Excerpt from Industrial Work for Girls
Until recently the average school has provided very little industrial work for girls. Even yet this important phase of education is confined largely to cooking and sewing, of some of. which the educational value is questionable. It is true that the exercises in these subjects can be made very practical. Too often they are unrelated and poorly executed. The work is not taught; it is just done. In some instances, these conditions have brought criticism upon the entire industrial movement.
The industrial course of study should be as carefully planned from the beginning classes as the academic work and, to be most effective, must be correlated with it; that is, definite instruction must precede or follow the industrial exercise if the student is to get anything more than mechanical training. From this standpoint, the paper weaving, the yarn weaving and the other weaving of the primary classes become important on account of the instruction given in the manufacture of these products and of the information gained about these important industries. The same is true of the clay modeling, basketry and other elementary industrial work. Many of the exercises may have little or no practical value, but they should have much educational value if properly taught. For this reason, a course of study with but a smattering of cooking and sewing in the upper classes, and with no definite plan, is entirely inadequate; the student has no foundation for the work; and fails to see the relation between it and her other studies.
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