Hand-Loom Weaving A Manual for School and Home

Excerpt

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An Introduction

For many years we, the teachers of the United States assembled in village, city, State, and national conventions, have recited our creed and chanted it in all keys.

Our creed

We believe that man is a trinity, three in one—head, heart, and hand, one soul made manifest; we believe that this union is vital and indissoluble, since "what God hath joined together" may not be rent asunder; we believe that this three-fold man, being "put to school" on earth to grow, may devise and bring to successful issue no scheme of education that is out of harmony with the plan of the Creator.

Congratulating ourselves upon our ready and distinct utterance of this lofty thought, we have calmly returned to our man-devised book-schools for the acquisition of knowledge, in order to forward some plan for the accumulation of more knowledge.

Deeds, not words, are now necessary

But "wisdom lingered"! Here and there voices were raised that would not be silenced: "You sang your beautiful song; what are you going to do about it?" In the words of John Stuart Mill, "It is now time to assert in deeds, since the power of words is well-nigh exhausted."

Investigators, studying this union of head and hand from the physiological side, hurled truths at us that startled us from our lethargy.

Physiological truths

Every stimulus poured into nerve cells through the avenues of the senses tends to pass out in motor action, which causes muscular movement. In every idea are vitally united the impression and the tendency to expression in action. The nervous system consists of the fibres which carry currents inward, the organs of central redirection, and the fibres which carry them outward—sensation, direction, action. Since control means mental direction of this involuntary discharge of energy (directed muscular movement), control of the muscles means development of will as well as of skill. To prevent or cut off the natural outflow of nervous energy results in fatigue and diseased nerves. Unrestrained and uncontrolled expenditure of nervous energy results in lawlessness and weakened will.

Men of science said: "These are facts about man. What account have you made of them in your elaborate system for educating him?"

Students of sociological and economic problems called out to us as the teachers of men:

Labor must be respected

These great problems concerning the relation of labor and capital (the brotherhood of man) will never be solved until there is greater respect for labor; greater appreciation of the value of the products of labor; until there is more joy to the worker in his labor, which should be the expression through his hand, of the thought of his head, and the feeling of his heart; until labor is seen in its true light, as service; until the man with money as well as the man without learns through experience to respect and appreciate labor and its products. "We absorb only so much as we can interpret in terms of our own active experience."

What contributions are our schools making to the bettering of social and industrial conditions...?