Back
to Chapter 2
2: 8. Education Programs
that Support the Growth of Amateur Woodworking:
Under
construction. Sorting out
matters associated with technical
education -- which my research tells me is an important component in
the growth of amateur woodworking -- is proving more
difficult than I anticipated.
At the turn of the century, two things were
happening. The industrial arts movement, primarily a multi-purpose
study of industry in general education, was growing and was influenced
by the progressive educational temper of the times. At the same time
and often by the same people, great emphasis was being given to the
vocational aspects of industrial education. Source: Susan Meabon Bartow, Identification
and Synthesis of the Range of Industrial Arts Philosophy and a
Comparison of Philosophy With Actual Classroom Practices.
Miami University Oxford, Ohio 1983
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The Manual Arts program merged (1) the Sloyd
system, which stressed the completion of projects or useful
items -- read more here and (2) the Arts and Crafts movement,
was project-centered although its supporters claimed that the child was
given the opportunity to create and to express himself through the
manipulation of industrial materials.
Although the emphasis
in the Arts and Crafts system was also on the
development of skill, the skills it emphasized were hand
skills and the project was the vehicle used to
achieve objectives. Industrial Arts -- a
"student-centered program" that emerged out of critical examinations of
earlier programs -- reportedly was devoted to the study of industry.
While the project was still the vehicle used to
obtain most of the objectives of industrial arts, the program's
supporters stressed the individual differences of students and wanted
the Arts and Crafts program to free individuals to
express themselves independently.
(Source: Henry John Sredl History
of Industrial Arts 1920-1964 1964 diss.)
See Appendix 9: Defining
Industrial Arts
