{"product_id":"2940014019101","title":"The Book of Needlework","description":"That Will Guide You To Start Creating Your Own Needlework Masterpieces! The techniques and styles suggested are as simple and straightforward as possible, so you can learn it easily as well as to become prepared...\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eNeedlework, as a school subject, includes such varied occupations as sewing, cutting and shap¬ing, and knitting. In this book, which is in-tended as a guide to teachers, these subjects are developed in so far as they may be presented to pupils in elementary or secondary schools and continuation classes. No pretence is made to deal with elaborate or intricate work such as might be required of advanced or professional workers.\u003cbr\u003eThe methods of work suggested are as simple and straightforward as possible, so that the pupils may be enabled to reason out what they are doing and so become prepared, if need be, to attempt intelligently much more difficult tasks.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eAn effort is made to connect the school needle-work lesson with the home life, and with the other subjects studied in school.\u003cbr\u003eThe material of the book is arranged so as to avoid laying down hard-and-fast rules with regard to non-essential things, but rather to suggest to the teacher means of accommodating her work to varying circumstances.\u003cbr\u003eFor the sake of clearness, Sewing, Cutting Out, Decoration, and Repairing have been dealt with in separate sections, although in practical work they cannot be separated. In each section, the possibility of gradation from the simplest elements to the most difficult is made clear.\u003cbr\u003e \u003cbr\u003e\u003cbr\u003eNeedlework is one of the most valuable forms of handwork practised in schools. Many other forms are taught chiefly on account of the muscular or the intellectual training they pro¬vide, the actual exercises performed in school being rarely continued in after life; while needle¬work, besides having considerable value as a means of education, is also of the greatest prac¬tical value after school days are over.\u003cbr\u003eIn common with other forms of handwork, needlework makes an appeal to the understand-ing and the imagination, as well as to the hand and eye. According to the character of the worker, the intellectual or the mechanical side of the subject will appeal more strongly. The intel-lectual worker may plan and carry out ingenious ideas in work lacking perfection of stitchery or daintiness of finish, while the mechanical worker may produce beautiful work by blindly following directions, or by copying.  \u003cbr\u003e\u003cbr\u003eteaching in schools aims at producing workers who combine to a reasonable degree thoughtful and beautiful work. That is to say, in school, needlework should be a true handicraft, for which imagination and an appreciation of the beautiful are required, as well as understanding and prac¬tical skill. Indeed, the patient, diligent work necessary for the acquisition of practical skill will be lacking if interest is not present; and interest springs from the emotions rather than from the intelligence, from the imagination of the finished work rather than from the knowledge of its details. It is beginning at the wrong end to keep children working at mere practice pieces until they have gained sufficient ability to make some article of real importance. The short time allotted to needlework in schools makes it almost impossible to reach any sort of perfection in stitchery, but more will be achieved if the pupil is so interested that she puts her whole mind into her work. The relation of the pupil to her work should be that of the craftsman of old times rather than that of the specialized workman of to-day. The workman does as he is told with his own section of the work, but the originality and beauty of the finished article is not his business. The craftsman planned his work from the begin¬ning, with a vision before him of the ultimate result of all his labor. The modern method may be necessary in the economy of industrial life, but it is certainly not education.\u003cbr\u003eDuring the earliest stage, the essential thing is to form correct muscular habits, and to gain mastery over the materials and implements used; for until the mechanical difficulties are so far overcome, the mind is not wholly free to initiate or to develop new ideas. The first work must therefore be accommodated to the child's physical powers, and the introduction of fresh obstacles must be very gradual, so that mental and physical development may keep pace. But work that is too easy or monotonous ceases very soon to be interesting; so, while the simplest stitches may require long-continued practice, the plan¬ning of the work as a whole, or of its details, should relieve the monotony of the steady work by which alone proficiency is gained. It is not very difficult to avoid monotony, because, while young children are bent on making \" something real\", their ideas of \" reality\" are not as ours. Handkerchiefs or table-cloths or bed-clothes for dolly, mats for mother, and bags...","brand":"Altantic eBooks","offers":[{"title":"Default Title","offer_id":47069112598768,"sku":"2940014019101","price":0.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0737\/7593\/9824\/files\/2940014019101_p0.jpg?v=1763603337","url":"https:\/\/shop-qa.barnesandnoble.com\/products\/2940014019101","provider":"Barnes \u0026 Noble (DEV)","version":"1.0","type":"link"}