| OCR Text |
Show REPORT OF SUPERINTENDENT OF INDIAN SCHOOLS. 459 freehand and linear drawings, such as simple curves, geometric constructions, prin- tip? of representation, orthogrs.phic and isometric projections, and perspective. It is especially trueof sloid that there is an ins~dea nd an outside, and it must first be treated from the inside. The work of making an object is mental and phys-ical, and the primary ohject in slold is the pup~l. The mental and manual effort are far more important rhan the model, and sloid is introduced for this twofold ievelopment. "In manual training we have two movements; one trains for general power, the other la s stress on the finish of the pieces of work. "Sloi$ has r rd for the pupil, and whenits exercises haveleft wfecient impress on the mind an%and its work is done. This results in the develo ment of numer-ous motor centers, also in the production of that kind of skill whicp puts the hand under control of the mind. "Industrial training is economicfor the acquirement of trades; manual training is educational. Here lies the difference between automatic action and brain action. "Sloid aims at simultaneous development of mental and physical powers, thefor-mation of habits of exactness and perseverance, a love for manual work, and the acquirement of skill, which prepares him for life's conditions. While any form of manual training ma), he educative, sloid yields superior results on %mount of the underlying principles. "First. There must he methodical progress. The exercises must he of constantly increasin.g d ifficulty without abrupt transition. In brief, there must he o w i c p ro-pasion. "Second. There must he variety in the exercises. The educational value of an exercise is proportional to the number of useful impreasions itmnkes on thefaculties. "Third. There must be in the exercises a moral and practical purpose directing ettention to the useful. The will can not he evoked without a motive, therefore 'teach nothing that is useless.' "Fourth. The exercisesmust result in things, not in parts of thinga. Elementa'p education must begin with the ohject and proceed to principles, the eoncrete first, t h y the abstract. Fifth. The work must permit exactness of execution witbouthelp. Self-support, only, is educative. "Sixth. It must call for many-sided efforts, so that therewill not be fatigue, also not too much repetition, otherwise you get automatic, not brain, energy, whereas the hand must be under constant mental control. "There are other thinga of no less importance, namely, the selection and arrange-ment of the models and the educational tact of the teacher. Dr. Salomon holds that all depends on the educational tact of the teacher, his sympathy, judgment and snergy. He must make pupils feel that sloid is real work real stud In an'ideal course the work proceeds from the em to the diEcult, and is adapdto the pupil's mental and phymcal growth and the egorts involved. "Also there must be unity with diversity and to this end the exercisesare divided into curvilinear and rectilinear. The ane t;ains the eye to the sense of form inmeaa-urement, of which touch is the instrument used, while the other (rectilinear) requires sauges for their mensurement. The training of the sense of touch is greatly under-rated. The eye alone can not convey accurateirnpressions; touchmust convince the bye; we never see a thin as it is, but as it a peus. Thisa ument is reenfoxed by the instance of Helen ~ e t e rw, h o through tge sense of t o u g has acquired a higher c ducat ion than norms1 children in general. In making a freehand curve the eye pdes the hand and the hand convinces the eye, and there is created a judgment of symmetrical and unsymmetrical. Therefore every training limited to rectilinear modelsgivesadefective training of eye and hand. "Another guiding principle in sloid is to use the smallest pieceof material and the imallest number of tools involving the greatest number oE exercises. "Drawing and sloid go hand in hand. At first the child makes a copy of a ready-made blue print, using the model in connection so as to understand his copying, and hter the chdd draws from the model alone. The first stage is when dmings are of me view only and are made from dictation. The aecond is where the pupil transfers all, arts of the model to his paper. he most important factor is the teacher. The necessary qualities are those of a pod teacher and agood foreman. Dr. Balomon says: 'There is no dpubt that if the doid is to be a means of education, the teacher must be an educator. "Again, skid instruction should aim at a harmonious development of the pupil's bod . Dr. Salomon says: ' I t isimportant that both sidesof the hod be developed. chihen should he able to use the saw and the plane as well with tKe left hand as with the right. This rule does not, however, apply to the knife or inatrumen& used by the hand rather than the arm.' " |
