"I write this in the belief that, for all-round development of the brain, there should be in elementary and secondary education much more training of the hand, and of the power of expression through the hand, than is customary in the too bookish tradition which has come down to us from classical humanism. Such a subject as history is too apt to pass without challenge into the circle of those subjects which are taught out of books and from a literary point of view. We have to claim it as falling into the scientific division of the course not less than into that of the humanities. And there is need in the teaching of it for the use of the hand and of the constructive powers. From this point of view, handwork in the elementary school is not so much a subject by itself as a form of expression ancillary to several branches of the curriculum, namely, elementary science, geometry, geography, and history."If you want to see these principles in action, please arrange a visit to Clear Spring School, or pay regular attention to this blog.
Thursday, December 18, 2008
Curriculum integration and the hands
The following is extracted from an interesting paper by Professor Sadler on "Handwork in History Teaching," and reproduced in Educational Handwork circa 1900 regarding correlation between handicraft and the other subjects of the curriculum. (correlation is the term previously used for Curriculum integration)