Central Middle School - Ceejay Yearbook (Kansas City, MO)

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K . fX mil. H U - llSEIIiii5551llE!liiliEiiQnliiilif?3fiHlligiElgin. l ' CJV1anual Training ALFRED WEGENER, '25 Manual training teaches the theory and use of tools, the nature of common ma- terials, and the elementary processes in the more common industrial arts, such as carpentering, wood-carving, forging, and machine shop practices. The Hrst manual training school in the United States was opened in Saint Louis, in 1880, under the direction of Doctor Calvin M. WVoodward, as a department of Wash- ington University. The introduction into the elementary schools began in 1882 in the Dwight school of Boston. Progress, however, was not very good. Many of the patrons of the school opposed this work because they believed the time of the school should be devoted to the study of books. In 1903, a committee was appointed to investigate the feasibility of such a move- ment and to prepare plans for carrying it out, provided the work was found feasible. This committee made its report in 1905 and recommended the introduction of these lines of work into all rural high schools and into consolidated common schools in which there were several grades. The weight of the best educational thought upon this subject is that manual train- ing should be introduced at the very beginning of the elementary school work, and that it should be continued through the high school period, that the work should not be confined to a single material and the tools necessary in the treatment of that material but that it should cover a wide range in the use of tools and materials. The purposes of manual training are: flj to enable the child to enlarge his powers of expression, through the action of the hand, guided and controlled by the action of the mind, 121 to make him acquainted with the nature and use of the most common materials, such as clay, wood, iron, and textiles, 131 to lead him to develop a certain degree of skill in the use of tools, Q47 to develop his originality, and 15D to connect the work of the school with the affairs of everyday life. To these ends, in the ele- mentary schools, the work in drawing, modeling, and nature study is closely identified with manual training. The work in manual training varies widely in different school systems, as might be expected in the early stages of its development, but the educational values of exer- cises with different tools and materials are being carefully studied, and this study is resulting in a more definite and rational organization year by year. Varnish EDWIN COLLINS. '25 Varnish. is a fluid preparation which, when sp1'ead out in thin layers, dries either by evaporation or by chemical action into a hard, transparent, and glossy film. The-chief essentials of good varnish are that it forms a firm layer on the surface over which it spreads, that it dries hard, yet with suificient elasticity and tenacity, not to crack with changes of temperature, and that it dries quickly. The materials which form the permanent body of varnish are copals, lac, dammar, eleml, amber, sandarac, mastic, and rosin. U Ordinary kinds of varnish are divided into three classes: flj spirit, C21 turpen- tme,-and.f3J oil tvarnishes. Spirit varnishes dry with great rapidity, but the film is deficient in tenacity, cracking and scaling readily on exposure. 4 Turpentine varnish is principally used for making fine varnishes for all paintings. 011 varnishes differ fromlthe other classes in the circumstance that the principal solvent is not volatile and is dissipated on exposure. Varnish dries into coatings of remarkable tenacity, durability, and lustre. , I II1615535551IEIIZIZEIIQKEIIEGIHilEZIKHIIEEIIEIIiii!IE521I!E55IIQiE!-!lIS!Il5lE2iHIif2lIIE!HlEii!5Iii5i5?il1iiliH2iEllSlii!IlQl I ugc Nimfty-six

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