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Date of Degree: August 4, 1957 Name: Andrew Loughridge Institution: Oklahoma State University Location: Stillwater, Oklahoma Title ot Study: INDUSTRIAL ARTS IN NEWKIRK, OKLAHOMA Pages in Study: 60 Candidate for Degree of Master of Science Major Field: Industrial Arts Education Scope of Study: This report deals with the industrial arts curriculum in Newkirk High School, Newkirk, Oklahoma. Courses ot study have been constructed for mechanical drawing and woodwork. Floor plans are included that show the physical facilities of the industrial arts department and an inventory showing the cost of equip ment is listed. Findings and Conclusions: The courses outlined in this report are intended to be flexible and may be changed to meet the needs of the students. The success ot any industrial arts program is determined by how well the program is planned and administered. The writer has attempted to include material in the proposed courses of study that will meet the needs of the school and community. ADVISOR'S APPROVAL ~--------~--~~------------- INDUSTRIAL ARTS IN NEWKIRK, OKLAHOMA INDUSTRIAL ARTS IN NEWKIRK, OKLAHOMA by ANDREW ;ouGHRIDGE Bachelor of Science Southeastern State College Durant, Oklahoma 1953 Submitted to the Faculty of the Graduate School of the Oklahoma State University of Agriculture and Applied Sciences in Partial Fulfillment of the requirements for the Degree of MASTER OF SCIENCE August, 1957 ' !. SEP 16 IS 57 i ;' INDus'l'riIAL ARTS IN NEWKIBK, OKLAHOMA ANDREW LOUGHRIDGE MASTER OF SCIENCE REPORT APPROVED: Adviser and Acting Head School of Industrial Arts Education Associate rof ssor School or ~ ~rial Arts Education Dean of the Graduate School 11 ACKNOWLEDGMENT The writer of this report wishes to express his appreciation to Cary L. Hill, Acting Head or the School of Industrial Arts Education, Oklahoma State University, for his valuable guidance and assistance in the planning and completion of this report. Andrew Loughridge August 1957 111 TABLE OF CONTENTS Chapter I. INTRODUCTION • • • • • • • • • • • • • • • • • 1 Needs for the Study ••••••••• 1 Method of Research ••••••••• 1 Definition of Terms ••••••••• 2 II. HISTORY AND PHILOSOPHY OF INDUSTRIAL ARTS. • • A. Early History •••••••••••••• 4 Primitive and Religious Development. 4 Early Advocates ••••••••••• 6 The Swedish Sloyd System •••••• 8 The Russian System ••••••••• 9 B. Industrial Arts in America ••• • • • • • 10 Manual Training ••••••••••• 10 The Morrill Act of 1862 ••••••• 10 The Adoption ot the Russian System. 11 Influence of Swedish Sloyd ••• •• ••• • 13 Manual Arts. • • • • • • • • 1It- c. Current Viewpoints and Objectives of Industrial Arts ••••••••••••• 15 Industrial Arts in General Education 15 Warner's Objectives ••••••••• 16 Newkirk's Objectives •••••••• 17 Wilber•s Objectives ••••••••• 18 Movement to the General Shop •••• 18 D. A History of Industrial Arts in Newkirk, Oklahoma. • • • • • • • • • • • • • • • • 20 History. • • • • • • • • • • • • • • 20 Philosophy ••••••••••••• 21 Objectives ••••••••••••• 22 III. PHYSICAL FACILITIES AND COURSES. • • • • • • • 23 A. Physical Facilities •• • • • • • • • •• 23 Floor Plans. • • • • • • • • • ••• 23 iv Chapter Layout of Equipment ••••••••• 25 Inventory and Cost of Equipment ••• 27 Inventory •••••••••••••• 27 B. Courses •••••• • • • • • • • • • • • 33 Objectives of Industrial Arts •••• 33 1. A suggested Course of Study for First Year Drawing ••••••••• 34 Objectives of Mechanical Drawing •• 34 Text •••••••••••••••• 35 Outline of Drawing Course •••••• 35 Grading. • • • • • • • • • • • • • • 36 2. A suggested Course of Study in Hand Woodworking ••••••••••••• 37 Objectives of Woodwork ••••••• 37 Text • • • • • • • • • • • • • • • • 38 Outline of Hand Woodworking Course. 39 A suggested Course of Study in Machine Woodworking •••••• • • • 43 Text • • • • • • • • • • • • • • • • 44 Outline of Machine Woodworking Course • • • • • • • • • • • • • • • 44 c. Organization and Management of Classes •• 51 Time Available ••••••••••• 51 Equipment Available ••••••••• 52 Financial Policies ••••••••• 52 Shop Controls Under the Direction of the Teacher ••••••••••••• 52 Shop Controls Delegated to the Students •••••••••••••• 52 Grading ••••••••••••••• 53 Reference Material ••••••••• 53 IV. SUMMARY AND RECOMMENDATIONS. • • • • • • • • • 55 SU1lllll8ry. • • • • • • • • • • • • • • 55 Recommendations ••••••••••• 56 A SELECTED BIBLIOGRAPHY •••••••••••• 58 V LIST OF FIGURES Figure 1. FLOOR PLANS OF THE INDUSTRIAL ARTS DEPARTMENT OF NEWKffiK HIGH SCHOOL. • • • • • 21+ 2. LAYOUT OF EQUIPMENT IN THE INDUSTRIAL ARTS DEPARTMENT OF NEWKmK HIGH SCHOOL •••••• 26 vi CHAPTER I INTRODUCTION The writer has attempted to arrange in chronological order as nearly as possible the development of industrial education from primitive man to the present time, and to present a history of industrial arts in Newkirk, Oklahoma, physical facilities of the industrial arts department, and courses of study for woodwork and drawing. Needs !2.!:. ~Study.This study has been chosen to be used as an aid in planning the arrangement of equipment and courses of study that will offer students a more desir able form of instruction. The writer feels that this study will be of great personal value, as an aid to becoming a better and more qualified teacher of industrial arts. Method of Research, The content of this report was ob tained from books and magazines in the Oklahoma A. and M. College Library, the writer's personal books, and a personal interview with a former member of the Board of Education in Newkirk, Oklahoma. 2 Definition~ Terms. To clarity the meaning ot profes sional terms used in this report the following definitions are ottered: a. Manual Training Any torm of constructive work that serves to de velop the powers ot the pupil through spontaneous and intelligent self-activity is called manual training. The power ot observation is developed through exacting demands upon the senses; the reason, by constant necessity tor thought betore action; and the will, by the formation ot habits, patience, and careful application. (8, page 15) b. Manual Arts The expression "manual arts" ••••• embraces the graphic! mechanic, plastic, textile, bookmaking and cul nary arts. Historically the term was an improvement over manual training because like Sloydl it added the ideas ot utility and design to sk 11 and hand training ot manual training. (11, page 6) c. Industrial Arts Industrial arts is a phase ot general education that concerns itself with the materials! proces ses; and products ot manutacture, and w th the contribution of those engaged in industry. The learnings come through the pupil's experiences with tools and materials and through his study ot resultant conditions ot lite. (9, page 15) d. Industrial Education A generic term including all educational activ ities concerned with modern industry, its raw materials, products, machines, personnel, and problems. It therefore includes both industrial arts, the general education tore-runner ot or introduction to vocational industrial education and the latter also. (5, page 7) e. General Shop Shops that are planned and eq~ipped to teach two or more distinct types ot shop,work at the same time under one teacher are General Shops. (9, page 15) 3 The writer desires that the reader will use these de finitions as a guide throughout this report. CHAPTER II HISTORY AND PHILOSOPHY OF INDUSTRIAL ARTS Industrial education had its beginning centuries ago. The first torm was that of securing food and shelter. Writ ers of educational history are unable to determine the ex act time industrial education became a part of school work. At the present time it is a vital and well established part ot the educational program. Part A Early History Primitive man recognized the importance of using tools to obtain food and shelter. His education advanced slowly until he began to control and use tire. Since that time there has been a steady advancement in the education and accomplishments of man. Primitive and Religious Development. Primitive man unconsciously used a form ot industrial arts as a means of obtaining food and shelter. His methods were of the trial and error nature. The first important development in indus trial arts was when primitive man learned to improvise and use tools. The method of learning was "learn-by-doing". 5 As the father taught, the son observed his actions and imitated him. When man began to control and use tire, an important advancement was made in civilization. Bennett states, "Then he was able to cook his toed, to smelt metals and shape them into tools, and with these tools engage in crafts unknown and impossible before." (3, page 12) Man now began to learn by conscious imitation. The development ot labor was brought about and workmen formed divisions ot labor, and social groups of similar interests were drawn together. The Jews recognized the value of handiwork as far back as 2000 B. c. Friese states, "The youths went to school to learn law for one halt of the day. In Their Talmund was the commission to all fathers to teach their sons a trade in the otb.er half of the day." (5, page 3) They believed a skillful worker would be a useful member of society. Rabbi Jehuda stated, "He who does not teacb his son a trade is much the same as if he taught him to be a thief." (?, page 156) Outside the monasteries the principal torm of education was the apprenticeships. During a seven year indentureship the students were taught a trade by a master craftsman, in conjunction with moral, religious and civic instruction. The