Manuals
Speaking of
conditions prevailling in Industrial Arts before the
turn of the 20th century, Stomaugh argues that several
cities included in courses manuals for the guidance of
both teachers and pupils. Beardsley points to the printed
course of manual training in Chicagoas the first manual ever
printed by any board of education.
266 : 206-- 266.
CHICAGO, ILL.
Forty-Fifth Annual Report of the Board of
Education 1899. pp.
205-207.]
Textbooks
Stombaugh: Some of the leaders
in industrial arts today [1936] feel that altogether too
many teachers in the work are failing to make use of
books and printed materials. [7 : 146 -- 7.
Emanuel E. Ericson, Teaching Problems in
Industrial Arts. Peoria,
Ill.: The
Manual Arts Press, 1930. 433 P.; 68 : 140 -- 68. E. E.
Ericson, "The Use of Books in Shop Teaching."
Industrial Education Magazine, XXX :
140-141, October 1928.; 113: 131-132-- 113. Homer J.
Smith, "A Defense of the Textbook."
Industrial Arts and Vocational
Education, XXI : 121-122, April 1932.
Source:
Stombaugh..]
Ericson and Smith give several reasons for the
attitude of industrial arts teachers against
textbooks, and proceed to list reasons why textbooks
should be used in industrial arts classes.
Historically, the first
textbook seems to be one by the Boston Industrial School
Association felt the need for a textbook and immediately
set about preparing one. (Channing Whitaker
Woodworking Tools How to Use Them
1884 )[Date?] ;
Source:
Stombaugh..]
In 1906, Crawshaw raised
the question of why the best books and best methods of
teaching were not demanded in the industrial arts the
same as they were in the other school studies. [62 : 9
-- 62. Fred D. Crawshaw, "Practical and
Educational Manual Training in the Public Schools."
Manual Training Magazine, VII : 90-92,
January 1906:
Source:
Stombaugh..]
As late as 1920,
MacDonald criticized industrial teachers for making
too little use of books in their classes. At that time
he said it was the exception rather than the rule for
shop teachers to refer their pupils to printed
information. The majority of them, he said, were still
attempting to supply information in verbal form.
[91 : 46 91. D. J. MacDonald, "Fostering
Self-Directive Ability in Pupils."
Industrial Arts Magazine, IX : 45-50, February 1920
Source:
Stombaugh..]
A few years later Vaughn
and Mays divided teachers into groups who used textbooks
and groups who opposed their use. Both these groups felt
that a fund of information related to the work being
done should be constantly accessible. [33 : 140 33.
Samuel L. J. Vaughn, and Arthur B.
Mays, Content and Methods of the
Industrial Arts. New York: The Century Co., 1924. 397
P.
Source:
Stombaugh..]
With the
increasing amount of printed material in the
several industrial arts subjects, even though each
pupil may not be provided with a textbook it would
seem that there is little excuse for pupils not having
access to a good shop reference library.
