ill - University of the · PDF file—Compare the two regions and see the difference ......

30
child in the way in which, by means of symbols, a- map of the locality can be drawn up to show roads, houses, hills, rivers, etc. In the next year’s work the idea of proportion can be started. Children should have some practice in the interpretation of simple maps of the neighbourhood on which symbols have been used. Exwrvples of symbols. River Trees Mielie Nields q_q_q_ ill Mountains House Hut In connection with these elementary and simple exercises in map-making' the idea of the cardinal points may be introduced- They should not be taught as separate entities but stress should be laid on their value in reading a map and in finding one’s direction. In the early stages of these lessons the children should be encouraged to draw a rising sun to indicate the east rather than to indicate this direction by means of a plain letter. Children should also supply a key to the symbols used in their maps. Where they wish to use actual drawings of the objects on their maps this should not be discouraged for they will soon come to value the use of symbols themselves as labour-saving devices. It is of the highest importance that the children should learn for themselves the value and significance of the symbols they use as this stimulates true learning and interest. On no account should plans of classrooms drawn to scale under the teacher’s instruction be introduced in this first year. Standard Ml. Unit of Work : the Transvaal. (It will be noticed that most of the points to be studied have already been touched upon in Standards I and II. Care must be taken that what is taught about the Transvaal is built upon what the child has learnt about his home and its surroundings and frequent comparisons must be made.) Paints to be studied. (Refer always to the points mentioned for Standards I and II and build on them.) 1. Size and Shape of the Transvaal.— Its build and height. The two distinct natural regions: the low veld and the high veld. The climate of each. The position of the school in the Transvaal and the natural region in which in falls.

Transcript of ill - University of the · PDF file—Compare the two regions and see the difference ......

Page 1: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

child in the way in which, by means of symbols, a- map of the locality can be drawn up to show roads, houses, hills, rivers, etc. In the next year’s work the idea of proportion can be started. Children should have some practice in the interpretation of simple maps of the neighbourhood on which symbols have been used.Exwrvples of symbols.

River

Trees

MielieNields

q_q_q_

ill

Mountains

House

Hut

In connection with these elementary and simple exercises in map-making' the idea of the cardinal points may be introduced- They should not be taught as separate entities but stress should be laid on their value in reading a map and in finding one’ s direction.

In the early stages of these lessons the children should be encouraged to draw a rising sun to indicate the east rather than to indicate this direction by means of a plain letter. Children should also supply a key to the symbols used in their maps. Where they wish to use actual drawings of the objects on their maps this should not be discouraged for they will soon come to value the use of symbols themselves as labour-saving devices. It is of the highest importance that the children should learn for themselves the value and significance of the symbols they use as this stimulates true learning and interest.

On no account should plans of classrooms drawn to scale under the teacher’s instruction be introduced in this first year.

Standard Ml.Unit of Work : the Transvaal.

(It will be noticed that most of the points to be studied have already been touched upon in Standards I and II . Care must be taken that what is taught about the Transvaal is built upon what the child has learnt about his home and its surroundings and frequent comparisons must be made.)Paints to be studied.

(Refer always to the points mentioned for Standards I and II andbuild on them.)

1. Size and Shape of the Transvaal.— Its build and height. The two distinct natural regions: the low veld and the high veld. The climate of each. The position of the school in the Transvaal and the natural region in which in falls.

Page 2: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

2. Vegetation.— Compare the two regions and see the differenceit causes in crops, animals, food, shelter, etc.

3. Crops.— Compare the two regions.4. Animals.— Compare the two regions. Note the influence of

such factors as climate, food, diseases and vegetation in determining the domestic and wild animals of the two regions.

5. Surface features.— Mountains, rivers, plains, etc.6. Peoples.— Bantu tribes and where they live; Europeans and

where they are mostly to be found. Other races.7. Food.— Study the points mentioned in Standards I and I I and

see how these vary according to the different peoples and where they live (i.e. in the low veld, or highveld, in town or country).

8. Clothes.— Effect of difference in race, town and country, lowveld or high veld as well as points mentioned before.

9. Shelter.— As for 8.10. Communications.— In addition to points noted before, note

the importance of communications for people in towns and in country. How they are affected by surface features, especially railways.

11. Transport.— Importance of transport to enable trade to becarried on. Great importance to towns. Chief means of transport between the large towns of the Transvaal and other parts of Africa. Means of transport from the school to the largest towns of the Transvaal. Costs, time taken, and speed.

12. Trade and Industry.— Articles which are produced by peoplein the Transvaal either in mines, factories or on farms, e.g. gold, coal, diamonds, copper, iron, clothing, furni­ture, soap, etc. Brief description of processes of pro­duction and the uses to which these things are put. W hy people produce these things. Countries to which these articles are exported and the commodities which are received in exchange. How these mines and factories give work and wealth, support shops and call into being towns and cities.

13. Towns.— Places where people have gathered for a“ purpose ” . The reasons for the existence of the chief towns in the Transvaal (i.e. their chief business ” ).

14. Government.— Pretoria, the Provincial Capital and also theAdministrative Capital of South Africa. The Provincial Council and the laws it can make.

Activities.Making of models of any of the things discussed (e.g. of trains,

mine heads, surface features, silos, etc.). Making of collections of pictures, minerals, etc. The making of charts and maps. Clay relief maps should be introduced, first of the neighbourhood and then of the Transvaal.

In map making the dominant idea should still be to allow the child to set out his ideas in a spatial relation. The idea of propor­tion can be introduced gradually by pointing out obvious absurdities in scale. Towards the end of the year a few scale drawings of the classroom might be introduced.

Page 3: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

Map drawing must never be an end in itself. Maps should be drawn only to illustrate and arrange ideas of interest to the children.

Standard IV .

Unit of W ork : South Africa.

(As before the work of this year will be treated as a development of the work of the previous year.)

* Points to be studied.1. Size and Shape of South Africa.— Its build. The four

natural regions (warm temperature region, Mediterranean, temperate grasslands, and hot desert region) with a brief description of the climate of each region. The position of the school in South Africa and the natural region in which it falls.

2. Vegetation.— Compare the regions. Note influence of climate.3. Crops.— Compare the regions.4. Animals.— Compare the regions (see Standard III).5. Surface Features.— In addition to those already mentioned

which should be studied on the map of South Africa, attention must be given to the sea (origin, taste, currents, waves, appearance, fish, seaweed, etc.), capes, estuaries, islands, harbours, bays. Attention should also be given to the rivers of South Africa with regard to navigability, waterfalls, rapids, floods, etc.

6. Peo-ples.— Bantu tribes, Indians of Natal, the Cape Coloured,Europeans.

7. Food.— Compare points mentioned in Standard I for the fournatural regions and for the different races.

8. Clothes.— As for 7.9. Shelter.— As for 7.

10. Communications.— How the large towns and harbours ofSouth Africa maintain communication with one another. Wireless for overseas communication. Ships for com­munication with other countries.

11. Transport.— How transportation of goods and people iseffected between the large cities of South Africa by land, sea and air. W hat harbours are. How ships can come into them but may not come near the land at other places. How goods are off-loaded. Where ships come from to South African ports and where they go to. Goods that are exported and imported from and to the various ports. Some idea of time, costs and speed involved in going from the school to various large cities of South Africa. What ships look like inside and out. Their size. What makes them go.

12. Trade and Industry.— Articles which are produced by thepeoples of South Africa either in mines, factories or on farms. Brief description of the processes of production and the use to which these articles are put. Show how

* Refer always to the points mentioned in the previous year’ s work and build on them. Constant reference to local conditions must be made.

Page 4: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

it is that certain industries flourish in certain parts of the country, e.g. production of sugar, wines, wool, because of climatic and other conditions.

13. Toicns.— Similar study to that prescribed for Standard II Iapplied to South Africa.

14. Government.— The Union Government at Pretoria and Cape­town. What the Government does to help the people of South Africa with reference to crops, land, animals, trans­portation, industries.

Activities.The study of climate, rainfall, altitude, temperature and winds.Make a simple rainguage and keep records throughout the year.

Note also at what time of the year rains have a useful effect upon the vegetation and when they have little use for the farmer.

I f possible pupils should be shown a thermometer. I f this is not possible an attempt must be made to explain the working of this instrument by means of diagrams.

To explain the meaning o f altitude it will be necessary to construct a relief map of clay or concrete. I f water is poured into a hollow all around the model it will be clear to the children how water finds its level and how the land must protrude above the sea at varying altitudes.

Winds and ocean currents may be demonstrated very simply. I f a paraffin tin is filled with water and then heated by means of a candle flame on the bottom towards one side by placing a few grains of permanganate of potash or a small lump of blue on the area heated a slow current of red or blue water will be seen to rise.

A study of the behaviour of smoke is also instructive.The fact that steam will condense on a cool surface can also be

very easily demonstrated to children and should he made the basis of any lessons on the formation of rain.

Map making should be continued but not with the idea of pro­ducing maps such as those which appear in the atlas. The aim should be to encourage children to produce maps whcih enable them to “ picture ” things for themselves and if they choose to draw pictures to represent whatever they are filling in on a map this should not be discouraged.

A few lessons on drawing things in the neighbourhood to scale may be introduced.

Standard V.Points to he studied:

Unit of W ork : Africa.1. Size, Shape and Position of Africa .— Its build. The equator.

The natural regions (hot wet forests, tropical forests and grasslands. Warm temperate region. Mediterranean regions, hot deserts, temperate grasslands). Brief description of climate and vegetation of each region. Comparison to be made with region in which the school stands.

Page 5: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

2. V egetation .— Compare the regions, noting influence of climate.How the vegetation is used.

3. Crops.— Compare the regions and uses.4. Animals.— Compare the regions and note uses to man (e.g.

camels).5. Surface Features.— In addition to those already studied at­

tention must be given to gulfs, lakes, continents, glaciers, deltas. Effect of these on man.

6. Peoples.— Brief description o f various races as to appearanceand civilisation. How they are progressing.

7. Food.— Compare this according to the natural regions and thedifferent races.

8. Clothes.— As above.9. Shelter.— As for 7.

10. Communications.— The Congo, Nile and Niger. Railways,Suez Canal, aeroplane routes. How this is changing the “ Dark Continent ” . Motor-cars, bicycles, roads, tele­graphs. In the desert and in the equatorial forests.

11. Transport.— How transportation of goods and people iseffected between the large cities of Africa. The part played by the Great Lakes, the large rivers, the great forests, the forms of transport in the deserts. How the development of transport is changing Africa and en­riching it.

12. Trade and Industry.— Chief products of the various parts ofAfrica, their methods of production and their uses. Special emphasis to be given to those which have an influence on the lives of the pupils. Point out why these industries flourish in certain parts (climate, labour, trans­port, etc.).

13. Towns.— A study of some of the chief towns and the reasonswhich account for their growth.

14. Government.— Brief description of the government of variousparts of Africa and what is being done in the way of education, improving communications, transport, and generally improving their “ civilisation ” .

Activities.A more detailed study of climate under the heads: rainfall,

altitude, temperature, winds, latitude and effect of the sea on climate.The making of maps and diagrams, collection of pictures to

illustrate lessons given above, making of models.N .B .— All the points dealt with above must be referred to and

contrasted with the life of the pupils. I f he studies the effect of the sea on the climate of Capetown he shoiild also know if it has any effect on the climate of his home.

Standard V I.Unit of W ork : The World.Points to be studied :—

1. The size and shape of the world.2. The earth as a planet, night and day, the seasons.3. The continents and oceans.

Page 6: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

4. The natural regions of the world.—-This will necessitate a revision of the work done in Standard V where a study was made of the natural regions of Afriqa. Some idea of the position of similar regions in other parts of the world must also be given. In addition the following natural regions should be studied: the Tunga region, temperate deserts, cold temperate regions, the monsoon lands and the cool temperate regions.

The latter are of particular importance and a study of India and Western Europe should be made (Western Europe to include France, Great Britain, Holland and Germany).

The following points should be studied: —Position and size (compare with South Africa),Climate,Crops,Animals,Surface features,Peoples and Languages,Food,Clothes,Houses,Communications,Transport,Trade and Industry,Important towns.

All these points should be studied in their relationship to South Africa. The pupils will be expected constantly to refresh their knowledge of the geography of South Africa by means of these comparison, for it will be of very little use to the children to know about the products, towns, etc., of India or England if they do not understand what the products, towns and natural regions of South Africa are like.

Care must also be taken that long lists of towns and mountain ranges are not learnt by heart. Only those details about foreign countries should be learnt which will help the child to build up a picture of the world and enable him to understand the place that South Africa occupies.

Map making and the construction of diagrams and models should, form an important part of the work of this year. Collections of objects and pictures should also be a part of the work.

P H Y S IO L O G Y AND H Y G IE N E . FOREW ORD.

The fact that perfect health is the normal state of man has often been overlooked in the past and yet every hospital, every clinic, every doctor, surgeon and dentist is evidence that this is the case. The aim of each is to eradicate disease, illness and other injuries to the body. Our Lord Himself bore witness to this constantly in His teaching

Page 7: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

and in His miracles and He taught that what sin is to the soul is what sickness and disease are to the body. It is, therefore, necessary that everything possible be done to safeguard the health of the indi­vidual, of the home, of the village and of the nation.

It must not be forgotten that knowledge of health laws does not necessarily mean the practice of them and teachers should do their utmost to see that what the children learn in school is carried out in their daily lives. To some extent he can do this by holding regu­lar inspections of such things as teeth, nails, hands, etc. and where children are boarding at school by seeing that dormitories are clean and well-ventilated.

Conditions of schools vary and so it will be necessary for each teacher to decide upon his own method of approach when teaching Hygiene. Local conditions should receive special attention and whenever possible teacher and children should do their best to improve such conditions when they are bad. It is obvious that the best teach­ing of the subject will be done through the example of the teacher himself and of his family.

Furthermore it is always to be remembered that Hygiene, less than any other subject, is not introduced because there is an examination to be passed. The purpose of hygiene in the school is to give children such information as will interest them and aid them in protecting their own health and that of others. Through the teaching of hygiene children are to develop a respect for their own physical and mental endowment and that of others. Hygiene is to establish health ideals. It is to provide wholesome and healthful forms of recreation.

The results of the teaching of hygiene will not be shown iD good examination marks but good health. This syllabus is to give all schools the opportunity to profit as much as possible from a course in hygiene. It makes provision for a practical course in hygiene up to and through the eighth school j^ear.

The individual is part of the community and it is, therefore, essential that children should be taught not only personal health laws but also those affecting the comnranity at large. Each has a duty to perform to the other and this has been provided for in the following- syllabus.

For the teaching of hygiene pupils should be divided into age groups and the language best understood by the pupils must be the medium throughout. Remember that life experience is the basis on which we frame our schemes and methods and what may be new to a child of six or seven is well known to a child of ten or eleven even if he has never been to school.

In working out schemes and methods teachers should remember(i) that the pupil must realise that hygiene and physiology ajjply to his own body and to the bodies of his friends and (ii) that “ seeing is believing ” . The course should, therefore, be as practical as pos­sible. As stated before example by the teacher is more powerful than precept.

There are two main methods applicable to the teaching of hygiene. The first is experimentation. A number of simple experiments could

Page 8: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

be suggested to show the bad effects of lack of fresh air, the advantages of using hot water, the life history of flies and mosquitoes, etc. The second is by illustrative stories. This is especially applicable to younger children because they love a story. The stories should, however, deal with events and incidents from the pupils own experi­ence.

Preaching and moralising' is of little or no value because it usually bores the pupils.

First Croup (7 to 10 years) roughly the Sub-Standards.(i) Simple study of our body such as we can see, i.e. the arms,

legs, head and trunk.(ii) D irt.— W hy it is undesirable. Reasons: (a) looks bad, (b)

smell, (c) uncomfortable, (d) bad for health.(iii) Use of water as dirt remover.(iv) Kinds of d ir t: —

(а) Those that can be easily removed with cold water,e.g. mud;

(б) those that need hot water or soap, e.g. fatty sub­stances ;

(c) our bodies mostly have the latter because perspiration contains fatty substances.

(v) W hich parts become dirty most easily? The parts we workwith i.e. the hand, the feet, the mouth. Incidently these cause most dirt e.g. touching with dirty hands, or tramping with dirty feet.

(vi) Where does the dirt settle most and how can we make theseplaces clean and keep them clean?

(a) The ear— study of all crevices, etc., cleaning the ears.(b) Results of dirty ears— deafness, irritation, “ wax ” ,

etc.(c) Eyes— observations of eyes, eyes in the morning after

sleep. Results of dirty eyes to attract flies as they do to native babies— irritation, rubbing, inflammation, sore eyes. How to keep clean— washing, holding eyes open under clean water. Danger to the eyes of dirty hands.

(d) Nose— use of handkerchiefs.(e) Hair— keeping hair short, keeping it clean. Irritation

and vermin result of dirt.(/) Neck— necessity of washing neck every morning and

evening.(g) Finger nails— keeping them short to avoid them becom­

ing dirt traps, keeping nails clean; reasons (a) we eat with out hands and (b) sometimes we scratch with them.

(h) Other parts of body e.g. arm-pits, groin, etc.(i) Keeping the mouth clean because food goes into the

body— (i) cleaning of teeth (ii) rinsing mouth (iii) gargling.

(vii) Cleaning of Slates.— W hy spittle is so dangerous— encouragepupils to bring to school little bottle of soap and water with rag.

Page 9: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

(viii) Lessons on Food and Eating.(a) Good Foods.— Milk, porridge, meat, vegetables, etc.(b) Hoic to eat.— chewing well, eating slowly, dangers of

“ bolting ” food. Use of spoons, knives and forks.

(c) In the veld .—(i) good veld fruits (here the teacher must make a

collection and record the names. Children should see the fruits and so the teacher will have to collect different kinds in season)

(ii) Poisonous veld fruits, especially different kinds of mushrooms.

(d) W hy animals should not eat out of our utensils.(ix) A few lessons on the danger of playing with fire.

(See also code on games and physical exercise.)

Second Croup (10-12 years).(i) Clothes:

(a) Clothes as preservers of heat of body in winter; differ­ent kinds of clothes, underclothing, outside clothes.

(b) How clothes become dirty, dirt from body (perspira­tion), dirt from without. How to clean them by (i) washing, (ii) shaking and brushing. W hy clothes should be hung' up in the sun.

(c) Clothes as “ dirt ” traps, dangers of dirty clothes (a) underclothes. These most dangerous because children think that they can hide them.

(d) Outer clothes, more easily detected, diseases carried in clothes. Water and sun as enemies of diseases.

(e) Changing of clothes must be frequent, hence children must know how to wash clothes. Must save our clothes as much as possible. “ A stitch in time saves nine.”

(/) W et clothes the danger of (i) walking about in these,(ii) sleeping in them.

(ii) The Home.(a) Picture an ideal home to the children, greatest factor

being cleanliness outside and inside.(b) How does home become dirty?

(i) dirt carried in by wind and air i.e. dust;(ii) dirt carried in by us— muddy feet, e tc .;

(iii) dirt attracted by dirtiness e.g. flies, mosquitos,vermin, etc.

<» How we can keep the house and home clean: —(a) Sweeping and dusting. Danger of scattering dust

around our homes because of—(1) untidiness,(2) unpleasantness to neighbours,

(3) _ spreading of disease.(b) A\ ashing of tables and chairs, scrubbing of

floor, hanging of bedclothes in the sun; reasons and methods to be followed.

Page 10: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

(iii) The Food we Eat.(а) W hy it should be clean. What brings dirt into the

food—(a) before it conies to the table,(b) when we actually eat it?

(б) Dirty cooking utensils and dirty eating utensils.(c) Eating with dirty hands. (The old Bantu custom of

pouring water on to visitors’ hands.)(iv) Cooking Utensils.— W hy these should be cleaned immediately

after use and not just before use as is done at present because (i) food decays in them, (ii) they attract flies if dirty. Method of cleaning them: W hy boiling water is better than cold water; (i) removal of fatty substances,(ii) killing of germs.

(v) Eating-utensils.— W hy these should also be (i) clean, (ii)cleaned just after use rather than just before use. Method of cleaning and why hot water and soap should be used.

(vi) Utensils for storing food.— Most important of all, food decaysmost easily in dirty vessels. Water pots should be washed regularly, milk and milking vessels should be washed with boiling water or else milk will not keep. (In this connec­tion concrete examples and simple experiments will be found invaluable.)

(vii) Necessity of clean food.— How dirty food makes us ill. Warnchildren against eating any and every kind of food, e.g. children picking- up sweets, etc. W hy all foods (meat especially) should be washed before it is cooked, why our hands and clothes must be clean when we handle food, etc.

(viii) Keeping surroundings of home clean:(a) W hy we should do it.(b) How we should do it.

(а) Keeping away (preventing) dirt brought by wind, by flies,by mosquitoes and carried in by feet. Also, making a good playing-ground for ourselves, our smaller brothers and sisters and our friends.

(б) Sweeping, picking up papers and rags and tins, etc., cleaning out weeds and grass.

(ix) Getting rid of refuse. Undesirable methods in vogue at present. Rubbish bins or boxes or pits for regular burning

of rubbish to be kept.(x) Sleeping, washing before sleeping, after sleep, step into a

clean bed and between clean and sun-cleaned bedclothes, sleeping with head uncovered.

Third Croup (15 years and over, i.e., to end of Lower PrimaryCourse).

(In the case of this group a simple idea of the build of the body and the function of the more important organs must be given. Great care must be taken that the pupils know that it is their own body they are learning about.)

Page 11: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

I. Introductory Lessons on Physiology.(a) The bones as framework of body, include the different kinds

of joints.(Teachers should make a collection of animals’ bones

to show to the class.)(b) The flesh, muscles, sinews.

(Carefully distinguish between the work of the muscles and the sinews.)

(c) The skin, work of the skin, as a self-adjusting cloak, etc.(d) The arteries and veins, canals of the blood, blood the feeder

and cleaner of the body and restorer of broken parts.(e) Division of body into limbs, trunk and head. Head— think­

ing apparatus; trunk— the machine; limbs— the servants.(/) General study of the body (trunk). The chest cavity and its

principal organs, the abdomen and principal organs: —(а) E ating:

(i) teeth as cutters and grinders,(ii) stomach as digester,

(iii) intestines as assimilators.(б) Breathing: How and why we breathe.

II . Hygiene.— Four essential needs of the body: —(i) Food; (ii) fresh air; (iii) exercise; (iv) rest.

How each of these affects the different parts mentioned above,(i) Food.— Revision or amplification of work of previous group

to emphasise cleanliness and why food should be fresh and well cooked.

(ii) Fresh air.(a) Necessity of air being fresh. Simple experiments.(b) How we can ensure that air remains fresh in our

houses— ventilation. (See that ventilation of school is sound.)

(iii) Exercise.— After running or strenuous exercise, note how(a) we breathe more quickly, (b) the heart beats faster. This means (a) that the body is getting more fresh air and thus giving off more heat, (b) the blood is moving more quickly through the body— better for food and cleansing the body. W e become hungry after exercise, and (c) we are perspiring and so getting rid of waste matter. [Resulting lesson (i) how to get warm air on a cold day.]

(iv) Rest.— Talk a little about the nervous system, picturing itas telephone wires sending out orders— wires destroyed by overstrain and only repaired by rest and sleep. Bring in effects of alcohol, tobacco, dagga, etc.

Night is time for sleep; warn against practice of playing about till all hours of the night— good lessons on “ early to rise and early to bed ” , etc.

I I I . Germs.(a) Their danger.(b) How they enter the body:

(i) through breathing;(ii) through food ;

(iii) carried by vermin;(v) through open wounds.

Page 12: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

(c) Where germs like to live and to breed :(i) in standing water;

(ii) in decaying food ;(iii) in dark and damp places;(iv) in badly ventilated rooms and houses.

(d) The enemies of germs :(i) boiling water;

(ii) the sun (hanging out clothes, e tc .);(iii) more common disinfectants (such as d ip );(iv) movement in air and water.

(e) The carriers of germs and common diseases.IY . Cleaning a room, (a) ordinarily; (b) in cases of illness.

Emphasize the necessity of burning all rubbish especially in the case of (h).

Y . Spitting and its undesirability.(a) Bad habit; (b) dangerous because disseminates germs.

(Show why it is forbidden in railway carriages and other public places.)

Y I. Simple Lessons in First Aid.(e) Cleaning and bandaging of cuts and abrasions— necessity

of using warm water and using xohite bandages.(b) In cases of fainting or unconsciousness.(c) In cases of snake bite.(d) Poisoning and antidotes.(e) Nose bleeding.(/) Burns and scalds.

(The teacher can now give reasons for methods in first aid.)

Fourth Group (Higher Primary Course).1. Physiology.— Work of Group I I I in greater detail.2. Hygiene.— Work of Group I I I in greater detail.3. Community Hygiene.-—Keeping the village clean: (a) rules of

drainage— this should be begun in a practical manner in con­nection with the school; (b) keeping surroundings clean (also begin with the scbool); (c) sanitation— disposal of refuse.

4. First Aid.— W ork of Group I I I in greater detail.

N A T IV E LA N G U A G E S .

FOREW ORD.

The Native languages taught in a school will, as a rule, be the standardised form of the language of which the children’ s vernacular is a dialect. For practical purposes therefore the native language may be regarded as the home language or mother tongue.

Although tbe principles of language teaching apply equally to the teaching of the home language and of a foreign _ language our approach and methods must be different. In teaching the home languages the method must be mainly corrective and progressive.

Page 13: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

ii ^°,r,rec^Vf' Generally the child’ s home language shows any or all ot the following defects: —

(i) It may be narrowly dialectical and thus limited in its ... . voc&bulary to the range of a single dialect;

(11) it may be impure in that it contains to a greater or lesser extent unwarranted borrowings from European languages or from Bantu languages of different clusters;

(iii) ^ may be unrefined in that it contains slang or uncul­tured expressions.

It will; therefore, be necessary for the teacher to create in the children, by example and precept, satisfactory standards of cultured and refined language.

Progressive.— As a rule the pupils will have a feeling for correct language gained from imitation of their elders rather than from a knowledge of the structure of the language, i.e. they feel that something is right or wrong without knowing why it is ri^ht or wrong.

It is, therefore, necessary for the teacher to guide and encourage the pupils in the study of the structure of the language and of the growth of the language.

Ihe code should serve as a guide to the teacher showing him the different steps he should take in the teaching of the subject. The teacher will, however, be expected to work out his own methods after close study of the child’s environment. To cite one example, viz. that of the rural child and of the urban child respectively. It will be found that while the rural child’s vocabulary is as a rule much purer than that of the urban child, it is more limited dialectically and in the ideas relating to European civilisation. The vocabulary of the urban child although it is more extensive in ideas relating to European civilisation it is more impure. Hence the task of the teacher of rural children will be to widen the range of the pupils’ ideas rather than to correct their vocabulary. In the towns the teacher will have to do a great amount of corrective work.

The following hints and suggestions will, therefore, be of great assistance to teachers in determining their methods of teaching.

Reading and W riting .— The child usually comes to school with a fair start in that he is conversant with the spoken language. Hence the understanding of the subject matter causes little difficulty. The child must master the art of interpreting the symbols of written speech fluently and intelligently.

To gain fluency as quickly as possible the sound of the letter rather than the name of the letter should be taught and only books and primers based on the sound-method of teaching reading and writing should be used. As soon as possible pupils should be led to recognise the word as a whole rather than consecutive letters or sounds. A quick recognition of a word as an entity readily leads to the recognition of a phrase or sentence and so to fluent reading.

This is a very important point since the quick mastery of the technique of reading and writing in the home language is such a great help in mastering the technique of reading and writing in a foreign language.

Page 14: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

While it is important that a pupil should learn to read and write fluently and intelligently, the pupil should never be led to believe that reading and writing are ends in themselves. He should be made to see that these are only instruments or tools by which thoughts and ideas are preserved and transmitted. It is, therefore, very important that from the beginning pupils should be encouraged to talk about that which they have read and on the other hand to think and talk about what they are going to write. Hence the following general hints will be found useful: —

(a) Every reading lesson should be preceded by an oral com­position lesson which should be well prepared by the teacher. The aim of this preparatory lesson is firstly to teach the difficult words, if possible, as being built up from words already learned and, secondly, to prepare pupils for the lesson that is to come. The blackboard must be used as much as possible. Pupils should be encouraged to recognise a word as an entity rather than as a mere collection of syllables. I f the oral lesson has been given thoroughly it ought to be possible to let the pupils read the lesson silently and merely check up with loud reading thereafter to see whether the reading is fluent or whether the lesson has been well understood. This encourages activity in the pupils and checks the passivity so often found amongst them.

(b) Dictation should not be given as a matter of routine but every piece of dictation set should have a definite aim, e.g. we may wish to give the pupils practice in writing words or passages containing a certain sound or sounds; or we may want to practice word division. The best passages for dictation, therefore, will be those made up by the teacher himself or carefully chosen from books (not necessarily from the class reader). In reading the passage for dictation the teacher should speak clearly but naturally and avoid that affected pronunciation and word-by-word reading which is so often heard in a dictation lesson.

To accustom pupils to correct word division in the Native languages, the following method has proved very useful, especially in the lower classes of the school.

This method is based on the close correlation of writ­ing, transcription, reading and dictation.

The teacher writes a sentence or two on the black­board leaving generous spaces between words. The passage contains only such words as the pupils already know. The passage is then read naturally, i.e. not word by word but as though it were said in the ordinary manner. The pupils read it in the same way. The pupils then transcribe the passage and all mistakes are corrected immediately, then they are made to learn the passage. Next day the whole passage is read to the class in a natural manner and pupils are asked to write it without seeing the text.

(c) As soon as the pupil begins to realise that language is a powerful instrument for self-expression, the question of definite language-study follows. The teaching of formal grammar, based on the grammar of a European language,

Page 15: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

will be found not only to be of no use, but even harmful. W hat the pupil needs is to learn the function and use of words in the language. The formulation of general rules (i.e. grammar) will come later. . .

The teaching of the grammatical and linguistic structure of the language should, therefore, not be based on the grammar of a European language but should be based on the informal lessons given at the beginning. It will be found for instance that the parts of speech in the Native language are not necessarily the same as those of a European language and if they are the same, their respective functions do not necessarily agree. The ideal, therefore, is to build up a grammar of the Native languages from the study of the languages themselves. It will also be necessary to build up a simple school gram­matical terminology and the terms used should be self- explanatory. It is hoped that the quarterly magazine will be .used for exchange of ideas upon this subject. Remember that the terms used must have definite associa­tions in the pupils’ mind, therefore teachers must try to build up terms out of root stems.

The teaching of the grammatical structure must go hand in hand with the writing of compositions and letters, because every available opportunity should be taken to show the pupils that language exists to enable the person to explain and express himself as concisely and clearly as possible. ,

Eor the guidance of teachers in Transvaal i\ ative Schools the following table of languages, with their dialects, is given : —

Standard. Dialects.Z u lu ........................ .'. Swazi, Ndebele.Xhosa ..................... This point hardly crops up because

we have no real group enclaves and so there is no 'prevailing dialect.

Northern Sotho Pedi, Tlokwa, Matlala, Moletse,(Transvaal Sotho) Kopa, etc.

Western Sotho Koena, Kgatla, Fhurutsi, Tlha-(Tsoana) ............... pino> Rolong, Ngoato, etc.

Southern Sotha(Shoeshoe) ......... Same as Xhosa.

N.B.— The aim is to teach the language as distinct from the dialect, e.g. where Swazi or Ndebele are spoken, Zulu would be the language taught in the school; where Koena, Kgatla, etc., are spoken Tsoana would be the standardised form taught.

This does not mean that pupils and teachers should be limited to the vocabulary of the book but good dialectical words should be cultivated to increase the range of the vocabulary of the standard form. But, where certain grammatical forms or letter symbols have " e®n adopted as standard then dialectical variations should be banned.

Page 16: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

Bibliography.— (See Appendix E, Report of the Interdepart­mental Committee on Native Education.)

T H E CODE.

First Year (Sub-Standard A ).Oral.

(a) Oral composition lessons on topics of common interest. Special attention to purity of language and correctness of idiom especially to “ the euphonic concord ” .

(b) Building up of words and sentences to be written on the blackboard in keeping with and supplementary to the lessons in the reader.

(c) Word-building exercises and competitions.(d) Simple tales from folk lore, action songs and games. Simple

dramatisation should be attempted.N .B .— From the beginning teachers should combat the tendency

among the pupils to mumble and should encourage slow, clear and deliberate speech.Reading.

(a) Vowels and their combinations to form words and sentences.(b) The semi-vowels.(c) Simple consonants and their combination with vowels to form

words and sentences.(d) Digraphs and trigraphs, e.g. tl, ng and tlh or thl and ths or

tsh respectively.The consonants, digraphs and trigraphs should be taken in

groups, and the process of combining with vowels to form words and sentences successively should be completed before a new group of consonants is attempted. The continuous sounds like n, s, m, etc., should be taken before the stop-sounds like p, t, d, etc.W ritten Work.

The written work should be a reflection of the lessons taught in reading, hence the letters and/or words taught in writing must be the same as those taught in the reading lessons. Script writing is urged because it makes the correlation of the written work and the reading possible.

Second Year (Sub-Standard B).Oral.

Besides oral composition lessons, i.e. object lessons or picture composition, a definite course of lessons should be given in word- building, i.e. building up words from simpler words already learned. Each word should be used immediately in a sentence to make sure that it has been understood. Pupils should be encouraged to form their own sentences.

In the oral composition lessons careful attention must be paid to the language used by the pupils. A ll unnecessary foreign words must be banished and mistakes must be corrected.

Recitation will be a continuation of the work in Sub-Standard A.

Page 17: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

Reading.(a) Word-building from words already learned to go hand in

hand with the oral composition;(b) Reading of short stories and lessons found in a suitable

reader.

W ritten Work.This will consist chiefly of (a) transcription of words from the

blackboard; (b) exercises in building up new words from words already learned; (c) writing of sentences following upon the oral composition.

Standard I.

Oral.The oral composition should now take a definite line towards

preparation for written composition. The following is a suggested method : —

Choose one definite object or action for description. Elicit from the pupils what they see or hear. Make a simple sentence on each point. This can now be written by the teacher or one of the pupils on the blackboard and a full stop must be placed

. after every sentence. Only simple sentences should be used. Let the pupils study the model on the blackboard and then make up a little composition of their own on some similar object or action.

W ord building should now be guided into channels of definite language study. In an informal way such subjects as. the diminutives of nouns, female colour adjectives, the different processes of hardening of sounds, easy verb derivatives, etc., could be brought in. This must not be regarded as a grammar lesson in that, the child must learn definitions of nouns and verbs, but should be practice in the use and modifications of words in the language.

Recitation should include the simpler songs of praise, child­ren’s songs, folk tales, and renderings of folk tales from other peoples could be used. This will afford a good opportunity for imaginary travel to other lands and the teacher could give the pupils a peep into the life of children in other lands.

R eading.(а) Based on the subjects and headings dealt with under oral

work;(б) an approved reader;(c) supplementary reading.An attempt should now be made to obtain material for supple­

mentary reading.

Written Work.(a) W riting of a number of sentences descriptive of an object

or action;(b) the making of sentences with words dealt with under oral

work or reading.

Page 18: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

Standard II.Oral.

The oral composition could now take in two or more objects or actions standing parallel and so bring in the use of the comma and semi-colon by co-ordination or subordination.

Language study to be extended to the use of more advanced and involved word derivation including those that necessitate changes in sound, use of simple synonyms, opposites, male and female and the names of young animals. Again formal grammar should be avoided.

Recitation should include poems from books and poems and adaptations from other literature, with interesting lessons on history and geography both of their own people and of other peoples.Reading.

(a) Following on the oral work and written compositions;(b) an approved reader;(c) supplementary reading from books and periodicals.

W ritten W ork.This will now include («) short simple composition based on the

oral work; (b) exercises on the use of words— both word-building and language study; (c) dictation.

Standard I I I .Oral.

The topics chosen for oral composition should now be more diffi­cult and the actions could include two or more actions going on at the same time or the description of two or more objects associated with one another. In addition pupils could work from memory and imagination i.e. not having the actual objects before them or the action going on in front of the class. The lesson worked out with the class could serve as a model for full composition and could be copied down as such into the pupils’ exercise books. As soon as possible pujjils should be asked to write a composition of their own on similar topics and in a similar way.

Exercises, oral and written, should be set on the different tenses and moods of the verb, i.e. to show how something was or happened yesterday, how it will happen to-morrow, and how it would happen under certain conditions.

Thorough practice to be given in the negative construction. Recitation to include more advanced poems and prose.

Reading.(a) Based on the written work i.e. the pupils read what they have

written.(b) An approved reader.(c) Supplementary reading.(d) Pupils should now be thoroughly versed in discussing what

they have read as distinct from mere explanation of words.Written Work.

In addition to work mentioned under Oral original descriptive and narrative compositions of what pupils have seen or heard, imagin­ary objects, ordinary simple narratives with a simple chronological sequence of incidents.

Page 19: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

W riting notes and short letters. Careful attention to be paid to beginning and ending. The same method of teaching letter-writing is recommended as in the case of composition writing i.e. begin with the short, simple sentence and watch the punctuation.

Exercises on language on the portions mentioned under oral.

Standard IV .Oral.

This is an extension and amplification of the Standard I I I work. Reading.

As in Standard I I I but more advanced.W ritten Work.

Pupils should now be encouraged to work more independently. Most of the work will consist of writing of composition and letters and of language exercises.

Standard V.Language and Composition.

Narratives which are more involved and include cross-incidents. More involved descriptions. Letters— narrative and formal. Careful atention to punctuation and paragraphing.

Simple idea of the structure of the language based chiefly on the nominal classes and the nominal concord.

The study of the idiom of the Native languages, with special attention to the pcturesque as revealed in proverbs, proverbial sayings and idiomatic expressions.Reading and Recitation.

Reading should not be confined to the classbook but pupils should be encouraged to read as much and as widely as possible. Each school should subscribe to some periodical in the language and pupils should be encouraged to discuss what they have read either formally in class debates or informally with the teacher or with class mates.

Most of the reading should be silent reading.

Standard V I.Language and Composition.

This should be a continuation of the work of Standard V to include simple syntax and analysis of sentences. In the composition an attempt should be made to bring out the beauties of the language. A much deeper study of synonym and idiom will, therefore, be neces­sary. The study of simple songs of praise and other poems will be of great help and assistance because they will bring with them a certain amount of study of word-derivation.Reading and Recitation.

As in Standard Y.During this year a course of ten lessons should be devoted to the-

study of available literature in the Native language.

Page 20: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

S IN G IN G .1. Although this syllabus is set out as for definite classes, it

must be treated with a certain amount of freedom. It would be better to consider it as being in steps, so that classes which cannot properly reach the standard set, in the time allotted, need not skimp the work, rather taking a longer time to make quite sure that every­thing is thoroughly learned, yet those more gifted need not be held up unnecessarily.

2. “ Growlers ” and “ slow ears ” should be picked out, and made to sit in front of the class, silently listening. They must be tested frequently until they begin to sing in tune. It is most important to help these people, particularly in the sub-standards, as it is at the early ages that they will develop the ability to sing if helped and encouraged. Yery few children are tone deaf, but many have slow ears for tune; this can be cured if taken in hand early enough.

3. Do not introduce a new note unless you are quite sure the class is quite sure of those already learnt.

Be most careful to help the class to understand and feel the mental effect of each note.

4. Every effort should be made to help the class to produce a mellow, round, forward note. Insist on soft singing. The chest voice should not be used at all, therefore, when singing scales, always sing them descending, the lower notes being softer than the upper. Do not give sustained exercises below A (lah). Do not introduce a new vowel sound unless you are quite sure that the class is producing a good tone oh the preceding ones. Give plenty of illustration in ■voice production but be quite sure you give a good illustration.

5. Great care must be taken with children between the ages of 14 and 18 years that the voice is not strained in any way, do not let them sing high notes. (It is advisable for boys whose voices are breaking to stop singing— make them listen.)

6. Breathing exercises must be used at every lesson; they must not be omitted.

7. In teaching songs with descants and two-part songs do not make the one section of the class always sing the upper part, give each section a turn. Above all insist that these and the rounds are sung softly.

Sub-Standards A and B.

(a) Breathing.— First stage, the children should sit. The breath to be inhaled thro\igh the nostrils gently, as if smelling a flower, the lower part of the lungs must be filled (expand the waist) then the upper (expand the chest) keep the chest up, but do not raise the shoulders.

The breath should be expelled (by drawing in the abdomen as if cooling a cup of hot tea).

Ex. 1. Draw breath and expel as above.Ex. 2. Draw breath as above, expel by singing softly on

“ A ” to “ loo

Page 21: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

(b) Tune.(1) Recognise and distinguish between “ high ” and “ low ”

sounds.(2) Imitate single sounds, sung by teacher.(3) Imitate short musical phrases sung by teacher.(4) Learn “ by ear ” at least four easy songs and nursery

rhymes. First singing the tune to “ loo ” , then to the words.

(c) Time.(1) Recognise “ accent ” .(2) Recognise two pulse and three pulse measure.(3) Clap hands or march in time to teacher’ s singing.

Standard I.(a) Breathing as before.

(b) Voice (class stands).(1) Sustain softly AB-flat BCC-sharp D using

“ hoo ” (the prefix “ h ” helps towards a forward tone, but it must be generated from the waist (diaphragm) and not by letting the shoulders fall and chest collapse,

f (2) Glide down in Tones (pairs of notes), e.g. A— G, Do not j B— A, etc.

“ scoop ’ ’ I (3) Glide down in Semitones (pairs of notes), e.g. ( A— A-flat, B— B-flat, etc.

(c) Tune.(1) Introduce Doh Chord.

Sing from—(a) hand signs.(b) modulator,(c) horizontal exercises on blackboard.

(2) Teacher sings series of notes, class give hand signs ford, m, s, as they appear.

(3) At least four unison songs.

(d) Time.(1) Revise (a) accents, (b) 2 and 3 pulse measure.(2) Recognise 1 beat, 2 beat, 3 beat, 4 beat notes and rests.(3) Clapping or marching the time.

Standard II.(a) Breathing as before.(b) Voice.

(1) As before.(2) Descending scales, using “ hoo ” C, C-sharp, D, E-flat.

(c) Tune.(1) Introduce Soh Chord f (a) hand signs,

■J (b) modulator,(2) Introduce Fall Chord ( (c) horizontal exercise.

Page 22: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

(3) Teacher sings phrase containing any notes of the scale—class give hand signs.

(4) At least four unison songs (to he learnt from Solfa).

(d) Time.(1) Teach French time names for 1, 2, 3, 4 beat notes and

rests.(2) Introduce four-pulse measure.(3) Teacher now sings on a Monotone, Rhythmic Phrase (about

two bai’s), using only 1, 2, 3, 4 beat notes and rests. Class recognise (a) time, (b) class name lengths of notes,

(c) teacher writes them on the board, but making a tune.

Class Ta-tai the exercise, then sing it to Solfa names.

Standard I I I .

(a) Breathing as before but stand.(b) Voice.— The vowel sound “ ee ” should now be used on the upper

notes C-sharp, D, E-flat, E, if the class is -producing a good tone on “ hoo Beware of singing through the nose. The back teeth must be wide apart as if yawning. Let the class test this by pushing the tips of the little finger, through the cheeks, between the back teeth. Be quite sure you can produce a good “ ee ” tone yourself; then give illustrations of good tone and squeky tone. Let the class compare.

(c) Tune.(1) Revise.(2) Introduce chromatics “ fe ” associated with S and “ ta ”

associated with d'.(3) Apply Doh chord to staff.(4) Music readers should now be used.

N .B .— In sight reading class should—(1) Ta-tai the time.(2) Sing the tune to Solfa.(3) Sing the tune to “ loo ” thinking the solfa names.(4) At least four unison songs.(5) Two easy rounds (softly).

(id) Time.(1) Revise.(2) Introduce and use half pulse.

Standard IV .

(a) Breathing as before (standing).

(b) Voice.(1) As before.(2) Use “ ee ” on descending scales of C-sharp DE-flat EF.

Page 23: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

(c) Tune.(1) Revise.(2) Introduce one remove transitions.(3) Apply Dob and Soh chords to staff.(4) Sight reading from music readers.(5) At least four unison songs.(6) Two songs with descants (Novello School Song Books).

(d) Time.(1) Revise.(2) Introduce and use 1 pulse notes.

Standard V.(a) Breathing as before.(b) Voice.

(1) As before.(2) Introduce vowel sound sustained—

“ ay ” shaping on good “ ee “ ah ’ ’ tongues touching lower front teeth;“ oh ” forward tone.

(3) On sustained C-sharp C B B-flat A A-flat G F-sharp F using the five vowel sounds, each growing out of the pre­ceding, e .g .: —

(1) ee— ay— ah— oh— oo.(2) oo— oh— ah— ay— ee.

(c) Tune.(1) Revise.(2) Introduce remaining Chromatic Notes.(3) Apply Doh, Soh, Fah Chords to Staff.(4) Sight reading from music readers.(5) Four unison songs, also songs with Descants.(6) Two two-part songs.

(d) Time.(1) Revise.(2) Introduce \ pulse.(3) Introduce six pulse measure.

Standard V I.(a) Breathing as before.(b) Voice as before.(c) Tune.

(1) Revise.(2) Introduce Lah Minor.(3) Apply Chromatic Notes to Staff.(4) Sight reading from music readers.(5) W rite a tune in Solfa from singing of teacher.(6) Unison songs and Descants.(7) Two-part songs.

(d) Time.— Revise.

Page 24: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

H A N D W O R K .

IN TR O D U C TO R Y.

Every child has been born with the urge for doing something with his hands in order to express his ideas in a concrete form. We see this in all the games played by children. An important factor in our observations will be that children are not content merely to imitate their elders but that their imitation is chiefly of the manner in which the thing is done. They want to master the technique so that they can do things for themselves. Handwork is, therefore, definitely a method of self-expression and should be treated as such in our educational scheme.

Two points immediately follow upon this statement, v iz .:(i) To make this hand-activity as natural as possible we

should always attempt to make use of materials found in the place so that the child can carry on the work even outside school hours.

(ii) To make the work fit in naturally with the life of thechild and so fulfil a useful purpose, the nature of the work done should be in keeping as far as possible, with the life of the community.

The underlying aim of the teaching of handicrafts is, therefore, character training. It is that powerful instrument which enables the child to “ learn by doing ” and_ provides amplification and fulfil­ment to our course of studies which must, to a large extent, be theoretical and “ bookish To make the handicrafts educationally valuable the interest of the pupil must be roused and sustained. This can best be done by encouraging and guiding the pupil m the exploration of the potentialities of developing hand activities with materials found in the neighbourhood. In rural areas this will be easier than in urban areas, for the Native herdboy and the JNative o-irl have usually by experience found how much use they can make of the plant life and the clay which are to be found in and around their homes. In towns the pupils might be led to explore how much could be done with the discarded tins and odd planks so often thrown away or burned. The study of the growth of plants, the location and selection of the different kinds of clay,_ the gathering of suitable materials are all fascinating and interesting pursuits m and out of school.

Finally we have the development of pride of workmanship. So often a good article is spoiled by lack of finish. The pupil should be taught that nothing is worth doing unless it is done well. At the same time they-must learn that a good and a beautiful thing will not remain good and beautiful unless it is looked after. leads automatically to the care of our own possessions and to the valuable lesson that “ a stitch in time saves nine ” .

Pride in workmanship and care of possessions lead ultimately to resourcefulness, which, is one of the main factors in the development of character.

Page 25: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

In framing schemes and methods for teaching handicrafts the old Bantu, idea of collective community venture should be exploited. Such activities as are of communal value should be taught on the lines of regimental work (mophato or ubutu) where the pupils learn the value of community cooperation.

Handwork should, therefore, not be regarded merely as fulfilling some whim of the Department. It should find a definite place in our educational training and should be linked as closely as possible to the study of the other subjects. In fact, it should, as far as possible, be a process of doing practically what has been learned theoretically in the classroom. The child must be making or doing something with a definite purpose. A few examples will make the position clear: —

(i) One so often finds a whole cupboard cluttered up with clay models all of the same pattern and carefully stowed away to show to the inspector. These models are obviously an end in themselves and not a means to an end. I f the teacher has planned his work in the language lessons very carefully he can get the children to make the models for these lessons and at the end of the year the child’s clay models would show exactly how far the class has advanced in the teaching of that language, e.g. one week we are going to deal in the language lesson with the ox, the cow, the calf, the sheep, the lamb, the goat and the kid. The pupils can make the models out of clay and so prepare the way for the “ look, say, do, look, say ” method. Thus we may end up with whole farmyards, villages, orchards and different activities of communal life.

W ith the older children clay could be used for relief maps and maps of regional geography, also for making models in connection with history, geography and hygiene lessons.

Each child would of course be entitled to make the object as perfect as possible and so the latent gifts and aptitudes of the child in this direction would be stimulated and developed.

(ii) Cleaning the school grounds.— This should be definitely attached to lessons in hygiene and besides the ordinary routine of the work pupils should be guided in finding out methods of doing the work as cheaply and expedi” tiously as possible. Simple rubbish and dustbins could be made by the pupils. The girls should learn not only to sweep, dust and clean windows, but should learn the old traditional mural decorations so as to keep the walls of the schoolrooms in order.

(111) 1 he' school garden.— Here there is great scope but primarily the school garden should be the laboratory for nature study. The scheme for gardening will be a failure _ unless the pupils feel that they are learning something of the wonders of nature and are kept alive to the results their experiments are going to yield.

Page 26: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

An important factor in handwork is that pupils should be allowed to take the work home so that they can finish it there. The formal lesson should be specially for demonstration and individual help.

Taking handwork home can easily rouse the interest of the parents and, especially if the materials used grow in the vicinity, can lead to the rise and development of sound home industries. Further it can lead to the development of home projects which create such a sound link between the school and the home.

For the purposes of handwork the pupils should be divided into age groups and the following are suggestions for every group : the teacher will have to choose the type of work to be done by the pupils by studying what facilities the environment offers. The suggestions given here are by no means exhaustive.

First Group {Boys and Girls) : Up to 10 years.

At this stage we have mostly training in the co-ordination of eye and hand,

(a) Individual.

Clay W ork.— Making of models in clay to serve as objects for language lessons, e.g. animals, houses, kitchen and other utensils, etc. The best model to be taken from the collection to serve for the whole class.

Grass Work.— Both with hard grass and soft. Making of bangles and chains, chain bags, etc. Making of small grass mats, hats and other useful articles. This is really a practice for the use of the needle and cotton later in the sewing lessons, because regular stitches are as important in this work as in sewing.

In towns it will be found that whilst grass or rush is procurable for “ filling ” , grass for “ binding ” is very scarce. It would, therefore, be advisable to pro­cure small quantities of raffia for binding purposes. This could lead to very interesting and artistic patterns.

(b) Community.

Clay W ork.—Illustrating in clay a story told or read in the class. Here groups of children could work together.

Cleaning.— Pupils should be divided up into mephato “ regi­ments ” each with a definite piece of work. This makes for competition. I f any building is going on each regiment ought to be given some part of the work in connection with it.

School Grounds.— Each regiment ought to be in charge of a definite portion of the ground and every attempt should be made to have trees on the school grounds. Each regiment is then given a tree or trees to look after, i.e. water and shelter it.

Page 27: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

Second Croup (Ages 10-13).

Boys.(a) Individual.

Basketry.— The making of baskets from moretlwa, willow or other material; or from broom-grass bound with bark.

Mats.— Foot-mats made of thutse (bobbejaanstert) and other materials; also table mats made of fine grass.

Wood Carving.— The carving of articles from wood. Simple articles made from tin or wire.

(b) Communally.Clay.— Making of models for geography or history lessons.

Illustrating concretely stories heard in any one of the ■other lessons.

Grounds and Garden.— As for the First Group but the work should be chosen to suit this group.

Girls.(a) Individual.— In addition to the sewing: —

Clay.— Making of pots and other useful articles.Grass.— W eaving of mats and making of grass-work baskets. Bead-work.— Making of bead necklaces, bracelets, etc.

(b) Communally.Clay.— Same as for boys.The School.— Cleaning of windows, sweeping and dusting.

N .B .— In all the work done pupils should be encouraged to develop their own style, shapes and colour schemes. Native children, especially the girls, have a very fine taste for colour and colour blend. This g ift should not be strangled by an attempt at uniformity.

Third Croup.

Boys.Every school should make an attempt to equip itself with at least

some carpenter’ s tools, e.g. saws, hammers, pliers, chisels, etc.(«) Individual.

Carpentry.— Useful articles out of boxes and odd pieces of wood. Rustic carpentry from poplar and other woods.

Fretwork.— Since inexpensive fretwork sets are procurable and tea cases of three-ply wood can be procured cheaply, town pupils will find fretwork very interesting and useful.

Basketry.— The making of baskets and other articles out of moretlwa, willow and other materials.

Mats.— Same as for previous group.Wood Carving.— Making of useful articles for the home and

farm, e.g. wooden spoons, yoke skeis, yokes. Making of useful articles with tin and wire.

Page 28: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

N 'B .— The making of the same article over and over again is not to be encouraged. Pupils should be encouraged to develop new ideas for execution in the medium which they are employing. The making of mere models is not encouiaged but each article should have its definite use. The making of useful articles for their home coupled with the making of toys would obviate the danger of making models which are not of use to the home and community.

'(b) Communally.The care of the school building, school furniture, fences, etc. Pupils should be taught to take a pride in keeping everything

neat and tidy and above all things learn that a stitch in time saves nine ” .

The laying out of the school grounds and planting trees, shrubs and flowers, in conjunction with the lessons m Nature Study.

Girls.Individual.— In addition to the sewing: —

(a) Clay W ork.— Pots and other articles, also to learn theprocess of firing.

(b) Mats.— Grass table mats, sleeping mats from river rush,etc.

(c) Bead W ork.— More advanced bead work to include beadededges, bead collars (hence the twisting of twine fiom ox-sinew), etc.

N .B.__The making of the same article over and over againis not to be encouraged. Pupils should be encouraged to develop new ideas for execution in the medium which they are employing. Tlie making of mere models is not encouraged but each article should have its definite use. The making of useful articles for the home coupled with the making of toys would obviate the danger of making models which are not of use to the home and community.

Communally.— Care of the school, mural decoration, sweeping, dusting, etc. The girls could also have a flower garden of their own.TV.B .__Where possible and where opportunities exist this

group of girls should have definite training in housework which would include: ordinary housework, i.e. sweeping, scrubbing, dusting, making of beds, laying of table, e tc .; simple cookery; including baking of bread; washing and ironing.

N E E D L E W O R K .

The girls of the school should be classified for needlework, according°to their proficiency in sewing in four groups, viz. Sub B, Divisions I, II and I I I , and in some schools a fifth group Standard VI.

Page 29: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

+i o*\ s<,:j10°^s w^ere there is only one sewing mistress and where the Sub B class numbers more than 20, the girls should be divided into A and B of which classes should receive sewing instruction only once a week at alternate sewing lessons.

Girls in Divisions I, I I and I I I should have two hours’ sewing per week-—in two sessions— preferably during the period immediately alter the break, m order to allow time for preparation of the class­room and washing of hands.

Sub B.I. Stitches and Processes.

(a) Running (even stitches) thread to be fastened on and ofl: by means of back stitch.

(b) Hemming (taught in its initial stage as slanting tacking).

(c) Top-sewing.(d) Turning of single fold.

II . Completed Article.Any of the following articles are suitable and can be

made from a square or oblong of material: mat, bag, feeder, kettle or iron holder, needlecase, pin­cushion and other articles of a similar nature.

I I I . Materials.Paper and hessian, coarse woollen or cotton threads,

needles with large eyes.

Division I.I. Stitches and Processes.

(a) Tacking, running, topsewing, decorative and plain hemming, chain and cross stitches.

(b) Folding of hems.

II . Construction of simple articles, e.g. pin-cushion, trunk knickers, simple pinafore, handkerchief, runner, tablecover, illustrating the abovementioned stitches.

III . Materials.Unbleached calico, casement cloth, and any other suitable

cotton material without pattern.Embroidery cotton or wool. Needles with large eyes.

N.B.- In 11 l is division all articles should b e sewn in contrast­ing colours.

IY . Knitting (optional).Any small article in plain stitch, e.g. scarf, doll’ s clothes.

Division II.I. Stitches and Processes.

(a) French seam and run and fell seam.(b) Continuous wrap opening.

Page 30: ill - University of the  · PDF file—Compare the two regions and see the difference ... (hot wet forests, tropical forests and grasslands. ... hot deserts, temperate grasslands)

Collection Number: AD1715

SOUTH AFRICAN INSTITUTE OF RACE RELATIONS (SAIRR), 1892-1974

PUBLISHER: Collection Funder:- Atlantic Philanthropies Foundation

Publisher:- Historical Papers Research Archive

Location:- Johannesburg

©2013

LEGAL NOTICES:

Copyright Notice: All materials on the Historical Papers website are protected by South African copyright law and may not be reproduced, distributed, transmitted, displayed, or otherwise published in any format, without the prior written permission of the copyright owner.

Disclaimer and Terms of Use: Provided that you maintain all copyright and other notices contained therein, you may download material (one machine readable copy and one print copy per page) for your personal and/or educational non-commercial use only.

People using these records relating to the archives of Historical Papers, The Library, University of the Witwatersrand, Johannesburg, are reminded that such records sometimes contain material which is uncorroborated, inaccurate, distorted or untrue. While these digital records are true facsimiles of paper documents and the information contained herein is obtained from sources believed to be accurate and reliable, Historical Papers, University of the Witwatersrand has not independently verified their content. Consequently, the University is not responsible for any errors or

omissions and excludes any and all liability for any errors in or omissions from the information on the website or any related information on third party websites accessible from this website.

This document forms part of the archive of the South African Institute of Race Relations (SAIRR), held at the Historical

Papers Research Archive at The University of the Witwatersrand, Johannesburg, South Africa.