Report of the conference on industrial arts education and the school building program in Georgia [Dec. 10, 1952]

1cport of the Confcr8nce on
INDUSTJUAL ATJ..TS "SDUCATION AW; THR SOHOOL BUI!,D!HG P:lOO~I1 IN GT?O~ldIA
Atlanta, Coorgia DeeGJllbD:t" 10,. 1952
GAor~in Council on Teacher ~dtication has studind prop;rams in various to: .. ~h in~ fi2lds for the post severs.l years. This year D. committee Has formed o::;pCJcially to study Industrial Arts Educa.tion in the publio school ourriculum and to dov':lop aporopriate standards for educating toach'~rs In this field.
On~ of the first concorns of this ~roun was the lack of f.acilities beinG provid~~ in 0cor~ia. schools under the pcndin~ building program for adcqu~t~ instruction in Industrial Arts. Because of the iJTl'iortancc 'of this issue, a special cOTTU'1ittec convened to discuss the follo,<rinp; items: Ufc!"lh:'~of thio corrnittee arc listed belOH. )
I. ",!hat arr::: the main purposes of Industrial Arts ":'ducation in the pubHc schools?
II. :{hat are the principal considorations in dccidinp,:
A. \'Jhcther an Industrial Arto shop should be provided?
B. ~'Jhat spaces and oquipm"nt arc necessary in such a shop?
III. Ho,", cffectiv(-):y cnn one p'CJn~ral shop SF:rve the needs of both VocD.tional Agricttlturp. students and Industrial Arts students, in schools 1:11rich. are unable to providp. scnarate shons for each ~roGram?
IV. ~Jhat is tho rcspons!b1.lity of this eroup in dovQlop5.ng and distributing pertinent data to schliel adr'inistrntors and archit8cts as they plan for the total n08ds of the children, youth and adults for ~.rhom ncH schools are b2inr desi~ncd to ssrve.
Tho follo1tling st~t0.monts are an o.ttsmnt to sUlllJ!Uirizc the idp.,as expressed in this cenfnrsnce. In SOIne i.nstances, full ar;rec.;l11cmt \,rns rcachC1d. In others, there ",e.s ar,rc"ffi<':nt ~ri th r';s8rvations. ~'his report uill su~gcst the idms fnllinr, in these c a tC"~oric s .
I. '1J1a.t arc the l!ain rurpo~)(;s of Industrb.l Arts ~ducation in the Public Schools?
Industrial c;'(lucation is a. 'rcneric tGrm. It is the study of incustry., its tools, Ilk"lteriaJ.s, proce3s~;s, products, olJ'lorbJ.l1ities, rcauir:"T1cmts nnc1uor1dng conditions. Industrial education is composr:d of three nro/3r:.lI"ls, namely: Industrial Arts, VO~8.tiomil """:duco.tion (Trace and Industrial), and Tochnical ~'ducation. (C/cfr;r also to tho America.n 1Tocnt1.011t1.l Association bulletin "A State~()nt of the PIs.co nnd"'urpose of Industrial Arts in Bducntion" or the Industrial Arts ~1olicy nnd ?lannin~ ~onmittco of the AVA.
Industrial Arts is the ?:cncral education phas0 of' Industrial ":o'cucati.on and is C011Sid0,red to bo of value to ail boys and3irln. Th0 _four lL'1iaue fu.t1ctiens or purD0SCS of Industrial ArtG education ar~):

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L To IlI!J.l<e possible more constructiv8usc of leisure time. (In this respect, d(~v310ninp.; skills and interest.s in hobby crafts-uood~,orkil1t;:I lea.therwork, nhotogranhy, ceramics, and others; devC'lopment of "handyman" abilities.
2. To develop an interest in and anunderstandin~ of industry and the ~my in
1:1hich it contributes to our way of lifo; to develop an apprcciatir)n of good design and Horkmanship in industrial products,.
3. '1'0 serve an e'){ploratory.-~ioancefunction. 'ro help boys and r:irls "f:f.nd thorJ1selvE.'s." It \-ra.s f!'llt, for Gxanple., that the prohlem of dronouts at a(Tc sixt.eC!1 is related to the nnrrou., purely acacl.C'..rnic curriculum in hip,h schools. ;~ere curriculnr o~rerinr:s are varied, boys and girls find preater onDortunity for salf-exoression and the satisfaction of personal int(>rests. The result is an im,.,rovro holdin[~ pmTer for the school.
4. ~'o develop salable sl:iJ.ls. The boyar rr:i.rl uho h,::s haa experiences \d.th
a varioty of tools, materials and processes as Hell as in dre.fting is more employable and more adantablo to the needs of industry than the student Hithout it. S!dllE'd jobs arc not available to youth at the ap;e at Hhich they leave hirrh 8chn01. Unskilled andsemi-sldlled ';obs, hOHever, are relatively abundant and the traini..ne provided in Industrial Arts is Hell suited to the demands of these .jobs.
The other phases of industrial education he.vo dif"'erent purnos(')s. Vocational Industrial Education is prima.rily concerned uith pr()p9.rin~ youth 16 years of a~;e and over for one specific, sl:illcCl..1ob. '!'echnlcP.l education is desi~od for the hip:h school ~raduate Hho desires to ental' industry as a technician or laboratory Horker or for those \-Tho Hish ov(mtually to become inspectors or supervisors.
II. ~Ilhat arc tho Principal Considerations in Dec'ding:
A. l!hether an Industrial Arts Shop s~ould be provided? E'. '!hc.").t sn[~ces and oquipT'1cmt arc n8cessary in such a shop?
The point of vie\-! Has expressed that all sch00ls Should attempt to make provision for instruction in this arr'a as a part of the f,E:nero.l education pro['ram. Tho present building pror,ram should r0flcct a recognition of the nend. for broaden. ing the curriculum in this diroction.
It Has recognized, 11o\-1evo1', that the prohlC'1'!l of providing adequate shop f'G.cili tics is not a simple one. r;'renucntly "lhen a s~op is included in building plans, other faci.lities valuable in the school pro",ram have to be curtailed. Thus the question of multiple use of facilities h~comcs an ~lportant consideration. The fo1louinrr points Hore made uith ref'erE'-1lcc to the above tHO quostions:
1. Individuals antic!patinp; a 8chnol build:1.ng nrogro.m ShOl1ld vicu it as an oopor... tunity to provide for the educ~tional needs, both pr8spnt and futuro, of all boys and r:11'13 and adults in the school cO!'l1TIunity. This moans 1:'.. departure fron tho practice of aeec1')tinr; the concept of "prenaration for colle-;c" as the solo function of the secondary school ~ro~ram.
2. Job opportunities necd to be studied b~for0 dccidinr, upon ths activitios to be included in an industrial arts ....,rogram. The mobility of our population makes it ncees~ry to stUdy job op~ortuniti~s a hundred or mor~ mil~s away. Shops should be planned to ,.,rovide for 5.nstruntion i.n the mor~ imryortant local trades and industri~s as "To11 as those of national imnortanco.

J. Faciliti os should provide for the m:ploration of the many trades and indus-
trios in grades 1 throuGh 12, Industrial arts as a subject is riot 2enprally ~ecommendod belQ\o1 the 6th or 7th grade. Hork \-lith tOols and matorials and the
study of industry should be ~ntegrated aottvity i~ the pr~ry and intermediate
erades. In this respect tho industrial arts teaoher should \-rork \-lith the olass... ~oom teacher in providing tqese experienoes.
4. Competent persons should be oonsult~ when plan~ing industrial ~rts shops.
Shons should be individually tailored for each school by the oooperative effort of the looal school personnel, architeot, and industrial arts speoialists. l~m bars of the industrial arts departments of Geor~ia Teaoh~rs Colle~cl ~e Univer~ sity of Georgia and Berry Coller~c will bo happy to oonsult \-lith sohoolneonle and arohiteots in this rcspp.ot.
rII. How effccti.ely oan one General Shop serve the neods of both Vo~ationnl
A:;riculture students and Industrial Arts stud.ants"in sohools Hhioh arc
ble to provide scparatn sho~s for each ~~o~ram?
Thc p<'lint Has made that Joint use of on.) shop oould result in many prob1:'3!f!s. These \-lore cited as:
1. The problem of personal ralations ~,tv~cn shop teaohers as a result of the div:!. sian of resnonsibility. Problems arise frequently \-,hen t"10 teachers share the same olassroom. Because of the nature of shop aotivities, these probl~ls oan become considerably more acuta when two teachers arc made r(~spol1sible for the many tools and rnaterials found in one shop unl :'!ss both oan Hork tor;:;ther as members of a. team.
2. The probl\'Jn of adequnte storage rOOJ11 rr.:quires oareful planninr; if a sinrslc shop is to be used by tlJO teachers. Beoause of the marlJr tools and supY)lios and the rt".ture of theH'ork done by the va.rious olasscs separate il.ncl suffioiently lc.rge stora~e space must be provided for eaoh ~roup,
tvidonce was cited on the other hnnd that a sinele shop in a Geor~ia sohool is successfully and economically servinp, the needs of all stuclonts,. In this sohool an industrial I'l.rts teacher teaohes all tho shop oourses. _The aerieult'\,lrc te.'1oher cooperates in helpinp, plan tho oontent of the shop oou~s~s for the vooational ar;riculture students, but does not teach these. courses. He is thereby free to devote full time to the other diversified activities of his program. The shop fa~ilitics of this school I'l.rc there~ore available to all students in tho sohnol. The fmThand and portable tools needed by ar:rioulturo students for \.,rork on their home projects aro duplioated and available to those studonts only,
In SillillTla;ry on this point, th()r(~ Has a f'cc1inr:, that Hhereo'11y onG shop could be included in a school buildir.r, rylan, the possibility of an industrial arts ~Gncral
shop s~l)uld be ~ivcn ca'1"r,ful cOl1.sideration; t.hnt thls shop Srlrvc the nC0as of i l l
studcntn in the sohool; and that it \\'Ou1d be unfortunate to sacrifioe the shop experiences for either the 3.~iculturc students or the rcnainder of the student body:_
lIT. \-1hat is the res~nsibility of this group in devclor>inr, and distributing perttncnt data t.o sohool ndministr(";.tors and arohitects as they plan for tho t(')tlll noeds of the childr:n, youth and adults for ,,hom no,", sohoo1s arc being dosi~nedto servo?
A.. The ~roup af;reod that a sunl!lvu'yof' the conference i ts81f shou.ld _be distributo.d fo-r il\formationto administr'J.tors and nrohitocts in the prooess of devdopinr:
or oomp18tinR plans tor sehool houseoonstruction.

'0. 'Tho fact HIlS pointcd out that ccms:i.d.::rn.blo mat()rials p:.;rtincnt to this prob... V,)!'l hCl'J(' been nrepared; that these mat(;rials stl0uld be examined nnd thn.t the most appronriat~ bs obtained and distribute~ to tho above and other interested ryr.rsons.

C. The point Hn.S ronde that c.d1i,inistrators should be invi t::ld to mako use of the
Industrial Arts staffs of tho University of Gcor':;ia, Georgia Toc.chorsCollc<::o and Darry Col18;70, to consult Hith thom in their plannin~ of shops an~. pro~rams. Individuals to consult in plannin~ Industrial Ar.ts facilities:

o. S. Hn.rrlson, Ir"'lld
Industrial Arts DopartM<:!lt l!nivr!rni.ty of G~orr;io.
Athens, Coa.

Donald li. Hackett, Head
Industrial ~ducation Dept.
~Gor~ia Tc~ch0rs Col18~e
Colle;(,boro, Gn..

ThoMns 3. tlller
Berry Col12,.,.0 Ht. Borry, Ga.

Sam T'. l1ip;[;ins, C~IAr;>J(AN ~~es Scott College Decatur, Ga.

J. ~. Boddiford, Sunt,
S~ro"("n County Schools
1ylv'.r.dn, Ga,
R. ~. Cousins, Diro~tor Division of HepTo Education Stato Department of ~ducation
Fiss -li.zabcth Donovr.n InstI"'lctional 80nsulbnt 3tr:t:') Depo..rtI1"Ont of ;cduco.tion
Don~.ld p. Hnckett, Head Industrial Arts DepartmGnt C'Tcorr;in. T(?'lch2!'s Coller.;e Collcr~ehoro, Ga.
L. 17. Lest:;r, T)ircctor Division of TCllcher 'T;"du~."'tUOl1
and C~rtificn.tjon Stllta Doutlrtmont of Education

(;:001" q~ 1:1. iull inG ~ssis~~nt State Supervisor Trn.dc a"ld Industrial Educe.ticn Sti:ttc Dsoartncnt of :~duc'1tion
Cl~ude Purcell, DirGctor Division of School Administr'J tio''} St~tc Department of ~ucation
~1. S. Shoarouse, Suporvisor Curriculun Dcvolopment Stn.te Dopo.rtmGnt of r'ilucation
Alle.n C. Smith, DirGct~r Schoolhnus-:; Planning ''!ip,1:1am 'BuildinG, Central AVG!1uO Atlantr., Ga.
7. G. '~lters, Stnt::: Su~orvisor Vocational ArTiculturc :':ducation Statc Denart~ent of ~ducation

Goor~e I. Ihrtin, Assist~nt Director Div:l.s:i.on 'of Voc!').tional "'.dacc.tion
Servicn State DO~Qrtment of ~ducation

'1obort C. 'Inters, ;'lrcsidcnt
Ccorr;in Industria.l Arts Associatlon T.n.':1rf:l.n"~J Ga..