When we inquire what have been the results of past methods of teaching needlework in our elementary schools, and find that they are in no way commensurate with the time, labour, and money spent upon them, it surely is wise to call a halt and examine into our aims and methods. The circular of “Suggestions for the Teaching of Needlework” issued by the Board of Education in August 1909 is not the first authoritative pronouncement of the Board on this matter, but is the outcome of “the well-considered criticism” invited upon their “Suggestions” on the same subject issued in 1905, which teachers and others were asked to consider as a challenge to independent thought on the subjects of which it treated.
THE “PRINCIPLES” OF NEEDLEWORK
This challenge has resulted in the statement of certain important “principles” in the new circular and of the proper attitude of the teacher towards them, viz.:—
I. The duplex aspect of needlework.
1. As a separate branch of instruction, the aim of which is proficiency.
2. As a means to an end, other than (but not excluding) a certain proficiency, i.e. to develop the intelligence and even to form the character of the child.
II. The subject must be made interesting if it is to be educational. The making of specimens is not interesting, and should be discouraged, excepting for the practice of new stitches before they can be used on a complete garment or article, however small, for the child herself or for others.
III. Correlation of needlework with drawing and arithmetic in the higher classes.
1. To train the eye in form and proportion.
2. To illustrate principles of arithmetic, by measuring and deciding upon quantities and by calculating cost, introducing incidentally ideas of economy and thrift.
IV. Needlework lessons are ordinarily uninteresting and wearisome to body and mind. This need not and should not be; if the subject is taught with the why and wherefore of things, it should rather stimulate intelligence and capacity.
V. Opportunity is afforded by the lesson for practically and tactfully inculcating the charm of neatness, cleanliness, and tidiness in person and in clothing, encouraging the child in self-respect and to regard as a matter of shame that any girl should reach woman’s estate without a practical knowledge of the use she can make of the needle.
1. As a separate branch of instruction, the aim of which is proficiency.
2. As a means to an end, other than (but not excluding) a certain proficiency, i.e. to develop the intelligence and even to form the character of the child.
1. To train the eye in form and proportion.
2. To illustrate principles of arithmetic, by measuring and deciding upon quantities and by calculating cost, introducing incidentally ideas of economy and thrift.
Certain suggestions follow as a basis for a more detailed scheme, viz.:—
1. Classification of scholars as to age and capacity.
2. Size of illustrations and use of blackboard.
3. Instruction of weakly children, and care of eyesight.
4. Exercises in knitting and various forms of constructive handwork for very young children, in preparation for definite instruction in needlework at a later age.
5. Condemnation of habit of counting threads.
6. Order of teaching “processes” in needlework, from simple to complex.
7. Suitability of materials, needles, and threads to each other, and of the style of sewing to the garments which the children should wear.
8. Direction of attention to the fact that hands and eyes which have been sensibly trained to execute “plain work” will acquire “fancy work” quite readily later on if leisure can be found.
9. New methods and stitches to be learned on waste material.
10. Importance of practice in mending at school and at home.
11. Importance of cutting-out and pattern-making.
12. Garments made to be worn, not kept at school.
13. Elaborate making-up of paper garments to be discouraged.
14. Rough sketches to train the eye to recognise the value to each other of different parts of a pattern.
15. Importance of recognition of difference between a well-cut and an ill-cut garment.
16. Calculation of kind, quantity, and cost of material to be worked out in an arithmetic lesson.
17. Note-books and records to be kept.
18. Fixing to be done by actual maker of garment—not a joint production.
19. Use of sewing machine permitted for long seams and hems.
20. No time to be wasted while waiting for teacher’s help. Independent work to be encouraged. Knitting and other suitable work to be at hand.
This excellent and sensible paper of suggestions means an offer of freedom on the part of the Board; it remains, therefore, but to accept and adopt its conditions. A practical difficulty, however, at once arises from the fact that, after a long period of bondage to many “Regulations,” it is difficult for the teaching profession in general to realise that independent judgment is now expected 302 of them, indeed is required, though this is a phase temporary and evanescent, which will quickly adjust itself.
For lack of time and space we must here pass over the important question of the relation of the domestic arts to the general school curriculum, as well as the proportion of time to be allotted as between needlework and the other domestic arts, and dwell for a moment on the relative qualifications of our teachers in different sections of the whole subject taken at its widest, for these qualifications reflect the existing demands of the public. Taking England, for example—how do we stand with other countries in this respect? Speaking generally, and as one who, though not professionally a teacher, has for many years had a hand in the training of teachers, and who has given much time and thought to the comparative study, both theoretical and practical, of needlework and dressmaking, it seems to me that, as to sewing, we are as good, if not in some ways better than our neighbours, though we have been apt to regard the perfection of our stitches as an end in itself, which decidedly vitiates our conclusion. We also appear to have much to learn, or at least to practise, in respect of suitability of materials, needles, and threads to each other, and of the style of work to the purpose required. As to “cut” and “the hang of the thing,” and the root difference between an “ill-cut” and a “well-cut” garment, I fear we make a bad third with France and Austria; but with our newly acquired freedom we can and 303 we must change all that: the public begin to demand it.