Ed Galloway: the manual-arts teacher who built a folk-art park
Ed Galloway was born in 1880 in Springfield, Missouri, and moved to Oklahoma in the early 20th century. He worked as a manual-arts teacher at the Sand Springs Children's Home — a residential school for orphans and disadvantaged children in Sand Springs, Oklahoma, just west of Tulsa — for nearly three decades. He taught woodcraft, sculpture, carving, and various trades to the children in his care, and he developed substantial practical skills in concrete work, metalcraft, and sculptural carving across his teaching career. His teaching philosophy emphasized hands-on making as a form of personal expression and self-respect, and his influence on his students was reportedly significant.
After retiring from teaching in the mid-1930s, Galloway and his wife Villie purchased a small property outside Foyil with the intention of building a folk-art park as their retirement project. The decision was unusual — most retired teachers in rural Oklahoma in the 1930s did not embark on multi-decade outdoor sculptural projects — but Galloway had been planning the project for years and was committed to seeing it through. He began construction of the totem pole in 1937 and worked on it almost daily for the next 11 years, often with Villie's support and occasionally with help from local Foyil residents who were intrigued by the project.
Galloway's stated intention was to build the park as a tribute to Native American culture — particularly the Cherokee, Creek, Choctaw, and Osage nations whose traditional territories included the Oklahoma land where he was working. He was not himself of Native American descent and the cultural respect dimension of his project has been the subject of some contemporary critical reflection. But Galloway's intent appears to have been genuinely admiring rather than exploitative — he studied Native American art forms, attempted to incorporate authentic motifs into his work, and dedicated the finished park to Native American heritage in his personal correspondence.