COURSE OF STUDY IN RELATED SCIENCE FOR BEGINNING MACHINE SHOP PRACTICE IN NATIONAL DEFENSE COURSES AND VOCATIONAL SCHOOLS

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Klein, Charles Thomas, 1907Course of study in related science for beginning machine shop practice in national defense courses and vocational schools... Nev; York, 1942. x,347 typewritten leaves, tables (part fold.) diagrs.,forras. 29cm. Final document (Ed.D.) - New York university, School of education, 1942. Bibliography; p.e273a-307.

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.E3 1942 .K5

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Xerox University Microfilms,

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Ann Arbor, Michigan 48106

T H IS D IS S E R T A T IO N HAS BEEN M IC R O F IL M E D E X A C T L Y AS R E C E IV E D .

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.. ....... Pinal DocamenC

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Accepted, Date-

COURSE OF STUDY IN RELATED SCIENCE FOR RESINNING MACHINE SHOP PRACTICE IN

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NATIONAL DEFENSE COURSES AND VOCATIONAL SCHOOLS

CHARLES T. KLEIN

Submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Education of Rev York University

1942

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APR 1^194?

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S o m e p a g e s m a y have i n d i s t i n c t print.

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F i l m e d as received.

Uni versity Microfilms, A Xerox Education Company

The author hereby desires to acknowledge the help given by the sponsoring committee, in preparing the original outline for this document, and in giving freely of their aid, suggestions, criticisms, and experience, all of which have greatly assisted in bring this document to a successful completion.

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The members of the sponsoring committee are:

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Dr. Roland H. Spaulding, Chairman Dr. R. Emerson Langfitt Dr. William P. Sears, Jr.

Sincere appreciation is expressed); .for the aid offered by trade and industrial instructors and science instructors, in regular

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high schools and trade and industrial schools.

Especially to Eugene Fink, Director of the Industrial Teacher Training Bureau of the New York State Education Department, is due deep appreciation and credit for his time and aid in checking this material for correctness of curriculum content, for providing the inspiration for the undertaking of the study, and for acting as chairman of the advisory committee.

Credit is also due to all other members of the New York State Education Department who have in many ways contributed in time, advice and materials, that have been useful in compiling this document. The advisory committee members, namely: Richard Thiele, science instructor William Rogers, science instructor Ewald Witzel, machine-shop instructor Thomas Olivo, machine-shop instructor are expressly thanked for their aid, criticisms and suggestions, all of which have been incorporated in this document.

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The author requests and invites further applications and criticisms as to the general use and content of this course of study, as it is his only intention to provide elementary usable information as a basis for further related science studies in machine-shop prac­ tice.

The author realizes more so than others that, as this is a

first effort in this field, great improvement can probably be attained

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at a later date by others carrying on this work, and he will feel gratified if this document can be used as a starting point for such

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future research studies.

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TABLE OF CONTENTS Chapter I

Topie Purpose of the Investigation

Page ............

II

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Statement of the P r o b l e m ......... Delimitation of the P r o b l e m .......... Definition of Science in Relation .......... to Machine-Shop Practice Basic Assumptions and Needs for This Research........................ Present Methods of Teaohing Science . . Vocational School Science P r a c t i c e s ........... General Academic and Small High Schools Having Machine-Shop Praotice............................ Evening Schools and Trade-Extension Courses • ........................ National Defense Classes .......... Summary of Present Practices .......... Significance of the Problem and Contemplated Results ................ Current Eoonomio and Educational Trends Affeoting Vocational Education and Machine-Shop Practice ................ Faotors Concerning Education............ Aims of Education.................... Relationship of General Education and Vocational Education............ Background of Trade and Vocational B d u o a t i o n .......................... Development of Trade and Vocational Eduoation.............................. Types of Vocational Programs............ Vocational Programs ................ National Defense Courses • .......... Defense Occupations Supplementary C o u r s e s ............ Pre-employment Refresher Courses . Aviation Machine Schools.......... Rural Touth Defense Courses • • • N. Y. A. Defense Courses . . . . . iii

1 1 2 5 6 9 10 12 15 17 20 23

27 27 28 32 42 43 50 50 52 53 54 54 55 55 57

Chapter II

III

Page Conclusion Present-Day Trends .............. Suggested Objectives of Vocational Education in the S c h o o l s ........................ Maohine-Shop Practice in Relation to Vocational P r o g r a m ..........

64

Background of the P r o b l e m ..............

72

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Basic Considerations................ Curriculum Construction Steps in Industrial Eduoation .............. Curriculum Construction Steps in Machine-Shop Practice.............. Advisory Machine-Shop Committees (Step I ) .................. Trade Analysis of Elementary Machine-Shop Practice (Step II) . » » » • • • » • Organization of Materials into Groups of Teaching Units (Step III) . « . . « . « « . Selection of Content (Step IV) and Arrangement into Sequence and Degree of Difficulty (Step V ) .................. Fundamental Process Series . . . Trade Theory S e r i e s .......... Organization of Materials in Teaching Units and Textbook Fora (Step VI) Fundamental Process Sheet • . • Trade Theory S h e e t ............ Job Sheet S e r i e s .......... S u n m a r y ............................

IV

58 59 62

72 75 76 77 81 87

88 90 101 113 122 129 136

Integration of Related Courses vith Basic Maohine-Shop C o u r s e ..........

137

Related Shop Mathematics . ........ The Basic Principle Sheet . . . . . The Assignment Sheet . . . . . . . Illustration . ................

139 141 141 141

iv

Chapter

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Determining Main Divisions of Related Soienoe Course of Study

. .

152 152 153 153 153 153 159 159

•

163

Determining Sources of Science Divisions........................ 163 Souroes of Soienee Principles . . . . 166 Elementary Praotioal Mechanics . • 166 166 Physios ................ • • • • • M e t a l l u r g y ........... 167 General Science .................. 168 Chemistry ...................... 168 Miscellaneous .................... 169 Determining Main Scienoe Divisions . . 169 Determining Initial Main Soienoe Division hist . . . . . . . . . . 170 Initial Main Soienee Division L i s t .......................... 173 Elementary Praotical Mechanics . 173 P h y s i o s .................... 173 Metallurgy . ................ 174 General Soienoe .............. 175 C h e m i s t r y .................. 175 Miscellaneous ................ 175 Determining Second Stage Main Soienee Division List . . . 175 Seoond Stage Main Science Division List ................ 182 Determining Third Stage Main Science Division List . . . . 184 Third Stage Main Science Division L i s t ......................... 189 Main Divisions of Related Science Course of Study .................. 191 Main Soienee Division List . . . . 192

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Related Blueprint Reading .......... Trade Theory S h e e t s . Joh Sheets Assignment Sheets ................ Sketching . « . « . • • « . . « « « Illustration .................... Related Shop So i e n e e ................ Scienoe and Maohine-Shop Advisory Committee .................

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IV

Page

v

Chapter VI

Page Master Coarse of Study in Soienee Related to Elementary MachineShop Praotioe ..................

Delimitation Procedures Leading to Final Elementary Related Science Course of S t u d y ....................

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VII

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Rearrangements of Main Science Division L i s t ................ 196 Main Soienoe Division List . . . . ........ Master Course of Study Method of Topic Expansion.. 199 Illustration of Topic Expansion • .

197 198 201

226

General Introduction ................ Fundamental Process Manuals . . . . Fundamental Process Jobs List . . . Delimitation Procedures . ........ Matter and Energy ............ Illustration of Delimitation P r o c e d u r e ..................... Compiling the Beginners Course in Machine-Shop S c i e n o e ........ Final Elementary Related Science Course of S t u d y ................ Advanced Related Science Course of Study ........

236

Conclusions and Recommendations........

266

C o n c l u s i o n s ........................ Recommendations . . . . . .......... Suggested Researoh P r o b l e m s ........

266 269 271

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VIII

196

Bibliography...........

226 227 230 234 235

243 247 258

273

C h e m i s t r y .......................... Currioulum C o n s t r u c t i o n ............ Labor and Industry.................. Machine-Shop Praotioe . . . . . . • • M e c h a n i c s ............ Metallurgy..........................

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273 274 281 286 290 293

Page Bibliography (continued)

Appendix C:

308

Suggested Unit Course in Machine-Shop Practice for Beginners (Outline of Course of Study vith Unit Objectives) . . .

309

The Organization of Unit Courses in Machine-Shop Practice and Related Subjects for the Vocational-Industrial Currloulum . •

335

Related Scienoe - Elementary Machine-Shop Analysis ............

347

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Appendix D:

Sample of Portion of Machine-Shop A n a l y s i s ............

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Appendix B:

296 298 299 302 304

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Appendix A:

P h y s i c s ................. Related Scienoe .................... Research . . . . . .................. Similar Science Publications . . . . . Strength of Materials . . . . . . . .

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LIST OF TABLES

Page

Table

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The Classification of Trade Knowledge.................... . . .

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II

The Occupational Patterns of New York State as Measured by the Percentage of Persons Engaged In Principal Industries, 1930 . . . .

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viii

44 85

LIST OF FIGURES

FIGURE

The Relation of the Number Employed as Machinists to the Total Number of Employed in Industry........................... .

69

Relation of Humber of Machinists to Number of Those Employed in Comparable Crafts ..................

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III

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II

Distribution of Males Employed in the United States Aooording to Ocoupation . ......................

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Page

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CHARTS AND ILLUSTRATIONS Page Sample of Fundamental Process Sheet How To Use Layout T o o l s ..................... 116-121 Sample of Trade Theory Sheet Description of Layout Tools . . . . . . . . .

123-128

Sample of Joh Sheet T-Bolts Joh Sheet ..........................

130-132

Joh Sheet Series Suggested Joh Series

134-135

. . . . . . .

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Chart of Organization of Curriculum for Vocational Industrial Machine-Shop Practice .........................

140

Sample of Basic Prinoiple Sheet (Mathematics) Degree of Accuracy ..........

143-145

Sample of Assignment Sheet (Mathematios) Degree of Acouraoy . . . . . .

146-151

Sample of Trade Theory Sheet (B.P. Reading) Three View Drawings.........

155

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Sample of Joh Sheet (B.P. Reading) Counter Clamp B a r ...........

Sample of Assignment Sheet (B.P. Reading) Counter Clamp Bar

155-a ..........

156-157

Sample of Sketching Sheet (B.P. Reading) Slide Guide ..................

158

Duplicate Card of Force I t e m s ..................

178

Duplicate Card of Trusses and OtherStruotures . Duplicate Cards of Simple Machines • Sample of Drill Press Joh How to Mount and Hold Vork on the Drill P r e s s ...........

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........

186 203-206

238-240

CHAPHSR I PURPOSE OF THE INVESTIGATION

Statement of the Problem

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The problem Is to develop In this doeument a course of study in Science Related to Beginning Machine-Shop

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Practice and correlate the instructional units of this doeument with basic elemental instructional units that have already been prepared in beginning machine-shop practice.

The sueoess of any educational program is made possible as effeotive instructional material becomes The contents of this course of study in

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available.

scienoe related to machine-shop practioe will be the basis for a written text.

This text will be prepared

by the Curriculum Laboratory now operating in Rochester, New York, under the supervision of Eugene Fink, Supervisor, Bureau of Industrial Eduoation, in charge of Industrial Teacher Training, of the New York State Eduoation Department.

The course of study will be used immediately

in the teaching of National Defense Courses in machineshop praotice and will be used at a later date in the teaching of related maohine-shop science in vocational schools.

The students uslng^thls material will be those

primarily Interested in preparing for industrial employment.

It represents the stressing of science

applications in relation to actual jobs in the shop.

Delimitation of the Problem It is desirable and necessary in any type of

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instruction in shop work to recognize and use the laws, faots and principles of soienoe which apply to that

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particular type of shop work, such as machine-shop, printing and beauty culture.

It is not necessary that

laws, faots and principles of sclenee that are not essential to a thorough knowledge of that particular type of shop practice be included in the course when they do not contribute direotly to the worthwhileness

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of the teaching content; or have no actual adaptability to some actual machine-shop job or operation; or do not contribute to the knowledge of such a job.

The motivating

influence in the type of student taking machine-shop training with a vocational objective, is to secure employment in his field of interest and, as a result, he is not interested in learning a mass of abstract material that may have no bearing on his subject.

Francis T.

Spaulding states: The seriousness of purpose of most of these boys and girls can hardly be doubted, whatever their attitude toward the details of their sohool work. It is therefore a circumstance to be reckoned with that the

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vocational motive is not merely the chief motive for sohool attendance in the minds of large numbers of these young people; it is for many of them the only motive vhioh seems to them adequately to justify their continued schooling.1 In order to secure and to hold the student’s interest and to make the most effective use of instructional material and time, unrelated material, not needed in this type of instruction, must be eliminated from this course of For example, a good machinist needs a oertain

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study.

amount ef knowledge concerning the properties of the metals

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he is working with; but he does not need an extensive knowledge of metallurgy in order to do his particular job.2 This holds true particularly on the elementary level.

At

a more advanoed stage in maohine-shop practice the advanced type of metallurgy will be particularly useful. be taught at that time.

It should

One of the major problems In a

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study of this sort is to delimit the extraneous material and yet be sure to include all necessary basio material pertinent to a complete knowledge of a particular field. In this study the aspects of soienoe considered are those basic principles of scienoe that apply to machine-shop praotioe at the first year, or beginning, level.

l2.

Francis jL Spaulding7~¥ish School and Life,New Tork, MoGraw Hill, 1938; p. 37. National Touth Administration, Occupational Information, Research Report on Machinists Occupation; 1939, No. 2. Chioago, 111., N. Y. A. Printing Bureau; p. 7.

In

other word s, the soienoe to be taught should be dlreetlj applicable to elementary shop praotioe*

The usual shop

period in machine shop is well taken up by the regular maohine-shop operations, so that it is necessary that the most effioient use possible be made of any time available for teaohing soienoe*

It is very neoessary that the

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minimum essentials of soienoe and their applications to praotioal machine operations be covered, so that the student

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ean develop a good basic foundation which can be expanded for future growth at a later date*

For eaoh division of

soienoe developed a basic principle will be stated.

This

will be developed and for eaoh application examples will be given showing and explaining the practical application*

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At a later date in the developed text each basic principle unit will be followed by an assignment unit actually using the prinoiple developed*

The science compiled in this document fits the following elementary machine-shop course*

The method by

which this elementary maohine-shop course was developed is explained in the third chapter* The unit manuals listed below have been prepared at the Course Construction Laboratory looated at Junior Vocational School, Rochester, New York, under the sponsorship of the Bureau of Industrial and Teohnloal Education, The State Education Department, Albany, New York.

Suggested Unit Course in Measurement for Beginners in Machine-Shop Practice.

2.

Suggested Unit Course in Blue Print Reading for Beginners in Machine-Shop Practice.

3.

Suggested Unit Conrse in Bench York for Beginners in Machine-Shop Practice.

4.

Suggested Unit Course in Drill Press York for Beginners in Machine-Shop Practice.

5.

Suggested Unit Course in Lathe York for Beginners in Machine-Shop Practice.

6.

Suggested Unit Course in Milling Machine and Shaper York for Beginners in MachineShop Praotioe.

7.

Suggested Unit Course in Heat Treatment for Beginners in Machine Shop Practice.

8.

Job Sheet Series (Suggested Series of Projects)•

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9.

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1.

Suggested Unit Course in Mathematics for Beginners in Machine-Shop Praotioe. Teachers* Manual containing teaching aids and suggestions to the Instructor in the use of the above monographs.

These units form part of a definite long-term plan of developing a practical comprehensive syllabus of instructional materials for all phases of maohine-shop practice from the beginning level to the advanoed phases of such instruction.

Definition of Scienoe in Relation to Machine-Shop Practice Soienee in its relation to machine-shop practice covers a vide range of subjeets and scientific truths. every-day life the various fields of chemical soienoe,

In

physical soienee, and mathematical science are present. Generally speaking, any element of soienee will fall into one of these three classifications.

However, when Soienee

Related to Machine-Shop Practice is discussed this means all of these, as each in some way contributed to the work done in the machine-industries field.

For the purpose of

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this document science may be defined as any phase or development of the application of scientific principles

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to any phase of elementary machine-shop practice.

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Basie Assumptions and Needs for This Research The question arises immediately as to the need for soienoe in relation to maohine-shop practice.

The

need of science is vital to a student of maohine-shop practice*

The simplest operation in the shop makes use

of scientific principles.

It is very important for the

student to understand their applications in order to do his job efficiently.

The University of the State of New

York presents a summary of the Regents Inquiry Final Report, in vhich the following facts are presented: The spectacular advance of knowledge in the past two generations was found, curiously, to be a hindrance to education as now carried on in New York. The important discoveries in many soienoes, many of them entailing reversals of apparently established knowledge, have not been made part of current teaching, these investiga­ tors revealed. This appears to be due, partly, to the inertia inherent in any program and partly to the way of science itself of separating off particles of knowledge from

the whole stream. This division into specialties has been found useful for experts but it is a fragmentary method for teaching. At a later date it may be necessary for the worker to apply this principle to some other prooedure more important than the first application and dependent on it. The changing of all materials from one form to

laws of nature.

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another is always governed by certain immutable and unvarying The behavior of any material during that

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changing process is largely determined by the specific pr6perties of that material and the conditions and operations imposed on it while the changing takes place. The action of heat, gravity, ohemical changes, the lever, the pulley, the wedge, is

always the same for any one

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situation or combinations of several.

The machinist cannot

control these fundamental reactions, but through a knowledge of them he can adapt their actions to his needs.

The

better he understands these fundamental reactions, the more efficient he becomes in turning these reactions to satisfy his own needs and he thus becomes a better trained and more skilled operator or tradesman. in relation to any trade.

1.

This holds true

The machinist must know that

The Resents Inquiry. Inquiry Presents Final Report, Albany, New York. The University of the State of New York Press, Bulletin to the Schools, Volume 25, December, 1938; p. 58.

oast iron will not harden and that various types of steel will harden in different ways and at different temperatures, so that a knowledge of the types of steel is neoessary in order to select the type to fit a certain use.

He needs to

know that steel can he hardened in oertain ways and that the degree of hardness depends upon the structure of the

tempering.

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steel, its best treatment, and methods of quenching and For example, tool steel will crack if over­ His seleotlon of materials will

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heated and then quenched.

depend on the use he desires to make of it, and this selection is governed by his knowledge of the working properties of the material and what will happen to it under oertain working conditions, necessary when machining or shaping operations are performed on the metal.

The

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workman must know how to recognize the various working materials readily and thus use them for the job desired. Luther Gulick, in his summary of the fact findings of The Regents Inquiry, holds the same point of view, as evidenced by his statement: To make his way, as a practical matter, under this American system, what a boy needs vocationally is not so much **a trade” when he leaves sohool at the age of sixteen, seventeen, or eighteen, as sound general knowledge undergirding a family of occupations, an understanding of the scientific facts and the economios lying baok of these trades, the ability and the character to work effectively with others, and an appreciation of the way changes come and the way the individual may best adjust himself to them. To cap this, at the very end, just before he has a real chance of getting a job, he needs

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an immediately, marketable skill. When a boy, so trained, gets a job he will aoquire the necessary particular knowledge and dexterity on the job as a “learner”. In some fields he may be expected to come back to school for special courses, organized in cooperation with labor and industry. Under such a plan, no time will be wasted on elaborate skills to be forgotten before a job is available, and much faster learning will result since the boy will know better what he wants and for what purpose he wants it. And there will be given each youth what is now almost entirely lacking: a good general knowledge of the practical scientific and economic facts underlying his whole field of work.1

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After years of experience, we find that the average hlgh-sehool student who graduates, or these who do not

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graduate but have had courses in general science, chemistry, or physios, may know some of the principles of science; but they know these in an intangible way and are unable to make them applicable to maohine-shop practice.

In view of these

faots, the teaching of the application of related science principles to machine-shop practice as a separate course can be justified.

Present Methods of Teaching Science In order to clarify the need of related science in relation to maohine-shop practice, it would be well to review the methods by which scienoe is usually taught

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Luther Halsey Gnlick. Education for American Life; Hew-York, HcGraw Hill, 1939; p. 22.

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in our present school setup.

To begin with, machine-

shop practice is offered in the following general situations: Vocational schools

2.

General academic sohools and small high schools having machine-shop courses

3.

Evening schools and trade extension maohine-shop classes

4.

National Defense maohine-shop classes

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1.

The question then arises, “Where does the student of

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machine-shop praotice get the neoessary related scienoe he should know in order to be a good and efficient The reader can ask himself that question

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machinist?”

in relation to each of the groups above*

The answer to

the question in each of the instances is explained in the section devoted to eaoh type of situation in the following: 1.

Vocational School Science Practices

The practice in teaching science in the vocational schools is usually to teach science related to machineshop practice as a separate unit.

The related science

relative to other shops is handled in the same way.

For

example, a boy taking machine-shop practice would spend three hours each day in the machine shop.

He takes two

or three science units per week of forty-five minutes each.

The general practice in suoh a setup is for the

scienoe instructor to make up his own science syllabus