It is hard to estimate the value of handwork in education, for one cannot separate the influence of one subject in the curriculum, but one is tempted to say that it has a beneficial effect upon the child's attitude toward work in general; she looks into the why and wherefore of an object in order to see how it is made; unconsciously she adopts the same attitude toward things abstract. She learns to appreciate accuracy and to detect error, but how far she applies this to subjects other than handwork it is hard to say. It is possible, also, that handwork helps to develop the sense of justice.
Certainly the girl who has had a course in handwork does take a more intelligent interest in things around her, and does find out a way of 'setting about' a piece of work by herself. She has something pleasant and profitable to think about; she becomes more businesslike; in the lesson itself she resents interruption (this was the case when the photographer came for illustrations for this book); more strangely still, she plays no tricks with glue-pot or tools, although she has innumerable opportunities for mischief. The joy over the finished article is greater than the spirit of mischief. She realises how short the time is when there is work to be done, and looks out for devices for saving time, putting tools in handy places, saving pieces of wood of useful sizes to avoid sawing, and so on.
There is a spirit of earnest endeavour abroad in the handwork class which prevents a girl from throwing aside in a pet something she has done badly; she does not give up in disgust; she finds out the cause of the failure and tries again and again until she gets better results. It is no unusual thing to find a girl return to a job that, five or six weeks before, she had thought finished, and do it again, because her progress with other articles has made her dissatisfied with her previous standard. This comes, not from suggestion from outside, but from the development of the child's own judgement. These are the things which show what is the real value of this training.
II. INTERNAL EVIDENCE
In order to find from internal evidence the educational value of toy-making, the following questions were put to the two lowest classes (ages ten to eleven). The girls were told to write frankly what they really thought, not what they thought might satisfy the mistress.
To the question, "If you like handwork, say why; if not, say why you do not," out of forty-five papers one answer only was against handwork—"Because I do not like sawing." The answers in favour were of this type:
"Because we can make what we like."
"Because I like sawing and hammering."
"Because it is nice to see the things when they are finished."
"Because you can make interesting things."
"Because it is interesting making things out of wood like boys."
"Because I make useful things."
The favourite tools were the hammer and saw. There was considerable difference of opinion on the question, "Has it done you any good?" A fair number think it has made them careful or patient or more useful; others seem to think that the exercise in sawing has some good effect on the arms; one says her "fingers are better for music." Others see in handwork a pleasant occupation for future grown-up days; another thinks it has made her "not so flabby and fat."
If they admit that it has cured them of any faults (and they are not very ready to do this), the chief are laziness, clumsiness, and carelessness. To the last question, "Will it be of any use to you when you are grown up?" the majority look forward to the joy of mending their little girls' toys. (Not one mentions a little boy; is he expected to mend his own?) Others will make things instead of buying them ready-made. Some look forward to mending broken chairs or door-handles. One says: "It will teach me to earn my fortune," and finally one writes philosophically: "Ordepents." (No! handwork does not cure bad spelling.)
The girls of the next highest forms (ages eleven to twelve) were given the questionnaire as suggestions and were asked to write an essay on handwork. From them we get the 'home' point of view, the views of the mother, father, sceptical brothers, and of the younger children, who appear to clamour for the toys.