"How may I recognise a good craftsman? First by the reputation of his ancestors for honesty and sincerity: then by his ability to create something new with an experience that is old."                       Confucius

It   has   been   a   long   haul   over   many   years,   running   into   centuries,   to   establish   the   value   of   practical   pursuits   within   the school   curriculum.   Thanks   to   Plato   the   scene   was   set   regarding   the   structure   of   our   society   which   has   continued   to   this day   fuelled   largely   by   our   universities.   Those   who   work   with   their   hands   have   for   centuries   been   regarded   as   inferior   to those   with   an   academic   persuasion.   If   proof   of   this   is   required,   you   only   have   to   look   at   the   divisions   in   pay   and   salaries, the examinations structure, and people's aspirations for their children. It   has   been   long   been   recognised   that   children   have   practical   abilities   which,   given   the   opportunity,   could   be   developed into   lifetime   pursuits.   In   fact,   if   you   consider   natural   human   development   these   aspects   are   inherent   and   only   need harnessing or directing. The   constant   drive   for   academic   excellence   succeeded   in   driving   skill-based   activities   into   the   background.   Of   course   it   is essential   to   encourage   such   excellence   but   not   at   the   expense   of   other   vital   attributes.   We   are   now   reaping   the   rewards of   this   policy,   and   sadly   reversing   the   damage   is   extremely   difficult.   The   division   between   academic   and   skill-based   is   still as wide as ever with little chance of the academic fraternity understanding the intricacies of the problem.

Historical Notes the teaching of craft began in a Quaker school doing the mid-1800 earlier this century teachers were supported by a professional association called the Institute of craft teachers.Universities and higher education did not recognise the subject nor the teachers. Up until quite recently in one school. The craft teachers were not allowed into the staffroom. This in equality has remained until relatively recently, especially where graduates pay was on as higher scale. Constant attempts to gain some recognition throughout all these decades have been made by the teachers professional association. Firstly, that already mentioned, which is changed into the Institute of craft education, which then changed into the educational Institute of design craft and technology -space all of which were run on a voluntary basis by teachers themselves.