Services
assists local school leaders in carrying out their legally designated
responsibilities for continuous improvement of the educational pro-
gram. The work of this division includes field services through
consultants to all areas of instruction except vocational and adult
education.

The Division of Vocational and Adult Education in addition to
the federally reimbursed vocational program includes services to
the general education programs in business education, home eco-
nomics, and industrial arts. Through this division, it was possible
to add the services of a full-time consultant for industrial arts.








The consultant coordinates the general education program of
industrial arts in the public schools and offers field services to
teachers, principals, superintendents, and school officials in the es-
tablishment and improvement of this phase of general education.

Some of the ways in which the consultant can assist are:

1. Assist in the advisement of shop planning and in the
planning of new buildings
2. Assist in organizing machine, tool, and supply lists in
local situations
3. Assist in helping local school authorities to keep abreast
of professional developments
4. Keep the teacher-training institutions informed relative
to state and national trends and policies, particularly new
and drastic changes
5. Initiate and assist in organizing regional and state pro-
fessional conferences and meetings
6. Keep teacher-training departments informed relative to
the supply of and the demand for teachers
7. Suggest needed changes in training programs and cur-
ricula
8. Act as a liaison official between the training departments
and the State Department of Education
9. Assist teacher-training departments in securing proper
physical plants for the training of industrial arts teachers
10. Act as a resource person, particularly for the small town
and community where only a single one-teacher shop ex-
ists and where professional advice may not be readily
available

County School Staff Responsibilities

The county superintendent has certain legal and delegated re-
sponsibilities and duties prescribed by law in the Florida School
Statutes. The county superintendent is elected by the people except
in Dade, Pinellas, and Sarasota counties where he may be appointed








to serve as the leader of the county school system. He is secretary
to the school board and is responsible for the planning, administra-
tion, and supervision of the county school program. He recom-
mends to the school board the establishment, organization, and
operation of schools, classes, and services as are needed to provide
adequate educational opportunities for all children in the county.
Industrial arts is one of the curriculum areas of general education
which contribute to the optimum development of children, youth,
and adult citizens at all grade and age levels.
County supervisors of instruction are provided for under the
Minimum Foundation Program. Counties may employ supervisory
personnel in addition to those included under the Minimum Foun-
dation Program. Persons employed through the use of supervisory
units give full time to working with teachers, principals, and other
school personnel in the field of instruction. A list of services that
supervisors of instruction can render to the whole school would
be lengthy. In general, the purpose of the supervisory program is
to study and improve the conditions which surround the learning
and growth of pupils and teachers. To each teacher, the super-
visor should be a friend and resource person who can help the
teacher to plan, carry out, and evaluate learning situations for the
improvement of instruction.


The Principal And The Local School Program
The principal is responsible to the county superintendent and
the school board for the operation of his school. The primary
function of a principal is to give leadership in the development of
the best possible program of education in the school. He has im-
portant responsibilities in the maintenance of school property and
in the administration of educational supplies and equipment. It is
to the principal that teachers submit a statement of supplies, ma-
terials, and equipment needed to produce an effective and efficient
department or area. Successful work in a school is dependent upon
the availability of equipment and supplies. A school building can
function only as a shelter without appropriate equipment and sup-
plies. A teacher, regardless of qualifications, cannot render service
commensurate with ability unless adequate tools and equipment
for work are provided. School boards absorb the major costs of
equipping and maintaining the industrial arts laboratory. Students
are expected to purchase the major portion of the materials they








use in the construction of things they take home. However, to
defray the expenses of minor expendable items such as sandpaper,
nails, screws, and glue which are in constant demand, some schools
allocate a sum the equivalent of one cent daily for each student.
This may or may not be reimbursable depending upon school policy.
Many different methods are employed by instructors to main-
tain a small current supply fund for incidental purchases. A com-
mon practice includes the allocation of a petty cash fund from the
internal accounts of the school, upon which the instructor may draw
for local purchases.
Other school and county policies may include an advance deposit
or purchase of a materials ticket. Providing for adequate supplies
and materials with which to start the next school year should be
part of the regular budgeting procedure. Each industrial arts
teacher should plan his budget according to the procedures followed
in each school.

Teacher Nomination
Probably the greatest control the administrator utilizes over any
department in the school system is through the nomination or selec-
tion of personnel to fill the teaching positions on the staff.
There are three qualifications for successful teaching in indus-
trial arts that have been agreed upon as essential. The degree to
which any one teacher possesses all three of these will vary, but
they must be realized by everyone who calls teaching his profession.
They are:
1. Background Cultural and Academic. A teacher is always
looked upon as a leader and an example for his students in his
manner of living as well as the ways in which he teaches. Con-
sequently, the cultural background a teacher has or acquires is
important. He needs a broad general background, not just knowl-
edge of a single subject. He knows how his particular subject field
fits into the entire social and economic picture in which his students
are living. Since industrial arts deals more intimately with the
evolving industrial culture of our way of life, he needs an under-
standing and knowledge of history, philosophy, and forces that have
caused its development. Although good mechanics and "handy-
men" may be good shop teachers, the best professional men have
acquired a good academic and cultural background in addition to
their craftsmanship.








2. Craftsmanship. The manual and mechanical skill a teacher
possesses when setting the example for his students in craftsman-
ship will determine the quality and quantity of the results he can
expect from his classes. It is the responsibility of a shop instructor
to qualify himself in the necessary skills through college or trade
practice so that he may always set a proper example in good
craftsmanship.
3. Ability to Teach. A good general education and ability as a
craftsman do not insure success as a teacher. Success in teaching
is dependent upon knowledge of fundamental principles and meth-
ods in education. This knowledge comes from undergraduate work
in teacher-training institutions and from personal study and indi-
vidual research. An appreciation of the mental processes by which
learning takes place is just as important as knowledge of skill in
the field of subject matter and must be so considered by everyone
desiring to become a good teacher.
The undergraduate work in this field should include a course
in special methods for industrial arts teaching and an opportunity
to participate in actual teaching in either an on-campus or off-
campus teaching situation. The time spent in student teaching
should be long enough for the student teacher to gain confidence
in his own ability after he has observed "good" teaching examples.
The minimum requirements by the State of Florida for certifi-
cation for teaching industrial arts may be on either of the plans
listed on page 257 of State Board Regulations:

Plan One. Thirty (30) semester hours are required in industrial arts
which must include not less than 6 semester hours in each of four of
the following sub-fields: (a) metals and allied industries, (b) wood and
allied industries, (c) transportation industries, (d) graphic arts and allied
industries, (e) electrical and allied industries, (f) handicrafts.

Plan Two. Regular certification in "Industrial Arts" followed by a
parenthetical statement indicating the sub-fields will also be given in
one or more of the sub-fields where the transcript shows not less than
12 semester hours in the first sub-field, not less than 9 semester hours in
the second, and not less than 6 semester hours in each succeeding
sub-field.

Textbooks
State-adopted texts for industrial arts are available in the five
areas of instruction of mechanical drawing or planning, general








shop, general wood, general metal, and general electricity. Criteria
have been established for two additional adoptions in general crafts
and general graphics. Copies of these texts may be secured through
the office of each county superintendent.

A copy of the text in each area taught for each student in the
shop for any one class period, with five or six copies for the school
library, will expedite learning and teaching. Textbooks are not
intended to set rigid limitations on courses of study or course con-
tent but will provide a common frame of reference for student,
teacher, and administrative and supervisory personnel. Other ref-
erences, current magazines and publications, visual aids and other
instructional materials should be used to make teaching and learn-
ing as meaningful as possible. There may also be available for
reference texts that have been adopted for related areas such as
trades and industries, vocational agriculture, or other fields.
The current textbook adoptions in industrial arts are in the fields
of drawing and planning, metal, wood, electricity, and general shop.
Other texts may soon be adopted in graphics, crafts, or other re-
lated areas as the needs develop.


Time Allotted
The Southern Association at the present time accepts 55 min-
utes per day, 5 days a week, and 18 weeks a semester as a minimum
for laboratory courses. If all classes are set up on this basis, the
scheduling of a program is greatly facilitated. If a forty or forty-five
minute period is used, each class in industrial arts and home eco-
nomics is usually scheduled for a double period.

Safety
The health and safety of all the pupils in the school is the con-
cern of both the administration and the staff. Industrial arts teachers
have always had as one of their primary objectives the teaching of
safe work habits and attitudes. Because of the tools and power
equipment with which pupils in industrial arts work, a safety pro-
gram is a part of the instruction.
Safety is important to everyone pupils, teachers, adminis-
trators, and parents. In the shop it is dependent upon general









classroom atmosphere and attitude, condition of tools and equip-
ment, light, heat, ventilation, and space conditions. The adminis-
tration can assist the total school safety program as well as that in
the industrial arts shop by having unsafe conditions corrected, con-
trolling the pupil class load so it does not exceed the work station
capacity, insisting that the shop never be left unattended when
open, and requiring that an accident report be filed for every acci-
dent that occurs.

Since the teacher may be held liable for negligence resulting
in injuries to pupils in the shop, it may be advisable for him to
carry liability insurance. Some school districts provide such pro-
tection for their employees.

In order for the teacher to protect pupils from possible injury
in the school shop and to protect himself against possible personal
liability for injury to a pupil while under his supervision, these are
practices that should be followed:

1. Be present in the shop at all times the machines are being
used by the pupils. The power supply to the machines should
be locked in "off position" when the teacher is not in the shop.
2. Instruct pupils in classes fully on the proper uses of the
machinery in the shop, the operations of the machinery, and
safety practices to be followed in connection with the uses
and operations of the machinery. The dangers connected
with the uses and operations of the machinery should be
stressed.
3. Inspect all machinery in the shop at frequent intervals and
fully instruct pupils in the proper inspection of the
machinery. If a machine is found defective or unsafe in any
way, immediately take proper steps to have the machine
repaired and do not allow a pupil to use the machine until it
is repaired.
4. Adopt the safety devices and safety practices prescribed by
the Florida Industrial Commission and the National Safety
Council.
5. Maintain order in the shop at all times and exercise great care
to see that instructions as to safety practices and the proper
use of the machinery are followed by pupils.

Each of the above practices can be implemented through a
number of teaching methods and techniques that are discussed in
detail in numerous bulletins including Safety in the School Shop
by the State Department of Education.

































Proper care and maintenance of tools is basic to effective
teaching and learning in all materials areas. (Boca Ciega High
School, Pinellas County)

Equipment Budget
"How much will it cost?" is usually the first question asked when
the need for shop equipment is mentioned. This factor is important.
Costs should be determined and governed by a thorough analysis
of need and use. Equipment should be purchased for use of stu-
dents, although at'times some pieces are necessary to facilitate
getting out stock for class use. The cost of shop equipment makes
the per capital cost of shop work similar to that in other laboratory
subjects. In fact, the per capital costs are often reduced.
Equipment should be purchased on the basis of its educational
value in meeting the course aims, needs, and requirements, the
saving of pupil time and effort, and its aid in improving instruction.
It must be safe for the students to operate if used properly; it must








be adapted to meet the needs of local situations in taking care of
the required types of work, and adequate space must be available
in which to use the machine.
The equipment budget should be set up on a long range basis.
It may be that all pieces of necessary equipment cannot be pur-
chased the first year, but some equipment may be added each year
until the shop is adequately equipped. The budget should also al-
low for or establish depreciation rates for school equipment. (Refer
to the report of the Florida School Facilities Conference, March
22-24, 1956, published by the State Department of Education.)

Inventories
Inventories are important to the industrial arts instructor on two
occasions: first, when he begins a new job and uses it to check
what he has to work with and to see if everything listed in the
inventory is present and operable; and secondly, at the end of the
school year when he takes inventory to find out what equipment
and supplies he has on hand. In an industrial arts shop, all equip-
ment may be placed in one of three classifications: machines, tools,
and fixtures. Supplies should be listed separately. A separate form
or card should be used for each classification.
If the inventory is to be of real value, each inventory form
should yield the following information about equipment: (a) loca-
tion and number of tools and machines and furniture of each kind
on hand, (b) the condition of each item, (c) parts needed for
repairs, and (d) replacement costs and repairs.
The supplies inventory should reveal the amount purchased
during the year, the amount used by students, and the amount
remaining.
For both equipment and supplies, the inventory should be the
basis of requesting additions to answer future needs. If adequate
records are kept and correctly used, the instructor will build up
his administrator's confidence in his judgment concerning his needs.

Supplies
The purchase of supplies varies with school and county policy
and with certain other legal requirements if more than $300 is
involved. (Section 237.01 (1, 2) Florida Statutes and State Depart-
ment of Education Manual, "Uniform Financial Accounting for
County Boards of Public Instruction," 1952.)








Through the internal account numbers most frequently used by
principals, provisions can be made for those unforeseen items that
must be purchased locally.

Handling Cash In The Shop
Generally speaking, the less money the shop teacher has to
handle, the less he has to worry about. Because of the extra book-
keeping and responsibility involved, it is better if a school officer or
office personnel collect and handle all money from shop accounts.
One procedure is to issue the materials the student needs and
have the student make out a bill of material in duplicate. One copy
is for his own use, and one copy is for the instructor. When the
project is finished, the student has the totals checked by the in-
structor and then takes his copy to the office to pay for it. When
he brings back his receipt to the instructor, he may be permitted
to take his project home.
The procedure may be varied by requiring the student to pay
for the material and present his receipt before he begins his project.
Some instructors prefer this as it emphasizes the importance of
being careful with the material used. Sometimes the office sells a
meal ticket type of card valued at $1.00 or $2.00 or more. As the
student uses material, the instructor punches out the correct amount
on the card. When the card is used up, the student goes to the
office and purchases another. Any unused amount at the end of
a term or school year is refunded.
Whenever it is necessary for the instructor to handle school or
student funds, he should be careful to keep adequate and complete
records so that at any time he can account for the funds he handles.
Suspicion of misuse or misappropriation of school or student funds
is easily formed.

School Repair And Maintenance
In all industrial arts classes the project is used as a means of
teaching skills, knowledge, and habits and attitudes that will bring
about the desired behavior changes in the students. The project
made should originate with the student, subject to the influence of
the teacher, in order to derive the greatest educational value from
the job at hand. The assignment of school plant maintenance prob-








lems and production of school equipment items to the shop teacher,
without a soundly established policy beforehand, will seriously
interfere with the planned instructional program.

There are situations and conditions that make it opportune to
use work for the schools as the shop activity. There may be
students who cannot pay for the projects or material with which
to work. Others may lack self-motivation so that the teacher must
assign them work. A group project for the benefit of the entire
student body or class, such as a stage prop or new drawing tables,
may teach more democratic living and cooperation than several
personal projects. The administrator should have a policy regarding
such work, and the instructor should have the authority to accept
or reject such items if they cannot be made to work into his pro-
gram or if they lack the educational values desired. Arrangements
for work which the faculty may desire to do or have done should
be decided before school starts.


Guidance

An industrial arts program is a natural part of any guidance
program that may be carried on in the school. Not only does it
offer the student an opportunity to gain some experience in working
with machines and materials and with manipulative processes, but
it will also make information about occupations more meaningful.
Here, too, are opportunities to challenge the ingenuity of the gifted.

The industrial arts teacher has knowledge and access to much
local and regional occupational information that is of interest and
benefit to his students. This, together with the informal atmosphere
of the shop, gives the industrial arts teacher a close contact with
his students. He has an opportunity to know them better than do
many other teachers. Whether his guidance is an informal or a
formal part of his class load, he can be effective as a counselor
whether he is in the guidance department or not.


Curriculum Status

The public school, as an organization in an industrial society,
gives students an opportunity to participate in real life situations
which involve the use of real materials and performance of real








work. Although this guide emphasizes the junior and senior high
schools, it should also reach into the elementary grades to stimulate,
enrich, and extend the academic work at that level. It is in the
elementary grades that industrial arts may reach some of the "sixty
per cent" that normally drop out of school before reaching high
school.

The program should also be open to girls. Even though girls
normally are enrolled in home economics and receive instruction in
the operation of various household appliances, they could benefit
greatly from knowledge in the mechanics and technology of house-
hold equipment. Every home has electrical and mechanical devices
which the housewife usually operates. These include heating plants,
air conditioning, food preservation, food preparation, hygiene, sani-
tary, lighting, and cleaning units. The care of floors, surface fin-
ishes, fixtures, and innumerable electrical accessories makes inci-
dental knowledge inadequate for safe and effective living in today's
home.

Since more and more jobs in industry are being filled by women,
a variety of experiences in working with tools and materials is
valuable to girls in helping them make future educational and
vocational choices.


Lesson Plans

Every day of work in the industrial arts laboratory must be
planned. Planned lessons are considered a mark of good teaching.
Some states and many schools require lesson plans made out and
filed with the administrator in advance. There must be more to
lesson plans than formal planning and preparation of synthetic or
paper objectives. Lesson plans should be flexible to allow for
adjustment to the day's work. In industrial arts, the emphasis
should be on "planned lessons." All major presentations of dem-
onstrations and related information should be planned in advance.
The objectives of the course and its contribution to education should
have been carefully considered when the course of study was
worked out. The emphasis in teaching should be on how to teach
to produce the most knowledge or skill. It is, of course, wise to
analyze what is being done in class to see if accomplishments are
consistent with intentions.








Pupil-Teacher Ratio

The size of industrial arts classes is usually determined by floor
space or area available in the shop, tools and equipment, available
supplies, and the number of work stations (bench space at which
a student can do most of his work).

An industrial arts class should be limited to a maximum of
twenty-five students if there are twenty-five work stations and the
necessary tools, equipment, and supplies to provide learning ex-
periences for this many students. If a class is larger than twenty-
five, safety and individual instruction tend to stop, and the teacher
must use most of his time for policing.

If the teacher should happen to have a class uniformly low in
ability, because of homogeneous or ability grouping of students,
the number should not exceed sixteen. Grouping of students on
the basis of general intelligence is not a requirement for maximum
learning. Industrial arts has long been organized and taught to
provide for individual differences and abilities as few other subject
areas can. However, it should be recognized that slow learners
need more individual attention and help in order to accomplish
satisfactory results. Consequently, if such a condition exists, the
teacher should have fewer students per class.

Teacher Load

Industrial arts as it is taught today involves a study of many
materials and processes. In order to plan his work efficiently and
present it effectively, the industrial arts teacher needs time to plan
for the multitude of ideas and materials he must use each day.
Consequently, his teaching load in terms of hours spent in the
classroom should not be more than that of other instructors. The
number of hours of actual teaching per day, length of periods,
teaching facilities, class size, subject or area taught, and extra-
curricular demands should be the basis for determination of the
class load for all teachers.

Non-Instructional Use Of The Shop

Many shop teachers face a problem when others in the school
system feel that the tools and equipment in the shop should be
available to them for use whenever they wish. Some individuals










77 lilZ, W.

,t _lu tl.


-w'







Tool and supply storage, issuing, and accounting are basic to
good teaching. (Boca Ciega High School, Pinellas County)

accept none of the responsibility that goes with such a privilege.
This leaves it up to the industrial arts teacher to retrieve his shop
tools and recondition them for class use. Such a practice is not
conducive to a good teaching situation. Provisions should be made
for adequate control of tools and materials. Providing a special kit
of tools to be checked out on a loan basis is often the answer to
this problem.
Another practice that is sometimes not well coordinated is the
use of the shop by school maintenance personnel. Although it
seems logical that good equipment purchased with tax money
should be available for use in maintaining the building that houses
it, there are precautions that must be observed if the equipment is
to serve its primary function in the instruction of pupils. The use
of shop equipment by the custodian and other maintenance per-
sonnel should be avoided or highly restricted.
It must be kept in mind that if the instructor is responsible for
all tools and equipment listed on the inventory, he is logically the
only one who should have a key to the shop. Since tool condition
and equipment condition have an important bearing on the safety








of students, it is again of great concern to the instructor and the
administrator that the person responsible for both tools and pupils
knows their condition. No matter what the reasons for the use
of shop tools and equipment for non-instructional purposes, if the
result is harmful to the learner or the instruction he receives, it
would be cheaper to provide extra equipment for use of main-
tenance and other personnel.

Housekeeping
While many shops still are cleaned completely by the students
or teacher, some industrial arts instructors believe that shop stu-
dents should no more be responsible for cleaning or sweeping the
floor of the shop than they are for cleaning the floor of a regular
classroom. However, the advantage of having each class clean
off benches and sweep the floor, so every class has a clean shop in
which to work, is so important that this has become a standard
practice in many shops.
Where this is not the practice the floor is often the dividing
line between the responsibility of the custodian and that of students.
The students should be expected to sweep off the work benches.
If the custodian does it, he immediately becomes responsible for
small tools that the students may have left. The students should also
clean all machines down to the floor. If these are a part of their
regular clean-up duties, pupils should acquire good work habits.
If it is necessary for the shop teacher to be responsible for the
cleaning of the shop, then organized student personnel should be
used, and it should be made part of their regular instruction.
In addition to the cleaning done by the class, the shop generally
should be considered as another classroom that the custodian gives
attention to as regularly as he does other rooms.

Library
An industrial arts library is essential. Whether a section is re-
served in the school library or a library is maintained in the shop,
or both, a library is essential to satisfy the need of students for more
and wider information about processes, materials, and occupations.
Some printed material must be readily accessible to all students
for detailed information concerning fundamental operations neces-








sary to complete various processes. One book, however, will not
cover all subjects the student needs to know. The shop library
should contain the following types of books: shop manuals, project
or plan books, reference books, magazines, occupational information
books and magazines.
The shop manuals furnish definite and specific information about
the performance of basic tool or machine operations. The project
books will list suggested projects with bills of material and various
drawings and designs. Reference books should contain information
about design, special tools, machinery, some of the problems in-
volved in making things, and ways to solve problems of construc-
tion. Current magazines combine features of all types of informa-
tion concerning craft work and mechanics. Occupational books
give information about occupations, valuable for guidance purposes.

Public Relations

The public relations program involves every member of the staff
and every facet of the school program. The superintendent again
takes the lead and is responsible that an effective program for the
good and growth of the school is planned. People are going to
find out about the schools in any event, and they should find out
through a well-planned program that gives them all the information
and gives it correctly.
The purpose of any public relations program is communica-
tion- to give and receive information. This information must be
truthful; it must be unselfish and not for the glory of any individual;
it must be continual- to keep people looking for it. It must be
interesting and given in the proper amount.
A public relations program is both a responsibility and an oppor-
tunity for the school administrator. The school is the largest finan-
cial investment of the community, and its supporters, the taxpayers
and patrons, are interested in accurate and full information about
what the school is doing. It is also an opportunity to keep the
public informed about the needs and requirements for giving chil-
dren a better education.

Such a program must be organized. In each school, the prin-
cipal or his direct representative must be responsible for it. It
should reflect the views of teachers, students, other employees, and








parents. The "word-of-mouth" information given by teachers, stu-
dents, and custodians is just as effective as that written in the local
newspapers. Students always can be depended upon to "see all,
hear all, and tell all." Consequently, a favorable attitude and cor-
rect information is essential, not only for students but also for
teachers and custodians.

Information can be released through newspapers, student pub-
lications, the annual report, and various school records.

To help build up good public relations for the school and his
program, an industrial arts teacher may:

1. Post and explain his aims and objectives of industrial arts
education to his students, their parents, the faculty, and
the community.

2. Assist every student to have a happy, successful experi-
ence in his shop work.

3. Visit the homes of students and invite parents to visit the
shop during school hours.

4. Use exhibits of all student work listing students' names
on the exhibit with their photograph, if possible. Let the
students arrange the exhibits.

5. Hold open house, visit local industries, and cooperate
with youth activity groups in giving information or dem-
onstrations.

6. Cooperate with the administration in the use of the shops
for adult classes, if there is a need.











CHAPTER 2



Then And Now

T HE ADMINISTRATIVE PROCEDURES and educational
practices discussed in the preceding chapter have evolved as
factors contributing to an effective program of education.
The philosophy on which industrial arts is based is not a recent
innovation or addition to the general education curriculum. The
basic concepts inherent in the habits, attitudes, and skills which
various civilizations developed have been a vital part of living
through the ages. Industrial arts began the moment man used his
hand and mind in the first effort to improve his lot. He thus set the
stage for the twentieth century.
But hand and mind came before industry. Primitive man dis-
covered that he could make fire by striking two stones together, lift
large rocks using a pole as a lever, and move them on rollers made
of logs. Using things around him to change his life and way of
living, man began discovering principles of the science of industrial
arts. The need to pass on information resulted in the development
of language and other forms of communication, ushering in the era
of recorded history.
The roots of industrial arts education are contained in the
earliest history of apprenticeship, the most ancient type of education
known. The Talmud, book of Jewish law, instructed the parent to
teach the son a trade; and the Babylonian Code of Hammurabi set
forth the principles of apprenticeship in 2250 B. C. Manual labor
was considered a religious duty by the early Christian monks. They
worked long hours in the shops, mill, or bakery of the monastery,
not only to provide for themselves but also to preserve knowledge
and to avoid idleness.

Men And Ideas
Later, through the centuries others contributed toward develop-
ment of the modern theory of industrial arts. Educating the senses,








then the memory, then the intellect, and finally the critical faculty
was a premise advocated by Comenius in the seventeenth century.
"Between the ages of 6 and 12," he wrote, "children should learn the
most important principles of the mechanical arts, both that they may
not be too ignorant of what goes on in the world around them, and
that any special inclination towards things of this kind may assert
itself with greater ease later on." Between the ages of 12 and 18,
children were to develop some skills and experiences in many areas
and from age 18 to 24 become established in an occupation.
The Royal Society of London founded in 1660 accelerated the
development of natural science and the manual arts. A member of
the society, Joseph Moxon, wrote a remarkable volume entitled
Mechanick Exercises or the Doctrine of Handy Works. This was
the first important English publication concerning tools and their
use.
Others felt that education should prepare children for practical
society. John Locke was a leading advocate of a system of educa-
tion to equip the child for practical life. In 1697, he suggested
training in the manual trades for physical exercise, development of
a useful skill, and recreation. Later Francke established his orphan-
age in Germany and included instruction in the manual arts partly
to learn a trade but partly for the total development of the child.

Jean Jacques Rousseau expressed his extreme reactions to
accepted educational practices and offered his own suggestion for
educating children with the publication of Emile in 1762. He felt
that an escape from the chains of formal study would be to base
education on the nature of the child, all of which made him some-
thing of a wild-eyed radical in the eighteenth century. Rousseau
emphasized the importance of nature study and the manual arts -
the manual arts as a basic means of mental growth.
Influenced by Rousseau, others made significant contributions to
what is now industrial arts. In his industrial school at Neuhof,
Switzerland, in 1774, Pestalozzi lived and worked with the poverty-
stricken children who were his pupils. He believed in "going from
things to words" in using objects and the manual arts in teaching
traditional subjects. His friend, Fellenberg, may have lacked some
of Pestalozzi's insight concerning the nature of learning but com-
pensated for it in practical "business" ability which assured the
success of his academy at Hofwyl.








Wehrli taught at Fellenberg's academy for many years and later
opened his own school which became a model for teachers every-
where. In his work he successfully combined the teaching methods
of Pestalozzi and the administrative ability of Fellenberg. Froebel
effectively demonstrated his doctrine of self-activity learning through
and by work, through and by life-with the first kindergarten in 1837.

Men And Systems

The theories developed by these educators and their contem-
poraries influenced the development of two educational systems
which had a direct bearing on the beginnings of industrial arts. The
first is known as the Russian system, outgrowth of the establishment
of the Imperial Technical School in Moscow in 1868. Victor Della
Vos, director of the school, analyzed the processes of the mechanic
arts, breaking each down into a series of logical steps. Such an art,
he reasoned, is only a sequence of simple procedures which may
best be learned by ordered exercises. Consequently, he organized
separate shops for instruction and construction. Before the student
was permitted to construct a useful object, he was expected to mas-
ter the processes, step by step, that would go into the construction.

In 1876, the Russian system was displayed at the Centennial
Exposition in Philadelphia and was acclaimed as a great step for-
ward in the training of mechanics and engineers.
In the Scandinavian countries the use of hand tools to make
useful objects for the home to supplement the family income was a
traditional home craft which was being neglected. In order to
realize the many contributions such work made to the optimum
development of children a system of sloyd training was introduced
in the primary schools. Through the construction of a series of
articles of wood of increasing complexity, desirable habits and
attitudes of work would result as well as the development of neces-
sary skills for entering further apprenticeship training. Such work
was also intended to develop initiative and esthetic appreciation
while providing a change from other studies.

Uno Cygnaeus in Finland and Otto Salomon in Sweden led the
movement to utilize sloyd as an instrument of education. Salomon
opened a sloyd school at Naas in 1868 and centered instruction on
the making of useful objects. His objectives were amazingly similar








to those usually accepted as the objectives of general education
today. Teachers were especially interested in his methods; and one
of them, Gustav Larson, used them in Boston in 1868.

Manual Training
Sloyd and the Russian system combined to become manual train-
ing in the United States. While Larson was teaching sloyd in
Boston, out in St. Louis, Calvin M. Woodward, professor of mathe-
matics at Washington University, asked his students to make wooden
forms to illustrate certain mathematical concepts. He was surprised
to find that many of them were completely incapable of using wood-
working tools. By 1871, his introduction of shop instruction in St.
Louis led to the development of manual training throughout the
United States. In the same year, John D. Runkle, president of the
Massachusetts Institute of Technology, set up the School of Me-
chanic Arts in Boston. Both of these men were influenced by sloyd
and by the Philadelphia Exposition display of the Russian system.
The early manual training programs stressed the exercises bor-
rowed from Russia; however, as sloyd became more and more in-
fluential, the production of useful objects became important. Manual
arts replaced manual training. Today, almost a half century later,
the manual arts approach with emphasis on the projects persists.
The basic theory of modern advocates of educational laboratory
work men like Bennett, Richards, Bonser, Russell, and Dewey -
is that of "learning by doing" in the most literal sense. Essentially
the philosophy is consistent with the practices encouraged by
Rousseau, Pestalozzi, Salomon, and Woodward. All of these pos-
sessed in common the fundamental concept that children learn best
through active participation in concrete experiences concerned with
the phenomena of their physical and social environment. For ex-
ample, basic principles of electricity become real and meaningful
quite readily when a simple doorbell circuit or a crystal radio set is
constructed. The child grows most readily in his ability to think
clearly and effectively when simultaneously engaged in thinking
about doing and actually doing.
In the past half century, the accent has shifted from the manual
of manual training to the arts of manual arts and again to the indus-
try of industrial arts. Orientation to industry and much of its
technology through planning, designing, and producing articles of a




























Drafting is the language of industry and basic to developments
in science and technology. (Tyrone Junior High School, Pinellas
County)


variety of materials is the core of activity in industrial arts. This
contemporary concept of industrial arts is a direct result of the
tremendous change which has been taking place in the world during
the past fifty years. From scientific developments necessitated by
several wars, inventions which have raised our level of living, and a
technology that continues to mushroom, the United States has
emerged as the champion of democracy in its eternal struggle with
tyranny a democracy founded upon the spiritual power of popular
consent and the physical strength of science and industry.

There are two dominant elements of Western culture today:
democracy and industry- industry characterized by the power-
driven machine. The development of the machine and its variety
of uses, together with the production of power and its universal
applications, are determining the pattern of our civilization.

Democracy may survive and flourish only as it encourages an
increasingly comprehensive system of public education, concerned
with universal literacy, understanding of democracy, and cultivation
of the curiosity and energy which promote progress. Any phase of


~~~*r?-
uR,~~L~*~ls~PY*Ca:..
IllirruPr""
~r~-- -----









the public school program will find justification in direct ratio to
its contribution in this direction.

Manual training and manual arts served the needs of their times,
but industrial progress created the need for different emphasis. As
technology permitted more and more industries and occupations,
educators saw a need for a different approach with the accent on
industry and its effects upon the way we live. The new concept
was labeled "industrial arts."

Early definitions of the concept were broad in scope and far
ahead of what was actually going on in public education. Schools
tended to take on the "industrial arts" label and continue the manual
arts tradition. The project continued to be the "end" of the indus-
trial arts program. Even today, in many schools, industrial arts is
merely a grouping of courses in various material areas -wood,
metals, clay, leather.

But if industrial arts is to fulfill the significant objectives implied
in the name, ends must be identified through objectives and the
project must be recognized for what it is a vital means for reach-
ing the goals of industrial arts.

State And National Development

Industrial arts was one of two secondary school subjects with the
greatest increase in enrollment during the decade and a half from
1934 to 1949, according to the 1949 Biennial Survey of Education in
the United States. At the end of that period, 25 per cent of all
secondary school pupils were enrolled in industrial arts subjects -
three-fourths of them in general shop, woodworking, and mechanical
drawing.

In 1949, of the total school population in the junior high schools,
48.2 per cent were enrolled in industrial arts. In fact, it is found
more than twice as often at that level than in any other type of
school organization. Variations in percentages of pupils enrolled in
industrial arts courses throughout the nation ranged from 3.6 per
cent to 42.1 per cent. Eighteen states exceeded the national aver-
age. -Florida reported only 13.3 per cent.

The industrial arts program in Florida has grown consistently
since 1920 when three instructors and a like number of programs









were reported. By 1941, there were 145 instructors in the State.
The program suffered a temporary setback during World War II,
but by the school year 1947-48, the number of instructors had
increased to 156.
Since World War II, growth of the program has been more rapid
and more nearly in proportion to the industrial and population
increases in the State. In 1947 the Minimum Foundation Program
was established, and many small school districts were reorganized
into the larger county units. In the school year 1953-54, 320 indus-
trial arts instructors were reported; in the following year, 352; and
in 1956-57, more than 400. These instructors represent industrial
arts programs in the junior and senior high schools of 45 of Florida's
67 counties. At this date, 22 Florida counties still have no industrial
arts offerings.
Industrial arts as a part of general education in Florida schools
is becoming increasingly important as the school enrollment in
Florida increases and a major percentage of the population make
their living in industrial work. The number of industries in Florida
has doubled in the decade since 1945. While lumber and lumber
products are still the source of employment for more workers in the
State than any other single industry, many other types of enterprises
are now locating here. Manufacturing industries include those
dealing with chemicals, aircraft and engine assembly plants, elec-
trical and electronic devices, metal fabrication and assembly, textiles,
clothing, furniture, and household fixture factories. There are also
many plants which process Florida agricultural products.
Recent developments augur the establishment of nuclear power
plants which will soon furnish added incentives to the industrializa-
tion of Florida. These facts make it all the more important that
industrial arts experiences be made available to an ever greater
number of boys and girls in all Florida schools.
In a democracy devoted to the fullest possible development of
each individual citizen, the problems of educating all youth are
multiple and complex. They are critically increased when that
democracy is equally devoted to the principle of maximum progress
in a world changing as rapidly as ours. Continuing curriculum
change and reorganization are needed if school programs are to
promote adaptation to cultural changes. We expect inoculation
for polio to be followed by a discovery of a cure for cancer; we








expect the automobile and airplane to be followed by the space
ship; we expect the telephone and television to be followed by
direct verbal and visual communication around the world.

Meanwhile, we expect that better opportunities will be provided
for the development of individual capacities and that the removal
of illiteracy will be followed by more widespread creative activities
in the arts.

These expectations mean that public education is responsible not
only for transmitting the knowledge, insights, and skills of one
generation to the next but also for the preparation that will assure
real progress in technology, in the democratic processes, and in the
realization of full development by the individual. In short, our
schools are committed to prepare the citizens of tomorrow to be
better than ourselves wiser and more skillful.

In 1956, the White House Conference on Education urged the
schools to develop not only the fundamental skills but also such
things as respect and appreciation for human values and for the
beliefs of others, ability to think and evaluate constructively and
creatively, effective work habits and self-discipline, esthetic appre-
ciation and self-expression in the arts, wise use of time (including
constructive leisure pursuits), and understanding of the physical
world and man's relation to it as represented through basic knowl-
edge of the sciences.

Today, as always, industrial arts has a vital role to play in pub-
lic education, aiding youth to develop to their maximum potential
and adjust successfully to their modem environment.











CHAPTER 3


Industrial Arts In The Elementary Grades

THE PURPOSE OF INDUSTRIAL ARTS in the elementary
grades is to stimulate, enrich, and extend the learning of chil-
dren. It contributes to the personal development of the child and
aids in acquainting him with his environment. Continuing research
in the field of child growth and development has led to increased
knowledge and a much better understanding of children and of
their process of learning.
Learning takes place more readily and is more permanent when
there is a strong desire to learn. New information is more readily
acquired if it is related to a child's past experiences. Because so
many aspects of industrial arts are familiar to children it is pos-
sible to relate new items of knowledge to those in which children
have a natural interest and about which they desire to learn more.
Children feel free to express themselves through activities which
involve more than paper and books. These greater understandings
have gradually shaped classroom procedure or ways of teaching to
a renewed emphasis on the effectiveness of first-hand experiences
for children in acquiring the knowledge and skill necessary for ef-
fective living in the home, school, and community.
Industrial arts and art are referred to as related arts in the ele-
mentary school program in Florida. Both areas use a number of
the same materials, and many of the activities are similar.
The related arts have values, both aesthetic and technical, uni-
que in themselves; but at the same time they are utilized to deepen,
enrich, and extend the learning of other areas. In other words,
they are both a subject area and a way of teaching. In the ele-
mentary school, they are part and parcel of the total program.
It is a subject area when the emphasis on the activities and ma-
terials results in children learning how people throughout the world
























This elementary classroom group participates in a variety of
industrial arts activities related to the on-going program.
(Beulah Beal Elementary School, Duval County)


have used the tools and materials of their environment to raise
their level of living. As a subject it satisfies children's need for
constructive activity and encourages them to use a variety of media
for creative expression. As a method or way of teaching, the learn-
ings in related arts come from children's natural interests in activity
and in manipulative materials and devices as a means for express-
ing themselves. The activities help children relate in a functional
way the information taught in all areas.

The individual differences of children are recognized and cared
for in a well-planned and well-organized related arts program.
Each child works on his own level and at his own speed. The slow
learner in a related arts program gains many concepts that would
not have been possible had only the technique of textbook learning
been used. In the project method approach, slow learners see
things done, hear reports and discussions, view films, and actually
participate in making objects. Talented children also find such
activities a means to enrich and extend their learning by motivating
further reading, writing reports, constructing authentic replicas of
things studied, or helping other pupils. In the hands of an effec-
tive teacher such activities arouse the children's interests and cur-
iosity and provide them with a down-to-earth approach to almost
any problem.


A i ~r


--- -- - --- --- -









Industrial arts activities are seldom separate and unrelated to
other areas being studied. The social studies may be the source
of many worthwhile and real industrial arts experiences. Reading,
listening, spelling, writing, discussing, measuring, and computing
are skills involved in many activities. Likewise, construction acti-
vities are experiences which motivate many additional learning
processes. They involve the use of tools and materials in making
authentic objects which illustrate and make real many of the sub-
jects about which children read and study.

In the elementary grades, industrial arts activities are the re-
sponsibilities of the classroom teacher. Although a few counties
have special teachers in separate shops at this grade level, the
classroom teacher can effectively carry on such activities and relate
them to the on-going total program. The preparation of the ele-
mentary classroom teacher becomes the key to the program's suc-
cess. Through lack of experience, many teachers hesitate to incor-
porate such work into their programs. Actually, industrial arts
techniques are natural and easy. Pre-service courses, in-service
extension courses, and assistance from secondary school industrial
arts teachers are available to elementary teachers who need assist-
ance.

Suggested Units For Lower Elementary Grades

From the kindergarten through grade three, the emphasis in
the learning activities is placed upon the immediate environment
of the child. The most common elements of a child's environment
are his home, the school, and the neighborhood. As the child pro-
gresses in school and matures, the neighborhood for him will in-
clude the community with its workers and helpers and some of the
community-wide functions and activities in which he and his fam-
ily are concerned and participate. Topics of interest to the child
just beginning school may include pets, toys, after-school activities,
members of his family, holiday activities, seasons of the year, and
activities in his neighborhood. Later other school workers, items
in the school, the library, and activities of other children will in-
terest him.

These interests will lead the child to a wider knowledge of the
community with its workers and helpers. Depending upon the lo-
cation of the home and the school, such topics as the city, the








bakery, the farm, the dairy farm, the truck farm, airports, firemen,
policemen, trains, trucks, houses, food, clothing, and other commu-
nity facilities will become subjects about which children will ex-
press themselves. By the time the child reaches the third grade,
how food, shelter, and clothing are obtained; how we travel and
communicate with each other; our sources of water, electricity, fuel,
and other necessary services; the characteristics of a good commu-
nity and responsibilities of good citizens will be topics for study
and discussion. By this time also, his interests will have widened
to include a comparison of how people in different communities
and countries live. In the lower elementary grades, children are
satisfied with blocks, boxes, boards, and simply made items. A box
may be satisfactory to use as a truck, or two boards nailed cross-
wise may be an airplane. Blocks may be arranged to serve as the
corral; a can fastened to a board makes a reasonable tank car or
oil truck. Older children, however, will require more detail and
precision in what they make. The freight car probably will need
sliding doors, the covered wagon will need wheels that turn and
authenticity in detail, and the airplane will of necessity have a
prop and tail assembly. The child, thus, may be highly motivated
to read, discuss, and secure information needed to construct things
to put to immediate use.

Activities involving construction for group needs provide op-
portunities for cooperative planning and evaluation, sharing of
tools and materials, acceptance and discharge of responsibilities,
self-direction, and proper care of equipment.

The experiences for beginners in school must allow for their
short attention span, short-term and spontaneous interest, incessant
physical activity, curiosity, desire to manipulate and handle things,
and limited ability for cooperative work. Variable and short-time
interests running from a day or two to a week or so should be
utilized.

Upper Elementary Grades 4, 5, and 6
The transition from grade three to four is not a sharp break in
the child's development; the "whole child" continues to develop
gradually in line with his growth pattern. Individual differences
continue to increase, and there is much overlapping of growth
characteristics during these grades. Developmental tasks continue








to be of major importance as children develop more refined skills
and make rapid progress in the formation of concepts and a more
cohesive set of values. They take on more clear-cut roles as boys
and girls. Although all children face the same general tasks, dif-
ferent expectancies exist for boys and girls and for children in dif-
ferent socio-economic groups. By the time children reach the in-
termediate grades, boys will begin to show more concern for me-
chanical things such as model-making, science experiments, boys'
games, and outdoor life activities. Girls will share interest in
home life, parties, sewing, girls' games, and other typical activities
of girls. Boys are expected to be somewhat rougher and more skill-
ful in sports. Girls may begin to show more eye and hand coordi-
nation; their manipulative skill may develop a little more rapidly
in detail construction, drawing, and weaving. Intellectual growth
for all is marked by active curiosity, wide interests, and collecting
varieties of things, increased language abilities, improved reading
ability, enriched creative work, and growth in social concepts.
Work and play are differentiated; real and fanciful are distinguish-
ed; dramatic play and construction become more realistic in detail
than in earlier years.

At this upper grade level, a child's horizons and interests are
continually expanding. To him the history and development of
his home state are usually of interest. Other topics may include
life in other parts of our state or other states or life in other lands.
Topics of interest may include the arts and crafts of people in other
lands and things other people do for recreation on holidays and at
other times. A comparison of how people live in high lands, low
lands, cold lands, hot lands, wet and dry lands, plains and moun-
tains, and differences in transportation, communication, food, cloth-
ing, and shelter have more real meaning at the upper grade level.
As children gain in development and maturity, their knowledge and
study will include, colonial life, pioneer life, the westward move-
ment, the various industries and resources of the states. Children
learn that some regions had rich soil and other natural resources
that caused people to establish new homes there. They learn that
other settlements were started by people who were looking for new
homes because of political or religious reasons. The history and
development of these are the basis for many interesting stories and
study. Toward the end of this grade-level period the topics will
include a world-wide scope, which may begin with Europe and








European backgrounds of American history. Global geography,
the eastern and western hemispheres, the North and the South
poles, food, shelter, clothing, the books, records, industries, natural
resources, and skills of various peoples will have new meaning when
children reconstruct some of the authentic furnishings and dramatic
plays of people from the world over.
As the topics mentioned are developed, attention is given to such
major areas of living as transportation, communications, production
of goods, conservation, aesthetic and religious expression. As the
children's interests move from home, school, and community to the
state, nation, neighboring countries, and other lands, children de-
velop increasingly deeper insights into ways in which man through
the skills, tools, and hand or machine industry has met his basic
needs for food, shelter, clothing, and security. Other areas of the
curriculum are all correlated with such topics to stimulate and en-
rich the learning involved. For example, art, literature, and music
of other cultures become an important part of the units of work and
topics about the regions and countries and cultures that are studied.
A variety of activities and materials can be used to facilitate
problem-solving, planning, discussion, and evaluation. Varied
group and individual activities, community resources, audio-visual
materials, books, and other references should be applied to these
activities and topics. Successful living in our democratic industrial
and mechanical culture calls for groups of people to work together
to design, plan, and produce the articles and products considered
necessary to everyday living. Understanding and interpreting this
basic process, which is common to all industries whether it be done
by hand or automatically, is the industrial arts emphasis which can
help children adjust to their environment.
The initial planning and motivation must, of course, be provided
by the teacher. The teacher may also need to guide the children
in their recognition of how things they do or learn are related to
how people work and live in their home or community. In other
words, how industrial and mechanical things they do or use affects
them or their parents in home or school needs to be pointed out.
Such activities need not be continuous but should be frequent
enough to keep children interested and stimulated.
Careful attention needs to be given to selecting and planning a
unit or an activity. Real motivation for further learning is more








certain to result if pupils participate in the selection of an experi-
ence and each step of the planning. Most suggestions will come
from the teacher; others will come from the children. In any event,
it is important that the element of choice is available for the chil-
dren. If the opportunity to choose is given children, their feeling
of responsibility for the success of the unit is usually increased. In
addition, the interest is usually more genuine. Most children are
very free in expressing their interests.

Examples Of How A Unit May Be Developed

When a rich environment is provided by making use of the re-
sources available in the home, community, and the school, the
classroom may be viewed as a laboratory of learning. Changes in
instructional materials and resources can usually be made as needs
and problems arise. The following is an example which illustrates
the manner in which one teacher in a Florida classroom arranged
her immediate environment in order to begin a unit on the farm
with a group of third-grade children.

Many of the children in this class lived on farms in which the
principal activity was the growing of citrus crops. Interest in this
topic developed from one question, "How are farms in Florida dif-
ferent from those in others states?"

This teacher used a reading table to display several books deal-
ing with work activities on the farm, farm animals, and products
raised on the farm. Attractive illustrations in color were cut from
magazines showing a farmer cutting wheat, feeding cattle, and
working in the fields. These were posted on the bulletin board.
Photographs and other reference books showing such farm activities
as milking, feeding the chickens, loading hay, packing vegetables
and fruit, and other activities were put on display around the room.
The construction and activity corner of the room already had some
trucks, boxes, farm animals, blocks, and character dolls. Boxes of
various sizes, tools, nails, and racks for building materials were also
available as were other classroom supplies.

The-children gathered other pictures illustrating farm scenes in
other states and even in other nations. Children brought stories and
looked up pictures and other materials relating to the farm. Farm
and field layouts were discussed and drawn; visits were made to a








dairy farm, to another farm which grew corn and small grain, and
to a large citrus grove. The work of various people on the farm
was discussed. Several boys who had visited a farm in the West
decided they wanted to construct a barn that had a stream running
near it and a pasture with both cattle and horses. Other children
in the class had visited farms on which hogs and sheep were raised.
All the children were interested in the animals that were found on
most farms and the food which many animals provide for us. Two
of the girls in the class had seen some sheep on a farm during shear-
ing time. Another girl's grandmother had a spinning wheel. The
grandmother brought the spinning wheel to school and talked to
the class about the way in which spinning wheels were used in the
past to make yarn or thread. A visit to a local citrus processing
plant was also arranged. This visit aroused much interest in the
number of people that were employed and the various things these
people did, where they lived, and some of the related occupations
such as driving trucks, working in filling stations, on railroad sec-
tion crews, on freight trains, and other jobs.

Many other subject matter areas were involved in this unit on
the farm. There were language arts experiences which involved
not only the discussion about the unit but also story-telling of ear-
lier episodes from the unit, making of reports, dramatization, writ-
ing letters and outlines, listening to others, and spelling some of
the new words that were learned. Number experiences were also
involved as there was measuring to do in the construction of some
of the objects, there was counting, there was reading of numbers
as well as computing and solving problems. Various ways of meas-
uring quantities of things produced on the farm proved to be of
much interest. Bushels of grain, boxes of fruit, gallons of milk,
quarts, pints, pounds, and ounces all began to take on new meaning
for most of the pupils. Even the term acre had meaning, and num-
ber of trees per acre had significance.

Besides motivating the children to added learning in many of
the areas related to this unit, they also learned something about
construction and the use of simple tools. Important also was their
recognition of the interdependence of people in different parts of
the country for food, machines, clothing, and other things.

In another Florida school, a sixth grade group also used indus-
trial arts activities to enrich their learning. The class was studying








about Egypt as part of their social studies work. The example
given here is how this teacher planned and developed the unit on
Egypt.
The story of Egypt, one of the earliest civilizations, may be ap-
plied effectively to a correlated unit of work. The teacher must for-
mulate the objectives for the unit to be sure all elements of skill and
information are included. A good opening question for a teacher-
pupil planning session is "What would you like to find out about
Egypt?" Such problem-posing questions as the following may be
used:
What did the people look like?
What did they wear?
What did they eat?
What did they do for a living?
What kind of transportation did they have?
These few questions will furnish the purpose for much reading.
The reading, in turn, will bring forth other questions such as:
What is a shadoof? How did they use it? Could I make one?
How did the Nile help to make a calendar?
Why was the Sphinx built?
Do they still have mummies?
How could people live so long without rain?
When such thought-provoking questions as these arise, the
needs of the children are being met and learning is assured through
these many activities:
Purposeful reading
Reporting to the class
Writing stories
Making a shadoof (wood, leather, and clay)
Making pyramids (clay)
Making a sphinx
Making a hieroglyphic chart
Learnings from such a teaching unit are many and diversified.
Outcomes may include ability to interpret printed matter, an under-
standing of modern techniques of irrigation as derived from the








Egyptian shadoof principle, a better understanding of modern con-
struction methods compared to pyramid building, refinement of
language skills through story writing and reporting, better citizen-
ship through cooperative working together, self-confidence gained
by each child as he works on his own level and at his own rate of
speed.
Effective use of the unit method of teaching requires many ref-
erence books on many reading levels. This is an individualized
learning procedure, and the teacher must be prepared to give indi-
vidual or group help when needed.
Evaluation is also an important part of the unit method of
teaching. Proper evaluation by teacher and pupils facilitates build-
ing of character through pride in accomplishment, cooperative
group work, care of materials, neatness of work, improvement of
work habits, and wholesome attitudes.
Another unit usually developed in the intermediate grades is
one on pioneer life in America. Determining needs and problems
that are most likely to arise in any unit is of almost primary im-
portance in the planning. By determining major problems ahead
of time, the teacher can engage in more effective pre-planning and
select related activities and materials for each major problem. The
problems that are selected should be meaningful to children. They
should be stated in simple language and in much the same form as
they are likely to arise in the group planning. Those given in the
unit on Egypt are questions taken from the children's actual con-
versation and questions about the unit. The problems of the unit
should be stated as purposes of the children or things the group will
probably wish to do. Problems in a unit on pioneer life were stated
in this manner:

1. How did pioneers provide shelter, such as lean-tos, dugouts,
stockades, cabins, or forts?
2. How did pioneers make furniture?
3. How were clothing and utensils made?
4. How did the early pioneers dress?
5. How were homes lighted and heated?
6. How did pioneers make candles, soap, brooms, and other
necessary articles for use in their homes?
7. What types of guns, powder horns, and knives did they use?








Such a unit on pioneer life should result in many types of experi-
ences for youngsters. They may have experience in interviewing
elderly people or grandparents in the community concerning some
early pioneer experiences. The third grade, previously mentioned,
had the grandmother talk to them about the spinning wheel. From
this activity may grow musical experiences such as hearing instru-
ments played or playing on instruments, singing songs or compos-
ing songs as well as listening to pioneer music. They may also
play some of the early games of the pioneers and do the folk dances
which were once enjoyed by those people. Their audio-visual ex-
periences, language arts, and number experiences will be similar
to those listed for the other units.

Summary

Elementary teachers who include industrial arts activities in
their program plan learning experiences in which children use tools
and materials. The many authentic objects constructed promote
the growth and understanding of other concepts and processes;
these, in turn, contribute to desirable behavior changes in pupils.
Such construction work promotes the development of basic learning
skills. Group planning, selection of materials, appropriate use of
tools, manipulative skills, group evaluations, and the planning in-
volved are all learning experiences that can be used in other related
activities. The value of such construction includes more than just
the finished product. Such construction also contributes to under-
standing, interpreting, and making adjustments to the industrial
and mechanical environment in which people live and make a liv-
ing. Lasting values will be achieved if construction has involved
careful planning, serves significant purposes, is realistic, and stim-
ulates learning in the unit of work.











CHAPTER 4


Industrial Arts In The Junior High School

A JUNIOR HIGH SCHOOL is that type of school organization
in which the curriculum and administration are designed to
meet the needs, interests, and abilities of boys and girls during early
adolescence. The junior high school was organized to provide spe-
cial building facilities and equipment calculated to encourage a
wider variety of youth activities, to enrich the educational experi-
ences of adolescent youth, and to retain youth in school.
The modern junior high school, regardless of its grade divisions,
is expected to provide for four needs of adolescents: (1) a general
education in basic skills and knowledge; (2) exploration to stimu-
late and develop a widening range of cultural, social, civic, avoca-
tional, and recreational interests; (3) guidance to assist the stu-
dents in making intelligent decisions about their future; (4) articu-
lation, a gradual transition from pre-adolescent education to the
training suited to the needs and interests of older adolescents.
As a part of general education, industrial arts can contribute
effectively to the fulfillment of all these functions to some degree
and to several extensively. As an exploratory area for general edu-
cation, as a source of certain data necessary for individual guidance
of students, and as wholesome and worthwhile experiences which
meet many everyday adolescent needs, it has value for both boys
and girls.
Exploration permeates the entire program of the junior high
school. Common exploratory courses are science, homemaking,
music, art, typing, industrial arts, and others which supplement the
basic skill subjects. Since exploratory courses are a part of the
general education program, they cannot be elective.
Exploratory courses can contribute much to gathering the data
needed to appraise individual pupils in order to counsel and guide




























The general shop in junior high school provides opportunities
for learning experiences in wood, metal, mechanics, and elec-
tricity. (Miami Edison Junior High School, Dade County)

them toward development of effective self-direction. The class-
room teacher is a key person in a successful guidance program and
can gather and furnish much of the data needed by the staff for
individual and group guidance. For effective counseling and help
with individual problems, every pupil has a need for access to at
least one person in whom he has confidence. The industrial arts
teacher can often serve as such a person because the organization
and experiences in the shop and the working relationships establish-
ed enable him to know each of his pupils individually.
The new experiences and skills which can be provided through
industrial arts activities for both boys and girls are valuable for
broadening their horizons and developing new interests and talents.
Such experiences usually include information and study of a num-
ber of occupations in which similar tools and materials are used.
They contribute effectively to further educational and occupational
guidance and adjustment to the technical and mechanical environ-
ment in which most pupils live.








Through the experiences in the industrial arts laboratory, the
student often finds an opportunity to apply and develop further
more of the skills and knowledge he has gained in other subject
fields. He will have a need to read and follow directions, listen
and observe carefully, compute and use numbers accurately, con-
tribute to a group endeavor, and do some creative thinking in plan-
ning, designing, and producing some article of worth and beauty
to himself or his family.
A program of industrial arts provides an excellent area of work
for new experiences which broaden the horizons of boys and girls
by means of experiences and achievements that are technical in
nature through:
1. Acquiring skills in the use of tools, materials, and equip-
ment necessary in everyday living
2. Becoming familiar with areas of work and occupations
3. Discovering and developing interests and aptitudes or real-
izing one's limitations for the purpose of future education
and vocational guidance
4. Developing wholesome and worthwhile leisure-time hobbies
and avocational interests and abilities


The Program

The present program is based largely upon a horizontal ap-
proach which provides a broad range of experiences through the
use of wood, metal, drawing and graphic arts, crafts, electricity,
and mechanics. These experiences may be provided in a compre-
hensive general shop although in larger junior high schools it may
be necessary to offer industrial arts activities in a number of gen-
eral shops of a series of general unit shops.
There are three types of shop or laboratory organization used at
this grade level in Florida. The unit shop is one devoted to instruc-
tion in a single phase of a material area, such as furniture-making
and the tools related to that particular activity. The general unit
shop is devoted to one major material but will include activities
and tools of a wider variety. The general woods shop, for example,
will include wood turning, carving, laminating, forming, finishing,
upholstering, and combining other materials with wood in produc-








ing the articles planned and designed. The comprehensive general
shop is one in which several types of activities are carried on simul-
taneously, such as woodwork, metalwork, electricity, and planning
or drawing. The area of crafts is usually taught through a similar
class organization.

In grades 7 and 8 two to four semesters may be used for explora-
tory purposes. Any remaining time in grade 8 and all the time in
grade 9 in industrial arts would be elective. The work in these
grades, 8 and 9, will be more comprehensive than in grade 7 though
still exploratory.

In order to provide a basis for determining the number and
types of industrial arts laboratories consistent with school enroll-
ments and educational objectives, the following schedule is sug-
gested to provide a full program for participation by approximately
forty-five per cent of the student body. This percentage approxi-
mates the average national enrollment in industrial arts for grades
7-8-9 and the Florida average in those schools which have facilities
and staff available. This schedule was developed from data gath-
ered and used and enrollments reported for the Florida School
Facilities Conferences held in January, 1953, and March, 1956.



JUNIOR HIGH SCHOOL

(Grades 7-8-9)


TOTAL
SCHOOL
ENROLLMENT


NUMBER AND
TYPES OF
SHOPS


SUBJECT MATTER
AREAS


One Shop
0 to 399 1-Comprehensive
General Shop
(Grades 7-8-9)

Two Shops
400- 699 1-General Crafts
(Grade 7)
1-Comprehensive
General Shop
(Grades 8-9)


Courses
Planning and drawing,
electricity, mechanics.


general wood,


Courses
Crafts leather, ceramics, art metal,
plastics or native materials.
General shop, drawing and planning,
wood, metal, and mechanics.










Three Shops
700- 999 1-General
Woodwork
(Grade 7)

1-Drafting and
Graphics
(Grade 8)

1-General Metals
(Metal, Elec-
tricity,
Mechanics)
(Grade 9)


Four Shops
1000-1299 1-General
Woodshop
(Grade 7)

1-Drafting and
Graphics
(Grade 8-9)

1-General Metals
(Grades 8-9)

1-Home and
Power
Mechanics
(Grades 8-9)


Five Shops
1300-1599 1-Crafts
(Grade 7)


1-Drafting and
Graphics
(Grades 8-9)


1-General Wood
and Home
Mechanics
(Grades 8-9)

1-General Metal
(Grades 8-9)


Courses
Craftwork including wood taught in
woodshop area.


Graphics Lab. drawing, photogra-
phy, silk screen, linoleum block, hand
press work.

Electricity and mechanics in metals
shop.





Courses
General crafts including wood taught
in woodshop.


Drafting includes planning and other
graphics.


General metal shop will include elec-
tricity and metal.

Home and power mechanics includes
maintenance and operation of home
equipment and small 2- and 4- stroke
cycle engines.


Courses
Leather, plastics, ceramics, art metal.


Planning, mechanical drawing, ele-
ments of home planning, hand press
work, silk screen and linoleum block
work.

Woodshop to include area for home
mechanics and maintenance.



Metal shop to include introduction to
cold metal, sheet metal, and foundry.









1-Power
Mechanics and
Electricity
(Grades 8-9)


Six Shops
1600-1900 1-Crafts
(Grade 7)
1-Drawing,
Planning and
Graphic Arts
(Grades 8-9)
1-General Wood
(Grades 8-9)
1-General Metal
(Grades 8-9)
1-Power
Mechanics
(Grades 8-9)
1-General
Electricity
(Grades 8-9)


Power mechanics and electricity for
maintenance and operation of home
equipment and small 2- and 4- stroke
cycle engines, basic electricity and
safety.


Courses
Handcrafts and leather,
ceramics, and art metal.


plastics,


Drawing and planning and graphic
arts.


Hand and basic machine woodwork.

Metal shop to include introduction to
cold metal, sheet metal, and foundry.
Power mechanics for maintenance and
operation of home equipment and
small 2- and 4- stroke cycle engines.
Basic electricity and electronics.


Grade 7: General crafts is recommended for the seventh grade
level in order to introduce both boys and girls to a wide range of
materials and handwork processes basic to later experiences in in-
dustrial arts courses. These may include introductory experiences
in the design and production of projects in ceramics, leather, art
metal work, plastics, jewelry, textiles, and use of native materials
for various crafts.

Since craft materials worked with at this grade level combine
elements common to both fine and industrial arts and provide ex-
periences of interest and value to both boys and girls, crafts activi-
ties are often made available under both programs. For example,
ceramic sculpture is usually taught as a fine art; ceramic slip cast-
ing, on the other hand, is one of the industrial arts.

Grade 8: The comprehensive offering in general graphics is
suggested for the eighth grade. It should include introductory ex-
periences in drawing and planning; typography and printing (in-
cluding linoleum block, silk screen, and letter presses), bookbind-
ing, and photography. The drawing and planning should include








sketching and layout of plans of various types of construction activi-
ties of articles produced or to be produced in the shops, floor plans
of home arrangements, electrical line drawings, and wiring dia-
grams.
Grade 9: It is suggested that in the ninth grade the industrial
arts offering consist of a comprehensive general shop embracing
the four areas of wood, metal, electricity, and mechanics. These
areas, together with crafts and graphics, compose an introduction
to a broad industrial arts program designed to meet the needs, in-
terests, and abilities of boys and girls during early adolescence as
well as preparing them for extensive and advanced work in the
senior high school.
The broad realms of human experience power, construction,
transportation, communication, and manufacturing recommended
as the content for junior high school industrial arts in earlier curri-
culum bulletins are represented in the materials areas suggested for
grades 7, 8, and 9. A study of our material culture with emphasis on
how technical inventions and developments have changed the way
we live and make a living becomes part of the learning related to
crafts, graphics, and other materials with which junior high school
pupils work. The broad scope of the suggested offerings provides a
flexibility which may be adapted to new developments as they occur.
The understanding of the impact of technology on society will in-
clude the changes that automation, nuclear and solar power, and
other developments have made in providing the necessities of life.
The emphasis upon the project as an end in itself is being re-
placed by using the project as a means of relating wood, metal, and
other materials to construction and manufacture; drafting, graphics,
and electricity to communication; mechanics to power and trans-
portation. These are both direct and indirect learning which have
meaning to school-age youth and enable them to understand and
adjust to changes which will affect their lives.
Through experiences with tools and materials and by applying
other subject matter principles to as many activities as practicable,
the junior high school student will develop some skill in using his
hands, discover and develop new interests and talents which will
help him make future educational and vocational choices, and de-
velop attitudes and habits that will be of help in adapting to any
technological environment.












Post-High School
for
Teacher Education
Pre-Vocational
Technical-Professional


Grades 10-11-12
Continued sampling of one or
more major occupational classifications
Refinement of skills-
technical and functional applications
of learning




Grades 7-8-9
Skills for everyday living, guidance, wholesome
recreation,
development and exploration of interests and
occupations


Developmental Chart of Industrial Arts


Program from Junior High School Through Post-High School








Methods


One of the outstanding attributes of industrial arts is that it pro-
vides a dynamic learning situation. In order to learn effectively,
the student himself must participate actively in the learning experi-
ence. The essence of this method is guiding the student to select
his own problem within the area being studied. At this point it
should be the responsibility of the instructor to guide the student
and assist in the selection of a problem commensurate with the stu-
dent's abilities and within the limitations imposed by the particular
laboratory situation. The student must be encouraged to reach a
satisfactory solution through his own efforts in design, planning,
and construction. This does not mean that students are to be left
entirely to their own resources but rather that increased individual
guidance, instruction, and demonstrations are necessary. As the
student attempts to design, he must necessarily become aware of
the uses and characteristics of materials. Through planning to im-
plement the design, he will obtain an understanding of methods of
forming and assembling. Through construction, representative
tool techniques and skills and appreciation of machines will be
developed.

The teacher should not expect students who have had little, if
any, previous experience in designing to become relatively profi-
cient in a short time. Creativity in expression may, however, be
encouraged by the instructor if pupils are permitted to participate
in the development of project contours which may in turn be dis-
cussed and criticized by class members. Implicit in design is an
understanding of the properties and characteristics of the materials
being employed. These should be studied and their unique attri-
butes and limitations emphasized so that each might be most effec-
tively utilized by the novice.

As with design, so with planning. The beginning student can
hardly be expected to think his way through the intricacies of a
constructional problem, but under the guidance of the instructor he
may participate in the planning process to an increasing degree un-
til he acquires the ability to analyze his procedure and to anticipate
sources of difficulty and pertinent decisions on a consistently higher
level. Students should be encouraged to develop new projects hav-
ing worth and value to them and possessing lines and proportions
which are functional and aesthetically pleasing.






























Planning is essential in all industrial arts activities. (Fort Myers
High School, Lee County)


A word of caution to the instructor, however, is necessary. Stu-
dent design and planning are relatively slow processes, the rate of
accomplishment depending upon the facility and interest of the
student, his background, and the wise counsel of the instructor.
The practice of assigning the same projects in the same sequence
to all students should be critically analyzed, for it would seem to be
justified only under the most unusual circumstances. Requiring all
students to construct the same project from a plan previously deter-
mined by the instructor is less time consuming, to be sure, and
makes for greater ease of laboratory administration, but this prac-
tice can hardly be considered as the best means of developing crea-
tivity-one of the unique outcomes which industrial arts is ideally
suited to serve.

Student laboratory experiences will embrace a heterogeneity of
activities involving planning and design, construction, investigation
and experimentation, and reporting. To facilitate the work, the


PILAOIN Lv 4; C F








teacher should provide a variety of texts, references, and instruc-
tional sheets. He should encourage individual research on the part
of the student to assist in stimulating and encouraging him to arrive
at satisfactory solutions to the problems which confront him. Only
through the solution of pertinent problems having meaning for the
student and not through academic gymnastics can a worthwhile
learning experience be provided. Numerous other instructional
devices such as a variety of audio-visual aids, industrial visitations,
and lectures or discussions by resource people should be utilized.
Not the least among these is the project which emphasizes the com-
mon core of industrial technology-design, planning, and produc-
tion.

Whenever possible, the interrelatedness of all subject areas in
the school should be brought to the attention of the student. Signi-
ficant and pertinent information relating to the problem at hand
should be drawn from all available sources. Industrial arts readily
lends itself to correlation with mathematics, science, and the social
studies. These subjects may be used to clarify meanings in indus-
trial arts, and conversely, industrial arts experiences may be em-
ployed in making more tangible many aspects of these other sub-
ject matter areas.

Implementation

Perhaps a number of suggestions concerning how specific ma-
terials may relate to one of the five broad realms of human experi-
ence would be of value from an organizational standpoint. In the
woodworking area, for example, students need not be arbitrarily
restricted to wood as a constructional material. They might well
be encouraged to incorporate metal as well or any of the numerous
plastic and synthetic materials which the function and design of the
project might invite. Content enrichment need not be confined
specifically to the properties and characteristics of wood and the
adhesives and fasteners involved in wood fabrication but may be
extended to metals and synthetics as well. The social significance
and the historical evolution of the materials may be explained. In-
dustrial raw materials such as iron, copper, aluminum, lumber, and
leather may be discussed. A variety of related fabricating indus-
tries may be studied. Design concepts may be implemented
through an analysis of industrial products or of photographs of in-
dustrial manufacturers. Room interiors may be analyzed and the























Construction ideas, class organization, habits and attitudes for
safe work are combined in learning experiences with materials
and tools.


successful use of color demonstrated. Numerous variations and
combinations of content will occur to the alert industrial arts in-
structor in terms of his background, the needs of the community,
and suggested content enrichment detailed in the Appendix.

The metalworking instructor may vary his content in a similar
fashion, thus demonstrating the interrelatedness of industrial ma-
terials and the common elements in industrial design. The drafting
instructor need not confine his efforts to orthographic projection
and its variants. He can profitably emphasize the universality of
the graphic language by demonstrating its application in all aspects
of industry with problems having meaning and interest for his stu-
dents. Present-day industrial, commercial, and social organizations
utilize a wide range of graphic media to communicate directions
and ideas. The linoleum block, the hand press, the power press,
silk screen reproductions, engravings, photographs, and other media
are used in addition to the traditional blueprint.

In the development of a group project, the class need not be re-
stricted to using a few materials. In fact, the use of a variety of
materials might well be encouraged to demonstrate rudimentary
mass-production techniques in a variety of industries. Related con-
tent might well be concerned with the importance of industry in








our society, with the meaning and significance of the mass-produc-
tion concept, with the historical evolution and contemporary organi-
zation of industry, and with any of the numerous problems con-
fronted by an industrial democracy which have meaning and appli-
cation for junior high school students.
Each instructor will select his content in terms of the needs and
interests of his students, but it should be emphasized that the scope
of industry is so broad that any restrictive presentation would ap-
pear to be unnecessarily arbitrary.
In an industrial arts laboratory, many of the routine tasks which
occur may be handled most effectively through a student personnel
organization. It is desirable that all students participate in this
type of activity and that responsibility be shared equitably. How-
ever, the personnel system should be more than a device for ensur-
ing the performance of cleanup tasks, for it is inherently a valuable
teaching aid for demonstrating some of the rudiments of industrial
organization.
The very nature of the industrial arts laboratory requires that
utmost consideration be given to safety instruction. The proper
and safe use of tools and power equipment should be stressed, and
the development of neat and orderly work habits which promote
safety should be emphasized. Equipment should be selected in
terms of its contribution to the educative process and its safety and
design features. It should be located and installed in a manner
which is in keeping with the best safety practices. The entire shop
environment should reflect the continuous conscious regard of both
students and teacher for safety.

Safety
Constant attention to the type of clothing, adequate lighting,
condition of floors, condition of tools and equipment, provision for
color dynamics, safety zones, and the like contribute towards making
a "safe" shop. Teaching the safe use of machinery is a definite part
of shop instruction. This can and should be implemented by the use
of slogans, bulletin-board material, films, filmstrips, and slides.
A very important phase of safety education is having a master
control for all vital power machinery which can be regulated by the
instructor. It should be locked when the instructor is not in the
shop and when a substitute teacher is not a certified industrial arts
teacher.








Housekeeping
Good housekeeping in the industrial arts laboratory is part of
good teaching. It is more than keeping benches dusted and the
floor clean, although this is a vital part of the total problem. Desir-
able learning experiences are an outgrowth of making the shop
more attractive and orderly, planning and arranging equipment,
and making minor repairs.
Although good housekeeping will insure safety to a point, it is
not the means to this end. However, both are so closely related
that it is difficult to speak of one without the other. For example,
a machine in a state of repair should be cleaned and labeled as well
as disconnected from the service lines. Liquids or small blocks on
the floor or pieces of equipment should be picked up immediately
to insure safety, though this is also a part of good housekeeping.
Organization is the key to the problem. Good housekeeping
does not just happen but must be motivated. Boys and girls will
assume their share of responsibility in keeping a neat and efficient
shop only with proper direction and guidance. Housekeeping re-
quires cooperation on the part of the teacher and pupil to become
a factor in good instruction.

Physical Facilities
The industrial arts laboratory should be tailored to meet the re-
quirements of the local situation; however, certain general specifi-
cations must be considered in any design. Space allotment should
fall within the recommended 75-110 square feet of work area for
each student. Adequate space for auxiliary rooms such as storage
and supply areas and a finishing room should be provided in addi-
tion to the work space allocation. The laboratory should be rec-
tangular with a width-to-length relationship of approximately two
units to three units. It is recommended that the building be a one-
story structure, readily accessible to the other departments of the
school. Adequate acoustical treatment of walls and ceiling to re-
duce noise is desirable. The building should be properly oriented
to take full advantage of natural lighting; this, in turn, should be
supplemented by adequate artificial illumination. Restful colors
should be employed on walls and equipment for visual comfort, and
a consistent color scheme should be utilized to facilitate efficiency
and safety. Adequate wiring should be provided to accommodate








the present equipment and to anticipate future expansion. Provi-
sion should be made for approved safety switches which control all
electrical devices. Care must also be taken so that the laboratory
and its facilities are readily accessible to physically handicapped
students.

This example of the facilities needed in a complete junior high
school program will be helpful as a guide in planning new construc-
tion. On the basis of a planned student load of 1200 in each junior
high school, approximately 600 of which would be boys, offering
industrial arts only to boys would require 4 instructors teaching 5
classes of 30 pupils each per day. This would be a pupil load of
150 per teacher. A class load of 30 pupils will require shop space
of approximately 2400 square feet to meet recommended shop space
of 75 square feet per student, exclusive of storage and office areas,
for the comprehensive general shop. The requirements for a gra-
phics shop and a crafts shop are somewhat less. To schedule all
the boys in such a continuing program of industrial arts would re-
quire one shop in each of the three suggested areas and one shop in
which both crafts and graphics could be taught by the same teach-
er. To carry on this program in three shops at a student load con-
sistent with effective safety and learning practices will restrict the
offerings on each grade level.

With respect to equipment, it is desirable that the junior high
school laboratory be provided with hand tools and power tools.
The tools should be light in weight and highly diversified and of a
size easily manipulated by junior high school students. Everyone
today needs to understand and know how to operate power tools
and equipment properly and safely. Power equipment has become
a part of many home workshops, either to supplement the family
income, maintain and improve the home and its furnishings, or pro-
vide a hobby and leisure-time occupation. Since the junior high
school industrial arts shop may be a terminal experience for some
pupils, the development of good attitudes and habits of safety is
essential. Because so many students will have such machines avail-
able at home, safety instruction in school on an organized basis can
be beneficial to both pupil and parent. The physical facilities of
the laboratory are detailed in the report of the School Facilities
Conference of the State Department of Education.








Within the above framework and by means of the devices noted,
the five-area concept may be successfully implemented on the jun-
ior high school level. A primary purpose of industrial arts in the
junior high school is to orient students with respect to the implica-
tions of technology and to familiarize them with some of the ma-
terials and practices employed by industry and with some of the
more common products of industry. The five-area type of organi-
zation accomplishes this purpose by demonstrating the interrelated-
ness of industry and the diversity of materials which industry em-
ploys to improve the function and the aesthetic qualities of its
products. At the same time, the student is provided with an oppor-
tunity to work creatively in a variety of media and to acquire a
number of rudimentary tool skills which may be further refined
and elaborated in the senior high school.












CHAPTER 5


Industrial Arts In The Senior High School

IN MANY RESPECTS, industrial arts in the senior high school
is an extension of learning experiences to which the student has
been introduced during his junior high school career but with
significant changes in emphasis. The junior high school program is
predominantly orientational in function emphasizing a variety of
experiences with numerous media common to many occupations.
The work at the senior high school level is more technical and
advanced and involves more machine processes to offer increasing
challenges to the ability of senior high school students and to
enable them to develop their special interests more fully.

Purposes
For senior high school students who have had little if any
previous experience in the industrial arts, the orientational function
retains its significant aspects. Even for the boy or girl who is well
oriented in industrial arts, experiences of a more advanced nature
provide the opportunity for exploring more intensively the poten-
tialities and characteristics of industrial media in a limited number
of specialized areas. At this level it must meet the particular
needs of those students preparing for college, those terminating
their formal education with high school graduation, and those
electing courses for the purpose of making further educational
and vocational choices.
The prevocational aspects of the industrial arts should receive
more specific attention in senior high school. If the student is
relatively certain of his vocational preference and facilities of the
laboratory are adequate to implement his choice and no other
vocational preparation is available, the instructor might well devote
considerable attention to the refinement of skills and understand-
ings which are of marketable value to his students. This purpose



























A general metals shop uses a variety of machines to develop
prevocational interests in technical areas. (Bartow High School,
Polk County)


alone, however, will not dominate all activities nor even a major
portion of them. The vocational preferences of many students
will continue to change as their experiences reveal new interests.
Some will be interested in the avocational implications of industrial
arts; others will recognize the importance of manual dexterity in
occupations and professions other than those associated with
industrial vocations. For these, the instructor can provide challeng-
ing learning experiences designed to facilitate the achievement of
student goals.

All students, regardless of their vocational interests, are con-
sumers of industrial products, and the industrial arts teacher in the
secondary school has a continuing responsibility for making them
more intelligent buyers. This purpose implies a rather searching
analysis of the characteristics of a variety of industrial materials,
of the processes involved in the fabrication of industrial products,
of the development and organization of industry, and of the impli-
cations of technology for the local, the national, and the global
community.








Curriculum Scope And Organization
The needs of larger communities and schools with greater
enrollments may perhaps best be met by a number of general
unit shops such as those devoted to general metals, general woods,
general graphics, general electricity, general crafts, and transporta-
tion, in which families of related industries are incorporated.
Development of mechanical skills and technical knowledge
may be more effectively implemented in general unit shops, for
each is provided with the basic equipment required to attain
proficiency in the particular materials area represented. The orien-
tational function of industrial arts may be accomplished by permit-
ting each student to spend a particular period of time in each of
the laboratories. After he has completed the sequence, he may
select the ones in which he has demonstrated greatest aptitude
and interest; and in these, he may be permitted to refine his skills
and understandings. A series of these general unit laboratories
will meet a greater diversity of student needs and interests, and a
broader range of industrial skills and understandings may be
demonstrated and improved through practical experiences with
industrial materials and processes.
Some communities may find it educationally profitable to
introduce a series of unit shops into the senior high schools. These
are specialized laboratories which advance the prevocational
interests and skills of students and include more technical and
mechanical emphasis.
It should be reiterated that regardless of the type of laboratory
within the school, emphasis on the senior high level should be
directed to the orientational and general educational aspects of
industrial arts. This will include the development of creativeness
in planning, designing, and constructing articles.
When pupils observe and practice high standards of safety
and at the same time improve their skills during the construction
of such articles, they show evidence of having been well taught.
The recommendations as to the numbers and types of shops for
certain enrollments are based on data gathered for the 1953 and
1956 Florida School Facilities Conferences. Where facilities are
available, approximately twenty-five per cent of senior high school
students elect industrial arts courses. This percentage figure is
consistent with national enrollment averages. The number of shops
recommended is based on teacher-pupil ratios and class loads
comparable to other laboratory classes.
55










SENIOR HIGH SCHOOL


(Grades 10, 11, 12)


TOTAL NUMBER AND
SCHOOL TYPES OF
ENROLLMENT SHOPS

One Shop
100- 349 1-General Shop
(Grade 10)

Two Shops
350- 699 1-General Shop
(Grade 10)
1-Drafting and
Graphics
(Grades 10-11)

Three Shops
Grades 10-11-12
700-1049 1-Wood and
Metals
1-Drafting and
Graphics


1-Electricity and
Mechanics


Four Shops
1050-1399 1-Wood
1-Drafting and
Graphics


1-Electrical
1-Metals and
Mechanics


Five Shops
1400-1749 1-Wood
1-Drafting and
Graphics


SUBJECT MATTER
AREAS


Courses
Wood, metal, drafting, and electricity.


Courses
Wood, metal, mechanics, and elec-
tricity.
Architectural drawing, mechanical
drawing, blueprint, and hand and
machine press work.

Courses
Hand and machine woodwork and
general metal work.

Mechanical engineering and architec-
tural drawing; blueprinting, silk
screen, and hand and machine press-
work.
Electricity and electronics, basic auto
and 2- and 4- stroke cycle engine me-
chanics and operation.

Courses
Hand and machine woodwork.
Mechanical engineering and architec-
tural drawing; blueprinting, silk
screen, and hand and machine press-
work.
Electricity and basic electronics.
General metal work to include sheet
metal, welding, forging, metal-form-
ing machines.

Courses
Hand and machine woodwork.
Mechanical engineering and architec-
tural drawing; blueprinting, silk
screen, and hand and machine press-
work.









1-Metal

1-Eelectricity
1-Power
Mechanics


Six Shops
1750-2099 1-Wood
1-Drafting and
Graphics


1-Metal


1-Electricity
1-Power
Mechanics
1-Crafts


Sheet metal, welding, forging, metal-
forming machines.
Electricity and basic electronics.
Auto and 2- and 4- stroke cycle me-
chanics, maintenance and repair.

Courses
Hand and machine woodwork.
Mechanical engineering and architec-
tural drawing; blueprinting, silk
screen, and hand and machine press-
work.
General metal work to include sheet
metal, welding, forging, metal-form-
ing machines.
Electricity and basic electronics.
Auto and 2- and 4- stroke cycle engine
mechanics, maintenance and repair.
Handcrafts in wide variety of mate-
rials leather, textiles, ceramics,
jewelry, native materials, plastics,
art metal.


Comprehensive High Schools

Comprehensive high schools have been suggested as a solution
to some of the problems facing the present-day American high
school. Communities concerned with providing education for all
their youth whose families have varied ambitions for their children
are looking for more than a single-purpose college preparatory
curriculum. In most Florida communities less than half the boys
and girls desire to proceed with education beyond the high school.
These same youth have abilities and interests to be developed
which will make them more effective as contributing and participat-
ing citizens.

The comprehensive high school has been defined as an all-
inclusive secondary school in which is offered academic, cultural,
general, practical arts courses and some vocational-trade courses
commensurate to the school population and which meets the
needs, as far as possible, of the youth of the community. Florida
presently has several senior high schools which offer a compre-
hensive curriculum as described here, and others are being planned.








Industrial arts courses are usually elective in senior high schools
and are offered on a one-hour-per-day basis or 180 hours per school
year. Terminal vocational-trade courses are scheduled for three
hours per day or 1080 hours over a two-year period. Technical
laboratory courses may be scheduled for two hours per day.
A typical list of course offerings in a comprehensive high
school with an enrollment of approximately a thousand is as follows:
English Art
Foreign Language Health, Physical Education
Mathematics Driver Education
Social Studies Auto Mechanics
Commercial Subjects Aviation
Biological Sciences Building Trades
Physical Sciences Drafting
Home Economics Electricity and Electronics
Industrial Arts General Shop Metals
Music Printing
In some schools shop courses may be on a one- or three-hour
basis. One-hour courses are classed as industrial arts and are con-
sidered to be prevocational, preprofessional, or as general electives
to serve individual interests or needs. The three-hour courses are
the vocational-trade training courses. Industrial arts and vocational-
trade training classes may be taught in the same shop at different
times of the day by teachers properly certified in one or both areas.
In the comprehensive high school through the tenth grade indus-
trial arts is broad in scope to serve as prevocational and pretechnical
experience, as well as to further general education for the college
preparatory students and those terminating their formal education
with high school.
In grades eleven and twelve the industrial arts offering will
emphasize those areas of materials and skills not available through
the vocational-trade offerings. Industrial arts laboratory courses
for grades eleven and twelve will seldom duplicate offerings in
the vocational-trade shop areas unless the same shops are used
for both groups or enrollments in both areas require similar facilities.
A comprehensive high school may offer technical laboratory
courses in addition to vocational-trade training. A technician has
job responsibilities beyond those of the skilled craftsman but less
than required of an engineer. He must combine basic scientific
knowledge and expert craftsmanship. Technicians require a back-
ground in science and mathematics. The work of a technician







requires many applications of technical knowledge in contrast to
applications of manipulative skills only. On the high school level
terminal courses for technician training may be in such fields as
chemical, electronic, aeronautic, and metallic. Industrial arts draft-
ing, electricity, mechanics, and metals are examples of pre-technical
and related technical courses.

Planning And Design

In all activities, the teacher must constantly remain cognizant
of the importance of pupil planning and creative design. Planning
and designing of a more elementary character, as conditioned by
the abilities and backgrounds of students, should be a part of
industrial arts in each of the lower grades. These aspects should
be continued and a significant degree of creative independence
and originality developed in students as they mature and advance
in their educational programs. It is realized that not all will
become creative artists nor will each be capable of successful
analysis of complex structural problems. It does infer, however,
that students should be encouraged to plan their own procedures,
anticipating future difficulties where possible, and that they should
be assisted in developing their creativity to the limits of their
abilities. Few individuals can create new designs which are both
aesthetically and functionally satisfactory immediately. However,
through association with examples of good design and a study of
the qualities and characteristics which are inherent in well-designed
products, all students can become familiar with the elements in-
volved and can identify such elements in their work. Creativity to
be of value to the pupil must have a purpose in terms of the material
used or the article produced. Attempting to be creative without
skill in the use of tools and materials is often meaningless. To be
sure, special circumstances, such as teacher inexperience or low
level of pupil ability, may necessitate the use of articles previously
designed and planned by the instructor or commercial organiza-
tion; but these techniques should rarely constitute common prac-
tices.
The industrial arts teacher in the senior high school should be
concerned with refinements in skills and understandings. In the
junior high school, the student is concerned with a variety of manip-
ulative experiences and the development of a degree of tool skill.
In the senior high school, however, it may be presumed that most

























Advanced students in graphics are challenged to use different
media in self-expression through design for community planning.
(Edgewater Senior High School, Orange County)


students are enrolled in the program because of its potential contri-
bution to their vocational or avocational interests, and a sig-
nificantly higher measure of proficiency might well be expected.

Organization For Instruction
In developing a functional type of class organization, a pupil
personnel system is indispensable to the efficient operation of the
laboratory. Certain routine activities must be performed at periodic
intervals during every class period and these might well be assigned
to class members, allowing the teacher more time for his instruc-
tional responsibilities. Through such organization the students per-
form many of the clerical, preparatory, maintenance, and general
routine duties. A well-planned and functioning personnel organi-
zation provides a means of developing desirable habits, attitudes,
and character traits. It is difficult to imagine a well-run shop
program without such an organization.
A single uniform plan of personnel organization for all shops
is not desirable because of the differences in the facilities and
equipment arrangements, the subject matter taught, and the needs
and abilities of the pupils. What is desirable is that a personnel








organization be utilized in each shop to obtain the smoothest
running program possible for the conditions inherent in that shop.
It is necessary for the teacher to plan carefully for student partici-
pation in the management of the shop so the results will be of
maximum benefit to the teacher and student.
The major purposes of a personnel plan are:
1. To relieve the teacher of many time-consuming routine
duties in the management of his shop so that he has time
available for instruction, supervision, and observation.
Many such duties as issuing of supplies, tool accounting,
checking of equipment conditions, lubrication schedules,
finishing room conditions, and shop ventilation have edu-
cational values when done by students.
2. To develop desirable habits and attitudes in pupils such as
leadership, followership, responsibility for a job or condition
of equipment, and the willingness to do things for the benefit
of a group.
Students need opportunities to accept and carry out respons-
ibilities which contribute to group goals as leaders and as
followers. Both are important in school life and adult life.
Such activities of responsibility that are a part of group
undertakings and for group purposes help to identify students
with respective groups.
The most effective personnel plans have been so developed
that students perform their various duties under elected or appointed
offices or are themselves elected or appointed to perform the duties
directly. Ideally, all students should have an opportunity to serve
in every followership and leadership position, although this is
seldom possible and not always desirable. In initiating such a
program the teacher must plan carefully and thoroughly. The
boys in the leadership roles must be first accepted by the group.
If this is their first experience with a personnel system, they must
be prepared for it. All boys must understand the ethics involved
in the various positions. It must be remembered that such an
organization is a learning situation, and once the details of its
operation are mastered by the group there is great temptation to
keep the same individuals on the job. This would defeat one of
the main purposes of such an organization.








To achieve the greatest educational values for the students,
teachers should rotate jobs frequently. The length of time a student
holds a job will vary according to the number of duties, the size
of class, and the subject area but should not be less than a week.
A general shop will require more duties than a unit shop, and a
metal shop will involve more than a drafting class.
Many mechanical aids and devices have been developed for
assigning students to duties or positions. Perhaps the most common
has been the rotating wheel type on which assignments, students'
names or work station numbers, and the week of the course are
placed on different-sized discs and rotated at various intervals.
Another effective method has been to print each student's name
on a separate wooden or metal tab or attach it to such a tab.
These tabs are mounted or arranged in two vertical slides on a
board on which the duties are printed opposite each tab space.
The slides are such that when it is time to change assignments,
the bottom tab can be slipped out and is moved to the top; all the
others automatically slide down one space. This is more work
than a rotating wheel as one such assignment board is necessary
for each class, but the psychological effect of having a pupil see his
name in connection with some responsibility is often worth it. In
some shops, arm bands or badges are worn by those having major
responsibility jobs. In others aprons may be worn with duty desig-
nations on the lapel or pockets.
Regardless of the system used it is important that the device
designating responsibilities be placed in a location in the shop
where all pupils can readily see it. The need for such an organi-
zation and how it works should be thoroughly understood by all
involved. Every job designation or title should have well-defined
duties and responsibilities to go with it. A meaningless title will
discredit the plan in the eyes of the students. Equally important is
the use the instructor makes of the system. When the instructor
does not make the fullest use of his personnel system and its officers,
he gives the impression to the class that the system is unimportant.
Since a student personnel organization is to function as a learn-
ing situation and often takes some of the students' class time, it is
conceivable that extra credit can and perhaps should be given
for a job well done. It may be that the student attaches enough
significance to the position and the duties involved that his reward
is in the satisfaction he receives from the service he renders to the








group. There may be competition for the honor to be elected or
appointed to serve.
However, since conditions and students may change each se-
mester, the judicious giving and withholding of rewards may not
be sufficient stimulus for efficient performance of duties and a
policy of extra credit for extra work and appropriate demerits for
work not done may be necessary for a continuing personnel organ-
ization. Whatever the incentive, the system does serve an educa-
tional purpose and should be utilized. Suggested duties for person-
nel are listed in the Appendix.
In carrying on his program of instruction, the teacher will rely
upon a wide variety of teaching de\ ices as determined by the
interest and ability of his students. Te\thooks and instruction
sheets are indispensable media for providing a descriptive overview
of manipulative operations and for the presentation of enrichment
materials. A library available for individual student research prob-
lems further facilitates the satisfaction of individual student inter-
ests. A variety of audio-visual aids provides an opportunity for
bringing industry into the laboratory; properly prepared field trips
may take students to industry with profitable consequences. The
use of resource people in the presentation of specialized information
may be a valuable experience for both teacher and students. Class
discussions and teacher presentations are additional instructional
methods of considerable merit. Student and teacher demonstrations
may be profitably employed to present both simple and intricate
manipulative operations. These may be further supplemented by
short but pertinent class discussions. The individual project remains
an essential device for ensuring a development of manipulative
competencies; a group enterprise or project may serve as a dramatic
demonstration of the problems and economies implicit in specializa-
tion of labor and in the manufacture of multiple and interchange-
able parts.
Correlation
An industrial arts shop is more than a place in which boys make
things. More and more shops have become laboratories for learn-
ing the many things related to the articles which are made in a
shop and which concern both boys and girls. The materials, tools,
and processes in the industrial arts laboratory relate to a number
of other areas such as botany, chemistry, physics, mathematics;
English, and science.








Aii
uCQ-ii*.ftA r ^i'[
.Ai.(L m L ^i


Drafting, silk screen, linoleum block, photography, and hand
press and machine press work give orientation to a major area
of communication and related occupations. (New Stanton High
School, Duval County)


Trees and wood are of primary importance in many industrial
arts classes, and the wood that is used by students is a natural
medium for illustrating many botanical facts. Such things as the
best use of wood according to its peculiar characteristics of hard-
ness or softness; open- or close-grained; rate of growth, annular
rings, medullary rays, deciduous or evergreen species; are all
botanical facts involved when a board is intelligently selected for
use in making an article.

Putting a finish on an article involves chemistry since it deals
with the changes that occur with the composition of matter. The
composition of various types of finishes such as shellacs, varnishes,
and the composition and selection of the most appropriate finish
for an article are important in its production. A boy finds his knowl-
edge of chemistry useful when he selects varnish, lacquer, or
shellac as a finish for his project. Oil, spirit, and water stains,
paints and enamels, all have different chemical compositions which
produce a distinct finish. Wood fillers containing silex instead of
chalk or starch are superior for reasons involving chemical pro-
cesses.








Principles of physics are involved when comparing the weight
and mass of a piece of balsa wood with oak, the density of steel with
plastics, or the porosity of cork with brass.
Metal work with any metallurgy involved is another limitless
field dealing with a physical science whether it involves the carbon
content of metal, heat-treating, alloying, or hardening. Ferrous
and non-ferrous metals and their properties and uses in industry
or for home articles affect both the producer and the consumer.
Mathematics and science are both involved in any study of
power and mechanical energy. The transmission of power on
machines used in any industrial arts area involves pulleys of various
sizes, wheels, axles, bearings, wedges, and screws. Whether used
for lifting weights or applied as in a pliers, a pair of shears, a scale,
or a hammer, levers of various lengths are examples of basic prin-
ciples of science applied daily in industrial arts classes.
The machine science applied, when pupils compute the horse-
power developed in internal combustion engines of various types,
calls for a knowledge of much mathematics that is meaningful to
all boys who drive or operate motors and engines whether on
boats, in automobiles or scooters. The use and application of the
calibrations and measurements on micrometers, calipers, and ver-
nier scales call for skills beyond muscular dexterity. Using a
hydrometer to test a storage battery relates to the specific gravities
of numerous other materials used in a shop.
There are also many applications of practical mathematics in
the other material areas at all grade levels. There is always much
measuring to be done with a variety of devices. There are many
uses of formulas involving fractions, mixed numbers, angles, ratios,
and scales in woodwork, metalwork, and drafting.
The vocabulary requirements for successful work in industrial
arts involve many technical terms as well as the correct usage of
language necessary for effective communication for everyday living.
Extended learning in English, spelling, reading, writing, and
speaking are all motivated through an industrial arts program.
Art and industrial arts use many of the same materials and have
many common concerns with design, color, and texture of materials.
All of the preceding examples are illustrations of how industrial
arts can deepen, enrich, and extend learning in general education
in other subject matter areas.








The Physical Plant
In planning the arrangement of the laboratory, the instructor
should be concerned that any visitor will be greeted by a well-
ordered shop, whether the shop is large or small. A display area
near the principal entrance is an effective device for gaining spec-
tator interest. While some general considerations concerning facil-
ities are given here, more specific information is available through
the State Department of Education from either the State school
architect or the consultant for industrial arts.

Space and equipment in the laboratory should be adequate to
accomplish the purposes of the program. Space requirements per
student will vary in terms of materials areas and the operations and
activities in progress, but an average minimum of seventy square
feet of space per pupil of open shop area where material or equip-
ment is handled is recommended. Where large machines and
equipment are required, as in auto mechanics, 125 square feet of
floor space per student will result in a more effective and efficient
shop organization.

Adequate natural and artificial lighting should be provided in
various portions of the laboratory in terms of the activities being
administered. Fine and detailed work such as that involved in
drafting and various crafts activities requires a greater number of
foot candles of illumination than do processes in certain of the
other materials areas, and these variations in lighting needs should
be given thorough consideration when planning work areas. It is
probably desirable to take most complete advantage of natural
lighting on a northern exposure where light intensity is least
variable; other requirements may be satisfied by fluorescent fixtures.
The exact requirements of each situation may be determined by
consultation with a lighting engineer. (See recommendations in the
report of the March, 1956, Florida School Facilities Conference.)

Laboratory walls and ceilings should be acoustically treated
to minimize noise. Acoustical tile may satisfy the requirements of
some situations while others may necessitate additional treatment.
Floors should be capable of withstanding the weight and vibration
of operating machinery and should provide a firm foundation for
the mounting of power equipment. They should be relatively
smooth and easy to maintain but should not be slippery, and they
should not be soluble in any of the lubricants, solvents, or chem-








icals employed in the routine conduct of class activities. A number
of synthetic materials may satisfy the above requirements, but a
concrete slab or wooden blocks may prove the most satisfactory
types of flooring.

General Recommendations
It is difficult to define the various pieces of equipment with
which the several laboratories should be provided or the quantities
with which they should be supplied, for tools and materials are
direct outgrowths of the size and the purposes of the programs and
cannot be determined independently of these. However, certain
general recommendations may be made which will apply in nearly
all situations. It is long-range economy to purchase tools and
equipment of standard brand if for no other reason than to facilitate
the acquisition of replacement parts. Further, it is unnecessary to
purchase highly specialized pieces of equipment involving signif-
icant outlays of capital. It is a wiser expenditure of funds to acquire
adequate quantities of hand tools or to purchase power equipment
which is capable of more generalized utilization.

The function and operating principles of specialized machines
may be demonstrated in an industrial visitation or may be illus-
trated in an appropriate film or filmstrip. It is not appropriate to
purchase automatic equipment which relegates the student to the
role of machine tender. One function of industrial arts in the
secondary school is to instruct students in the principles of me-
chanical operation of the equipment which is employed. Com-
pletely automatic machinery may serve more effectively to obscure
the operation than to enlighten the student.

Adequate provision should be made in the physical plant for
services, work, and storage areas. Specific rooms should be assigned
to finishing activities and to project storage, but space limitations
frequently preclude these possibilities and require that available
space serve in a dual capacity. It should be fioted further that
work areas which are hidden from teacher's vision increase his
supervisory difficulties and may be a source of constant concern.

It has been proved in industry that use of color on walls and
machines and equipment contributes effectively to more efficient
and effective work and safer working conditions.








The appearance of the laboratory may be considerably en-
hanced if the walls, the ceiling, the floor, and the equipment are
treated with light, restful colors. A color code may be employed
to indicate movable parts, guards, switches, and other machine
elements. Danger zones should be distinctly outlined in color,
and electrical outlets, switchboxes, fire extinguishers, first-aid kits,
and other auxiliary facilities should be identified by means of a
consistent color code. Where possible, lanes of travel should be
distinctly delineated by the arrangement of work benches and
the placement of power equipment.











CHAPTER 6


Industrial Arts In Extended Programs

THERE ARE several important areas of education beyond the
secondary school level in which industrial arts plays a vital
role. These areas include community junior colleges, adult educa-
tion, rehabilitation services, recreational programs for vocation
groups and camps, activities for exceptional children, and chal-
lenges to the ingenuity of the gifted.
The term "community college" or "junior college" refers to an
institution responsible for post-high school education in the local
community. The United States Office of Education defines the
community college as "the composite of all educational opportu-
nities extended by the public school system, free to all persons who,
having passed the normal age for completing the twelfth grade,
need or want to continue their education." It is limited in the edu-
cational ladder to those two years following high school and does
not award a bachelor's degree for graduation. The institution does,
however, envision continued educational opportunity for all per-
sons in the community who may profit from such study. A great
amount of emphasis is placed on making available terminal techni-
cal and adult educational opportunities as well as providing locally
opportunity to continue the first two years of a four-year degree.
Community colleges will play an ever increasing role in Florida's
educational program.
In community colleges, industrial arts offerings should be con-
sistent with institutional purposes and should recognize the needs of
different groups within the student body. Some students are in-
terested in vocational or terminal education courses but have not
had an opportunity to discover their aptitudes or limitations in me-
chanical and technical courses or work.
Technical and mechanical shop and laboratory work will give
students on the junior college level an opportunity to work with a








variety of tools and materials or do some extensive work in selected
and special fields. These courses should provide better understand-
ing of the materials and processes of manufacturing and of the
necessity for skillful work. Such courses should serve the general
education needs of all students who wish to continue their education.
Through acquiring skills with tools and materials generally neces-
sary for everyday living, students are enabled to gain an apprecia-
tion of quality, craftsmanship, and good design.

Adult Education
The community college as well as the local high school is the
natural and logical place to conduct adult education programs. In
recognition of the fact that growth and development is a lifelong
need of all useful, happy, and successful citizens, adult education
is now serving over 35 million adults in the United States. The in-
creasing complexities of society make continued learning essential
if citizens are to continue to be contributing and well-adjusted
members of this society.
Adult education has become an accepted responsibility of the
state and the community. In Florida it has been recognized as
such through the Minimum Foundation Program and the regula-
tions of the State Board of Education. The instruction of adults in
industrial arts is, of necessity, highly individualized. The teacher
serves as a guide and a counselor. Adult students will represent
wide varieties of background, knowledge, skill, and motives for at-
tending classes. Time and quantity of output are not usually the
most important factors. Originality, correctness of design, accu-
racy, craftsmanship, excellence of finish, satisfaction of personal
pride, and proper attitudes toward safe use of the materials, tools,
and equipment are the desired elements of accomplishment. Of-
ferings in the adult field must be flexible in order to meet the con-
tinuing demands and needs of members of the community. Limit-
ing factors are local demands, physical facilities, and the experience
and ability of the teacher.
Industrial arts courses can contribute to the continuing growth
and development of adults in four major areas:
1. Cultural and Social. Courses which orient adults to new
areas involving tools, materials, and processes help them
to understand the effect of industry on society. Such























The adult industrial arts program is designed to meet community
needs. (Central Grammar School, Duval County)


courses also provide appreciation of good products, ex-
pert craftsmanship, and functional design. Group activi-
ties of avocational or social nature often center in school
shops. Industrial arts shops provide natural, informal
situations for people with similar interests to share ex-
periences. Such activities provide for the establishment
of an affiliation with one's age group and satisfy the so-
cial urge for companionship with persons of similar in-
terests.

2. Exploratory and Occupational. Many individuals have
been denied the privilege of industrial arts experiences
in their previous educational preparation and wish to sat-
isfy their impulses for creative expression and their pref-
erences for concrete experience as well as to explore their
aptitudes and interests with tools, materials, and mani-
pulative processes. Such courses can increase the indi-
vidual's knowledge of industry and economics and help
him to adjust his personality and talents to new indus-
trial conditions before taking more specific vocational
training.

3. Health and Safety Education. Manipulative activities
such as are carried on in an industrial arts shop contri-








bute to the health of many persons by the development
of muscular coordination, by supplying pleasurable and
wholesome manual activities that have recognized thera-
peutic values, and by developing knowledge and appre-
ciation of industrial conditions as a basis for personal
adjustments to them. Industrial arts subject matter and
activities deal directly with the development of proper
habits and attitudes involving hand and power tools. To
use hand and power tools properly is to use them safely
-a must in this age of industrial mechanization and the
everyday living requirements of "Do-It-Yourself."

4. Avocational and Recreational Interests. The worthy use
of leisure time and the promotion and encouragement of
recreational interests are important to all individuals.
Industrial arts courses serve in the stimulation and devel-
opment of worthwhile hobbies. The study and manipu-
lation of tools and materials involving the personal crea-
tion of articles of beauty and utility give lasting satisfac-
tions which have both avocational and recreational
values. As such, it also contributes to good citizenship.
Such group activities often result in the improvement of
community conditions through the organized efforts and
abilities of the people in community enterprises.
Through adult classes, whole communities may become
better acquainted with the school, its objectives, and
needs. Greater unity between school and community
often results from these classes.

Rehabilitation And Therapy
Industrial arts activities are being used more and more as a basis
for occupational and vocational rehabilitation because of their
therapeutic value in producing desirable effects upon individuals of
all ages. Such manipulative work has long been recognized for its
value in promoting mental and emotional stability. Industrial arts
activities by their very nature provide a natural environment for
relieving nervous tension and working in a relaxed atmosphere.
They follow man's deep, natural urge to translate thought into man-
ual skill and skill into thought. They are creative experiences
which teach how to correlate acts with the correct thought patterns,
leading to the association of thought with foresight and foresight








with achievement. By providing the opportunities to create things
of personal worth or beauty or products which are salable or eco-
nomically acceptable, these activities assist individuals to make
more satisfactory social adjustments in their home and the commu-
nity. They increase the sense of self-respect and personal worth-
whileness through constructive occupational activities. Through
the manipulation of various media and tools a solid foundation of
skills is created. On this basis a psychic readjustment can be made,
and the individual can readjust himself on a higher level of reality.

Industrial Arts In The Senior College
On the senior college level the industrial arts program may ren-
der important services in addition to regular teacher preparation
for that area. In addition to functioning as a general education
background desirable for all students, it also serves to raise and im-
plement scholastic attainments, ideals, and standards. Suggested
areas of concentration for those pursuing special types of instruc-
tion should include cultural, related technical, and special courses.
This specialization develops skills leading to a variety of profession-
al work such as advanced mechanical and architectural drafting,
engineering and special shop courses which may include machine
shop practice, pattern making, foundry work, and other specialized
shop instruction that may be desirable.
The senior college has a special role to play in the continuing
education of teachers for special areas. Elementary teachers and
secondary school science teachers often wish to strengthen their
skills in manipulative work; home economics teachers are interested
in homecraft skills; physical education teachers want to become
familiar with the recreational possibilities of craft courses; occupa-
tional therapists desire to use manipulative work with tools and
materials for therapeutic values and applications in programs for
exceptional children. There are, in addition, the in-service courses
for graduates who may return for summer sessions or extension
courses to strengthen their teaching field or to gain experience in new
industrial arts areas as well as to advance professionally as teachers.

Industrial Arts In Eleventh And Twelfth Month Program
Because of the broad training of most industrial arts teachers
and the facilities available through industrial arts programs on a























Teaching aids, tool arrangements, storage of materials and sup-
plies are incentives to learning. (Boca Ciega High School,
Pinellas County)


secondary school level, there are many possibilities for wholesome
and worthwhile work for youth of all ages when school is not in
regular session. The public school may well offer industrial arts
courses of a flexible nature during the vacation periods or as part of
the eleventh and twelfth month program. The purpose of these
courses is to provide opportunity for self-expression and worth-
while use of leisure time as well as to develop avocational skills.
This program directs children's energies into wholesome and desir-
able channels leading to personal satisfaction and emotional stabil-
ity.

The remarkable growth of summer camps and the successful
programs of pupil-centered activities is a challenge to public edu-
cation. Camps and camping offer the opportunity to develop a
year-round program for all children whether they participate in the
eleventh and twelfth month school programs or not. Some com-
munities are organizing school camps which utilize work experi-
ences, outdoor crafts, camping, and wholesome social activities.
Almost without exception in a public or private camp, a summer
vacation Bible school, a Girl Scout or a Boy Scout activity, organ-
ized instruction for any age level group is based upon the universal
incentive people have for doing things with their hands.








Exceptional Children
In addition to its contribution to the general education of the
average student, industrial arts offers success opportunities for the
exceptional child and adult and challenges the ingenuity of the
gifted.
The term "exceptional child" is used to refer to those who devi-
ate from what are supposed to be average physical, mental, neuro-
logical, emotional, or social characteristics. They deviate to such an
extent that they require special educational services in order to
develop to maximum capacity. Such children may require special
skills and services on the part of teachers and other school person-
nel. They cannot adjust to the school program without such special
services. The services may include a radical modification of the
curriculum, special methods of instruction, special equipment, or
an adjusted school schedule. Under present conditions of school
organization, these services can sometimes be provided more effec-
tively through the medium of a special class or school, but in many
cases they may be provided for individual pupils in a regular class.
Whatever the type of exceptional condition and wherever the child
may be, the important matter is that the child's needs be identified
and satisfactorily met.
In dealing with exceptional children of low ability, the tactile
sense is an important link to develop between the brain and the
outside world. The close relationship between the mind and the
tactile sense provides the basis for using manipulative activities as a
key to educating and rehabilitating individuals classed as excep-
tional.
Industrial arts as a method of learning is especially effective in
meeting the needs of exceptional youngsters on the elementary
school level. Increased knowledge and a better understanding of
children and of the processes of learning have led to a renewed
emphasis on first-hand experiences. Research in the field of child
development repeatedly points out that "learning by doing," which
involves a number of the senses, is good individual and classroom
teaching procedure. The teacher working with exceptional chil-
dren of low ability can make a very real contribution to their devel-
opment by the use of the crafts activities included in an industrial
arts program. Such activities will assist in stimulating, clarifying,
and extending the total learning of these children because they








relate manipulative work to academic development. Whatever the
physical or mental limitations of these children, the program should
emphasize high standards of work and good workmanship in order
to require their maximum effort. Often children of low ability can
successfully accomplish many of the same things which others in
their age and grade group achieve if it is related to or becomes
meaningful and real through work they do with their hands.

The exceptional child who is gifted or talented has recently be-
come the center of much educational attention. The maximum de-
velopment of special talents of gifted children and the contribution
such talents can make to society have been widely discussed. Atten-
tion may well be directed also to the role industrial arts can play
for those who have talents of creative and manipulative abilities.

Creativity or originality is one of the distinguishing characteris-
tics of the work of the truly gifted. A gifted child has the ability
to generalize more readily, to comprehend meanings, to recognize
relationships, and to think logically. He exercises critical judgment
in seeing the relation between events and purposes, and he is able to
analyze his own performance and that of others. Finally, he is able
to find original, intelligent solutions to problems through creative
thinking. Since true giftedness and special talents result in consist-
ent and superior performance in many different activities, indus-
trial arts can assist in helping to identify such children. Their abil-
ity in general subjects will correlate highly with their aptitude in
industrial arts. Their ability to think and work creatively can often
be nurtured and developed most effectively in a laboratory setting
where creative work can be done in planning, designing, and con-
structing projects or devices. If they are gifted in working with
people, such students may be very effective in giving assistance to
others in the class. It is possible to utilize such assistance in most
industrial arts classes through the student personnel organization
which is usually a part of instruction in every shop or laboratory.

Opportunities for solving more complex and involved problems
can easily be a part of any industrial arts class and can serve to
challenge the ingenuity of gifted children. Such problems may be
in terms of design or mechanical and scientific solutions to construc-
tion problems or additional highly technical work. Industrial arts
has long been challenging the ingenuity of gifted children in its
classes as well as offering opportunities for all students to develop



























Experiences in welding challenge talented youth. (Fort Myers
High School, Lee County)


special talents in a number of manipulative and mechanical areas.
Examples of this are reflected in the entries to the Ford Awards
Program, the Fisher Body Craftsman Contest, the Soap Box Derby,
the contest sponsored by the National Association of Home Build-
ers, the Columbia Scholastic Press Association, Typographical Con-
test, as well as others. Florida youths consistently and frequently
win awards in national competition. The content and organization
of industrial arts should continue to provide opportunities to devel-
op the special gifts and talents of school youths and provide stimu-
lation and challenge to promote their optimum development.













APPENDIX 1


State-Adopted Texts


A NUMBER OF TEXTS have been adopted by the State to
assist in developing a more effective program of learning in
industrial arts in the secondary schools of Florida. Copies of
these texts for classroom use are to be placed in the library through
the school principal and the county superintendent's office.

The industrial arts texts adopted to date are:
General Shop: Groneman, Chris, and Feirer, John L., General Shop,
McGraw-Hill Book Company.
General Wood: Feirer, John L., Industrial Arts Woodworking, Charles
A. Bennett Company.
General Metal: Feirer, John L., General Metals, McGraw-Hill Book
Company.
Drafting: French, Thomas E., and Svensen, Carl L., Mechanical
Drawing, McGraw-Hill Book Company.
General Electricity: Lush, Clifford K., and Engle, Glen E., Industrial
Arts Electricity, Charles A. Bennett Book Company.

Other State-adopted texts in related areas may also be used
for reference and instruction purposes. In the Trade and Industrial
Education Section the following texts may be of assistance:
Automobile Repair and Maintenance: Crouse, William H., Automotive
Chassis and Body, McGraw-Hill Book Company.
Automotive Mechanics, McGraw-Hill Book Company.
Automotive Electrical Equipment, McGraw-Hill Book Company.
Automotive Engines, McGraw-Hill Book Company.
Automotive Fuel, Lubricating, and Cooling Systems, McGraw-
Hill Book Company.
Automotive Transmissions and Power Trains, McGraw-Hill Book
Company.
Carpentry and Cabinet Making: Feirer, John L., Advanced Wood-
work and Furniture Making, Charles A. Bennett Book Company.
Lair, E. A., Carpentry for the Building Trades, McGraw-Hill Book
Company.









Drafting: French, Thomas and Vierck, Charles J., Engineering Draw-
ing, McGraw-Hill Book Company.

Machine Shop: Burghart, Henry D., and Axelrod, Aaron, Machine
Tool Operation, McGraw-Hill Book Company.
Machine Tool Operation, Part II, McGraw-Hill Book Company.

Printing: Polk, Ralph W., The Practice of Printing, Charles A. Bennett
Book Company.

Radio and Television: Watson, Herbert M., and others, Understand-
ing Radio, McGraw-Hill Book Company.
Marcus, William and Levy, Alex, Elements of Radio Servicing,
McGraw-Hill Book Company.
Grob, Bernard, Basic Television, McGraw-Hill Book Company.

Related Mathematics: Van Leuven, Edwin P., General Trade Mathe-
matics, McGraw-Hill Book Company.

In the Vocational Agriculture area these books may be good
references in the field of mechanics:

Farm Shop: Jones, M. M., Shop Work on the Farm, McGraw-Hill
Book Company.
Sampson, H. 0., and others, Farm Shop Skills in Mechanized
Agriculture, American Technical Society.













APPENDIX 2




Student Personnel Duties


THE FOLLOWING are suggested duties from procedures
used in Duval and Lee counties that may be performed by
personnel officers. These are only suggested and should be modi-
fied to fit the particular situation the instructor finds.

Shop Superintendent
1. Calls the class to order
2. Asks the foremen to check on the previous classes clean-up
3. Replaces officers who are absent
4. Announces that the class may go to work
5. Checks with foremen to see that all duties have been performed
6. Trains the assistant superintendent
7. After everything has been checked at the end of the period, clears
with the instructor, and dismisses the class
Assistant Superintendent
1. Takes over the duties of the superintendent when he is absent
2. Assists the superintendent with his duties
3. Announces clean up time at the close of the period
Record Clerk
1. Fills out the absentee slips while the instructor takes roll
2. Distributes cash collection receipts after instructor has recorded
payments
3. Checks incoming supplies with the instructor
4. Keeps shop card in order
5. Assists the instructor with personnel charts
Librarian
1. Checks the planning center at the beginning of the period to see
that all books, magazines, and other reference materials are in
proper places
2. Assists the instructor in issuing instruction sheets, plans visual
aids, work sheets, and job sheets
3. Sees that the planning center or rooms are in order at the end of
the period
4. Reports to the instructor or superintendent so that the class can
be dismissed









Tool Foreman
1. Checks for missing tools and reports to the superintendent and
the instructor
2. Inspects tools for damages
3. Repairs tools as directed by the instructor
4. Keeps tool boards and cabinets in neat condition
5. Reports missing tools at the end of the period
6. Reports to the superintendent when checking is complete

Supply Foreman
1. Checks stock racks and stock rooms at the beginning of the
period to see that supplies are in proper condition. If they are
not, arranges them, reports to the instructor
2. Sees that all the supplies are neatly arranged and in their proper
place at the end of the period
3. Assists instructor in issuing supplies

Safety Foreman
1. Checks for proper light and ventilation
2. Checks for any violation of safety rules, and calls pupil's atten-
tion to the violation
3. Assists in the care and use of first aid supplies
4. Sees that all gas valves are closed, welding torch shut off, and
electrical switches pulled at the end of the period
5. Assists the instructor with safety precautions

Clean-Up Foreman
1. Supervises all clean-up activities
2. Checks with the area foreman
3. Makes substitutions for absent clean-up members
4. Makes sure that each pupil has cleaned up his work station
5. Sees that all machines have been cleaned off
6. Sees that all special work areas such as glue benches have been
cleaned
7. Sees that all scraps have been removed from the floor
8. Reports to the instructor or superintendent so the class can be
dismissed

Area Foreman
1. Helps pupils in the group with their work
2. Supervises and cleans up activities of the group
3. Assigns replacements from the group for clean-up workers who
are absent
4. Checks with the clean-up foreman at the close of the period











APPENDIX 3


Bibliography


T HE FOLLOWING REFERENCE MATERIAL is arranged
according to the professional and instructional areas and fields
of special emphasis included in the industrial arts program. The
listings here are only partial and the resourceful teacher will utilize
additional reference and resources by writing to the publishers
whose names and addresses are listed at the end of this section.
Since the mechanical, technical, and scientific fields are developing
so rapidly, teachers should always be on the lookout for new publi-
cations and materials that apply to their program.
The list of State-adopted texts is not duplicated in this biblio-
graphy.
Professional Books
Bakamis, William A., The Supervision of Industrial Arts. Milwaukee,
Wisconsin: Bruce Publishing Company, 1954.
Bawden, William T., Leaders in Industrial Education. Milwaukee,
Wisconsin: Bruce Publishing Company, 1950.
Bennett, Charles A., History of Manual and Industrial Education.
2 Vols. Peoria, Illinois: Charles A. Bennett Company, 1937.
Byrom, Harold M., and Wenrich, Ralph C., Vocatioal Education and
Practical Arts in the Community School. New York, New York:
Macmillian Company, 1956.
Ericson, E. E., Teaching the Industrial Arts. Peoria, Illinois: Charles
A. Bennett Company, 1946.
Friese, John F., Course Making in Industrial Education. Peoria, Illinois:
Charles A. Bennett Company, 1946.
Giachino, J. W., and Gallington, Ralph O., Course Construction in
Industrial Arts and Vocational Education. Chicago, Illinois:
American Technical Society.
Mays, A. B., and Casberg, C. H., School-Shop Adminstration. Mil-
waukee, Wisconsin: Bruce Publishing Company, 1943.
Micheels, W. J., and Karnes, M. R., Measuring Educational Achieve-
ment. New York, New York: McGraw-Hill Book Company, 1950.









Newkirk, Louis V., Organizing and Teaching the General Shop. Peoria,
Illinois: Charles A. Bennett Company, 1947.
-----..___._., and Johnson, W. H., The Industrial Arts
Program. New York, New York: The Macmillian Company, 1948.
Sexton, Irwin, Industrial Techniques in the School. Milwaukee, Wis-
consin: Bruce Publishing Company.
Silvius, G. H., and Curry, E. H., Teaching Multiple Activities in
Industrial Education. Bloomington, Illinois: McKnight and Mc-
Knight Company, 1956.
-...---____--- -------... .., Teaching Successfully the Industrial and
Vocational Subjects. Bloomington, Illinois: McKnight and Mc-
Knight Publishing Company, 1953.
Weaver, Gilbert G., and Bollinger, E. W., Visual Aids. New York,
New York: D. Van Nostrand Company, 1949.
Wilber, Gordon O., Industrial Arts in General Education (Revised).
Scranton, Pennsylvania: International Textbook Company, 1954.

Ceramics
DeSager, Walter A., Making Pottery. New York, New York: The
Studio Publications, Inc., 1948.
Dougherty, John W., Pottery Made Easy. Milwaukee, Wisconsin:
Bruce Publishing Company, 1939.
Hyman, Richard, Ceramic Handbook. Greenwich, Connecticut: Faw-
cett Publications, Inc., 1953.
Jenkins, R. H., Practical Pottery for Draftsmen and Students. Mil-
waukee, Wisconsin: Bruce Publishing Company, 1941.
Johnson, W. H., and Newkirk, Louis V., The Ceramic Arts. New
York, New York: The Macmillan Company, 1942.
Kenny, John B., The Complete Book of Pottery Making. New York,
New York: Greenberg Publishers, 1949.
Lester, K. M., Creative Ceramics. Peoria, Illinois: Charles A. Bennett
Company, 1948.
New York State Education Department, General Ceramics (Releated
Information). Albany, New York: Delmar Publishers, 1952.
Olson, Delmar W., Getting Started in Ceramics. Scranton, Pennsyl-
vania: International Textbook Company, 1953.
Tyler, K., Pottery Without a Wheel. Peoria, Illinois: Charles A.
Bennett Company, 1953.
Drawing And Planning
Barton, R. L., and Donnel, J., Modern Industrial Drawing. Austin,
Texas: The Steck Company, 1954.
Berg, Edward, Mechanical Drawing, I and II. Milwaukee, Wis-
consin: Bruce Publishing Company, 1948.








Berg, C., and Kronquist, E. F., Mechanical Drawing Problems. Peoria,
Illinois: Charles A. Bennett Company, 1946.
Elwood, F. G., Problems in Architectural Drawing. Peoria, Illinois:
Charles A. Bennett Company, 1950.
Feirer, John L., Drawing and Planning for Industrial Arts. Peoria,
Illinois: The Charles A. Bennett Company, 1957.
Fleming, J. W., Barich, D. F., and Smith, L. C., Applied Drawings
and Sketching. Chicago, Illinois: American Technical Society,
1950.
Fry, M., Tropical Architecture. New York, New York: Reinhold
Publishing Corporation.
Frykund, V. C., and Kepler, F. R., General Drafting. Bloomington,
Illinois: McKnight and McKnight Company, 1949.
Giachino, J. W., and Beukema, Henry J., Freehand Sketching.
Chicago, Illinois: American Technical Society.
Hale, E. M., McGinnis, Harry, and Hill, C. L., Introduction to
Applied Drawing. Bloomington, Illinois: McKnight and McKnight
Company, 1952.
Hornung, William J., Architectural Drafting. Englewood Cliffs, New
Jersey: Prentice-Hall, Inc., 1955.
Jervis, William, General Mechanical Drawing. Scranton, Pennsylvania:
International Textbook Company, 1950.
Johnson, W. H., and Newkirk, Louis V., Modem Drafting. New York,
New York: The Macmillian Company, 1944.
Levens, A. S., and Destrom, A. E., Problems in Mechanical Drawing.
New York, New York: McGraw-Hill Book Company, 1950.
Mattingly, E. H., and Scrogin, E., Applied Drawing and Design.
Bloomington, Illinois: Mcknight and McKnight Company, Revised.
Pewelek, Stanley J., Introduction to Drafting. Boston, Massachusetts:
D. C. Heath Company, 1947.
Roy, J. Edgar, Graphic Architectural Drafting. Bloomington, Illinois:
McKnight and McKnight Publishers, 1954.
Wilson, J. Douglas, and Werner, S. O., Simplified Roof Framing.
New York, New York: McGraw-Hill Book Company, 1948.
Zipprich, A. E., Freehand Drafting for Technical Sketching. Princeton,
New Jersey: D. Van Nostrand Company, 1955.

Electricity And Radio

Cook, Sherman, Electrical Things Boys Like to Make. Milwaukee,
Wisconsin: The Bruce Publishing Company.
Cornetet, Wendell H., Principles of Electricity. Bloomington, Illinois:
McKnight and McKnight Company, 1952.









Dragoo, A. W., and Porter, C. B., General Shop Electricity. Bloom-
ington, Illinois: McKnight and McKnight Company, 1952.
Ford, Walter B., Electrical Projects for the School and Home Work-
shop. Milwaukee, Wisconsin: The Bruce Publishing Company.
Jones, E. W., Fundamentals of Applied Electricity. Milwalkee, Wis-
consin: Bruce Publishing Company, 1956.
-..............-- ..--.. .. --- General Electricity. Bloomington, Illinois: Mc-
Knight and McKnight, 1950:
Johnson, W. H., and Newkirk, Louis V., The Electrical Crafts. New
York, New York: The Macmillan Company, 1943.
Marcus, Abraham, Radio Projects. Englewood Cliffs, New Jersey:
Prentice-Hall, Inc., 1955.
Marcus, Abraham, and Marcus, William, Elements of Radio. Engle-
wood Cliffs, New Jersey: Prentice-Hall, Inc., 1954.
New York State Education Department, General Electricity (Related
Information). Albany, New York: Delmar Publishers, 1950.
Perry, E. C., and Schafebook, H. V., Fundamental Jobs in Electricity
(Revised). New York, New York: McGraw-Hill Book Company,
1952.
Steinberg, William B., and Ford, Walter B., Electricity and Elec-
tronics. Chicago, Illinois: American Technical Society, 1957.
Wellman, William R., High Fidelity Home Music Systems. Princeton,
New Jersey: D. Van Nostrand Company, 1955.

Elementary Handcrafts
Allen, Opan I., and Ready, Mrs. Henry, Through the Year With
Crafts. Milwaukee, Wisconsin: The Bruce Publishing Company.
Baillie, E. Kenneth, Homespun Crafts. Milwaukee, Wisconsin: The
Bruce Publishing Company.
Baxter, William T., Jewelry, Gem Cutting, and Metalcraft-Third
Edition. New York, New York: McGraw-Hill Book Company,
1950.
Bolhmer, S., and Groneman, C. H., Making Things is Fun, Book I.
(Lower Elementary Grades. Book II, Upper Elementary Grades).
Austin, Texas: Steck Publishing Company, 1945.
Champion, Paul V., Creative Crate Craft. Milwaukee, Wisconsin:
The Bruce Publishing Company, 1951.
----_--_....... _. ..._ Games You Can Make and Play. Milwaukee,
Wisconsin: The Bruce Publishing Company, 1950.
Cherner, Norman, How to Build Children's Toys and Furniture. New
York, New York: McGraw-Hill Book Company, 1954.
Cooke, Viva J., and Sampley, Julia May, Palmetto Braiding and
Weaving. Peoria, Illinois: The Charles A. Bennett Company.









Cramlet, Ross C., Woodwork Visualized. Milwaukee, Wisconsin: The
Bruce Publishing Company, 1950.
Crompton, Charles, The Junior Basket Maker. Peoria, Illinois: The
Charles A. Bennett Company, 1955.
Gallinger, Osma C., The Joy of Hand Weaving. Princeton, New
Jersey: D. Van Nostrand Company, 1957.
Grimm, Gretchen, and Skeels, Catherine, Craft Adventures for Child-
ren. Milwaukee, Wisconsin: The Bruce Publishing Company.

Griswold, Lester, Handicrafts. Englewood Cliffs, New Jersey: Pren-
tice-Hall, Inc.

Haines, Roy E., et. al., Home Crafts Handbook. Princeton, New
Jersey: D. Van Nostrand Company, 1948.
Hawkins, Reginald R., Easy to Make Outdoor Play Equipment. New
York, New York: The Macmillan Company.
Hening, Viola, Fun With Scraps. Milwaukee, Wisconsin: The Bruce
Publishing Company.
Jaeger, Ellsworth, Nature Crafts. New York, New York: The Mac-
millan Company.
LaBerge, Armond, Boats, Airplanes and Kites. Peoria, Illinois: The
Charles A. Bennett Company, 1950.
Madden, Ira C., Creative Handicraft. Chicago, Illinois: Goodheart-
Wilcox, Inc., 1955.
Mix, Floyd, Jig Saw Projects. Chicago, Illinois: Goodheart-Wilcox, Inc.
Moore, F. C., Hamburger, C. H., and Kingzett, Anna L., Handicrafts
for Elementary Schools. Boston, Massachusetts: D. C. Heath
Company, 1953.
------ --------------- Make It Yourself-
A Craftbook for Beginners. Boston, Massachusetts: D. C. Heath
Company, 1950.
Newkirk, Louis V., and Zutter, La Vada, Crafts for Everyone. Scran-
ton, Pennsylvania: International Textbook Company, 1950.
Pack, Greta, Jewelry and Enameling. Princeton, New Jersey: D. Van
Nostrand Company, 1953.
Radtke, O. Arnold, Keene Cement Craft. Milwaukee, Wisconsin: The
Bruce Publishing Company.
Shanklin, Margaret, Use of Native Craft Materials. Peoria, Illinois:
The Charles A. Bennett Company.
Showalter, Hazel F., Small Creations for Your Tools. Milwaukee,
Wisconsin: The Bruce Publishing Company, 1947.

86









Simpson, L. E., and Weir, M., The Weavers Craft. Peoria, Illinois:
The Charles A. Bennett Company, 1957.
--.-----.-------- ..--.- ..., Uses for Waste Materials, Bulletin 41.
Association for Childhood Education International.
Washington 5, D. C.: The Association.
Make It for Children, 1949.
Recommended Equipment and Supplies, Bulletin 39. 1949.
Children Can Make It, Bulletin 28. 1954.

Finishes
Jarvis, William D., Painting and Decorating Encyclopedia. Chicago,
Illinois: Goodheart-Wilcox Company, 1957.
Jeffrey, Harry R., Wood Finishing. Peoria, Illinois: The Charles A.
Bennett Company, 1957.
Soderberg, George A., Finishing Materials and Methods. Bloomington,
Illinois: McKnight and McKnight Publishing Company, 1952.

Foundry, Forging, And Welding
Althouse, A. D., and Turnquist, C. H., Modern Welding Practice.
Chicago, Illinois: Goodheart-Wilcox Company.
Groneman, Chris H., and Rigsby, Herbert P., Elementary and Applied
Welding. Milwaukee, Wisconsin: The Bruce Publishing Company.
Jennings, Royalston F., Gas and A. C. Arc Welding and Cutting.
Bloomington, Illinois: McKnight and McKnight Publishing
Company, 1956.
Potter, Morgan H., Electric Welding. Chicago, Illinois: American
Technical Society.
.--.-.....--.-..-------- ---- ...., Oxyacetylene Welding. Chicago, Illinois:
American Technical Society.
Rusinoff, S. E., Forging and Forming Metals. Chicago, Illinois:
American Technical Society.
--------..-.-.--..... --------.--- Foundry Practices. Chicago, Illinois:
American Technical Society.
Sellon, William A., Industrial Arts Arc Welding. Cleveland, Ohio:
James F. Lincoln Are Welding Foundation.
Wendt, R. E., Foundry Work. New York, New York: McGraw-Hill
Book Company, 1942.

General Shop And Home Mechanics
Ashcraft, C. C., and Easton, J. A., General Shop Work. New York,
New York: The Macmillan Company.
Bast, Herbert, Modernizing and Repairing Upholstered Furniture.
Milwaukee, Wisconsin: The Bruce Publishing Company.