To the beginner in ceramics, the technical aspects can be over-
whelming, particularly to those convinced that they cannot under-
stand chemistry. Because it is important to know about basic
materials, I begin this aspect of my course with simple experi-
ments, involving one material at atime. After they fire many of
the raw materials in small test saucers, the students begin read-
ing and comparing materials. Understanding a flux is quite
simple when you can see a pile of powder smooth out into a
glassy coating over the clay. And by the same token when a pile
of powder remains a pile of powder it is easy to see why the flux
is necessary. At this point then, students begin to combine two
ingredients and, depending on the results and what they glean from
their observation and reading, three or four other materials might
be added for later testing, Somewhere along the line a few stu-
dents will get on to the limit formula and go crazy calculating this
and that via the limits suggested. Meanwhile there are those who
prefer to continue to experiment and I do not discourage this for if
the student looks carefully at each test made, a great deal can be
learned that will be of value if and when he gets the chemistry
craze, No doubt some will complete the course without putting
pencil to paper but what does it matter if they have learmed to
understand the materials and are able to develop new glazes by
another method?

Experimental work is carried on with clays as well, Though we
use a standard body for work in the studio for reasons of space,
ease of operation etc,, it is necessary for a teacher to know how
to arrive at a body for a specific purpose. Of course this could
be learned when the need arose, but why not take advantage of
the variety of clays that are available in a medium-size studio
operation for learning.

Students must also demonstrate a theoretical and practical under-
standing of the firing process, They must gain a respect for a
kiln and learn its limitations and potentials. It is difficult to
understand how a person could consider himself a potter if he has
not involved himself in the total process - and that Includes the
fire. Aside from the total process aspect of firing, it is essential
that those going into the schools know how to operate and

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