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HomeMy WebLinkAboutLincoln High School 071703bA proposed plan for the teaching of industrial artsLincoln High School, college station, texas emanuel mack 1958 Cataloger's Erata Slip Information on page 9 continues on the page numbered 11. Page 10 was omitted in numbering. The W. R. Banks Library Prairia View University Prairia View, Texas A PROPOSED PLAN FOR THE TEACHING OF INDUSTRIAL ARTS IN THE LINCOLN HIGH SCHOOL, COLLEGE STATION, TEXAS Emanuel Mack A Thesis Submitted in Partial PulOillmant of the Requires for the Degree of Master of Science In the Graduate Division of Prairie View Agricultural and Mechanical College Prairie View, Texas July, 1958 The W. R. Banlr7 Library Frairie View Uni.•rersiLY Prairie View, DIVITOATICN For words of encearagasent this paper is dedicated to nr wife„ Itre. Opal if. Dusk. ii ■ ACKNOWLEDGEMENT This study was made possible by the wholehearted eo operation of the followings Mr, John P. Krouse the chairman of the committee who directed the study, carefully read the manuscript* and made many helpful suggestions for its improvement; the staff of the W. no Banks Library; the library of the A and M College College Station, Terms; and Mr. 11. A, Tarnow an a d.nistrator, who resides at College Station Texas and is the principal of Lincoln High School at College Station. To all these and others the writer is grateful. i Emanuel Mack Chapters Pegs • Intr duetibtu . .................. *U 1 Statesent of the Problam.s.......•..........• 9 3i ifibanee of the Prc'rblem.. • •........ . •.... limitations of ttaftOblemlo A!..w4 «.1iM.,i.,. R 5 Definition of Terms Used In 8tu4.....•.•..0. tI «► dead for St T .. «..........!........•.... « «•. 6 Method 6 Technique 1 plGred •.•1......s................. 6 IIx Existing Shop or Industrial Arta Programs,... 7 Xl The Program and Its Offerings •.. .... * ..... s. r wild g... ...• .... ....•......•...•••• *•.. outcom es.".•.•••••..m4064....+64,f....•..rs•..s 7 V - Proposed !' .s•... «.r.l...r.....••••• .... 8 Plan, Course Offering and Equipment.......... y 9 Role of All Shop Pereonne3,..... f ... .......... 20 OOriC. lu8�4Lte*. a .•.........••,O0.s..••a...•...� 21 Appendix I......... ..... ............................... 22 Chart z...........•..•.* .....................•.....i..• 23 Appendix II*.......•.... ..a..•..•.s...... *!..•... *•.... 24 Chart I **...•..• f•l... f ....•..••.M.. ♦.....! *•• **.*. *.. 25 Table of Contents $dbliog '*...*••...,. ... �...•..• «...•*..*......s•rss 26 Introduction While the test noteworthy develo rent of the ractioal vocational arts in the program of the secondary school has taken place within the past decade, some beginrints of its development were to be found a e early as the beginning of the academy movement and were not lacking in the early high school movement.' In the beginning it was the pure* pose of practical and vocational arts to provide secondary education for those who were not to receive a college education and there was a real intent on the part of its founders and advocates to provide a uit- rzble sdb ject-m,a:tte-r for such bees and girls. During the l sett quarter of the uinoteenth century, increased ,end at- tention was paid to the clerical arts, to manual arts and to the some - what higher technical arts of industry. Provision for these arta was not i nivftrsa1 and where such studies were provided, instruction failed to fulfill its purpose. About the big of the twentieth century a nus: er of important factors began to receive attention and the recognition of their in» port:ince led to a reviser, aanceptian of the place of practical and vocational arts in the program of the secondary school. Prominent ate:, such factors were recognized as the folio zirtg: "Inglis, Alexander, IrAna4vlee of " econdar a Zducation. Boston: (Houghton Mifflin Company, 191 8) p. 572. 1. The relative ineffectiveness of the formalized educational. ree4y provided for the practical arts. 2. The changed character of the secondary school population. 3. The importance of retardation and elimination and the needs of the boys and g irls who leave school at an early age or stage. 4. The changes which have taken place in other social agencies which forihorly provided valuable fetes of practical and Nom a tionai. training. 5. The demands of modern occupational life. 2 Industry, in its broadest sense, mNy include practically all forms of economic activity. In its narrower sense it is restricted to those activities which involve the manipulation of raw material and their conversions into finished products through manufacture a nd mechanical processes. Industrial education, therefore, in correspond— ing narrower sense is that division of education whose primary par— pose is the development of industrial efficiency in manufacture and mechanical processes. It serves as a medium for enriching the offer. inns and bending the values of the regular school progeaa. 2 11au P. 593. 3 bid p. 594. Fales defines industrial arts as the broad study of the materials, organization, tools, processes, products, jobs, and human problems of ifdustryr. Wilber defines industrial arts as those phases of general edmca- tian which deal with industry. its organisati . materials, occurs.. tions, processes j and products.. and with the problomo resulting from the industrial and technological nature of 11oolot v; Frisco defines industrial arts as ono of the divisions of the *practical arts" Those ails is exploratory or occupational findings east pnasized. Statement of the problem. The problem of this study arises out of the need for a workable industrial arts program foiiiM;■ii:NiSh School and ommmuni of the College Station area, Sii t, i,�,cence of the proble . Industrial arts is an essential part of general education. It is conceived as an answer to the pro- blem of educating !rape and girls to live in a world which may be ac- curately characterized as industrial, and technological. 'Roy Fales, ustri4_A Ten g. pA- ' N. Y. ( viers 5 Gordon 0. Wilber, d�.str1, . 3. (Int tics ese, book ourse *:•.. i (The Manual Arta Press), p. � 1401.4 ' York h eive ity o the State of New s in General Education. Tenet: Istria! Education, Illinois: 3 4 The College Station cem minity ie One in whi ^-h there is a definite need for an answer to a problem of this nature. For an understanding, for a true picture, and for the real eignifieance of this proble , it is necessary to aoquaint one with the school and the eoenunity. The school plant consists of one seven room f rams building, one four toorn fr4m4 building, a gymnasium, a cafeter o ; a two room concrete blodkbuildtOWsi snack bar, and a home econeolOt cottage, One roam of the ccum block building is used for ec: exec and the other room, which is par0011y equipped, is used for industrial arts teaching. The enrellment in l958 was three hundred and sixty, and a steady increase is expected for the net five years. :Yth this enrollment and the present plant, only a very limited program can be offered. The Negro population is rather stable. Most of the Negroes are ha re-o nera incliding those in the rural sections. Employment is found on the A and M College campus for the adults and a large rmmber of the high school age youths. .ben during the war period, when people were seeking higher wages there was little moving about. The schools today are expected to make a greater contribution to the student and to society in general than ever before. 7 The contents of the three paragraphs were tAken from school records and an interview with the principal, Students must be`'developed in such a way that they can find their places in society. In the College Station area, boys and girls who leave school before the coip3.etion of the secondary school course and those after completion, for the most part, enter commercial, industrial and household pursuits. Throughout their lives the economic activities in which they engage will be found in these fields An industrial arts programs plays an important part in meeting certain personal needs of the bays and girls. Such a program provides try-out opportunities where some of the important occupational fields may be sampled, id lion of the Probleet. The study ; s a proposed plan for the teaching of industrial arts in the College Station area, It is true that there are programs in operAtiann in surrounding areas but this study will be aanfined to a program suitable for this particular area, for shop work for boys, including house construction, furniture Mang, ing, repairing and concrete, Need for Study As in the ease of all subjects whose primary aims and controlling purposes Laval" the development of vocational efficiency, the values of industrial *ubjecte in the program of the sdhoolsre to be determined by their direct and specific contribution to the feecnemisevocational atm of secondary education. It must be recognized, ea was stated, that a large proportion of boys and girls will later engage in industrial occupations and it must also be recogni that social agencies other than school, including the industries themselves, do not provide ads- quate training for those who participate in industrial activities. So, it is very imperative that there should be provisions for industrial education in the school. Method Used. The study made is a proposed one. The data collected for this study are not of a statistical nature. Questionnaires were not used. The facts were collected from boeke records, reports and a special interview. Technique Emplo ad As was stated, questionnaires were not used, therefore research methods were not used. In this study a true picture of the existing shop will be view and a proposed plan, that will provide study areas which are adaptable and suitable for the present common. ty and its need.: of its future generation will be presented, Rcisti g Shop or Industrial Arts Program 7 The pry of industrial arts in air school is determined by such factors as building, equipment, students, community needs and employment, With either of these factors absent or limited, the pro- gram will be limited. With a student on one end of a log and the teacher on the other end, one will, not be able to turn out students that will find employment in an industrial society. The program at Lincoln is limited because of the building and equipment. The fol.- lowing are the major machine tools found in the present shops band saw, joiner, table saw, drill, small lathe sander, electric welder, grinder and a concrete mixer. The hand tools include harmer, saws, squares, planes, levels, chisels, narking guage, and bits. The course offerings are advanced carpentry for the seniors, gen. eral !roadwork for the tenth and eleventh grades, and shop tools and use for the eighth and ninth grades. The present shop is a concrete block building with the dimensions of 16 feet by 30 feet. It is well lighted and ventilated and the :irr» tenor is of a light green color. It has one lavatory and a storage space of 5 feet by 11 feet, which i8 used for storing tools, lumber, paints, and other materials. There are three small work benches and one large one. These benches, the storage and the equip aen4 , all of which are essential, reduce vital floor space. Even with limited equipment and facilities, the students interests in the various areas of instruction have been gratifying. (For floor plan see appendix I) Proposed Program The evolution of plrsi.c 1 facilities for presort dam industrial arts has gone hand in hand with the philosophy and interpretation o f industrial arts as an integral part of the program of general education. From a time when a dark corner in the basement was considered good enough for the shop class, with a carpenter or janitor elevated to be. come than "instructor to the present, when often the most centralized section of the building is devoted to this work, with a professionally trained teacher,is a period full of progreaeive d evelop+eat. The problem of planning or reorganising a school shop is so often a a problem industrial arts teachers must feae. When such planning or reorganizing is necessary there are several important factors to be considered. One of these important factors is the size and shape rot the shop. According to Wilber, the important considerations affecting size are 1. The enrollment for the largest class which is anticipated. 2. The nature of the activities to be carried on in the shop. °del E. Ericson, esc� h eZr duatrial Art„ , II] inoiss (The h1anual Arts Press, 19 , p. 20. 9 Gordon 0. Wilber, o cit , p. 25. 8 9 The shop should be rectangular with a ratio of width to length between 2 24 and 1 :2. Authorities agree that a minims of 60 square feet of floor space per student shot be provided, and that 75 square feet per student would be considered fully adequate. The enrollment for the largest class anticipated is ten, therefore a floor space of 750 square feet will be an ideal floor plan for the proposed shop In developing a floor plan for any shop, it is very necessary to know what to of prom* is to be carried on. In this proposed tr ow gram the areas to be included are: 1. woodworking area, 2. electri. cal area and 3. a drawing area. Certain problems are related to these areas and certain facilities and equipment are necessary. In planning the instructional areas, a blackboard, seating facilities, demonstration bench, projection screen, and a planning center are the items needed. The blackboard should be so placed that reflected light from the blackboard be avoid. ed. For class and discussion periods, seats should be provided for the students. Benches may be used or folding chairs which will mdse it possible for this area to be used for other purposes. The demon- stration bench, which can be merely one of the regular benches, is one to be used by the students during work periods. Most new shops are now being developed with the planning center as an integral part of the shop organisation. It is felt that inasmuch 10 p. 254. as planning is such an important part of the ,..gram, the center where this work is donne should have a place of prominence Better results are always obtained from planning, so with a definite area set a side, properly equipped and organized for this work, students can be easily encouraged to plan. Equipment should be purchased for the use of the students, not for the pleasure and experimentation of the instructar. There should be a definite plan for placing the equipment and in so doing, the prime consideration to keep in mind when locating ement are; the operating space, light conditions, the routing of work, and room for later additions* In purchasing hand tools, only the highest quality should be con- stantly used by unskilled workers, In a °aurae of time cheap tools will not be eoon©mlaal, All equipment should be well adapted to the the tool is in its proper place the lettering will be part- ially or wholly covered. 2. Draw with paint on the panel an exact outline of the tools Ericson, Wee OA.. a p. 326. numerous uses. In small shops where there is only one shop in the school the tool panel is still connonly used, The panel should be so planned as to give an orderly appearance. Mays suggests the following very effect- ive scheme: 1. To letter on the panel the name of each tool so that when 12 t' is lath they _tool is: i t - .t a proper plume 3. Paint a member on the panel its a space which will be covered by the tool when it is in itb preper place; the same vuMber painted or itched on the too1. The size of the toolroom is determined* the size of the classes and the location involves both the matter of convenience and of die - cipline. The exhibit t case er a place for exhibits p ey a very important part in shop work, therefore an adequate suitable place should be pro vided. The exhibit will stimulate better effort on the part of, pract- ically all students, and such stimulation should be kept in the right ehannel tr a capable and interested instructor. 2xhibits also stimu- late the effort toward producing high grade vork and special training in arrangement, poster naking and lettering. The proposed shop should occupy a floor space of 750 square feet not including the planning, storage and toolroo. The building material should be concrete blocks or brick or a type of material that is fire. proof. The interior: of the shop should be well v erxtilated, well listed, and painted a soft green color. It should also be equipped with the necessary equipment for instruction in woodwork, concrete work, drawing and electrical. work. UArthur B. Maya and Carl K. Casbery, h rw ligp,i ietrellgnz (Milwaukee: The Brace Publishing Company, 50 )► p. 14. 33For proposed plan see appendix II. 13 Xn the selection of hand tools only the highest quality should be purchased, because they will be in constant use by undkilled workers. Eaeh work beech should be provided with the necessary tools. In selecting tools for a shop„ the f bllowing factors should be kept clearly in end: (1) the nature of the courses, (2) the maturity of the pupils, (3) the sine and location of the tool room, and (4) the amount of money available. In the purchasing order the ner of each kind of tool, and the size of each tool should be included. Table I is a suggested list of hand tools for the proposed shop. Table I Suggested List of Hand Tools for the Proposed Shop Quantity Dame and description of tool 2 Hammers, ball pad, 4 oz. 2 Hemmers, ball pain, 8 oz. 2 Hammers, ball. pein, 16 as. 2 Hammers, ball pein, 24 Oz. 2 Hammers, blacksmith, 3 lbs. 2 Hammers, cellulose tip, 16 os. 3 Hammers,, claw, 7 oz. 12 Hairs, fir, 13 oz. 3 Hers, claw, 16 os. 1 Heger, combination, tire 1 Homer, dam, 13 oz. 1 1 Hammer , bumping, 8 oz. , 1 Hammer, embossing, 8 o$. 1 Roamer, ' raising 2 HBMge!'b, riveting, 8 as. 2 mss, setting, 12 os. 2 mss, silversmiths 5 Hammers, task 6 Hammers, ripping, 16 oz. 1 None, cylinder 1 Indicator, high speed 1 Jack, hydraulic, garage, 2 ton 1 Jig, bending 5 Knives, putty 1 Knife, saddler's swivel 1 Ladle, melting 3 Leather tools, set 3 Levels, wood, 24" 5 Mallets, rubber 2 Mallets, rawhide 2 Mallets, composition 1 Miliametere, 9-100 ma 1 Millimeters, O.'200 ma 1 Micrometer, set, On to 4" comb table 2 (Cont'd) Suggested List of Hand tools for the Proposed $hops Quantit Name and description of tool 3 Nippers, end cutting, 8* 6 Nail sets, assorted sires 6 Nail pullers 5 Oilers, can, i pt. 1 Oiler, auto spring 3 Oil stones, coarse and fine 1 0il stone, slip 1 Oscillator, auto frequency 1 Oscilloscope, 7* tube 1 Pen, ruling 3 Planes, block, 6* 6 Planes, Jack, 14* 8 Planes, Smooth, 9" 3 Planes, jointer 4 Planes, rabbet 3 Pliers, combination, 6" 1 Pliers, brake spring 1 Pliers, diagonal, 6" 1 Pliers, electricians 2 Pliers, flat nose 2 Pliers, long nose 4 Pliers, side cutting, 6" 1 Pliers, vise grip, 6* 1 Pincers, carpenter's S" 1 Piston, pine hone universal 1 Pipe threader, 3/�8" to 1 1/2* 1 Pipe die, and head 1 /t" to 3/4" 1 Points, tr •:me1 1 Protractor 6 Punches, center 2 Punch, tallow, 3/8* to 1 1/2" (set) 1 Punch, leather lacing 1 punch, prick 1 Punch, round eye 1 Punch, drift pins (set) 1 Reamer, pipe, taper, 1/4" to 7/8" 1 Ring compressor 1 Ring a'oove cleaner 1 Rivet set, #0.8 1 Rule, circumference, 36" 6 Rules, 2' folding, steel I Rule, steel tape, 100' 15 Table I (Cont'd) Suggested List of Hand tools for the Proposed Shops Quantity Name and description of tool 12 Rules, steel tape, 1 1 Rale, Shrink 8 Saws, bWch 5 Saws, compass, 10" 8 Saws, coping 6 Saws, 'eroas out, 26 8 pt. 4 Saws, cross cut, 26 10 pt, 3 Saw, jewelers 7 Saws, rip, 26" 5i pt. 6 Saw sets 6 Saw clasps 1 Triangular scale, 12" 1 Sciss, 4" 5 ra hsb4.net 1 Serew date, 1/4" to 3/4" 3 Scraper, paint 6 Screwdriver, 3 ", 4" 3 Screwdriver, 6 1" 3 Screwdriver, 10 ", 12" 1 Screwdriver, `hiil.ips (set) 1 Sewaer, hand 1 Screwdriver, spiral ratchet 1 Shield, erasing 1 Sledge, blacksmith, 8 lbs. 1 Snips, aircraft, right 1 Snips, aircraft, left 1 Snips, combination 3" cut 3 Spokeshaves, 2" 1 Socket set, 1/4" drive 1 Socket set, 3/8" drive 1 Socket set, 1/2" drive 6 Squares, combination level S Squares, framing 24" 6 Squares, try, 8" 2 Squares, try and miter, 8 1 Stake, beakhorn 1 Stake, blowhorn 1 Stake, candle mold 1 Stake, coppersmith 1 Stake, double seaming 1 Stake, hatchet 1 Stake, hollow mandrel 1 Stake, needleca,se 16 Quantity Name and description of tool 1 Stake, plate 1 Stake, roundhead 1 Stake, square 1 Tap and die machine 1 Tap at d Die set, NO & NF 1 1 Triangle, draftsman / 45° iangl ° 1 T -► square 1 Tweezers 4 Tanga, blacksmith, 3/8" 4 Tongs, bolt, 1/4" to 3/8" 4 Tongs, flat, round, square (each) 4 Tongs, straight lip, 3/8 to 1/2 4 Torches, gasoline, 1 qt. 6 :'rowel, brick, 10.■ 1/2 2 Trowel, finishing, cement 1 Wood burning set 1 Wheel pulling get 1 drench, box, open end, 3/8 ", 1-14" 1 Wrench, open end 1/4" to 1 -1/8" 1 Wrench, double hex, 3/8" to 1" (16th.) 1 Wrench, tappet, 7/16" to 1/2r 1 Wrench, tap'p'et, 1/2" x 9/16" 1 Wrench, adjustable end, 4" 1 Wrench, adjustable end, 6" 1 Wrench, adjustable end, 8" 1 Wrench, adjustable end, 12" 2 Wrenches, monkey, 10" 1 Wrench, pipe, 14" 1 Wrench, pipe, 24" 1 Valve refaeer 1 Voltmeter, AC, 0- 5,0410, 0180, 0-250 1 Voltmeter, DC, 0-10, 0400 1 Volt- .ohm - e illiameter Table I (Cont'd) masted List of Hand tools for the Proposed Shope Table II Suggested List of Power E uipmaent and Machinery for Proposed Shops 1 Quantity Name and description of tool 12 Acetylene (complete outfit) 1 A- frame, rubber casters 1 Air compressor (one outfit for all Shops, compressed air to be piped to each area) 1 Ammeter, Ac, 0-10 amperes 1 Ammetiar, AC, 0-50 amperes 1 Ammeter, DC, 0-30 amperes 1 Anvil, 80 lbs. 1 Brake, box and pan, 24" 1 Brake, box and cornice, 48" 1 Bar, folder, 24" 1 Battery charger, 10 amp 1 Battery charger, 6 amp Drill press, electric, 14" 1 Drill, electric, portable, 1/2" 1 j 1 Dr31.l. vi.net electric, $ portable3, 1/4" Furnace, soldering, 2 burner 1 Forge, blacksmith 1 Former, slip roll, 30" 1 Grinder, flexible shaft 1 Grinder, 2 h. p., heavy duty 1 Grinder, 6" 1 Grinder, 10" 1 Grinder, hard seat, valve (set) 1 Hacksaw, power 1 Headset, radio 1 Hoist, chain, track type, 1 ton 1 Jackter r aulic, floor, 2 ton " 1 ti's igeZtk ag 12" 1 Machine, blueprint 18 Table U (Coat Id) Suggested List of Power Equipment and Machinery for Proposed Shbpss Quantity Name and description of tool 2 Miter boxes 2 Miter vises 1 Mortiser 1 Motor stand, universal 1 Oven, electric, with thermostat 2 Paint guns 1 Press, arbor, 2 ton 1 Sander, dusk or spindle, 12" 1 Sander, polisher, 7" disk 1 Sander, portable type, belt, 4 1/2" 1 Sander, oscillating type 1 Saw, bid, 14" 1 Aax, circular 10" bench 1 Saw, portable electric 8" 1 Saw, jig, 24" 1 Shaper 1 Shaper, router, portable 1 Spark plug cleaner and tester 1 Shears, bench, 14 ga. cap. 1 Shears, squaring, ie gas, 36" 1 Shears, beveriy, 10 ga. 1 Tank, print washing 1 Turning machine 1 Tank, quenching 6 'Welders, electric, AC type 6 Welders, electric, DC type 4 Vises, machinist, 4" Jaw 2 Vises, pipe, 1/2" to 2" 19 Table rI (Cant'd) Suggested List of Power Equipment and Machinery for Proposed Shops Quantity Nara and description of tool 12 " Vises, woodworking 1 Valve refacing machine 14 Amson W. Thompson, (n &ampl. for Rural Areas), "coordinated Industrial Arts and Vocational Agriculture;^ /ndustrij1 Arts and Vocational Jldueation„ March, 1955, School Shop Annual. p. 88. 20 Role of Personnel nThe teacher is the dominant influence in any educational program.a Because industrial arts has corns of age, the elevated janitor or carpea • ter is no longer plated in a position that should be filled with prom fessionalrly prepared and well qualified person, The successful indusw trial arts teacher :must have a college trained background in methods psychology and other teaching techniques order to do an effective job of teaching. Ericson lists three outstanding qualifications for successful teaching in industrial arts. They are: (1) ability to teachi (2) ability as a craftsman; and (3) scholastic and cultural background. The industrial arts teacher needs the same culture and refinement that is demanded of other teachers in the school system. He should also be able to speak and write correct english and have some appreciation of literature in general. He must be healthy, both physically and mentally it he is to with.» stand the rigors of teaching. It is important, too, that be have good habits of :neatness and grooms.. Teachers should be able to teach all four areas recommended. 14 riolli.s L. Caswell,, ed., The American High School, (New York: Harper and Brothers Publisher, 1916), p. 183. Smeary and Coiclusi en It is industry that has left home and walked itself up in places called planets, factories, where clothing, food, housing, the essentials of life that used to be made in and around the home for t hose who live in the home, are now turned out through mass production. -'he skills acquired in these factories cannot be learned in, the naturel way that comparable skills are learned on the farm or in the how. We mast educate our boys and girls teach them skills, personality and good citizenship. This is truly a mechanical age. Mutation for induct; ry is a major problem. As in the case of all sUbjects of study whosw primary aims and controlling purpoeea involve the development of vocational eficiency, the valves of industrial subjects in the progr= of the schools are to be determined by their direct and specific contributions to the economic-vocational aim of education. We must recognize that a la' ge proportion of bays and girls will later engage in industrial occupations, and that other social agencies, than the school, including the industries themselves, do not provide adequate training for those who participate in industrial activities. It is very impertive that industrti educa- tion should have a prominent place in the school. S 0 r 0 0 J It o 1 p 0 j ` 1 r 0 0 3 131 fa 1 0.1 s� J n 610 ay- 131101 331440 tZ 0 r U- h I 0 ; d o I I I I bb 0") I I 1 tI Deg D S t b 1» ruby u z1 7'/11HSIIYII Sb tsi 5 • L 1 4 Y `A zb11 `' a�M13>r11 r 1. 4 student work benches 2. Cntftoff 3. Jointer 4. Planer 5. Tilting Arbor saw 6. Sand saw 7, Shaper 8. DriI/ Press 9, Mortising machine 10, Jigsaw 11. Belt sander 12. Disk sander. 13. Wood lathe 14. Woodworking tool oabir et 15. Gluing table 16. Janitors sink 17. Drinking fountain recessed in wall. 18. Bulletin board 19. Blackboard 20. Washstand 21. Grinder 22. Electrical work bench 23. Sheetmstal bench 24. Sheetmetal ,dear 25. She etmetal break 26. Electric paned. 27. Drill. press 28. Metal lathes' 29. Arbor press 30. Metal working tool cabinet 31. Drill press (radial) 32. Anvils 33. Grinder 34. Welding booth 35. Metal cutting band saw 36. lilting machine 37. Power hack s 38. Shaper (metal) 39. Sliding door Chart Y . TOOLS AND S4vAr'rtm7. FOR TRR PROPOSED SHOP 24 0 : 1 AppINDIX II PRESENT PLAKI Th.117. R. Paniri Ltbl'ary FrzuiriJ IiLew University Frairla V Toxe SCI Tc)RAGE rD rn 2•••■••1•111100 25 1 Band am 1 jointer 1 Rip saw 1 — Mitre saw *. 1 Jig3aw 1 .• Wood lathe 1 — Drill press 1 - Shaper INNER EVIFNENT AND =MINIM IN 1114Mart SHOP 26 Bakannis,aat A., Bruce Publie Bouser, Frederick G. and Moss, Lois Coffey, & . a 7 Sehpplg Nor York: The Ma C al, 0011i3 L., Brothers Pub s ere', Ericson, Neanue1 L, Manual Arts /nglis, Alexander, Beath and Wilber, Gordon 0., Internati e American 1 The 1. New York: Harper and Illinois: The Pales, Roy G., s�: ustris4 Arks. Tout.bati a gprn b Nett' York: V vorsi ® St �1 ate or New York 1 ' 0. 74rm_. * • 4e8 9 Bducattsu Boston: D. C. t»� t • Mays, Arthur B•• and Caaberg, Carl H., Sh lst t Milwaukee: The Bruce Publishing A9 • Newkirt, Louis V., guamp.Ang I Teaching the Gen h. Illioi: Tae dual Arts Press Recorded interris,r with Mr. W. A. Tarrow, College Station, Tens, July 27, 1957. 27 :_ducatto, t pennarlvania