The Harris Museum in Preston have an amazing collection of samplers done by adults and children, some as young as six. A group of us went to view the collection and we were asked to run two workshops taking a modern day look at how to start out. Chris Cannon and Barbara Ryan offered to lead the workshops and other members came along to help. We started by viewing a small selection of the collection.
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As well as the 'old' samplers, two of our members, Barbara Ryan and Anne Reading had brought along their own work, which was much admired.
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Here are some pictures from our first workshop with Chris overseeing the stitching. You can see Anne's framed sampler in the middle of the table. An inspiration to us all!
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... and everyone hard at work in the second workshop.
 | Many, many thanks to Chris and Barbara for leading the workshops and for Gillian Hunt who organised and promoted them. |
A further selection of samplers made in Preston is currently on view in the 'Discover Preston' exhibition on the first floor of the Museum. It's very interesting and the background to the samplers has been researched by the curators, giving an insight into the history of the people who stitched them and the places featured.
Dee and I also attended a most interesting talk given by Keith Vernon. Thanks to Dee for this account of Keith's talk.
“Plain Sewing for Plain Girls”
A talk given at the Harris by Keith Vernon
Keith began by expanding on the title of his talk .The “plain girls”, apart from lending symmetry to his title, referred to ordinary girls attending elementary schools in Victorian times.
Needlework at that time was a very important part of the curriculum for girls. One might wonder why girls couldn’t just practise this skill at home? But the women in their households were increasingly being drawn into the workplace, such as the cotton mills, and domestic duties including needlework, were not being passed on in the home.
In upper class circles, there was much emphasis on “fancy” needlework rather than utilitarian, practical sewing and as such, was one of the accomplishments along with music, water colour painting and riding, which helped a girl attract a “good” husband.
In 1862 the Revised code of the Education department, stated that grants would be given to schools teaching Reading, Writing and Arithmetic and Plain needlework, which included darning, mending, marking and knitting. The schoolroom at this time was almost the workroom for the local landowner and household items would be sent for repair.
The 1870 code declared that grants would be withdrawn were needlework not taught. By 1876 needlework was being inspected in schools, its quality judged on what girls were sewing on the day of inspection.
In 1888, the Cross Commission found that girls were sewing for 3-4 hours per day and doing less Arithmetic than boys. Needlework was viewed as a potential economic benefit as well as instilling the virtues of Domesticity, Decorum and Decoration.
1905 saw educationalists viewing needlework in terms of hand-eye coordination. Garment making became part of a more progressive curriculum and there were health and safety concerns, for teachers to be aware of, such as eye or hand strain.
In 1909 it was stated that, “It should be looked upon as a matter of shame, that a girl should reach a woman’s estate, without knowing what use she could make of her needle.”
We wouldn't want to go back to those days but it's sad to think that needlework now seems to be completely overlooked in our schools? Tell us what you think?
Dee and I also attended a most interesting talk given by Keith Vernon. Thanks to Dee for this account of Keith's talk.
“Plain Sewing for Plain Girls”
A talk given at the Harris by Keith Vernon
Keith began by expanding on the title of his talk .The “plain girls”, apart from lending symmetry to his title, referred to ordinary girls attending elementary schools in Victorian times.
Needlework at that time was a very important part of the curriculum for girls. One might wonder why girls couldn’t just practise this skill at home? But the women in their households were increasingly being drawn into the workplace, such as the cotton mills, and domestic duties including needlework, were not being passed on in the home.
In upper class circles, there was much emphasis on “fancy” needlework rather than utilitarian, practical sewing and as such, was one of the accomplishments along with music, water colour painting and riding, which helped a girl attract a “good” husband.
In 1862 the Revised code of the Education department, stated that grants would be given to schools teaching Reading, Writing and Arithmetic and Plain needlework, which included darning, mending, marking and knitting. The schoolroom at this time was almost the workroom for the local landowner and household items would be sent for repair.
The 1870 code declared that grants would be withdrawn were needlework not taught. By 1876 needlework was being inspected in schools, its quality judged on what girls were sewing on the day of inspection.
In 1888, the Cross Commission found that girls were sewing for 3-4 hours per day and doing less Arithmetic than boys. Needlework was viewed as a potential economic benefit as well as instilling the virtues of Domesticity, Decorum and Decoration.
1905 saw educationalists viewing needlework in terms of hand-eye coordination. Garment making became part of a more progressive curriculum and there were health and safety concerns, for teachers to be aware of, such as eye or hand strain.
In 1909 it was stated that, “It should be looked upon as a matter of shame, that a girl should reach a woman’s estate, without knowing what use she could make of her needle.”
We wouldn't want to go back to those days but it's sad to think that needlework now seems to be completely overlooked in our schools? Tell us what you think?
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