The problem for this study is to determine those work experiences which are of value to prospective teachers of industrial arts. In making this study the following factors are of prime importance: (1) In what types of shops will the new teachers be expected to work? (2) What units are taught in each of the different types of shop? (3) What is the grade level of children to be taught in each type of shop? (4) Which types of work experience will be of value to a teacher in the various divisions of shop instruction?

The purpose of this study was to determine the growth of industrial arts in the secondary schools of Texas from the year of 1927 to 1948.

Industrial Arts today is included in a majority of the large high school curricula, and most school administrators do not consider the school program well rounded unless such work is offered. However, the Industrial Arts teachers of Texas do not have the advantage of a supervisor in their field of work. Each school is an entity in itself. There is no concerted state-wide program, no link between widely diversified needs and situations, no one to advise the young teacher beginning his work, and no one to aid the more experienced teachers in different situations. The State Department of Education recommends a uniform course of study, but each teacher is free to use his own interpretation of what he should teach and what he should not teach. Educators, mindful of the beneficial results of supervision in other fields, have asked for a State Supervision of Industrial Arts, and provision has been made in the next school budget for such an official if the Legislature approves. 1 The purpose of this investigation is to determine, if possible, whether a supervisory program is needed or wanted by the Industrial Arts teachers of Texas.

The problem of this study is to determine the value of work experience for the prospective industrial arts teacher.