xt77m03xwk0z https://exploreuk.uky.edu/dipstest/xt77m03xwk0z/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1942-12 bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Industrial Arts for Kentucky High schools", vol. X, no. 10, December 1942 text
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Commonwealth of Kentucky 0

[EDUCATIONAL BULLETIN '

INDUSTRIAL ARTS
FOR

I‘TUCKY HIGH SCHOOLS I I I

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Published by , ‘ _
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DEPARTMENT OF EDUCATION

JOHN W. BROOKER
Superintendent of Public Instruction

ISSUED MONTHLY

f “end as second-class matter March 21, 1933, at the post office at

Frankfort, Kentucky, under the Act of August 24, 1912.

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FOREWORD

There has long existed in this State a need for a more uniﬁed
and coordinated curriculum in the ﬁeld of industrial arts. The
content of courses offered in this ﬁeld has varied so greatly that
it frequently has been difﬁcult to evaluate credits submitted by
students from the various high schools of the State. To the end
that this problem might. be given consideration and an enriched
curriculum developed, I appointed the following to comprise the
membership of a State Industrial Arts Curriculum Committee:

Mark Godman, State Department of Education, Chairman
L. T. Smith, \Vestern State Teachers College, Bowling Green
Ralph VVhalin, Eastern State Teachers’ College, Richmond
Leonard Daugherty, Public Schools, Louisville

H. L. Oakley, Public Schools, Lexington

David M. \Vherry, Public Schools, Dayton

Edwin B. Hundley, Public Schools, Louisville

It was the responsibility of this connnittee to develop a cur—

riculum in industrial arts for use 011 a state—wide basis. In develop-
ing the curriculum which is found in this bulletin the state com-
mittee enlisted the aid and cooperation of more than forty teachers
of industrial arts, representing high schools of all sections of the
State. It is regretted that space will. not permit the mention of all
who gave of their time and energy to this publication.

The State Department of Education feels deeply indebted to
all who have contributed to this enterprise. I believe that the
contents of this bulletin represents a definite step forward in indus-
trial arts education in Kentucky. It is not intended that the con-
tents be followed verbatim, but rather, it is hoped that the bulletin
may serve to unify and better coordinate the work in industrial
arts in the high schools of this State.

JOHN W. BROOKER
Superintendent of Public Instruction

TABLE OF CONTENTS

Page
Foreword ............................................................................................................ 1123
Chapter . I—Introduction ............................................................................ 1125
Chapter II—General Industrial Arts Objectives ................................ 1129
Chapter III—Industrial Arts Administration 1133
Chapter IV——Planning and Equipping the School Shop .................. 1140
Chapter V—Mechanical Drawing and House Planning .................... 1148
Chapter VI—Woodworking ...................................................... 1161

Chapter VII—Metalworking: .................................................................... 1168

A. Sheet Metal ....................................................... 1168
B. Foundry and Heat Treating .................................... 1171
C. Welding ............................................................... 1176
Chapter VIII—Machine Shop _____________________________ . 1180
Chapter IX—Electric Shop _______________________________ , _______________________________________ 1183
Chapter X—Automotive Shop __________________________________________________________________ 1187
Chapter XI—Printing ____________________________________________________________________________________ 1190
Chapter XII—General Shop and Simple Mechanics 1193
Chapter XIII—Farm Shop ______________________________________________________________________________ 1203
Appendix:

A. Professional Books for Industrial Arts Teachers ................ 1212
B. A Selected Bibliography in Several Fields ........................ 1213

C. Magazines and Periodicals for Industrial Arts Teachers
and Pupils ____________________________________________________________________________________ 1220
D Sources of Industrial Arts Supplies and Equipment ........ 1221

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............ 1212
............. 1213
eachers
............. 1220
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Chapter I
INTRODUCTION

Industrial arts is frequently referred to as a new school sub-
ject, yet it is as old as education itself. l'ts form has changed
markedly from time to time and in recent years the educational
value has received much greater emphasis. Early educational
history tells us of the place of handiwork in the educational
program of the monastery. The graphic arts, stone cutting, carv-
ing and forging were common mechanical activities among the
monks. The other and somewhat later form of technical training
was through apprenticeship in the crafts. The chief educational
agency for the middle class youth up to the nineteenth century
was apprenticeship and only about the time of the Industrial Revo-
lution did the public school seriouslyenter the ﬁeld of technical
training.

The earliest record of a publication dealing with handwork
was by Joseph Moxon, January 1, 1677. This treatise dealt with
the various forms of smithing, joinery, carpentry, and turning.
In 1697 John Locke became the chief exponent of the idea that
education should ﬁt a boy for practical life. Jean Jacques Rous-
seau advocated “learning by doing” and recognized hand training
as a means of mental training. \Vhile many of the lesser educa-
tional leaders of the sixteenth and seventeenth centuries experi-
mented with teaching handwork in one form or another with
objectives ranging from trade or vocational training to a means
of recreation, certainly John Henry Pestalozzi was the outstanding
leader of all time in teaching the practical arts as a part of every
child’s educational career. His thoughts as to the manipulative
subjects are well presented in the following quotation: “And I
am more than ever convinced that as soon as we have educational
establishments combined with workshops, and conducted on a
truly psychological basis, a generation will necessarily be formed
which, on the one hand, will show us by experience that our pres-

ent studies do not require one-tenth part of the time or trouble.

we now give to them.”"“‘

In our own public schools the inﬂuence of Calvin M. Wood-
\

‘ a Roger DeGuimps, pestaZOzzi—His Life and Work, P. 169. New York: D. Apple.
on and Company, 1895.

1125

ward’s efforts toward the establishment of a manual training
program at St. Louis, and Dr. John D. Runkel’s effort in Boston
about 1877 were important factors. In 1879 the Manual Training
High School movement started and in many cities throughout the
nation a new type of educational program sprang up with prac-
tical arts as the core and by 1905 there were schools of this type
operating in Chicago, Omaha, Louisville, Cincinnati, St. Paul
and many other cities. The program soon expanded to the
elementary schools and with the inauguration of the junior high
school in recent years, developed to a much greater degree. We
ﬁnd a very deﬁnite trend in the direction of an exploratory pro-
gram on the junior high school level and a speciﬁc vocational or
prevocational training program in the senior high school. Since
only about 30% of our high school graduates in Kentucky enroll
in college it would seem to be our responsibility to provide the
other 70% with some deﬁnite training which will enable them to
better ﬁt into the vocational ﬁelds of their choice.

Society as we know it today is fundamentally industrial and
is rapidly becoming more so. The war in which we are now en-
gaged is almost entirely mechanized, and it is teaching us the
importance of providing youth with an educational program which
is more in keeping with conditions existing in his own society
rather than those obtaining three hundred or more years ago.
The advent-of more and more girls and women into the heavy
industries, their capacities for meticulous accuracy in ﬁelds that
require highly skilled performance, their qualities of endurance
and quick adaptability prove to us that a complete revolution of
ideas concerning the speciﬁc ﬁelds of work for men and women
is deﬁnitely taking place. The public school authorities will do well
if they make provisions for a wider and more varied program of
industrial education for both boys and girls. The industrial arts
shops should now be opened to girls as well as boys.

Trade schools should offer courses to girls in drafting, sheet
metal, machine shop, automotive mechanics, aeronautics, printing,
and woodwork. Some thought should be given now to the prepara-
tion of vocational courses for men who have been and will be
wounded during the war. These courses could be planned for
employees in those ﬁelds of the light industries which do not
require a great amount of physical strength and stamina. T11011-
sands of these wounded men, whose normal strength and endur-
ance have been destroyed by the ravages of war, Will need $01.11}?
type of training during the post-war period in order to rehab111-

1126

ltate them a1

and seciﬁc i
will be the
Technic
whether thf.
There is prc
to the avers
periences th

Teacher
difference l
cation. Alt
broad gene
instruction 2
for one to
function as
intended to
or general
as to claim
industry. 4
cation is for

“Indus
develop ceI
citizens of
It should n
signed to ti
in vocations

Industr
pupils whic
in their en“
in ﬁnding
constructivr
problems.

. with specif

chosen an 1

In the
the commit
tween the t

and vocath
\

' Monroe,
Company, Ne‘

ll training
in Boston
ll Training
ughout the
with prac.
E this type
St. Paul
ed to the
unior high
gree. We
‘atory pro-
:ational or
uol. Since
cky enroll
rovide the
e them to

.strial and
c now en-
ig us the
*am which
'n society
'ears ago.
the heavy
ields that
endurance
Jlution of
.d women
ill do well
'og'ram of
;trial arts

ing, sheet
printing,
i prepara-
l will he
,nned for
1 do not
:1. Thou-
id endur—
eed some
rehabili-

u __,..__.._l_--o ..#.W.1Wmm A 3-

mtg them and enable them to become self-sustaining. An enlarged
andseciﬁe industrial education program through the public schools
will be the solution of this serious problem.

Technical training will be of great, value to all young people
whether their normal lit'e work is in an industrial pursuit or not.
There is probably no classroom activity which has a greater appeal
to the average child or a. more far-reaching effect on his adult ex—
periences than does his shop experiences.

Deﬁnition of Industrial Arts Education

Teachers are urged to keep clearly in mind the fundamental
difference between industrial arts education and vocationol edu-
cation. Although both of these phases of education deal with the
broad general ﬁeld of industry, the aims and the methods of
instruction are entirely different in each case. It is a serious error
for one to claim that industrial arts education serves the same
function as vocational education. It does not and was never
intended to do so. One may as truly claim that the study of hygiene,
or general science prepares a pupil for the practice of medicine
as to claim that the study of industrial arts prepares him for
industry. A clear deﬁnition of the two phases of industrial edu-
cation is found in the following quotation :

“Industrial arts is a phase of general education designed to
develop certain habits. attitudes, and abilities desirable for all
citizens of an industrial civilization regardless of their vocations.
it should not be confused with vocational education, which is de-
signed to train prospective and employed workers for proﬁciency
in vocations.

Industrial arts is concerned with providing experiences for
pupils which will aid them in understanding the industrial factors
in their environment, in developing interest in modern industry,
in ﬁnding desirable means of expressing; their natural urge for
constructive activity, and in developing good habits of attacking
Dl‘oblems. Vocational education on the other hand, is concerned
With speciﬁc training of youth and adults who have deﬁnitely
chosen an occupation as their means of livelihood.”"’i

In the preparation of the prog‘am presented in this bulletin,
the committee has endeavored to observe this differentiation be-
tween the two major areas of industrial education—industrial arts

and vocational-industrial education. This material is presented

C01 tMOmOG. W. S. E'ncylopcrlia. of Educational Research. P. 602. The Macmillan
“Dally, New York, 1941.

1127

with the aim of assisting teachers to a better understa

11(1ng of
industrial arts and of prov1ding suggestions for the improvement

of instruction in the schools of Kentucky. The limitation of time
and the difﬁculties in getting together the committee members
who live in all sections of the State, and many of Whom ar
engaged on the National Defense Training Program after their daily
teaching duties have been discharged, have seriously handicapped G

e busily

the State Committee in the preparation of this material. It is
hoped that, in spite of all the difﬁculties, the reader will ﬁnd
some helpful suggestions for his use.

1. To dex
and gc
as reg;

2. To de‘
more (
materi
constrl

3. To de‘
and in

4. To dei

5. To de‘
i for, an
6. To ton
comple
attitud
7. To dis
canoe i

Industria

Health
and adapte
arts the p1
needs; (2)
and propel
Possible, th

1128

rstanding of
improvement
,tion of time
Be members,
m are busily
r their daily
handicapped
erial. It is
er will ﬁnd

us;

Chapter II
GENERAL INDUSTRIAL ARTS OBJECTIVES

, To develop in each pupil an appreciation of good workmanship

and good design which will enable him to enjoy a ﬁner culture
as regards materials in an involved technological society.

. To develop in each pupil elementary skills in the use of the

more common tools and machines in modifying and handling
materials, and an understanding of. some of the more conmon
construction problems.

. To develop in each pupil an active interest in industrial lite

and in the methods of production and distribution.

. To develop in each pupil the tollrm'ing habits:

A. The habit of an orderly method of procedure in the
performance of any task.

1}. The habit of careful, thoughtful work without loiter—
ing or wasting time.

0. The habit of self-discipline which requires one to do
a thing when it should be done, whether it is a pleas-
ant task or not.

D. Habits of. safety and health.

. To develop in each pupil the ability to select wisely, care

for, and use properly the things he buys or uses.

. To toughen the ﬁbre of each pupil through the necessity of

completing difﬁcult tasks, thus developing desirable social
attitudes and a civic-mindedness.

I - . . . .
. l‘o discover apitudes and develop interests that have Slgnlﬁ-

canoe in life work.

Industrial Arts in Relation to the Seven Cardinal Principles

of Secondary Education

Health The ﬁrst statement, taken from the original seven
and adapted to this ﬁeld, would indicate that through i11dust1ial

arts the pupil should. (1) become better acquainted with health
news (2) acquile better health habits, (3) make wise selection
and Dr-0pe1 use of food; (4) u11de1stai1d,a11d apply as fa1 as
i1l0531b16,the app1op1iate selection of clothing as it affects health;

1129

. 1M! .L. .. ~

(5) be more intelligent about cleanliness and sanitation around one to jun
the home; (6) learn how to conserve and gain strength and mus- is not the
cular control through manual activities; (7) become familiar with ., have been
occupational dangers and health hazards; (8) learn Occupational education.
safety precautions; and (9) take account of personal health possi- 31,581,011],
bilities in the selection and pursuit of a vocation. tions to t
Fundamental Processes. The second cardinal principle has to lionships '
do with acquiring familiarity with the proeesses which have come interests :
to be recognized as fundamental in the school system. While typical m:
education and training in these processes is carried on to a con- tion as a r
siderable degree by means of other school subjects, still there is lhevocatio
strong evidence that industrial arts is also a contributing factor, for himsel:
in that it offers: (1) innumerable situations for the application of « his VOCEltlt
these processes; (2) opportunities for more ﬁrmly ﬁxing them workers, a
by means of tangible relationships, particularly in arithmetical best (level:
computations; (3) a necessary stimulus to many pupils not other- practically
wise attracted to abstract fundamentals; and (4) an insight into lion for la
the fundamentals in actual life outside the school. In this connec- and formic
tion, then, industrial arts is thought of as presenting a sort of it does not
laboratory in the school where many of the fundamentals maybe Civic
tried out with much the same application as will be required in and social
later life. of a gener
Worthy and Economic Home Membership. The statement of but not as
this third principle is simply a reminder of an essential feature of , solely for
education that has always been recognized, and toward which every would sup]
subject of school work has aimed to contribute, either directly : (1)Clevelo]
or indirectly. Industrial arts has always had its share in such 1 element in
a contribution, and the general statement still strongly supports ., insocialun
the belief that such work should materially assist the pupil t0! lugs which
(1) recognize quality, appropriateness, and value in industrial and (3) 1
products of use in or about the home ; (2) properly care for induS- groups and
trial products within one’s possession in order to retain the fullest Leisur
measure of serviceability, particularly in (a) caring for fwd based the
products economically, (b) caring for and repairing clothing, do with an
and (c) keeping in repair the common features of the modern . have an i
home; (3) appreciate the skill and labor required to establish and There is p
maintain a home; and (4) develop ability and resourcefulness industrial.
which will function in the accomplishment of all. It is 136F113!” , meut of t
a simpler matter to comprehend the function of industrial al'tS 1’1 one 01, mor
these connections than in some of the others. . Illdust
Vocation. The mention of vocational values in connection ; mallipulati
with intermediate industrial arts always opens the way for some observatior

1130

ition around
th and Inns-
aHaitian- with
Occupational
health Dossi-

Iciple has to
1 have come
:em. While
"1 to a 0011»
still there is
”int; factor,
lplication of
ﬁxing them
arithmetical
s not other-
insight into
this connec-
t! a sort of
tals may be
required in

tatement of
l feature of
which every
tier directly
are in such
'ly supports
e pupil to:
1 industrial
e for indus-
1 the fullest
g for food
g clothing,
the modern
stablish and
)urcefulness
is perhaps
rial arts in

connection
v for some

one to jump to the conclusion that it is vocational training". Such
is not the case, however, for it appears that vocational 'alues
have been included in the seven principles underlying all secondary
education. According: to the theory contained therein industrial
artsshould result in: (l) appreciation of the significance of voca-
tions to the connnunity: (2‘) some conception of desirable rela—
tionships between vocational groups; (13) the discovery of one’s
interests and probable capabilities by means of experiences in
typical manipulative activities; (‘1') subsequent vocational selec—
tion as a result of which the individual may prepare for and enter
the vocation which will best enable~him to “ (a) secure a livelihood
for himself and those dependent on him, (1)) serve society through
his vocation, (c) maintain rig'ht relationships toward his fellow
workers, and (dl as tar as possible ﬁnd in that vocation his own
best development”: and (5) the acquisition of skills and abilities
practi'ally and technically eorrectt which may serve as a founda-
tion for later vocational training. This is a rather long—drawn-out
and formidable list of vocational values. but it should be noted
it does not suggest vocational training itselt'.

Civic and Social Education. In the accomplishment of civic
and social objectives industrial arts can probably make as _much
ota general claim as any ol’ the other subjects of the curriculum,
but not as specific claims as the subjects which are in the school
solely for that purpose. Toward that end the principles set up
would support the assumption that industrial arts should help to:
ill develop loyalty to ideals of civic righteousness as a fundamental
element in all work; (2) establish habits of cordial coope‘ation
in social undertakings, by means of group and community undertak—
ings which involve individual contribution to the general good;
“11d (3) realize right relationships between various vocational
gl‘Onps and other groups of society.

Leisure and Recreation. The sixth 1,)rinciple upon which are
based the fundamental objectives for secondary education has to
do with another phase of life with which school work is likely to
ltd“? an indeﬁnite relationship unless speciﬁcally provided for.
The”? is perhaps a stronger possibility for a deﬁnite tie—up with
Industrial arts than with many other subjects. The original state—
meat of the principle included (pl) “Foster in each individual
Ullc or more special avoeational interests.”

industrial arts offers (mportunity for such fostering in: (a)
lll'dlllpulative activities, (b) experiment. (c) special readingx‘s7 (d)

oh-i." . ( ' _ k
“Wm!" mm (0) 011.]Oy1nem of “'9 Products and performances

1131

of others. In addition, toward the further realization of this
principle as an objective, industrial arts may: (2) develop a love
for that which is beautiful; and (3) promote a desire for that
which is artistic, appropriate, and harmonious in One’s surround.
ings. There is a broad and varied ﬁeld here, the opportunities of
which are sometimes disregarded by the teacher whose attention
is too closely conﬁned to technical or routine details.

Ethical Character. The ﬁnal principle mentioned as a desir-
able feature of all education has to do with the development of
ethical character. It is probably true that all teachers will admit
this is a fundamental objective to be desired in the lives of the pupils
as a result of their work. Part of the original statement of this
principle suggested the development of valuable personal traits.
More speciﬁcally, industrial arts may contribute toward the de-
velopment of character in such traits as: (1) habits of industry;
(2) responsibility for a task; and (3) ethical integrity of the
worker as shown in the ﬁnished product. This principle of edu-
cation, in connection with any of the subjects of school work,
furnishes excellent beginnings for varied ﬂights of thought and
expression, but causes some difﬁculty when it comes to speciﬁc
application of proof.

Dean M. Schweickard—Industrial Arts in Education.

1132

Import
organizatio
academic s
grams are
the times.
recent bull

Because

tern she

educatu
tices an

pret the
industri

How t
the many 1
bility will
then behoo
is capable I
supervisor
with or 1111i

Teache
importance
trativc dut
trial arts ti
instruction,

Certair
personality
ti011 to the
following 2

1. A g
2. Goo
phy
3. Exp
and
4. A v

8556
\

* "Industr
Unit
193?? States

tion of this
velop a love
ire for that
’s surround.
ortunities of
se attention

. as a desir-
elopment of
s will admit
)t' the pupils
nent of this
sonal traits.
ard the de-
of industry;
‘rity of the
iple of edu-
chool work,
bought and

to speciﬁc

Chapter III
INDUSTRIAL ARTS ADMINISTRATION

Importance. Industrial arts embraces multiple problems of
organization and administration that are seldom found in the
academic subject. New problems are arising constantly and pro-
grams are continually undergoing change to keep pace with
the times. The importance of administration is well stated in a
recent bulletin from the Ofﬁce of Education:

Because of its dynamic nature its development in a school sys-

tem should be the responsibility of some individual with a sound

educational background, a familiarity with modern industrial prac-
tices and developments, a philosophy of life broad enough to inter-

pret the present social order, and an ability to present the case of
industrial arts whenever education program is under consideration.*

How the problems of administration are met will vary with
the many types of school systems. In small schools the responsi-
bility will naturally lie with the one industrial teacher. It will
then behoove the school administrator to choose a teacher who
is capable of achieving the desired results. In large systems, the
supervisor will assume administrative control working directly
with or under the superintendent or assistant.

Teacher Qualiﬁcations. Great stress has been placed on the
importance of the teacher in carrying out these necessary adminis—
trative duties. Certain qualifications are desirable of the indu-
trial arts teacher is to meet the many problems of administration,
instruction, supervision, and the like.

Certainly he must possess an educational background and
personality comparable to other teachers in the system. In addi-
11011 to these, the Missouri Industrial Arts Handbook states the
following as being necessary special qualiﬁcations:

1- A genuine interest in things mechanical.

2. Good muscular coordination and a wholesome attitude toward
Physmal labor.

3- EXPert craftsmanship in at least one. major industrial arts area,
and proﬁciency in several others.

4- A wide range of information concerning tools,_materials, proc-
esses, products, and problems of occupational life, in industry.

; .. . .
Unitedlntdusmal Arts—Its Interpretation in American Schools", Bulletin No. 34,
1331 ates Delmrtment of the Interior, Oﬁice of Education, Washlngton, D. C.,

1133

5. Ability to distinguish between poor design and good design in
industrial products, and to design shop projects which are struc-
turally sound and aesthetically pleasing.

6. A sense of neatness and orderliness with respect to shop house

keeping.“

Types of Shops. Three distinct types of industrial arts shops
are 110w in operation. They are: (1) the composite general shop;
(2) the general shop in a major area; (3) the unit shop. The com-
posite general shop provides pupils experiences in a number of
different industrial activities carried on simultaneously in one room
under the direction of one teacher. The general shop in a major
area is one in which the subject experiences are conﬁned to one
ﬁeld of industry, such as woodwork, metalwork, etc. This shop
provides a general training on a rather broad basis in one ﬁeld.
The unit shop is conﬁned to a single phase of one ﬁeld of industry,
such as cabinet—making or carpentry in the woodworking ﬁeld,
typesetting or presswork in the printing industry. This type of
shop is usually found in the trade schools. It is rather too limited
in its scope for satisfactory use in an industrial arts program.

Time Allotment and Credits. Considerable variation exists
in the amount of time given to industrial arts in the public schools
of Kentucky. Time allotments range from one to ten forty-ﬁve min,
ute periods per week, with some schools offering ﬁve sixty-minute
periods. The State Curriculum Committee urges the adoption of
ﬁve sixty—minute periods per week as the standard for the industrial
arts program.

Schools not now using the sixty-minute period will ﬁnd
it rather difﬁcult if not. impossible to conform to this recommenda—
tion. Until such administrative changes can be made so as to
make possible this type of organization, it is suggested that the
shorter periods be doubled even it it necessitates the offering of
the various courses on alternate days. The time saved in daily
periods allotted for roll call, announcements, clean up, tool check,
etc., Will offset a great deal of the loss of time due to less frequenlE
periods.

Colleges and universities vary so widely in their requirements
in the matter of credits that it would be practically impossible to
determine What speciﬁc credit should be given for any 00111‘Se 1“
industrial arts that would meet the requirements of all these
institutions of higher learning. This committee urgently recom-

- tate
** “Industrial Arts Handbook", Bulletin 7B, Secondary School Series, 5
Dept. of Education, Jefferson City, Mo, 1941.

1134

mends the
as the trad
of an inve

Size c

ber of puj
the result
pupil stati
eut comm
building.

the numb
rule to to
arts shop

Sever;

space he 1
to include
age rooms
thereto. ’.
determinin
not he cor
a suggestir
Costs.
ing the dc
school dis
been a sit
the state.

Some

supporting
that, exch
cost of in:
academic l
lowing;

1. Th.
jec
stu

2. Th
zat

ph:
tio:
act
pr(
cor
cat
suc

Shop
shops invo

0d design in
ch are struc-

shop house-

1 arts shops
meral shop;
The cone
number of
in one room
in a major
lned to one
This shop
it one ﬁeld.
of industry,
rking‘ ﬁeld.
his type of
too limited
)g'ram.
LllOll exists
blic schools
tyvﬁve min,
ixty—minute
idoption of
e industrial

1 will ﬁnd
‘eonnnenda-
e so as to
d that the
offering- of
‘d in daily
tool cheek.
ass frequent

squirements
ipossihle t0
,' course 111
t' all these
ttly recom-

Sel‘ieS. State

. ,_ __.~_-‘—v.r.——w—mum‘am

mends that industrial arts be placed upon the same credit basis

as the traditional subjects.
ofan investigation ol’ trends in other states.
Size of Classes.

This reeonnncndation is made as a result

(treat contusion. exists regarding the num-

ber of pupils to be enrolled in any one class.

the result o t"

pupil stations provided.

the

variances

shop

space,

This confusion is

equipment

and

hese variances exist not only in differ-

ent communities but sometimes between shops within the same

building. Wherever shop t'aeilities are inadequate to accommodate

the number of

pupils scheduled for aeadeniie elasses one safe

rule to follow is this: “The number of pupils in any industrial

ztrts shop should never exceed the number of stations provided.”

Several state groups recommend that tit’ty square l'eet of ﬂoor
space he provided in the workshop For each pupil. this space is
to include the areas allotted for tools, library, ﬁnishing and stor—
age rooms. supply cabinet and other auxiliary rooms attendant

thereto.

determining the number of pupils to be accommodated.

This specitieation in itselt? should provide a basis for
This need

not he considered as a hard and t'ast rttle. but may well serve as

asuggestion tor the planning of future shops.

Costs.

The cost factor is probably the greatest element affect—

ing the development of industrial arts in the smaller and poorer
Since Kentucky has many of both, there has
teen a slow expansion oi" industrial arts programs throughout

school district s.

the state.

Some of the fears of administrators co