Tabor City tribune., 1963-05-22


minds. From the time thew
learn to walk, they like to
make things" with blocks.
clay, hammers and saws.
drawing and coloring, sewing
or carving.
Children have boundless a.
mounts of energy which need
physical outlet. Physical ac-
tiVities which release some of
TINS energy include baseball.
volleyball, football, basketball,
swimming, tennis and other
active sports.
In the classroom, industrial
arts provides a major channel
ior creative expression and
developing manual skills, as
well as a laboratory for ex-
periences in today's materials,
processes, operations, tools,
and machines of an industri-
al age.
An outgrowth of the nine
teenth century's manual train
ing programs. modern indust-
rial arts is both vocational and
recreational. Besides discover
ing and developing skill, it
motivateS pride in good work.
manship, develops good work.
ing habits, health, wholesome
hobbies and safety, and pro-
VideS guidance for careers in
our modern chronological soci-
ETY..
Incentive to Stay In School
Drop-out studies indicate
that economic necessity is rare
ly the most compelling reason
for leaving school. Lack of
interest in school work is list
ed prominently as reason for
failure to graduate. Courses in
drawing, woodwork, metal
work, electricity, graphic arts
and ceramics often provide in
centive for youngsters to re-
main in school.
Other states which have in
itiated well-organized indust-
rial arts education programs
claim that school droupouts
have been reduced up to 3OH.
Pride of accomplishment and
the satisfaction of receiving
passing grades in meaningful
courses frequently provide the
needed spark in the school
curriculum for igniting a stu
dents interest in attaining a
high school diploma.
Industrial arts teachers Oft
en- report that youngsters aim
lessly drifting In school, ach-
ieving far below their protent-
ials in courses not of their
own choosing. frequently be-
come the best workers in Ia
laboratories. In many cases
these same youngsters. deve-
J Looping renewed confidence,
elect college preparatory work
and set goals for themselves in
keeping with their intelligence
and ability.
Out of 270 white and l4O
Negro junior and senior high
schools in South Carolina, only
81 white schools and So Negro
ones now offer any industrial
arts program. Many of these
are confined to one period a
day in drawing or woodwork.
Five counties offer no indust-
rial arts at all; eleven counties
don't offer it at the secondary
level.
South Cardinals total sup
ply of industrial arts education
teachers currently includes
l04 white teachers. and 81 Ne
gro teachers, compared to CAL
ifornia's 5000 and the city of
| DclTOltS 40.
Differs from T 81
Industrial Arts differs from
vocational trade and industri-
al education. 1t is general
exploratory subject, usually
meeting one period per day,
which develops manipulative
skills, good working habits
and a knowledge of industrial
materials. On the other hand,
vocational trade and industrial
courses, usually offered for
three consecutive honors per
day in high schools, prepare
I; students for a specific occu-
patton (auto-mechanic, cosme-
tologist, carpenter, electrician,
etc..
Overall detectives of the in
dustrial arts program are:
/. To develop understanding
of industry and its role in con-
temporary life.
2. To discover and develop
aptitude, interest, self-reliance,
good judgment and resource
fulness through self-expres-
sion and solving problems
3. To develop skills and
techniques to fill the needs of
average citizens in using COM
mon tools, machines and mat
erials