ERIC Number: ED540812
Record Type: Non-Journal
Publication Date: 1926
Reference Count: 0
Industrial Education. Bulletin, 1925, No. 37
Proffitt, Maris M.
Bureau of Education, Department of the Interior
In the United States the term "industrial education" is frequently used to designate everything from the simplest form of bench work in the elementary schools to full-time trade-school work and the work done in training departments of industrial plants. This broad use of the word often leads to considerable confusion, especially since certain types of industrial education are classified as industrial arts, manual arts, or manual training. A decision as to the classification of industrial work should be based upon the nature of the objective set up for training. The objectives for industrial education courses are best defined on bases of function. What contribution does the training offered in one of these courses make toward qualifying one to perform any of the life activities which require on some level manual dexterity and knowledge for its performance is the first question that should be asked in determining what courses shall be offered and to whom they shall be offered. During the past two years there has been an increasing tendency to define objectives in terms of ability to perform worth-while activities. The important objectives for industrial courses which are generally recognized are as follows: (1) To train the hand and eye in the intelligent use of tools and materials through certain fundamental operations which it is well for an individual to be able to perform, regardless of his occupation; (2) To develop an appreciation of constructive work with different types of materials in order that the individual may be a more intelligent consumer regardless of his occupation; (3) To gain an insight into and an appreciation of some of the important industrial arts, in order that the pupil may make an intelligent choice of an occupation; (4) To develop ability to perform a variety of practical tasks sufficiently well to meet general social demands and the needs of home life but not necessarily up to the standard of occupational practice; (5) To prepare an individual for profitable and advantageous entrance into employment in a definite industrial occupation, with the status of an advanced apprentice; and (6) To provide an opportunity for those who have already entered occupations to add to the knowledge and skill which they already possess, in order that they may become more expert workers, with increased earning capacity and a better chance for promotion. [Best copy available was provided.]
Descriptors: Vocational Education, Industrial Arts, Industrial Education, Equipment, Career Development, Career Choice, Job Skills, Employment Qualifications, Skill Development, Trade and Industrial Education, Postsecondary Education, Secondary Education, Apprenticeships, Evening Programs, Legal Responsibility
Bureau of Education, Department of the Interior.
Publication Type: Historical Materials; Reports - Descriptive
Education Level: Postsecondary Education; Secondary Education
Authoring Institution: Department of the Interior, Bureau of Education (ED)