Junction City High School - Junco Ed Yearbook (Junction City, OR)

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of this ninety per cent ofpur population. We have made our ele- mentary schools universal in regards to pupils. Only a few years more and our high schools will be made universal in respect to in- dustrial work. It is the duty of the state to do this part. In order to make the curriculum universal in regards to subject matter, we must uplift men of all classes in their industries.

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of the United States require drawing in their secondary courses. Fourteen require domestic science; and five require commercial sub- jects. In 1910 twenty-eight secondary schools offered industrial 1n- struction in their courses. Today over half of the secondary schools have industrial subjects in their curriculum. The Technical High School, of Cleveland, and the Manual Training High School, are good examples of secondary industrial schools. Manual training or arts play an important part in education. It expresses a dual capacity in the system of education, both as to study and as to method. It leads to mastery of materials and in- dustrial processes. Also it leads to new methods of expression in teaching other subjects. These purposes of manual arts have been considered to conflict. But they really harmonize. The end of edu- Tcation can be attained more readily through the employment of manual arts. The present end of education is social efficiency. We mean that each individual must be a productive member of society. Arts answer for this. For the arts tend to create the quick and skillful use of hands. In so far as the educational process can be accellerated and made more thorough through the employment of manual arts, these arts should find a place in our schools. The edu- cative process is one of. gaining experience, directly or indirectly, from the work and experience of others. Direct experience is of the most value. There is no substitute for it. And indirect expe- rience can only be used through direct experience. This first hand experience can only be secured in our schools by industrial educa- tion. Manual arts should supply a place of both matter and method its. our schools. The early educators regarded it as either. Hen- singer believed that the impulse to activity should be used to'lead the man to the avenues of knowledge which would otherwise be closed to him. Fro-ebel emphasized and developed this same thought. Salmon, of Sweden, and Goetze, of Germany, regarded manual arts as purely method. Likewise did Colonel Parker and several child study specialists in England. Industrial training is not a new system of instruction. It is but a phrase of universal education. Every promoter of knowledge believes in universal education. It is only proper that this branch of education should be developed. This is our duty. Ninety per cent of the people of the United States earn their living by indus- trial labor. Industrial education should be a part of the education 46 47

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