Shopclass as Soulcraft - Marilyn's Blog

Shopclass as Soulcraft, by Matthew Crawford, is an autobiographical account of the reasons why Mr. Crawford left his white-collar job to pursue a career as a motorcycle shop owner and mechanic.  Crawford has no regrets about his university education,  for him manual labor is far more rewarding.  Crawford explains his reason for writing this book: “My purpose in this book is to elaborate the potential for humans flourishing in the manual trades…” (paragraph1, page 32).   I can only image the courage it took for Crawford to take the risk of leaving his well-paying “white” collar profession in order to open a motorcycle shop. Crawford appears to have truly found bliss in his choice; how fortunate he is to find this happiness.  Throughout his book he implies that manual labor requires intelligence and is tremendously rewarding and fulfilling. Shopclass as Soulcraft made me think of the shortcomings of the present day education system, the lack of, and decline of skilled trades programs in our schools, the societal “stigma” associated with manual labor, and my own bias as an educator and parent.

While in high school, I made choices based on the advice of teachers’ counselors and my parents.   “More than 90 percent of high school students reported that their guidance counselors encouraged them to go to college.” (paragraph 1, page 143).   Growing up in the seventies, I was constantly informed that having a university education would open doors that would lead to a fulfilling and independent life.  The mythology was that with a university degree I would never have to depend on anyone and I would become a “superior” person with such an education.   Of course statistics today still clearly point out that there is a definitive connection between level of education and level of income. However, the gap in income between university graduates and college graduates (technical, or trades) is closing due to the new fields in technology that are being created, the high demand for skilled trades people and very competitive and attractive salaries/ benefits.   As a parent, and a teacher, I am sadly guilty of giving the same mythological advice that my parents gave me.  As an educator I am guilty of believing that a student who does well in school should continue on to university rather than take a trade after graduation “…educators who would steer students toward cognitively rich work might do this best by rehabilitating the manual trades, based on a firmer grasp of what such work is really like.”  (paragraph 1, page 32) I truly never gave much thought about how I viewed the trades and the benefits of offering skilled trades programs to our students in our education system until recently.  As a high school student in the nineteen-seventies, I believed that industrial arts classes were for students who were looking for an easy way to graduate because they disliked school.  In addition students in these programs were often perceived as lacking intelligence, ability, or motivation.  They didn’t have the “determination” to complete the required courses for university acceptance in the mind-set of many people. I’m reminded of a scene from the movie the Breakfast Club which I think best illustrates these attitudes. The character of Brian, a gifted high school student (nerd) gets in trouble after he brings a flare gun to school that goes off in his locker because he wasn’t coping well with his performance in shop class. Brian decided to take shop class to improve his grade point average.  As Brian stated he had eight weeks to make a lamp and was shocked and dismayed by his inability to make it work:  “…my light didn’t go on, I got an F on it.  I never got an F in my life.”  Brian states that he took shop class because he thought it was an easy class and he is struggling with failure because he is under pressure from his parents to perform well at school for scholarships. Therefore, failing anything at all isn’t acceptable; especially failing a shop class which he perceives is a class for simpletons. In one line he says:  “Have you seen some of the dopes that take shop?”  Another student, John Bender, (the “dope smoking criminal”) replies that he takes shop and could care less about subjects like Trigonometry.  Brian explains that without trigonometry there would be no engineering and then Bender replies:  “Without lamps, there’d be no light.”  Another student makes the final remark, “Okay so neither of you is any better than the other one…” This exchange in the script by director John Hughes of the Breakfast Club clearly represents the stigma and stereotypes of manual labor; which is why the majority of high school students were directed by educators to focus on academics.  As Crawford states, “Any high school principal who doesn’t claim as his goal one hundred percent college attendance is likely to be accused of harboring “low expectations” and run out of town by indignant parents.” (paragraph 1, page 32)

Living in a disposable society that throws away things (hopefully after proper sorting) rather than fixing them has caused many problems.   People today lack the knowledge to fix everyday things themselves.  If there is a problem with our cars or houses, most of us will call in someone to fix it.   My grandparents saved everything and rarely threw anything in the garbage.  They valued what they owned and would repair items rather than buy new.  So are we solely to blame for this phenomenon? Well one might argue that the old saying: “they don’t make things like they used too…” has some merit as manufacturers design goods to be more disposable and more difficult to repair.  Reading this book has made me question why our society, and as part of that, our education system, has de-valued the merits and benefits of manual labor occupations? How would my own professional choices, and the choices made by my son in planning for his career options, been different if the trades were not negatively stigmatized but were rather perceived as being  “acceptable” and “valued” career options?

“Given the intrinsic richness of manual work-cognitively, socially, and in its broader psychic appeal-the question becomes why it has suffered such a devaluation as a component of education.” (paragraph 2, page 27).   Shop classes throughout many school boards have been dismantled and students no longer have any choice to take shop.  However, three years ago, due to a shortage of trade laborers, the school where I work re-opened the shop wing.  The wing for years housed broken desks and out dated texts but now it is being fully utilized again. School boards are slowly realizing that there is a huge need in today’s society for skilled and manual laborers.  In many communities, such as here in Cape Breton, there is a shortage of skilled “trades” people and workers who’ve been snatched up by the wealth and demand of the “oil patch”. Today at Breton Education Centre, there is a waiting list to join the grade 10 Skilled Trades class.  I decided to talk to the teacher of this program to find out what the course was all about.  When I entered the class, all the students were wearing hard hats and work boots, and were completely enthralled in their work.   There were three hotel rooms that the students were building and I couldn’t believe my eyes because they built the rooms entirely by themselves.  My first thoughts were pondering just how smart these students really are followed by regret and wonderment as to why others are not given opportunities to explore classes such as these.  The shop teacher informed me that the class engages students in an investigation into the skills trade, the impact they have on society and the opportunities that exist for those who pursue a livelihood by working as skilled tradespersons.  The teacher explained that students are given the opportunity to experience the rewards that come from hands-on learning.  I was reminded of something Crawford said, “Perhaps most surprisingly, I often find manual work more engaging intellectually.” (paragraph 1, page 5)  The shop teacher explained that due to the huge shortage of skilled people and laborers, the program had been started again.  He also explained that this problem will get even more pronounced as large numbers of trade’s people are due to retire in the next decade.   

As educators it is time to make it is time to make students aware of the options that are available to them.  Current day curriculum must include both academic studies and manual trades.  The Nova Scotia Department of Education has decided to make changes and as they state “We’re literally tearing down walls to give the skilled trades a prominent place in the high school curriculum.”  However, such changes require more than words of commitment, they also require resources and as of today there are only 10 high schools that are equipped to offer the skilled trades program.  School boards need help in making these changes and perhaps following other models that work together with private industry to help off-set the cost of delivering meaningful and effective technical education is in order. In some European countries, companies work with schools in apprenticeship programs to help generate a skilled work force. In one Ontario board, traditional “academic” schools are combining their campuses and programs with “trade” oriented schools to offer diverse options and programs for their students; working in conjunction with, and receiving support from, private companies such as the Ford Motor Company.  It is clear that some places are ahead of others in attempting to change their programming for students to be more reflective of the requirements and needs for the private sector; I wonder what Mr. Karl Marx would say about this.  Given these realities, Matthew Crawford is right on the money by offering up the following advice: “Even if you do go to college, learn a trade in the summers.  You’re likely to be less damaged, and quite possibly better paid…” (paragraph 1, page 53) 

Thanks for Reading
Marilyn