Senior Needle Craft D M Hart ex College Library

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See Photos. Book is a clean ex library Book from Battersea Training College of Domestic Science. 

There are blue ink stamps on the front and back inside pages, an envelope for tickets and signs of removed library label. 

The spine of the book is damaged at the base, but does not affect the binding

The front cover gapes open

There is nothing on the book to indicate it's age but Battersea College of Domestic Science was renamed in 1965

SENIOR NEEDLECRAFT

by D. M. HART

EVANS BROTHERS LIMITED

MONTAGUE HOUSE, RUSSELL SQUARE, LONDON, W.C. 1

CONTENTS

One FIRST CONSIDERATIONS..

Two STITCHES AND PROCESSES:

A Stitches

B Seams

C. Fastenings

D. Openings

E. Fullness.

F. Edges

G. Necks

H. Sleeves

L Cuffs

J. Hems of Garments

K. Pockets

Three PAPER PATTERNS

Four PLANNING A NEEDLEWORK SCHEME

Five SIMPLE SKIRTS

Six MENDING AND RENOVATIONS

Seven EMBROIDERY..

Eight TEACHING OF SIMPLE FACTS ABOUT COLOUR..

INDEX

PREFACE

THIS book has been written to help the teacher of Seniors to get a comprehensive view of the possibilities of needlework in a Senior School. It contains suggestions for a complete senior needlework scheme, which can be adapted as required to fit individual circumstances. 

The stress comes on the processes and construction of garments; that is inevitable and is as it should be. 

There is a certain amount of work with paper patterns. 

Embroidery has a chapter to itself; it is sufficient here to offer suggestions to the teacher, for this section of needlework is a large that it really is essential for the teacher to go to individual books on embroidery for details and  suggestions concerning various types of embroidery. 

The teaching side has been stressed too, to help the less experienced teacher who is searching for the right approach to the subject.

The companion volume to this is my book Junior Needlecraft.

 In this the foundation of stitches and elementary processes has been dealt with in great detail. 

The books overlap slightly. There are many pieces of the Junior book which could have been included in the Senior one, but their inclusion had to be  sacrificed to give space for more relevant information..

 Knitting has been omitted in both as it is a subject which needs much space to be dealt with adequately.

For many years it was my pleasant lot to deal only with needlework in various types of schools. 

It brought me into contact with every type of child, all manner of schools and conditions, and above all innumerable teachers. 

By the willing co-operation of these teachers I gradually found what appeared suitable from every point of view for a modern scheme of school needlework which must of course be formed in relation to modern needs. 

In the Senior Schools there were no truly specialist teachers. I had to help those who took needlework as one of many subjects and very often they had taken it at first unwillingly. Needlework may be an interesting subject but it is a difficult and worrying one for the teacher ! 

We found that the first thing that must be tackled is the teacher's own knowledge of the subject. Her willingness to attend classes, to use books and to practise the craft is extremely important. 

Out of these efforts develops enthusiasm which inevitably reacts on the class, and all manner of thrilling things are attempted which before were not given a thought. 

The class becomes alive; needle work is something which the girls discuss at home; they appear at all odd moments with requests for extra help or information sales are easy. 

The teacher's life becomes more rushed, but she is touching something that makes teaching worth while the girls turn to her with keenness and enthusiasm and above all the desire to create, for they have discovered something that they really want to do. 

It is then that there is no limit to what a girl of twelve years or more can do.

Out of all this develops one important fact, which most be given free scope within reason.

 Each teacher develops her own special line of interest, and providing she deals fairly with the other sections of the subject, it is all to the good that in her school or class  the emphasis is on one section, while in another the weight of interest is elsewhere.

 I wish to thank the teachers and those of my colleagues in Oxfordshire who made  this book possible.

D. M. HART.