Construction
The dai may vary in shape: oval ("more feminine") to rectangular ("more masculine") and color (natural, lacquered, or stained). The ha may also vary in style; for example, tengu-geta have only a single centered "tooth". There are also less common geta with three teeth. Merchants use(d) very high geta (two long teeth) to keep the feet well above the seafood scraps on the floor. The teeth are usually not separate, instead, the geta is carved from one block of wood. The tengu tooth is, however, strengthened by a special attachment. The teeth of any geta may have harder wood drilled into the bottom to avoid splitting, and the soles of the teeth may have rubber soles glued onto them.
The hanao can be wide and padded, or narrow and hard, and it can be made with many sorts of fabric. Printed cotton with traditional Japanese motifs is popular, but there are also geta with vinyl and leather hanao. Inside the hanao is a cord (recently synthetic, but traditionally hemp) that is knotted in a special way to the three holes of the dai. In the wide hanao there is some padding as well. The hanao are replaceable. It sits between the two first toes because having the thong of rectangular geta anywhere but the middle would result in the inner back corners of the geta colliding when walking. Recently, as Western shoes have become more popular, more Western looking geta have been developed. They are more round in shape, may have an ergonomically shaped dai, a thick heel as in Western clogs, instead of separate teeth, and the thong at the side as in flip-flops. According to Japanese superstition, breaking the thong on one's geta is considered very unlucky.
Read more about this topic: Geta (footwear)
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—T.S. (Thomas Stearns)
“There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.”
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“There’s no art
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