- A Brief Introduction to the Movement
- Colored Conventions and the Black Press
- The 1853 Manual Labor College Initiative
- Bishop Henry McNeal Turner
- Word Travels Fast: 1855 Philadelphia
- Henry Highland Garnet's "Address"
- What Did They Eat? Where Did They Stay?
- Black Wealth and the 1843 Convention
- African American Women's Economic Power
- The First National Convention
- The "Conventions" of the Conventions: Political Rituals
- Conventions by City
- National Conventions
- Women Delegates
- Women in the Conventions
- Convention Hosts by Denomination
- Conventions by Level
- Clusters of Conventions
- Colored Conventions in Canada
- Delegate Search
- Women in the Conventions | March 8, 2017
- About Us
- Contact Us
Scripto | Transcribe Page
Hampton Negro Conference. Number III. July 1899.
This page has been marked complete.
- Type what you see in the pdf, even if it's misspelled or incorrect.
- Leave a blank line before each new paragraph.
- Type page numbers if they appear.
- Put unclear words in brackets, with a question mark, like: [[Pittsburg?]]
- Click "Save transcription" frequently!
- Include hyphens splitting words at the end of a line. Type the full word without the hyphen. If a hyphen appears at the end of a page, type the full word on the second page.
- Include indents, tabs, or extra spaces.
Current Saved Transcription [history]
point of an outside observer. The beauty of the exhibit will be the child's own will, his very self, imprinted on every object produced by his hand. One of the most beautiful exhibits I ever saw was a loan collection. Each child during the school year had made his little articles with a purpose of usefulness in the world, which had immediately on completing the article, been carried into effect. At the end of the year the school had little to show, but borrowed back the articles the children could collect. It was a rare exhibit—no chance for selected articles. Each child was represented by the article he had made.
METHODS OF TEACHING SEWING.
The steps of the work must be thought out by the children. Side by side with the training of the hand goes the training of the brain, not apart in another section of the being, not in another sphere, unconnected with the work in hand, but in the work itself. The mind must be thinking about the work the hand is doing. Another important thing is the training of the judgment. Let the child decide for himself whether the work is good or bad. At first a beautiful model may not result, but gradually the judgment will improve and the work with it. The ability to distinguish good hand work brings a desire to produce it.
THE TEACHER'S AIM
It is necessary that the teacher should have a high ethical aim. On this depends the educational value of the work. If the aim is simply to complete good models, the building of character through the hand will be small. The powers developed depend on the contents of the aim. If the object is to make the children efficient for good in the world the teacher must study their characteristics and interests. She must see to it that the child's own will power is at work, and that he has thought out for himself every step in connection with the article in hand. He must have a purpose in the making which can be carried out, so that gradually he will come in touch with the world of workers and desire to land a hand. If the teacher works with this spirit she will find the children in her classes growing into active, thoughtful helpers.
The sewing must be part of all the school branches. The textiles on which the work is done may be an aid in this correlation. The way things are made is of intense interest to childre
You don't have permission to discuss this page.