This dissertation has been microfilmed exactly as received 68-8870
ROBERTS, Norman Norris, 1922- INDUSTRIAL ARTS EDUCATION IN KENTUCKY: AN ANALYSIS OF ECONOMIC, CULTURAL AND PROFESSIONAL TRENDS WITH POLICY IMPLICA TIONS FOR THE SCHOOLS.
The Ohio State University, Ph.D., 1967 Education, general
University Microfilms, Inc., Ann Arbor, Michigan INDUSTRIAL ARTS EDUCATION IN KENTUCKY
An Analysis of Economic, Cultural and Professional Trends
With Policy Implications for the Schools
DISSERTATION
Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University
By
NORMAN NORRIS ROBERTS, B.S. , M.S.
The Ohio State University 1967
Approved b
Adviser School of Education PREFACE
The Commonwealth of Kentucky was an agricultural economy before the depression of 1929 when per capita incomes sank to a low of $320. The recovery was very slow and made no significant advance
until the decade of the fifties, after which it soared to $2,045 by
19 65, but still was below the national average.
The impact on the schools was profound. Teachers salaries
sank below the labor market, so they went elsewhere. Facilities
deteriorated and records were not kept. But, with the technological
recovery of the last decade, there has been an unheard of advance
which calls for a study of this nature, in order that its elements can
be examined and valid conclusions drawn for the schools.
The writer has been privileged to confer with Governor Edward
T. Breathitt and a host of Kentucky leaders. These include represen
tatives of the Sixth and Eighth Districts of the Federal Reserve Bank,
the Kentucky Departments of Commerce, Education and Economic
Security and the Bureau of Business Research of the University of
Kentucky. Dean C. Nelson Grote of the School of Applied Sciences
and Technology at Morehead, who served as the first State Supervisor
for Industrial Arts was especially helpful. The members of his advisory committee at The Ohio State
University include: Dr. William E. Warner, the late Dr. Earl W.
Anderson, Dr. Robert W. Haws, Dr. Edgar Dale, and Dr. Robert M.
Reese, each of whom has been especially helpful. Dr. Warner early referred to the need for this study in a 1960 address, by character izing, "Kentucky and Tennessee as an Emerging Heartland in the economic development of America." VITA
April 29, 1922 Born - Lennox, W isconsin
1950 BS, State University, Morehead, Kentucky
1951 MS, Stout State University, Menomonie, Wisconsin
1951-52 Teacher, City School, Bardstown, Kentucky
1952 Associate Professor, State University, Morehead, Kentucky
1967 Acting Chairman, Department of Industrial Educa tion, State University, Morehead, Kentucky
FIELDS OF STUDY
Major Field: Industrial Arts Education
Studies in Industrial Arts Education. Professors William E. Warner and Robert W. Haws
Studies in Higher Education. Professors Earl W. Anderson and Everett J, Kircher
Studies in Audio-visual Education. Professor Edgar Dale
Studies in Trade and Industrial Education. Professor Robert M. Reese
Lv CONTENTS
Page
PREFACE...... u
VITA ...... lv
TABLES ...... , vii
FIGURES...... ix
I. THE PROBLEM OF THE DISSERTATION...... 1 Assumption Problem Scope Techniques
II. ANALYSIS OF ECONOMIC TRENDS...... 4 Industrial Growth Employment Population Income Resource Potential
III. HISTORY OF KENTUCKY...... 2 8 Geography History Agricultural Area Education
IV. NATURE OF INDUSTRIAL ARTS EDUCATION...... 41 Derivation Educational Process Nature of the Individual Economic Basis Cultural Accomplishments Historical Basis Resulting Objectives or Functions Orientational Technical Recreational Cons u mer-C ult ura 1
v V. CURRICULUM DIVISIONS OF THE TECHNOLOGY...... 5 7 Power and Transportation Manufact uring Construction Communications Management
VI. TEACHER EDUCATION SURVEY...... 68 History General Education Special Education Professional Education In-Service Education Professional Organizations Financial Support Private State Federal Elementary and Secondary Education Act National Defense Education Act Higher Education Act
VII. STATE PROVISIONS...... 9 3 Requirements Placement Employment
VIII. INVENTORY OF GRADUATES...... 102 Positions Held Incomes Received Suitability of Preparation Educational Accomplishments
IX. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . 122 Summaries Conclusions Recommendations
APPENDIXES...... 129 A. Institutional Survey Interviews B. Follow-up of Morehead Graduates C. Professional Sequence for Seniors D. A "Frameof Reference" SELECTED BIBLIOGRAPHY . . , 153 vi TABLES
Page
Manufacturing in K e n tu c k y ...... 7
Employment in Kentucky Industry ...... 8
Wages of Industrial Personnel...... 9
Value Added to Product by Industry .... 10
New and Expanded Industry ...... 12
Shifts in Employment...... 15
Nonagricultural Employment...... 16
Population Analysis...... 19
Comparison of Employment with Population 21
Major Sources of Income in Kentucky . . . 23
Major Sources of Income in Industry. . . . 23
A Century of Technological Development . 47
General Education Requirements ...... 76
Program Options in Teacher Education, . . 79
Subject Matter Classification ...... 82
Placement of Graduates ...... 97
State Distribution of Graduates ...... 98
Graduates by Y e a r s ...... 104
Graduates in Related Positions ...... 105
Graduates Outside of Education ...... 106
Primary Incomes of G raduates...... 107 vii viii
22. Supplementary Income of G raduates ...... 109
23. Sources of Supplementary Income...... 110
24. Primary Incomes and Dates of Graduation...... I l l
25. Course Evaluation by Graduates ...... 113
26. Educational Plans of Graduates ...... 116
27. Additional Education of Graduates...... 118
28. Degree Pursued by Graduates ...... 119 FIGURES
Page
1. Population and Wealth of K entucky...... 13
2. Physiographic Regions of K entucky...... 30
3. Economic Basis and Trends...... 46
4. Location of Institutions of Higher Learning...... 69
ix CHAPTER I
THE PROBLEM OF THE DISSERTATION
The context and import of this dissertation should be of wide
interest to Industrial Arts personnel, because it concerns the pro gress of their profession in Kentucky.
Assumption. This study is based on a well established assumption (55 and 56) that Industrial Arts Education should reflect the technology. A program of general education is involved from primary to adult levels, as shown by the "Frame of Reference" or policy analysis reported in Appendix D.
Kentucky presents a rich set of problems in this respect, because of her rapidly evolving economy and resulting history. She has progressed from a frontier with Daniel Boone, to a slave, to an agricultural, to a depression (the 1930s), and finally to the present technological economy, all within a very short space of time.
Problem. This is deductive, namely, to examine the economic, historic, professional, legal and status variables in volved in the above and to identify the policies that lie back of the projection of a program for Industrial Arts Education in Kentucky.
Scope. This study seeks generally to trace the above social and economic changes and to determine a valid path for Industrial Arts
1 2
Education to pursue in Kentucky. Chapter II concerns the most basic curriculum resource consideration of Kentucky's developing economy.
Chapter III traces the several historic or cultural stages of Kentucky’s development as far back as 1750. Chapter IV derives the nature of
Industrial Arts Education and Chapter V reviews its contemporary implementation. Chapter VI involves a series of studies to determine the degrees of professional progress of teacher education and
Chapter VII examines the general administration of this problem in
Kentucky. Chapter VIII analyzes the status and progress of 257
Industrial Arts graduates of Morehead State University and closes in Chapter IX not only with a Summary, but with a series of Conclu sions and Implications based on or growing out of the foregoing chapters.
Techniques. A considerable variety of these are employed.
Chapter II involves contacts with many authorities and the use of economic resources and deduction. Chapter III involves historic, personal experience, and bibliographical resources. Chapter IV involves graduate course work, a bibliography of economic and pro fessional resources and deductive reasoning. Chapter V involves course work, a considerable variety of professional interviews over the years, a broad bibliography and deduction. Chapter VI involves travel, a variety of inquiries, formal surveys and 3
correspondence. Chapter VII involves interviews with state officials
and a review of Kentucky school laws. Chapter VIII involves per
sonal and questionnaire surveys of Morehead State University alumni.
Chapter IX involves summaries, conclusions and a general set of
implications for the Kentucky program presented in the style of
Warner's "Frame of Reference" (Appendix D) which was featured at
the American Industrial Arts Association convention in Philadelphia
on March 17, 1967. CHAPTER II
ANALYSIS OF ECONOMIC TRENDS
The economy of Kentucky has, like that of the nation, pro gressed from one that was primarily agrarian up to World War II, to one that is industrial and increasingly technological at this time.
The following statement is presented from the introduction to the section on National Economy (44, 411) in the World Almanac.
Before the Industrial Revolution in the 18th cen tury, the economy was primarily agrarian, and most men earned their living by simple trades or by farming. Today, under the influence of an ever-expanding tech nology, society has become divided into many differ ent groups, each one economically dependent upon the production and support of the others. Labor and management, producer and consumer, government and industry are involved together in the effort to increase production and to insure continually better living stan dards for all.
The school as one unit of society is affected by these changes in the economy. The educational program, specifically Industrial
Arts Education, should reflect these changes to help the individual prepare for life in a technological society.
The state has been slow in recovering from the depression years. However, present trends indicate an upswing in the economy.
Many interacting forces and pressures help to form the economy of
4 5 an area. Kentucky's economy is dynamic and in a constant state of expansion. Some of the major indicators of economic trends to be discussed in this chapter are: Industrial Growth, Employment,
Population, Per Capita and Total Income, and Resource Potentials.
Industrial Growth
Manufacturing wages and salaries have multiplied more than ten times from 19 39 to 1959. Industrial development in Kentucky has had a tremendous economic impact on the Commonwealth and its citi zens. Governor Breathitt made the following statements concerning industrial development during a dedication ceremony at Louis Carpet
Mills, in eastern Kentucky on November 30, 1966.
Kentucky's economic trend has been spectacular during the past few years. In October, nonagricultural employment in the state totaled 820,000 for a new record. There were 224,000 manufacturing jobs that month and as a footnote I might add was above the manu facturing level predicted for Kentucky in 1975 by the National Planning Association. Total unemployment last month dropped to only 2.9 percent of the state's labor force.
He further stated that:
Kentucky has long had the basic requisites for economic and social progress. However, it was not until recent years that the energy, courage and vision of our government, business, and community leaders combined to translate these potentials into actualities. 6
- Here it is seen that production is increased by the expansion of existing factories and the establishment of new ones.
Statistics in Table 1 show the number of new manufacturing plants established and the expansions of existing plants in the state for each year from 1950 through 1960. The expenditure during this period of $1, 264, 976, 720 In new plant facilities and an additional
investment of $1,338,838,843 in plant expansions added a total of
$2,653,815,563 to the tax base of the state. This represented an addition of 5 61 new plants along with the expansion of 479 existing facilities.
The creation of new positions and increased payrolls puts
more money in circulation and increases the individual's ability to enjoy the fruits of the technology.
Industrial expansion in Kentucky since 1947, measured by value added to product, has been 55 percent greater than the national average. The growth of the nation as a whole increased 88.6 percent compared to Kentucky's increase of 137.6 percent. Growth statistics for the manufacturing industries are shown for the years 1950 and
1961 in the following tables: Table 2, "Number of Persons Employed,"
Table 3, "Employee W ages, “ and Table 4, "Value Added to Product."
It is interesting to note that only one, the textile industry,
shows a decrease in all three categories. Lumber and Wood products 7
Table 1
GROWTH OF MANUFACTURING IN KENTUCKY 1950 THROUGH 1960*
New Estimated Capital Year Pla nt s New Jobs Payroll Investment
1950 27 3,387 $ 8,467,500 $35,761,000
1952 38 3,199 9,7 32,000 15,875,000
1954 38 3,826 11,478,000 25,482,000
1956 75 10,160 38,800,000 71,316,000
1958 51 2, 654 9,952,000 51,155,144
1960 57 4,753 17,823,000 67,440,126
Expanded Plants
1950 25 4,890 12,225,000 50,073,000
1952 33 2 , 636 7,908,000 522,072,144
1954 34 2,015 6,045,000 85,408,000
1956 52 6,374 23,902,500 163,381,438
1958 30 1, 280 4,800,000 26,194,500
1960 44 2,082 7,707,500 96,973,106
*Source: Kentucky Department of Commerce, Deskbook of Kentucky Statistics. 8
Table 2
NUMBER OF PERSONS EMPLOYED IN KENTUCKY INDUSTRIES FOR THE YEARS 1950 AND 1961*
Percent Industry 1950 1981 of Change
Total 136,313 169,020 24.0
Food and Kindred Products 24,750 25,854 4.5
Tobacco Products 8,281 10,280 24.1
Textile Mill Products 3,710 2, 634 -29.0
Apparel and Related Products 17,314 19 , 895 14.9
Lumber and Wood Products 12,813 8, 650 -32.5
Furniture and Fixtures 6,240 4,691 -24.8
Printing and Publishing 6,879 8, 335 21.2
Chemicals and Allied Products 5,084 10,904 114.5
Stone, Clay, and Glass Products 5,245 5,452 3.9
Primary Metal Industries 6,413 8,889 38.6
Fabricated Metal Industries 11,484 11,918 3.8
Machinery, Except Electrical 12,292 13,931 13.3
Electrical Machinery 5,809 18,711 222.1
*Source: Annual Survey of Manufacturers, Department of Commerce, Frankfort, Kentucky. 9
Table 3
WAGES OF PERSONS EMPLOYED IN KENTUCKY INDUSTRIES FOR THE YEARS I960 AND 1961* (Wages given In thousands of dollars)
Percent Industry 1950 1961 of Change
Total 385,755 839,067 117.5
Food and Kindred Products 80,919 126,161 55.9
Tobacco Products 22,260 51,583 131.7
Textile Mill Products 8,882 7,750 -12.7
Apparel and Related Products 34,308 55,780 62. 6
Lumber and Wood Products 22,446 24,611 9.6
Furniture and Fixtures 17,714 19,130 8.0
Printing and Publishing 22,251 42,565 91.3
Chemicals and Allied Products 19,150 72,899 280.7
Stone, Clay, and Glass Products 11,875 26,954 127.0
Primary Metal Industries 22,293 59,820 168.3
Machinery, Except Electrical 40,663 83,884 106. 3
Electrical Machinery 16,503 103,696 528.3
Fabricated Metal Industries 36,503 62,590 71.0
*Source: Annual Survey of Manufacturers, Department of Commerce, Frankfort, Kentucky. 10
Table 4
VALUE ADDED TO PRODUCT BY KENTUCKY INDUSTRIES FOR THE YEARS 1950 AND 1961* (Given in thousands of dollars)
Percent Industry 1950 1961 of Change
Total 957,640 1,984,961 107.3
Food and Kindred Products 295,644 379,340 28. 3
Tobacco Products 101,689 247,478 143. 3
Textile Mill Products 14,691 13,638 -7.2
Apparel and Related Products 56,767 101,881 79.5
Lumber and Wood Products 44,192 42,961 -2 .8
Furniture and Fixtures 27,978 30,356 8.5
Printing and Publishing 35 , 391 66,708 88.5
Chemicals and Allied Products 78,641 252,246 220. 8
Stone, Clay and Glass Products 22,121 52,803 138.7
Primary Metal Industeies N/A 75,801
Fabricated Metal Industries 65,178 116,523 78.8
Machinery, Except Electrical 72,998 173,610 137.8
Electrical Machinery 31,519 229,196 627.2
*Source: Annual Survey of Manufacturers, Department of Commerce, Frankfort, Kentucky. 11 had 32.5 percent fewer employees, 2.8 percent less value added to product, but wages were up 9.6 percent. The only other negative trend was a 24.8 percent decrease in the number of persons employed in the Furniture and Fixtures Industries. Phenomenal growth is shown in the Electrical Machinery and Chemical Industries with an increase of value added to product of 627.2 percent and 220.8 per cent respectively. Other industries showing a growth of more than
100 percent are: Tobacco Products 143.3 percent; Stone, Clay and
Glass Products 138.7 percent, and Machinery Manufacturing 137.8 percent. The total average of all industries for this period shows a positive growth of 197.3 percent. These data bear on the Industrial
Arts curriculum and must be reconciled at all levels.
During the 1950* s, the number of people employed in manufac turing increased by 46,000. During this same decade, in farming, there was a decrease of approximately 113,000 (29, 8).
Manufacturing employment rose in Kentucky at a rate of more than four times that of the nation as a whole during the first half of the decade of the 1960s. Employment rose from 171,620 to 192,830, an increase of 21,202, or 12.4 percent (28).
Kentucky industry has gained a total of 29 5 new plants and had 454 expansions of existing industries in the period 19 62-65. 12
This increase has created approximately 42,714 new jobs and repre sents a total capital investment of $514,500,000 as shown in Table 5.
Table 5
NEW AND EXPANDED INDUSTRY IN KENTUCKY*
New Expanded Capital Investment Year Pla nt s Plants Employment (millions)
1962 72 84 9,139 $132.2
1963 63 97 7,099 51.8
1964 84 134 13,846 117.9
1965 76 139 14,630 212.6
*State of Kentucky. Deskbook of Economic Statistics.
More important than past growth is the possibility of future growth which seems virtually assured because of the following factors: location, labor supply, power, transportation, and raw materials,
Kentucky's central location for distribution of manufactured products is the key to her industrial growth. Figure 1 shows that almost 70 percent of the nation's wealth and people are within 500 miles. No state with areas equally desirable for plant sites, is as close to both customers and raw materials for industry as Kentucky. , f KENTUCKY’S POSITION R E L A T IV E ^ TO POPULKTIONS- WEKLTH FIGURE. 1
POPULATION % o r u. s.
too MULES /5,998,900 9.1
1 XM 1 Ml US 3(9,771000 21.0 L ______i 3* MILES 44,587300 38.1
r a n MILES 1 88,482,200 50.7 1______1
fM MILES ; 119,575400 4 8 .4 14
Employment
Total employment In 19 64 was estimated to be approximately
1, 025,000 other jobs. Manufacturing employment reported by the
Kentucky Department of Economic Security was 192,830 jobs. Thus, almost one job in five in 1964 was in manufacturing. In a ten-year comparison between 1954 and 1964, the employment pattern shows some sharp shifts. In 1954, while total employment was something more than 100,000 less than in 1964, manufacturing employment ac counted for only one job in six. Agricultural employment was consid erably larger, with 55,000 more jobs than in 1964, and accounted for three jobs in ten.
Comparisons of the relative occupational shifts for Kentucky and the United States are given in Table 6. The tabulation shows some rather dramatic changes during the ten year period. The decline in agriculture as a source of employment is down both for the United
States and Kentucky. It is noted that the decline in Kentucky was sub stantially less than for the United States. While Kentucky's agricul ture lost approximately one-fourth of its position as a source of employment, the ratio of total employment in agriculture was cut almost in half. In contrast, manufacturing as a source of employment became much more important in Kentucky, while it declined in the
United States. In 1954, with manufacturing accounting for 16 jobs 15
Table 6
MAJOR INDUSTRIAL SHIFTS OF EMPLOYMENT
Percentage of Total Employment Kentucky United States
1954
Agriculture 30 14 Manufacturing 16 27 Nonagricult ural-nonmanufa during 54 59
1964
Agriculture 22 8 Manufa cturing 19 23 Nonagricultural-nonmanufacturing 59 69
in 100 in Kentucky, the ratio rose to nineteen jobs in 100 by 1964, representing a relative rise of almost 20 percent. In the United
States, the proportion of total jobs accounted for by manufacturing declined from twenty-seven jobs per 100 in 1954 to twenty-three jobs per 100 by 19 64, reflecting a decline in the ratio of 15 percent in the ten year period.
The Kentucky Department of Economic Security collects data on a quarterly basis from firms employing three or more workers, to meet the requirements of the Unemployment Insurance Law. These data are used in Table 7 to show more current data than are available from the 1960 census. Nonfarm employment during the year 1965 16
Table 7
NONAGRICULT URAL EMPLOYMENT* (thousands)
Industry 1963 1964 1965
Total 701. 6 725.6 758.1
Mining 30.0 29.8 28.1
Contract Construction 42.3 43.8 47. 3
Manufacturing 182.9 192.8 206.2
Durable 91.0 97.9 107.5
Nondurable 91.8 94.9 98.7
Transportation and Public Utilities 52.9 52.9 54.0
Wholesale and Retail Trade 145.3 150.4 155. 3
Finance, Insurance and Real Estate 27.5 28.8 29.8
Services and Miscellaneous 95.3 98. 3 101.9
Government 125.5 128.7 135. 5
*Source: Kentucky Department of Economic Security, 1965. 17 reached an all time high with an average of 758,100 persons employed during the year. Manufacturing, with a total employment of 206,200 persons, was the leading nonfarm employer. The other categories of nonfarm employment 551,000. The breakdown of major nonfarm employ ment groupings is given in Table 7. Kentucky's manufacturing employ ment is almost equally divided between durable (107,500) and non durable (98,700) products. Among the leading employers manufacturing classifications are: electrical machinery, food and kindred products, apparel and other finished products, and non-electrical machinery.
Unemployment in the state for November 1965 was estimated to be 37,000 persons. This represents 3.3 percent of the labor force and a 7.5 percent decrease from 42,200 unemployment during the period 19 64-65 is due primarily to increased manufacturing employment in the commonwealth. According to the United States Department of
Labor statistics the national unemployment rate for 1965 was 4.6 percent of the labor force compared to 5. 2 percent of the labor force for 1964.
Manufacturing, Trade, Government and the services are in the ascendancy and are again of significance for the curriculum.
Population
The 19 60 Census of Population shows that Kentucky gained
93, 350 from 1950 to 1960, or a total of 3. 2 percent. In the ten year 18 period 1950-1960, thirty-three of Kentucky's 120 counties had popu lation increases. The counties in Kentucky which had the largest increase in population during 1950-60 were Jefferson County (Louisville) with a population growth of 126,333 or 26.1 percent and Fayette
County (Lexington) with a population gain of 31,160 or 30.9 percent.
Many counties in Eastern Kentucky had rather sharp declines in popu lation, as illustrated by Harlan County (Hazard) with a population loss of 20,644 or a decline of 28.8 percent and Pike County (Pikeville) with a loss of 12,890 population or 15.9 percent. These data show that Jefferson County gained at the average rate of 12,633 persons yearly during the 1950-60 decade and Fayette County grew at the annual rate of 3,116 persons in the decade. Harlan County in con trast had a loss of 2,064 persons yearly during the 1950-60 decade while Pike County lost 1,289 persons yearly.
A study of the data in Table 8 shows a tendency for Kentucky's population to concentrate in a few areas, mainly around the larger urban centers. The eleven counties in which the twelve largest urban centers of Kentucky are located had a population of 1,140,099 persons in 1950 or 38.7 percent of the state's total population. By
1960 these eleven counties, Including the twelve urban centers, had a population of 1,382,551 representing 45.5 percent of the state's total population. They had an increase of 242,452 in population. 19
Table 8
KENTUCKY POPULATION ANALYSIS , 1960*
Number of Percent of Places Population Places Population
Urban Territory 1,353,215 145 44. 5
2 , 500 or more 1,175,967 88 38.7
1, 000, 000 or more ----- — ------
500,000 to 1,000,000 ------— ------
250,000 to 500,000 390,639 1 12.9
100,000 to 250,000 ------
50,000 to 100,000 123,186 2 4. 1
25,000 to 50,000 166,641 5 5.5
10,000 to 25,000 174,841 13 5.8
5,000 to 10,000 158.506 22 5.2
2,500 to 5,000 162,154 45 5.3
Under 2,500 45,628 57 1.5
Other Urban Territory 137,620 4. 3
Rural Territory 1,648,941 254 55.5
1, 000 to 2 , 500 131,416 85 4.3
Under 1, 000 72,168 169 2.4
Other Rural Territory 1,481,357 48. 8
*Source: United States Census of Population, 1960. 20
Thus the gain of these eleven counties represented an increase that was 149,102 greater than was experienced by the entire state of
Kentucky during the ten-year period. Since the state's growth was
only 93, 350 persons for the decade, it means that the eleven counties, which included the twelve important urban centers listed above, more
than offset the losses of the eighty-seven counties that had a declind
in population during the 1950-60 decade.
Fulmer (21, 4) relates population change to employment, he
says:
The basic cause of population change is employment opportunity. The main reason urban centers have been attracting population is because the investment in business growth of these areas has enlarged job opportunities. People have learned about the job opportunities and have migrated into these areas to take advantage of them. On the other hand, the shrinking economies of eighty-seven of the state's counties, most notably in the coal mining areas of Eastern Kentucky, have left numerous employable persons in the population without job opportunities. In the absence of job opportunities the more alert and bolder persons, usually those in prime working ages from twenty to about thirty-five, seek employment opportunities wher ever they may find them. Such migrants generally prefer a job within a reasonable distance of the home community.
This statement is supported by Table 9 which shows the rela
tionship between population changes and employment for two counties
with the largest population increase, and for two other counties with
the largest population decrease. The data show that Jefferson County 21 had an increase of 4.89 in population for each additional job.
Fayette County showed a 2.58 increase in population to each job gained for the same period. Harlan and Pike counties lost 2.72 and
2.14 in population respectively for each job lost.
Table 9
COMPARISON OF EMPLOYMENT WITH POPULATION CHANGES OF SELECTED COUNTIES, 1950 TO 1960*
Employment Population Ratio of Population Change Item Change Change to One Job Change
Gains
Fayette 12,065 31,160 2.58 Jefferson 25,816 126,332 4,89
Losses
Harlan -7,582 -20,644 -2.72 Pike -6,030 12,890 -2.14
*Source: Deskbook of Kentucky Statistics.
The trend toward increased urbanization has occurred in
Kentucky as in other states. The 1920 Census reported only 26.2 percent of the state's population in urban areas. This classification for 1940, had risen to 29. 8 percent, 36. 8 percent in 1950, and
45.5 percent in 19 60. The population of Kentucky as of July 1, 1965 22 was estimated by the United States Census Bureau to be 3,179,000.
This was a 4.6 percent increase over the 19 60 census.
Per Capita and Total Income
Kentucky's annual per capita income has increased from a low of $320 in the depression, to one of $2045 in 1965, which remains well below the national average of $2725 (28). The state has a rising ratio of per capita income relative to the national average. This
is shown by the fact that in 19 30, Kentucky's per capita income was approximately 50 percent of the national average. While the most
rapid rise in per capita income occurred during the war years and
primarily from 1942-48. There has been a gradual gain relative to
national income over the period from 1950-65. Major sources of per
sonal income and the amounts derived from each are shown in Table 10.
Income earned by persons for participation in current produc
tion totaled $4,471,000,000. The major contributors to this sum and the amounts contributed are presented in Table 11. Farming and
construction both show a decrease in the amount of income for 19 64.
This is another indication of the swing toward a technological
economy. 23
Table 10
MAJOR SOURCES OF INCOME IN KENTUCKY* (In millions of dollars)
1962 1963 1964
Wages and Salaries 3,348 3,547 3,766
Proprietor's Income 816 846 762
Property 562 603 681
Transfer Payments 532 533 550
*Source: Kentucky Department of Commerce. Survey of Current Business, July 1965.
Table 11
MAJOR SOURCES OF INCOME FOR PERSONS IN PRODUCTION* (In millions of dollars)
Source 1962 1963 1964
Farm 43 43 45
Manufacturing 970 1,038 1,131
Services 306 330 357
Government 741 761 802
Construction 216 232 225
Wholesale and Retail Trade 530 567 611
*Source: Kentucky Department of Commerce. Survey of Current Business, July 1965. Resource Potential
Kentucky has several assets which should make a contribution to future expansion of the economy. In addition to natural resources, each of the following will have an impact on the economic growth of the state: power, transportation, communication, banking and location of present industries.
Natural Resources. There are approximately 265,000
Kentuckians currently available for industrial employment. The labor force will continue to increase each year as technological develop ments release personnel from agriculture and mining.
Kentucky's natural resources include coal, gas, oil, lime stone, silica, sand, fluorspar, ball and fire clay, timber and water.
Manufactured raw materials for industry produced are chemicals, metals, plastics, coke, synthetic rubber and electricity.
Kentucky has all of the prime factors assuring future indus trial growth with one notable exception, the quality of the labor force. The 1960 census of population showed that 72. 4 percent of all persons in the state twenty-five years old and over have less than four years of high school. It is common knowledge that industry now has an over supply of unskilled workers. The present and future need is for more workers in the semi-skilled, technician, and skilled classifications. This evident need should present a challenge to all schools, and especially to their Industrial Arts programs. 25
Power. Kentucky's abundance of coal and water has resulted in a tremendous concentration of electric power capacity, both public and private. Steam and hydroelectric plants in Kentucky can generate more than 5,821,000 kilowatts of power. Sufficient reserves are readily available in Kentucky to supply new or expanding industry with adequate power. Out-of-state power plants on Kentucky's borders are all tied in on a power grid which can bring power to any town in
Kentucky.
More than three-fourths of all the 120 counties of the state have large supplies of natural gas available for industrial use. In addition to the natural gas produced locally in many sections,
Kentucky is served the year around by numerous pipeline companies with combined capacities of billions of cubic feet. Thirty different companies operate gas-transmission lines in addition to several municipally owned operations.
Transportation. Nineteen companies operate a total of 4,834 miles of railroad trackage in Kentucky. The state's highway system includes over 69,300 miles of federal, state and county roads. The new interstate and defense highways presently and/or being con structed will give Kentucky over 700 miles of superhighways. Of this system, three interstate routes, 1-75, 1-65, and 1-64, are 26 transcontinental and two, 1-71 and 1-24, are interstate in nature.
To complement the network of superhighways within the state,
Kentucky has built the Kentucky Turnpike, the Western Kentucky
Parkway, the Central Kentucky (Bluegrass) Parkway, and the Mountain
Parkway. There are 225 motor freight carriers operating within the
Commonwealth of Kentucky.
The state has a total of sixty-two airports, of these seven are served by commercial carriers. Four trunk lines, American Airlines,
Eastern Airlines, Delta Airlines, and Trans World Airlines, and four feeder lines, Ozark Airlines, Piedmont Airlines , Lake Central Airlines and Allegheny Airlines , serve Kentucky. Barge transportation is possible over some 1,367 miles of Kentucky's rivers.
Communication. Daily newspapers in Kentucky number twenty- eight weekly and semi-weekly newspapers totaling 141. There are eight television stations and ninety-four AM and twenty-three FM radio stations broadcasting at the present time. As of December 31,
1964, Kentucky had nineteen privately owned, eight cooperatively owned and three mutually owned telephone companies. In 19 64 there were over one million td ephones in service within the commonwealth.
Banking. There were 266 state banks with resources of
$1,932, 620, 428.05 as of June 30, 19 65, in Kentucky. There were also eighty-one national banks with total assets of $1,505,564,000. 27
Stability is added to the system by the Federal Reserve Banks and the central banking system of the United States. The state is ser viced by Districts 4 and 8 of the Federal Reserve system.
Data revealed by this chapter show that the economy has progressed from an agrarian to one influenced by the technology.
The building of new and the expansion of existing manufacturing plants has helped to increase per capita income and reduce unem ployment to an all time low. The trend in employment is away from farming toward industry. Population increases center around urban areas. Future industrial growth is indicated by the presence of the necessary resources. Industrial Arts must reflect these changes.
The next chapter traces the evolving history of Kentucky since 1750. CHAPTER III
HISTORY OF KENTUCKY
This chapter deals with some basic elements of the historic nature of the Commonwealth of Kentucky and involves bibliographi cal research. It has been developed in four parts: Geography,
History, Agriculture, and Education.
Geography
Kentucky is located in the central region of the United States.
It is bounded on the north by the Ohio River, on the northeast and southeast by the states of W est Virginia and Virginia respectively, on the south by Tennessee and on the west by the Mississippi
River.
Most all states are divided by physiographic features and
Kentucky is no exception. In speaking of this, Clark says (12, 1):
"No state can be more accurately characterized by its sectional variations than Kentucky. There are numerous sections whose dif ferences are reflected in the state’s society, politics, industry, and perhaps religion." Geographically there are five well defined divisions which are: Eastern Coal Fields, or Cumberland Plateau,
28 29 the Bluegrass, the Mississippian Plateau, the Western Coal Fields and the Jackson Purchase. Figure 2 entitled, Kentucky Physio graphic Regions, shows these areas plus two sub-regions: The Knobs and the Inner Bluegrass.
Eastern Coal Fields. This region covers approximately 10,460 square miles. It is a mountainous area with very little level land.
The Eastern mountains are divided into two ranges, the Cumberland and the Pine Mountain ranges. The summits of these ranges contain the major portion of Kentucky's coal. The elevation of the area varies from 800 to 4150 feet in altitude.
The Blue Grass. This district is located in the north central portion of the state and covers approximately 8,000 square miles.
The terrain is of a gentle rolling nature with an elevation varying from 800 to 1000 feet above sea level. The soil is of uniform richness, and it is here that the famous blue grass is grown to best advantage.
The soil and mineral content of the water make this region an excellent place to raise livestock. It contains two sub-regions which are:
The Inner Bluegrass with an undulating surface and the outer Bluegrass which is much more rugged in nature.
The Mississippian Plateau. This is located east of the
Tennessee River, south of the Knobs, and west of the Eastern KENTUCKY PHYSIOGRAPHIC REGIONS FIGURE 2.
BLUE
INNER BLUE GRASS
EASTERN WESTERN COAL FIELD COAL FIELD
JACKSON PURCHASE
GJ O 31
Mountains. It covers an area of 8,000 square miles and ranges in elevation from 700 feet in the east to 400 feet in the west. It is underlaid by limestone deposits and extensive caves have been formed over the years. Mammoth Cave is the largest and most famous of these numerous formations. The soil is not suitable for agricultural purposes.
Western Coal Fields. These cover an area of 4,600 square miles, and are an extension of the Illinois Coal Basin. The most fertile soil outside of the Bluegrass district is to be found here.
Agriculture thrives and living conditions are superior to those found in the eastern coal belt.
Jackson Purchase. A special commission, of which Andrew
Jackson was a member, purchased by treaty, that part of Tennessee and Kentucky lying west of the Tennessee River and in the Reelfoot
Lake area for the States of Tennessee and Kentucky, from the Chick asaw Indians in 1818. Kentucky received all of the territory north of the parallel of 36° - 30'. The purchase is 4600 square miles in area and ranges from 350 to 500 feet in elevation. The soil is adaptable to all types of agriculture and this is the only area in
Kentucky where cotton is grown. 32
History
The State of Kentucky was originally that portion of Colonial
Virginia lying west of the Appalachian Mountains. British explora tion of the area began in 1750 and settlers followed in the 1760's looking for land. The first permanent settlement was made at
Harrodsburg in 1774, and the next year Daniel Boone founded
Boonesboro. Kentucky County was created by the Virginia Legislature in 1776. It was later divided into three counties, and was known as
Kentucky District. Kentucky in 1792 became the fifteenth state ad mitted to the Union and the first state west of the Appalachians.
Frankfort was selected as the State Capitol following temporary locations in other cities.
Kentucky's first constitution was changed in 1799, and in turn was replaced by the adoption of the Third Constitution in 1850. This document made the first provisions for public schools. Discussing this draft of the Constitution and speaking of education, Clark says
(12, 304):
Public education for the first time in Kentucky's constitutional history was given recognition. An edu cational fund of $1,227,168.42 was established to be held inviolate for support of schools. Special funds arising from taxation were likewise to be applied to educational purposes , and without equivocation. Each county was guaranteed an equitable amount of the 33
accumulated fund, and a superintendent of public Instruction was to be elected by popular vote for a term of four years. Thus was born Kentucky's state- supported public school system.
Kentucky's present constitution was adopted in 1891 or well over a half century ago. Under this document members of local boards of education need only an eighth grade education or its equivalent to serve. School programs may be hampered by incompe tent, uneducated politicians. The most pressing governmental need in Kentucky today, is the updating of the Constitution.
The people of Kentucky were divided during the Civil War.
About half as many fought for the Confederacy as fought for the
Union. Both Civil War Presidents, Lincoln and Davis, were born in
Kentucky. The state remained in the Union during the conflict, but was widely split in its loyalties. After the war, Kentucky behaved more like a Southern than a Northern state. It was twenty-five years after the Constitutional Amendment abolishing slavery before Kentucky changed her basic law on this subject.
Agricultural Area
Agriculture in Kentucky started with the arrival of its first settlers. Land was the most important resource of the early pioneers, and Kentucky has been an agricultural state from the beginning. 34
Natural circumstances forced the early settlers to pursue agriculture and in many cases the first crop of corn prevented starvation.
Corn was cultivated as a source of food from the beginning of the settlement. Wheat was introduced later, perhaps because of the difficulty that was encountered in grinding. This was alleviated with the establishment of the first grist mill in the state in 1783.
Hemp was introduced primarily to "fallow" the rich soil of the Bluegrass area, so it would be suitable for growing grain. With the development of the shipping industry, hemp was used for making rope and sailcloth. The invention of the cotton gin and the growth of the cotton industry again increased a demand for hemp, to wrap cotton bales. It was also used for floor coverings, sheeting, and in the manufacture of paper. Kentucky's planters readily accepted hemp as a stable crop because it was easily cultivated by slave labor.
Tobacco, like corn, was grown by the early settlers, and for many years was consumed locally. The difficulty of transporting the crop to market slowed its progress and development as a major crop.
By the year 1830, it was rivaling other agricultural crops in importance, and is today the largest cash income crop in the state.
The livestock, consisting primarily of horses, cattle, and
sheep, brought by the early settlers to Harrodsburg and Boonesborough,
marked the beginning of the livestock industry. No frontier family 35 was without at least one cow and calf. The cow furnished meat, butter and leather. At first no thought was given to lineage and breeding. However, in 1755, three sons of Matthew Patton brought three heifers from Pennsylvania to Kentucky. Noting the success of his sons, Mr. Patton moved his entire herd of pure bred cattle to
Nicholasville, Kentucky. It was from this herd that the American strain of shorthorn cattle had its beginning.
Daniel Boone and his hunting companions are credited with bringing the first horses to the Bluegrass Section. Many horses were used as pack animals and were kept for breeding purposes.
Horse breeders still claim that horses from the Kentucky bluegrass pastures by far excel the horses from other states in physical stamina, thus breading of race horses in this area has been a very profitable venture.
Flocks of sheep were brought to the state over the Wilderness
Road about the same time the cattle industry was being developed.
This was important because clothing was made in the home, and each family owned its flock of sheep. After sheep herding became well established, farmers began to improve the breeds of their herds.
Most herds were improved with stock imported from England.
Hogs were also brought to Kentucky by the early settlers.
This animal provided meat and lard for the table as well as oil for 36 lamps and raw materials for making soap. Hog raising flourished when it was discovered that they could be marketed without having to overcome the transportation difficulties of other agricultural products.
It was found that the hog could walk to market and gain considerable weight while grazing along the way.
Today nearly half of Kentucky's people live on farms and 55.5 percent of the population is rural (29, 2). Presently the farms are producing tobacco, milk, beef cattle, poultry, hogs, soybeans, corn, hay, vegetables, and fruits. In 1959 , 150,986 farms had an area of
17, 030, 675 acres. The average farm was 112.8 acres valued at
$14,300.
The cash farm receipts in 1964 were $418,918,000 from the sale of crops and $313,745,000 from the sale of livestock and live stock products fora total of $732, 663,000 (29, 33). In 1965 Kentucky ranked thirteenth among the fifty states in dairying, fifth in cheese production, twenty-fifth for sheep and lambs, eleventh in hog produc tion, fifteenth for all cattle and calves, and first in the production of burley tobacco.
Coulter (14, 172) sums up the effect of Kentucky's early agri culture as follows:
Fortunately the soils of this western commonwealth were far superior to the thin, bleached, tidewater soils 37
of the "Old Dominion." Almost every agricultural crop, with the exception of cotton and tropical fruits, could be grown successfully in Kentucky. Here, more than in any other state, the opportunity to become self-sufficient was taken advantage of the fullest extent. Hence the independent feeling and action of the westerner have always existed in Kentuckians, because they were born of necessity and sired by a rugged ambition in virtually isolated territory.
Agriculture has definitely helped to form and mold Kentucky's cul tural advancement.
Education
In the fall of 1965, 44.4 percent (30) of the 41,157 graduates of Kentucky high schools were enrolled in a college compared to the national average of 53 percent. Those graduates who did not enroll in higher education were occupied as follows: 6.5 percent attending a trade, technical or nursing school, 3.8 percent attending commercial and business schools, and 28.5 percent employed in sales, farm, factory or military. The 19 64-65 high school graduating class represented 67.2 percent of the 1961-62 ninth grade class.
Kentucky has been one of the pioneer states of the nation in recognizing the importance of the development of area vocational education programs. The area vocational school system in Kentucky began in 1938 with the establishment of two state vocational schools 38 and has continued to develop to the present. There are now thirteen area vocational-technical schools strategically located throughout the state in relation to geographic limitations and population centers.
Nine permanent extension centers are also in existence with an additional ten extension centers under construction. These extension centers are so located that vocational training is available to all sections of the state.
There were thirty-three accredited institutions of higher edu cation in Kentucky during 1965. This number does not include theological seminaries in Kentucky. Enrollment in these institutions totaled 73,068 in the fall of 1965, an increase of 16.9 percent over the fall of 1964 total enrollment of 62,497 students.
Of the students enrolled in the colleges and universities of
Kentucky in the fall of 1965, 59.3 percent were attending state sup ported institutions, 28.0 percent were attending private institutions, and 12.4 percent were attending municipal institutions. The twenty- four senior colleges enrolled 65,318 students in the fall of 1965.
This is 89.4 percent of the total enrollnent in all institutions as com pared with 95.76 percent in 19 64.
Kentucky institutions of higher education conferred 7,571 baccalaureate and first professional degrees during the year 1965, 39
167 more than the previous year. There were 1,233 masters degrees
conferred, an increase of 189. The number of doctorate degrees awarded was sixty, a 7 percent increase over the fifty-six awarded
in 1964.
Each of the above elements was considered to be basic to the formation of the cultural nature peculiar to Kentucky. Referring to environmental influences Clark points out (12, 16):
It would be misrepresentation to say that the local environment has been more influential in the development of the Kentuckian's personality than in the development of folk of any other locality, but certainly it has been of great importance. One sees the influences of the Bluegrass section mirrored in the attitudes of its inhab itants, and the mountaineer shows the effect of the hills. Professor Arthur M. Miller holds that these influences are so great that they are at once noticeable in matters of food, dress, and speech.
Sectional environment has played an important role in the history of Kentucky's economic system.
The economy of the state was overwhelmingly affected by the tragic
blow of the depression. The exceptionally long recovery period was
of even greater significance to the development of the present culture.
Cultural aspects that help Kentuckians to become unique in
dividuals have been presented in this chapter. Geographic location,
historical background, agriculture and education all help to mold the
individual. Schools seeking to prepare for today's society should 40 reflect the economy and culture of that society. Chapter IV will be concerned with the nature of Industrial Arts Education. CHAPTER IV
NATURE OF INDUSTRIAL ARTS EDUCATION
This chapter concerns the derivation of basic doctrine relating to the objectives and programs of Industrial Arts Education in Amer ican schools.
Derivation
It is assumed that Industrial Arts has the ability and respon sibility for transmitting and interpreting selected aspects of the technological society. The organizational concept presented will be capable of changing with the technology, while being cognizant of the human equation, the technology, and the educational process.
Educational Process. Locally controlled schools are found chiefly in the United States of America. Their major concern is the development of the individual. Cubberley (15, 504) makes this statement regarding education in a democracy:
With the development of democratic government there has everywhere been a softening of old laws, the growth of humanitarianism, the wider and wider exten sion of the suffrage, important legislation as to labor, a previously unknown attention to the poor and the depen dents of society, a vast extension of educational advantages, and the taking over of education from the Church by the State and the erection of the school into an important institution for the preservation and advance ment of the national welfare. 41 42
Education has evolved from parental training for survival to the democratic school system of the present day. The termendous strides education has taken present many challenges to the educa tor. The nature of the individual is the prime consideration in the educative process. Failure to identify his basic needs and interests will render the educative process useless.
Nature of the Individual. Warner (42, 22) explains the nature of the individual in terms of four native impulses. He drew upon
Bonser's (10, 6) work as a starting point.
The Manipulative Impulse. A tendency to find much satisfaction in handling materials and tools that are used to modify the forms of materials. This impulse gradually grows, if exercised, into the impulse to con struct, and it is the natural drive to all forms of indus trial production.
The investigation Impulse. A tendency to be cur ious, to desire to know how, why, what for, and all about the operation of whatever the environment affords. Exercised and directed as that satisfaction results, the casual inquires of the child develop into experiments to try things out. Upon the development of this ability rests the growth of scientific inquiry.
The Art Impulse. A tendency to find satisfaction in form and color, expressing an active phase in com bination with the manipulative impulse - a desire to express ideas in drawing, painting, and modeling, and in designing, constructing, and decorating objects.
The Social Impulse. A tendency to find satisfac tion in sharing the interests and activities of others; and to have others share in one's own activities. 43
The Industrial Arts laboratory should be rich in opportunities for giving expression to these impulses.
Psychological Implications. The psychological implications for Industrial Arts Education are viewed largely from the standpoint of the four native impulses discussed above. These have universal application regardless of age, sex, race, intelligence, or aptitude.
The opportunity to exercise and satisfy these basic tendencies is unique to Industrial Arts.
Experience As a Natural Means of Growth. John Dewey
(17, 29) regarded an experience to be educationally worthwhile, * when the experience would lead from one to another. That is, each experience must provide for growth. Dewey made no claim that this is the exclusive property of the "school," but rather, it is inherent in life. He did point out that it was the responsibility of the school to provide for meaningful experiences, which would lead to growth.
Clark (11) translates Dewey's thoughts into "work as edu cation." However, work will become educative only when it will arouse curiosity, strengthen initiative, and set up desires and purposes.
The Industrial Arts is in a position to emphasize the dignity of work and provide meaningful experiences which permits growth. 44
The human element is the first major consideration for the Industrial
Arts. However, since industrial technology is the reference point,
as a subject for schooling, it is necessary to investigate the nature
of the technology.
Economic Basis. Man has progressed from the simple but
hazardous life of the primitive, to the complex, easy and secure life
of our present society.
The economy of the nation has changed from agrarian to
industrial. Technology has made an impact on society. Education
must keep pace with these changes if it is to accomplish its purpose
in our constitutional society.
The early history of this country shows that the economy was
one largely of survival. Each individual or family provided for their
own wants and needs. American economy moved through various
stages including survival types to the present industrial type.
Speaking of domestic industry, Olson (43, 8) says:
Industry likely had its origin in the home. In primitive agrarian culture the home was probably the center of production for food clothing, housing, tools, and weapons. Through the centuries skills , techniques, and tools improved until it was possible to produce more of some products than was consumer in the home and this was left over for barter or sale. ..
As the economy increased in complexity, it passed through various
stages of nomadic, serf, slavery and frontier types. 45
Dewhurst (17) reports that in 1860 the United States produced and used one billion horsepower hours of energy, 94.1 percent of this was produced by animal and human means. In 19 60, just 100 years later there were remarkable changes in two respects. First, the amount of energy produced had increased to over 500 billion horse power hours and the percentage of this derived from animal and human energy, had been reduced to 4 percent, while 96 percent was derived from technical applications. See Table 12, and Figure 3, for comparison. Dewhurst (17, 107) further states that:
The most comprehensive and widely used measure of a nation's output and of its economic growth from year to year is provided by its gross national product, or the total volume of goods and services produced and delivered to their final purchaser.
The gross national product has multiplied more than 500 times in the last century and has more than doubled in the past decade. This tremendous economic growth has brought about many changes in the
standard of living of the American people. Warner (56, 3) speaking of this growth says: “Today's economy has become technological and the resulting problems of production and consumption, not to
mention the social adjustments involved, have become literally cata clysmic." This deluge of problems should be a constant challenge to the profession. 46
Figure 3
ECONOMIC BASIS AND TRENDS
Energy output from Mineral Fuels and Water compared with Work
Animals and Humans.
Percent of Total Energy Produced
100 Combined Animal and Human 90
80
70 Technical Energy 60
50 Animal Enengy 40
30
20
10 Human Energy. 0
1850 1870 1890 1910 1930 1950 1970
*J. Frederick Dewhurst, America's Needs and Resources, 1947, Appendix 32. Revised in 1956. 47
Table 12
A CENTURY OF TECHNOLOGICAL DEVELOPMENT
Date % Animal % Human % Technological Billions of HP Hours Energy Energy Energy of Energy
1860 80 14 6 1
1880 70 14 16 7
1900 50 10 40 30
1910 35 8 57 75
1920 20 6 75 150
1930 10 5 85 200
1940 6 4 90 260
1950 3 3 94 400
1960 1 3 96+ 500+
*J. Frederick Dewhurst, America's Needs and Resources, 1947, Appendix 32. Revised in 1956.
The need for an individual to adjust to the technological
economy establishes the role of Industrial Arts as a function of general
education. Clark states (11, 11) "As the level of technology rises, the average person must obtain more skill to get along well." He
goes on to say that the challenge to education is to make the work
of the world educative. There is a need for the individual to have a 48
knowledge of the complex economy in which he lives. The modern
environment, being highly technical, must be understood to be appre
ciated. The technology must be understood to be able to obtain the
benefits such an economy can provide. Industrial Arts Education
should acquaint the individual with his economy.
Cultural Outcome. The fruits of technology may be used for
various purposes. In the United States, the prevailing economic and
political philosophy to which we subscribe is one in which the dignity
of each individual is held in high esteem. Industry operating in this
cultural context will necessarily utilize technology for the betterment
of the individual. The origin of Industrial Arts is concerned with
three aspects of our Contemporary Culture, Material, Social, and
Political.
The most apparent aspect of our culture is the material wealth as compared to the rest of the world. This has been accomplished by an industrial scheme based upon the concept of free enterprise.
Free men have used technological sophistication to effectively and
efficiently manipulate tools, machines, and materials to fulfill
desires for the good life and to acquire wealth. In terms of the his
tory of man this development is phenomenal with respect to time and
the amount of wealth accumulated. 49
The development of automation is a source of concern in some quarters in much the same manner as when we began to use technical power and to centralize the production process. There will necessarily be a period of adjustment, but in the long run, man will view this concept as a blessing rather than a threat.
Olson (43, 40) feels that "The better man understands the material world that he now has, the better he will likely understand what is to come. " The process of transmitting the material aspects of the culture is not exclusively the responsibility of Industrial Arts
Education, however, it is probably most capable of doing it.
The social organization in a democratic society is by nature a vast complex of social institutions serving individual needs. The school recognizes that an individual's environment is not limited to the hours at school, but considers his actions as an individual oper ating in the home and community. This broad view incorporates a de tailed study of the actions of the individual as a member of a family or community group, as a producer and consumer, and as a potential member of the larger social organization.
Historical Basis. Industrial Arts has an interesting and con fusing history. It seems man has always provided for the “practical" education of youth. The nature and form of this type of education will be looked at in its relationship to the development of Industrial Arts
Education. 50
Before the Industrial Revolution, the family was the agency responsible for production of goods and education of the young
(except religious education). Education in this environment was truly synonymous with life. In many parts of the world, this type of industry and educational system still prevails. An individual in this environment could easily understand his relationship to the total industrial-economic scheme because he was an active participant in all phases of the process.
The revival of art, literature, and learning in Italy and Western
Europe between 1400 and 1600 marked the transition from the Medieval
World to the Modern World. Mulhern, (38, 254) points out that,
"interest in the natural world and it's physical truths .... culminated in the scientific Renaissance of the sixteenth and seventeenth cen turies, when intellectual interest, once centered in the supernatural and then in the human world, came to center in the physical world and its laws." This period likewise helped to create a new concept regarding education.
Mulhern (38) considers the Industrial Revolution and the factory system, as the prime factors in destroying family and community life and some occupations among which children once lived and learned.
The modern child knows little about the process by which his needs 51 for food, clothing, and shelter are supplied. Thus, it becomes the responsibility of the school to transmit this type of cultural heritage.
Mulhern (38, 405) feels the Industrial Revolution had a large educa tional effect which was expressed in:
the concern of government for the training of skilled workers, so that each nation might hold its own, or more than its own, in international commerce... . In 1862, the federal government, in response to urgent demands for aid in training industrial and agriculture workers, passed the Morrill Act, granting to each state for that purpose 30,000 acres of public land for each senator and representative it had in congress.
He said this act began the federal endowment of vocational education, which culminated in the passage of the Smith-Hughes Act of 1917, and its later supplements.
Industrial Arts Education began in America about 1881 and was called Manual Training as reported by Bennett (8, 310). "It was influenced greatly by the exhibits of the Imperial Technical
School of Moscow displayed at the Centennial Exposition in Philadel phia in 1876." There was no apparent attempt to train tradesmen, but to develop tool skills common to the basic trades and industries of the railroads.
Gustaf Larsson in 1888 introduced a type of work known as
Sloyd in the schools of Boston (8, 430). This system in the last quarter of the nineteenth century was a Swedish application of 52
Froebel's ideas to craft training. This approach was used to preserve
domestic industries and to protect peasants from their new enemy, the
machine and the factory. The system was used in America to help
make Manual Training more meaningful and interesting, by making
useful articles. The emphasis of Sloyd was on the making of useful objects and not upon the graded exercises of manual training. It
emphasized individual instruction as more important than group or
class instruction.
The term Industrial Arts was introduced by Charles R. Richards
in 1904. The activities were basically pupil centered, according to
Warner (58, 12). The methods used were projects and individual creativity based upon scientific evidence and criteria developed for the activity via student planning. The names of Charles R. Richards and Frederick G. Bonser are directly associated with the Industrial
Arts movement, and the attempt to bring industry into the classroom.
Writing of this need Warner (55) says:
We examined the census and other data to dis cover five or more large divisions of subject matter resources, namely: Power, Transportation, Manufac ture, Construction, and Communication, in addition to several human and organizational factors which are referred to as Management.
It should be evident from the above that the curriculum is intended to reflect the technology and not to continue the program that merely 53 emphasized the acquisition of certain skills. Since the aim of educa tion is to prepare students to live in a highly industrial society, a trend is developing in the Industrial Arts program that will greatly contribute to that goal.
Resulting Objectives or Functions
The objectives or functions of Industrial Arts as shown by the preceding material would include the following: orientational, technical, recreational, and consumer-cultural. The first of these is to orient the individual. Experience in Industrial Arts will help the student gain perspective and understanding of his predominately technological environment. This function, is generally resized at the junior-senior high school level or in the beginning of the collegiate program. An additional outcome of the orientational func tion is guidance for vocational choice.
The second objective is the technical function and is con cerned with the knowledge of using tools, skills and materials to produce technological products. Olson (43, 77) feels that Industrial
Arts should provide as many opportunities as possible for a student to define specialized interests, which could be pursued with profit for that individual. The technical function will likely occur in the
secondary school, collegiate teacher education, and in terminal programs. 54
Third is the recreational function and is based on biologi cal and economic factors. Production efficiency in this country is beginning to reach a level so high that man must cultivate leisure skills. Other civilizations have used leisure at the expense of vast numbers of people. Never before in the history of the world, have so many people been released from the burden of toil, and yet restricted by inadequate ability to attain the higher purposes of the
"good life." The Industrial Arts responsibility and capabilities in this regard are enormous. The recreational function should be an integral part of Industrial Arts at all levels of instruction.
The fourth concerns consumer literacy and promotes under standings in the selection and use of the products of industry. Con sumption and distribution is a vital aspect of an industrial society.
This is particularly important in our society, in view of the political and economic philosophy to which we subscribe. Olson (43, 78) considers the development of consumer literacy as one of the primary purposes of Industrial Arts. Cultural functions will be orientational in the sense that the activities will lead to an understanding and appreciation of both the material and non-material aspects of his environment. The relationship of the technology to the culture, will be explicit. 55
The consumer-cultural function is part of the program at all levels of instruction. All members of society are consumers and as such are affected by the technology of today. The gross national product is presently 800 billion dollars, two-thirds of this is con sumption. The Ohio Prospectus . . . (42) identified five principal meanings that are associated with the consumer function. They include selecting, testing, operating, maintaining, and judging the products of industry. These functions of industry may be expressed by the following objectives.
1. To become more knowledgable of industry through a
study of its history, organization, materials, processes
and products.
2. To provide information on the care, use and selection
of products of the technology.
3. To increase appreciation for function, design and
craftsmanship in industrial products (aesthetics).
4. To increase efficiency and enjoyment of leisure and
recreation.
5. To provide information about and experiences in many
industrial occupational possibilities.
6. To develop desirable personnel relationships (leader
ship and followership). 56
Industrial Arts Education, as reviewed in this chapter, con siders the educational process, the nature of the individual, the technology, and the following functions of Industrial Arts:
1. Orientational
2. Technical
3. Recreational
4. Consumer-cultural.
Following these functions, the next logical step is to imple ment the technological curriculum and program structure presented in Chapter V. CHAPTER V
CURRICULUM DIVISIONS OF THE TECHNOLOGY
The preceding chapters have shown the culture of the region, the growth of the economy from the depression to its present high, and the nature of Industrial Arts Education. The next logical con sideration is an examination of the technology as a source of subject matter, which is the purpose of this chapter.
The divisions of subject matter based on economic data were conceived and developed at The Ohio State University in the "Labora tory of Industries" by Warner (49). The activities centered around mechanization and technical development with major divisions of power, transportation, manufacture, construction, communication, and management.
Some recent attempts to arrive at a “body of knowledge" for
Industrial Arts include: the "American Industries" project at Stout
State University and the "Curriculum Project" at The Ohio State Uni versity. These are in the pilot model and developmental stage at the present time and are not available for reference.
Discussing Industrial Arts as a study of industry in terms of products, services or materials, Swanson (3, 56) points out that:
Several proposals for Industrial Arts have attempted to group the thousands of individual industrial establishments 57 58
according to types of products or services involved or principal materials used. The emphasis is still on the study of the industry and not on isolated parts of var ious industries or trades.
One of the most extensive proposals in this category appeared in 1934 as A Prospectus for Indus trial Arts in Ohio, under the authorship of Warner. It has since been revised many times in theses, state bulletins, convention publications, and appeared in very detailed form in a book by Olson, Industrial Arts and Technology, in 1963.
The Curriculum to Reflect Technology was presented to the profession at the postwar reorganizational meeting of the American Industrial
Arts Association in Columbus, Ohio on April 25, 1947. The gist of this report was:
Power Division
The four major sub-divisions of power were presented by
Lisack and included: Sources, Generation, Transmission and Util
ization. Each of these was further divided as follows:
1. Sources a. Natural 1) Sun 2) Water 3) Wind 4) Food b. Electrical 1) Mechanical 2) Chemical c. Thermal 1) Solids 2) G ases 3) Liquids 4) Atomic Energy 59
2. Generation a. Solar b . Hydro c. Electrical d. Biological e. Combustion
3. Transmission a. Electrical b. Pneumatic c. Hydraulic d. Mechanical
4. Utilization a. Manufacture b. Construction c. Transportation d. Communication e. Domestic
Lisack emphasized that participation is important in the study of power and that project work should supplement verbal instruction and study. Such work also includes field trips and repairs. He summarized this in the following manner {55, 22):
1. A teacher must be relatively proficient. Most teachers already have the necessary background and with a little further preparation may qualify to teach this Division.
2. A teacher should prepare a progressive pro gram of instruction. The study of power will rank high in interest.
3. He should prepare the laboratory and equip ment to accommodate the program. Both mental or ver bal, and hand or manipulative training should be included. The laboratory layout will be largely deter mined by the projects, and will vary with different units. 60
4. The teacher should execute the program en thusiastically and continuously develop and expand it.
The development and use of Power has made the technology possible. Without it there can be no material progress. There is little question but that power will play an even more important role in the future.
The importance of power in the United States is indicated by the in crease in the production and consumption as shown in the Statistical
Abstract of the United States 1965 (52, 529). The total horsepower of prime movers has increased from 2. 77 3 billion in 1940 to more than 14.240 billion in 1964. New uses and innovation such as the
"air bearing" and "air car" bear witness to the fact that this is far from a static field.
Transportation Division
The transportation of the world's passengers and cargo may
be divided into four types: land, sea, air and space. Each of these
may be further divided, such as: carriers are studied from the stand
point of design, materials, construction, history, operation, power
and the medium in which they operate. Each of these are studied in
light of their legal, economic, and technical implications.
This division will present opportunity for study, not only on
goods and people transported, but also of the occupations involved.
This will serve the orientational function as well as offering guidance
on occupational choice. 61
When discussing subject matter in the transportation division
Kleintjes points out that:
The intimate connection between automobile and highway, ship and port, airplane and navigation will not permit divorcing these areas from the transpor tation course even though they overlap the construction, communication and subject matter fields outside of what is normally considered to be Industrial Arts.
. . . .The real problem in planning a Transportation program is now exposed. Rather than the initial feeling of, “What can I do?" the actual question should be, “What can I safely eliminate?"
Problems, projects and operations present a host of possibilities.
Problems indicate research, group and individual participation and experience, problem solving, planning and design. Projects and operations involve construction, manipulative skills, design and craftsmanship.
Manufacturing Division
This is concerned with at least eight major subdivisions and are reported by Kenneth Phillips (55, 33) as follows:
This is an enrichment of the old "general" shop, but presented in the context of technology. The man ufacturing industries have been grouped into eight major headings and one miscellaneous.
Food manufacture is complementary to the Home Economics program because it deals only with indus trial applications: i.e. quantity preparation, packag ing, distribution, .... 62
Textile fashioning implies the full gamut of raw materials and techniques involved. Activities include weaving, dyeing, printing, braiding,....
Rubber products are an integral part of everyday existence, yet the raw material has been seldom in troduced in the school laboratory. Dipping, forming, and molding can be presented. Both natural and syn thetic rubber can be manufactured into stamps and other molded shapes. The devices necessary for the work can be built or purchased at small cost.
Chemical composition has been practically un touched except in the use of cold plastics. Little, if any, equipment is necessary. A laboratory press for plastic molding is desirable.
Cellulose fiber fabrication. This includes wood, reed, and cane with paper making, fuel experimentation, wood working, and weaving as the activities. Traditional woodworking equipment is adaptable.
Leather items are used in the handicrafts, however, tanning and preservation techniques may be introduced. A study of furs may also be included. This medium lends itself to creativity. The only equipment addition is a power stitching machine.
Metal production includes both ferrous and non- ferrous materials. The activities on the ferrous side have been well developed such as in sheet metal, machine shop, welding, and foundry. Further appli cations of the non-ferrous metals should be developed and especially with alloys.
Ceramics includes pottery, glass, and cement. With the exception of glass, the possibilities of this phase have been well explored. Glass is easily adaptable both as a hobby and as an industry by the addition of a few tools and an electric or "Globar" kiln.
Miscellaneous developments include unique indus tries that cannot be covered satisfactorily in any of the other headings. 63
The functional outline of each phase of the Manufacturing Division is next presented in five sub ject headings: History, Raw Materials, Fabrication, Consumption, and Application,
This division is concerned also with a study of consumption as well as production, which was neglected by the "general shop" program movement.
Construction Division
This division includes elements of production and consump tion as well as recreation for all concerned. Gilbert (55, 13) pre sents the following topical outline to indicate some of its possibilities:
History Structures
Plans Covering
Earthmoving Fixtures
Foundations Furnishings
The United States Department of Commerce lists 250 trade associations under the heading of construction, which provides some indication of the magnitude of this division.
The United States Department of Labor publication (54, 32)
Technological Trends in Major American Industries presents the follow ing outlook through 1970 for the construction industry:
Changes in technology in the construction industry are expected to continue to evolve slowly as more efficient production equipment, improvements in 64
materials handling, increased prefabrication of build ing components, changes in architectural and engineer ing design, and new and improved construction materials are adopted. These technological changes are expected to continue to reduce unit labor requirements, but the effects on employment will be more than offset by the anticipated increases in growth in construction. Employ ment in skilled trades is expected to increase, but at uneven rates because of the varying effects of technology. Employment of laborers will probably increase only slightly over the 1965 level.
Communications Division
Webster defines communication as: "Intercourse by words, letters, or messages; interchange of thoughts or opinions." Ger- bracht (55, 11) says:
The process of "communication" isn't realized until thoughts, words, and pictures, have been com posed, duplicated, transmitted, received, and finally interpreted correctly by the recipient.
He presents the following graphic analysis to show the scope of this divis ion: COMMUNICATIONS DIVISION Compos it ion Transmission & Duplication & Reception Interpretation Graphic Arts- Mechanical- Visual, Sound Sound Recording Electrical & Codes Drawing, Sketching Telegraphy Historical Drafting, Blueprint ing Telephone Signal Flags Letterpress Radio (CW, MOD) Lights Photogra phy Teletype Sound Devices Intagliography Facsimile Planography Television Duplicating Multi-Channel Methods Sound Recording Radar 65
Student activities are presented under three major headings: Manipu lative, Investigative, and Planning. Writing of subject matter breakdown he says:
As an industry, paper-making belongs in Manu facture, though its application to the graphic arts is a part of Communication. In other words, there is inter play not only among the other divisions of the technology. This is inevitable and desirable since the technology is complex and its parts are interwoven. Industrial Arts must interpret that technology.
Management Division
This division is concerned with the organizational function of industry as it concerns personnel. Joseph E. Gary (55, 7) points out that:
The effective development of the Industrial Arts program requires that the time and effort of every participant be well organized just as in any complex enterprise. This is possible through the establishment of at personnel management organization within the lab oratory. The value of such an orgaaaization is expressed by Alford in his Production Handbook, "Good Organiza tion concerns itself with the development of people as well as the direction of things.11 .... If we are to reflect technology, we must use personnel management organizations.
The five types of personnel organizations he presented for this division were: line, functional, committee, multiple, and line and staff. The line and staff type of organization is recommended for use in the laboratory. 66
Past, present and future technology may be studied by utili zing the framework of the "New Curriculum" as presented in the preceding paragraphs. The three phases of technological development as discussed in the United States Department of Labor Bulletin number 1474 (54, 3) are:
Three stages of development characterize the continuing industrial revolution: The Age of Mechaniza tion began with the introduction of power-driven machinery, the displacement of the handicraft worker, and the rise of the factory system. In the Age of Mass Production, the factory worker's job became a faster operation; mechanical conveyors carried a highly standardized product to the work place; power production was transferred from steam-driven shaft and belt systems for each factory to central electric power generating stations.
.... A third phase, an Age of Science and Technology, which began after World War II, emphasizes research and development by the Federal Government and private cor porations. This research already has resulted in such unforeseen developments as electronic computers, nuclear energy, jet propulsion, space technology, and automation of industrial processes. Continued rapid growth of popu lation (and markets), increasing foreign competition, and pressure for higher living standards are stimulating ever greater efforts to increase output at lower cost by improv ing technology.
Since the scope of the program of Industrial Arts is increasing and the problem of individual interests, aptitudes, and capacities is apparently with us, the subject matter should cut through all levels of general education and extend into adult education. The content of 67 the program is continually being expanded by both the increased interests of all age levels and the ever-increasing technological advances of industry.
The economy of the State of Kentucky has exploded in the last decade and technology has made its impact. Industrial Arts Edu cation must keep pace with these changes if it is to accomplish its purpose. Chapter VI will present a study of the programs of Indus trial Arts Teacher Education in Kentucky. CHAPTER VI
TEACHER EDUCATION SURVEY
Kentucky has thirty-three institutions of higher education, only six of which offer Industrial Arts Teacher Education. This chapter is concerned with a survey of these schools and their pro gram offerings.
Institutional Survey
The writer visited each of the institutions in Kentucky and interviewed deans, department heads, faculty members, and others. Figure 4 shows the location of the schools. Four of them are state universities, one a state college, and one a private college.
The schools surveyed were: Berea College at Berea, Kentucky State
College at Frankfort, Eastern Kentucky University at Richmond,
Morehead State University at Morehead, Murray State University at
Murray, and Western Kentucky State University at Bowling Green.
Questions developed for use in the interviews will be found in
Appendix A. The interview rather than a questionnaire was used to assure 100 percent representation and to obtain first hand information from the officials concerned.
68 LOCATION OF KENTUCKY INSTITUTIONS OF HIGHER LEARNING FIGURE 4
JANUARY 1966
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oo D ©
o 70
History
Very little was done toward industrial types of education in
Kentucky until the administration of Ellsworth Regenstein, Superin tendent of Public Instruction from 1909 to 1911. In his annual report, there are two sections which mention Industrial Arts Education for the first time. One, entitled, The Voice of the County Superinten dents , contains a statement from the Boyd County (Ashland) Super intendent, "Some of our needs are a course of study that teaches the nobility of plain, everyday work and prepares them for it. " In another section, What the City Superintendents Say, there are three entries:
Bowling Green. We cherish the hope of erecting and equipping, in a few years one of the greatest high school buildings in the state, in which will be conducted not only regular high school courses of study, but courses in domestic science, agriculture, and mechanical arts.
Henderson. Perhaps the event of most importance in the life of our schools during the past year was the opening of the Barret Manual Training High School last September.
Newport. Our department, after having completed the second year of its existence, is still growing in favor. The improvement in this department within the year has been, perhaps, the most remarkable event of our career. Boys from the seventh and eighth grades, and from the freshman class of the high school, received instruction in this department. The average attendance of the classes was about three hundred.
Bardsdale Hamlett as State Superintendent of Public Instruc tion, 1911-1913, believed that agriculture should be taught in the 71
Public Schools. He stated, "that the tendency is toward trade edu cation, or that kind of education which will best prepare youth for the life they are to live."
In his report, the Superintendent of Boyd County said,
We have one county school which has built a work shop on the school grounds where the boys are taught the use of tools, and they have done some creditable work. The attempt has been to teach things they need to know. The best result has been that the school holds a large class of boys for a whole year.
These early examples seem to indicate a growing need for teachers and supervisors trained in Industrial Arts Education. This need was anticipated by Western Kentucky State Normal School, now
Western Kentucky University, in the establishment of a department in 1920. Professor Dennison taught "handicraft," service courses for art and elementary teachers at Eastern Kentucky University, in 1919.
But, Western was the first teacher education program for industrial arts teachers in the State of Kentucky. The man chosen to direct this undertaking was Professor L, T. Smith. The objectives of his new program were:
1. To provide an opportunity for principals and superintendents to prepare themselves to supervise and direct Industrial Arts.
2. To offer an enriched and broadened educational program for the teachers of general education. 72
3. To teach students habits of thrift and respect for skilled work.
4. To train teachers of Industrial Arts and ele mentary handwork.
The first graduates (1920-22) to become teachers were products of a two year program. The school became a State Teachers College in 1922 and conferred its first bachelor's degrees on industrial arts majors in 192 4. The program now has a full time staff of seven.
Eastern’s program now has 510 majors with seventeen full time staff members.
Morehead's program started in 1933 and now has 328 majors with a staff of nine.
Murray was the last of the state universities to offer Indus trial Arts Education beginning in 1946. It has the second largest pro gram in the state with an enrollment of 350 majors and seven full time faculty members.
The Industrial Arts Teacher Education program was introduced at Kentucky State (Frankfort) in 19 46. It has fifty-two majors and two full time instructors.
Berea, the only private school in the state of offer Industrial
Arts Teacher Education, started their program in 1958. It has three full time faculty members and thirty-five junior and senior students as majors. 73
A State Council on Public Higher Education has exerted a guiding and coordinating influence on the development of Industrial
Arts Teacher Education since 1934. Established by the General
Assembly, it provides a statutory liaison for six state-supported in
stitutions of higher learning in Kentucky. It is the oldest organiza tion of its type in the nation. As provided in Chapter 164 of the
Revised Statutes of Kentucky, the Council membership of twenty-one
is composed of thirteen laymen and eight educators including the
Superintendent of Public Instruction, ex officio chairman, the
Presidents of the University of Kentucky and the five State Univer
sities, the Dean of the College of Education of the University of
Kentucky, ten lay representatives from the State Board of Education and governing boards of the state supported institutions of higher
learning and three lay representatives from the state at large. There
are also three non voting members representing the accredited private
institutions of higher learning who serve in an advisory capacity when
the Council considers matters related to teacher education. All
colleges and universities in the commonwealth are invited to send
representatives to the meetings of the Council, which are open to
the press and general public. 74
General Education
General education has been described (37, 84) as the educa tion that prepares for living, regardless of one's interests, and that it should develop a logical and discriminating method of thinking, and lead to an appreciation of the fine arts, good literature, and the things in life that have lasting value. It should give an understand ing of social and economic forces, and provide an insight into the way each field of learning contributes to the fullness of life.
The Council and Division of Teacher Education of the State
Department of Education, set minimums for general education require ments of all teacher education programs in the state. The following regulations concern the Provisional High School Certificate (27, 1) which is valid for ten years and issued to persons who meet the gen eral requirements of the State Board of Education. They file transcripts of standard college credits showing completion in an accredited college or university a program developed upon the following guidelines:
1. General Education — 45 semester hours a. Communications and Humanities — 18 hours b. Mathematics and Natural Science — 12 hours c. Social Science — 12 hours d. Health and Physical Education — 3 hours 75
STATE AGREEMENTS ON GENERAL EDUCATION FOR ELEMENTARY AND SECONDARY TEACHERS (42.360)
1. Each college shall formulate its own program of general education on the basis of its own objectives and consistent with the philosophy and resources of accrediting agencies.
2. The objectives of general educationds given in the Report of the President's Commission on Higher Education are accepted as a basis for evaluating the general education programs of the colleges approved for teacher education. The objectives are:
3. The program of general education in an insti tution preparing students for certification shall be the same for all certificates--elementary, secondary, special.
4. The general education program of an institution shall be submitted to the Division of Teacher Education and Certification as a part of its over-all program of teacher education for review and approval as a basis of submission of the program to State Board of Education for approval. Upon recommendation of the preparing insti tution a twenty percent leeway in one of the categories of general education may be allowed but with no reduction in the total requirement for general education.
5. Appropriate fields of concentration including majors and minors may be built upon the general educa tion program.
6. No remedial course may be counted within the minimum of 45 semester hours of general education.
7. The individual courses making up the general education program of the college shall be a unified pattern permitting the student not only to gain breadth but depth in his understanding of himself and the world in which he lives. 76
8. Any requirement in general education may be satisfied by a special examination provided advanced courses are pursued in satisfying the requirements.
9. With the approval of the Council on Public Higher Education, an institution engaged in the educa tion of high school teachers may substitute its require ments in general education for the group requirements outlined above.
Table 13 shows that all of the programs require more than the minimum number of hours specified. In physical education, Berea
Table 13
GENERAL EDUCATION REQUIREMENTS IN SEMESTER HOURS
Institution Communications Natural Social Health and Other and Science Science Physical Humanities & Math Education
State Dept, of Educ. 18 12 12 3
Berea 20 13 13 6
Kentucky State 18 12 13 4
Eastern 18 12 12 5
Morehead 18 12 12 4 3
Murray 18 12 12 3 9
Western 18 12 12 6 3 77 and Western require three additional hours, Morehead and Eastern two, and Kentucky State one. Western, Morehead, and Murray re quire a three semester hour course in psychology. Murray also requires a military science course which brings the total number of hours required for general education to fifty-four, the largest total of all programs.
Special Education
This includes a pattern of general, professional and teacher education. The opportunity for subject matter specialization in
Industrial Arts is offered in either a field of concentration or major.
No teaching minor is offered. State regulations affecting special education are as follows (2 7, 3):
Majors, Minors and Areas of Concentration
Each curriculum shall require: (a) an area of concentration with a minimum of 48 semester hours ex clusive of courses in methods, or (b) two majors, or (c) one major and two minors, or (d) one major and one minor when credit in both is 48 semester hours exclusive of courses in methods.
When a student is awarded an advanced standing in a subject field by a college or university due to previous training, experience, or as a result of an examination, the college or university may recommend the student for certification when he has achieved a level of competency equivalent to a normal teaching major or minor. 78
Industrial Arts. An area of concentration for teach ing Industrial Arts shall consist of a minimum of 48 semester hours in laboratory courses. Laboratory courses in Industrial Arts shall consist of experiences in at least five of the following areas: woods, metals, drafting, graphic arts, power mechanics, general shop, crafts, and electricity. The maximum concentration in any one area shall be 18 semester hours. In addition, there shall be a course in professional Industrial Arts Education.
A teaching major in Industrial Arts shall consist of a minimum of 33 semester hours credit plus a course in professional Industrial Arts Education. The laboratory courses shall consist of a minimum of 6 semester hours each in at least three of the following areas: woods, metals, drafting, graphic arts, power mechanics, general shop, crafts, and electricity. One of the above areas shall be drafting. None of the areas shall exceed 9 semes ter hours for a major.
All six programs offer a field of concentration, four offer a
major and two offer a specialized area of concentration as shown
in Table 14, entitled Program Options. In addition there are programs for Industrial Technology as a non-teaching program. One offers a program for "Vocational-Industrial" and "Technical" Teacher Education.
The purposes of the options are as follows:
1. Major, with teacher certification. Designed for teachers
of junior and senior high schools.
2. Comprehensive, with teacher certification. Designed
for those who expect to teach in junior and senior high schools re
quiring technical preparation of greater breadth and depth than possible
in the major. 79
Table 14
PROGRAM OPTIONS
Berea Kentucky Eastern Morehead M urra y Western State
Major w/Certificate XX X X
Comprehensive Area of Con- x X X X XX centration w/Certificate
Specialized Area of X X Concentration w/Certificate
Industrial Technology x XX X X Program
Vocational Technical X Teacher Education
3.. Specialized, with teacher certification. Designed for
those who expect to teach in large comprehensive or technical high
schools requiring technical preparation with depth in two technical
areas.
4. Major, without teacher certification. Designed for
careers in technical, industrial, and related fields requiring 80 reasonable technical preparation. An approved minor in another field is required in lieu of professional education requirements.
5. Comprehensive, without teacher certification. Designed for those who expect to qualify as industrial technicians, junior engineers, junior executives, technical and industrial salesmen.
Students pursuing this program are advised to complete a minor in business, mathematics, or science in lieu of professional educa tion requirement.
6. Specialized, without teacher certification. Designed basically for the same purpose as the comprehensive category, but permitting greater depth in one or two technical specialities, such as drafting and design or electronics. Those pursuing this program are advised to complete a minor in business, mathematics, or science in lieu of a professional education requirement.
7. Industrial Technology. This is designed for those inter ested in careers in technical, engineering, and industrial fields.
It includes breadth of preparation plus concentration in one or two technical units such as drafting, electronics, and metals. Prepara tion in the supporting fields of business, mathematics, and physical science is emphasized.
8. Technical Minor in Industrial Arts. Designed for those preparing to enter business, technical, and scientific fields, 81 commercial art, or the professions. Students pursuing a program with teacher certification are not eligible to take this minor.
9. Two-year Industrial Technology Programs. (Leading to an Associate in Science Degree). These programs are designed to prepare drafting, printing, and electronics technicians for gainful employment in less than four years. These are standard college courses and may be credited toward a Bachelor of Science degree.
Subject matter classification and the year they were added to the curriculum are shown in Table 15. The four state universities also offer an opportunity for further specialization in the requirements for the Master's degree. The candidate may obtain as much as twenty-one hours, of the thirty required, in Industrial Education.
Professional Education
Specifications relating to professional preparation, by the
Kentucky State Board of Education, may be found in Section III,
Page 2, of the Handbook on Teacher Preparation and Certification (27).
The guidelines are:
Professional Preparation — 17 semester hours
A minimum of 17 semester hours of professional preparation shall be developed within the following areas 82
Table 15
SUBJECT MATTER CLASSIFICATION
Kentucky Eastern Morehead Murray Western State
Woods 1946 1937 1931 1947 1920
Drafting 1946 1937 1931 1947 1920
Metals 1946 1939 1942 1947 1939
Electricity 1946 1956 1966 1950 1942
Electronics 1946 1956 1966 1958 1956
Graphic Arts ------1956 1963 1965 1931
Power and ------1966 ------1947 Transportation
(an overall average of "C" is required on all professional education courses):
1. Human Growth and Development and the Curric ulum — 3 to 6 semester hours
Preparation in this area should include a study of how children grow, learn and develop socially, physically, emotionally and mentally; a study of children's develop mental patterns through adolescence and the implications of this knowledge for teaching and learning theories and the teaching-learning processes; purposeful observation of the behavior of the child, adolescent and youth.
2. Introduction to Education and/or School Organ ization — 2 to 6 semester hours
Preparation in this area should include a study of teaching as a profession; the purpose of education in a 83
democracy; an analysis of the function of schools today; a study of classroom and school organization; the teacher’s expanding role in the educational program; an analysis of each phase of the school program includ ing guidance services, library services, evaluation and reporting on a system-wide, school-wide, and on an individual basis, etc.
This area may be offered as a course or as a unit in another course or incorporated in another area of the professi onal block.
3. Fundamental Processes and Learning Materials — 2 to 6 semester hours
Preparation in this area should include a broad view of the teaching-learning processes; instructional materials in the different subject fields, including read ing; use of library materials, audio-visual aids, and other resources in providing learning experiences fitted to achieve ment and maturity level of children and youth; and preparation in how to supervise study and how to develop study habits.
4. Student Teaching — 8 semester hours
Preparation in this area should provide a variety of experiences in the various functions of a teacher in the total school program; experience with children and young people in the learning process; experiences with a total faculty in action in a unified approach to its program and problems; seminar experiences during the following student teaching in order to provide for need-experiences for each teacher.
All programs have requirements beyond the minimums set forth above. Morehead is unique in that it offers a "professional semester" as one method of fulfilling professional education require ments. Prerequisites are: Admission to the Teacher Education Program, attainment of a scholastic standing of 2.0 on all residence courses completed at Morehead at the time student teaching begins, a minimum standing of 2.5 on all work completed in the field in which teaching is to be done, completion of the following courses;
Orientation in Education, Human Growth and Development, and an
Introduction to Student Teaching. Completion of 16 semester hours in the major that a student plans to teach, completion of 90 semester hours of college credit, at least one semester of residence credit, and permission of the Committee on Teacher Education.
The professional semester, during the senior year, completes the professional training at the undergraduate level and includes those phases of training which are found in courses carrying the titles of: Educational Psychology, Fundamentals of Secondary Edu cation, and Supervised Student Teaching.
The eighteen weeks of the semester are so arranged that the first and last weeks are devoted to orientation, planning and evalua tion. Eight weeks are spent in student teaching either on or off campus and eight weeks are spent in classwork. The student is not permitted to enroll for other courses during the semester he carries this course. 85
In-Service Education
This may be thought of as education acquired while an in dividual is employed or engaged in on-the-job training. Speaking of this Saylor {47, 562) says:
A widespread development in the past two decades has been the great increase in the number of teachers who, following initial employment, participate in some type of in-service education activity, that is, continued education on the job. Along with the increase in partici pation has been considerable change in the nature of in- service education. As continued professional study is coming to be regarded as a part of the teacher's job, many school systems are requiring periodic participation. That is, these systems require for continued employment that staff members engage in some approved type of in-service education every few years or oftener. Many school systems organize their own in-service activities, and others offer various incentives for teachers' study in summer sessions, extension courses, and other means. In some cases teachers employment is extended through part or all of the summer, and in-service programs are provided during the period that children are not in school.
Opportunities for in-service education are offered in summer institutes, workshops, seminars and organized courses. No organized plan has been made for coordinating in-service education programs, however, one school, Eastern, is offering a National Defense Education
Act Institute this summer and two schools, Morehead and Murray, have submitted proposals for institutes in the summer of 1968.
Morehead offered a workshop on Spray Painting techniques in the 86 summer of 19 66, and plans to offer another in 19 68. Plans are also being laid to offer a Power and Transportation maintenance workshop in 1968.
The four state universities offer a Master’s degree in educa tion. Some school systems consider this as in-service education and offer incentives for their teachers who participate.
Professional Organizations
All six of the teacher education programs have Industrial Arts clubs which are affiliated with both the Kentucky Industrial Education
Association and the American Industrial Arts Association. The pur poses of these clubs are to provide social and professional relation ship, active leadership and to promote Industrial Arts. Murray is the only program to have a professional fraternity. They have a
Chapter of Epsilon Pi Tau, an international honorary professional fraternity. It is for Industrial Arts juniors, seniors, and graduate students who have attained an academic standing of 3.0 in their majors and a minimum standing of 2.0 in all other courses. The fraternity has a threefold purpose (39, 45): "To recognize the place of skill, to promote social efficiency and to foster, council, reward, publish and circulate the results of research." Beta Gamma Chapter at Murray was installed in 1956. 87
In addition to the State (Kentucky Industrial Education Associ ation) and National (American Industrial Arts Association), there is a two state conference, the Kentucky-Tennessee Industrial Arts
Teacher "Trainers" Conference which was organized by Kentucky in
1949. The group meets at a different school each year to examine
the host school's facilities and to discuss mutual problems.
Tennessee joined this group in 1958. It alternates its meetings
between the two states and is organized to "coordinate programs,
solidify objectives and attack mutual problems." It has always been
cooperative rather than competitive, in developing individual programs.
Financial Support
Kentucky's receipt for public education totaled $215,068,564
in 1964-65. Of this amount, $122,036,463 was provided by the
state, $83,121,092 by local districts and $9,911,008 by the federal
government (29, 1). Private monies have supplemented the above
amount in the operation of 352 private schools in Kentucky.
Private. Berea is a co-educational, non-denominational,
Christian college. It is dependent entirely on private funds for its
operating budget. Finances are received primarily from foundation
funds, endowments, and private gifts (9).
Berea charges no tuition fee, but has an extensive student
labor plan which aids in lowering educational costs. This 88 program is outlined in the Berea College Bulletin (9) as follows:
Perhaps no part of the Berea program receives greater attention than the student labor plan. The early constitution of the college states that "The object of this college shall be to furnish the facilities for a thorough education ... at the least possible expense. ... To promote this end all the facilities and induce ments for manual labor, which can reasonably be supplied by the Board, shall be offered its students." Labor is still a vital part of the entire educational system as well as enabling the college to maintain the exceedingly low costs to students. In providing work opportunities for the students, the college necessarily has to rely upon them for the efficient and economical performance of the services essential to the maintenance and operation of the entire program. Shice this is true, there is a mutual relationship between college and stu dent which places upon the student the responsibility to give his best to the enterprise which serves him and his fellow students. Unless each student gives his best efforts to the college, Berea's advantages are diminished in value both to himself and to others. Neglect of his labor obligation by any student is a matter for serious discipline.
Private funds are used at each of the schools in the form of fellowships, scholarships and grants.
State. The four State Universities and Kentucky State College are operated primarily on state funds. The State Legislature appro priates money on a biennial basis for the operation of these institu tions. The amounts are determined by need, including enrollment. 89
Federal. Most institutions of higher education are using federal funds in their building programs. Recent legislation has
made money available for teacher education in general, and Indus trial Arts Education, in particular. The Elementary and Secondary
Education Act of 1965, the National Defense Education Act of 1958, and the Higher Education Act of 1965 are involved.
Elementary and Secondary Education Act, Title I is for low-
income families.
1. Purchase of equipment 2. Instructional aids 3. Employment of additional teachers 4. In-service training of teachers 5. Construction of buildings 6. Employment of supervising personnel 7. Employment of specialists 8. Use of Educational Television 9. Mobile facilities 10. Remodeling facilities
Title II provides funds for library resources: textbooks, reference materials, audio-visual materials, and magazines.
Title III is for the development of supplementary education
centers. It provides money for remedial instruction, Educational television, mobile services, model programs, adult and special
education.
Title IV is for educational research and training. Funds are
furnished for research to improve services to local schools, 90 construction of research facilities, and establishment of national and regional educational laboratories.
Title V is for strengthening state departments of education.
Money is designated for state supervision, in-service training, administration, and state department staffs.
National Defense Education Act, Title II deals with student loan programs. Allotments provide money at low interest for loans to college students for undergraduate education.
Title III provides matching monies for equipment, audio visuals, published and printed materials and minor remodeling.
Title XI underwrites teacher training institutes; finances are provided for advanced training, teaching techniques, new materials, and teachers, supervisors and research workers.
Higher Education Act, Title IV dealing with undergraduate financial assistance provides cash payments to students for grants, work or loans.
Title V provides prospective and experienced teachers with fellowships. Stipends may be used for graduate study leading to
masters or specialist degree, and to improve education of teachers.
Monies may also be used for advanced training on content and
method and for improving graduate programs. 91
Title VI deals with purchase of undergraduate equipment.
Money is made available for the purchase of laboratory and other
special equipment and materials including Closed Circuit television
equipment and materials.
This chapter has been concerned with the development of teacher education in Kentucky. Each institution's attempt to meet
state requirements in general, special and professional education was examined. The caliber of these programs are attested to by the fact that all schools offering Industrial Arts Teacher Education
in Kentucky are accredited by National, Regional, and State organi zations. These are: The National Council for Accreditation of
Teacher Education, The Southern Association of Colleges and Schools and the State Department of Education.
Although accredited, the programs show:
1. A need for an organized plan for offering in-service
education for graduates.
2. Poor participation and membership in professional
organizations.
3. A need to organize a plan for experimental and
pilot model programs.
4. A need to plan for and utilize monies available
from federal funds for program development. 92
These preparatory programs qualify graduates to "begin" teaching. The standard license for teaching is contingent upon advanced study and personal and professional growth. This topic will be taken up in the next chapter. CHAPTER VII
STATE PROVISIONS
Each state has the responsibility of developing standards and supervising those who teach. Licensure is a method of pro tecting children from being taught by persons who do not meet appropriate standards of preparation, health and character. In this commonwealth, the State Department of Education has the responsi bility for setting standards for teacher education and certification.
Requirements
Industrial Arts is taught primarily in the secondary schools of the state, in grades seven through twelve. Elementary school
Industrial Arts is taught by the classroom teacher. College instruc tors are not required to have a teaching certificate. The Provisional and Standard High School Certificate will license teachers of Indus trial Arts for both junior and senior high schools. To obtain a license, the individual must make an application in the following manner as per regulation Section III Paragraph L (42.005), "How to Apply for Teacher Certification."
The Provisional Certificate was designed for the beginning teacher. The Standard Certificate recognizes the professional, the
93 94 person who has proved himself through experience, further education and professional growth. Competencies of the master teacher and recommended objectives for educational programs leading to the
Standard High School Certificate are reported in the following source: (27, 15).
The 11 explosion of knowledge" has been given much publicity over the last few years. It has made the layman aware of the need for a continuous education. The implications for the educational program of this explosion as stated by the Teacher Education and
Professional Standards Commission (40) is:
The explosion of knowledge discussed bears directly upon work in each aspect of the program of professional preparation: general education, special ization in the teaching field, and professional education. The growth of knowledge in each of these areas makes it impossible to acquaint the student with all that is known in a field, let alone anticipate what new knowledge will become available and necessary for the professional educator's effective functioning in the future. This fact and its correlative - the need to go on learning, to have the competence to learn things as yet unknown, and to help others build that competence - point to a new horizon in the acquisition and control of knowledge.
The master teacher needs a base of knowledge to build on, plus a plan and desire to continue learning. The guidelines for the
Standard Certificate were designed to help the individual achieve 95 this degree of professionalism. The revised guidelines (27) to become effective September 1, 19 67, state:
1. Effective from September 1, 1967, the Standard High School Certificate shall be issued to a person who meets the requirements of law and the general regulations of the State Board of Education and who files a transcript of credits showing the completion of the four-year curriculum for the preparation of sec ondary teachers as recommended by the Council on Public Higher Education and approved by the State Board of Education, and who, in addition thereto, completes the requirements for a master's degree in a standard graduate school, and completes the curriculum prescribed below for the Standard High School Certificate.
2. A teacher who holds an old type certificate number below 10,000 (issued prior to September, 1935) and who is a college graduate may be considered qual ified from a standpoint of certification to proceed with the graduate program and to receive the master's degree without being required to meet current requirements for a certificate based upon a degree. (This would mean in reality that the teacher who received the old type certifi cate and who has a degree but who does not have practice teaching would not be required to make up the practice teaching.)
3. Effective from September 1, 1967, the curricu lum leading to the Standard High School Certificate shall be developed by the respective teacher education insti tutions according to the following guidelines and submitted for approval by the State Board of Education through the Division of Teacher Education and Certification. . . .
4. The Standard High School Certificate shall be issued for a period of ten years and may be extended for life upon three years successful teaching experience during the life of the certificate. If the holder fails to meet the requirements for life extension by the end of the ten year period, the certificate may be registered at the end of 96
each ten-year period in the Division of Teacher Educa tion and Certification of the State Department of Education on basis of two years of experience or six semester hours graduate work for each of the years re quired experience.
5. The Provisional and Standard High School Certificate shall be valid for teaching in grades seven and eight in any school organization, and in grades nine through twelve.
Kentucky recognizes teacher education in other states with the following stipulations:
1. A person who is qualified for a certificate in another state based on a four-year curriculum completed in a college accredited by a national or a regional accrediting agency may be issued a comparable certifi cate in Kentucky, provided that the decision relative to additional work to be taken to satisfy deficiencies shall be left to the discretion of the Division of Teacher Edu cation and Certification.
2. A certificate issued with stiuplated course deficiencies may be limited to two years.
Placement
Each school that participates in Industrial Arts Teacher Edu cation maintains a placement office. These are maintained as a free service for graduates and employers. Assistance is given to students and alumni in securing desirable positions, and to prospec tive employers by recommending only those who seem to be fitted for the particular service required. Other sources of employment 97 information include commercial teacher placement agencies and pro fessional meetings. The percentage of graduates placed in teaching positions in Kentucky is shown in Table 16. Eastern has the high est percentage of 75, and Kentucky State has the lowest which is
25 percent.
Table 16
PLACEMENT OF GRADUATES
Institution Percentage in Percentage in Kentucky Other States
Kentucky State 25 75
Eastern 75 25
Morehead 43 57
Murray 50 50
Western 50 50
Source: Institutional Interviews
Certification laws differ from state to state and placement should be considered in pfenning a program if requirements are to be met.
The location of Industrial Arts graduates of Morehead State
University from 1937 through 19 66 are shown in Table 17. Tabulations indicate that 50 percent of all graduates remained in Kentucky. 98
Table 17
STATE DISTRIBUTION OF INDUSTRIAL ARTS GRADUATES OF MOREHEAD STATE UNIVERSITY
State Number AB MA Dr. Percent Teachers Percent
Kentucky 62 49 12 1 50.0 35 43.2
Ohio 35 24 11 0 28.2 28 34. 4
Florida 7 4 3 0 5.6 6 7.4
Indiana 3 1 2 0 2.4 3 3.7
New Jersey 2 1 1 0 1.6 2 2.5
Virginia 4 1 3 0 3.2 2 2.5
California 1 1 0 0 .8 1 1.2
Georgia 2 2 0 0 1.6 1 1.2
N. Carolina 2 0 2 0 1.6 1 1.2
S. Carolina 1 1 0 0 .8 1 1.2
W. Virginia 1 1 0 0 .8 1 1.2
Illinois 1 1 0 0 .8 0 0
Kansas 1 0 1 0 .8 0 0
Maryland 1 1 0 0 .8 0 0
Michigan 1 1 0 0 .8 0 0
Totals 124 88 35 1 81 99
Ohio had the next largest group with 28.2 percent. Florida, Virginia and Indiana followed with 5.6, 3.2 and 2.4 percent respectively.
The statistics changed when considering only persons in teaching. 43.2 percent were teaching in Kentucky, while 34.4 percent taught in Ohio.
State location of graduate degrees are shown in Table 17.
It was of interest to note that Kentucky kept the majority of its bachelors degree graduates, but only 12 of the 35 masters degrees.
This was a total of 34.3 percent.
Employment
Table 17 shows Morehead State University graduates have been placed in fifteen different states. Employment opportunities are not confined within state boundaries. The placement office in
1966 received about three times as many requests for teachers as they had graduates looking for positions (44). F. B. Maynard, in the Readers Digest for August, 1967, states:
Newspapers tell us that the United States faces a critical shortage of school teachers. At the opening of the 1966-67 school year Illinois lacked 15,000 fully certified school teachers. In Philadelphia there are 1100 vacancies in a total teaching staff of 11,000. Across the country, big city school systems are re portedly raiding smaller communities, and superinten dents have taken to the road in a desperate recruitment measure. 100
This problem has become of such stature, that it is of national concern. Industrial Arts laboratories have been closed and program expansions cancelled for the lack of qualified teachers. While the shortage provides greater employment opportunities for the individual, it also provides a challenge to the profession to find a solution.
Positions of graduates other than teaching should also give some in dication to the individual of his opportunity for employment.
Certification methods have been much discussed and many recommendations have been made for improvement. Harold Howe II,
United States Commissioner of Education, believes (44): "We must continue to examine the process by which people become teachers, to recognize that there is a variety of routes to that high responsi bility," James Bryant Conant, former President of Harvard University, proposed in The Education of American Teachers that "a state should require only that a candidate hold a B.A. degree, submit evidence of having performed well as a student teacher and hold a teaching certifi cate from a college attesting that it considers him prepared." The standards for licensure as presented in this chapter are not as
"liberal" as these two recommendations but more closely follow the needs as recommended by the Teacher Education and Professional
Standards Commission (40).
There is need for improved techniques for bringing informed professional judgment into focus and expressing 101
it through recommendations of professional organiza tions. There is need correspondingly to limit the actions of official lay agencies to the acceptance or the rejection of these recommendations. In this development it is important that the positive char acteristics of the unique relationship in this country between laymen and professionals in the planning for education should be retained. This relationship at its best is exemplified in the working climate and procedures achieved by some of our state education agencies, professional organizations, and state and local lay governing boards.
This chapter has been concerned with state requirements for certification or licensure of Industrial Arts teachers. All programs must meet the minimums prescribed by law; placement and employ ment of teachers show that these factors should be considered in the planning of a program. If improvement is to be obtained, the structure of the state provisions involved will have to be improved.
Some measure of the success of the procedures used in this state may be found in an inventory of the graduates licensed by these standards. The following chapter will be devoted to this topic. CHAPTER VIII
INVENTORY OF GRADUATES
Chapters VI and VII were concerned with the education and certification of Industrial Arts teachers in Kentucky. This chapter will present an inventory of 257 graduates of one of these programs, namely Morehead State University.
This department, from 1937, has had a total of 257 graduates.
Survey forms were mailed to 252 of these. The difference of five shown was due to: one deceased, one unknown and three employed in staff positions at Morehead State University. One hundred twenty-four usable forms were received for a 49.2 percent return.
Additional information was obtained from the Industrial Education
Department, Alumni Office, and Registrar.
Positions Held
The returns were broken down into three occupational cate gories for purposes of evaluation. These are: Teachers, Graduates in Related Educational Positions and Graduates in Non-Educational
Positions. To further clarify these, the Teachers involve teaching in a public, private, vocational or other type of school. The Related
Educational Positions include principals, supervisors, counselors
102 103
and educational directors who are associated with, but not actually
teaching. The Non-Educational Positions are obviously not assoc
iated with education.
Twenty-six, or 20.9 percent, of the 124 respondents were
found to be employed in Non-Educational Positions. A total of
ninety-eight graduates indicated they worked in positions related
to education, constituting 77.3 percent of the total. Only eighty-one
of the ninety-eight in educational related positions were actually
teaching, and only sixty-eight of these were teaching Industrial
Arts. The remaining thirteen were teaching in either elementary or
vocational education. Educationally related positions were held by
the remaining seventeen of the ninety-eight graduates employed in
some type of educational position.
Table 18 shows a comparison of the number of Industrial Arts
graduates with the total number of graduates of Morehead State
University over the last sixteen years. The table was limited to
this period because of a lack of accurate records before 1950. The
totals of the three five-year blocks of time indicate that the number
of Industrial Arts graduates has not increased proportionally with the
total number of graduates of the University. From the 1950-1954
period, the percentage of Industrial Arts graduates when compared to 104
Table 18
GRADUATES BY YEARS
Industrial Percentage Total Arts
1950 13 8.9 146 1951 7 5.9 118 1952 9 6.9 129 1953 7 3. 5 197 1954 5 3.1 163
Total 41 5.4 753
1955 8 4.9 162 1956 6 3.0 200 1957 14 5.1 276 1958 10 3. 5 287 1959 16 4.4 361
Total 54 4.2 1,286
1960 20 5.4 370 1961 14 3.2 432 1962 17 3. 5 491 1963 11 1.9 5 69 1964 20 3. 6 551 1965 14 2.5 570
Total 96 3. 2 2,983
1966 19 2.9 649 105 the total graduation class, dropped from 5.4 percent to 3.25 per cent in the most recent period.
Table 19 indicates the areas of employment of graduates in occupations related to education. Seventy-two of the ninety-eight
Table 19
GRADUATES IN EDUCATIONAL RELATED POSITIONS
Position Number Percent
Counselor 1 1.0 Elementary Education 5 5.1 Secondary Education 72 73.5 College Teaching 2 2.0 College President 1 1.0 Elementary Principal 4 4.1 Secondary Principal 2 2.0 State Department of Education 1 1.0 School Transportation 1 1.0 Assistant Secondary Educ. Principal 1 1.0 Supervisor 1 1.0 S uper intendent 2 2.0 Vocational Education 4 4.1 College Student 1 1.0
Total 98
were in secondary school teaching positions. Six and one-half per cent were in other teaching positions making a total of 80 percent in all levels of teaching. Principal positions and vocational education followed next with 6.1 percent and 4.1 percent respectively. 106
Twenty-six of the 125 respondents indicated they were employed outside of the field of education. Table 20 shows that ten or 38.5 percent were in the field of manufacturing. Employment in sales accounted for another 2 3 percent.
Table 20
GRADUATES IN NON-EDUCATION FIELDS
Employment Number Percent
Manufacturing 10 38.5 Military Related 1 3.8 Retired 1 3.8 Sales 6 23.1 Construction 2 7.7 Private Business 3 11.5 Public Service 3 11.5
Total 26
Incomes Received
The total annual income from primary employment of all graduates is shown in Table 21. Percentages have been computed for each employment group with the over-all income percentage shown in the right hand column. Totals represent the number of forms returned, resulting in a lower income percentage in some cases because some graduates did not respond to questions of income. Graduates 107
Table 21
PRIMARY INCOMES OF GRADUATES
Primary Teachers Related Non-Ed. Total Per Income No. % No. % No. % cent
Under 4000 0 0 1 5.9 2 7.7 3 2.4
4000-4999 16 19.8 0 0 0 0 16 12.9
5000-5999 32 39.5 1 5.9 1 3.8 34 28.2
6000-6999 22 27. 2 4 23.5 2 7.7 28 22.5
7000-7999 5 6.2 1 5.9 5 19.2 11 8.8
8000-8999 4 4.9 2 11.7 1 3.8 7 5.6
9000-9999 1 1.2 3 17.6 0 0 4 3.2
10,000-11,999 0 0 2 11.7 4 15.4 6 4.8
12,000-14,999 0 0 1 5.9 1 3.8 2 1.6
Over 15,000 0 0 1 5.9 4 15. 4 5 4.0
No response 1 1.2 1 5.9 6 23.1 8 6.4
Totals 81 17 26 124
Percentage of Graduates Supplementing 75. 3 35.2 30.7 Above Income
employed outside of the field of education gave the highest number of
"no response" with a total of 23 percent In this group. 108
The primary income for teachers ranged from $4,000 to $9,999 as compared to less than $4,000 to over $15,000 for those in related positions. Seventy-five and three-tenths percent of the teachers supplemented this income in some manner, while only 35.2 percent of the latter group supplemented their income. Graduates in positions not related to education had a greater percentage in the higher income group, $10,000 and up, but had only 30.7 percent which supplemented this income.
The number of graduates supplementing their income and the amount of the supplements are shown in Table 22. Sixty-one of the eighty-one teachers responding, supplemented their income to some degree. Fortyone or 47.2 percent supplemented at the rate of $1,000 or more. Graduates in positions related to education supplemented the least, with half indicating they added less than $300 to their primary income. The largest supplement of those graduates in fields not related to education was $3,000 with three of the eight respondents in this category.
Sources of supplementary income are reflected in Table 23.
Respondents who did not indicate the exact source of supplementary income were placed in the “other" category. Supplementary income of teachers comes primarily from three sources: education, construc tion and private business. Graduates in fields related to education 109
Table 22
SUPPLEMENTARY INCOMES OF GRADUATES
Income Teachers Related Non-Educ. Total
Under 500 7 3 1 11
500-599 3 0 0 3
600-699 1 0 1 2
700-799 0 0 0 0
800-899 5 0 0 5
900-999 4 0 0 4
1000-1499 19 1 1 21
150019999 9 0 0 10
2000-2499 6 1 0 7
2500-2999 4 0 1 5
Over 3000 3 1 3 7
Total Responding 61 6 8 75
showed a wider distribution with no more than one represented in any category. Five of the eight respondents in fields not related to edu cation showed private business as their source of supplementary income. 110
Table 23
SOURCE OF SUPPLEMENTARY INCOME
Income Source Teachers Related Non- Totals Educ.
Adult Teaching 3 1 0 4
Construction 13 1 0 14
Manufacturing 2 0 0 2
Private Business 12 1 5 18
Summer Teaching 7 1 0 8
Night Teaching 1 0 0 1
Farming 5 1 2 8
Coaching (P. E.) 2 0 0 2
Sales 3 1 0 4
Man-Power Training 1 0 0 1
Basketball Official 1 0 0 1
Retirement Pension 1 0 0 1
Other 10 0 1 11
Totals 61 6 8 75
Graduation dates and primary incomes are compared in Table
24. Only those graduates who were actually teaching at the time the I l l
Table 24
PRIMARY INCOMES AND DATES OF GRADUATION
Income Graduation Periods Totals 37-40 41-45 46-50 51-55 56-60 61-65
Under 4000 0 0 0 0 0 0 0
4000-4499 0 0 2 1 4 8 15
4500-4999 0 0 0 0 0 3 3
5000-5499 0 0 0 0 4 8 12
5500-5999 1 0 2 2 5 9 19
6000-6499 0 1 0 2 6 5 14
6500-6999 1 0 0 1 2 4 8
7000-7499 0 0 0 1 2 0 3
7500-7999 0 0 0 1 0 1 2
8000-8999 1 1 1 1 0 0 4
9000-9999 0 0 0 0 1 0 1
10,000-12,499 0 0 0 0 0 0 0
12,500-15,000 0 0 0 0 0 0 0
Ov er 15,000 0 0 0 0 0 0 0
Totals 3 2 5 9 24 38 81 112 survey was made are included in this table. Four of the nineteen respondents for the years 1937 through 1955, were receiving annual salaries of $8,000 or more. The remaining group of sixty-two teachers showed only one receiving a salary of $8,000 or more.
The majority of recent graduates were making $6,000 or less.
Respondents graduating between 1951-1955, indicate that over one- half of this group were making $6,000 or more in primary salaries.
Suitability of Preparation
Graduates were asked to rate the various courses in Tech nical, Professional and General Education in relation to value for
Industrial Arts teaching. Tabulation of these evaluations are shown in Table 25. Courses were rated only by those persons who had taken the courses for college credit. All courses were not rated by the same number of people or the same number of times. The per centages reflect only the number of graduates rating each particular course.
The Technical courses rated "very valuable" most often were
Technical Drawing, Architectural Drawing and Electricity, with eighty-five, 82.9, and 81.8 respectively. Those Technical Courses receiving more "no value" responses were: Off-set Lithography 7.7 percent, Plastics 5.3 percent, and Graphic Arts 3.8 percent. 113 Table 25 COURSE EVALUATION BY GRADUATES
Technical Very Of Some Of Little Of No Number Valuable Value Value Value Woods 55.8 31.4 10.5 2.3 86 General Metals 56.6 36.8 5.3 1.3 76 Machine Shop 71.6 26.9 1.5 0 67 Wood Turning 42.5 45.2 9.6 2.7 73 Design & Const. Furn. 59.2 36.8 3.9 0 76 Sheet Metal 58.1 36.4 3.6 1.8 55 Technical Drawing 85.0 11.2 3.8 0 80 Architecture Drawing 82.9 14. 6 2.4 0 82 Housing 65.0 30. 0 5.0 0 20 Electricity 81.8 13.6 4.5 0 22 Graphic Arts 69.2 26.9 0 3.8 26 Plastics 52.6 42.1 0 5.3 19 Off-Set Lithography 38.5 46.1 7.7 7.7 13 Special Problems 64.7 32.4 0 2.9 34
Professional Student Teaching 77. 7 14.8 4.9 2.5 81 Educational Psychology 38.2 47.0 11.8 2.9 68 Teaching of Ind. Arts 91.6 8.3 0 0 36 Suprv. of Ind. Educ. 84.0 16.0 0 0 25 Trends & Issues in I.E. 50.0 42. 8 7.1 0 14 Orientation in Educ. 15. 2 45. 7 21. 7 17.4 46
General General Psychology 50. 0 41.6 6.6 1.6 60 Economics 42.1 44.7 13.1 0 38 Physical Sciences 45. 3 45. 3 6.3 3.1 64 Biological Sciences 30.2 52.3 14. 3 3.2 63 History 25.4 50.7 17.9 5.9 67 Geography 34.5 37.9 20.7 6.9 58 Mathematics 75.0 21.9 3.1 0 64 Sociology 33. 3 52.9 11.8 1.9 51 English 69.9 26.5 2.4 1.2 83 Literature 24. 7 46.8 22.0 6.5 77 114
The course Orientation to Education in Professional Educa tion was rated of "little value" by 21.7 percent and of "no value" by 17.4 percent.
In General Education course?, Mathematics and English re ceived the greatest number of “very valuable" responses. Courses receiving most “no value" responses were Geography, Literature, and History, having 6.9, 6.5, and 5.9 percent respectively.
Many of the graduates expressed opinions regarding im provements that might be considered by Industrial Arts Education at
Morehead State University. These are listed in summary form below.
Only those comments having a frequency of two or more are listed.
1. Twelve would incorporate more depth and a wider range of technical courses.
2. Five would place greater emphasis upon methology as it relates to the school shop problems.
3. Five would have more technical programs.
4. Four would offer a M aster's Degree.
5. Four would offer more courses in power mechanics.
6. Four would allow more freedom in the selection of courses and for more specialization in individual fields of interest.
7. Three would offer more individual problem solving exper iences . 115
8. Three would offer more instruction on the use and maintenance of laboratory tools and equipment.
9. Two suggested that more emphasis be placed on instruc tion instead of construction.
10. Two would provide for annual department visitations by local high schools for interested Industrial Arts boys and girls.
11. Two would put more emphasis on laboratory exercises and industrial processes.
12. Two suggested that a department newsletter be published and mailed to graduates in the field to keep them better informed on the Morehead State University Department.
13. Two would offer improved or more meaningful Industrial
Arts student teaching experiences as an undergraduate.
Educational Accomplishments
The educational plans of all respondents in the inventory are shown in Table 26. Those not answering questions on this subject are listed under "no response" at the bottom of the table.
Thirty of the eighty-one teachers responding were uncertain as to educational plans at the time of this study. Twenty-one or
25.9 percent indicated they intended to pursue a higher degree at another institution. This high percentage was to be expected because 116
Table 26
EDUCATIONAL PLANS OF GRADUATES
Plans No. % Edu. Related Non-Educ. Totals
Higher Degree at M. S. U. 14 17.3 1 5.9 1 3.8 16
Higher Degree Elsewhere 21 25.9 3 17.6 1 3. 8 25
No Higher Degree 4 4.9 3 17.6 2 7.7 9
More Work at M. S. U. but not for a Degree 3 3.7 1 5.9 0 0 4
More Work Elsewhere but not for a Degree 6 7.4 3 17.6 3 11.5 12
Uncertain at this time 30 37.0 6 35. 3 12 16.2 48
No Further Education 3 3.7 0 0 4 15.4 7
No Response 0 0 0 0 3 11.5 3
Totals 81 17 26 124
thirty-six of the 124 already had a Master's Degree which is the highest degree offered at Morehead State University. Seventeen and three-tenths percent indicated they would return to Morehead to work toward a higher degree. Three and seven-tenth percent indicated that they de sired to do advanced work at Morehead State University, but did not want to enter a degree program. 117
Graduates in the other two fields of employment seemed un certain as to plans for further education. It is of interest to note that 15.4 percent of the respondents employed in positions not re lated to education, indicated they did not plan to obtain any further education.
The types of educational areas in which graduates have com pleted additional work since graduation are shown in Table 27. A number of the teachers indicated they were limiting their work to the field of Education. Most of the remaining teachers seemed to be concentrating on more specialized and professional Industrial Arts
Education.
Persons in positions related to education show that seven of the seventeen responding were pursuing advanced work in the field of administration. The group in employment not related to edu cation showed a wide range of choices in several fields. Engineer
ing education claimed the largest number of responses, receiving three of a possible fifteen.
Table 28 concerns graduates working toward an advanced de gree on a full time or part time basis. The tabulations include the type of degree and the institution at which it is being sought. 118 Table 2 7
ADDITIONAL EDUCATION OF GRADUATES
Educational Teachers Edu.Related Non-Educ. Totals (81) (17) (26)
Military Training 0 0 1 1
Industrial Arts Education 13 0 1 14
Education 18 5 25
Pilot Training 0 0 1 1
Insurance Training 0 0 1 1
Computer System 0 0 1 1
Salesmanship 0 0 1 1
Engineer ing 0 0 3
Business 0 0 1 1
Blueprint Reading 0 0 1 1
Mathematics 0 1 1 2
Methods-Time Measurement 0 0 1 1
Administration 4 7 0 11
Voc.Tech. Education 0 2 0 2
Driver Education 1 1 0 2
Guidance 3 2 0 5 Physical Education 4 0 0 4 Auto motives 2 0 0 2
Electronics-Electricity 2 0 0 2
Geology 1 0 0 1 119
Table 28
DEGREES BEING PURSUED BY GRADUATES
Institut ion Masters Degrees Doctorate Totals Teach- Edu. Non- Teach- Edu. Non- ers Rel. Edu. ers Rel. Edu.
Morehead Univ. 6 0 0 0 0 0 6
Xavier Univ. (Ohio) 4 0 0 0 0 0 4
Indiana Univ. 3 0 0 0 0 0 3
Eastern Ky. Univ. 3 0 0 0 0 0 3
Ohio State Univ. 1 0 0 0 1 0 2
Univ. of Florida 1 0 0 0 0 0 1
Ball State Univ. 1 0 0 0 0 0 1
Univ. of Kentucky 0 1 0 0 0 0 1
Univ. of Illinois 0 1 0 0 0 0 1
Univ. of North Carolina 0 1 0 0 0 0 1
Not listed 2 0 0 1 0 0 3
Totals 21 3 0 1 1 0 26
Teachers constituted the majority of those working toward a higher degree. T@^nty-one of the twenty-six respondents were seek ing a Master's Degree. Only two individuals were working toward 120 the Doctorate, one a teacher, the other from a position related to education. It might be noted that no one in ’’Non-Education" was pursuing a higher degree at the time of this survey.
This chapter has been devoted to a survey of graduates of one of the Industrial Arts Teacher Education Programs in Kentucky.
The areas observed were: Types of Positions, Salaries, Suitability of Preparation and Educational Accomplishments.
From the returns of 124 respondents, 77.3 percent indicated they were employed in the field of education. This indicates the program is meeting one of its objectives, that of preparing persons for educational employment. Manufacturing with 38.5 percent, claimed the largest number of those employed outside the field of education.
Salaries of graduates were considerably below the national average with 48 percent falling in the four to six thousand per year category. Over three-fourths (75.3 percent) of the teachers supple mented their basic salary with outside employment in order to make both ends meet.
Technical and professional courses were rated high by respon dents as to their value for Industrial Arts teachers. The fact that two courses were rated as of little value by 28 percent calls for 121 further study concerning why. The most frequent suggestion for program improvement was to offer more technical courses, which could be expected.
As regards further education, thirty-six respondents indi cated they held a master's degree, thirty-five were working toward the advanced degree. Nine were doing advanced study, but not for a degree. It is disappointing to note that seven graduates were not interested in obtaining further education. Again, it would be of interest to determine, why?
A summary of the study, conclusions along with policy implications will be presented in the final chapter. CHAPTER IX
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
The challenge of this dissertation concerns the critical need for Industrial Arts Education as a profession to keep pace with an exploding economy in Kentucky. It has provided a timely challenge for the writer in his position as acting department chairman at
Morehead State University.
Summaries
Chapter I concerns "The Problem of the Dissertation," and identifies the well established assumption that Industrial Arts Educa tion should reflect the technology. This is followed by a statement of the problem concerning the need for improving the professional program in Kentucky. Next is the scope of the study, followed by a list of its techniques. Seven chapters then follow, which comprise the body of the dissertation, as follows:
Economic Trends. Chapter II is an analysis of Kentucky's rapidly developing population and economy. Manufacturing employ ment leads with Trade, Government and the Services following close behind. Electrical machinery and the chemicals lead all types of manufacture and should be reflected in the schools. The industrial growth of the state is assured by the presence of the necessary resources.
122 123
History of Kentucky. Chapter III reports the heritage of the state has been a rich one as witness its geography, history, agri culture, education, and resulting cultural complex. The depression thirties serve to cripple the economy and cultural accomplishments of the state fromwhich it is only now recovering.
Nature of Industrial Arts Education. Chapter IV is a deriva tion of the nature of Industrial Arts Education based on an analysis of the individual as well as of the economy and concludes with a list of functions, namely: orientational, technical, recreational, and consumer-cultural.
Implementation of the Technology. Chapter V identifies and describes six major divisions of the production economy including:
Power, Transportation, Manufacture, Construction, Communication and Management. While this list applies chiefly to production, some reference is made to consumption, involving a Gross National
Product currently of 800 billion dollars. A broad series of studies will be required to implement this vast array of subject matter at all school levels, especially because of the subtleties and changes involved.
Teacher Education Survey. Chapter VI involved visiting and surveying the progress demonstrated by five state and one private 124
(i.e. Berea) program. Several comparisons are reported in the light of what is required. While each school is accredited, there is need for reconstruction and further development not only as regards teacher education, but concerning the associations and experimentation by all concerned.
State Provisions. Chapter VII surveys the requirements, placement and employment of teachers. While the placements have been impressive, there is an obvious need for improvement even of the official provisions involved.
Morehead Alumni. Chapter VIII is an analysis of 25 7 graduates and while the trend is improving, there is an obvious need for exper imentation, for refresher courses, for the use of pilot models and for the employment of incentives (mostly salaries) that will stimu late progress.
Conclusions
Several points may be made from the text:
1. The problem of technological resources and trends in
Kentucky alone is becoming so great and so complex as to require a well organized and supported research and development effort to keep pace with the obvious trend. 125
2. The Commonwealth of Kentucky presents a breadth and depth of history and cultural achievement which require constant
implementation or use by the schools.
3. Industrial Arts Education as a profession must seek to keep pace with economic growth, so is in constant need of individual and institutional research and development.
4. Even though increasingly complex, it is possible to narrow the categories of the technology down to a series of workable
''divisions” of instruction that can be used in the schools, such as Power, Transportation, Manufacturing, Construction, and Man agement .
5. Existing programs of Industrial Arts Teacher Education
must be strengthened by reflecting economic, as well as cultural change.
6. The same can be said of various state provisions, includ
ing program allocation and teacher incentives which will provide a
more effective basis for advancement.
7. The analysis of 257 Morehead Graduates provides a set of techniques that should be applied regularly to the programs of
each of the educational centers in order to stimulate further progress. 126
Recommendations
The substance of this dissertation when implemented around a "Frame of Reference," like that referred to in the techniques of
Chapter land shown in Appendix D, permits a number of suggestive policies and recommendations such as the following:
1. Resource research involving the technology, should be widely stimulated and used by all Industrial Arts teachers to assure program improvement.
2. When attempting to reflect the technology, consumer as well as producer elements of the economy are involved and must be developed.
3. The technology is universal, so its educational imptementa- tion needs also to be universal.
4. Physical facilities must keep pace and methods enriched that reflect the developing economy.
5. Pilot Models should be employed by all administrative jurisdictions and at all educational levels from childhood to adult, as a fundamental part of the experimentation and development required.
6. Administrative guides and course syllabi are in obvious need of development and wide adoption.
7. Teacher Education and Refresher Programs should be coor dinated and extended, including in-service programs. 127
8. Professional prestige and leadership programs for teachers should be fostered and rewarded, such as at Murray State University.
9. The Associations should be extended and strengthened for all teachers,
10. The support, public, administrative and financial, of all programs needs to be better planned and implemented.
11. Salary floors or standards for the B.S. and M.S. , as well as the Ph.D. should be established and publicized. They are obviously needed to offset the crippling effect of the all-too-recent years of depression.
12. The Federal subsidies referred to in Chapter VI must be validated through developmental procedure to assure their most effective and most economical use in the schools.
13. The professionalization of the baccalaureate is illus trated by Appendix C and should be adopted.
14. Service courses for a wide variety of curriculum programs should be developed, such as: Art, Elementary, Home Economics,
Occupational Therapy, Physical Education, Recreation, Science,
School Administration, Secondary Education, Social Administration, and the Social Studies.
15. Recreational classes and programs are inevitable. They must be fostered and developed at all levels. 128
16. Evaluation, including progress, is considered to be an integral part of the teaching process, but in the economic and pro fessional perspective presented by this dissertation.
Similar studies to this one should be made periodically in each of the states. The problem of reflecting the technology in the schools, is a monumental and ever changing task. Appendix A
INSTITUTIONAL SURVEY INTERVIEWS
129 QUESTIONS USED IN INTERVIEWS FOR INSTITUTIONAL SURVEYS
1. What date was the Industrial Arts Teacher Education Program introduced at your school?
2. How many were on the Industrial Arts Staff at that time?
3. How many instructors do you now have?
4. When were the additional staff members added?
5. What were the first subject matter offerings?
6. When were additions made in subject areas?
7. Does the department have a written statement of Philosophy?
8. What are the objectives of the department?
9. What professional organizations are available to students? (Clubs, fraternities, affiliation)
10. What is the present enrollment in each of the departments?
Industrial Technology Teacher Education Vocational Education
11. What percentage of graduates were placed within the State?
Industrial Technology Teacher Education
12. What was the approximate beginning salary for this years grad uates ?
Industrial Technology Teacher Education
130 131
13. What program options do you offer?
Teacher Education Major Minor Area
Industrial Technology Two year program Four year program
14. How is the program financed?
15. Do you have any Federal Programs in operation? (ESEA - NDEA - HEA)
15. What Service Courses does your program offer?
17. When was the graduate program started?
18. Does your school offer the Masters Degree? Which type? M.S., M.A. Is this in the field of Education or Industrial Education ?
19. What changes are contemplated for your program in the immed iate future? Appendix B
FOLLOW-UP OF MOREHEAD GRADUATES
132 FOLLOW-UP OF MOREHEAD STATE UNIVERSITY GRADUATES MAJORS AND MINORS IN INDUSTRIAL ARTS EDUCATION SINCE 1537
Name______Ag e_ last first middle
Present address s tr e e t
city state zip code
Married: YES NO Number of Children______Boys
G irls
Questions 2, 3, 18, 19, and 28 are directed specifically to persons presently in the field of education. All other questions should be answered by all graduates in any field with the exception of question 4 which is designed for non- education people.
1. A. Are you presently employed in any position related to education? YES NO____
B. If teaching, indicate the subject field, a.______b.
2. If the answer to the preceding question was YES, please indicate below your present position:
Elementary Teacher ____ Asst. Principal (Elemen- Secondary Teacher tary) College or University _____ Asst. Principal (Secon- Teacher dary) Principal (Elementary) Supervisor Principal (Secondary) ____ Superintendent Other (Specify) ______
3. If you answered YES to question number one, please show full school name and address below:
Name Address
4. If you answered question number 1 with NO, check below the field in which you are now employed.
133 Sales Fanning Manufacturing Retired Private Business Construction Other (Specify)
A. Present job title:
B. Business address:
Indicate below your approximate salary from your main job assignment indicated in question #2.
Under 4,000 _____ 7,000-7,500 4,000-4,500 _____ 7,500-8,000 5,000-5,500 _____ 8,000-9,000 5,500-6,000 _____ 9,000-10,000 6,000-6,500 10,000-12,500 6,500-7,000 12,500-15,000 Over 15,000
Do you supplement your regular income? YES NO ?
A. If your answer was YES to the preceding question, indicate below the source of your supplementary income.
Adult Education Teaching _____ Sales Construction _____ Summer School Teaching Manufacturing ___ Night School Teaching Private Business______Other specify ______
B. Extimated amount that your regular income is supplemented
Under 500 _____ 900-999 500-599 1000-1499 600-699 1500-2000 700-799 2000-2500 800-899______2500-3000 Over 3000
List your undergraduate majors, areas of concentration, and minors as may apply. (Complete as many as apply to your degree)
Area of Concentration First Major ______Second Major ______F irst Minor Second Minor 135
8. What degrees do you presently hold?
DEGREE INSTITUTION CITY AND STATE YEAR RECEIVED
AB
BS
MA
MS
ED. D
Phd.
9. Are you presently working towards another degree? YES NO ^ If your answer was YES to the above question give the following information.
Degree being pursued Institution Expected Graduation Date
10. A. Are you presently a full time student at a college or university? YES NO____
B. If your answer is Yes, check below the nature of any financial assistance you may receive for education purposes.
Assistantship ____ Part time employment Academic Scholarship ____ Educational Grant Private Loan ____ Government Loan V.A. Benefits______Other (specify)______136
11. In the table below, list any additional education you have had sin ce graduating from Morehead S ta te U n iversity. ______Type o f Training £ Name Major F ield ■H U of Address of Training Institution ( i . e . , I n d . i 12. If you did not enter the teaching profession upon gradua tion, what do you think was the primary reason? (check only one) Salaries more attractive More security elsewhere elsew here Entered Armed Forces Never intended to teach Uncertain Question does not apply Other (s p e c ify )______to me Educational demands too high 13. If you have previously taught and now working in industry, etc., what was the primary reason for your leaving the education profession? (check only one) 137 Better salaries _____ Question does not apply Better working conditions to me. Better fringe benefits _ Could not get a teaching Education requirements job. too high _____ Better chance of advance- Other (specify) ment elsewhere 14. I f you did your undergraduate work at Morehead S tate Univer sity,how would you rate the following courses for indus trial education majors? (check only the courses you have taken) I. TECHNICAL SUBJECTS: Very Df Some Of L it t le Of No Valuable /alu e Value Value Woods General Metals Machine Shop Wood Turning Design & Const, of Furniture Sheet Metal Technical Drawing Architecture Drawing Housing Electricity Graphic Arts P la stic s Off-Set Lithography Special Problems Others (specify) I I . PROFESSIONAL; Student Teaching Educational Psychology Teaching the Ind. Arts Supervision of Ind. Ed. Trends & Issues in Ind.Ed. Orientation in Education Others (specify) 138 III. GENERAL EDUCATION: General Psychology Economics Physical Science Biological Science History Geography Mathematics S ociology English L iteratu re Others (specify) 15. If you did your undergraduate work at Morehead State Univer sity how would you rate the following ateas. Exce S a tis lle n t factory Fair Poor Laboratory or Shop Skills of Instructors Audio-Visual Techniques Dealing with the special learner Curriculum development Club su p ervision Ind. Education Supervision Administrative Duties Personnel and Public Relations Preparing and Administering Tests Others (Specify) 16. A. Do you think the Morehead State University Industrial Education Department should have any continuing respon sibility, to its graduates? YES NO B. If you answered YES to the above question please indicate below the nature of such responsibility. Hold Technical Conferences Hold professional seminars Circulate Newsletters concerning the Ind. Education Dept. Provide summer work-shops Other (specify)______139 17. A. Do you think the industrial education graduates should have any r e s p o n sib ility to the Morehead State Univer sity Indistrial Education Department? YES ______NO B. If your answer was YES to the above question please indicate the nature of such graduate responsibility below. Attend seminars and conferences Attend summer workshops Participate in Technical Programs Refer prospective I.E. majors Provide current addresses Other (specify)______ 18. Indicate below your association and participation in any professional organizations: 60 • a 1 i-i 14-o g -O -H T5 H (j a) a) 0) 5 d) net • 0 4 11 43 > a o > a c g <0 3 m-i a) *■8 K O • M o ut g 4J c c o PROFESSIONAL ORGANIZATIONSg e o e s £ CO W CO W o <0 < : u N.E.A. State Ed. A ssociation (i.e., K.E.A.) State Ind.Ed. Association (e.e.. KIEA)______im. Voc. Ed. A ssociation \m. Ind. Arts A ssociation Dthers (specify) 19. Check below any professional publications to which you subscribe and rate them as to their over-all contribution to your professionsl duties. (Rate only those publications that you now receive) 140 PUBLICATIONS Contribute Contribute Contribute Much Some L it t le N.E.A. Journal Journal of Industrial Arts Ed Ind. Arts and Voc. Ed. school Shop state Ed. Journal (i.e.KEA Journal) Ithers (specify) 20. Indicate your future educational plans below: a. _____ Intend to work for higher degree at MSU B. Intend to work for higher degree somewhere other than MSU c . _____ Do not intend to work for higher degree d. _____ Intend to do further graduate work at MSU but not for any particular degree e . _____ Intend to do further graduate work somewhere other than MSU but not for any particular degree. f . _____ Uncertain at this time g. _____ Do not plan to further my education If your answer was (b) or (e) above, please indicate below the institution where you plan to further your education. Institution C ity State 141 2 1 . If your answer to question 20 was either (a), (b), (d), or (e) check below the primary reason for furthering your education. (check only one) To earn other degree Its required by the To get a better position school system To get a better salary To keep abreast of the changes in my field Other (specify)______ 2 2 . If you were to return to college to further your education, where would you prefer the emphasis to be? More About the Less Emphasis Same Emphas is Technical Education (Laboratory orientated) General Education Professional Education Professional Ind. Education 23. I f Morehead State U n iversity offered a M aster's Degree in Industrial Education, would you pursue the degree? YES NO UNCERTAIN 24. In view of special skills or knowledge you may have developed since leaving MSU would you be willing to participate actively in workshops, institutes, etc., as a co n su lta n t, lecturer or panel member? YES NO 25. If you answered (YES) to the above question, please indicate below the area of interest or speciality you would be willing to participate in.______ 26. If our department were able to conduct highly intensified workshops, what general area would appeal most to you? (check only one) Metals Woods Graphic Arts P la s tic s Design Ceramics Electricity-Electronics Other (specify)_ 142 27. How long has it been since you have visited the MSU Industrial Education Department? Less than6 months _____ 2 - 3 years 6 months - 1 year _____ 3 -4 years 1-2 years _____ 4 - 5 years 5-10 years _____ More than 10 years 28. State below quite frankly any suggestions you may have for improving our Industrial Arts Education program to better meet the anticipated needs of present and future students. 29. Please enter below any additional comments you may care to make. Appendix C PROFESSIONAL SEQUENCE FOR SENIORS 143 The Ohio State University INDUSTRIAL ARTS TEACHER EDUCATION PROGRAM Columbus, Ohio 43210 The Professional Sequence for the Baccalaureate Part I. PHILOSOPHY, HISTORY AND PROGRAM* With Dr. William E. Warner (1965) Ours is a very young profession, so it is not too strange to find so many diploma and first degree graduates with so little knowledge of their profession and especially of how to progress in it. It is also quite painful to discover how frequently this occurs at the graduate level, and even among the doctorates. This outline is the first of a three course sequence for upper classmen designed to resolve the problem. It opens with a sharp scrutiny of our Professional Image and then identifies the Human and Economic foundations as well as Cultural outcomes which underlie and result from our program. This provides a basis for evaluating our past, for projecting our future, and for drawing some primary conclu sions as shown in Chapter VI. Frequent examples of scholarly commun ication are demonstrated and assigned. A banquet program with a distinguished guest speaker was held in the Officers Club at LAFB to introduce and dramatize Chapter IV, and then subsequently in the Officers Club at DCSC to underscore Chapter VIII. One of the most important conclusions to be reached from the above, concerns the range of our program. For example, with a Technology which is universal, it should be apparent that everyone is involved, from pre-school to adult, as shown in Chapter VII. This requires that our subject matter reflect the technology and be included as a fundamental part of general education, as implied by Chapters VIII, IX, and X, which supply the necessary background for Part II of the course sequence, to be operated as a Curriculum Workshop. Part I concludes with a take home examination designed as a teaching device. A week is allowed before the result must be turned in as an example of scholarly perfection. Part III is a logical conclusion of this professional course sequence because it covers the fundamental skills of the master teacher at work. There is an old charge that, "We Die on the Vine," to which my response is "Why?", when the answer lies in what now follows. 144 i 145 FOREWORD: To Penetrate and to Progress # I. OUR PROFESSIONAL IMAGE. Local, State, National, International International Impact of Technology on Education. 19 63 Status of Industrial Arts in Ohio. 1959 Status of Industrial Arts in Columbus. 1964 AIAA, AVA, ATEA, NSE, NSNA, SPJT,____ The Story of EPSILON PI TAU. OSU's FORUMS for Leaders Since* 19 31 Biographical Development of the Young Teacher Examples of the Art of Communication II. HUMAN VARIABLES. Physical, Psychological, Integrated Identification of the Elements Involved Emotion versus Reason in Human Behavior Experience Includes Therapy and/or Recreation Aptitudes and Aptitude Testing. Bingham "Let's Look Again at Those IQ T e sts." Lagemann III. ECONOMIC VARIABLES: From Manual to Technological America's Needs and Resources. Dewhurst, et al The Evolving Technology and Education. Lag and Progress U.S.A. and Its Economic Future. Barach, et al U.S. Industrial Outlook for 19 64 (97 Industries) IV. CULTURAL OUTCOMES. Dine, Officer’s Club, LAFB @ 6:30 PM Material: Producer-Consumer Variables and Wealth Produced J. Homer Winkler, D ir., Graphic Arts Research, Battelle Social: Moral, Individual, Institutional Considerations Political: Nature of Freedom, of Socialism, of Totalitarianism V. HISTORIC EXAMPLES of Cause and Effect, Progress and Lag. See 641 Primitive Arts of Survival. Piggott, Murdock Ten Centuries of Invention. Mumford Renaissance 1450-. Causes and Nature of the Industrial Revolution 1750-1850. Elements of the Land Grant (1862) and Smith-Hughes (1917) Acts Incidental Movements to WW I, Such as Sloyd, .... The Curriculum to Reflect Technology, 1947, 1957 World Professional Trend, on a Crash Basis Since WW II VI. PRIMARY CONCLUSIONS: Functions, Achievement and Evaluation Orientational. Materials, Tools, Products, Occupations, Managerr Technical. General, Special, Terminal. Domestic and Foreign Aid Recreational. Art, Experimental, Motion, Physical, Play, Utility Consumer-Cultural. The Art and Science of Technological Usage The Professional Tdeal or Imaae 146 VII. RANGE AND UNIVERSALITY OF PROGRAMS: Elementary. Primary, Intermediate, Upper Secondary. Junior, Senior, Post- Atypical. Mental, Physical, Emotional, Social Recreational. Art, Experimental, Motion, Physical, Play, Utility Technical. General, Special, Terminal. Domestic and Foreign Aic Service. Other programs e.g. Elementary, Science, ... Collegiate. Orientational, Recreational, Technical, Cultural Professional. BS, MA, PhD. Refresher or In-Service Adult. Recreational, Technical, Consumer-Cultural VIII. RESOURCE RESEARCH AND CURRICULUM DEVELOPMENT. See 866 The 1947 Curriculum to Reflect Technology: Power, Transportation, Construction, Manufacture...., Communication, Management, .... Technology and Industrial Arts, 1957, 1963. Dr. Delmar Olson Dine with Dr. Olson, Officers Club, DCSC @ 6:30 PM The U.S. Industrial OUTLOOK for 19 64 (97 Industries) Plastics Technology. A Resource Research by Dr. Jerry Olson IX. PROSPECTUS OF PROGRAM. Local, State, National The American Heartland Proposal of 1961. See also Pennsylvania The Complex and the Confusion of Federal Aid Carleton Bankes, Columbus Board of Education X. COURSE SYLLABI AND LEARNING UNITS. Introduction of Part II Format: See Example of Science Manuals, the Olson Books Graph, Econ.-Hist., Industrial Elements. Laboratory Activity XI. THE OHIO STATE UNIVERSITY STORY. See 641 Abraham Lincoln and the Land-Grant Act of 1862. OSU in 1870 Engineering Influence. Impact of Rutherford B. Hayes. 189 4-1924 Professional Influence. W arner,.... 1925-1942, Rawland Report Technological Impact. Warner 1947, Delmar Olson 1957, .... HI. TAKE HOME EXAMINATION. Designed as a Teaching Device Examples of Our Professional Image Derived or Philosophical Bases of Industrial Arts Range of the Curriculum, from Childhood to Adult Course Syllabi, Their Sources and Elements What is Meant by, "Die on the Vine" ? Part II. DEVELOPMENT OF COURSE SYLLABI Operated as a Curriculum Workshop Part III. LABORATORY ORGANIZATION AND MftNanFMFNT 147 REQUIRED READING Barach, Arnold B. , et al. The U.S.A. and Its Economic Future. Macmillan, 1964, 148 p. $1.95 Bingham, Walter VanDyke. Aptitudes and Aptitude Testing. Harper and Brothers, 1937, 1942, 390 p. $6.50 Dewhurst, J. Frederic. America's Needs and Resources. 20th Century Fund, 1947. Revised in 1955 Lagemann, John Kord. "Let's Look Again at Those I.Q . T ests." Reader's Digest and P.T.A. Magazines for December 1961 Mumford, Lewis. Technics and Civilization. Harcourt Brace Olson, Delmar W. Technology and Industrial Arts. Epsilon Pi Tau, 1957, 256 p. $4.00 Olson, Jerry C. Plastics Technology. Epsilon Pi Tau. In Preparation Piggott, Stuart, et al. The Dawn of Civilization. McGraw-Hill, 1961, 404 p. $28.50. Richly Illustrated Schwab, Sidney and Veeder, Borden S. The Adolescent, His Con flicts and Escapes. D. Appleton, 1929 U.S. Department of Commerce. The U.S. Industrial Outlook for 1964. Government Printing Office, 1964. $1.75 Warner, William E. In Quest of an Image. In Preparation Epsilon Pi Tau. Copy on Request in 1966 Warner, William E. The American Heartland, A Prospectus for. Epsilon PL Tau, 1961. Outline of an Address. Copy on Request Warner, William E. International Impact of Technology on Education. Epsilon Pi Tau, 1963, 20 p. Copy on Request Warner, William E. , et al. A Curriculum to Reflect Technology. Epsilon Pi Tau, 1947, 1965, 40 p. Copy on Request Wilber, Gordon O. Industrial Arts in General Education. Inter national Textbook Co., 1948, 1957, 401 p. Winkler, J. Homer. Research in the Graphic Arts. Epsilon Pi Tau, 1959, 35 p. Copy on Request Appendix D A "FRAME OF REFERENCE" 148 FRAME OF REFERENCE FOR INDUSTRIAL ARTS EDUCATION CURRICULUM RESEARCH AND PROGRAM DEVELOPMENT International Leadership Forums By the Trustees and Chapters of Epsilon Pi Tau Friday, March 17, 1967, Sheraton Hotel, Philadelphia, Penna. Breakfast 7:00-8:30 AM Pennsylvania Room, East Reservations at $3.50 in Advance* Surely it is obvious that we are solutions as witness the Federal Gov moving into the complex of a tech ernment’s expenditure of over $9 bil nological economy and resulting cul lion annually (see Robert E. Horn, ture where everyone is involved. This Appleton-Centurv-Crofts) via some means that Industrial Arts is con 50 agencies or bureaucracies for “edu cerned with Orientational, Recre cational” purposes as dualisms far be ational, Technical, and Consumer- yond the normal concept of the public Cultural experiences for all people. school, with many problems still to be We represent the “Practical Arts” resolved such as consumer literacy, in contrast to the so-called “Liberal health, human relations, n atio n al Arts,” because ours is an experience security, . . . medium that seeks to reflect the The time has come for us to vis technological economy, one-third of ualize, project, and refine the re which involvesproduction, while the searches and programs involved. The other two-thirds involvesconsump outlines on pages 2 and 3 may well tion. These represent an American serve as a pattern orf r a m e o f r e f Gross National Product of some $750 e r e n c e to be implemented like those billion annually which has yet to be implied, in which the announced fully projected by any one program, intent of each Summer Institute is system or research, as please see the recorded by an “x” on the master outline on page 3 which has been plan suggested. Please examine the used to check some 29 federally sub results and be prepared to enter into sidized Summer Institutes listed on the discussions at our I nternational page 4. L e a d e r s h ip F o r u m in Philadelphia The current and subsequent Chap on 17 March or subsequently in your ter F o r u m s need to examine what Chapter F o r u m at home. is involved, along with the increas ingly difficult question of grade or W il l ia m E. W a r n e r * program spread or placement. We are Executive Secretary logically derived but there are those University Station, Box3111 who would legalistically prescribe the Columbus, Ohio 43210 149 150 CURRICULUM RESEARCH AND PROGRAM DEVELOPMENT PREFACE. Epsilon Pi T au’s Proposals of 1947, 1957, 1962 TECHNOLOGY. Magnitude of the Economic Complex Statistical Abstract of U.S., Industrial Outlook . . . Industry, Commerce, Labor and Management. Agriculture RESOURCE RESEARCH. Vi Production, % Consumption Communication x x x x x Food Construction Clothing Power x x Shelter Transportation x Tools Manufacturing 19 x Records Management x Utensils FOUNDATIONS AND FUNCTIONS Human and Economic Postulates as Bases Orientational, Recreational, Technical, Cultural Functions Consumer-Cultural Outcomes. See Sir Charles P. Snow x CURRICULUM STRUCTURE. Grade Placement x x x x x x x Universal. Childhood to Senior Citizen Criteria of Grade Placement Specialized and Subsidized Programs Methods and Devices x x THE PHYSICAL SETTING. Principles Involving: Layout Architectural Mechanical and Service Equipment PILOT MODELS. Experimental, Developmental All Jurisdictions and Levels Resulting Evidence and Reports ADMINISTRATIVE GUIDES. Course Syllabi x x x x x x x All Eschelons. School, City, County, State, National See Elementary, American Heartland, and Other Proposals W hat of the Six Regional Accrediting Associations? TEACHER EDUCATION. The Associations, Government Resident, In-Service Programs The Role of Teacher Groups. See Horton Dissertation Private, State and Federal Examples BUDGETARY NEED. Four Phases Preparatory, Research, Developmental, Advisory 151 STRUCTURE OF THE ULTIMATE PROGRAM NORMAL TYPES. General Education at All Levels Elementary. Basic and Integrated Experiences x Primary Intermediate Upper Secondary. General to Vocational x x Orientational xxxxxxxxxxxxxxxxxxx Recreational Economic. See Mays Dissertation onJ u n io r A c h ie v e m e n t . Technical xxxxxxxxxxxxxxxxxxx Consumer-Cultural x Technical. (Junior College) See Phallen Dissertation General Specialized Terminal Semi-professional Collegiate. Orientational, Recreational, Technical, Cultural Adult. “Do It Yourself,” . . . See Cranford Dissertation ATYPICAL TYPES. Based on Professional Prescriptions Mental. Consult Psychology, Psychiatry x Physical. See Manual and/or Occupational Therapy Social. Consult Sociology SERVICE TYPES. As Prescribed Art Home Economics Science Do-It-Yourself Occupational Therapy Secondary Economics Physical Education Social Administration Elementary Recreation Social Studies PROFESSIONAL TYPES. See Warner Lecture Outlines, . . . Baccalaureate. For Technical and Professional Competence Masters. For Master Teachers and Specialists Doctoral via Research. For Leaders RECREATIONAL TYPES. See Biedler, Osburn Dissertations Home, Hobby, or Economic as in New Hampshire Corporate, Military, School Retired “Occupations” Social Groups and Projects Museums of Industry. See Beatty Dissertation One value of the federally supported Institutes is that both the bureaucracy and the schools have been brought nut into the open for all to see. But, one wonders why there are so few x’s in the above analyses, when the potentialities are so great. 152 SUMMER INSTITUTES OF 1967 A r iz o n a S t a t e U n iv e r s it y , Tempe. Special Problems. Sec. B u f f a l o S t a t e U n iv e r s it y C o l l e g e . Electricity-Electronics. JHS C e n t r a l M ic h ig a n U n iv e r s it y , Mt. Pleasant. Ferrous Industry. Sec. C h ic o S t a t e C o l l e g e , California. Elementary Teachers. Elem. C l e m s o n U n iv e r s it y , South Carolina. Curriculum Development. Sec. E a s t e r n K e n t u c k y U n iv e r s it y , Richmond. Wood Technology. Sec. E a s t e r n M ic h ig a n U n iv e r s it y , Ypsilanti. Curricidum Development. Sec. F lo r id a S t a t e U n iv e r s it y , Tallahassee. Space Technology. Sec. G eo rg ia S o u t h e r n C o l l e g e , Statesboro. Manufacturing. Sec. I l l in o is S t a t e U n iv e r s it y , Normal. Automated Visual Communication. SHS I n d ia n a S t a t e U n i v ., Terre Haute. Automation and Numerical Control. Sec. K a n sa s S t a t e C o l l e g e , Pittsburg. Industrial Processes. JHS K e n t S t a t e U n iv e r s it y , Ohio. Creativity. Sec. O h io S t a t e U n iv e r s it y , Columbus. Curriculum Development. JHS O sw e g o S t a t e U n iv e r s it y C o l l e g e . Curricidum Development. Sec. R h o d e I s l a n d C o l l e g e , Providence.Manufacturing Industries. Sec. S a n D ieg o S t a t e C o l l e g e , California. Metalworking Technology. Sec. S a n Jo se S t a t e C o l l e g e , California. Industrial Materials. Sec. S t o u t S t a t e U n iv e r s it y , Menomonie, Wisconsin. Plastics. Sec. T exas A a n d M U n iv e r s it y , College Station. Science and Engr. Sec. U n iv e r s it y o f H a w a ii, Honolulu. Curriculum Development. Sec. U n iv e r s it y o f M a r y l a n d , College Park. Curriculum Development. JHS U n iv e r s it y o f M in n e s o t a , Minneapolis. Electronics, Graphics. SHS U n iv e r s it y o f M is s o u r i, Columbia. Drafting and Design. Sec. U n iv e r s it y o f N o r t h D ak o ta, Grand Forks. General Shop. Sec. U n iv e r s it y o f P u e r t o R ic o , Rio Piedras. Curricidum Development. Sec. W a s h in g t o n S t a t e U n iv e r s it y , Pullman. Electricity-Electronics. Sec. W e s t V ir g in ia U n iv e r s it y , Morgantown. Mentally Handicapped. Sec. W e s t e r n M ic h ig a n U n iv e r s it y , Kalamazoo. Metalworking. Sec. SELECTED BIBLIOGRAPHY 1. American Council on Industrial Arts Teacher Education. Superior Practices in Industrial Arts Teacher Education. Yearbook IV. Bloomington, Illinois: McKnight and McKnight Publishing Co. , 1955. 2. American Council on Industrial Arts Teacher Education. Essen- tials of Preservice Preparation. Yearbook XI. Bloomington, Illinois: McKnight and McKnight Publishing Co. , 19 62. 3. American Council on Industrial Arts Teacher Education. Approaches and Procedures in Industrial Arts. Yearbook XIV. Bloomington, Illinois: McKnight and McKnight Publishing Co. , 1965. 4. American Industrial Arts Association. Federal Aid for Industrial Arts. Washington, D. C.: The Association, 1966. 5. American Vocational Association. A Guide to Improving Instruc tion in Industrial Arts. W ashington 5, D.C.: The Association, 1953. 6. Barach, Arnold B. U.S.A. and Its Economic Future. New York: Macmillan Co. , 1964. 7. Bateson, Willard M. and Stern, Jacob. "The Functions of Industry as the Basis for Industrial Education Program," Journal of Indus trial Teacher Education. Fall Issue, 1963. 8. Bennett, Charles A. History of Manual and Industrial Education 1870 to 1917. Peoria, Illinois: Charles A. Bennett Co. , Inc. , Publishers, 1937. 9. Berea College Catalog. Berea, Kentucky, 19 66. 10. Bonser, Frederick G. and Mossman, Lois C. Industrial Arts for Elementary Schools. New York: The Macmillan Co. , 1923. 11. Clark, Harold F. Work as Education: View of An Economist. Columbus, Ohio, Epsilon PL Tau, 1947, p. 15. 153 154 1 2 . Clark, Thomas D. A History of Kentucky. Lexington, Kentucky: John Bradford P ress, 1950. 13. Conant, James B. Education of American Teachers. New York: McGraw-Hill, 1963. 14. Coulter, E. M. The Civil War and Readjustment in Kentucky. Lexington, Kentucky: Chapel Hill, 192 6. 15. Cubberly, Elwood P. Public Education in the United States, A Study and Interpretation of American Educational History, New York: Houghton Mifflin, 1947. 16. Dewey, John. Experience and Education. New York: Macmillan, 1959. 17. Dewhurst, J. Frederic and Associates. America's Needs and Resources. New York: Twentieth Century Fund, 1947, 1956, 18. Eastern Kentucky University. Catalog, Vol. 58, No. 1. Richmond, Kentucky, 1966. 19. Fulmer, John L. Development Potentials for Kentucky Counties with Related Statistics. Lexington: Bureau of Business Research, University of Kentucky, 19 66. 20. Fulmer, John L. Analysis of Manufacturing Trends of Kentucky Counties 1960-64. Lexington: Bureau of Business Research, University of Kentucky, 1966. 21. Fulmer, John L. Analysis of Occupational Trends in Kentucky from 1950 to 1960 with Projections to 1975. Lexington: Bureau of Business Research, University of Kentucky, 1965. 22. Georgia Department of Labor. Georgia Skill Study. Complete Edition. 1963. 23. Groneman, Chris H. "Effective Training of Industrial Arts Teachers," Industrial Arts and Vocational Education, April 1954. Milwaukee, Bruce Publishing Co. 155 24. Haws, Robert W. "Putting Industry Into Industrial Arts," Industrial Arts and Vocational Education. December, 1958. 25. Karnes, Ray M. "What Competencies are Needed by the Industrial Arts Teacher to Meet the Challenge of the Future?" Improving Industrial Arts Teaching. A conference Report, United States Office of Education. Washington, D. C. Government Printing Office, 19 60. 26. Kentucky State College. College Catalog. Bulletin, Frankfort, 1966. 27. Kentucky State Department of Education. Handbook on Teacher Preparation and Certification. Frankfort, 1966. 28. Kentucky, State of. Deskbook of Economic Statistics, 1967. 29. Kentucky, State of. General Facts About Kentucky. 1966. 30. Kentucky, State of. Education and Research in Kentucky. 1966, 31. Kentucky, State of. Nonagricuitural Employment Reports. 1951- 1965. 32. Leslie, John D. and Gates, Gary R. Training Needs in Central Kentucky. Lexington: Sp indletop Research, 1966. 33. Maley, Donald. "Industrial Arts Teaching, Past and Present. " The Industrial Arts Teacher. June, 1955. 34. Maynard, Fredelle B. "The Teacher Gap and How to Close It." Readers Digest. August, 1967. 35. McDowell, L. C. Status of Industrial Arts in Kentucky. Unpub lished Masters Thesis, University of Kentucky, Lexington, 1956. 36. Micheels , William J. "Industrial Arts Teacher in 1970." Industrial Arts and Vocational Education, February, 1958. 37. Morehead State University. General Catalog. Morehead, Kentucky 1966. 156 38. Mulhern, James. A History of Education. New York: Ronald Press, 1946. 39. Murray State University. General Catalog. Murray, Kentucky, 1966. 40. National Education Association. New Horizons for the Teaching Profession. Washington, D. C. : The Association, 1961. 41. Ohio Industrial Arts Association and the State Department of Education. A Guide for Industrial Arts in Ohio Schools. Columbus, Ohio: The Association, 1960. 42. Ohio State Committee on Coordination and Development. A Pros pectus for Industrial Arts. Sponsored by the Ohio Education Association and the State Department of Education. Columbus, Ohio: 1934. 43. Olson, Delmar W. Technology and Industrial Arts. Columbus, Ohio: Epsilon Pi Tau, Inc. , 1957. 44. Reader's Digest Association. Almanac and Yearbook. Pleasant- ville, New York, 19 67. 45. Ressler, Ralph. Recruitment of Industrial Arts Teachers in the State of Ohio. Unpublished Doctoral Dissertation, The Ohio State University, Columbus, 1966. 46. Roberts, Roy W. Vocational and Practical Arts Education. New York: Harper and Brothers , 1957. 47. Saylor, Galen, and Alexander, William M. Curriculum Planning. New York: Rinehart and Co. , 1958. 48. Schmitt, Marshall L. Industrial Arts Education. A Survey of Programs, Teachers, Students, and Curriculums. United States Office of Education, Government Printing Office, 1966. 49. Silvius, G, Harold and Curry, Estell H. Teaching Multiple Activity in Industrial Education. McKnight and McKnight Pub lishing Co. , Bloomington, Illinois. 1956. 157 50. Stover, CarlF. (Ed.). The Technological Order. Detroit: Wayn e State University Press, 1963. 51. Tyler, Ralph W. Basic Principles of Curriculum and Instruc tion. Chicago Press, 1965. 52. United States Department of Commerce. Statistical Abstract of the United States. Washington, D.C.: U.S. Government Printing Office, 1965. 53. United States Department of Commerce. United States Indus trial Outlook. Washington, D.C., 1965. 54. United States Department of Labor. Technological Trends in Major American Industries. Bulletin No. 1174, Washington, D.C.: U.S. Government Printing Office, 1966. 55. Warner, William E. , et al. Curriculum to Reflect Technology. Columbus, Ohio: Epsilon Pi Tau, Inc., 1947, 1963. 56. Warner, William E. The Decades Ahead in Industrial Arts Teacher Education. Columbus, Ohio. Epsilon Pi Tau, Inc. , 1966. 57. Warner, William E. International Impact of Technology on Edu cation, Some Impressions of Progress in Eighteen Nations. Epsilon Pi Tau, Inc. , 1963. 58. Warner, William E. Policies in Industrial Arts Education. Columbus, Ohio: The Ohio State University Press, 1928. 59. Western Kentucky University. College Catalog. Bowling Green, 1966. 60. Wilber, Gordon O. Industrial Arts in General Education. Scranton, Pennsylvania: International Textbook Co. , 19 48.