Knitting and Education: National Education Month
The history of teaching knitting in schools dates back centuries and has evolved over time. In the past, knitting was taught as part of handicraft education, which aimed to prepare children for domestic life. With the Industrial Revolution and changes in education, knitting became a formal part of school curricula in the late 19th and early 20th centuries. During times of war, knitting was also promoted in schools as a patriotic duty. However, in the mid-20th century, the teaching of knitting in schools declined due to changes in education priorities and societal attitudes towards traditional skills. Recently, there has been a resurgence of interest in handicrafts and traditional skills, leading to renewed efforts to incorporate knitting into school curricula.
Knitting advocates argue that teaching this skill in schools has numerous benefits, such as developing fine motor skills, creativity, and problem-solving abilities, as well as reducing stress. Today, knitting is incorporated into various subjects, and after-school programs and clubs provide a supportive environment for students to learn and practice the craft. The history of teaching knitting in schools reflects broader trends in education, gender roles, and societal values. Despite changes in terminology and the integration of home economics concepts into other subjects, the focus remains on teaching practical life skills relevant to students' everyday lives.
The inclusion of knitting in school curricula varies across countries and educational systems. For example, Nordic countries have a long history of incorporating handicrafts into their curriculum, while in the United Kingdom, knitting is sometimes taught in design and technology or textiles classes. Japan and Scandinavian countries also value knitting as an important cultural tradition and teach it in primary and secondary schools. In Australia and New Zealand, there is a growing interest in promoting handicrafts and traditional skills in education, with some schools offering knitting clubs or extracurricular activities.
The Evolving Tapestry of Knitting's History
Knitting as an art form has a diverse and abundant historical record. This skill has been adopted across various global regions for centuries, fulfilling practical requirements, and producing items of exquisite beauty. Knitting became an established part of the British school curriculum with the 1870 Education Act, taking an essential step in its academic development.
Egyptian Knitted Socks
The earliest recorded samples of hand-knitting can be linked back to Egypt during 3rd - 5th century AD, where socks were crafted through an arduous method resembling sewing rather than knitting, known as 'nålbindning.' This method was the precursor to the speedier technique of knitting with two or more needles.
Eventually, under the Islamic control in North Africa (around 1100 to 1300 AD), double-needle knitting became more widespread. The patterns echoed Islamic art, indicating that cultural impact played an essential role in determining the knitting techniques and aesthetics.
Knitting in Educational Institutions
By the 19th century, knitting had become a staple of girls' education in many parts of the world, particularly in England. Many schools, especially those run by the state, taught knitting to boys and girls alike, emphasizing its practical value.
Women’s Vocational Knitting
In the early days of teaching knitting, textbooks were created for teachers, not students. These books explained techniques using diagrams and text, and teachers were advised to demonstrate the knitting techniques in front of the class. This pedagogical strategy took into account diverse learning styles, and it suggests that teachers may have needed to improve their own skills to meet the teaching program's requirements.
The curriculum was often structured around creating practical items. For instance, five-year-old children might be tasked with knitting a duster for school blackboards using simple patterns. As children progressed, they would undertake more complex projects, such as doll's clothes and fitted slippers.
The Instructional Significance of Knitting
Incorporating knitting into the curriculum had objectives beyond just providing a useful skill. It was a way of nurturing virtues such as patience, diligence, and creativity. As students tackled the difficulties of knitting, they fostered a empathetic understanding towards individuals trying to learn new abilities.
Knitting was also taught with a wider societal aim in mind, seen as a beneficial skill particularly for the less fortunate, and was thus imparted in orphanages and homes for the poor. The establishment of the first documented knitting schools in Lincoln, Leicester, and York traces back to the late 16th century. Hand-knitting as an income source survived in some parts of England until well into the 19th century.
Knitting provided a distinctive avenue for addressing larger societal and political topics. For instance, during the first and second world wars, the Red Cross launched knitting programs to create clothes for soldiers.
Study of Knitting
Incorporating knitting into the educational framework has multiple advantages. It allows students to take pleasure in and feel accomplished with crafting things themselves. It encourages endurance, tenacity, and critical thinking skills. It establishes a concrete link to cultural customs and historical procedures. It can be adapted to accommodate varied learning styles and capabilities, thus making it a universal teaching instrument. It offers a practical, sensory experience that can augment learning and participation.
Knitting can serve as a powerful tool for building community. Whether it's a classroom knit-a-thon or a knitting circle, these communal activities foster a sense of belonging and cooperation. They provide opportunities for students to learn from one another, share their skills, and support each other in their learning journey.
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Knitting was not taught when I was in school in the mid to late 90’s. Home economics consisted of cooking, baking, ironing, and hand sewing buttons. I was also required to take a typing class where I learned to type on a typewriter. Looking back I am a bit surprised knitting was not part of the curriculum considering I grew up in central Maine where winter is six months long. Did you learn to knit in school? If you did I would love to know when and where!
Fort Kent Sisters Knitting
