Sewing was introduced into the curriculum of public schools many years ago for utilitarian purposes, i. e., it was felt that girls needed to know how to sew, and as they failed to learn at home, the public schools provided this instruction. Material results were emphasized and little or no thought was given to the training of the brain through the hand. Looked at from this side alone, the work has much to recommend it, for it is of life-long use to the children. The object of the school is not, however, solely to provide a means of earning a livelihood, but aims at "the full and harmonious development of all of the powers of the individual," that they may be used in efficient service to society. This educational foundation, however, should be such that it may serve, when necessary, as an effective basis for vocational life. Sewing may be of true worth in the curriculum if it enables the pupil to help herself, inclines her at the same time to assist others, shows her the connection of her work with the world's industrial interests, and makes her sympathetic with, and appreciative of, the army of those who work. It frequently fails, however, of its full value through lack of breadth in the point of view of the teacher. The "Sewing Course" aims to indicate lines of thought for her study and reflection through which she may increase the efficiency of her work.