Part 2 (1/2)
In connection with eleraphy and history, booklets and posters may be s, and reat variety of topics may be profitably illustrated in this way As, for example, land and water forms, famous mountains, lakes, rivers, etc, products and processes of cultivation and manufacture, famous people, costumes and customs of other times and places, utensils and weapons of earlier tile sheets is by h these are not expensive, some schools cannot afford to buy them Cords may be used in several ways and serve as part of the decoration
_The Siin, at least one half inch fro out Insert the cord in the h the other end hole, then back through the _--Punch holes at regular intervals, as one inch apart
Sew through first hole twice,a loop around the back,--repeat the process until a loop has been h the holes back to the starting point, filling in the blank places and ether with a s 8)
[Illustration: FIG 7--Pa]
[Illustration: FIG 8--japanese binding]
=Decoration=--Only the siood color tied with a cord of harmonious color will have elele border line well placeda nice sense of proportion by studying the results to see which borders are neither too near the edge nor too far from it
A well-printed, well-placed title is often theshould be introduced early, and the children encouraged to ood proportion and well placed, it is helpful to cut a piece of paper the desired size and lay it on the cover,it about to see where it looks best Until the children have learned to do fairly neat work it is often helpful to print the title on a separate piece and paste it in place It is discouraging to spoil an otherwise good cover by a bad letter, and this process lessens that danger
Before the children learn to print, a simple border or band across the cover may take the place of the title The border s
Too much emphasis cannot be laid upon the beauty of simplicity in decoration Children are inclined to think beauty means fanciness and that beauty increases with the quantity of decoration It is necessary to begin early to develop a taste for good design
CHAPTER IV
CRITICISM AND STANDARDS OF WORKMANshi+P
=Criticism=--An important feature of all self-directed activity is the ability to judge one's efforts and intelligently measure one's success
This ability is a h for the teacher to pass judgrade its quality The worker himself must learn to find his own mistakes and how to correct the this power, but must be tactfully conducted
Little children are brutally frank in expressing their opinions and need to be taught how to be truthful and yet not unkind They need to be taught what to look for and how to find it, and how to co with another and discover why one pleases and another displeases The first essential in the training is eospel of ”do” rather than of ”don't” The earliest efforts of the class may well be confined to comments upon the features they like and, if possible, the reason for the liking This will forestall any tendency to call undue attention to the poor efforts of orkers At first many children will scarcely discriminate between their admiration for a piece of work and their love for the worker and will be apt to praise the work of their special friends This tendency will gradually disappear through the development of a real basis of appreciation
The second essential concerns the iood Criticism which merely points out what is bad is of little value
Helpful criticisood and why, and what is weak and how tothe success of their efforts to illustrate the story of the Three Bears, they should be encouraged to make such comments as, ”John's chairs look too small for his table,” ”Mary's bowls are all about the saht to its possible reenerally better to pass over defects for which no iested
=Standards of Workmanshi+p=--The standard of excellence by which acceptable work isto the ability of the class
The best the child can do, alone and unaided, should be the only standard of measurement, and his best efforts should always be accepted, no rowth be observed and genuine progress made
In schools where arbitrary standards are set either by supervisors or by the rivalry of teachers, the tendency to _help_ the children by doing part of the work for them for the sake of the _apparent_ results, offers the teacher's most serious temptation to selfishness In a few cases it is helpful for the teacher to add a few strokes to a drawing or adjust some detail in construction, that the child es in the place where they will mean most to him Such work should not be exhibited as an example of the child's accomplishment, but should be treated as practice work As a rule the teacher's demonstration should be made on other material and not on that used by the pupil In no particular are prireater criticis arbitrary standards of excellence and atte to force all children to reach theh for honest attainment and tempt or force the teacher to use methods which cannot be defended by any sound principle of pedagogy
Values change with the purpose of the work A thing is well made when it serves its purpose adequately ToysMechanical toysas well as neat In illustrative problems, in which effect is the chief consideration, technique needs little emphasis, and work made should establish its own standard in a way to appeal to the child's common sense