When we inquire what have been the results of past methods of teaching needlework in our elementary schools, and find that they are in no way commensurate with the time, labour, and money spent upon them, it surely is wise to call a halt and examine into our aims and methods. The circular of "Suggestions for the Teaching of Needlework" issued by the Board of Education in August 1909 is not the first authoritative pronouncement of the Board on this matter, but is the outcome of "the well-considered criticism" invited upon their "Suggestions" on the same subject issued in 1905, which teachers and others were asked to consider as a challenge to independent thought on the subjects of which it treated. THE "PRINCIPLES" OF NEEDLEWORK This challenge has resulted in the statement of certain important "principles" in the new circular and of the proper attitude of the teacher towards them, viz.:-- I. _The duplex aspect of needlework._ 1. As a separate branch of instruction, the aim of which is proficiency. 2. As a means to an end, other than (but not excluding) a certain proficiency, _i.e._ to develop the intelligence and even to form the character of the child. II. _The subject must be made interesting_ if it is to be educational. The making of specimens is not interesting, and should be discouraged, excepting for the practice of new stitches before they can be used on a complete garment or article, however small, for the child herself or for others. III. _Correlation of needlework_ with drawing and arithmetic in the higher classes. 1. To train the eye in form and proportion. 2. To illustrate principles of arithmetic, by measuring and deciding upon quantities and by calculating cost, introducing incidentally ideas of economy and thrift. IV. _Needlework lessons are ordinarily uninteresting_ and wearisome to body and mind. This need not and should not be; if the subject is taught with the why and wherefore of things, it should rather stimulate intelligence and capacity. V. _Opportunity is afforded_ by the lesson for practically and tactfully inculcating the charm of neatness, cleanliness, and tidiness in person and in clothing, encouraging the child in self-respect and to regard as a matter of shame that any girl should reach woman's estate without a practical knowledge of the use she can make of the needle. Certain suggestions follow as a basis for a more detailed scheme, viz.:-- 1. Classification of scholars as to age and capacity. 2. Size of illustrations and use of blackboard. 3. Instruction of weakly children, and care of eyesight. 4. Exercises in knitting and various forms of constructive handwork for very young children, in preparation for definite instruction in needlework at a later age. 5. Condemnation of habit of counting threads. 6. Order of teaching "processes" in needlework, from simple to complex.