(under construction -- 3-3-08)
The Homeworkshop Movement -- an event that spanned across the 1920s into the 1940s of Industrial Arts programs.
During that period, Chelsea Fraser, Emanuel E Ericson, George A. Willoughby and Duane G. Chamberlain, William H. Johnson and Louis V. Newkirk -- all authors of woodworking manuals that, in one way or another, advocate homeworkshop for boys enrolled in high school woodworking courses -- advocated that industrial arts instructors supplement woodworking courses conducted in high school shops be enhanced with courses organized around the students' homeworkshops.
In part, this homeworkshop movement was motivated by a decline in demand for courses conducted in high school shops, coming from the decline in demand for craftsman armed with hand-tool woodworking skills, but also because of the increasing availability of power tools designed for homeworkshops.
Manual authors advocating home workshops included:
Emanuel E Ericson,
George A. Willoughby and Duane G. Chamberlain,
William H. Johnson and Louis V. Newkirk
Image below, for example, comes from Emanuel E Ericson's textbook, Teaching Problems in Industrial Arts Peoria, IL: The Manual Arts Press, 1930. As I note below this image, Ericson was a leader -- among shapers of policy in industrial arts circles -- from the late 1920s, up until the 1950s.
Ericson's textbook wielded considerable impact, if you are to judge from comments injected into textbooks, articles on industrial arts topics, curriculum outlines, and the like, available on the Web through Google scholar and Google print. By my count, overall, over thirty publications -- among the list of sources above -- gave notice in one way or another to the content of Ericson's textbook for teaching in industrial arts teacher training institutions.
Willoughby and Chamberlain, for example, in the second of three editions of their woodworker's manual, 1944? -- the first and third, respectively, 1936 and 1958 -- follows the same theme as the textbooks designed for industrial education by Emanuel E Ericson -- four eds for 1930 through 1976 -- the inclusion of the homeworkshop component for boys.
(What is different about Willoughby and Chamberlain is that not until 1958 is any attention given power tools in the textbook's contents.)
Chapter 10 of the 1946 edition of Johnson and Newkirk is "The Home Workshop".
What is puzzling is that except for master's theses from the 1930s, no acknowledgment of the homeworkshop movement is given in the major studies on IA that I have located. The most notable are given below.
(Listing and analyzing the master's theses is a project for the future.)
Sources: (only a few of the studies on hand)
Sredl, H. A history of industrial arts from 1920 to 1964. Unpublished doctoral dissertation. Columbus, OH: Ohio State University, 1964;
Susan Meabon Bartow IDENTIFICATION AND SYNTHESIS OF THE RANGE OF INDUSTRIAL ARTS PHILOSOPHY AND A COMPARISON OF PHILOSOPHY WITH ACTUAL CLASSROOM PRACTICES: A Thesis Submitted to the Faculty of Miami University, in partial fulfillment of the requirements for the degree of Master of Arts, Department of Industrial Education, Miami University Oxford, Ohio, 1983;
G. Eugene Martin, Ed. D., Department of Industrial Education Miami University, Oxford, Ohio, & Joseph F. Luetkemeyer, Industrial Education Department University of Maryland, College Park, Maryland, INDUSTRIAL ARTS EDUCATION: RETROSPECT, PROSPECT; 28th yearbook 1979 American Council on Industrial Arts Teacher Education. Chapter 1: The Movements That Led To Contemporary Industrial Arts Education;
James J. Kirkwood, Patrick N. Foster, and Sue M. Bartow "Historical Leaders in Technology Education Philosophy", Journal of Technology Education 32, No 1Fall 1994.
Introducing the yearbook, Chapter 1 provides in three sections a synopsis of the past, present, and future of industrial arts. The first section, Influential Movements Prior to 1870, reviews the early influences in the development of industrial education. The topics include Primitive Life, Ancient Civilization, Medieval Period, and Sense Realism. The second section, The Industrial Education Movement, reviews the Russian System, Sloyd, Manual Arts Movement, and the Vocational Education Movement. The final section, Industrial Arts Education, includes topics on the origins, World War I, Decades Prior to World War II, World War II, and Post-War Era.