பக்கம்:புதிய கல்வி முறை-10-2-3.pdf/42

22 Foot - Note: Contd. bound to be reinforced, while any other diffusion of effort that may have existed in the past by the attempt to embrace too many subjects is likely to disappear. At the same time the hitherto slowdifferentiation of the curriculam to suit different. localities and their needs (see Education and, industry) will receive a much needed momentum. This is especially a matter of great importance in: rural districts, (See Rural Education), where the: curiiculam until recently has been moulded much. too closely on that of the town schools. Page No. 90: Handicrafts: The introduction ol the crafts into elementary schools was. authorist d by the Education Code in 1890. Prior to that the School oard of London, aided by the city guilds, had already provided instruction in a limited number of schools, Since then the number of School Workshops has steadily increased. and now in both elementary and secondary schools. the provision of handicraft is compulsory. The training in the crafts is strictly non-vocational, and the value of the cultural content predominates. Several of the school leaving examinations now include both woodwork and metalwork as subjects. for presentation. -- Types of Work: The chief craft for boys are: Woodwork, metalwork, basketry, printing, bookbinding, leatherwork, the plastic arts (modelling. in clay, wood and the softer metals), etc., whilst the most important crafts in girls’ schools are: Needlecraft, weaving (raffia, basketry, textiles), the: plastic arts, leather work, printing and bookbinding. Some of these crafts require special, accommodation and equipment and very often one: workshop serves several elementary Schools. The. children usually attend one or more sessions per week. Boys’ central and secondary schools are: practically all provided with workshops.