Manual Training. 521 



paper, pinned on the blackboard, conventional relief of various leaf, 

 flower, and fruit forms. Once the pupils grasp the principles, they 

 may be given the opportunity of original modelling. This links 

 modelling on to nature-study, and does away with the old-time 

 system of drawing from cards, which were more often than not 

 inartistic. After having briefly sketched a general idea of Manual 

 Training Modelling, may I just briefly sketch out how in two or 

 three short lessons a beginner may be taught several geometrical 

 facts concretely ? The first cardboard exercise in Standard I. will 

 most likely be to cut out a square and bind it. The corresponding 

 exercise in Modelling will be to make a square tile. A convenient 

 size would be a 4in. square. This would be drawn freehand and 

 tested by rule. On completing the square by cutting along a 

 diagonal, we would get two triangles, similar to a 45° set-square. 

 Placing the triangles together again, the pupil could demonstrate for 

 himself that a square figure 4in. x 4in. contains sixteen square inches. 

 Now, if the tile has been made iin. in thickness, by cutting it into 

 four squares of 2in. sides, and placing these one upon another a 2in. 

 cube is formed. By cutting off the four corners of the cube an 

 octagonal prism is obtained. Further trimming of the corners and 

 afterwards smoothing with the fingers brings a cylinder. The pupil 

 would probably contrast this method with the way he made a 

 cylinder in the Kindergarten by rolling the plastic material between 

 his hands, or between his hand and the desk. Later in his 

 school life, when in the woodwork room, he makes a round ruler 

 out of a piece of w^ood, by first making it square in section, 

 next octagonal, and fi'nally planing it round, he will think of 

 his early modelling in plasticine. Let a child model a hexagonal 

 nut, how he will notice the nuts on bicvcles, wagons, and 

 machinery. An intelligent and sympathetic observation has been 

 aroused in the child for practical outside things. Working in this 

 way through the first 3 or 4 standards, combining freehand and 

 mechanical drawing with cardboard work and modelling, a pupil 

 will have acquired sufficient dexterity in the use of instruments of 

 precision in drawing, a knowledge of measurement and its applica- 

 tion, a freedom of sketching, and a love of work for work's sake 

 that will enable him to obtain the full advantage of wood and metal 

 work courses. Woodwork courses, with the corresponding set of 

 working drawings, followed bv. as circumstances permit, examples in 

 metal work, complete the " Hand and Eye " side of school life, and 

 I am sure you will agree with me that a youth who, before leaving 

 school, can execute models such as these, and turn out similar 

 drawings, is fairly well equipped for the battle of life, and has a fair 

 chance of giving satisfaction to an employer. Too many people think 

 Manual Training an extra, a thing apart from the nrdinarv school 

 life, whereas, if it be worked on proper lines, it makes school life 

 real and earnest by linking up the Theoretical with the Practical. 

 Nature study should teach enough Botany to enable pupils to under- 

 stand the growth and formation of timber. Arithmetic should teach 

 enough mensuration which could be applied in the woodwork. The 



