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142 Annual Report of the London County Council, 1914.
(C) Modelling in clay and plasticine.—This is a favourite form of work with all children and is
capable of unlimited expansion, both as a simple handicraft practice and in expressional work. Further, it
is admirably adapted for the cultivation of the individual powers of the children. No eye strain is involved,
for the mass of material with which the work is done is largo, there is no impulse to bring it
close to the eyes, for the size of the detail is determined by the sight of the child, so stooping is not
fostered. It is possible to associate with this work lessons in arithmetic and general history.
(D) Toy-making.—With the aid of such simple materials as old match boxes, corks, sticks and
wool, a large variety of toys are made. In this fashion the children are able to produce in a material
of somewhat more stable a character the work of modelling. The toys are kept by the little ones and
taken home, to the interest of the parents. Use is also made of the different forms of prepared wooden
strips for the building up of toys, such as the interlocking building blocks. These are of value in dull
and cold weather, with them models can be built up easily when the light is poor and hands are cold.
(E) Drawing.—With all the foregoing work there is associated drawing on the blackboards, or
on large paper sheets in chalks. All is done on a large scale, an ordinary drawing taking a space of
20 in. by 30 in., that is, the full range of the child's arm. No small scale drawing, such as is common in
the ordinary school, is permitted. The children readily fall into the habit of drawing in this fashion,
and the work is always done standing. The drawing is systematic with a view to the introduction
of design, and is preparatory to some of the modelling tasks, and more especially introductory to
the bent iron work of the succeeding standards. Free drawing on the boards is encouraged, and some
of the children develop considerable skill in picture production.
(F) Other handicrafts of purely utilitarian character such as knitting, and crochet work.
The work here includes plain knitting, casting on and off, the making of dusters, kettle-holders, babies'
hats, reins, whips, and rattles. Care is taken to foster the habit of working without looking
at the work ; if a child shows no ability to do this then the work is stopped. String bag making
is begun, also cane weaving, and raffia winding in the making of articles such as frames, mats, napkin
rings, etc. Silk and linen fraying for the making of book markers was tried, but abandoned, for it
required continual attention of the eyes in the selection of fine strands of material. Further it is said
that the practice has fostered a tendency to destructiveness in the mentally defective.
Group II.—Standards 3 to 6. Ages 10 to 13.—Following the order of work for the previous
group marked A to E :—
(A) Bead work is practically stopped, for its educational value is small. Some few girls, however,
carry on with it for the making of Japanese window screens. The fine bead work for making bags, etc.,
is necessarily barred.
(B) Paper work.—This gives place to cardboard modelling, in association with lessons in arithmetic,
language, etc. Similar articles to those made in paper are now made in cardboard.
(C) Modelling in clay and plasticine is continued for its expressional value in the teaching of
history, geography, etc., and there is a beginning in the use of paper pulp for the production of permanent
models.
(D) Toy making.—Strip wood work, and simple carpentry is begun and developed. The work
is of value in the practice of making objects, and also in association with the teaching of arithmetic.
(E) Drawing.—The systematic design drawing expands into bent iron work. This is an excellent
form of handicraft for the shortsighted. For the most part it can be done with the eyes looking right
forward at the work. With a bench or table of a proper height for the child there is no necessity for
stooping, such as is involved in the use of carpentry tools. For the further development of this work,
particularly for the boys, more benches and tools will be needed, and the help of instructors of special
and wider experience. The variety of this work done is as follows. Formation of C and S curves,
joining by means of clamping, and by means of rivets, drilling, and fixing rivets. The elder children
proceed to make such articles as watch stands, calendar stands, flower pot holders, letter and key racks,
photograph easels, flower glass holders, double photograph frames, oval frames, fire screens.
(F) Other handicrafts.—Knitting is continued. Lock knitting is applied to the making of hats,
bonnets, muffs, necklets. Plain and purl in various patterns such as ribbing, imitation brioche, dice.
Vests, scarves, tea cosies, and jerseys are made.
String bag making is developed. Casting on, passing stitches over, counting rounds, taking
work off from frame, casting off, making cords for handle, putting on rings, and fastening off ends is
taught and practised. The work involves no eye strain in children who show a capability for it. They
are not allowed to hold the work in their laps, it must be placed on the flat topped myope desk. Raffia
work is continued in association with cardboard work. No raffia weaving or sewing is permitted, these
are far too trying to the eyes. Book-binding of an elementary kind is begun. The children are taught
to bind into folios the large printed sheets produced with the rubber faced types in class work. Mat
making was tried, but stopped. It is a mechanical work of the dullest and most routine kind, and has
no immediate or prospective value for children of this type.
Group III.—Standard 7. Aged 13 and 14.—It is in this group that the greatest difficulty is
found in providing a sufficiency of good handicraft such as can be done by highly myopic children.
Carpentry would be ideal, w ere it not for the necessary stooping posture and the use of plan drawing and
measuring which prohibits the work for these children in anything like a full development. Comparing
their schedule with that of the former groups. (A) Bead work is stopped. (B) Paper folding work is
developed on occupational lines, envelope folding, show card making, and box making are taught. To
some extent arithmetic lessons can be introduced by calculating the cost of materials and time. (C)
Modelling is practically confined to the use of paper pulp ; this has an education value in the teaching of