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EDUCATIONAL BULLETIN ’

 

 

 

 

INDUSTRIAL ARTS
for

KENTUCKY HIGH SCHOOLS

 

Published ‘buy ,.
DEPARTM ENT D F EDUCATION

WENDELL P. BUTLER
Superintendent of Public Instruction

w
Km

—
ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
fiankfort, Kentucky, under the Act of August 24, 1912.

'Vol. XXI JUNE, I953 No. 4

 

 

  

    
   
   
   
   
   
     

FOREWORD

The State of Kentucky is becoming increasingly industrialized.
q , i The development of its industrial resources and the training of its
citizens in the understanding of materials, processes and products

of industry may no longer be ignored.

Kentucky schools are beginning to recognize the need for all

‘\ students to have an opportunity to study the materials, processes,
and products of industry as organized in industrial arts courses and

to acquire work habits and social attitudes that can be effectively

 

developed in these courses.

This bulletin is designed to present approved practices in in— -
dustrial arts teaching and to promote a more unified and coordinated
» curriculum in this important field of instruction.

 

' \VENDELL P. BUTLER
Superintendent of Public Instruction

 

 

 

 

 

 

 

  

 

 

 

 

 

CONTENTS
Chapter I Introduction ............................... 247
Chapter II General Industrial Arts Objectives ........... 251
Chapter III Organization and Administration ............. 255
Chapter IV Planning and Equipping the Industrial
Arts Shop ............................... 264
Chapter V The Selection, Preparation and Presentation
of Subject Matter ........................ 277
Chapter VI Mechanical Drawing ........................ 293
Chapter VII “Toodworking .............................. 307
Chapter VIII Metalworking .............................. 314
A. Machine Shop ..................................... 314
B. Sheet Metal ....................................... 322
C. Foundry .......................................... 326
D. Forging and Heat-'I‘reating ......................... 328
E. Welding .......................................... 331
Chapter IX Electrical \Vork ............................ 334
Chapter X Automotive Shop ........................... 340
Chapter XI Printing ................................... 349
Chapter XII Comprehensive General Shop ................ 359
Chapter XIII Farm Shop ................................ 372
Appendix:
A. A List of Selected Professional Books for
Industrial Arts Teachers ......................... 385
B. A Selected Bibliography in Representative
Industrial Arts Fields ........................... 386

 386

CHAPTER I
INTRODUCTION

Industrial arts is frequently referred to as a new school subject,
yet it is as old as education itself. The form has changed markedly
from time to time and in recent years the educational value has re—
ceived much greater emphasis. Early history tells us of the place of
hand work in the educational program of the monastery. The graphic
arts, stone cutting, carving and forging were common mechanical
activities among the monks. The other and somewhat later form of
technical training was through apprenticeship in the crafts. The
chief educational agency for the middle class youth up to the nine-
teenth century was the apprenticeship system and only about the
time of the lndustrial Revolution did the public school seriously
enter the field of technical training.

The earliest record of a publication dealing with handwork was
by Joseph Moxon, January 1, 1677. This treatise dealt with the
various forms of smithing, joinery, carpentry and turning. In 1697
John Locke became the chief exponent of the idea that education
should fit a boy for practical life. Jean Jacques Rousseau advocated
“learning by doing” and recognized hand training as a means of
mental training. \Vhile many other educational leaders of the six-
teenth and seventeenth centuries experimented with teaching hand
work in one form or another with objectives ranging from trade or
Vocational training to a means of recreation, certainly John Henry
Pestalozzi was the outstanding leader of all in teaching the practical
arts as a part of every child’s educational career. His thoughts as
to the manipulative subjects are. well presented in the following quo-
tation: “And I am more than ever convinced that as soon as we have
educational establishments combined with workshops, and conducted
on a truly psychological basis, a generation will necessarily be
formed which, on the one hand, will show us by experience that
our present studies do not require one-tenth part of the time or trou-
ble we now give to them.”1

In our own public schools the influence of Calvin M. Wood-
ward’s efforts toward the establishment of a manual training pro—

'\
EEOEIeSIéSDeGimps. Pesstalozzi—His Life and Work, 1) 169 New York: D. Appleton and

247

 

 

 

 

 

  

gram at St. Louis, and Dr. John D. Runkle’s efforts in Boston about
1877 were important factors. In 1879 the Manual Training High
School movement started and in many cities throughout the nation
a new type of educational program sprang up with practical arts as
the core. By 1905 there were schools of this type operating in Chi-
cago, Omaha, Louisville, Cincinnati, St. Paul and many other cities.
This program soon expanded to the elementary and with the in-
auguration of the junior high school, developed to a much greater
degree. \Ve find a very definite trend in the direction of an explora-
tory program on the junior high school level and a more specialized
program in the senior high school. Work in the field of industrial .
arts on the secondary school level will contribute greatly to the
pupil’s preparation for college entrance, and particularly in many
technical vocational fields.

 

 

 

Society as we know it today is fundamentally industrial. There-
fore, we should make provisions for a wider and more varied pro-
gram of industrial education for both boys and girls. The industrial
shops should now be opened to girls as well as boys. Girls and women
have demonstrated their ability in industry by showing their ca-
pacities for meticulous accuracy in fields that require highly skilled
performance and their qualities of endurance and quick adaptability.
Trade schools may offer courses to girls in drafting, sheet metal,
machine shop, automotive mechanics, aeronautics, printing and
woodwork.

More thought should be given to the preparation of vocational
rehabilitation courses for men who are in need of retraining as a
result of their war experiences. These courses could be planned for
employees in those fields of the light industries which do not require
a great amount of physical strength and stamina. Thousands of these
wounded men, whose normal strength and endurance have been
destroyed by the ravages of war, need a type of training during the
post—war period to rehabilitate them and enable them to become
self—sustaining. An enlarged and specific industrial education pro—
gram through the public schools could be the solution of this impor-
tant problem.

I
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Technical training is of great value to all young people whether
their normal life work is in an industrial pursuit or not. There are
few classroom activities which have a greater appeal to the average
child or a more far-reaching effect on his adult experiences than
does his shop training.

 

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DEFINITION OF INDUSTRIAL ARTS

Teachers are urged to keep clearly in mind the fundamental
difference between industrial arts and vocational education. Al-
though both of these phases of education deal with the broad general
field of industry, the aims and methods of instruction are distinctly
different. It is a serious error for one to assert that industrial arts
serves the same function as vocational education. It does not and was
never intended to do so. One may as truly claim that the study of
hygiene, or general science prepares a pupil for the practice of
medicine as to claim that the study of industrial arts prepares him
for industry. A clear definition of the two phases of industrial edu-
cation is found in the following quotation:

“Industrial arts is a phase of general education designed to de—
velop certain habits, attitudes and abilities desirable for all citizens
of an industrial civilization regardless of their vocations. lt should
not be confused with vocational education, which is designed to train
prospective and employed workers for proficiency in vocations.

Industrial arts is concerned with providing experiences for
pupils which will aid them in understanding the industrial factors
in their environment, in developing interest in modern industry, in
finding desirable means of expressing their natural urge for con—
structive activity and in developing good habits of attacking prob—
lems. Vocational education 011 the other hand, is concerned with
specific training of youth and adults who have definitely chosen an
occupation as their means of livelihood.”3

I11 the preparation of the program presented in this bulletin,
the committee has endeavored to observe this differentiation be-
tween the two major areas of industrial education, industrial arts
and vocational—industrial education.

The purpose of this bulletin is to assist the industrial arts teach-
ers in Kentucky to plan their program with the assurance that they
are conforming to a more or less standardized practice and thus
encourage the standardization of the specific operation and infor-
mation units in the various industrial art activities. It is presented
with the aim of assisting teachers of industrial. arts and thus helping
to bring improvement of instruction in the schools of Kentucky.

\

fflgi‘imffilw' S. Encyclopedia of Educational Research, p 602 The Macmillan Co., New

249

 

 

 

  

 

 

 

 

2‘31“”:

 

The material contained in this bulletin should be helpful in
measuring the quantity and quality of any of the activities for which
standards have been set up. It is hoped that in the future, standards
of attainment may be included for a number of other activities.

This material is not meant to supplant the usual course of study
or shop curriculum but is solely for the purpose of enabling each of
us who is interested in doing a more effective job of teaching young
boys and girls technical procedures, to do a more adequate and ef—
fective piece of work with the knowledge that we are conforming to
a standard in greater or lesser degree.

230

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CHAPTER II
GENERAL INDUSTRIAL ARTS OBJECTIVES

. To develop in each pupil an appreciation of good workmanship

and good design which will enable him to enjoy a finer culture
as regards materials in an involved technological society.

. To develop in each pupil elementary skills in the use of the more

common tools and machines in modifying and handling materials,
and an understanding of some of the more common construction
problems.

. To develop in each pupil an active interest in industrial life and

in the methods of production and distribution.

. To develop in each pupil the following habits:

A. The habit of an orderly scientific procedure in the perform-
ance of any task.

B. The habit of careful, thoughtful work without loitering or
wasting time.

C. The habit of self-discipline which requires one to do a thing
when it should be done, whether it is a pleasant task or not.

l). Habits of safety and health.

. To develop in each pupil the ability to select wisely, care for, and

use properly the things he buys 01‘ uses.

. To toughen the fibre of each pupil through the necessity of com—

pleting difficult tasks, thus developing desirable social attitudes
and a civic-mindedness.

To discover aptitudes and develop interests that have significance
in life work.

To develop an attitude of pride in his ability to do useful tasks.

Industrial Arts in Relation to the Eight Objectives of
Secondary Education (formerly called the Seven
Cardinal Principles of Secondary Education)

HEALTH. “The first statement, taken from the original seven

and adapted to this field, would indicate that through industrial
arts the pupil should: (1) become better acquainted with the health
needs; (2) acquire better health habits; (3) be more intelligent about
cleanliness and sanitation around the home; (4) learn how to con-

 

 

 

 

 

 

  

 

serve and gain strength ‘and muscular control through manual ac-
tivities; (5) become familiar with occupational dangers and health
hazards; (6) learn occupational safety precautions; and (7) take
account of personal health possibilities in the selection and purSuit
of a vocation.

FUNDAMENTAL PROCESSES. “The second cardinal prin-
ciple has to do with acquiring familiarity with the processes which
have come to be recognized as fundamental in the school system.
While education and training in these processes is carried on to a
considerable degree by means of other school subjects, still there
is strong evidence that industrial arts is also a contributing factor,
in that it offers: (1) innumerable situations for the application of
these processes; (2) opportunities for more firmly fixing them by
means of tangible relationships, particularly in arithmetical com—
putations; (3) a necessary stimulus to many pupils not otherwise
attracted to abstract fundamentals; and (4) an insight into the
fundamentals in actual life outside the school. In this connection,
then, industrial arts is thought of as presenting a sort of laboratory
in the school where many of the fundamentals may be tried out with
much the same application, as will be required in later life.

WORTHY AND ECONOMIC HOME MEMBERSHIP. “The
statement of this third principle is simply a reminder of an essential
feature of education that has always been recognized, and toward
which every subject of school work has aimed to contribute, eithel‘
directly or imlirectly. lndustrial arts has always had its share in
such a contribution, and the general statement still strongly sup-
ports the belief that such work should materially assist the pupi1
to (1) recognize quality, appropriateness, and value in industrial
products of use in or about the home; (2) properly care, for indus-
trial products within one’s possession in order to retain the fullest
measure of serviceability, particularly (a) caring for food products
economically, (b) caring for and repairing clothing, and (c) keeping
in repair the common features of the modern home; (3) appreciate
the skill and labor required to establish and maintain a home; and
(4) develop ability and resourcefulness which will function in W
accomplishment of each. It is perhaps a simpler matter to compl't‘
hend the function of industrial arts in these connections than in
some of the others.

VOCATION. “The mention of vocational values in connectiOll
with intermediate industrial arts always opens the way for some 0110

252

    

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to jump to the conclusion that it is vocational training. Such is not
the case, however, for it appears that vocational values have been
included in the seven principles underlying all secondary education.
According to the theory contained therein, industrial arts should
result in: (1) appreciation of the significance of vocations to the
community; (2) some conception of desirable relationships between
vocational groups; (3) the discovery of one ’s interests and
capabilities by means of experiences in typical manipulative activi—
ties; (4) subsequent vocational selection as a result of which will
best enable him to (a) secure a livelihood for himself and those de—
pendent on him, (b) serve society through his vocation, (c) main-
tain right relationships toward his fellow workers, and (d) as far as
possible find in that vocation his own best development”; and (5)
the acquisition of skills and abilities practically and technically cor—
rect, which may serve as a foundation for later vocational training.
This is a rather long-drawn—out and formidable list of vocational

values, but it should be noted it does not suggest vocational training
itself.

CIVIC AND SOCIAL EDUCATION. “In the accomplishment
of civic and social objectives industrial arts can probably make as

much of a. general claim as any of the other subjects of the curricu-
lum, but not as specific claims as the subjects which are in the school

- solely for that purpose. Toward that end the principles set up would

support the assumption that industrial arts should help to: (1) de-
velop loyalty to ideals of civic righteousness as a fundamental ele-
ment in all work; (2) establish habits of cordial cooperation in so-
cial undertakings, by means of group and community undertakings
which involve individual contribution to the ‘general good; (3)
realize right relationships between various vocational groups and
other groups of society.

LEISURE AND RECREATION. “The sixth principle upon
which are based the fundamental objectives for secondary education
has to do with another phase of life with which school work is likely
to have an indefinite relationship unless specifically provided for.
There is perhaps a stronger possibility for a definite tie-up with in—
dustrial arts than with many other subjects. The original statement
of the principle included (1) ‘Foster in each individual one or more
special vocational interests’.

“Industrial arts offers opportunity for such fostering in: (a)
manipulative activities, (b) experiment, (c) special readings, (d)

253

 

 

  

 

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observation, and (e) enjoyment of the products and performances
of others. In addition, toward the further realization of this prin-
ciple as an objective, industrial arts may: (2) develop a love for that
which is beautiful; and (3) promote a desire for that which is
artistic, appropriate and harmonious in one’s surroundings. There
is a broad and varied field here, the opportunities of which are
sometimes disregarded by the teacher whose attention is too closely
confined to technical or routine details.

ETHICAL CHARACTER. “The final principle mentioned as
a desirable feature of all education has to do with the development
of ethical character. lt is probably true that all teachers will admit
this is a fundamental objective to be desired in the lives of the pupils
as a result of their work. Part of the original statement of this prin—
ciple suggested the development of valuable personal traits. More
specifically, industrial arts may contribute toward the development
of character in such traits as: (1) habits of industry; (2) respon-
sibility for a task; and (3) ethical integrity of the worker as shown
in the finished product. This principle of education, in connection
with any of the subjects of school work furnishes excellent begin-
nings for varied flights of thought and expression, but causes some
difficulty when it comes to specific application of proof.”1

WORLD MINDEDNESS. “This eighth objective has been
added to the seven original principles. \Vith the expansion of in—
dustries and the development and perfection of methods of trans-
portation and communication, this eighth objective has increased
in importance until it can no longer be overlooked. Industrial arts
has and is doing its share in the contribution to world mindedness
through: (1) the use of materials and resources of foreign nations;
(2) the recognition of skills and craftsmanship of other countries;
and (3) the standardization of operations, drawings, and specifica-
tions.

1 Dea M. Schweickard—Industrial Arts in Education

     
  

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CHAPTER III
ORGANIZATION AND ADMINISTRATION

IMPORTANCE. Industrial arts embraces multiple problems
of organization and administration. New problems are arising con-
stantly and programs are continually undergoing change to keep
pace with the times. The importance of administration is well stated
in a bulletin from the Office of Education:

Because of its dynamic nature, its development in a school system
should be the responsibility of some individual with a sound edu-
cational background, a familiarity with modern industrial prac-
tices and developments, a philosophy of life broad enough to in-
terpret the present social order, and an ability to present the case

of industrial arts whenever an education program is under con—
sideration.1

How the problems of administration are met will vary with the
many types of school systems. In small schools the responsibility
will naturally lie with the industrial arts teacher. It will then be—
hoove the school administrator to choose a teacher who is capable
of achieving the desired results. In large systems, the supervisor will
assume administrative control working directly with or under the
superintendent or his assistants.

TEACHER QUALIFICATIONS. Great stress must be placed
on the importance of the teacher in carrying out these necessary ad-
ministrative duties. Certain qualifications are desirable if the in—
dustrial arts teacher is to meet the many problems of administra-
tion, instruction and supervision.

Certainly he must possess an educational background and per-
sonality comparable to other teachers in the system. He should
demonstrate ability to teach and manifest a genuine interest in
youth. In addition to these, the Missouri Industrial Arts Handbook
states the following as being necessary special qualifications:

1. A genuine interest in things mechanical.

2. Good muscular coordination and a wholesome attitude toward
physical labor.

3. Expert craftsmanship in at least one major industrial arts area,

and proficiency in several others.
\

lsglgldustrial Arts—Its Interpretation in American Schools”, Bulletin No. 34, United
a es DePartment of the Interior, Office of Education, Washington, D. C., 1937.

255

 

 

 

  
 
  
 
 
 
 
 
 
 
 
 
 
  
  
   

 

  
  
 
 
 
 

 

 

 

 

 

     

 

4. A wide range of information concerning tools, materials,
processes, products, and problems of occupational life in in-
dustry.

5. Ability to distinguish between poor design and good design in
industrial projects, and to design shop projects which are struc—
turally sound and aesthetically pleasing.

6. A sense of neatness and orderliness with respect to shop house-
keeping.2

TYPES OF SHOPS. The three distinct types of industrial arts
shops now in operation are: (1) the composite general shop; (2)
the general unit shop; (3) the unit shop. The composite general shop
provides pupils experiences in a number of different industrial ac
tivities carried on simultaneously in one room under the direction
of one teacher. The general unit shop provides a general training on
a rather broad basis in one field. The unit shop is confined to a
single phase of one field of industry, such as cabinet-making or car-
pentry in the woodworking field, typesetting or press—work in the
printing industry.

TIME ALLOTMENT AND CREDIT. Considerable variation
exists in the amount of time given to industrial arts in the public
schools of Kentucky. Time allotments range from one to ten forty-
five minute periods per week, with some schools offering five sixty
minute periods. The State Curriculum Committee urges the adoption
of a uniform period with other classroom activities.

This committee urgently recommends that industrial arts be
placed upon the same credit basis as other school subjects. This
recommendation is made as a result of an investigation of trends in
other states.

SIZE OF CLASSES. Varied opinions exist regarding the num—
ber of pupils to be enrolled in any one class. This condition is the
result of the variances in shop space, equipment and pupil work
stations provided. These variances exist not only in different commu-
nities but sometimes between shops within the same building.
\Vherever shop facilities are inadequate to accommodate the num-
ber of pupils scheduled for academic classes, one safe rule to follow
is this; The number of pupils in any industrial arts shop should
never exceed the number of work stations provided. A class of from
18 to 24 pupils is generally considered as a standard size group.

3 ”Industrial Arts Handbook". Bulletin 73, Secondary School Series, State Department
of Education. Jefferson City. Mo., 1945.

256

   

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Seventy-five square feet of floor space is suggested as a mini-
mum per pupil in the shop. This space is exclusive of the areas a1-
lotted for tools, library, finishing and storage rooms, supply cab-
inets, planning areas, and other auxiliary rooms attendant thereto.
This specification in itself should provide a basis for determining
the number of pupils to be accommodated. This need not be con—
sidered as a hard and fast rule, but may well serve as a suggestion
for the planning of future shops.

COSTS. The cost factor is probably the greatest element af-
fecting the development of industrial arts in the smaller school dis-
tricts.

Some of. the fears of administrators concerning the cost of sup—
porting a program are unfounded, since it has been discovered that,
excluding the initial expense for equipment, the per-pupil cost of
instruction is only twenty per cent above the average of academic
subjects.

The cost of industrial arts depends chiefly upon the local organi-
zation, enrollment, salaries, and other factors that are merely phases
of the local situation. The cost of industrial arts does not vary from
other subjects as the result of characteristics peculiar to this subject.
In any well administered program the cost is comparable to
that of any other laboratory course. In fact, industrial arts and
other forms of industrial education will pay the community divi-
dends in a happier, more successful, and more useful citizenry.

SHOP ORGANIZATION. Modern industrial arts laboratories
and shops involving the use of tool and supply items, industrial
machines and auxiliary equipment of various types, present prob-
lems of organization and supervision not present in earlier days.
Increased teacher-pupil loads have added to thecomplexity of these
problems.

In order to cope with this problem, industrial arts teachers de—
veloped a student personnel organization whereby students, under
the direction of selected leaders, are assigned a considerable portion
0f routine duties, allowing the instructor more time to devote to
instruction. At certain intervals the assignments should be shifted
So that all students Will have an opportunity to assume positions of
responsibility and leadership. This plan has proven its worth edu-
cationally to students and has been so successful in relieving the
teacher of numerous duties that it is now considered a vital phase
Ofefficient shop management.

 

   
  
   
  
   
  
  
 
   
   
  
 

 

 

 

  

  

  

 

 

 

 

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The type of personnel organization to be employed will vary
somewhat in different types of school shops. The personality of the
teacher, size and nature of classes, number of activities engaged in
and kind and arrangement of equipment must be considered.

The number of student officers selected and their duties will
depend upon the type and size of shop, as well as the character and
number of students in classes. The following list of officers, along
with the duties of each, may be helpful to industrial arts teachers
in organizing a student personnel program:

1. Shop Superintendent

Responsible for the overall operation of the student person-
nel program.

Supervises assistants and reports any discrepancies to the
teacher.

Calls class to attention when directed.

. Gives signal for clean-up at end of period.

Inspects all stations and reports to teacher.

. Trains his successor before being relieved.

ssistant Shop Superintendent I

. Assists the superintendent in every way possible.

. Assumes. full responsibility when the superintendent is ab-
sent.

. Familiarizes himself with all the duties and responSibilities
of the superintendent.

D. Succeeds the superintendent when shifts are made.

3. Shop Secretary
A. Checks class roll and records absences and tardiness.
B. Checks absence excuse slips.
C. Checks shop records.
D. Checks bulletin board, reference materials, etc.

4. Tool Foreman

A. Checks out tools to students.

B. Checks in tools and reports those missing or needing atten-

tion.

C. Responsible for condition to tool room and/or tool cabinets.
5. Stock Foreman

A. Issues stock to students as needed.

B. Assists students in selecting stock wisely and economicaHY-

C. Keeps a running inventory of stock.

D. Reports when 10w limits are reached.

E. Responsible for the condition of stock storage.

6. Safety Engineer
A. Familiarizes himself with safety rules and practices.

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B. Searches for safety hazards and corrects or reports them to

the superintendent or his assistant.

258

    

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C. Inspects safety features of tools, machines and other facilities.

D. Checks clothing of students that appears to be unsafe—loose
sleeves, ties, etc.

E. Stops or reports irregular conduct of students that might
create a safety hazard.

F. Keeps first aid kit in order and administers first aid treat—
ment in minor cases.

G. Constantly strives to promote safety throughout the shop.

7. Clean-up Foreman

A. Checks condition of each area at the beginning of the class
period.

B. Checks to see that each student in the shop is familiar with
and successfully carries out his cleanup assignment.

C. Checks to see that all areas of the shop are properly cleaned
before class leaves.

D. Responsible for storage and condition of cleaning facilities.

TOOL STORAGE. The problem of storing, distributing, and
checking tools is one that concerns every industrial arts teacher
and supervisor. How this is done may well affect the efficiency
of instruction and operation of the shop.

The following points should be studied and evaluated when
selecting a system for tool arrangement in the school shop.
1. Provisions should be made to permit maximum use of each tool
with a minimum duplication of equipment.
2. Tools should be arranged so that students will be able to secure
them quickly and with minimum interference and congestion in the
shop.
3. An arrangement should be devised to permit quick and accurate
inspection by the teacher and/or his assistant.
4. The arrangement should provide adequate protection from theft,
rust, and excessive heat.

Several methods of storing and checking tools are used. Some
of the more common systems, together with their advantages and
disadvantages, follow:

1. The toolroom requires an enclosed room or area within or ad—
jacent to the shop from which tools are checked out and in by a
clerk who maintains a record of each tool issued to and returned
by students. It is time consuming, however, and may cause con—
siderable congestion at the beginning and end of the class period.

2. The open tool panel. This system is very convenient and allows
tools to be secured quickly with minimum congestion. This plan,
when properly organized, permits a quick inventory by the i