. Industrial Education Magazine . tobe present and distribute personally thetoys they had made for the poor this way they would lend a personaltouch to their gifts. It is well agreed here that this workdid a great deal toward interesting theboys in their school work and also towardinteresting the public in the activities ofthe schools. TOY-MAKING IN THE SCHOOLSMICHAEL C. DANK Instructor in Manual Arts, Brooklyn, N. Y. AT THE time of our entrance intothe World War in 1917, toy-makingheretofore a crude and neglected part ofour manual training work in the schools,became recognized as
. Industrial Education Magazine . tobe present and distribute personally thetoys they had made for the poor this way they would lend a personaltouch to their gifts. It is well agreed here that this workdid a great deal toward interesting theboys in their school work and also towardinteresting the public in the activities ofthe schools. TOY-MAKING IN THE SCHOOLSMICHAEL C. DANK Instructor in Manual Arts, Brooklyn, N. Y. AT THE time of our entrance intothe World War in 1917, toy-makingheretofore a crude and neglected part ofour manual training work in the schools,became recognized as an activity pos-sessing many sound educational embargo on toys made in Ger-many, together with the sudden impetus addition to this playful activity, he isbeing taught the elements of proportion,design, and careful workmanship, andhe develops an awakening interest inthe industries that are based on the va-rious materials and processes that comewithin his observation. Children havetoys, the child is ever at play. Bur in. that toy manufacturing took on in theUnited States; the organization of theJunior Red Cross whose work is still as-suming larger proportions; the conduct-ing of numerous bazaars with wagon loadsof excellent toys and vogue articles, alimade by little children,—these are someof the factors that were instrumentalin bringing about this marked develop-ment of toy-making in the schools of ourcountry. At this point it may be well to suggesta few of the educational values offeredby toy-making as a part of the manualtraining work of the school. Psychol-ogists always emphasize the play-spiritor childs point of view, as the ideal meansol implanting in the child the rudimentsof all education. What better illustratesthis educational fact than toy-making asan industrial activity? When making been rightly called the worlds greatestimitators. In the making of toys they areenabled to give wont to their individualinterpretations, in miniature form, of va-rious vehicle
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Keywords: ., bookcentury1900, bookdecade1910, bookidindustrialed, bookyear1910
