The OkieLegacy

Castle On The Hill
1937 The Ranger Annual
Northwestern State Teachers' College

Industrial Education

Industrial Arts is a function of general education, a supporting force in the preparation of youth for life and enrichment of adult living. It makes a distinct contribution to the early development, and to the later social and economic competence of all who pursue it.

As a general school subject, Industrial Arts aods om se;f-expression, develops creative powers, and the will to do useful things by planning and careful performance. It provides acquaintance with materials, processes and conditions of a person's environment and with those of productive employment. It is full of opportunities for the development of worthy traits such as resourcefulness, perseverance and thrift. It breeds interest in tasks that must be done and teaches pride in craftmanship, as well as the dignity of work. It more nearly leads a youngster to a realization of what he wants to do or become. As an aid in leading him to a normal life and growth and as a stimulus to his imagination, Industrial Arts stands alone. It prepares him for an easy induction to a life wherein success will be conditioned by the special training that may come later.

During the depression, back in 1932 and the years immediately following it, when the public was panic stricken and the cry went up for economy, Industrial Arts and the other practical arts subjects fared badly, principally because they were added to the curriculum at a later period. There was no intelligent examination of the educational needs of their children or the requirements of the community. Departments were closed up and teachers let out. However, this is always the way of depressions. Schools are struck down first. They are the first to be deprived of support and the last to feel the effects of recovery. Following each great depression, a great change has taken place in public education. The public school system had its first great forward movement following 1837. The high school movement came after the 1873 depression, and the modern high school with its several curriculums and enlarged program followed the 1893 panic. Now a new day is dawning for the schools, after the worst depression of them all. New and momentous ideas are permeating the educational thought of this new era of reform and expansion. Where in 1890 the slogan was "Individual Differences," today it is "Social Efficiency, Intelligence and Social Adjustment."

At such a time what part should Industrial Arts play in the new curriculums which will emerge from these new forces and purposes now at work? That is hard to answer but it is practically certain that the new curriculums will be based upon an integration of materials and experiences, whose objective will be social understanding and adjustment. Industrial Arts, then, should have a very important part in the new organization of teaching materials and activities.

The fundamental purpose of all secondary education is to enable youth to understand and deal effectively with his environment. Chemistry and mathematics are taught in the high school, not to make chamists or mathematicians, but to enable youth to deal effectively with them for their own safety and comfort. But what factor is most important when dealing with environment? Clearly it is industry, its products, materials, processes and problems. It si absurd to attempt to enable modern youth to understand and deall effectively with his environment unless a large place is given in the curriculum to a study of modern industry, its processes, materials, products and problems. Such a study constitutes the subject matter of Industrial Arts.

The Industrial Arts Department was installed in Northwestern College by Mr. Clark Woodward. At that time Manual Training as it was known was devoted entirely to woodworking, and great stress was laid on the manipulative skills. The course consisted of projects, selected not for their desirability and usefulness, but because they included the processes that were felt necessary to develop skill and craftmanship. The classes were small in number and the equipment meager.

Mr. May, present head of the department, took charge in 1921. The enrollment at that time was very small, the equipment badly run down and the morale of the department low. The first thing he did was to throw overboard the old cut and dried projects and allow the students to do and make those things they were interested in and could use in their homes. A few machines were added from time to time and new courses put in the curriculums. The department began to attract sutdents and soon extra rooms were needed to carry on the work.

The fire that burned the Administration Building greatly handicapped the Industrial Arts department. Classes were held in the little frame building directly back of the old building site for two years. In spite of this difficulty the enrollment did not drop and the students manifested great interst in the work.

At the present time the department is housed in new quarters in the main building of Jesse Dunn Hall. It consists of five rooms: the drafting room, blue print room, finishing storage, wood shop and metal shop. It has been very generously equipped with the latest types of machinery and furniture. The enrollment has increased tremendously. Courses are offered in drafting, wood work, metal work, primary handwork, woodturning, carpentry and wood finishing. It is also planned to offer courses in bookbinging and leather work in the near future.

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