May I offer you the support and assistance of the American Library Association in passing this bill and in all other endeavors to revitalize our people by supplying them plenty of good books in which they will breathe the fresh air of living. I appreciate the opportunity which the committee has given me to speak in favor of this bill. I should like to urge its speedy passage. Mr. PERKINS. Thank you for an outstanding statement. Mr. CASTAGNA. Thank you. Mr. PERKINS. Our next witness is Dr. Robert S. Swanson, president of the American Industrial Arts Association. Dr. Swanson, identify yourself and proceed. STATEMENT OF DR. ROBERT S. SWANSON, PRESIDENT, AMERICAN INDUSTRIAL ARTS ASSOCIATION Dr. SWANSON. Mr. Chairman and members of the subcommittee, my name is Robert S. Swanson. I am president of the American Industrial Arts Association and dean of the College of Applied Sciences and Technology, Stout State University, Menomonie, Wis. I appreciate the opportuity of appearing before this commitee in behalf of our association. I have already missed my airplane so I will make the best of that. Mr. PERKINS. Perhaps I am guilty this afternoon but it appears everybody wanted to get away on a plane. Dr. SWANSON. I am not interested in it now. We have submitted, in duplicated form, a statement of the official position of the 10,000 members of the American Industrial Arts Association. The views stated therein have been approved by the executive board and by State delegates at our national convention in April 1964. Appended to this is a resolution reaffirming the position of the 35,000 industrial arts teachers, supervisors, and teacher educators in the United States. I do not propose to read this but ask that it be entered in the record. Mr. PERKINS. Without objection, your prepared statement will be inserted in the record at this point. (The following prepared statement was submitted for the record:) STATEMENT BY ROBERT S. SWANSON, PRESIDENT, AMERICAN INDUSTRIAL ARTS ASSOCIATION Mr. Chairman and members of the subcommittee, my name is Robert S. Swanson. I am president of the American Industrial Arts Association and dean of the College of Applied Sciences and Technology, Stout State University, Menomonie, Wis. It is an honor to appear before this committee on behalf of our organization. This testimony represents the official position of the 10,000 officers and members of the American Industrial Arts Association, the fastest growing curriculum department of the National Education Association. The principles of H.R. 2362 have been carefully studied by the association and the views stated herein have been approved by the AIAA Executive Board and represent the official position of the 35,000 industrial arts teachers, supervisors, and teacher educators in the United States. The American Industrial Arts Association is extremely pleased with President Johnson's message on education and reaction to the message by the Congress. We share the common belief that education is the most vital activity for fostering excellence in American society. We feel that industrial arts education, perhaps, more than any other major curriculum area can contribute to the accomplishment of the goals identified in the President's message. WHAT IS INDUSTRIAL ARTS? To identify more fully what industrial arts is, let us briefly explain this program of general education. Some of you may have experienced the prewar concepts of manual training and manual arts. Since that time, we have seen these programs replaced by a more vital and greatly expanded curriculum of industrial arts education. With the advancing technology and the doubling of knowledge each decade, preparation for living in an industrial democracy has had to change. Industrial arts has evolved as the curriculum area which serves to orient boys and girls into modern industry and technology. Industrial arts is that phase of general education which offers individuals an insight into our industrial society through laboratory-classroom experience. Through the study of industrial arts the role of industry and technology is unfolded. Students study the history, growth, and development of industrial organizations, materials, products, processes, and related problems. The complexity of the age in which we live is the result of industrial-scientific inventions and innovations. Industrial arts emphasize problem-solving experiences which assist students in becoming alert contributors and consumers. Technology and industry continuously influence our way of life. Through industrial arts a learner develops an awareness and appreciation of the tools, materials, and processes involved in the past and present methods of production. It provides for experiences in developing basic skills and knowledge common to many occupations and professions. Industrial arts provides a means by which students can apply in practical and meaningful situations the theoretical principles of science, mathematics, and other related subjects. Industrial arts is the only curriculum area devoted primarily to the interpretation of industry and technology which compose the dominant characteristic of our society. No other subject in our schools has the opportunities to perpetuate America's industrial culture as well as industrial arts. It helps all kinds of students to prepare for living in an industrial society and provides a foundation for specific occupational and educational opportunities. Industrial arts gives basic education for the technician, engineer, scientist, and for the several vocational education programs. Rather than being confined to the learning of a specific trade or skill which may be obsolete within a few years, industrial arts educates boys and girls to become versatile and adaptable to the rapidly changing world. By receiving basic information on the total scope of industry, students understand the necessity to equip themselves for future adjustment to employment changes due to scientific and technological innovations. For people who find the need for retraining, industrial arts provides basic understanding to make the transformation easier and more meaningful. Industrial arts education is unique in its services to youths. As the U.S. Office of Education Conference report "Improving Industrial Arts Teaching" stated, the objectives of industrial arts include: (1) To develop in each student an insight and understanding of industry and its place in our culture. (2) To discover and develop talents of students in the technical fields and applied sciences. (3) To develop technical, problem-solving skills related to materials and and processes. (4) To develop in each student a measure of skill in the use of the common tools and machines. Many people have assumed that any type of manipulative work, which emphasizes materials and processes of industry, has common aims or purposes. Few laymen realize that industrial arts and vocational industrial education differ in philosophy and methods of preparing youth and adults for our industrial culture. Industrial arts is often thought to be under vocational industrial education and therefore is already supported by Federal funds. Because of the confusion between industrial arts and vocational industrial education, perhaps some degree of understanding will emerge through the presentation of a series of brief statements focused on some of the principal features of each program: Industrial Arts 1. According to the U.S. Office of Education 1961 Report, 3,361,699 students were studying industrial arts courses. This was 28.7 percent of all students or 57.4 percent of all male students in secondary education. 2. Financed in the same manner as other general education subjects. Receives no Federal assistance. Vocational Industrial Education 1. According to the U.S. Office of Education 1961 Report, 344,704 students were studying vocational industrial education. This was 2.9 percent of all students. 2. Largely supported by Federal funds. 3. Available to all boys and girls, 3. For boys and girls who desire to irrespective of occupations that may learn a trade of today. eventually be pursued. 4. Instructor is a college graduate 4. Instructor is a person with jourwho has had broad training in tech- neyman trade experience and some pronical, professional, and academic sub- fessional training. A college degree, jects. Practical industrial experience while desirable, is not a requirement. is desired but not required. Trade competency is a primary requisite. 5. The curriculum is based on transferable skills and knowledge with emphasis on the broad aspect of industry as it relates to our present and future society. 6. Industrial arts is required in an estimated 85 percent of America's school systems. 5. The curriculum is based on the development of employable skills as related to today's needs of society. 6. Is an elective subject. INDUSTRIAL ARTS-A VITAL PART OF EVERY STUDENT'S EDUCATION Industrial arts greatly contributes to all levels of students. Its programs are adaptable to all students and has courses for the upper ability, average student, and the slow learner. It also serves the mentally and physically handicapped child. For the culturally deprived students who will be entering the world of work immediately after high school, industrial arts may be the only opportunity they will have to develop a broad understanding of industry and become thoroughly familiar with the basic occupational skills. The knowledge derived from industrial arts will facilitate specialized training and, perhaps, even retraining at some later date. This factor is extremely important as it is predicted now that a person may change his occupational areas seven times during his life. Preparation for the world of work must necessarily deal with principles and concepts of modern industrial procedures rather than specific skills which will be obsolete in the near future. Industrial arts provides instruction in such areas of technology as applications of mechanisms, methods of production, influence of automation, and mass production on labor and economics, with the creating of new ideas and products and with consumer literacy, wise application of leisure time, and respect for and insistence upon quality workmanship. As applied science, industrial arts puts into practical application the formulas and theories of mathematics, science, and research. It offers activity so vital to good mental and physical health and which is increasingly impeded as theory programs replace motor-type units in our schools. Industrial arts coordinates splinters of information into an understandable and workable system of knowledge. The trend toward special education and programs based on theory with little or no practical information have left many "educated" people wantonly ignorant in too many instances. INDUSTRIAL ARTS AS A DETERRENT TO DROPOUTS Perhaps, the most significant contribution of industrial arts to our total school society is its motivating influence. Well-developed programs of industrial arts can uplift all classifications of students regardless of their occupational goals. The Statistical Department of the U.S. Office of Education predicts that 900,000 students will drop out of school before completing high school this year. Relatively few of these children are mentally incapable. Most of them will seek more education later in life. These students need practical and realistic education along with formulas and theories to give life meaning. Industrial arts and similar courses create enthusiasm and interest in school life. As a true study of technology and the interpretation of our industrial culture, industrial arts motivates the underachiever, alert or dull, the potential scientist, the consumer, the academically talented, the preengineer, and other students as they realize that their whole life will be influenced by the wonderful but complex world of industry. Industrial arts, perhaps more than any other school subject, can reduce the dropout problem. Often industrial arts is the only type of education which is available to students seeking occupational guidance. It helps students understand the need for education in the industrial world and provides understanding in many employment areas. Quoted below is a statement presented to the American Industrial Arts Association by Daniel Schreiber, director of the National Education Association school dropout project, emphasizing the importance of industrial arts in reducing the number of early school leavers: "Many schools, because of lack of funds, or small number of students, or lack of creativity, insist that all students follow the same academic program. Youth who have repeatedly failed these subjects tend to drop out of school. They feel, and rightly so, that there is no sense in remaining in a situation which, for them, can end only in failure. They leave school unprepared but hoping that they can find a successful way to reach adulthood. "Rather than have such youth look for alternatives, I believe that schools should offer these alternatives. Changes and modifications in curriculum should take place. A youth who is not familiar with the different ways people earn a living should have a chance to learn about all vocations in an occupational orientation class. "Also through exploratory courses he should have a chance to find out what he is good at and what he likes to do. The industrial arts program in a school can do this. "By encouraging and permitting youth to explore and discover their aptitudes and abilities, by offering youth alternatives in the school program, by insuring success in some areas, the industrial arts program can and should reduce the number of school dropouts. "The offering of these courses and the availability of taking them by all students, especially the potential dropout, is another indication that the school is willing to bend and stretch itself so as to encompass all youth. The youngster who is denied the opportunity by the school, to find out what he is good for, will drop out of school and may become a good-for-nothing." Foundational technological programs, as provided by industrial arts in secondary schools, undergird the total manpower base and provide a creative program based on student needs and interests. NEED FOR FEDERAL ASSISTANCE FOR INDUSTRIAL ARTS EDUCATION In the school year 1948-49, the enrollment of students studying industrial arts courses totaled 1,762,242. Estimates of the U.S. Office of Education indicate that over 3,500,000 students are currently studying industrial arts courses. Yet, the number of earned degrees (bachelor) in industrial arts education declined from 3,750 in 1958-59 to 3,376 in 1961-62. In a survey of industrial arts teacher education programs in 1958, Marshall L. Schmitt, specialist for industrial arts, U.S. Office of Education, found that only 61 percent of the college graduates of industrial arts went into teaching. The rest were drained off by industry and the military groups. These statistics from the U.S. Office of Education show the tremendous pressures put on the industrial arts programs to meet the needs of the rapidly rising school population with fewer teachers and obsolete equipment. Table I illustrates the shortages of industrial arts teachers as reported by a joint group of State supervisors of industrial arts and teacher educators during the AIAA Convention, March 30-April 3, 1964, TABLE I.-Random samples of 11 States reporting shortages of industrial arts teachers for the school year 1963–64 Name of State California.. Florida__-- Georgia. Indiana. Maryland_ Massachusetts___. Michigan_.. New Jersey New York.- North Carolina. Pennsylvania.......... Example of shortage in States 11 colleges produced 250 graduates. State needs 500 per year. Teacher supply only 1⁄2 of need. State colleges produce only of State need for industrial arts teachers. In September 1963 25 industrial arts classes had to be closed because of lack of teachers. Georgia colleges graduated 40 industrial arts teachers in 1963. 20 entered teaching (others went into industry). State need was about 60 teachers or 3 times supply. In September 1963 40 industrial arts classes had State university and colleges in 1963 could supply The 7 universities and colleges which have In 1963, New Jersey graduated 87 industrial arts teachers. The State required 200 teachers. In 1963, 163 industrial arts teachers were on emergency certificates. In New York City alone there is a current shortage of 100 industrial arts teachers. In upstate New York, 50 or more industrial arts teachers are working on a temporary, unlicensed certificate. In the depressed Appalachian County where industrial arts is badly needed, there are no industrial arts teachers because of lack of funds. At Appalachian State Teachers College only 14 industrial arts teachers graduated in 1963, but the requests totaled 150. In 1963, 15 percent of the industrial arts laboratories were closed or filled with unqualified teachers. Philadelphia, where industrial arts is so badly needed to help eliminate the dropout problem, had a shortage of approximately 50 industrial arts teachers in 1963. Table II identifies some of the specific needs of industrial arts which cannot be met by State and local funds. These needs were reported at a joint meeting of State supervisors and teacher educators during the AIAA convention in Washington, D.C., March 30 to April 3, 1964. |