Of all the handicrafts employed in the United States for educational purposes none has been more generally or more successfully used than basketry. Various materials suitable for basket making have found their way into the manual training classes. Even such exotics as reed and raffia have been freely used, but the growing tendency to employ native…

The author discusses the early years of mass production and how it became part of the industrial arts curriculum through the work of Fred Reagle. Impediments to the development of mass production curricula are considered: (1) negative image of industry, (2) potential to exploit students, and (3) loss of cultural heritage. (CH)

Examines Rousseau's life as continuous experimentation in learning, systematic study, and mechanical arts. Stresses that Rousseau saw that education's wider purpose is to prepare individuals to construct a better society. (SK)

Analyzes the description of letterpress printing technology in the "Encyclopedie" of Diderot and d'Alembert. Examines how the authors distilled information about mechanical arts from craft culture, the shop, and traditional apprenticeship practices. (SK)

Traces the development of industrial arts from 1940 through the 1970s, showing attempts to refocus curriculum in response to national reforms. Relates the decline of progressivism and innovations of the 1960s-70s to the emergence of technology education. (SK)

Surveys the history of elementary-school technology education from the establishment of industrial arts in the progressive era through the 1990s. Considers repeated patterns of historical impediments to its widespread implementation and identifies failure to resolve recurring issues in the field. (JOW)

The early intentions of Russell, Bonser, and Mossman to have industrial arts be a study of society and culture were never realized. Today, technology education continues to emphasize the technical aspects of industry and technology and not the social dimensions. (SK)

Both Lois Coffey Mossman and Frederick Bonser had great influence on the development of industrial arts in the early 20th century. Problems facing technology education today were addressed then and are related to the gap between theory and practice. (SK)

Much of what later became industrial arts originated with the early kindergarten, based on the principles of Froebel as an educational response to economic hardship and social unrest. Emphasis was on activity and social learning, on teaching children how to work and fostering allegiance to the social system. (SK)

Following an introduction, Volume 1 of this year's annual report from the Commissioner of Education contains the first of three parts. Part I includes chapters on: statistics of state common school systems; secondary education in New Zealand; education in France; educational systems of England and Scotland, and operations for 1890-'91; provision…

John Runkle, president of the Massachusetts Institute of Technology (MIT), viewed the Moscow Imperial Technical School exhibit at the Philadelphia Centennial Exposition of 1876 and saw the Russian method of manual training as the answer to the dilemma of combining theory and practice in engineering instruction. On August 17, 1876, shops in which…

This article describes the historical development and philosophy of the social settlement movement, and its subsequent influence on the industrial arts/technology education movement. Examines the English origins of the movement, its development in the United States, the Speyer School, Teachers College at Columbia University, and the movement's…

Between 1881 and 1889, a series of seven volumes was published by the French Government as a result of an investigation made by Marius Vachon. He visited the principal schools, museums, societies, and factories of the artistic industries throughout Europe, and his reports contain much basic information. It was felt that the translation of this…

Herbartianism and many of its concepts (concentration, correlation, socialization) influenced industrial arts curriculum development. Using socioeconomic analysis, industrial arts educators identified the content areas of manufacturing, construction, communications, etc. However, another dominant strain stressed the technical, or manual arts,…

There is available a large amount of valuable material upon the subject of manual arts in the junior high school. This material is, however, very largely general in character: or, if specific, deals with individual or isolated special features of the work. In treating of specific problems of the administration of manual arts in the schools, there…