Psychologic method in teaching by McKeever William Arch

Author:McKeever, William Arch. [from old catalog]
Language: eng
Format: epub
Tags: Educational psychology, Teaching
Publisher: Chicago, A. Flanagan company
Published: 1909-03-25T05:00:00+00:00

AET AM* INDTTSTEY

163

In case of actually original work the pupil wttl, of course, often have to be told what to attempt, while in mechanical drawing sonic of the rules and principles will require explanation.

Subjects for -Esthetic Period

1 Use many of the subjects suggested for the imaginative period, requiring in connection therewitn original work.

2 Have oiiginal designs plotted for school gardens, home gardens. Tawn&, fruit orchards, city parks, flowerbeds, barnyard buildings, and fences.

3 SolitiL original designs for tahle tops and covers, paper napkins, table covers, inlaid work, handkerchief borders, paneling, brackets, grilles, wood-carvings, mantels.

4 Call for new designs for post cards, valentines, Christmas cards, monograms, pennants, class and school mottoes^ program cards, fancy lettering, calendars, Easier cards, and ihe like.

5 Require original illustrations for Mother Goose rhymes and "Robinson Crusoe" and other stories. Relate a story, requiring pupils to retell lE by means of pictures.

6 Occasionally have compositions illustrated with drawings. Encourage pupils who have a talent for such work to make cartoons of interesting school events.

7 Give some of the simple rudiments of drawing plans for dwelling-houses, schoolhouses and other buildings.

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154 PSYCHOLOGIC METHOD IN TZACHINa

8 If time will allow give some Cechmcal inslruction la perspective drawing-

The School Garden. As yet our course of study for common schools is very one-sided. It places too much stress upon books and not enough upon experience of doing. If the melhods and material of the kindergarten could be applied seriously as supplementary to the book work now offered in the grades between that and the high school, the golden age of experience-getting, now largely wasied, would be used to great advantage. There is a crying need in every common home and in every common school, cjf a kind of training that will tend to blend the arts and crafts in every individual. Our artists know too little of the life of the artisan, and our artisans possess too little of the peri^pective of the artisc.

Meaning of Manual and InduBtrial Education. It is a na'-row, imperfect view of either of the^e kinds of training to regard It as merel)' preparation for making a living. In case of children and youths it must be regarded not as training for self-support, but as education for self-development, which will most certainly result in self-support and many other splendid achievements as well. First o£ alt, the physical activities necessary under the conditions herein named will result in corresponding nerve structures. Secondly, the interests of the growing child must be gradually centered in people, products, and industries. '^Manual training introduces our youth to a sympathetic understanding of the constructive activities which constitute bo

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