The Idaho Republican. [volume] (Blackfoot, Idaho) 1904-1932, 1908-09-11
MANUAL TRAINING.

MANUAL TRAINING.
! Considerable interest has beer
manifested in some of the rura
schools as to the use of clay as q
medium of expression.
For some time this material has
been used In our cities especially in
the primary grades. As general
thing the teachers speak favorably OF
its use and are gratified with the re-
suits obtained.
As a medium for expression there
is nothing that possesses as many
possibilities as clay. The youngest
as we'll as the oldest child in, the
school can manipulate II; 1t can be
used in any room without tools or
with, limited number 1T most; 1t
can be used again and again II prop
erly cared for without injury to the
school property or to the children;
III is inexpensive; It can be- obtained
lin the immediate neighborhood Of
many schools; it can be colored or
painted as desired.
The best clay for schools ,is the
washed clay. This may be obtained
directly from some OF the potteries
in Illinois or from several firms deal
ing in school supplies.
The clay should be kept in tight
box or in a large jar covered with
wet cloth or piece of sacking. With
a little kneading, clay stored in this
way is ready for class work at any
time.
Clay from beds found near many
schools may be used to advantage il
mixed and kneaded to the right con-
sistency. Care should be taken to
reject gravel and small pieces of
stone.
The desks may be protected by
small pieces of cardboard or with
small squares of thin board if con-
genient II proper care is taken.
here is little need of soiling either
he desk, the floor, or the clothing.
AS in all forms of school work the
children should know definitely what
to be attempted before material is
'laced before them.
The teacher must be ready to IL
ustrate ways of handling the ma
erial before the class.
In all cases it is best for the teach
r to model the project to be taught
order to see and realize all points
be met in the presentation of the
,sson.
In this work the children show
luch originality and are quick to
ct upon suggestions made by the
,acher.
The following projects may prove
digestive to the teacher who is
luipped for the clay work.
Animal and vegetable forms found
the farm or in town; model of
'me of primitive people; Eskimo
'use; Robinson Crusoe's cave and
'use; scenes in relief illustrating
ork in history or literature; pot
~ forms; models OF castles show
8 towers, moat and drawbridge.
To the teacher who is wide awake
the opportunities that concrete
presentation affords, the clay mod
ng is most helpful.
The teacher In the rural school
" make use Of materials and tools
On though in small way and by
doing greatly enhance her value
the community as we'll as to the
ldren.
Rnral teachers are frequently
red If the work in the arts takes
m time that belongs to the other
'1ects. The usual reply is that
children are eager to work h
morning, at noon, or at any time
teacher may indicate; that the
~ In the arts, simple though II
y be, greatly strengthens the
er school work and is a strong
uence for interest and unity in
community.
he following letter from 4 ,ss,,
ned country teacher shows soma
y OF what is being done in our
N schools.
No letter touches the art side !
le but the work in the school
vs. strongly the trend and I'M
2 given by the arts.
ne game as we'll as the art work
under the direction of the teach
.na SHOWS movement in, the
direction of the teacher and
movement in the right direc-
IN that the children are taught
70 play and to play games that
'op ana strengthen the body as
as to give enjoyment.
\ OF the projects in CLAW th.t