Industrial Arts: Its Interpretation in American Schools. Report of a Committee Appointed by the Commissioner of Education. Bulletin, 1937, No. 34
Author: Proffitt, Maris M.
Date: 1938-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Industrial Arts,Educational Practices,Educational Objectives,Educational Philosophy,Educational Principles,Role of Education,Elementary School Curriculum,Secondary School Curriculum,Shop Curriculum,Safety,Adult Education,Public Schools,College Curriculum,Program Administration,School Administration,Supervision,Learning Activities,Teaching Methods,Instructional Materials,Socioeconomic Influences,Technology Education,Postsecondary Education,Two Year Colleges,Vocational Education,International Education,Industrial Arts Teachers

Industrial arts is a phase of general education that concerns itself with the materials, processes, and products of manufacture, and with the contribution of those engaged in industry. The learnings come through the pupil's experiences with tools and materials, and through his study of resultant conditions of life. It is a curriculum area rather than a subject or course, being comparable in this respect to the language arts. Industrial arts, therefore, has general values that apply to all levels, and in a continuous program these values are progressively intensive and are cumulative in their effect as the pupil advances in maturity. Through such a program the pupil: (1) Gains knowledge of the changes made in materials to meet the needs of society, of tools and industrial processes used to effect these changes, of the constant adaptation of materials, tools, and processes to meet changing needs and conditions, and of industrial workers and working conditions; (2) Grows in appreciation of the value of information regarding occupations as a background for a wise choice of a career, of the importance in modern life of tools and industrial processes, of the artistry of the designer and the skill of the artisan, and of the dignity of productive labor; (3) Increases in ability to plan constructive projects, to select and use sources of industrial and related information, to handle tools and materials, to express with material things his individual interests, to use effectively his recreational time, to work and share as a member of the group, and to evaluate work and its products; and (4) Develops attitudes of concern for safety practices, of consideration for workers in all fields, of regard for cooperation among the members of a group, and of respect for property. Educators and public-school administrators in particular have long felt the need for a statement, by persons actively engaged in this work, that interprets the place and function of industrial arts in the educational program. To meet this need there was appointed by the Office of Education, a committee of outstanding persons in this phase of education, a group whose knowledge of educational objectives and educational practices would command the respect of leaders in the fields of school administration and educational philosophy. The first meeting of the committee, in November 1934, was devoted to discussing the problems involved, to outlining the work to be undertaken, and to appointing subcommittees responsible for the preparation of the first drafts of various sections of the present report. The final meeting was held in June 1936, at which time the drafts of the sectional reports were read and criticized by the committee. In the light of the suggestions and criticisms by the group as a whole, the different chapters were revised and prepared as a unit report of the committee. [Best copy available has been provided.]