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Hampton Negro Conference. Number III. July 1899.

1899VA-State-Hampton_Proceedings (57).pdf

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56

not, it is because he has not been properly fed. It will pay the farmer in the end to provide abundant food for his stock.

"it is also important that the soil should be ploughed deep, from six to ten inches, and that the plough should be kept free from rust. The farmer cannot expect abundant harvest if he simply runs over the top of the ground with a dull, rusty plough. Teachers can help the farmers by telling them these things."

It was the general opinion of the conference that it would be still better if the men teachers, at least, would become practical farmers themselves, so that their neighbors might learn by imitation. It was suggested that a model farm in each neighborhood would be the best sort of object lesson. A few words were added by Dr. Frissell, which emphasized the importance of agricultural training. He said that no occupation was more promising than agriculture for the young of the South; and he hoped that many would avail themselves of the opportunities for instruction afforded at Hampton. The demand for thoroughly trained agriculturalists is at present much greater than the supply.

THE EDUCATIONAL SIDE OF SEWING

BY MRS. MARY SCHENCK WOOLMAN

Vice-President of the New York Association of Sewing Schools

My purpose this evening is to present to you a few points tending to show how sewing may become a factor in the development of the child's mind.

INTRODUCTION OF SEWING.

The subject is not a new one in the schools. It was introduced many years ago as it was felt that girls needed to know how to sew, and that they often failed to learn at home. This was a purely utilitarian standpoint. The skilled needlewoman was employed as teacher, and her object was to make the children clever needlewomen. Material results were emphasized and little or no thought given to the training of the brain through the hand.

OBJECTION TO SEWING.

Educational thinkers, however, began to complain that sewing from this utilitarian standpoint was not a subject for the

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