. Industrial Education Magazine . III VOLUME XXII NUMBER 5 Manual Training Magazine NOVEMBER, 1920 AN APPLICATION OF THE PROJECT METHOD Elemantary Manual Training—Fifth Grade J. H. TRYBOM Director of Industrial and Manual Arts, Detroit, Michigan THE problem of elementary manualtraining, altho of relatively greaterimportance than the work of this naturein the upper grades, has received corn- involving the construction of toys anduseful objects, initiated as far as possibleby the pupil himself. 1. The teacher will supply the stimulus paratively little attention during the past for a definite pro
. Industrial Education Magazine . III VOLUME XXII NUMBER 5 Manual Training Magazine NOVEMBER, 1920 AN APPLICATION OF THE PROJECT METHOD Elemantary Manual Training—Fifth Grade J. H. TRYBOM Director of Industrial and Manual Arts, Detroit, Michigan THE problem of elementary manualtraining, altho of relatively greaterimportance than the work of this naturein the upper grades, has received corn- involving the construction of toys anduseful objects, initiated as far as possibleby the pupil himself. 1. The teacher will supply the stimulus paratively little attention during the past for a definite problem, which must be- decade. The application ofscales to manual train-ing instruction, with thepurpose of encouragingself-appraisal by the stu-dent, may be the oneoutstanding new elementin this presentation ofa course of study for thefifth grade. In workingout the plan presentedin this article I am in-debted to our directorof educational research,Stewart A. Courtis, andto the Committee ofteachers for many valu-able J. H. Trybom GENERAL AIMS 1. To help a boy to acquire the habitof planning and making things for whichhe sees a specific need; and by so doing tosatisfy his instinctive craving for ex-pression in a manner servicable to hisown growth. come the pupils own hearty purposefulact. These stimulii maybe supplied (a) thru alarge variety of sugges-tive problems exhibitedin the shop; (b) thru il-lustrated books, maga-zines and drawings; (c)thru pupils or teacherspersonal experiences andinterests. 2. When the pupilfully realizes the need ofand applies for the teach-ers assistance with newtools or processes neces-sary in the solving ofhis problem, the teachershould give the neededdemonstrations and explanations. 3. When this instruction has beengiven, and a certain standard of work-manship (illustrated by scales) has beenattained by the pupils and passed-on bythe teacher, the control of the childrensactivities should pass from the teacherto the child. This general
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