"That life is wisest spent Where the strong, working hand Makes strong the working brain."
To create, to make something, is the instinct of divinity in humanity, the power that crowns man as divine.
"It is his impulse to create Should gladden thee."
The practical business man thunders his protest at us against the inefficiency of the man with only the knowledge-stored brain. He says: We must have men that can _will to do_, and then _do_ something, not merely men that can think of things "'twere good to do." Our public schools must train men and women to go out and take their place with the workers of the world, to do something well and effectively.
[Sidenote: _Systematic hand-training the work of to-day_]
At last we are awake, and throughout the country we are trying to heed these calls, and to revive our own weakened thought by action, singing our creed in deeds. Upon the foundations laid by Friedrich Froebel and his students in the kindergarten, we are trying to build up a course in systematic hand-training, through the primary, to intermediate and grammar grades, and thence to manual training in the high schools. _What_ to do and _how_ to do it has now become the practical problem of the day. Everywhere the wide-awake primary teacher is sharing her thought and experience with her co-workers.
For little children, the _what_ must utilize material suitable for little fingers, and tools must be large. The finished product should belong to the maker, or be made by him as a service rendered to others; the result should also be worthy of keeping or giving, from the view-points of both beauty and utility.
Another important factor is the adaptation to present public-schoolroom conditions, and to present public-school treasury conditions.
[Sidenote: _Weaving the best hand work for primary schools_]
More thoughtful study has led to the abandonment of the old-time sewing and fine handwork in kindergarten and primary school. In its place we find the weaving of useful and beautiful articles, out of various available materials, and with simple, primitive tools--allowing always for much and varied use of the great tools, the fingers.
It is interesting to note that teachers in all parts of the country, working independently of each other, have come to practically the same conclusions, viz., that under present conditions, _weaving_ seems the best basis for a systematic course in industrial work that shall train head and heart as well as hand. It is also of great interest to remember that the signboards along the pathway of race development, by means of work, exchange of labor and its products, all point to this idea as the entering gateway. Weaving is the first industry of all primitive peoples.