Class Handwork in a London School
- Author:
Rowe, M.Coll.H.
The average person has very little idea how much intellectual concepts are dependent upon practical experience, but it is an undoubted fact that the whole of our intellectual ideas is based on the experience gained by the hand- ling, placing, and comparing objects from our earliest years. Some people can dispense with all but the minimum of this training, while others must at all times conceive ideas on practical terms before being able to understand them. For the dull and backward, as much as for the lower grades, this ” hand- ling, placing and comparing ” is an essential factor in their development, yet as the Primary School Report points out, ” It must not be assumed that hand- work is in itself a panacea,” but should ” suit the needs and capacities of each individual and be chosen to widen the interest, stimulate thinking and bear closely upon other work.” A modern writer says ” Work is and must be the best remedy … but only our own work, not any work.”
This briefly sums up the basis upon which we planned the manipulative work for a Special Class which had a roll of something over 30. We had on the one hand a number of occupations possible in the classroom?cane and coiled basketry, raffia and textile weaving, chair caning, modelling and casting, toymaking, bookbinding, and metalwork, and, on the other, a number of boys who might be led to find an interest in one or more of these. Our problem lay in fitting the right boy to the right occupation.
The first step in starting this work was ” Busy work ” for every boy, and for this we first used card weaving. This was a class exercise in simple geometry in making circles and hexagons of a given size, dividing, cutting out the centres, making the holes and threading. In this simple work those who were quick to grasp the method finished their own cards and were keen to help the slower boys. Incidentally, a note was made of these for future reference.
When each boy was ready to start, more data was collected for group work ?those who could use a fret saw, those who belonged to a Scout Troup?in fact, any clue to individual interest. A toymakers’ group was comparatively easy to form and soon found the right boys. In forming the groups, we had to study ways and means as our allowance per head was limited. The initial expense for this group was small and many of the boys preferred to use their own saw frames. The material?three-ply boxes?appeared to arrive from nowhere, the boys seemed to find legitimate supplies gratis! A few wanted to do the usual ” fretwork,” but soon dropped this for a more useful type of work. Jigsaw puzzles and calendars were a profitable start and then we began actual toymaking. Slowly we accumulated a number of working patterns and from these, by survival of the fittest, we found the most serviceable types. Probably of all the toys, the horse and cart was the most popular in the making and in its use. Motor lorries with sawn cotton reels as wheels were almost as popular, and the boys became interested to see the results of their work in actual use.
Three points were stressed in the making? (i) the toy must be strong and properly made, (2) it must be painted and finished like a ” shop ” toy, and (3) it should have a real market value.
Linked with this group work naturally followed model making con- nected with history. A series of models illustrating early carriages and means of transport were made, including a British war chariot, Saxon and Norman carts and a horse litter. The same group also produced some realistic Saxon shields, spears, battle axes and helmets, which, besides making an effective wall decoration were frequently borrowed by other classes both for history and art.
Bookbinding followed as another inexpensive group. We made our own sewing frames and (with assistance) a very effective press with bench screws. Cardboard, cloth, tape, thread, etc., did not make a great demand upon our allowance and we rebound a few derelict reading books. Following this, several books issued in parts (Wells’ History of the World, History of Art, etc.) and paper covered editions of music were attempted with very satisfactory results. At first, for this work, the difficulty lay in finding the boys who were really interested in bookbinding and not just curious to try something new. As, however, we did actual binding (even though of a simple nature) from the start to the finish, the boys only doing some of the processes and watching the others, it was possible to find some who would profitably continue. Those who were keen were not long before they wanted to do more of the processes and as they had had the opportunity of watching these several times, they felt they were able to do them successfully. The ambition of most was to bind a book from start to finish without assistance.
This group in a Special Class will usually be a small one but it is never- theless for many reasons well worth including. The boys frequently continue the work after leaving school and sometimes on a profitable basis; one ex- member of this group volunteered to rebind or otherwise repair some choir books and music. As he was given 30/- for his work one can only conclude was regarded as satisfactory.
As a variation of the ” Busy Work,” we introduced coiled basketry for the boys who were most expert in the card weaving. This involved no more expense than the mat making and introduced new problems in making up Patterns. At first the boys were given their designs on squared paper and in some cases this led a few to attempt original patterns. We used a cane founda- tion and for the decoration chose simple units from Wharton James’ “Basket- making.”
A further extension of the ” Busy Work ” was found in rug-making on canvas with Turkey and Axminster cuttings. The main object of the ” Busy Work ” was to ensure that each boy had some definite piece of work on which he could proceed with the minimum of supervision so that any particular group or groups might receive special attention.
We next introduced cane basketry and for this group we found the keenest applicants were Scouts. A few small articles were taken at first to let the boys get accustomed to the manipulation of a new material, but the most popular articles were paper baskets, trays and hot water stands. These were woven on wooden bases, which were prepared by one or more boys in the toymaking group. Various shapes were introduced which involved practice in mechanical drawing and measuring. The preparation of oval trays by drawing the major and minor axes and using a piece of string always com- mands great interest, while a kidney shape for bed trays was made partly by compass work and partly by a template formed by a large tin box. In every part of the manipulative work we endeavoured to make problems of all kinds and encouraged the boys to find any ingenious solutions.
As a further interest in this work colour was introduced and we pro- ceeded to dye our own cane after the boys had been allowed to experiment with their own suggestion of using red ink! We keot to green, orange and purple and some of the boys became quite expert in dyeing a batch of weaving cane or sets of spokes. In weaving, the various strokes as randing, slewing, pairing, waling, etc., were used both in white and colour to make a pleasing decorative effect, while the borders were chiefly a three rod plain and a plait. After the first Scout completed his practical test and passed the ” know- ledge of materials,” and was able to wear an unusual badge, the working of this group was considerably easier as there was the added motive of an im- mediate honour as an aim, as well as the pleasure in producing an article of utility.
Closely connected with this group came chair caning. The boys were considerably interested in the source and preparation of the rattan cane and the use of the outer shiny surface for chair seating. In starting this I reseated a chair myself, or rather partly did so, for a few boys soon showed themselves keen to take up this work and helped to complete it. After examining the 4 way and 6 way, the general opinion was in favour of the latter, both on the grounds of strength and appearance. This specimen was hardly com- pleted before several derelicts appeared?one I found had been purchased for 6d., so that the boy should have his chair!
Before, however, going further with the work, we had six specimen squares made and drilled. The ist square was threaded for the first step, the 2nd for the first and second steps and so on, while the 6th had the six steps and two sides bordered. These specimens saved a considerable amount of time as they served as objects of reference.
Objections, or rather queries, have been raised at various times as to the possible limitations of the educational value when a boy does several of these chairs. As, however, the person responsible for boring the holes never seems to have considered their ultimate use, practically every chair presents some new problem for solution.
Not long since, one boy was anxious to bring up his first essay in chair caning to compare it with his last?a really well finished job. After he, with several other critics, had carefully examined both and passed some just though unflattering comments upon the first attempt, the suggestion was made that he might renew it. In this connection one was reminded of a remark by L. P. Jacks?” Every rise in the quality of work that men do is followed swiftly and inevitably by a rise in the quality of the men who do it.”
Textile weaving on small table looms was introduced and found a few keen weavers and some interested onlookers. In this we kept to a loom of about 12 to 14 inches wide, which enabled us to weave belts, hat bands, ties, table runners and scarves. Actually, ties and table runners were the most popular and several boys discovered a common principle in the making of a raffia mat, a basket and a tie. This work was introduced solely for further experience in handling, placing and comparing, but some unexpected results followed.
One boy was particularly anxious to make a striped tie and after prelim- inary measurements eventually produced quite a serviceable tie, which he wore with no little pride. By some fortunate chance he found work with a firm engaged in making articles in wire. He came back one afternoon to report that he had been promoted to overalls, and given a rise ” because I know how to weave ” ! It was certainly an unexpected result and probably unique, but it pointed to the value of wide experience even in simple manipulation of materials.
From our toymaking and repair work came a new group for metal work. The boys had already assisted in the Manual Centre in the making of a carpenter’s bench and we had a gas point fixed near it for the glue pot needed both by the toymakers and bookbinders. The equipment at first was private property, and consisted of very few tools and the boys again found most of the consumable material, as our demands were on a modest scale. We were eventually provided with quite a useful equipment which soon discovered the natural disciples of Tubal Cain!
The first problem and a most pressing one, was that of storage, and this We solved by making racks and various ” gadgets,” not merely to keep the tools in order but also for easy checking. The work actually alternated between a few set models designed for practice in drawing, cutting, bending, solder- ing, and riveting, and the boys’ own personal problems, as a self closing trap f?r a pigeon house, making and fitting propeller gear to boats, lamp and battery holders and similar ” gadgets ” for miniature electric lighting. Beside this there grew up a side line of repair work which even attracted boys in other classes. These usually consisted of small soldering jobs, but this had a very lifting effect, especially with a certain type of boy. Quite recently, a request was received from another department for the construction of a number of airplanes from ” kits ” in boxes. The whole set (nearly 30) was handed to the metalworkers and the first model took a considerable time to complete, but the amount of concentration and thought put into this was very marked. As a result, some minor improvements were suggested by the boys. They natur- ally used the first plane made up and finding a weakness pointed out a small soldering job on each which proved very effective.
Our principal material was sheet tin and here again one of the boys discovered a source of supply of large empty tins and suggested that a letter would help him and ” make things better “?which it certainly did.
Beside this more or less definite group work we were usually in demand for general repair work sometimes brought from home, or through visitors or connected with one of the departments of the school. The only repair work refused is that of a type where the boys would have very little, if any, share. On one occasion four chairs were sent to be re-seated. This turned out to be a simple upholstery job in which the boys could do the major part. We made a list of the materials necessary and measured for the amount and these were purchased locally. All bills, etc., were kept, so that the actual cost of materials per chair could be calculated. The difference in the old and new materials were noted and commented upon. We found we had all the nec- essary tools except a web-stretcher and this one of the boys made from a sketch. The work proceeded on proper lines arrived at from careful examination of the damaged chairs and each step was carefully tested both for strength and neatness. When the final step of placing the rexine covering in position and fixing the banding was completed, the workers tested their job in a very serious manner. They felt they had completed some real work and were justly proud of the result.
One boy had lent a lather disreputable bicycle to another boy and had it returned with the crank axle broken. Through the squabble over the repair, the whole matter leaked out, including the fact that it ” would cost 3/6 to mend “?a rather impossible sum for either boy. The cycle was brought to our workroom, a tin box found for ” the bits,” and the two concerned pro- ceeded to dismantle as far as was necessary. A new crank axle was found to cost 6d. and the replacement of this with the ball races provided a useful prob- lem. After the repair the frame was thoroughly cleaned, scraped and re- enamelled, and the owner rode home feeling he really knew something about bicycles.
Another really big job undertaken was the re-seating of 15 rush bottomed chairs which were on the school-keeper’s inventory. They had passed to the condition where it was either ” repair or condemn.” To renew the rush seats would have proved difficult and rather expensive, yet as the framework was good it seemed a waste to condemn them. We volunteered to reseat them with woven sea-grass seats if supplied with the material. This soon appeared and a repair group (attacked the job. After stripping one chair we decided to strip the whole lot before starting the actual repair and so get rid of all the dusty and broken rushes. These chairs provided a good many little problems before they were completed and the original small repair group somehow increased to nearly twice its size!
A few months ago a metal teapot was brought by one of the boys to see if a new handle could be put on! This actually meant covering the handle with a non-conductor of heat and so it was used as the centre for a talk on Science. The teapot had been taken somewhere for repair and the estimated cost was certainly not small. The amount of material used was small and after the handle had been covered it was stripped and re-covered several times for practice. This was the first of this kind of repair, but by no means the last.
Attache cases needing re-sewing at the edges have introduced the saddler’s stitch; in fact any type of manipulative work has been welcomed, always, however, on the condition that the bulk of the processes involved can be carried out by the boys.
The general effect of this type of work on the boys is very marked. Not only does it give them the practical experience they need, but it goes far to prevent a fixing of a feeling of inferiority and gives legitimate outlets for assertiveness. Our scheme is probably like our Time Table?a guide to keep us within due bounds, but our actual aim is to gain as much experience as possible to face the world.
One or other of the occupations through which the boys pass will almost certainly either directly influence their after-school work or provide them with a spare time hobby. In fact, some cases have shown that the opportunities given for the practice of various types of hand work have provided the means for the building of character, the achievement of self-respect and the profitable use of leisure.
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