THE CONTRIBUTION Ql INDUSTRIAL AR'l'S TO THE HOBBIES Ol HIGH SCHOOL BOYS IN SELEC'l'ED CALIFORNIA COUNTIES

b)" RONALD ALlRED BROWB

A 'lHESIS aubmitt•d to ORIGON STATB COLLEGE

1Jl partial tultill.lllent ot the requlre•enta tor \he degree ot UASTER OF SCIENCR Ma7 1949 ItlEDlISl Redacted for Privacy

& ff;ilr rf tlr Redacted for Privacy

Redacted for Privacy

Redacted for Privacy ACXNOWLEDGMKNT

To Proteaaor George B. Cox I ex~reaa my sincere appreciation tor the helptul suggestione he gave 1n the early stages ot this study. To Protessor Bruce J. Ha;.b.n I am deeply gratetul tor the constructive criticisms and helptul suggestions which he so willingly gaTe. Gratetul aclcJlowledgment 1• made to 1117 wit'e without whose belp and enoourqe.ment thie study wo~ld not have b$en poasible. 'l'ABI.E OF CONTENTS

Ohagter Page

•. • • ' ' ' • • I I. INTRODUO'l'IOH.• , ••••••••••• , • • ••••• • •••• • • ., • • 1 ' . S\a~dent ot the pl"!oblc•••••••••• l' ••••• 1 The purpoa~ ot the .6\Ud.7., •••••••••••••• J Looation an4' 0haraoter1at1oa ot the area studied.•• ,. •. ~ ~ ." ~ , ~ .•• ~ •••••••••• ~ •• 3 Subjaots employed in the study•••••••• ,. 4 Souro•e ot data••• , ••••.••••••••••••••••• s The methods •~Rlqy~d in t.4~ study••••••• 6 Det1n1t1on or teru employed in the study•• ~·····••••••••••••••••••••••••• 6 Limitations ot the . sttt4f··~···•••••••••• 7

II. HIS'l'ORlC.AL BAOJCGROUlfD... , ~. <~ 1 • , , ••••• •. • • • • • 8.

Pr1ait1ve .man ••••••• ~~~.~~ ••• ~...... 8 Slavery as a m.eans .ot .aqhieving leisure ~1••···••••••••••••••••••••••• 10 DUalism in eduoa\ion•••••••••••••••••••• ll The medieval pe~iod••••••••••••••••••••• 15 The Renaissanoe•••••• ~···•·••••••••••••• 15 Leisure time in young America••••••••••• 17 The industrial revolution••••••••••••• ,. 19 Hobbies•••••••••••• , ...... , • • • • • • 21

III. THE STATUS OF LEISURE IN MODERN SOCIETY. • • • 22 The nature ot man ••••••••••••••••••••••• 22 The pitfalls ot modern l1•1ng••••••• , ••• 2) The characteristics ot a hobby•••••••••• )0 The school and education tor worthy use or leisure time. .. • • • • • • • • • • • • • • •• • 35 The aeleetion ot a hobby•••••••••••••• ,. )8

IV. '1'H.E STO'DY. • • • • • • •• • • • • • • • • • • •• • • • • • , • • • • • • • 41 Representation•••••••••••••••••••••••••• 41 The main hobbies•••.• ~ •••••••••••••••••• 42 Length ot pursuit...... 47 Secondary hobbies...... 47 Factors that influenced the initial interest in hobbies••••••••••••••••• , 51 The industrial arts subjects that were most helpful to pursuit ot hobbies...... 57 Hobbies about which more information is desired...... 57 New Hobbies...... 59 Experience in industrial arts subjects. 59 Ditf'iculties encount•red that ·prevented the initiation ot hobbies.. 63 Representation in the su.rYey ot industrial arts teachers•••••••••••••• 64 Hobby ttduoation and guidance...... 64 Teachers• opinions and observations.... 66

V. CONCLUSIONS, RECOJBIENDATIONS • AND SUGGESTED COURSE. OF STUDY••••••••••••·• 69 Conclusions. •• • • • • • • • • • • • • • • •• • • • •.• • .. •• 69 Reco.r,nmendationa "' ••••••••••••.•• • • • • • • • • • 70 A su.ggested course or study for hobby education••••• .•••••••••••••••• • 71

BIBLIOGRAPHY •••• , ••••• , ...... • •• ., •.• 84

APPEN'DICES ...... • ••••••••••,. • • • • 87 Appendix A, Instruction sheets...... 87 Appendix B, Tables. ••••••.•• • • • • • • • • • • •• 100 Appendix o, Questionnaires and correspondence"•••••••••••••••••••••• ll) LIST OF TABLES

Table Page

I. Percentage per grade who had no hobby••••• 45

II. Number o~ hobbies per grade by hobby groups...... • ...... • . . . . . • . • 46 III. Number or participants per hobby group by length ot participation and hobby group. . . . • • • • . • • • . • • • • ...... • . . • • . . • • • . • • 48 IV. Number or secondary hobbles per individual by hobby groups •••••••••••••• 49 v. Number or secondary hobbies per indiTidual•••••••••••••••••••••••••••••• 50 VI. Number who bad no secondary hobbies by hobby groups ••••••••••••••••••••••••• 51 VII. Percentage or !actors that influenced the initial interest in hobbies by hobby groups ••••••• IJ••••••••••••• .. •••••• 52 VIII. Factors that intluenoed the initial interest in hobbies by hobby groups ••••• 54 IX. .Amount ot help that was g1ven by industrial arts by hobby groups••••••••• 56 x. The industrial arts subjects that were moat usetul to the pursuit ot hobbies ••• 57

XI. Number who desire i~ormation about hobbies by hobby groups ••••••••••••••••• 58 XII. Number who experienced industrial ar-ts subjects by subject and hobby group••••• 60

XIII. Percentage who experienced industria~ arts sl.lbjects by subj.eet and hobby groups•••••••••• .••••••••••• , •••••• , ••••• 62 XIV. Factors that prevented the initiation ot hobb1~s •••••••• ,...... 6J XV. Methods of arousing interest in hobbies. 66 XVI. Number ot hobbies, assigned hobby groups, secondary hobbies, hobbies about whioh more information is desired, and tuture hobbies••• ~······· lOl THE CONTRIBUTION OF INDUSTRIAL ARTS TO THE HOBBIES OF HIGH SCHOOL BOYS IN SELECTED CALIFORNIA COUNTIES

CHAPTER I

INTRODUCTION

Statement ot the Problem. Society is becoming conscious ot a number or ills growing out or a situation which had always been looked upon as one that would take care or itself. The proper employment or leisure time, now guaranteed to the masses in more abundant quantity than ever before, is proving to be an acute problem that needs immediate and extensive attention. Our ingenuity in inventing machines and using power has decreased the working day until now a great portion of the population has leisure time equal to that spent on the job. With the exception or possible war, the future promises ever greater amounts or leisure time. The error 1n believing that leisure would produce only good has brought thousands of people to face a sizeable pool ot leisure time without knowing how to use it to advantage, within the bounds ot useful and proper personal privilege. The value of the worthy use or leisure time cannot be denied. The use made of leisure time is constantly 2 releoted in happiness and well-being or waste, misery, and detriment, Today society is raced with alarming and increasingly serious conditions in regard to juvenile\ delinquency and mental ills, such as n~urosis, psychosis, and insanity, which are directly related to societies' use or failure to use its leisure time. Regardless of any preventative or therapeutic values in regard to mental disorders, delinquency, or crime, ~he contributions ot worthy use ot leisure to the indiTid­ ual's happiness and self-realization are most important. Acquiring rood, clothing, and shelter oan be a struggle, work can approach drudgery but lite can still be magnificent when one's leisure time is properly engaged. Real cultural attainments otten find abode in leisure time activities. Education tor "the worthy use or leisure time" has been recognized tor more than thirty years as an objective ot the secondary schools. But since leisure time activities are so many and varied and since they cannot be a major or exclusive objective or the tradi­ tional school subjects, the actual treatment or this "general" objective has often been like that of an orphan. Few. it any, deny that instruction and guidance in leisure time activities should be included in the school 3 curriculum but the responsibility tor specitic attention to it is seldom assumed by any group. . All groups can contribute, but unless each attempts to provide a proportionate part, there is collective tailure to meet their obligations. The Purpose ot the Study• . It is the purpose ot this study to evaluate the present industrial arts programs ot a selected area to determine the degree to which these programs meet the generally recognized objective or education tor "the worth7 use or leisure time". The study applies in particular to the extent that this general objective oan be evaluated in terms ot the hobby activities ot high school industrial arts students. In order to make this evaluation, information was gathered concerning the following points: (l) What contributions do the industrial arts subjects make to these hobbies, (2) What are the common hobbies ot active boys, (3) What specific instruction is given toward the selection, initiation, and advancement ot hobbies, (4) To what degree does tb.e present industrial arts programs meet the need, particularly tram the boys' viewpoint. Location and Characteristics ot the Area Studied. The study was conducted in the schools included within 4 the boundaries ot Santa Clara, Santa Cruz, and San Mateo counties in the state ot California. The principal regions included in these counties are: Santa Clara Valley, Pajaro Valley, the Santa Cruz Mountains, and most ot the San Francisco Peninsula. The Pacitic Ocean is on the west and the San Francisco Bay and the Diablo Mountain Range are on the east. The climate is very even and moderate; the mean temperatures tor the three county seats averages 58 degrees. The raintall averages about twenty inches per year and irrigation is extensively praotioed. The area is well-developed and progressive and supl)orts a population or over a halt•.million people. The principal industry is agriculture, with truits and vegetables leading. Floriculture is important and the area supplies tlowers to cities throughout the East. Manutacturing is well-established and is expanding rapidly. Many Eastern tirms have recently established large plants in the area.

Subjects Employed in the Study. ~he study was conducted among two groups, (l) the high school and junior high school boys enrolled in industrial arts classes and (2) the teaoners of these industrial arts classes. Sources or Data. The data were obtained trom two questionnaires, one to each of the two groups mentioned above. The historical bac~ground has been gleaned from books, pa•phlets, and periodicals on the subject, as indicated in the bibliography. The Methods Emeloyed in t;he Study. A letter of transm.ittal was sent to each or the eighty-six teachers of industrial arts subJects in the twenty-six high schools and junior high schools offering industrial arts classes. This letter explained the study that was proposed and asked the participation of the industrial · arts teachers and students. An addressed, return postal card was included tor the teacher's convenience in stating .his willingness to participate in the study and to request the necessary number of questionnaires. Twenty-three postal cards were received in reply, with requests tor 1085 pupil questionnaires. The requested number or pupil questionnaires, with a questionnaire to be completed by the teacher and a short letter or instructions, together with postage for their return, were mailed or delivered personally to the respective teachers. Return visits were made to a few of the schools and twenty gl"Qups or completed questionnaires 6 were thus obtained. The other questionnaires were returned by mail. An additional twenty-seven teachers located in the various schools throughout the three counties were contacted and their cooperation, excepting two, was obtained.

As a result of correspondence and visits to the schools the participation of one or more teachers was obtained in all but three junior high schools and one high school. These tour schools represented less than

8~ ot the total average daily attendance. Requests were received for a total ot 4,436 pupil questionnaires. The teachers either over-estimated their needs or faileG to

use approximately 25~ ot the number requested. By utilizing the unused questionnaires which were returned, an original printing of 3500 was found adequate to supply

I the total number ot requests. The total number that were completed and returned included 2350 pupil-completed and 34 teacher-completed questionnaires. Copies of all correspondence and questionnaires are

included in appendi~ c.

Definitions ot Te~ Emploled in the Study. Because ot the great ditterences in leisure activities and hobbies, and because ot their personal nature, no attempt ------~--

7 was made to define the term "hobby" to the participants. Each boy's interpretation or his possession of a hobby was accepted. The interpretations of tlle data gathered were made !rom the generalized definition or a hobby, "an activity in which a person engages tor personal enjoyment in an organized or extended manner". The term "avocation" is employed to mean any leisure time activity whether it is a hobby, entertainment, or other diversion. Limitations of the Study. The data gathered depends tor validity upon the judgement or the subjects examined. Because of the difficulties or defining a hobby and determining the degree of activity therein, it was necessary to accept the individual's opinion as to his possession or a hobby. The study is further limited because the subjects examined include only those boys who are now enrolled in industrial arts classes and because there is no listing of hobbies which may be followed in the future. 8 CHAPTER II

HISTORICAL BACKGROUND

Primitive Man. The life ot primitive man was an endless struggle tor existence. It was not only a struggle to provide enough tood but it was a constant battle against animals and the forces or nature. Under these circumstances man is pictured as being weak, ill­ ted, and very unstable, cowering behind rocks, afraid and suspicious or everything. Gradually man became more stable as he round safety in trees and caves, lea:rned better how to defend himself and how to provide himselt with tood. Yet, tor untold centuries man's lite was a mere struggle tor existence, demanding his every ettort merely to stay alive. It any educational aims eXisted, they were most probably identical w1 th the aims ot lite itself. (2, p. l) It is dittioult to imagine what gave man his first leisure time. Perhaps it was a bountiful supply or tood; perhaps it was entorced by the ravages or flood; yet there is evidence in the form ot de$igns and drawings on the walls or his caYes that he had, at least upon occasion, some leisure time. surely, he must have had 9 enough to permit him to become bored and demand action ot a new sort. What prompted man to set aside his pursuit or the necessities or life to create these non­ utilitarian, unproductive drawings on the walls of his caves is mere conjecture but they show that an urge tor self-expression manifested itselt early. There is little doubt that man found pleasure in this salt-expression tor down through the ages he has continued to draw and to express thought in the torm ot pictures, symbols, and other forms ot art. AB he oraved op_portunity tor selt'-ex_pression, the eternal struggle for leisure time was born. While he was destined to spend most of his time in a struggle to sustain life, a new goal was to obtain leisure time for some torm ot salt-expression and enjoyment. At some time in the long history of man prior to ;,ooo or 6,000 years B.c., individual men and individual families learned to live together, work together, and tight together tor their common welfare. They built up customs, habits and well-defined rules concerning tamilT or tribal interrelations, attitudes toward property, division of the spoils ot the hunt, duties of children toward parents, and othe·r such matters. Although they ~------~------

10 recognized leaders a very important concept which characterized early living was their recognition of the ' individual man. They realized the importance of each man to the strength and satety or the tribe. Obedience was given to leaders but the individual kept his rank ot basic equality. (4, P•9-ll) Slavery as a Means Qf Achieving Leisure Time. With each increase in knowledge the desire tor leisure time likewise increased. During the time between the fifth and the third millennium B.o. slavery arose as a new relationship in man•s social evolution. It is not strange that man invented slavery as a means ot acquiring leisure time, tor the basic principle of slavery is closely allied to nature's ageless law, !'the suvival or the fittest". (4, p.l2) It was during this period or. time that wandering tribes gradually settled along the Tigris and Euphrates rivers and formed cities. Individuals arose who could plan and direct the activities and guide the welfare ot the masses, TAese leaders set up well-organized societies and became the rulers. The people were led to believe in

their divini~y and the power they acquired usually was absolute. 11 The centuries were marked by improved skills in manufacture and communication, and by continual wars that gradually consolidated the cities into large empires which included tor the first time several .m1111.ons ot people under one rule. Under the belief ot divine authority class divisions became recognized as morally right and codes were developed to maintain these rights. (4, p.l2) It was under such conditions that Hammurabi reigned and raised the Babylonian civilization to unprecedented heights. Arter the Babylonians a whole series of kingdoms and peoples rose and tell during these early centuries ot civilization. Included among the most important were the Hittites. Assyrians, Persians, Hebrews, and Egyptians. Yost ot these people lived basically the same as the Babylonians, with only the privileged tew who were in power enjoying any leisure time. The great mass ot the people were either in slavery or some form ot servi­ tude, serfdom, or economic bondage. Dualism in Education. Gradually, as social institutions became more clearly defined, the practice ot inequality and rigid class distinctions grew stronger. Whereas in the primitive tribe each individual made his l2 expected contribution to the safety and welfare or the tribe, the Eastern cultures began to place more value upon the persons and rights ot the privileged classes and less value upon the mere worker and slave. Naturally, the privileged classes controlled education and administered it to their own 1nte~ests rather than tor the whole people. (4, p.l4} Hundreds ot years passed before the Athenians in Greece developed a kind ot culture that greatly widened the range or persons deemed tit to partake of a formal education. (4, p.l4) The golden age ot Greek education, the age ot such great teachers as Socrates, Plato, and Aristotle, to mention only the greatest, was also an age ot great economic prosperity. (2, p.76) The surplus derived from their commerce coupled with their use ot slaves gave extended leisure to the ruling class. The Greeks put great importance on leisure and looked to leisure as an opportunity tor education. (34, p.)l) They set up strict social distinctions holding that only the leisure class was tit tor education. work tor pay or any torm ot manual labor was looked upon with great disfavor because it robbed one ot leisure. th• opportunity tor education. Thus, Aristotle justified the 13 dualism between the education or the leisured upper class and that or the working lower class because it oorre­ sponded to a psychological dualism he noted between reason and appetite, mind and body. To the higher or reasonable, or course, was given direction and control over the lower, or appetitive. wsince the upper class held the ottioes in society that were directive and controlling, their proper education was the education ot the mind. Since the lower class corresponded to the appetitive, their proper education was or the body".

(2, p.Sl) The to~er demanded leisure tor the develop~ ment or ideas, and the latter Gpportunity tor work. Thus, the more purely mental an activity was, the greater it was valued. The most profitable use or leisure was regarded as the pursuit of knowledge tor its own sake and education was considered an end in itaelt. Aristotle wrote in Politics concerning a liberal education: There is a distinction between the liberal and illiberal subjects, and it is clear that only suoh knowledge as does not make the learner mechanical should ente~ into education. By mechanical subjects we aust understand all arts and studies that .make the body, soul, or intellect ot tree men unserviceable tor the use and exercise ot goodness. That is why we call such 14 pursuits as produce an interior condition of body mechanical, and all wage•earning occupations. They allow th-e mind no leisure, and they drag it down to a lower level. (2, P•475)

None put their leisure to be~ter use than did the Greeks under their system of dualism. So persistently did they devote their leisure to salt-improvement that their word tor leisure, ox:oAr{, came to have the added meaning ot "school" as well. (2,. p.76) Good schools spread throughout the eastern Mediterranean area but Greece always remained the educational oapital of the ancient world. The influence ot Greek philosophy was profound. Their $ystem ot education torrued the pattern tor Europe and even America until recent times, Following the age of Greek superior!ty the Romans reached new heights in splendor and wealth but never attained the excellence in education that the Greeks aehieved, even though they borrowed heavily from the Greeks and attempted to copy their system. (2, p.?7) Butts; (2, p,91) in describing the decline of the Roman empire, gives an indication ot the importance ot self­

~ealization to the survival ot a nation: In the third century A.D. the torces ·ot disintegration gained rapid momentum, lS stimulated by a series of military and economic crises and paving the way tor an almost complete breakdown that progressively took place during the tourth., t1tth, and sixth centuries A.D. as the emperors became complete despots, all trace ot civil freedom and self government disappeared, and a prevading spirit ot servility replaced the former independence ot thought and attitude that waa preYalent when individuals had a sense ot participation in the go~ernmen~ and a sense or self-realization through the opportunities that .treedo• provided. The plebs and peasaats were graduall;y bound completely to the soil by the emperors, and ~11 semblance or economic freedom was lost."

The Medieval Period, With the d1s1ntegrat1o~ ot the Roman Empire, education entered the "Dark Ages" to remain at a very low level tor several centuries. Europe was reduced to a mere subsistence level as the small-scale agrarian eoono~ or the medieval castle succeeded the large-scale agrarian and commercial economy ot the Roman Empire. There was pitifully little surplus wealth and leisure tor the pursuit ot learning. (2, p.78) 'the lim!ted amount ot education that was kept alive was through the ettorts ot religious groups 1n parish churches and monasteriea. (4, p.l73) The cultural and moral lite ot the peoples reverted to a low stage as the struggle to earn a livelihood occupied all ot their time and ettort. The Renaissance. No exact date marks the end ot the 16

Mecl1enl period. The 't-ansition trom that ~teriod to the Renaissance, "the new birth"• began in Italy in the tourteen~h century and &radually spread to other oountriea. The reTi•al ot moral, oultural, and educational activity was probably the result ot the growing seoulariem ot the t1aea. (4, p.l97) AA equally iaportant contributing taotor waa •he gradual reTiYal ot a comaercial economy. lor the first time in several centuries there appeared an economic surplus suttioient to su._pport an interest 'in tormal education. AS the protite mounted, the interest in cul­ ture tor ita own sake arose. The boom in commerce reaohed such proportions that the reviTal ot educati.on it promoted marked one ot the outstanding periods ill educational hiato:ry. (2, p.?8) BoweTer, the prosperity was aot suttio1ent to give more than a tew an opportunity to:r education. Any trom the lower class who received the opportunity to attend school did so through charity or philanthropy. The identifying feature ot education during the Renaissance was the emphae1s on the "human!tiea", a return to the old Greek claasioa and teachings. (4, p.22l) Other iaportant deTeloplllenta that influenced later progress was 17 the system of apprenticeship aet up. by the guilds which provided education tor lower and middle class JOUtha and the appearance ot a rew schools tor the lower classes, considered very interior to the olaasioal schools, that taught reading, writing, and arithmetic. (4, p.223) The 1nve!ltion ot movable type, refinements in paper, and ink-making led to the d•velopment ot the printing press which made an enormous contribution to the progress ot mank1n4. Other important discoveries and developments ot this period were the use ot guns, advances in arts and cratts, development ot mechanical clocks, and improve• menta in sailing vessels. (4, p.215) Leisure Tim! in Yo®s America. . Lite in colonial times existed at a mere subsistence level. It was a period ot endless hardships and denials. Because every ettort was needed to provide minimum amounts ot rood, clothings, and shelter, and because the weltare ot the community was depen4ent upon the conduct ot each indivi­ dual, leisure time was considered so unsocial as to be sinful. It was in this environment, later strengthened by the demands ot the frontier and a virain country, that a national philosophy ot hard labor and toil was toun4e4. 18 rrom. here stemmed the beliet that labor tor ita own sake was a virtue. When the American pioneer r•e.d, studied• or played, it was done during time taken from sleep {2f, p.6-7) or uder the social approval ot the group in an aotiYity, suoh as a "husking bee", "barn raising", or "quilting",• that contributed to the weltare ot the group

()5, p.2). There waa ample opportunity tor oonat~uotive work in which the pioneers and settlera could express indi'fiduality and realize pl.easure and pride in aooompl1shDtent. lllde•d, there wae great demand tor 1t; the tools, the turn1tlU'e, the clothing, the soa9, the ohai~a • the shoes, had to be aade in their entirety 1n the home. (28, p.244) Steiner (35. p.2) points out the tendency ot the modern generation to underestimate the l.aok ot recreation in earlier days, "The pursuit ot wild game held no less tasoination tor the hunter because his evening meal depended upon the results ot the chase.

Fishing tur~ished its momenta ot exo1tment even when rollowed e.s a means ot 11v~l1hood". The earliest construction wae as plain and simple u it could be ,aade• but u time progreasea an4 thertt was less peasure troJa 1mmed1ate needs, more retii18Jilent and ornameatation wa8 uae4. However, the making ot a.o.y'bhiDS 19 was always guided by its utility and little was done tor the prim• purpose ot experiencing the joy ot creation.

The Industrial Revolqt.ion. At the end ot the eighteenth century there began a revolution in economy, the industrial revolution, wh1oh was destined to reach into all walks ot lite an4 into all continents. It was primarily a shift trom doing things by hand methods to the utilization ot power and machines. It brought tremendous 1noreasea in all kinds ot production and changed the whole social pattern ot the civilized world. Manufacture ot tood; clothing, and everyday neceaa1t1es that had been carried on in the home tor ages was shitted to taotor1ea. (17, j).604) The growth ot ·oity lite ae.w the urban population beooae larger than the ~al. ()5, p.9) A8 the people Jnoved oloeer to the taotorlea. the oonoentrat1on increased to such proportions that desperate conditions ot tilth and squalor became a menace to health, morals, and aanitation. (4, p.448) There developed a marked dislo­ oati.on o.t oocupation, a ral)id rise 1n popUlation• and a.. host ot new problems ot poverty, crime, sio.kn.esa. and deteot1venesa which the older folkways and lawa were not designed to handle. ()9, p.562) During the nineteenth and twentieth centuries gigantic surpluses acowaulate4 tor the 20

til:'st ~ime in ed.uoational history, ma.Jcing it possible ~o realiae the dream or· enQugh leisure to send the children ot the whole popUlation to school. (2, p.79)

. To. say that the industrial revo~ut1on has reached .1ts end is. hardly true, tor the tren4 ot putting machines to work to replaoe human labor has never ceased. The ' number ot »&tents issued tor new inventions is still increasing. {2)• p.2)4) New labor saving machines are continually being put to wQrk and Ftu-nas (18, p.209)

estimate the posaibj.li~iee: It at this tiae ~ 936] industry $hol114 tate advantage ot all available teohnioal knowledge and should adopt all known labor­ saving processes and 4ey1oea, I am positive that the average working day tor the perao~ engaged in routine meohanioal tasks could be cut at least in halt. and it would not be necessary to unearth one single new aoientitio discovery or invention to do it, This 1n.oludes tar1ning too. Beoause ot the l•isure time that the industrial

re~lut1on has produoed• sooiety is entered upon a new

stas• ot civilization, Man has sought leisure time through the ages; he has domesticated animals and enalaTed his own kind. But never was there enough surplus to permit any more than the tavored tew to possess any appreoiable amount ot leisure time. The Greeks sought 21

enough leisure to make . eduo•tion »Osslble tor a tew, but today there is enough leisure time tor education tor all and a bountiful sur,Plus lett over. It is the probl.eDl

· aJ1d ohalle.nge to use that 8~plua leisure 'tha.t this new

stage 1.n civilization b~ings. Bobbies. 1iis\or7 JU.kee llttle mention of hobbJ activities. Doubtless very tew ·existed nor waa there much

need tor hobble~ when the dtmands ot everyday living supplied the aatiataotiou and the Talues common to leisure time activities. Oollina (7, p.l) explains the origin ot the tere "hobbY" 1n the following account:

l" .~ "i·. :f ) :- .. : . xn ·the· glamorous old daye ot Merrie &Pgland when Qeottrey Chaucer, the tather ot English poetry, waa writing his mag1o verse, a horae was otten oalled a Bobbzn, an4 as time moTed apace and the language was itaproved, this was changed to l:totbJ• . 'l'he m.orria dance was a grea avorite 1n those pristine tLBes · and 1t waa executed in pageants, pantomines, at test1tals and the lik•• The dancers wore the tanoy costumes ot Robin Hood, Maid Marian, and other legendary oharacte~a, and there was always one ot them who essayed the role ot the hobby-horse. This §eimul• consisted ot a small d~ figure ot ~horse through whose body was a large hole; the pe:z,-tormer slipped t.tiis tigure over his own body and fastened 1\ to his waist. Aa he pranced and cavorted aroWld he was apparently riding the horse • • • Jrom the antioa o:t this burleaque llorsez oame the colloquial expression ridly e. hobby, whioh hu oome to mean the aot of purautng some obJect without apparentlt acb1ev1ng any usetul purpos~. 22

OHAP'l'ER III

THE S'l'A'l'tJS OF LEISURE IN ODERN SOOIITY

The Nature or Man. Man b7 natue de.manda action and selt-ex_preasion. (33; p.lO) He cannot remain ata\ic or 1n a mental void. When he t1nds himself with leisure time, he devises various ways to express himself. He draww upon his experiences and look& to his environ• ment tor activity. Super (36, p.ll4) theorizes on the choice ot an avocation when he states: Avocations are chosen according to the present needs ot an individual in a given situation, and on the basis ot the possible ways in which that individual can meet those needs in that situation. [1tal1os in the original text] When the ind.ividual has no training in what to do with his leisure time he will take the path ot least resistance, whioh usually leads to useless it not detri­ mental act1v1t7. History has shown that primitive peoples inevitably ado»t civilization's vioea and ignore its virtuea. ora.ne (10, p.l94) makes the tollow1ng observation concerning human behaviour:

The. longer I 11ve the more I am ~zed at the limited 1ntelligauoo that oan· keep 1nterested in wickedness, and the more I marTel ~t the $beer 2) orntive genius and resouroet\Uneas ll4t-eded 1.n just being good. :Maey people rotire trom their lite-long occupations while at1ll 1n good heal.th, to engage avowedlr in tlie business ot enJoying lite. When they do not know how to u.se their leisure time, this pursuit becomes the most burdensome and unsa tistying ot all (26, p.2) Otten people 1n this situation do not l1Ye lona because they cannot live in a statio, unoccupied state. Each or us must express our individuality it we would lead truly normal lives. In most ot us this need takes the torm ot an urge to create. Betore man's ingenuity dnelopecl technological leisure to ita present high point, we oould express our 1ndirtdualitie• .through our jobs. J&a.n\lfaoture was handmade· and gave real creative aatiataotion. People built their own ho~es, spinning wheels, etc. With the development ot machinery individuality was lost. There is little oreat1Te satisfaction in pulling a lever to set a machine in motion. (25, p.l42) The P1ttalls ot Modern L1•!PS• The wide and continued a_ppl.1oat1on ot mechanization tQ the J)rooesse• ot production and man~•oture. transportation and communication has given modern society the greatest measure ot success in the age­ old quea\. tor leisure time that has yet be.a attained. But all 1a not well, Growing out ot or directly relate,d to w1c1ttsprea4 miauae or failure to use this le1ave tille, rise a number ot 4!ft!eult1es ot serious proportions. 24 I.o.oluded among them are or1me,. delinquency, and illnesses such as neuroses, psychoses& stomach ulcera, heart troublet and insanity. 'l'he following aocoun'• are cited to depict the extent ot the seriousness ot these ditfioulties.

The D•partm.ent or Justloe (9 1 p.4) reveals thatc Twenty per cent ot all arrests are ot persons under twenty•one. MOre persons age ·seventeen are arrested than in any other group, Those under twenty-one years ot age represent tit• teen per cent of all murde~.th1rty.aix per cent ot all burglars, thirty-tour per cent of all thieTes, twenty-six per cent ot all arsonists, thirty per oent ot all rapists, and sixty-two per cent ot all oar thi.ves. The following stat-.ent by Glueck, (21, p.l08) JBade in the report ot a study ot 1000 juvenile delinquents, is significant. It is disturbing to note that over nine­ tentl\8 ot our delinquent boys had spent their spare t~e har.mtuUy, and that only )8 [ot the lOOQJ had neither undesirable companions nor vicious habits. Associated with this is the Zaot that three•fou.rths ot the delinquents had neYer been membere or well-supervised recreational or vooational eroups. Tralle ()7, p.l.5) pointe out in a statement oonoerning tlle use ot leisure time. The aTerage pereon has ao few inner resouroes tor oonstruo,1ve leisure that ne resorts to killing time, the most wanton torm ot selt•destruotion ever devised by man. Aim• less loafing ia detriment&! to moral and 25 phyaioal health - even aanity • and, -it epidemic, oan breed oommunity neurosis and crime. In 19)7 when south&rn textile mills out their work-week, the rate ot delinquency 1n those areaa trebled beoause idle workers killed tiae tor tun • a very danserous •port. our rate of insanity has steadily inoreaaed and oOQ.tinues to ·do so. CutteA (12• p.7) statea that 1Jl the

State ot New York 1 A1J.1 person havins reached the age ot t1tteeJl haa one ohanoe in twenty of entering a hoap1tal tor the insane betore he dies; the a1eraae stay is seven year1 and the average Qost 1a $25,000 •••• It the present rate ot increase continues, ln seTentr•tive years. one-halt ot tbe ;opulation will be working to support the other halt which will be insane.

A retleotio.n ~n the influence ot urban lite exhibits

itselt iA the Malzberg study (29, p~208) Wl:lioh ahowe4 that a4m1e$ion rates to inaane asylW88 increase with each

zoGe aa we move trom the per1pJ:uu.•y to the heart ot a o1ty. Jfor eDmple, cities ot 2.soo to 10,000 bad admission ratea ot 87.6 (per 100,000 population) while o1t1es ot 100,000

to 200;000 had rates ot 106.6 "The 1m~l1oat1on is strong that the monotonous assembly line and the taotory's pressure t:or speed are 4anserous to man•s mental balance." Ulcera are currently regarded as psychosomatic disorders, i.e•• a disorder in which chronic emotional disturbances lead to organic damage. As many as lS pero&nt 26 ot -he adult pop\Ua'tion ba1'e or have had an ulcer condition and all authorities agree that ulcera are 1.uo.reaa1ng. (19; p.8)) Ulcere recognize no social levels but are prevalent with those who liT$ and work at high temppunder great pressure. The 1mpl1oat1ons retleote4 trom our widespread and increasing rate ot heart ait.ents are poignant; we do not know the value ot leisure ti.Dle or how to use 1t in the relaxing. spiritually uplittillg manner that our nature demands. Warden ' Lewis E. Lawes, (24, p.JS6) atter Jeara ot observiAg prison inmates made this oommeAt: A well-known educator promiaed a decade ago t.bat with the opening ot every school he would close a jail. His promise has not been tultilled. He d.id not appreciate the importance ot regulated and well•supervised leisure. He did not appreciate the talla.cy ot an education that taught the child to read but neglected the opportunity to work or eTen to play. Bonaer (1, p.,} lists turther social disorder and deaoribea the cultural level and shor~comiAgs ot a large part ot the population. Relative to citizenship, we haYe an appalling amount ot juvenile or1me• nea~ly halt as many divorces as marriages, a spirit ot lawleseness, rudeness and incivility• gr.aft, and neslect ot political participation by halt ot the adult population. In the 27 matter ot leisure we have the craving tor low-grade movies, jazz music, primitive dancing, &l\lShY books and magazines, auto­ mobile speeding, and ~otional revolt against many tested moral standards. Going 1nto maAf schools 1n this oountr;r1 one would not tind anything about such matters at all. Is it not time to be doing same­ thing about it?

Oo.aameroial ReC!r~atioA• The sudden expane1on ot leiaure time oa a wholly unp~epared people has been capitalized upon by oommero1al inte~ests and has been expanded until co•eroial reQreation has become one ot our major in4ustr1es. (17 1 p.872} The extent to which it has expandtd is 1nd1oate4 by various estimates., which range trom one-seventh to one•t1tth ot o~r national income.

Steiner ()~, g.l8)) atter exolllding such items u "oandy1 chewing gum, non·alooholic beverages. food consl.Uiled at b~quets and entertainm.ente, tobacoo, liquor, prostitution and gambling", places the annual expend! ture at

$10,165,8.571 000. An estimate by Ohe.se,(6, p.337) wh1oh includes the items om.i~ted by Steiner is placed at. $2l,04S,OOO,OOO. When this esti.mate is reduced to embrace the same items included by Steiner, it. amounts to $ll,S)o,ooo,ooo. whioh ta1rly closely approx1mat•s Steiner's. estimate. Elliott (17, p.872) sums up the ettect ot the protit motive as tollowa: 28

~he mere tact that oommeroial recreation agencies are conducted tor protit rather than tor public weltare need not stamp them aJ inherently vicious. But the very existence ot the. pror1t motive 111 the O!)erat1on ot movies, daJlOe halls, cabare~s 1 hotel• • amusement parks, and other recreational 1nat1tut1ons presents a serious dittioulty. Persona who operate these taoilitiea tor amusement do not conceive their task to be that ot preserving the public morals. Hence. it fOWlS girls tall in w1 th u.naorupul.ou characters at a public dance hall, it an aot ot sex delinquency results trom a ohanoe promiscuous .meeting at an amuseme11t j)Etl't,

Elliott (17 1p.S64·86S) presents a rather morbid picture or the average Amerioan and while the 4•scr1pt1on cannot be ola1.Jied to apply to all Americana 1t points to a detin1te need tor a new oonoept ot values: In taot, instead ot re•orea.ting or reviT1· tying the baelc behaviour patterns ot his lite scheme, the hY;othetical oo.m.pos1te-Amer1oan spends much ot ll1s leisare time gaping a~ the moronic produota ot .BOllrwood's maeter mlads. The moat innocuous oomaent that oould ~ made on thla actiTity is that 1t .astee his time. He goes to cabarets. where he listens to music that 1a either perverse in its rhythms or oloy. Ugly aweet in its sent1Jile.ntal1ty. He drinks himaelt into a state ot ooma aa he watchea the performances in these places, or in their even more .disreputable suburban oo~terparts, the roadhouses. Attar whirling about the br1ghtl7 11ght&4 tloor ot a ~super•danoe palace" he mar become intimate with the t1rst girl who will acoep\ his advances. He spends his money at a rapid rate tor the terpiaohorean embraces ot platinum blondes in taxi dance halls. Be attends burlesque shows; where hie ear iS diverted by unbelieTeably oourse "humor" a.ngames oan aoaroel7 be called recreative 1n the apontane­ oua aenae · ot \he term. Alter a game ot golf on a aummer afternoon, ~endered tense by betting more than he could attord to lose, he haa several drinks in rapid succession in the looker-room, jumps into h1s car and hurries home at sixty- miles an hour. He may 8pen4 his Sundays riding b~per•to-bumper along clogged highways, re~uraing home in the •vening with his head aohing trom. gasoline fumes an4 his temper worn thin by jook~ying through trattio••••• The tault ot such recreational aot1v1tiaa lies in the taot that. they break the 1nd1vidual down more than they build him up, and they require an outla;y of money e&oh ti.ale they a):'e engaged in, making it impossible tor thousands ot people to partake, without taking tunds that should be given to neoeasities. Many people and even whole organizations frequently label the movi.ng pictures as a toroe ot evil and contend that they are undesirable. Burt (3, p,l4)) cautions against such conclusions. When all is said, however, it is .aay to over-blame the cinema, to exaggerate the actual harin and ignore the possible good. It is clear that 1n comparison with the 1noaloulable number ot tilma that are manQ.tactured and released• the ottenses resulting are int1nites1mall7 tew. The •1ot1ma are almost wholly those who, tamperamentally or otherwise. are already dis­ posed to ant1aoo1al conduct; and the cinema oan do little more than teed and fan the latent epark. Fortanately those who are susceptible to the more demoralizing ,points are eoaroe; and )0 when their prool1v1ties are known, 1t should be possible tor the teacher or parent to keep them from all but \he more 4eooroua, art1et1o, and eduoatioaal productions. Jor the othere ,.,.. th• steady and the healthr millde4 - the pioture house ·suppliee an alternat1•e, not a provooative, to mtaohieYoue amuaem.eat • I oould, I think, o1te lllOre than one ore.dible instance where the opening ot a picture palace had reduced hooli• gan1a.m among boys, withdrawn. TOWl& men troa the publio houae and aupgli•d girls with a aater substitute tor lounging with their triends than in the all•7B or the para. It would be u.ntair to Dlaintain tllat oommereial recreation does not render valuable services. But the oonatruotion ot elaborate mechanisms ot escape and expenditures ot great auma ot mone7 doea not prove opportunities in America tor leisure activities equall7 exciting or entertaining do not exist, but rather it 1s a tribute to the etteot1veness ot modern advertising and an index ot an educationa.l •J•t• that tails the indivi­ dual on several counts. It shows the need tor education that. deTelops a sound set ot Talues, an understanding ot the psychology ot advertising, and skill, knowledge, and motivation toward participation in leisure aot1T1t1es that g1Te extensive and valuable returns. The Charaoter1st1oa ot a Hobbz. The listing ot the epec1t1o oharaoter1etios or det1n1tion or an ideal hobbf ran.ks among the impossible taskS because the 1.a.diT1dual )1 clittere.noea among people are so great. An aot1v1tr rated perteot bT one person might prove to be mere bore­ dom tor another. However, there are man7 oriteria which are worthy ot oons1deration and are a»t to yield th• moat valuable returns when applied. Coll1na (7, p. 5) maintalns: There are at least tive prime oonditions that a hobby must satisty it you are to ride it to a successful finish: it must (1) strongly appeal to you, . (2) be suited to your asef (.)) tit in with the time you can give it, (41 be adaptable to your ability, and (5) line up with your pocketbook. That a hobby shou.ld strongly appeal to the follower seem& obvious, yet many tail to tollow this sta.D.darcl and. take up u activity not because lt is appealing and satiat;ring to them but because those around him tollow it and it aeems"the thing to do". The ideal hobby will undoubtedly be suited to one•e age but it should be more than suitable to a particular level. The ideal hobby is one which. knows no age levela but can be followed trom childhood to the end ot lite with ever•i.noreaaing pleaau.re and value to the tollower.

When ~xam1n1ng the time that a hobby asks• it is necessary to consider the time that is required to accomplish steps ot attainment therein. These steps shoUld not onlr be within the limits of the available time 32 but also 1n harmony with the temperament of the 1A4iTidual. For example, some people enjoy auatained ettort or long range proJects while others would loee interest it eaoh pa.rtio1pat1o.n did not result in a feeling ot oomgleteness. The hobby th t oan $1Ve aatiatactions :tro.m. eithe.r short or long periods ot par'1~1pat1on more nearly ~t1at1ea the requirements ot the id al ho})bT~ Morrow ( 27., p.l4.) makes a s.eparate point ot this consideration, "There must be an endless series ot sat1staotory aoQompliahments, each step a»proaohing the \l.Dattainable go·al~. The· 1ederu Seour1ty Agency and Ott1oe ot Educa~~o (18, p.77) ~· ort the tollowing 1n regard to the oonldd•ration ot «Tail&ble timet

Many memben or this group ~hose ap oyed 1n aemiakill•d• routine, and operative pe or aploymen1J 1n common w1 th others, appear !Qcapable of dieaasoo1at1ns uae ot le1•ur• time from the expen41tur• of money out of proportion to values or aatiataotiona ~eturned. There is special nee4 to develop in these youth an all• »owertul sanae ot the value ot time, emphasizing that the individual time allotment is limited, that the bank aooount ot leisure hours ia a most preoioua a&s ·e~. tba\ '" ie one Cf the tew aasets tully und•~ oontrol ot the 1n41Y14ual, that it it highly exp•ndable and never reoo..-erable. Leisure hours should represent more than the trading or an excassive nWilber ot em:ploye4 hours­ that is, money or Ju•t time spent tot: no~hing in the way of abiding aat1staot1Qna~ for a hobby to be a4aRtabie to one's ability in no way inters that one .mwst be an expert. According to Lloyd: (25,p.l43) . lior should a hobby be carried on in an offhand or lap-hap~y manner. o hobby should become a chore because or a perfec• tionist attitude. Youngsters should be taught high standards that will grow with advancing maturity and ability. Hobbies offer a considerable range in regard to monetary requirements -- among the Tarious hobbies and within the particular hobbies • due to the many ways of

following each~ Many expensive hobbies are compensatory­ because they return partly or wholly their cost. Here again the ideal hobby would otter a complete range ot the standard and allow rich or poor to participate in a manner that their circumstances would be apt to motivate. Morrow (27, p.lJ-17) says that true hobbies require

"concentrat~on of thought, persistency, individualityt experimentation, and creativeness", and lists seven characteristics of a hobby. which include the following: 2, A hobby must possess the element of audible or visible accomplishment, (others are recreation) 3, A hobby must possess the element ot uncertaintyJ that is uncertainty ot attainment. (usually a tinal goal is neTer reacned, .tor that would mark the end ot the hobby-) 5, There must be a constant play between adventure and discovery, between experimentation and achievament.

Much leisure time is ·Of short duration· and ot inter­ mitent nature. The ideal hobby is one that is cons.tap.tly )4 available and capable or being followed during these tree moments whenever they occur. Outten (12, p . l2) 1n his list o.f the "marks ot a hobbyn states, "It is individually possessed. The mob .may indulge in fads or 1'ash1ons or crazes, ut my hobby is .my own; the hobby rider rides alone. the faddists in groups" . The findings of the Federal Security Agency and Office at Education (18, p. 78) lends support to cutten's convictions: Too much em_phasis cannot be placed upon actiVities of an individual charaoter as aga1nst group activities. Much of our tree time is spent as individuals and ' ~ .,as members or a group. Out ot all must, come a teeling of a pleasurable and satisfying experience. There c~ be neither failures nor merely passing marks since each tails to convey a true sense of satisfaction. ile each hobby is "individually possessed" one should not conclude that a hobby prevents or hinders pleasant and extensive friendships; quite the opposite ia true. Outten (12, P•l2) also says, "It makes the possessor tree; when working at his vocation he is doing what he has to do, but his hobby frees him from restraint and perm1nts

'• hinl to do what he wishes". This latter ohe.raoter.1sti-o wh:t.le ),)rQa~ and general is no e•the- less fundamental and basic to the philosophy ot democracy.

, .. ~ ' The School and Education to~ orthz Use ot Leisure -Time . Educators are unanimous in including education tor the worthf use ot leisure time among the objectives of education. (8, p,l0-15) (16, p.l92) Industrial arts has also accepted it as one ot ita specific objectives.

()8, p.2-32) However, pro~grams that include thi as a functioning procedure are r~e. Schools otter a wide range ot subjects and activities and willingly point out the possible applications in avocational pursuits, but often fail to culminate in the individual the selection· ot a well-grounded pursuit. Occasionally, when experience is received in leisure activities, it is of temporary advantage since the activities are outgrown in a te years leaving the.inJividual without a worthwhile pursuit. The following observations by Eckert (15,p.JOO) sho the need tor a program that gives broader and more complete attention to leisure activities. It is appar nt that neither the school nor the adult organizations in local COJDDlUP.itiea make any systematic ettort to encourage out­ ot-sohool youth to continue activities begUn in school. It also see.m.s apparent that many pu,Pils do not have, at the time they leave school, sufficient resources to guide them in construc­ tive leisnre time activities without the help ot dults. The slow a d limited inclusion of avooational education and guidance in school programs has caused this )6 part ot education to tall tar behind. This condition ia no doubt the result ot the tre.dit1onal philosophy handed down trom colonial times when leisure wae considered anti•soo1al and sintul. But t .1.mes nave ehanged greatly and the mores ot that period are entirely illadequate to cur-rent needs. Ourtis (ll.;. p.282) points to recent s1gniticant decreases 1n the length ot the work week,

The widespread use ot power and meohani~ zat1on reduo•d our working day in industry do n trom twelve ho\U"S to eight and our work• week trom .six days to tive • This siYea us 40 hours to work, S6 hours to •leep, and leaves 72 hours tor dressing, .meals., a.o.d l$18\lr&• w1 th the probability ot t least 40· or ;o hours in the clear. ' Education tor this, one-tourth ot our life should not be ignored. Ot cours~ some ho es provide adequate guidance in leisure t1me activities but they can no more be depended upon f'or this than tor education in 'the t:radi­ tioQ&l manner. The prev•lenee and• 1n soae oases, increasing rates ot payob.osis, neurosis. and delinquency demand..& ~hat these probl~ be attacked at their sources. or course, leisure activit1e8 are not the only causes bu:t the1r

~portanoe 1s great and the place g1V'en them by ex­ president HooTer (22,p.819) should not 'be taken lightly: )7

0~ stage or civilization 1a not going to depend upon what we do when we work ao much as what we do in our time ott. The moral and spiritual. toroea ot our oountr1 do not lose grou.nd in tl;le hour• we are busy on our joba- ~heir battle gro~d . ls the time ot leisure. We are organizing the production ot leisure. We need better organization ot ita consumption. The schools need to s.noorporate specitio procedures in their guidance and educational programs to develop well-balanced indi,.iduals who can intelligently e-ntluate, select, and participate in leisure activities. It is not enough to talk or lecture about it. There must be definite steps tor pupil participation and actual experience in evaluating, choosing, and progressing in worthwhile activities. The tollowina quotation from a report ot the Federal Security Agencr and the Ott1oe of :Education (18, p.77) summarizes the needal: Probably in no phase ot educational •ndeavor is the. need peater to fit high school programs to the individual than it is in the case ot adequate and aat1stJ1ng use ot leisure hours. In AQ phase ot educational endeavor is there nee4 tor great$r Tariety; trom individual to group activity, rrom direct participation to intelligent apeotatorahip, and trom art to wood­ orat~. T.be needs or youth for education 1n better use. ot leisure time embrace developing and .matching or ek:Uls in boxing, wrestling and tenoiag, games .suoh as oheolcers, bridge, billiards, ping-pong1 chess. horseshoe pitch1Ag, and a multitude ot o~hera; tishing, handioratta of a vast variettJ oluba suob aa oamera, wood carving and weav1ngf· oont.•ats auch as teame, )8

tair:~, exhibits, ant\ othEU!'SJ sports such as swimming, sot'G ball, skating, baseball• tennis, basketball. and skiing; musio, vocal and instrwnental 1 group and individual, glee oluqs , bands, orohestx-as and reeo.rd playing; l.itera• ture including both reading and writing; folk and social dancing ~ pageant;, a..nd testi.vals; drama and theater; pain.ting and sketching; gardening; camping; social service suoh as Red Cross, scouting, and Oomm:un1ty Chest; and a host of others. The value assigaed to worthy ase or leisure time by Outten (12• p.9) is readily aeen. when he says, "Our greatest present possibility of investment is in our leisure." The Selection ot a Hob't>rf• ieoause of the great variance in the likes, interests, abilities. aptitudes , and circumstances ot individuals. there are no rules which ean be applied to all. hobby selections. Many writers advance the theory that hobbies should represent activity as far removed trom o.ne's vocation as possible with the contention that suok activity will give balance to his lite. This theory proves valid itt many instances, and presents considerable merit. For example, the person whose occupation is tumultuous and confining may ~eoeive valuable benetits to h2.s ,b.ealth and spirit by a hObby whloh takes him to the peaceful countrysice with its fresh air and sunshine. Also. a hobby that is diftet"ent trom one's vocation has the advantage of broadening his 39 interests and activities, making his life fuller and more complete. However, this cannot be looked upon as the only criteria for the selection of a hobby, because so many people are supremely happy in hobbies that are basically the same activities as their vocation. This type or hobby is looked upon as complimenting the vocation. Super (35, p.34) calls such a selection, a "vocational avocation". A selection or this kind also has its merits . It allows the individual to experiment with ideas which he could not try on the job, and in doing so any frustrations that have arisen on the job may be dispelled. Cutten (12• ~.14) observes a resultant benef1t tha t explains why, "amateurs often excel others": "The amateur; t rough ignorance or because he does not risk the loss ot reputation. makes progress by attemptinG the unconventional and the seemingly impossible." Also, a skilled worker may realize great joy in making things tor himself instead ot always tor others. Some advocates or the compli­ mentary type of hobby point out the contributions these hobbies make to the worker's vocational im»rovement.

This point, while possible and proba~ly oocuring otten. will not stand if an activity is selected solely on this 40

basis, to~ it is then merely vocational training, and not a hobby. ln. looking at the two theories, n&ither stands out as being the bet.ter. It the 1nd.i1'1dual tind8 1't most satistaotory to .engage 1n an activitJ aa tar rem:oTed trom his vocation as possible, it may indicate that he is unsuited to his vocation. It may also be that the vocation is aatistyi.ng and complete in 1taelt* and needs no oompl1Jaenti.rlgf or it may be ~Jat.iaty1ng yet extremely tirtne so that turther activity would only bring tatigue.

Beoauae a hobby is tor the speoitic enjo~ent or the 1Adividual, ·1t sho~ld be selected on. an 1nd1Yi4ual basis, and sino$ experience haa proven that most 1n41viduals have the charaoteristioa and abilities to suoeee4 and be happy in several ocou,.Pations, it may be assumed that there are. also many hobby activities in which one oan suooeed. (3), p.S8•59) Thus we are lett to accept a pragma,io viewpoiot, practical results are the sole test or validity, and we ehould .not attempt to oontorm to auy ,Preooaceived pattern. 4l OIIAPTER IV

Representation. The study 414 not reveal the total number ot boys included therein. Therefore, it ia not possible to aoourately compute the percent of represen­ tation. Several ot the teachers admittedly asked tor more questionnaires (A~pend1x 0) than were needed and some tailed to adm1a1ater them to all ot their classes. It

1a doubtful it pupil abafnoea acooun~ed tor more than a one or two peroen~ reduction in the number completed. Due to the above reasons the teachers tailed to use approx­ imately 25~ ot the questionnaires which they reoeiTed. Ot the total number ot questionnaires placed in the hallds ot the teachers, ;2,7~were completecl and returned. HoweTer, it one assumes that one-halt ot the uncompleted questionnaires as due to oYer-estimates, and reduoea the total ot requests b7 that amount, the returns represent 60,)~ ot the pupils tor Whom questionnaires were requested. One may arr1Ye at an estimate ot the representation ot the whole group trom several viewpoints. It it ia asauaed that the total number ot teachers (46.5~) who 42 participated 1n the study represent 46. 5~ ot the pup.1ls

and this 8.110\lnt is reduced by one-eighth, the original estimate ot the nWilber ot pupils who were not given an opportUAitr to ooaplete ~estionnaires althoQgh question­ naires were sent tor them, ~· representation equals 41.7%.

The total averag.e da1lJ at~endanoe tor all ot the aoboola, 20,971 (5, p.73·256) may also be used as a basis tor an eati.alate. Asswa1ng that one-halt ot the total are boys and that ot this number one-halt are enrolled in industrial arts classes, the retu.ru rejlresent 45.2~ ot

the total. Atl allt,owanoe ot eighty-tour pupils :P•r teacher; based on the average requests receive4, including a reduction ot one-eighth tor oTer-estimates, ia the baais tor a third estimate which shows a )2.2~ reJresentation. The averase ot these three estimates is )9.4%. 'l'hiny-tive (74.4%) ot the. teacher questionnaires were completed and returned. This represents 40.7~ or the teachers included 1n the study. The Main Hobbies. Over two•hun4red activities

(Appendix B, Table XVI) were meutioned ~· main hobbies. 'lor ease ,.nd convenience or exam1nat1o.n th.ia list has been grouped 11lto twelve general olassitioati,ons, called "hObby groupe", as tollowa: (1) aports. including those 43

•uth aa ba,aketball, track, and ~ennia, lfllioh are ordinarily aTeilable at school, (2} auto mechanics, including dr1v1ns, hot-rods• and oars, ~3 · } model••· including, model airplanes, ahipa, railroadS, and othe~s. (4) t1sh1ng and hunting, 1nolud1q tly•tying and outdoor lite, (S) woodwork, iuol'udillg all 1D4ustr1al arte sub- Jeota exoep,ing auto mechanic a a.o.d radio, (6) atfUipa and ooins, including all colleot1Ag hobbies, (7) animals, including pets 1 oh1okene, a.nd gudeAJ.q• (8) radio, including teleVision and eleotr1o1ty, (9) aobool eub3~ts, inolu41ng aot1Titiea commonly taught aa laohool aubjeota, exo.epting 1nduatr1al ar\a and spoJ:ta, (,lO) lli•oel.laneoua,

(11) photography, including cameras and 9ro~eotora, (2) gun., including all firearms and 'arget shooting. A thtr,eeath group which have no hobbies ia called the ."no•hobby" grou.,p.

Tbe 11at1ng ot sports ae the main hobby ot 17.9~ ot the pup1la, ~·t~eota ~he sr••t eaphaaia that ia put on sports in today•a sehools. When this group was divided to inolud• ·(l) sports that could. be tQllowe4 e.lolle, and (2) 81JOJ"11& requi:ri.oa two-or more, lt was to\1114 that the tint included only 18>'. Keeping this ~n JUD;d. and oona14er1ng the. elaborate equipaant, buf,.ld1ngs, and

I . 44 court1 n•oesaary in many ot the activities. and a turther consideration ot the meager extent to which adults are engaged 1A these lporta, their tultillment ot the expeoted oon,ribut1ona .ot a. hobbJ assua' doubtful pro­ portions beoauee 1n a great .raalo:rity ot the time they are not aYailable and they are not suitable to a4ult participation. When the groups that are included in industrial arts, such aa auto raeohallios. woodwork, an4 ~dio, ue taken as a unit, ther comprise 26.8~ ot all the li81A hobbies mentioned. The trequency with which auto aeohanioa oco~a pointe to the plaoe or ~portanoe automobiles occupy 1n these modern time. When all the hobby groups are examined to determine those which are not ordinarily extensivel7 tollowed aa hobbies 1n adult lite, apor'*• as listed in th.ia group, auto meohan.1os an

That the no~hobby groups would e•e~ completely disappear is doubttul, yet that 9.3~ shoUld be without a , -

45

f.ABJ:JG I

Peroeatqe. per G~a4• Who Had. No Hobb7

:Peroe.nt ot total !n the sacte .

9. 10 11 12

'.lb.e l'•roent without hobbieo by padee holde oonstant with a slight ten4enoy to illoreue. A compa~iaon ot the peroent ot the total inolucied 111 a grad- with the percent ot the grade llaYiug ao hob)!)y ur be seu in Table I,.

G~•«•• aeven and e1sht a~e omitted because ot 1Pauttto1eAt retuu.

~he pattern :torm.ed bf the distribution or the per: qentages by eaoh grade varies little fr'¥Jl that lOAde by the 41str1but1on ot t;he avtu~·a~ea tor •ll grade•.

('l'able Il) 'fher• 1a a etea4y deoline to~ bC)th model• and stflJJli)s tro• the ninth g~a.cte to the. twelt,h. fh1s conld be an 1.nd1oat1on that the.se hobbies have leas a_ppeal to tlle more mature gl'O~.P•• Auto meohanioa ~ exhibits u increase that is probabl.y due to the reaoh1ng ot the lesu age to obtain driver'e l1e•nse. UoweYer,, greater TABLE II

Humber o~ Hobbies per Grade by BObby Groups

Grade 8 Grade 9 . Grade 10 Grade 11 Grade. 12 TO~ . - - . - - - . - - - - - . ·­ Total 80 ).4 116 4.9 624 27.6 6oo 2,5.6 460 19.6 460 19.6 2,)40 lGO.O Sporta 12 l.S.·O )0 2~.6 101 16.1 116 19.) 8) . 18.0 76 16.; 418 17.9 Auto mechanics 12 l.O~) 54 8·.7 78 1).0 64 1).6 91 19.7 299 12.8 Models 20 , 25.0 20 17•2 97 l.S.) 76 ' 12.6 40 8.6 )2 6.9 285 12.2 J'ish. & hunt•. 8 10.. 0 7 6.. () 76 12.1 67 11.1 so 10.8 58 12.6 2S9 11.1 Woodwork 4 s.o 10 -s.6 68 10.8 64 10.6 4} 9.) 51 11.0 238 10.2 No hobby 5 6.2 70 11.2 47 7.8 52 11.) 43 ?.3 217 9.) Stampa & ooins 10 12.6 19 16.) 55 8.8 )5 .s.s 28 6.0 15 ).2 159 6.8 AD211Uil8 5 6.2 ; 4.) )4 5.4 26 4.) 18 ).9 12 2.; 98 4.2 Radio 2 2.5 16 2.5 25 4.1 21 4-5 2) ;.o 88 ).8 School subjects 6 7.s 4 ).4 18 2.8 20 J~) 20' 4.) l.8 ).9 84 ).6 PhOtography ) ).7 4 ).4 9 l-..4 22 3~6 1)_ 2..8 ~J 2.8 · Ao 2.6 GW18 1 1.2 · ) 2.; 12 1.9 8 1.) ll 2.) 7 1.) )9 1.? M1aoe1laneous 2 2.2 16 ' 2.6 16 ).4 2) .74 ).2 4 s.o 1.7 l.4 s.o . I

~ ------,---­------

47 experience in auto aeohanios olas•e• may be a taotor.

Those groups which comprise leas than 10~ ot the total do not include suttio1ent numbers ~o produ~e Talid patterns. Length ct Pgrsu1t. The mean length ot participation in the main hobby waa 4.4) 7ears. (Table III) It ta quite likely that this figure is trom one•halt t .o one rear too h18h• The tendency to exa.ggerate to be eure or

1nolu41ng eno~ tilae is great. When the degree ot part1o1patio.n is considered tor thoae who said that they had been tollowing the hobby at ages ot six to eight years and JOllllSer, the 4.43 aeems high. Also, it is quite likely that many counted a traction ot a year aa a whole. The .mean grade leTel tor all participants was 10.31. To subtract the mean ase ot hobbies tro.m the mean grade level leaves 5.88, the grade level at which the aTerage hobby was initiated. · Secoadarl Hobbies. The mean number or secondary hobbies named was 2.02. The mean held ••rr steady trom hobby group to hobby group. lt 1s to be remembered that the secondary hobbles are in addition to the main hobby, thus. the aYerase number of hobbies that eaoh 1nd1Y1dual tollows is one more than th• number of secondary hobbies. 'l'ABLI III Nuaber ot Pa.rtio1;anta l)er Hobby Qraup By L.natb ot Part1o1pa"10ll an4 Bobb7 Gro~

YMn o"Yer 6 9 . 10 11. 12 . , HfM Hobbz Q:C!BR 1 , . 2 l It I s 7 ! !2 .J ,porta 2) 52 S4 ss 22 39 2) 21 9 )~ l 4 )9 .s.n Au'o aeoh. 6S 74 S2 )4 34 u 2 s l. s )~a? .ela )1 .ss 42 46 42 22 10 15' 7 lS 2 4 4.40 11eh.,. hWlfJ..l.2 19 )4 )I 38 24 1.1 l.) 4 22 1 4 l? 6.), ··•-,o4wol'.t 47 54 S1 2? 1) 12 6 4 7 1 S: l·S5 Staapa 4) 2) 2S 16 1-8 8 8 6 2 6 2 .).6s 2) 18 lS 8 u s 3 ) ) · 4' 1.0 4.)7

)0 22 1 ) ~ 1 2.6) Radio 14 1 .. 6 SOh. aub. 12 ll 6 9 9 10 3 7 2 2 .) 1 6 s.Jl ao. 1) 20 14 10 6 s 1 4 3.01 11otoptl.Ph7 19 l.S 22 8 4 .2 l l. 4·64 Gu.Aa 4 4 7 1.0 1 s ) 2 1 2 4.64 ....

X0$*1 122 '7o ~l6 262 2ol. w .. go 77 21! I 2~ 10 . .].2 w 4-.4J • (» 49 TABLE IV Number ot Secondary Hobbies p•:rr Ind1'f1cl\1U b7 Hobby Groupe ·

1 a 6 §obbl RO!R I 2 .It ~ z M!M Sports 101 67 46 12 5 4 2~ . 02 Au1o .meohanios 68 44 )1 6 4 2 1.9? Models 87 52 29' 10 3 2 1.92 Fish. & hunt. 71 26 1) 4 l l 2..04 woodwork u )7 17 8 1 2 l 1.87 Stamps & ooi.~ )) 32 20 1 1 2.04 Animals 22 21 l .S 3 2 2.21 Radio & eleo. 28 17 8 l 1.67 SOhool subJects 15 22 1~ 8 2 2 2.4) Mlaoe1laneoua ao 17 7 J l l 2.04 Photography 18 15 9 3 1 1 1.92 ' Guna 9 9 6 2 1 2.41 To•als 535 404 225 76 2) 15 6 2.02

Due to tlle seasonal natu.re ot aany hobbies and the unavailab1l1t7 ot others. it ••- quite 4es1rabl·e that ea.oh boy haTe three hobbies. Howenr, 1t 1a not to be overlooked that )S~ have o11ly one hobby and Jl~ have only •wo. (Table V) TABLE V Number ot Secondary Hobbits Per Ind1T14Ual

lo. per 1nd11'14ual Peroent

0 5)S 1 404 2 225 ) 76 4 2) s lS 6 5 7 4

The nwaber who haTe only one hobby varied aoJJlewhat tram group to group. Auto .mechanics • woodwork, and sports, in that order, ranked up to 1)~ higher than ~he average, Doubtless, many tactors attect this Yar1at1on, but none stand out. (Table VI) Sl TABU V:t Number Who Bad No Secondary Hobbies b7 Bobby Groa;

Hobby i£2UR . No. Peroent Average )4.7 Sporta 2)6 43.5 AUto meohuioa lSS 48.1 Modela 18) JS.4 J'1ahing & huntillS 193 25.4 Woodwork 126 47.0 Stamps 9) )5.2 .An1mels 64 34.6 Radio 54 )8.4 Sohool subJects 60 28.S M1soellaneous 49 33.7 Photographf 47 21.6 Gune 29 :a;.6

leoto~a TA&t Intluen~ed the ID.1t1u Interest 1.u Hobbles. Th• 'boys ,nu1ed tllemselTes as the moat frequent

1ntlueuing taotor towa~d 1l'Ut1at1ng hobbies. (Tabltt VII) In a a;en•• this anawel' ooulel be e1vea to every hobby, but

1.n aa muo~ aa eYerrthiQa oae doea is 1ntluenee4 b7 aoae outa1de taotor, it cannot be a.ooepted as the true reeponae. RoweTer, it was included 1n the qutstionnaire ro~ those who would not be abl.e to ruutniber and tb:ua tend to prevent an 1nYal1d answer. It 1a logical 'o aaslllle

1iha~ it this r•ply were broken down into the true answers the resulting pattern would olosely approximate the T.ABLR vn Peroentag• ot Factors That Intluenced the Initial Interest in Hobbies by HObby Groups

..... ~• # •0 • 0 ..... ' -P.• a 0 : ..0 ....• 0 ....• ~ ! c. ·'a J0 4 • i .-I t! all ~ CD ~ ~ ,.a • • • "" 0 0 0 k 0 ..: A ! " ""' ~ • 0 ....= "0 0 i ~ .8 0 2 :raetor c. ...-4• ... 0 a tQ ~ i Jk4 I C'll J &! til f 0 11.• Parent• 11.7 14.2 14.) )6.) 1;.• 8 22.4 2).2 11.8 26.0 16.8 20.0 18.1 Brothel- 9.0 9.0 7-7· 7.8 7.0 10.6 ).S 1.1 ).0 8.4 4.0 7.8 Fr1ea4 2).7 )1.1 ).6.4 24.7 10.1 27.4 25.8 27.2 15.0 28.9 28.0 25.; Boy Soot1ta ).7 1.7 ).S ).7 1.6 1.6 ).6 ).0 1.2 4.0 ).1

Teaob.er 6.0 2.2 1~4 ).4 11.7 2.2 7.1 14.5 9.0 7.2 2.0 ;.) Sohool aub. 12.6 10.-5 1.1 ;.2 25.6 7.1 17.2 15.0 7.2 4.0 9.9 Myeelt )1.5 29.4 )).1 18.0 Z?.l 32.5 29.4 2).6 2;.o )1.) ).6 28.6 "'1'\) Other l.S ~-..o ~- ~ ------~-2~-~ _2.6~ ____ ~~-~o -~ 2.0 . _l__J_ .5)

J'8JD&in1ng ranking. 'Thus, by 41sregar4ing this i~em,

the greatest 1ntlueno1ng taotor 1s ~a friend", which waa credited with helging arouse interest one.tourth or the time. PareD.ts were named 18.1~ ot the t1me, achool .aubjeots 9.~ ot the time, and teachers a mere

;.)~. (Table VIII) In listing the apeo1t1c scbool subjects which 1ntluence4 the choice ot hobbies, industrial arts eu.bjeots were mentioned 146 time as against 73 t1Jiles tor all other subjects. The most frequently named ot the industrial arts classes

1nolu4e4c woodwork ... 3.5.6%, auto aeohan1oa 19.~, radio 10.27~, and mechanical drawi.ug 9.;~.

The averages within taoh ~obby group varied soae• wllat tro.m the averages to.r all gro\lps. Parents were

.o.a.Dled by the t1ah1ng and hunting "Ottl> 36.3>' ot the t1aes 1 whieh waa twice tAe total a•e~ge tor parents. The influence of the parents is also reflected 1n the aTerage length or time tiahi.ng and hunting ••~• followed. 6.).5 years, {Table III) the lonsest tor aJl1 sro•P• Parents also ranked above the mean tor the group in stamps and coins, animals• school aubjeota, and guns. The i.ntluenoe exhibited by brothers and stater• held rather constant troa group to group, 'lABLE VIII

Factors Whioh Int~uenced tlle Initial Interest in Hobbies by Hobby Groupa . 1

co ...,• 0 • ' • 0 .,.. ! 0 3 ~ .,....• g ,...• .a i g .:! i.s::S ~ elcJ • co ~ t: . I& ,;of,..... era 0 ~ • ...... ~ • i ,..... "'• · • 0 0 = 0 1! 0 A 0• II .. :raetor · 0 ... 'tf• t ; ~ J # a...... , 0 • .s Ql ; co .= i "' ti I &! t1'l P..· R ~ i>are.nts 62 so 48 l2S 47 40 26 13 26 6 l.J 10 466

Bro~ller 48 34 26 27 21 19 4 2 s 7 7 2 202 h>1e11Cl ~26 109 122 8.5 .)O 49 29 JO 15 24 24 14 657 Boy Seouta 20 6 12 13 5 3 1 4 3 12 l 2 82 Teacher 32 8 s 12 3S. 4 s, 16 9 l 6 1 13? School aub. 67 37 4 .18 76 1 8 19 lS 4 6 2 2)7 Jqaelt 167 10) lll 62 81 58 33 26 27 29 26 18 741 Vl Othezo 8 )__ 7_ 2_ ~ . 1--~-~ ~--~ ___)~ --~- -~--_3----~ ~ 1 3~ -t-­ 55 ahowiD3 ihe greatest intluenoe in stamps and ooiDs and the least in radio and eleotr1olt;r. :friends showed the greatest intluenoe in models and in auto meohanica, the least in woodwork aa4 in school subjects. The 1ntluence ot Bo1 Scouts in aroua1ng interest in hobbies was almost negl1g1ble--nev~r amounting to over tour

i percent. The influence ot the teachers was also VerT low, the rad!o and woodwork groups receiving \he most t1"equent listing. It 1a lilcel.y that some credit due teachers was assigned to school subjects. Those hobby groups mentioning school subJects moat otten were wood­ work, 25.6~; radio, 17.2~; and school subjects, 15.0~. The frequent mention or school subjeota by the hobb;r groupe that are included 1n industrial arta points to a det1nite contribution industrial arts makes to the initiation ot hobbies. In answer to the question, "How much does your work 1n industrial arts help you in your hobby?", •not any" waa answered )8~ ot the time, "a little" 34~, and

"Tery much" 2?~. (Table IX)

\ ;6 TABLE II ..Azao\Ult ot Help That was G1Yen B7 Industrial Arte B7 BObby Group•

Not AA'l A Little Verr Muoh !Jgbbr Group No. I ISh f No. f

ATeras• )8.0 34.0 27.8 Sports 288 69.) ·89 21.4 38 9.1 AQto mechanics 41 14.6 116 41.4 12) 4).9 Y:odela )6 12.6 1)9 48,.7 108 37.8 l1ahing & hunting lll 4)~5 100 )9.2 44 17.2 Woodwork . 16 7.0 67 29.) 146 6).8 Stamps a; ooina lOS 72.) )4 2).4 6 4el Animals 64 49~4 )2 )4.4 19 16.1 -.dio 12 14.6 ),S 42.6 )S 42.6 School aubJeots 42 56.7 20 27.0 12 16.2 liUsoellaneous 4) ;8.1 16 21.6 lS 20.2 PhotographY )0 42.8 27 )8.5 ll 18.; GUllS 8 20.,S 21 SJ.S 10 2;.6 Total 778 696 S69

In as much ae hobby groupa 1nolud.e4 1n 1ndWitrie.l a:rta eubJ eot areaa, auto .meohu1cu• 1 woodwork, and radio, oom.priae 26.~ ot aU hObbiee, (Table II) the uaetulneea ot industrial arts training 1n many other hobbies 1s

·q~ite .-•Yident ainoe 1t was helpfUl 61~ ot the tue. those hobby groups t1.nd1ng 1ndaatr1al arts moat helpful were woodwork, auto.mechan1o8; an4 radio;. 'hose hobby poupa reporting it to be ot least help were stamp•, apor'•• miaoellaneous. and school subJects. S?

The Industrial Ar~s Subjeota That Were MOat

Be1ptul to Bobbz Pursuits, Industrial ar~e aubjeots were named 1160 times in answer to the question,

•What industrial arts sub~eot do you tind most useful 1n following your hobbfT Those aubjeot• which were tound to be most uetul are woodwork and met.alwork, wltioh 1noludea, sheetJaetal, general metal, aohiae sho.P, tor.g1ng, tounctry,, and art metal. (Table X)

'rABLB X 'tlle Industrial Arts Subjeota That Were · Most Useful to the Pursuit ot Hobbies ·

Sphool eubJto•• Tou.J. Peroui ' woodwork )37 29.0' Metalwork 2S4 24.4 Auto aeohanioa l?S 1S.O Keobanioal drawin& 171 14.6 Ba41o & eleotr1o1ty 86 7.4 General shop ·S6 7.4 Oratts 21 1.8

Subjeots other than industrial arts were named t1tty-n1ne ti.lllea but they bave no s1gn1t1oanoe aiaoe only 1n4uatr1al arts subjeots were asked tor.

Bobbies About Whioh Mor• Wor~~&tion Is D•1re4. A 4eslre tor more information about hobbies ... expressed ss by 1S56 or 67~. (Table XI)

'l'ABLI XI Humber Who Deaire Information about Hobbi.. b7 Hobby. G:roupa

ltobby Group No. · Peroen.t Sport• 280 66,6 ,Au.to uohan1o• 21) 71,0 Mo4.ele 20S 71.6 , 'l .iahag • ~untina 181 71.) Woodwork 182 7S.8 Stamp• & oolu 107 66.8 Aniaala ;70 10.0 Radio • eleotr1oity 19 87.? Sohool subJects 62 ?2.0 Misoellaneo~ ;o o;.o Photopaphy 42 67.7 Guns )) 82.; ·No hobb7 ;a 24.0

Total 1,;,56 ) . 67.0

More information was usually deai~ed about the hobbies that were already be1pg followed. This 1nd1oatea that hobbies could be used as an index ot aelt-•ot1vate4 interests on which to round an etteotive learning situation. The number who desired more 1.ntormation about apeo1t1o hobbies and the hobbies in wb.ioh they were interested is shown in Table XVI • .(Apptn4ix B) A.lmoat on•-halt at the no . hol»bY: (' aroup~ , being without a S9 hobby, were also without the motivation, and the 4ea1re tor further knowledge in hobby activities. New Hobbies. Approximately tour-tittbs indicated a hobby they planned to take up in the future. (Table XVI, Appendix B) The intereat in new hobbies held nearly constant throughout the hobby sroups with a slightly greater interest in the gWUJ group and the radio grcup• . Only 15.1~ ot the no hobby group stated intentions to follow a speoitio hobby in the tuture, showing a definite need tor a program that motivates Aew interests. Two viewpoints may be taken ot plana tor initiating new hobb1ea: 1. 41aaat1ataotion with current activities beoause they are inooaplete, or tail to match the individual oharaoter1stioa ot the follower and (2) the new hobby presents an inspiring challenge or intrigue holding promis e ot aatiataotory experiences. Sollletilllee both ur be present. In either case it is well to examine the new interest to see it a new hobby ia the

Kxperienoe in In4uatr1tl Arta SubJeota. Woodwork and aeohanioal drawing were the moat frequently experienced industrial arts subjects, (Table XII) being AUlecl twice as otten as any ot the others. However, 'fABLB XII Number Who Experielloe4 lnduatrial Arts Subjects, by Subject and Bobby Group .. ~ ! i 3 ~ 0 ...... 0 ~ • ~ 0 ~ • ~ .cS ~ ~ Q a. : .-3 ~ :: .a lD • ~ cd • .. £t ID 0 .0 tD r-f r-f ~ ~ rot • • ~ ! 0 0 CD 0 k .o • .cS ~ cB El .. o o .... a a: .p 'd • 0 • . 'd ~ • 0 .... Subject & ~ ~ i ~ 0 o ...., Q • o 5 ~ · ~ {Q p, l! E9 gl «C 124 Ol . ~ c!J ~ woodwork 320 203 218 220 197 1.55 129 80 68 60 6o 54 JS 1,796 Meoh. Dwg. 279 170 174 156 152 ~07 102 61 56 51 47 46 27 1.428 Sheetaetal 1.)6 127 97 81 97 62 62 37 49 22 24 29 16 845 Gen. metals 122 125 92 99 86 74 Sl )3 40 24 )) 29 1) S20 uaoh. shop 126 140 97 77 77 4B 29 29 )6 22 22 22 17 741 Art metal 118 87 8~ 74 78 ~ 38 20 27 ~ 24 24 12 640 Welding 93 1)2 68 79 72 42 19 ~9 25 12 28 22 1~ · 622 Electr1o1t7 86 72 7S 61 71 47 49 24 53 20 19 27· 12 616 AUto mach. 9) 150 43 64 49 46 18 18· 20 11 ·19 21 9 561 L•ather 110 41. 61 49 56 )1 JS 21 15 20 14 20 10 ·· 48) :rorgiag 5) 72 J8 . 4S 42 )J 16 20 17 7 16 18 6 J8J Home meob.. 42 45 40 · 4.5 30 18 lJ .1) ~ 8 .5 10 13 8 290 Printing 71 39 44 )0 28 JS 27 1) 1) 17 9 1? " 6 249 Plastics ,. 44 16 )6 JJ )2 10 27 7 11 6 6 7. 1 2)4 Pattern mak. 29 16 24 17 28 S 12 6 6 7 2 2 l 1.55 Ceramics 14 12 1.5 25 12 8 12 7 4 .5 4 6 J ·128 Cement, con.. 16 16 9 24 12 4 J 6 ; 3 .5 J 1 117 l"oun4r;r 10 21 .5 14 10 1.5. 4 4 4 4 2 S 98 ~ Book bi.rJ.ding 10 6 . 10 ) ) 5 6 J 5 2 J 56 0 61 that woodworking and meohan1cal drawing continue the

traditional 4oai~t1on ot the 1nduatr1al arts field 1a

hardly the oaae. When the n.riollS metal work1.Q& areaa ' are ooabined, the total equals 41.49 as compared to the total tor woodwork, mechanical drawing, and pattern making which equals 3379. How•••r• these totals mar not represent the tNe relationship because the lis' includes both aubjeota taught as a ola•• and aubJeots taught as a unit in a general shop class. lor ex.mple, a boy may haTe oheoked general metals• aheetaetal, art metal, and welding, but actually has been enrolled in only one olasa, general metals. B7 the same token, woodworking, mechanical drawing, and pattern making may have been

experienced 1n a single general shop class. However 1 the totals do indioat• that woodwork &Ad mechanical drawiq

no longer dominate the industrial aria progr~.

Tbe percent or total participation does not 'f&ry aig.nitioantly among the hobby groups, (Table XIII) The

aTerase participation equals 23~; the aTerage nuaber ot subject areas in whioh each 1n41T14ual has had experience ia 4.3. It is interesting to note that the no hobby

g:o~p had the leaat experience in industrial arts aub~eota,

18.2~, as compared. with the aTerage tor all 2J.O~. Th1a 'l'ABIJI XIII

Peroen~e.ge Who ..mx;er1(tllCed Industrial Art• Su.bjec~a. by SubJeot and Hobby. Group

. I o • ~ ~ . ~ • ~ g '~ i 2 ~ A ~ ~ 4 g ~ ~ e 4 k .a • r-4 !! • &I • 0 ,Q • r-4 rot ~ .- rot • • 0 ~ l 0 0 • 0 k o e ~ ~ A S ~ o o ~ · ~ ~ a 0 • ~ A • 0 Subjeo' !- .= & ;;: -~ ,g ~ ,I eX if. ~ J "

Initiation of Bobb.ies. The no-hobby group ooapriaed 9.3~ ot the total. Approximately one-third 1n41oated tha' the

:teason tha.t prevented their star\1~ a hobby we.a, "1 aa

not interested in any ~bb7"• (Table XIV) Other tao,ors I ' which blooked the initiation ot a hobby were lack ot , equipment tor 20~, 1nsutt1o1ent time tor 19.1~, and . insutticient 1ntoraat1on tor 17.8~. An adequate place to tollow a hobby was less troublesome being named by less

than 10~.

TABLE XIV laotors That Prev•nted the Initiation ot Hobbies

laoto,£ No...,..._.,. Peroent Not interested in any hobby 96 )2.8 lnsuttioient intormation 52 17.8 No place to tallow a hob81 28 9.5­ Laok ot equipment 60 20.5 Inautt1oient ti.rae 56 19.1

It is doubtful 1t as many as 19~ lack sutt1oient time. Aithough some work and their time is limited, the

problem is to t1nd a su1\able ao~1Y1ty and to learn how 64 to use the limited time to 1ta tullest advantage. The problems ot lack ot equipment and no place to follow a hobby may be overcome by selecting a hobby that does not require extensive equipm•nt ox- to discover an alternate plan tor following the original choice. The other di·ttloulties may be overcome by a program that will give wide experience in a variety ot activities and teach how to ~ollow and progress in a hobby. Representation 1n the Su.rvey ot Industrial .Arts

Teaohera. Ot \h• ~orty teachers who participated in the study thirty-alx completed the questionnaire "To

Industrial Arts Teaohers". (Appendix c) While this is a small number ot teachers·• tlle.1r work and position assumes great importance in ligbt ot their intluenoe Gn the )000 to 4000 pupils under their supervision. 'l'llere la no assua;tio~ that the results ot this quest1onnair• are tru• ot .QlOSt induattial art• ~eachers and programs., al,hollgh suoll might be the oasej the purpose is to show (1) what the teachers ot the boys included in. the studr are doing in relation to hobby educat1oa and guidan~e. and (2) a lila1ted pero~ption ot their philosophy on ~~e subject. Hobbl Kuoation and Gqicl&Qce,. The nWilber who deTote 65 regular olaes time to the 4iaousa1oD. ot the aeleot1on and poaslbil1t1ea or hobbies nu.,ered nineteen.; tit•••n 4o not wae olua tiDle tor such d1aousa1on.. Onl7 ten

indicated the Auaber, ot ho~a per year apeAt on the

41sous1on ot hobb1••l hours 1.ad1oate4 were: 3 (by three). I )·4 (bf three), 4.~ •.8,10 (bJ" two), 20,)0,75 and "maSlJ"• ' The most oolDlD()D.ly uaed methods ot attempting to

arouae interest 1a hobbies ••~e through AobbT books aDd

JD&ga&i.tlea. (~able XV) Olueea wh1oh ••re :named u

be148 4evot.ed ~ leisure time aot1v1t1es were hoae ••chanica. auto meohAn1oa, and model airplanes. Seven t•aohere named other me1ihod8 u.o., 1Aclu41ng construction ot b.obb7 projec\8.- moving pictures on common hobbies, 1n41Yidual help, making the shops available outside

so:Qool hours, ea~eoially satur4a;r, lllOdel engineering club,

olaae diaousaion., an OJ)en hO~e night• and a•U•1stanoe in obtainiAg materiale. 'l'he majority, '"enty-a1x ot the thirty-a1x• 1n41ca.te4

the7 attempted to supply 1ntor.at1on oonoer~ing hobbies not speo1t1oall7 related 1i-o 'their olassea.

The olus1t7ing ot required pJ~oJeota and Pll.Pilt'Oohoioe projects. as having hobby poasibUitiea or \o be used tor

hobbies extended to the extremities ot the range, 0 to 1~. 66

The averase ot estimates tor requ1re4 gro~eota equaled

5 _3~ ud the average tor the pup1l-oho1oe proJeots wa1

4)~. TABLI XV Methods ot UouaiJl& Interest in Hobl»1es

Method Oonduot a hobby ahow 2 HaTe hobby exhibits 9 Talk8 by hobbylsta S Bobby books 18 Hobby mas4S1nes 18 Teaoh a claaa in lelaure time aot1Y1ty 4

Only t1tteen '•aohera in41oa~e4 the7 made a det1Aite att•»t to ua1at boya in starting and tollowiaa hobbies, while o.Dl.y tour oonduote4 UT tolloff•U.P to aee it the boy• ••r~ progressing in the1r hobby. Moet ot the teaohere, twenty-seven, gaYe help towar4 the pursuit et a hobby onlr u 1t was aste4 tor, purely aa an 1noi4ental eervioe. To oondemn the teaohera without oona14ering the oiroums~oes in eaoh oaae would be unta1r, but that education and guidance towar4 the worthf oe ot leisure time be lett to ohanoe ls hardly Justifiable.

Teaohe~' Op1A1o~ gd Obaenationa. There wae 100~ agreement among the teaohera that eTery boy should baTe a 67 hobby. OUl7 one-titth ot the teaohera belieTed a4eq~ie ttme and emgbaaia is giTen to hobbies 1n industrial arts olaseea. Tlle following quotatioJl8 are taken troa tile oommeata a44~ by the teaohera: I do not believe the 1ntluenoe ot the olaaa­ rooa teaoh•.r can be Yery sreat in steering boye toward desirable hobbiea. It then becomes some• thing toroed or done tor the teacher. The teacher should be &Tailable to h&lp where help is requested. I otten keep ~ shop open saturday morllings on my own tiae tor boys Who wish to work. The general shop would be a big thing in th• d.1reot1o.u. ot hobby interests. The l.Ulit ahop is too speolal1ae4- tor •xam.Ple, the auto shop teaoher who tr1ea to keep abreast ot changes 1a his tleld and do good iD.Btruotioa bas no tiae to study the intr1oaoiea ot model airplanes. The general shop is th• thing we should promote with our trade courses; a aeparate and distinct tora ot ed~oation atter a boy ha8 chosen his Tooat1oa. Oonoerning new buildJJlsa TM.e l.ast one, the exploratory ahop, 1• tor ninth grade only and ahould be a good ohanoe tor the school to help boys and girls begin some •ort ot hobbJ.

• • 4 ther• la a treaeadous oar.ry-ove~ troa .oat 1adu.tr1al a~ts classes 1nio one or more hobbies, It we were able to otter tull llinim.UIIl iA Indus• trial .Arts at ou high school, then we could deal apec1t1oally with hobbies. We bad a hobby period onoe a week ao•e rears ago and 1 t waa the worst .b.ea4aoh• I enr had. It would b• a good idea 1t· the aohool department would tur.Diah all the mater1als required by the stu4•nta. I am teaching six one-hour periods a day and I am tired enough at the end ot the day w1thcnlt an extra maclhouae period. 68

The •uney reYealed atudent intere~ts in T&rlOU8 S~bJeots which the 8U1danoe program tailed to capitalize on. lor example-those interested in automobiles didn't have the opportunity to take auto shop; those interested in hoJile planning were not permitted to take mechanical drawing. It 1a .my beliet 'bat hobby interests mature and change w1 th an 1n41Yidual. There are a sreat Tarlety ot hobby lnduoins aubjeota taught 1Jl our acshool ov.ta1de ot Ind. Arts. ProT141ng the. tua4aaental ak1lla with toola 1 ezperienoea with wood, metal, plastics, photog­ raphy, athletioa, ao1enoe 1 eto., will do more to l.uure a litetllle inte-rest in some (probablf m&Af onr a period of years) leisure time activity. What a high aohool boy•s hobby la today may very well be his tiresoae vooation tomorrow and a broad foundation ot activity interests will allow hia to pick up le1aure time aot1v1tiea suitable to aJl1 aituat1on 1n which he may tind himselt. 69

CONCLUSIONS, RlCOOwtiNPATIONB • AND SUGGES'rlm OO'O'BS:I o:r S'roD!'

Conoluaiona. The contribution• tha' indua~rial art• makes \o the hobbies ot the bo7e included 1n th11 atudy are very great, probably aa great or grea,•r 'han anr o~er oo~rable taetor. Th••• oontributiQaa· 1nolude arouaillg interest 1.n hobbies by providing experience in a wide vuietr ot aotiv1t1ea, an4 help 1A the pureuit ot hobbiea b7 t.b.e d•velopment ot skills and know:leqe of

materials ud jlrooesse., tha\ are S\11\able to hobby aot1T1ties.

A great porti()n ot the help g1ven, ranging up to 10~

1• ot an 1no1dental1 b7 ob.e..rloe nature. .Neither 'he queat1oD.DA1re returns no.r the survey ot books ancl period•

1oal8 reveal.t uy apprec;da.ble 1 concerted attort on tlle part or 1n4u.attr1al arta teachers to provide tor (1) the 4e'felopaent ot a whole1ome phil.oso.PhJ toward le1aure tiae

aot1vit1es, (2) the development by the 1a41vi4uu ot a plan or set or obJeoiiiveetowe.rct which to atrive, ()) an unde:ta\a.rullng ot the relative illporta.noe, 'falue, and plaoe ot hobbies 1Jl lite, (4) the 41aooYery, Wt1ation, deYelop­ ment, and tollow.up or hobbies suitable \o ••oh iD41Yidual. HoweYer, the need 1a srea~est alone 'Ollose lines. 10 T.b.ue, the quest1ou art.ses, 1s it the reapouib111ty ot industrial arts to provide hobby s~idanoe and ed\1cat1on? The an•wer is; 1;he need is greatt eclucation tor the worthy uee .at leitntte time is, an o'b~eotive ot industrial arts.

ltecQ~DMAdations. I~ 1e recoJUle.o.ded that (l) leaders ill the industrial arts tield, with ootLS14erat1on or the ne•4.& ot a changing society, make an evaluation ot the objective, e4uoat1on tor the worthy use ot leiaue time, and. olearly a.etine the reapons1b1.l1tles ot the industrial arts teacher, (2) induat:ri.al arts teaohers incorporate procedures into their program that will(a) give broa4 and exteMi'Ve experience in hobby activities, (b) _present and

4evelop ori~eria whiob will enable the indiv14ual to make intelligent deoiaione ,oonoerni.ug le1eure aotivit1es, (o) gu14e and esa1st eaoh pu.p11 in the seleotion., developaent and progr••• 1n a dee1r&'ble hobby. 71 A SUOG&STED COURSE 07 S'l'tTDY :lOR BOBBY IDUOATIOH

Introduction. !be auggeatt4 oouree ot atud7 h•r• outl1ne4 baa been designed toward the de•elopment ot

.,~ente who are able to make intolligen~ deo1s_1ou

o-onoerr:Wl8 leisure ,,_.. aot1Y1tie•, who baYe a thoro~ uader•tan41ng ot the _plaoe. 1'alue, au ,poas1bilit1ea ot

hobbies, tUld who poeeeas e. true hobby or haTe • genuine

4ea1~• to poaaeaa oae.

It la 1nten~ed that the oourae ot at.udy be Ta:tty tle%1\)le to be aclapted or expe..n4ec1 to meet t.be · ,peoul1ar1t1.. ot widely varyins oircumatano••• It ia

plalllled tor use with an industrial ana class l)'lt J»47 be used with uy group, either bof8 or girls. No time limitations are sat but ideally should extend oTer the entire school year and tru year to year aooordins to the progresa ude by the 1nd1T1dual. The baaic rule tbat the 'teacher liUSt tollow throQSh­ out every. aspeot ot hia work ia that none ot the work 1• to be toroe4 or &811SB•4• Never ia a pupil a•s1gne4 •AJ reading to do, never 1& a report ua1gne4; there e.re no

•requiremen,a• ot work to be done. The ~~oher abould suid•• lead and helt diaoover the tacta but alwa,.. the pupil muat make hia own decisions. 72

It a pupil ia au.tt1o1en1;ly interested in an ac~i'f'ity

to Jwat1ty bia following it ae a b.obby, there will be AO

»."4 tor aay oo.pulaion on the part ot the 1;eaoher to make h~ seek 1ntormat1on. The tea.eher ehoulcl tat• a.dTutage ot the ll8J17 oont.r1bu,1ona · that adult hobb;riata 1A the community oan

and w111 be fl.Ot only w1ll1n& but anxioua 'o lllake. 'l'he ooort1Bat1on ot the ettorta ot adult8 with those ot the

a~hools will be a big step to~d educating \he pUblio to leisure time needa of youth ,and will arouse and dev.elop theil" 1ntereet tor a well adjusted youtb.

Tal.ka bf Bobbzlats. Talb. by h.obbyS.ats are to be

on• ot the ma~or pal''sl ot the program, an.d s11oul4. be eoheduled regularly. The teaoh•r should exercise gree:t cue 1A selecting peet,ple to tell about their hobbit"'. It will be aoat aclT.antageous tor th.e ·teacher to go to th• potential •»eater's home, eee his hobbf and talk •1th him betore enlisting hie aid. The ,p.roblem oan be 41aousaed and a ple.n worked. out at th1s time. The teaoher

shoUl4 have an o~tline or list ot ausaeete4 Roints to be 41acuaae4 'o SiTe to tbe a,pea.kel'. Those \Op1os wUl YU'7 w1tb 4ifter·e.at hobbies and also with the progreee ot tlle c.laas but ur include auoh items ae how to ge·t starteO., 73 the equ1pJllent neotsaary., d1ttioultiea encountered,. e·njoya.ble returns, •n1labil1ty, the apace required, a.nd others wh1oh the begi.tlner sb.o\lLd J:mow. BJ tar tlle sreate&t val~• will resul\ it the pupils haYe the opportUA1ty to aa.t questiona, theretore, provision should be made tor a diaouasion period atter the speaker hAs presented hie talk. The diJouasion period will proceed aoat smoothly it the pupils receive some preparation beforehand and ha.Te 1n miAd so.me ot the thinS& theJ wo\lld like .to t1J'ld. out. The purpose ot the talk is to dl.aoover the tao~a about the hobby and get aa thoroUSh an understandina ot 1t aa possible. ~her benetita will be realized 1A a clisous.ion ot the hobbT 1.o. the next olaaa period. An attempt should be made to clear up anT oo.o.tusio1;1 or questions. The ho'bby oan be examined trom the viewpoint o~ the follower to tin4 out how it ooatributea to his happiness and broad•na his lite. Reterral ezst8$, tlle referral syate.m 1iJ suggested as a. aeans ot g1vin.g indiT1clu.al aid ot the .moat •peo1al1ze

proportion to the ca~• and Ju4geaent the teacher exero1aea 1l1 selecting the e.4ult hobbyists. He aut ••leot individuals who are understanding and able to contribute to the pupils' progress. Pupils should never be referred to go to a.ny but the most wholesome aurro\Uldinga. Squally ae iaporta.at aa the eeleotion ot suitable hobbyiata ia the selection ot the right pupil at tue

:rigllt tiae. A pupil would never be _permitted to u interT1ew without adequate preparation ao that he under­

stands clearly what h• wishes to learn. The reterral syat*M has aanr possibilities but it 1•

not reoaa.ended ~·•• the teacher 1s willing to expend the neoeasary time and ettort to make Yisits to the

hobby1ate' ho..a, and keep ~P to date by return Tisitl. yobllz: Daz_. A third way ot utilizing the experience

and lQlowledge ot hobbyists i~ the. OOl'DDlWli~;r ia by

oondaoting a "hobby day• and eelecttng \he s~eakera trom their rants. The hobby day will be • day set aa1de 1n which a series ot talks will be giTen by eaoh speaker to 75 amall g~o~R• ot pu»il• who a~e 1ntereete4 ta \he par"ioular hobby be1Ag discussed. An at\tmpt should be ll&de to aohedule speakers who have hobbies 1n which the

.PU.Pila haTe an interest. J'1n41q the pupil·a 1ntereata will neoeaai,ate a auner a.nd ,Pup1le ahould indicate tirst, aeoon4,. and third choices.•

The purpose o~ the hobby day will be to sive Tal14 1ntoraat1on about apeo1tio hobbies, to arouae interest in new hobbies, to learn how to follow hobbies, and to learn •••· ot the expeotat1ona and -.aluee to be gained tro.m. tollowing hobblea, It will be neoeaaur to orient the speakers to the purpose ot the hobb7 day and also to prepare the students tor intelligent part1o1gat1on ao they will realize the grea,eat benet1ta. The hobby da7 ahoul.cl. D.Ot, be taken aa an end, the subJect to be tor­ got,en, In4ee4,. 1t should s1ve renewecl vigor and uruler­ atand1ng to lead to aubatant1.al .Prosr••• toward the development ot pup1la who are able to make intelligent deoislons concerning their leisure tiae aot1T1t1ea.

Hobbz:, Show. The hobby •how will make $1.Jlf valuable oontr1bu,1ons, but probabl7 ~· greatest lessons to be learned are the Jo•a1b111t1ea leisure tiRe orrera. The exhibits wlll be poe1t1ve evidence ot what oan be done 76 by exte.n4e4, organized pursuit. An at'te.Dlpt should be made to eJll1at the part.1oi_pat1on Ot .b.obb71St8 ot all as••• One ot •h• but ta•a tor the hobby show is towa~« \he end ot th.• -••hool year. The hobby show will need oaretul planning aD4 aoae ot the things that ld.U need to be ooneidered are: tables, ahelvea, oases to hold the eXhibits, aatety or the exlUbit• from daaage o~ thett, time to be held to aerTe the great•st number, and supervision ot eaoh exhibit. Arrangement should be a&de as tar as possible tor pupils to help ~Xhibitors ot the particular hobbies they are interested in to set llp the exhibit, supenise 1t and thereb7 to get aoqus.1nte4 with the hobby and the hobbJist. Hobbf Exhibits. Hobby eXhibits should be use4 oont1nuouly b\lt tb.e7 will nee4 to be changed frequently and not allowed to become stale. The length ot tt.e an eXhibit will remain on display w111 depend entirely upon the hobby but the maximum lensth ot time will not uauallT exoeed a week. Most ot 'he hob~y exhibits should be those belonsing to pup1la. An exoelleut idea tor a ser1ea ot .PUPil exhibits can 'be held UDder the oaption "What I 77 ha-ve doQein____• (Amou.o.t ot tim• the hobby haa been followed). Valuable auggeat1oae tor ezh1b1ta are pointed out by DetJen (141 p.2l0): PleA eXhibita which might aer-ve to arouse the intere•t ot tQoae ~up1la who baTe no hobbies. The ~ter1als .ay be obtained trom the members ot the olaaa, trom. school olubiiJ, IUl4 t~• trie.D.ds ou,aide ot aohool. Some ot the things whioh may be 41aplayed eaaily and ad•antaseou&l7 are Inc11an curios, archery equipment, a.rrowh ...da, at&Dl.P oolleot1o.na, oollectio.u or dolla ot different la.nda, oolleot1ona of oh1na dogs, aamplee ot knitting samples or wood oarY1ns ancl leather tooling, ooileot1on• .of autographs, ant1qu~a (old­ ta•hioned tools, disnea, eto.) model airplanes, model boats, soap oarYing, m~ory books, aorap book, outoona, and oolleot1ol18 of old co1na • .Arl eXhibit, built a.roud the idea ot ahow1q how a hobby may be at~ted ~ purlue4• ra\her than the ahoWing ot the contents ot a particular oolleotion, will be a strong tor-,e ill motin:tion. Dal' {1), p .168·169) lis'• .nine atuctar4a. tor e%1U. b'i ~· r 1. An eshibi' is aeea, not rea4. 2. Pu' your exhibi~ whelte 1 t 1a oer,ai.D. to be seen. ). PUt onl7 oae b18 idea in rour exh1b1t. 4. :Kalce TOUl" labels ehort &Ad single. 5. Labela should be uniform and leg1'ble. 6. Motion in an exhibit attraota attention. ?. Be sure the exh1b1t is well•l1ghte4. 8. Color may &44 1n~ereat and a~traotivenesa. 9. Sound and Yar1o~ aeohaniaMa mar a4d 1ntereet and attrao• ti'Yeneaa. 78

Bggkl y4 uaezaee. Tllere are • number ot boo~ u,4 -.pzuea 4.eYQted to hobb1ea and aoa• 110 apeoitlo hObbies. These should be .aaade reac1117 a-railable to~ th• .PU.t>Ua •xuination. Maey phaaet ot hobby e4uoat1o.n wh1oh ' 'he teao'her oalUlot b.ope to include otherwise ean thus be made available. Guidance .and J'olloW•Y:R• Wl\ere auoh recorde eX1at in ' ; . 1"81U&r guidance pl"Ogz'alll, the per.sonal elate. SheetS W1ll provide 1ntormat1on oonoerning aoo-1al baotgrouad; interest, ab111t1ea, education, employment experieao•, oomaunltr aot1v1t1ea• extra•ourrioular acti-vities, vooatio.nal. plau, and reading interes~e, whioh oan be valuable in the leisure time gu1danoe~ ' Super ()6, p.)4) oonolud•d, atter an experiment i)o de'terllliae 1ta •u1tab111tT, that Strona•e Vocational Intel'ut Bleak 1es probe.bly the moat prO.t:rl1aiag 1nstru.ent tor the study ot aYooational interests. oaut1on

~t be exercised in the aoo•ptaaoe ot interest »at~erna at thie age beoa.use ot the treD;a1e.nt nature ot uny .interests due to the 1ntlueAoe ot the 1nd1T1dual's sooial groJatp. (3l, p.S9-60) There are available o~her testa . tha\ wf.U l:utlp detel"mine one·•s ab1l1t1ea and aptitudes and. w1U pHTe 1'alu.attle 1n deterndn.i.Ag pc:»es1b1l1 \iee tor plaoe... ment. 19 or tailure, interests. and ba~kground ot eaoh student ahould 'be a4dM to his personal data aheet as they ooou. These recorda will be

Scouta~ Y.K.O.A., Y.W.O.A., 4H Glub, Red Ozo•a, aranaea, bo,a oluba, sirla clubs• an4 ohurohea. These and 'Yarioua other a·seno1e• will be able to g1•• Yaluable aerv1oe 1n .atters oonoerning hoae and community ooa41tiona tb,at an d1ttioul'\:i tor the sohool. to 4-.1 w1•h. 1!het will also be ab.le to ou-ry on the work when the school 1• not in session.

A tollow-up program should be oon4uoted 1t at al~ poasiole, The ba•io object1ve1 to g1v.e guidance that will be permanent 1n nature, ia violated when oaaea or improper adjuatme.nt. are ignor 4. Pupils U..f aeem to be well aeljuated and progr.-,ing in worthwhile leiaure ti.lle

1ura~ita but when they leave the intlueAoe ot the achool, thef are unable to continue by th••elvea. It tbe so.hool 80 is unable to g1Yt the needtcl help l)eoauae ot w:a;uaual o1rcu.uta.noea, it lla7 ~· poaa1'ble to obta1rl the aid of a community guidano• asenoy. Also, a auppleaental Yalue will result troa tallow-up worlt 1n the eval\J&tion or th• ettectiYeneaa ot 'he ouea work. Outline ot 'l'opioe torstu.dr. The tollow1D& topioa I . are .aua•te4 -. a su.14e toJ!' .atudy. It 1a not 1Ate!lde4 that they be tollowed 4opaa t1o&U7 but uy aene as a baa1a troa which to prooee4. Baa1oally they will be top1oe tor 41aowaaion bl tlle groupe a 1. What 11 lite ade ot? The purpose ot this topic 18 to take inventory or what ooA&tltuea 11Y1ng. The hope llere 11 to taoe rM.litiee and uae tb.811 aa a baaia tor pla.D.DJ.ng .. 2. A ra4-letter da7. Tb.e d11ou•1oa •ho\114 center aroua4 the \houghta, Wbat oan a person 4o about h1a future? Wba t are 4ea1rable goal•? ). It'• 7our lite. The 41acua•1on 1a 1ateA4ed to r•veal the time one has and deTelog thinking ~oW&rd the realization tha\ a person 1• the maste~ ot hia own lite. 4. W'ha\ lllakea a hObbJ? An exaaination should be .ma4•· ot va.rioua aot1Yit1e• and thinking 4ireote4 toward disooverin& the oharaoter1at1os or a hobby. 81 s. Recreation and speo\atcr•- Reoreation and a4Tert1aing should be 41aouaae4 in light of the purposes baok ot them and. the end resulta. 6. A lo4g range Yiew. ,_ This 41eousa1oa should tom the baa1a or atar\ troa which the iadiT14ual -.r tor~ate ob3eot1vea or goala tor which to •triTe. 1. Should a hobby make money? An ettort should be made to show the olher Yaluea \o be &a1ne4 a~d to •xamiAe the thought, there can be only oae jWJ\1t1oat1on tor maltins .oney with a hobb1 • to us& tor tu.:rther pur"a1t ot the hob~T.. 8. Bow DlaJlY b.obblee should I .ba'Yt?

J)iao~a the Yartous !'easoaa tor PTina aore tun o.ae hobby.. iXalDine •••val hobb1ea b7 the reasoAS discovered. 9. Leta tiAd a )lobb7• Thia 1• to ahow how one can go abou' t1a41ng a ho'bbr.

10. Oheck ~o•• oho1oee.

~hia leeaon is to ~eT01v• ·around, a cheek l1at and exa•ination ot the ohoioea pupils make. The pup1la ahould oonaider the place ot hobbies 1n rela\1on to future tamiliea. 11. Gettiq etar,ed on th•· ri&ht toot. The purpose ot this lesaOA 1a to pre­ YeA' a &4 rush iD:to a b.obb7. All a441t1onal •aluable leason may r ..Ul, lt a parallel ia drawn abou' ata~1Ag a bus1neaa.

) 82 12.. Are .you haTing trouble? The purpose ot this topto ia to show .'the many wa7s 1n whioh hobbies uy be tollowe4 and that one ·should alwara examine a hobby to~ alte~nate paths to subatit~t• tor unaur.aountable diftioultiea. 1), You oan do 1tf .An attempt ia made to develop aelt­ oontidenoe an4 a realization ~hat knowledge la power. 1-4. Hous1as rour hobby. '.l'he 1Dl.Porta.Goe u4 value ot a plaoe to store one•• hobbJ should be •treaaed. 'fhe sate storqe, an.1lab1l,1~y. and 41apl8.J taotora ehoulO. be oonaide.red.

1;. ProgresaiAS in JO~ hobbJ• TAe future participation should be oonaictered. Wb,at oolliJtitutu propeaa ud how one oan progreaa ahoW.d. be d1aouased. tnatruotion sheets (A»~n41z A) haYe been developed to u.ae with a. nwaber ot these top1oa. An attem_pt baa been made to illustrate them 1a a lUJlller that will arouse the interest ot the pupils and attaulate thinking 1n the 4es1:re4 direction. Their main purpose ia not to gi'Ye intormatioa but to motivate thinkiog aDd a d&s1re tor turther 1ntormation.

should be •Ae to aid ~he pupil to to~ate unpre~u41oed, unbiased hab1ta ot 8) thinld..ng. He should have the hab1t ot th1nk1.ug ot l•isure aot1Tities in relation to their end result; ~o examine thClDl as a detective loolal tor a mot1..-e, or a

~ayohiatrist aearohes tor a casual taotor, to measure them as caretullT aa a ohe~a~ w•igha ohemicala, and then, in consideratio~ ot all taotors, makes h1a evalua11on. .. 84

BIBLlOGlUPHI

Bonser, Fredr1ok G. Lite needa and education. Columbia Un1vera1t71 Bureau ot Publicatio.ua, Coluabia Oniver•ity, 1932, 267 pp. 2. BNbaoher, John s. A h1atorr ot the problema ot e4uoat1o.n. New York, KoGraw-Hill book oo., 1947. 688pp. .

Burt, 01!'11, The YO\UI& delinquen~. New Yor,J, D. Appleton and oo., 1925. 619 .PP• Butta, R. lreUI&Il. A oultural history ot education. New York• MoGraw•Hill book oo., 1947. 726 pp. s. Oalitornia society ot secondary education. Calif­ ornia school directory. Berkler, 1948. 454 .PP• 6. Chase, Stuart. "Play", Chapter XIV in Charles A. Beard• Wh1 ther m&Jllcind • New York, LOnpana, Green and co., 1930 Collins, Frederick A. How to rlde your hobby. New Yort, D. Appleton Century oo., 19)5. ~· a. Oomm!aaion on the reorsJDiaation ot secondary 4u­ oation. The oard!Qal principles ot secondarT education. Washington, D.c. ottioe ot education. 1918, (BUlletin no. )51 Oonauaers Guide. "Wha' can you do about 1t?•. Consumers guide, 12r)-5, Nov. 1946.

10. Crane,. 7rank~ · Human oonteaaioaa. Chicago, Forkee an4 co., 1912, 2)2 PP•

11. curtis, H.s. ~iduoation tor le1aur•"• Soh. and soc. 61:282-.3 1 Apr. 18 1 1945. 12. Out,en, George Barton, The challeqe ot leisure. Columbus, Ohio, Educational Preas, ino., 19)). 18 pp. pam. 1). Dale, Ksar. Alldio-v1aual methods in teaching. New York, The Dryden Preas, 1946. S46 pp. as

14. Det3ea, Mary ~~ and Detjen, ltrwift w. Home room guidance programs tor th Junior hip •ohool rears. Boston,. The R11'era1cle Pr888j 1940. 509 P.P~ Boker•, Ruth B, aAcl Marehall, Thomas 0. When routh leaYe eohool. ;Regent•• I.nquirr. New York, lro&raw · Bill Book oo., 19)9. )60 P»• 16. lduoatioA&l polioiea oommiaaiou. Policies tor e4uoat1oa in Amertoan 4emooraoy. Washington D.o~ Nal~1onal. eclu.oat1on ••soo1at1on1 1946 illlott, ·Mabel A. and Merrill, Francia B. Social diao~der, New York~ Harper ·and bro1.b.e;-al 1941• 1087 pp,

18. 'ederal aeo~1ty agency. Lite adjuatment education t&• e?ery routh. Washington; D.c., Ottioe ot ~uoation, 122 P.Pir

fortune. ~he .sr••t AIUr1oan sto11aoh. J'ortu.ae 24s82•S, Deo. ~:941• · Furnaa ' Cl1ttor4 Cook. Amer1oa •a 1;oaorrow. New 20. --x,rk, Funk, 1931. 29J pp.

Glueokl SheldoA and Glueok, lUeaaor T. One thouaucl Ju'Yenile delinquents. Cubr14ge, )a;ass•; Hanar4 Un1•era1ty press, 1934. ).20 pp. I l{Ooyer, Herbert. In pra1•• ot Izaak walton. Atlan\10 liOn~, v. 139, le•• 1927.

Udger, Boraoe~ Problems ot American deaooraoy.Boston , Ginn and oo., 1940• 546 P»• Lawea, Lewis :a:. Tn.ntr thoua8J1d rears in Sia& Sins:. New York, Ray Long and R1obard a. ,smith, Inc•• 19~)~ 412 pp~ . . as. IJ.oy4, .t. lCduoat1on'• other halt~ Reo.. • )9:142.-J, Je. 19'-.5• ­ ' ' 26. Lua4lJerg, George A~ l Xoll&!'ontr, 141rra, and Moiaerny, lfary .Uio•• L• eure, New York, Oolumb1a Un.iver­ slty Preaa, 1934~ )96 .P.P• · 86

27• ~orrow B.F. Time out to~ . a hobby. Dun's tev. 47:1)•7,1 Mar. 19)9. ·

28. Paok, ~h~ Newton-. The challenge ot leisure. New York, The ·Macmillan oo., 1934. 244 pp. 29. R1ttel"• 14•ard. Dikea agalaet aen'al diseases. :rorwi 106: 20)-10, Se.Pt.- ~946. )0, San Jose chamber ot COIUilerc•• Fe.ota in the Yal.ley ot heart's delight. SaJl .rose, Ca11t., Chamber ot commerce, 1949. pam. )1•.san Mateo ohanlber ot oQIUler.oe. Facta and tigur... · · 8au ·llateQ, C&.lit., Ohall.ber ot c.o.m.meroe, 1949. pam.

32. ~ta cruz ohe.aber ot oomaeroe. Pacta. Santa orua, Calit., Oba.alber of ooJlllez-oe, 1948. pam. )). Slanoa, S.R. Recreation and the total personality, Hew York, Aaaooiation press, 1948. 205 PP• ... ,4. Stantord University education tacul'7• The challenge ot leisure, New York, KoGraw-Hill book co., 1937-471 pp. Steiner, J•••• lrederlok. Allerioana at pla;r. New York, ''· MoGraw-Hill book oo., 19)). 201 PP• )6. Super, Donald E. Avocational interest patterlUI. Stan­ ford Un1Teral~y, Stantord UniTersity press, 1940. 148 PP•. 'J7· Tralle.,, 14. filae on our hands. Amer. Home )5; lS·6 Je, 1946. )8. Voth, John 1. and Bunter, William L. ObJeotivee ot indwatrial arts education• .Aaea, Iowa. Iowa state oollege, 19)3. 75 pp. )9. YoWlS, Kimball. An 1ntroduotory aooiology. New York, The American 'book oo., 19)9. 622 pp. 87

APPEN»IX A

Instruction Sheeta A RED-LETTER DA~lY~----- "A red-letter day" in one's life is a important day to that person because happens that helps determine very great change a habit. things. But or attitude, it helps day ~rks the beginning! Could

yourself? Our of s and under akings.

We eat, play, many other t ings. let us divide our the thin we to do, and

Can anything to we most apt

If you plans that would guide or worthwhile "red-letter day"? Let us see what we can do with our leisure hours. 89

'llhat do you do with your time? HrS, per day X Days per wk. Hrs. per. Neek 24 X 7 168

Hrs, each Day X days Hours er wk. Slee .;)chool Eat etc. Chores 3uncia 3chool Hrs. Eer wk . Leisure time 1 8 'Nhat can you do with this time? a. 'Uaste it? e. "Nhat about next year? and the b. I.;ake the most of it? years after? c. -Plan for it? f. Is it worth planning for? d. What would you like to do? g, Vlhat will it mean to you? Are you going to have something to show for it? 'i/111 you be any better off for having had it? 90

Mos t of us will be able to find several hobbies we would enjoy if we will look about us. Would not be wise though for us to choose one which will continually increase in value as we follow it through the years? There are several ways in which a hobby can increase in value besides the actual money value, although it may be this way. For example: A hobby that brings us new friends gives great retur~s for friends are among the most priceless possessions. Can you think of other returns? ·,i'ha t value is there in a hobby where one can improve his skill as he follows it through the years? Name some hobbies where skill is involved and tell how improved skill would give greater enjoyment. In which hobby is there the greatest chance for success? a. A hobby that will give pleasure to others and you or you alone? b. A hobby that is in wholesome surroundings or one in doubtful environment? c. A dangerous hobby or a safe hobby? d. A healthful hobby or one detrimental to your health? e. A hobby in which one continually learns new things or one which you can soon learn all about? Name some hobbies that include each of these kinds. How important is a hobby to a retired person? Do you think and even in our retirement?

\~at do the following hobbies

a. Collecting paper book-matches.,~~~ b. Playing pool. ~ ~-__.....___ c. Helping unfortunate people. 91 Definition: A hobby is an activity which a person engages in for personal enjoyment in an organized and extended manner.

It can be a "caking" hobby - Pottery !.1odel :naking i/oodcraft Paper making Woodwork Boat building Lapidary Neaving "A It can be a "doing" hobby - Golf Football Dancing Tennis .::>kiing Fishing Skating Hunting

It can be a "learning" hobby ­ Astronomy Geology 3cience Books History Plays ALL HOBBIES UIVOLVE dathematics Poetry "LEARNING"

It can be a "collecting" hobby ­ Paintings Books Glassware Antiques Coins Autographs Stamps Insects Pictures Rocks Pins Art objects Records Souveniers Bottles Jewelry

It can be a combina tion of any of the above kinds: Doing & learning Collecting & doing & learning Collecting & making & learning Collecting & learning :ihat kind of hobbies are these; gardening? books? antiques? stamps?

·;/hat is right for you? cost availability skill patience solitary knowledge place interest time personality social education 92 SHOULD A HOBBY MAKE MONEY? people find that making money their hobby adds interest and excitement as well as making it possible for them to equip their hobby more extensively, while for others - an attempt to make their hobby pay destroys its vitality and saps its life-blood. Therefore, let us look at some of the things that are involved before we attempt to answer this question. Embarking upon a hobby with the prime purpose to make money often leads to disappointment because operating on the profit side is so difficult that either one can't make a profit or the hobby becomes work to follow. When a hobby becomes _ 0'' work, is it a hobby any longer? ~...... Focusing one's ---...;:~~ --.: attention on profit ~ making can cause the individual to miss

the many other advanta~es of a hobby. One must never lose sight of the true purposes of a hobby. Some hobbies lend themselves to financial returns very readily. For example, should one's hobby be raising chickens,

~ggs or triers would be a natural outgrowth but still the main purpose be improving the breed and showing prize chickens at the state fair. Buying expensive equipment with the idea that it will "pay for itself" very often does not work out. One should know his work, material, costs, time involved, and market before buying if it is 1 necessary to make the hobby pay for itself. Which hobbyists are apt to know if they can make a profit or not~ Does a person have a hobby who follows an activity to supplement his income? HOW MANY HOBBIES .SHOULD I HAVE? 9)

A person who has wide interests, skills, activities becomes an interesting person. He finds that he can join more groups and meet more people. He is interesting to more people and more people are interesting to him. Friendships are easier to build when people "walk on common ground". However, let us not forget that the answer to this question must fit you. The right number for your friends won't necessarily be the right number for you. The right number will depend on you and the hobbies you choose. Some hobbies can only be followed for part of the year. Other hobbies are not always available. A summer hobby can be used to

A hunter who is limited by short seasons might find hunting with a camera even more exciting. What would be some advantages of hunting with a camera? some disadvantages? l. Make a list of hobbies that can be followed only part of the year.

·2. Can ~ou think of hobbies that might make go od combinations? ). '1/hat advantages are there in having just one hobby? 4. What is the proper number to start wi th't

M0.:3T HOBBIE.:> CAH B~ FOLLO'rfED IN A VARIETY OF NAYS YOU CAN DO .IT1 94

Perhaps, one of the biggest obstacles keeping people from starting hobbies is their own disbelief in "Oh, I couldn't do that!" If you belong to this group, then surprise yourself.

You ~ do it! There are hundreds of things that appear difficult but are really simple processes. All one needs to do is -----learn how and try it. It may take a little time; it may take a long time. But you don't have to be an expert to start. Remember, the hobby is for you - your enjoyment. The most &oME HAS NOT BUILT IN A DAY Q enjoyment in a hobby comes from learning, improving, and • accomplishing. 30-----. You are interested in bee-keeping. ~~ But_____~Bees treat you like ~ , this- ~ .....,_ Then_____ You should learn more about them.

For_____~ You can handle bees. You can scoop up handfuls and not get stung. You can take the hive apart and watch the bees. You can find the queen and watch her lay eggs. You can watch the baby bees emerge from their cells. -- You ~ watch the workers make comb and deposit ~ money.

-...... - ­~ And You can gather lots of money. (Amateurs sometimes collect as much as a ton of honey in a single season.)

1. Make a list of the things you would like to try ­ if you think you would be successful. LET'S !'IND

! HOBBY

Make a list or the things that you are interested in.

TALK TO PEOPLE WHO HAVE HOBBIES a. !'ind out how it's done. b. Visit their hobby. c. Get suggestions. d. Learn the "tricks or the trade". ~ GO TO THE LIBRARY (Both fJcity library and school library) "The librarian will gladly help you find

Hint: Don't overlook the magazines. Articles - Ads.

VISIT A HOBBY SHOW IF YOU CANl H06BYI.SrS ARE GO TO THE LOCAL HOBBY SHOP AL~,.YS a. Look around. GLAD 7fJ Hlil.P b. Ask more questions. c. Meet other hobbyists. Make a list or all hobbies with which you are not familiar.

DON'T BE IN A HURRY

"THE RIGHT HOBBY WILL LAST A LIFETIME" - THE HOBBY ROAD 96/ CANt /~ .c==WH~Ar:==9!P~ROGRt5_5>_71

TRAININ~ IS WECFJSAR.Y L)__

IS IT AVAfLABLf 97 CHECK THOSE CHOIC:l!S

"PLAN FOR A WORTHWHILE HOBBY"

Do I really enjoy it? a. Do I really know if I like i b, Will I get tired of it? c. Does it suit my tastes?

" 'o'/_, Is it available?~>- ~>- a. Can I work at it anytime? _, " b, Are the materials available ' c. Is it seasonal? / / d. Indoors? - Out-of-doors? e. By myself? - Need others?

Wha t will it cost? a. Can I afford it? d. ~ill it pay for itself? I c. ':/ill it make money? '.'/hat training is necessary? a. Too easy? - Too difficult? b, Can I learn by myself? c. Is information available? d. Is training a·vailable? e. ·,iill the training cost too much? f. Can I learn from a friend?

Can I progress? a. Jan I continually gain skill? b. Can I continually learn more about my choice? c. Could I join a club? d. Is there opportunity to make ne\>' friends? e. 'Hill it always offer a challenge? GETTING STARTED ON THE RIGHT FOOT 98

Are you anxious to get started? Few people learn to swim by just jumping into the water. You need some "know how" first.

a. How can we find out what to do?

~ b. Nho can we ask? 'dhich will be the most help, a p~~·· book or a friend? llhat trouble is the beginner apt to have in these hobbies a. stamp collecting? c. raising tropical b. wood working? d. electricity'? Two good rules ­

I. Start on ~ small scale and proceed with caution! a . ·;/hat danger is there in buying much expensive ~ equipment to start with? ~ b. ·,/hen will you know what you want and need?

II. Provide a. b. What is a "good" place?

How important is good form from the start to a person who is taking up golf or tennis? How important are correct methods of using tools in a "making" hobby'?

Caution ­ It might be against the law. a. What hobbies would have checked on this point ARE YOU HAVING TROUBLE?

so__=-­ You want to plant a garden.

have little room.

Grow a minia~ u r e garden ----- Try bottle culturet---­ Experiment with hydroponics.- --- Try espaliering:------­ Plant hanging baskets or window boxes ------­ Grow orchids in your living room! ------Terrariums are fascinating. TODAY! Send for free seed and plant catalogs!

"WHERE THERE'.:> A ':/ILL; THERE'S A WAY" 100

.Al?Pa:DIX 8:

~able• 101

Table XVI Number ot Hobbies, Assigned Hobby Groups, Secondary Hobbies, Hobbies About Which ore Information is Desired, and Future Hobbies

Seoond- Int'or- FUture Group ain a:ry matio~ Fol,ow- Hobbz Number1 Hobbt Hobby Sought 1ng Airplane models ) 165 105 146 )4 Animals 7 16 25 30 14 Antiques 6 l Archery 1 4 8 ) 3 Art 9 21 19 21 5 Art metal 5 3 2 3 Ash tray oollect. 6 4 AstronolllY 9 l 4 1 2 AutographS 6 1 l Auto mechanics 2 11) 63 22) l2J Automobiles 2 89 64 46 10 Auto racing 2 9 6 6 5

~umbers reter to the hobby group to which each hobby has been assigned. The hobby groups and corresponding numbers are: sports-1, auto meohanics-2, models-), tish­ 1ng and hunting-4, woodwork:-5, stamps and ooins-6, animals-7, radio and electrioity-8, school subjeots-9, misoellaneous-10, photography-ll, guns-12. 2Hobbies about which more information is desired.

3aobbies intended to be followed in the future. 102

Table XVI .(continued)

Second- Intor­ :ruture Group in ary mation Follow­ Hobby Number Hobbl Hobbl Sought ing Auto scrapbook 2 1 Aviation. tlying 3 . 1.5 14 102 64 Baking 9 1 1 Bandana collect. 6 1 Baseball 1 59 79 15 6 Bask.etball 1 52 69 17 ; Beach ,Parties 10 1 Bead work 10 1 Bees 7 2 1 2 Betting 10 1 Bicycles 10 10 9 1 Birds • cannaries 6 3 3 4 2 Boats ; 20 31 44 12 Book collect. 6 1 1 Bookkeeping ·9 1 Bottle collect. 6 2 1 Bowling 1 1 6 6 2 Boxing 1 ; 9 5 4 Bubblegum tunnies 10 2 Bullet collect. 6 2 lO.l Table XVI (continued)

Second- Intor- Future Group Main ary mation Follow­ Hobbf Number Hobby Hobby Sought ing Bus •. card col•. 6 2 Cactus growing 7 1 Camping 4 9 22 5 2 Card playing 10 1 2 3 ·Car. ornantents 6 1 Cartooning 9 5 1 carving 5 14 10 2 Ceramics 5 ) 4 Oharm. oo1lect. 6 1 1 Chemistry 9 4 12 8 3 Chess 10 1 4 1 Ch1nch111as 7 l 1 l Clamming 4 1 Clocks & Watches 10 2 3 l Coin collect. 6 21 60 29 5 Concrete & cement 5 1 l Cooking 9 4 5 2 Copper work 5 l 2 2 Cratt work 5 1 7 16 4 Crossword puzzles 10 l 104 Table XVI (continued)

Second.- Intor• Future Group Main ar;y mation Follow- Bobby Number Hobbz Hobbf Soupt 1ng _ Dancing 10 3 14 6 2 Designing 9 l ) Diving 1 1 6 2 Dogs 7 2 9 3 2 I>ramatios• acting 9 J 1 Drawing s 36 42 92 30 Drinking 10 1 Electricity s 15 29 72 13 Engineering 9 1 Exploring 10 1 Par.ming 9 5 s 9 12 Feather oolleet. 6 1 Fencing l 1 1 Figuri_nes, pottery S 3 2 Fishing 4 62 106 65 22 Flag oolleot. 6 l Fly-tying 4 3 7

:rootball 1 2l 61 ""-' Foreign correspond.lO l 1 Fo,restry 9 2 s 4 105 Table XVI (continued)

Second- Intor- Future Group ¥ain aey mation Follow­ Hobby Number Hobby Hobby SOUght ing J"orging 5 l l Foundry 5 1 3 Furniture refinish. 5 1 1 Gambling devices 10 1 1 Game chickens 7 3 3 Games 10 3 Gardenillg 7 15 9 17 6 Gen. shop ror k 5 25 24 16 .5 Geography 9 2 Geology 9 3 1 1 .Girls 10 1) )3 18 6 Glass blowing 9 1 Golt 1 10 6 2

Guns 12 45 30 69 28 Gymnastics l 2 2 Hamsters 7 J Hiking 4 3 21 History 9 1 l Hockey l 1 Home mechanics 5 1 2 1 106 Table XVI (contiJlued)

'· Second- I.ntor- Future Group in ary mation Follow­ !!obbz Number Robby Hobby Sought ipg Ho.rses 1 )2 4S 21 12 Bot-rods 2 24 15 17 7 Hunting 4 137 9S 84 24 Hunting,. Fishing 4 60 76 J4 7 Indian relics 6 2 7 Insects 9 l 6 3 2 Insignia collect• 6 6 Interior decorate 9 l l Inventing 10 2 l 2 .Jazz music 9 l Jewelry 5 3 3 6 Joke collect• 2 Journalism '9 l 1 Judo 1 1 Juggling 10 1 Junk collect• 6 4 Keys 6 1 Kites s 1 Knives 6 l 4 Lamp making s l 107 fable XVI (continued}

Second- lntor- Future G~U.P Main arJ m.a'tio.n Follow- Hobby Number Robby Hobby . Soupt ins Lapidary 5· 2 l Lathe work 5 2 2 Leather work 5 9 12 35 4 Lens 10 1 l License plate col. 6 l 1 Loating 1 Leeks 10 1

chine shop s '?,, ; 54 21 agio 10 6 2 1 2 Maps 10 2 Masonry 5. l .1 Match-book ool. 6 11 19 2 l Mathematics 9 1 1 Meohanicsi gen. ·s )4 )0 12 5 edioine 9 1 1 l Menu collect. 6 l Metal work ; 6 17 54 6

dget raoers ) 10 ) icroscopy 9 l 1 Miner logy 9 2 1 2 108 Table XVI (continued)

Second• Inf'or- Future Group in ary mation Follow- Hobbl Number Hobby Hobby . Sought in& del cars ) 21 2) 7 2 tors 2 s 1 l otor scooter 2 12. 20 3 Ullta1n climbing 4 1 rte project. ll 2 9 2 l o'f'ie star pict. 6 1 1 sic 9 35 32 34 17 Narcotics 10 1 Natural history 9 1 Nature 9 2 1 Navy 10 l 1 Outdoor life 4 6 Paok mules 7 2 Painting 9 3 8 1 2 Pennant collect. 6 1 1 Pens 6 2 People 10 1 Photography 11 72 73 117 46 Physical culture l 2 Physios 9 l 109 Table XVI (continued)·

Second• Intor- Future Group .Main ary mation Follow- Hobby I'iwnber Hobby · Hobby Sought 1ng

Picture collect.- 6 12 9 2 l Pigeons 7 8 ; ) 1 Pinball machines 1 1 Pipe collect. 6 4 Plastics ; 8 9 ss 11 Plumbing 5 1 2 l Poetry 9 l l Police. detective 10 2 l 1 2 Pool, billiards 10 12 20 6 3 Postal cards 6 1 s Poultry raising 7 2 1 Printing 5 2 4 13 2 Program collect. 6 4 PsJohiatry 9 1 Puppets 10 1 Puzzles 10 1 1 Rabbits 7 3 s 2 2 Radio, television 8 75 47 270 60 Railroad models 3 )8 2:5 )0 14 Reading 9 19 24 2 1 110 Table XVI (continued)

eoond• Intor- Future Group ill ary mation Follow­ Hobby :-lumber Hobby Hobby Sougb.t iag Record collect. 6 10 8 Redwood logs 5 l Ring making 5 1 Rock collect. 6 7 9 13 4 ailing 1 8 13 9 3 Soienoe, biology 9 4 12 1 Scouting 10 9 14 4 1 Scrapbook 10 1 )

~oulpturing 9 1 1 Selling 10 1 1 Sewing 9 1 1 Sheet metal· 5 3 9 7 1 Shells, sea shells 6 1 1 Ship models 3 9 6 6 1 hooting, target 12 13 1

Sign collect~ 6 1 Skating 1 6 7 4 2 Skiing l s ll ; 2 Skull collect. 6 l 1 Snakes 7 l 1 111 Table XVI (continued)

Second- Infor- Future Group Main 8.1"'1 .mat1o.o. Follow- Hobbl lmmber B.obbl . Hobby souet 1n,i Soap box derby 10 2 Soccer 1 2 souveniers 6 l ) Stage work 10 l Stamps 6 88 109 45 16 Sports 1 251 147 175 41 Swimming 1 29 97 42 10 'fable tennis 1 2 1 TaxideriQY 10 10 6 7 5 Tennis 1 7 12 4 2 Toys 10 l 1 l !rack 1 2 15 2 Trans:ter collect. 6 1 .Transportat1G.n 10 1 Trampolin, tUDlblg. 1 3 3 1 l Trapping 4 2 Travel 10 4 9 5 J Tropical fish 7 ll 2 1 Ultra-Violet ray 9 1 Volcanos 9 1 112

~ ble VI (coatluue )

second- Intor• ~ure croup Main. U1 tion Jo.llow.... umb~ B9b~f . t _- 1 '£$ - j .., gaobbz )~obbz I sousl;J. !Pl. ' • oll 1 l. 1 1 war ouva1eH 1 4 · t ·r polo 1' . l Wate.:r k11.ag l l. we. t l1t1;1tlg 1 s 27 Ill key bottl ool..6 1' hi • r t • ce 7 l l oodoratt 5 l 2 0(\ ooll ct.., ·S 1 woo turni s 1 1 woo Mil~k U9 1)9 231 66 wreat11n& '1 4 :3· 6 1 ~rit1ns 9 1 ' 3 y ' .c • 10 1 You c 10 1 ll)

;- ·

APPINDIX 0 . .. Oorreapoa4enoe &44 ~eatioDD&irea 114 lAtter ot Trenamittal• • Jebruary 28, 1949

Dear Sire Youth ot to4&7 are ta4e4 with the greateat amount ot leisure time in the hiatoey ot man. IJi the moat OOilpl1­ .oated aooietr ever known .. with temptations ot waate and deetruction lurking amidst the goo4 and the desirable, and with the to~o•• ot good and e.Yil on everr s14e, todaJ'8 rou'h inherit a 4itt1oult ·ta&k 1n aeleoting activities tor "the worthT uae ot leisure tilU.• ' ' . Beoauae ot the 1atr1na1o value ot hobbies to the individual and because ot the prev~tative and therapeutic values ot hobbies aa b.ef apply to delinquenc7, aental il1a and related disorders, hobb1ea aasume an ever incr.-aing 1aportanoe in a modern youth program. A study ia proposed to de\ermine the contribution. ot industrial arts to the hobbies ot the hi&h sohool boys in san'a Clara, San lat.eo, and Santa Oruz oou.nt1es. This study ia approached aa a poeaible means ot improving the preaent status ot hobby education anct guidance in the 1D.duatrial uta pZ"Osram~ It is hoped to determine what the bo;ra• hobbiea are What contribution 1nduatrial arts is mak1ngp:> these hobbies,1 and what the teachers are doing to assistin the. d•l'elopme,o.t ot deeirable hobbies. . A aUJDar)' ot the tindings w1U be publiahed in one ot our professional magazine•• or mailed directly to all teachers who _partic1,Pate :ln the study. Your cooperation will be greatly appreci~ted. It 10~ and your student• (Junior high aohool and/or high sohool) wish to ooopexoate, please use the enclosed postal card to indicate the number ot tol'DUI needecl, ona tor each student now enrolled in industrial arta classes.

Ronal4 A. Brown CooriiA&tor

• • 1~5 aetu.rn Postal 0!£!\. '

Dear l4r• BroWD: . I shall ba ha.Pl'J to cooperate i.o. your at,udy ot the hobb1.. ot the high aohool bo7e 1n Santa Clara. San Jlateo, , and Santa Oruz ooWlties, and will need __quea,ionnairea tor distribution to the atu.4enta enrolled in 1nduatr1al arta classes, · I will diatr,.bute the forma ·• oolleot th8JD trOll .~he students,, and return them to 70u at your expense. as soon aa poaa1).)le•. Signed.______

Sohool.__~------~~~--- Addreaa------~---.

-..,:00 ;::

Jbt• Ronald .A. Brown Industrial Education Dept. Oregon State College Oorvall1s, Oregon

·--­ 116

D41U SirJ Here are the questionnaire• 'hat you requested ao that rou aigbt »ert1o1pate in the atu47 ot ·the hob~iee of high aohool bOJB in Sant• Clara., Su Kateo • and San~a CJZ'\Ul 091Ult1ea. You will.note tba.t the.ore are· two · ~uestionaairea, one. "To Ia4~•rial Ar~• Teaohers" aa4 oat "To Induetrlal Arts Students.• I have 1nol\14e4 an enra oopy ot eaoh tor your tiles. · · I augseat you keep a oopy ot you answer• to 'he 1;eaoher questio.DA&ire tor oompariao.D. with the 8WIIIIIIl1'1Ze4 resuittl when the atu.4y is completed, I Because other industrial art• teachers in Tour aohool mar also be QQoperat1ns 1a this etudy, I SUggest JOU lntorlll your a~ud.nts that ·it they have tilled in a question­ naire in another olaas it 1a not necessary 'o complete a seooacl c&pJ'. DUplioatlos llihou.l.4 be avoided. l take ·this opportunity to thank you tor rov '-nterest an.d oooperatio~ in th1a s1N,dy.

Ronald A. Brown, ooorii.o.ator Industrial .Education De»t. Oregon Stage Ool,.lege. Qor.all1s Oregon RAB/h 9 Eno. l?.S. Pleaae ua• the •nclose4 ahipping .label to return the queat1onna1rea. postage enoloae4..___ by----~--~------· o.o.n. 117 . TO INDqS'l'RIAL ARTS TEACHERS ·l. Do you beli.eve every boy sho\llcl he.Ye a hobbri _ _..:res. no_ 2. Do you deYot.e any ot the regW.ar class tille to a discussion or the selection and poss~bilities ot hobbies?. ~ •• _ _.Yee, no_ •· About how ·mQ.oh U;me?_-...,..;hou.rs per year.

3. Do you attempt to a~ouse interest in hobbies by any ot the tollowing methods? (Oheok which you employ} . Conduot a hobby show. _,-:~ BaYe hobby exhibits. · _o. Schedule talks by hobbyists. d .• Make hobby books a-vailable'. __e .• Make hobby magazines available. - t. Teach a class in leisure time activity in - connection with industrial arts. Name ·ot class g. Name any ot""h~e~r-w~a':'"'y~\l.S..... ~.""'!ar-. ------

4. Do you attempt to supply 1ntormation ooncerning hobbies not specifically related to the classes you teach? yes, no____ ;. It you use required projects in your shop classes what percent of them can be classified as articles related to hobbies or with hobby possib111t1est

6. What p$r cent of pupil-ohoice projects oan be olass1t1ed as artiolea to be used tor hobbies? --.--...J

I will be happy to have your comments concerning any ot the above questions or otl\er phaaes or the aub~ .eot. Use separate sheet or baok ot this sheet, as you may . prefer. Return this questionnaire and those trom your boys to: Ronald A. Brown, Coordinator Industrial Education Department Oregon State College Co~allis, Oregon 119

S~udeAl i~•atioanaire. TO l.Bl)USTRIAI. ARTS STUDDTS N~•------~----Gr•d•------Sohool______~______Oity--~------

1. What is your main hobbf?------~------....,_,~- 2. Row long aaa this been your hobby?_'"""'!""______

). List your other hobbies, it ani"·------­

4• Who or what int·erested 7011 in your bobby? a. . My parents b. ~rother or sist•r• o.- IT1fm4. d. Bo7 Soou's • .•·:__A teacher. . t. . A aohool subJeo\. Nue the sub~eot. g.-x juat beoame interested 111 it mysel

6. Wba\ 1D.duatrial arts subJect do JOU tiad m.oat usetul in t~llowing rour· Aobbt'------­ 7. What hobbies -.ould 70~ like to learA •ore about? (1)­ ~~------.--.~- (2)__~------~~--~-- ~------())______8. What hew hobby, it any. do you .really intend to take ~·~t~? f 9. It you haTe no hobby. what keeps ,-ou trom startins ane? (Oheok -one- the moe~ important reason.) a. I am not inter•atecl in· any hobby. 120

b. ~ 4on't know enough about any hobby• .

o, , I haTe DO plaoe to tollow it. d. . I do not have the equipment (tools and uterials) that I would need.

e. . I do not heve enough time• .

t. . Othe~ reason

10. Oheok all ot the tollowins subjects whioh have been included ill your olaaaes, either aa separate subject• or as a unit in a general aho» program. a. KeohaDioal draw1ng q. Plaatioa b, Woodworking r. Leather work o. Rome mechanics s. Welding. . . d. Art metal work • t. Naae any other ahop aubJeota you haTe •• llleotrioal work • studied. t. Printing.

·.''• g. Bookb1n~. h. General metal work. 1. :Machine ahop work. J. Sheet metal work. k. .Forging.

1. loun4~1 work. m. Auto meohan1oa. n. Pattern matins. o. Cement and oonorete. P• Oe:IUiio (pottery).