Excerpt from Basketry and Weaving
In the last decade, it has been demonstrated beyond question that industrial art may be introduced into the schools without in the least lessening their efficiency in intellectual training. Its introduction awakens the interest of pupils who have special need of being interested, and it is helpful to both teacher and child. By it the home and the school are brought into closer relations.
The child, in his early years, has the tendencies of primitive man. In his play he imagines himself a savage far away from civilization. He builds fires in the open air and hunts imaginary wild animals that roam in imaginary forests. He has not been told of the cave dwellers who passed through the fishing, hunting and pastoral stages, yet within him is the longing for a life like theirs.
Intellectual training pursued along this line of interest, beginning with the study of primitive man and leading up to the present conditions, will take the child out into the industrial world, and he will be made to feel that a place is awaiting him in it which he will fill later on.
He is also made to feel that work is honorable and labor is to be respected.
The needs of the home furnish many interesting topics for language work, number work and geography.
The first needs were food, clothing and shelter.
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