cacy of hand is
exactly what we claim that weaving develops in our children to-day.

[Sidenote: _Primitive loom in the public schools_]

[Sidenote: _Its disadvantages_]

The primitive loom, as it is made for use in the public schools, is
familiar to almost every teacher. It consists of a wooden frame, in the
two ends of which are fastened brads at intervals of half an inch. The
warp is strung around these brads. There is no variation either in the
size of the rug or in the width of the warp to afford opportunity for
different materials. This is a decided objection, as a new frame has to
be made every time a change is desired. The first difficulty encountered
is the drawing in of the sides of the rug, which is almost impossible
to avoid, even with the utmost care. Photographs of work in the leading
educational magazines, as well as samples of teachers' work, all show
the same defect. The Indians obviate this difficulty by twisting two
stout cords in the edge of the woof during the process of weaving. (See
illustration on page 135.) In one school, where the work in this respect
was fairly well done, the teacher was asked how she accomplished the
result. Her reply was, "Oh, I make them pull it out every time it
draws." Poor, patient little fingers! One can imagine the thoughts which
were woven into that imperfect rug by the discouraged little worker.
Another disadvantage of the primitive loom is that the child must bend
over it while weaving, and if, by chance, he turns it over to examine
the other side of the work, the brads are apt to leave an unsightly
impression on the desk.

[Sidenote: _Success in doing_]

One of Froebel's fundamental principles is that a child should never be
_allowed_ to fail--that his work should be so adapted that he will
succeed _every time_, and that he should be led step by step as his
power grows, to something more difficult.

"One thing is forever good,
That one thing is success."

We have all experienced the joy of success in one way and another. Let
us help the children to have the same experience.

[Sidenote: _Idea of the "new education"_]

[Sidenote: _Small classes_]

[Sidenote: _Public school conditions_]

The idea of the "new education" is that the child should work out his
own salvation--that having wrestled with the difficulties involved in
weaving on the primitive loom, he should proceed not only to invent, but
to construct a newer and more improved loom. In mod