In the growing period a child is always anxious to excel himself and attain a higher level, nearer the adult standards. He measures his growth, not only in inches, but in ability to run faster, jump farther, count higher, and so on. So long as he is stimulated by an interesting motive he puts forth his best effort. It is only when we set him tasks and demand blind obedience that he lags. If his crude work represents his best effort, honestly put forth, he will, and he does, desire to do something better each time he tries. If he is permitted to work freely upon projects of immediate interest to him, he not only becomes familiar with various materials and the purposes they may serve, but he also begins to realize his inability to make them always obey his impulse. As soon as he discovers that there are better and easier ways of working which bring about more satisfactory results, he is anxious to learn the tricks of the trade; and he comes to the later, more technical courses in handwork, not only with more intelligence, but also with an appreciation of their value which is reflected in the quality of his work.
Summary.—The last word, as the first in this little book, would stress the fact that it is always possible to improve present conditions.
Activity is an essential factor in a child's development in school as well as out. Handwork is an important phase of this necessary activity. Neither lack of time, scarcity of material, nor lack of training on the part of the teacher is a sufficient excuse for failure to use some handwork in every school. Much can be accomplished with materials which are to be found anywhere, without using more time than is ordinarily devoted to the subject, and with better results, if we will but realize that educative handwork is not confined to the making of a few books, boxes, mats, or baskets after a prescribed pattern, however good in themselves these may be, but is also a means through which we may teach other subject matter.
We not only learn to do by doing, but we come to know through trying to do. And we often learn more through our failures than through our successes. We defraud the children if we deprive them of this important factor in their development. Any teacher who is willing to begin with what she has and let the children do the best they can with it, will find unexpected resources and greater opportunities at every hand.
Let us not allow ourselves to grow disheartened through vain wishes for the impossible or for the advantages of some other field, but attack our own with vigor and determination; for
"The common problem, yours, mine, every one's
Is—not to fancy what were fair in life
Provided it could be—but, finding first
What may be, then find how to make it fair
Up to our means."