'209 English-Arabic School. Educational Activities.' [‎21v] (42/132)

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Manual Training.
NOTE.
1. The object of Manual Training in Primary Schools is to de
velop the faculty of observation, to train the hand and eye, to culti
vate the brain, and to instil the sense of accuracy and method.
Each practical lesson or the introduction of a new exercise
should be prefaced by a short demonstration to be given by the
Master to the class as a whole. Such demonstration should describe
the object to be made, should explain the method to be followed and
the result to be attained. The pupils should co-operate with him in
the explanation. An actual example or model of the exercise to be
done (except in memory lessons) must always be shown to the class.
The Master should trv to avoid helping the individual boy, or cor-
ecting his work. His function is to supervise the work of the
pupils, point out mistakes, to advise how they can be corrected, and
to leave the boy to follow his instructions and do the work himself.
The element of time should not be overlooked and boys should
not be allowed to take too long over any exercise. Masters should
always be striving to introduce new exercises. An important aim in
Manual Training Classes is to make the work interesting to the boys,
nnd the Master should understand that the interest of the pupils is
the greatest factor in progress.
2. The Master will use the models and exercises which are
suited to the class.
3. All materials should be used with great care and in using
them the necessity of economy should not be forgotten.
4. In the higher classes, the pupils will be asked to make
models which will necessitate the use of something more than mere
manual skill, and which will test the technique, intelligence and
pov&r of invention of the boys.
5. In teaching, it is not necessary to give the same exercises as
those mentioned below, as they are meant to be examples.
SYLLABUS (Two Periods a Week).
Clay Modelling.
Clay, being easily shaped by the hand, forms an excellent mate
rial for manual training. Modelling tools should, therefore, only be
used where necessary, the best tool being the “ fingers. To main
tain for “ clay-modelling ” a real educational value, each lesson
should be arranged to teach observation, comparison, recollection and
reproduction. All exercises should be modelled from an actual ex
ample or a model ; and in correcting mistakes the copy should be the
standard of comparison.
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M odelling Exercises.
Exercises in manipulating clay, practising rolling, pressing,
indentation of surface, etc., using hands only. Making models of
eggs, balls, oranges, apples, with fairly uniform surfaces.
Various forms of fruits with more surface detail. 11
Models of dates, vegetables such as carrots.