ABSTRACT
This chapter began by lamenting that handcraft was now apt to be encouraged indiscriminately in our schools. These intentions in encouraging craft work are all sincerely pursued, and since every craftsman knows that purpose shapes the final form they will inevitably result in different kinds of activity and different approaches. The importance of the development of the senses, the emotions, and the relation of the phantasy life to the real life through the operation of imagination is grasped. These activities with materials, models of Viking ships, history friezes, scale models of new town plans and so on, which we have called handwork, are concerned with learning about. The activity in which the emphasis is only on the acquisition of knowledge (even practical knowledge such as how a coiled pot is constructed) or on the acquisition of skill without concern for the quality of the finished product must also be termed mere handwork, not craft.
