, 1889-04-07
THE SLOYD SYSTEM.
1T is BEING INTRODUCED INTO
THE SCHOOLS OF ENGLAND.

An association has been formed in
England for promoting the teaching of
''sloyd." This new system has for some
time past been IN important factor in
the educational systems of several coun-
tries. The great beauty Of it lies in the
fact that it educates a child morally,
physically and mentally. Sweden was the
originator of this system of manual in
struction, which is not, as is frequently
supposed, merely wood carving, but is
ne system applied to the different kinds
Of Nandiwork for educational purposes.
5 ID. the Scandinavian word, which
is Tar ned ''sloyd" in England for con-
~ycuiru-e, means originally Cunning"
"rlevrr" handy" The result at which
the syst IN specially aims is to implant
respect tnr work in general, even for the
Coarscr forms of manual labor; to de-
yrlop a, tivity, to foster order, cleanli-
ness, TIE. ness and accuracy; to encour-
= attention, industry and perseverance
to develop the physical powers and to
traiI the eye and the sense of form. 1t
L. intended to teach all classes, from the
highest TO the lowest, how to use their
hands as well as their heads, so that zach
man and woman may be placed in n
position of independence and be capable
Of earning an honest livelihood.
1T Is NOT LEARNING A TRADE.
The first article which learners have
10 make is a little pointer, using merely
a knife and glass paper; from such ar
ticles they proceed to more difficult ones,
making rulers, inkstands, brackets, and
so forth.
Attendance at the classes is volun-
tary on the part of pupils, so that there
are certain conditions which the work
must fulfill. 1t should be useful, and
not too %fatiguing; tho articles made
should offer variety, and should not be
articles of luxury; they should be accom-
plished without help, and they should be
real work and not play. A necessary
feature, too, is that they should demand
thoughtfulness and not be purely me-
chapical work. Many will no doubt
here say; at is nothing more nor less
than ordinary capentering."
On consideration, however, 1t will be
found there are several differences. First
and foremost comes the difference in the
object of sloyd, which is not TO turn out
NNuAib III DtllbtlHt pub ~ utNtiDD lllt llC-
ulties, and especially to give general
dexterity, which will be of value no mat
ter what line of life the pupil may after
wards pursue. Other differences are the
character of the objects made, which are
usually smaller than those made in tho
trade; the tools used; the knife, for in
stance-the most important of all in
sloyd-is little used in ordinary carpen-
terry; and lastly, the manner of working
is not the same; the division of labor
employed in the carpentering trade is
not allowed in sloyd, where each article
is executed entirely by each pupil.
Truancy has almost been lone away
with in Swedish schools since the intro
duction of sloyd. 1t has been found in
all the schools where it has been intro
duced that greater and more intelligent
progress has been made in the ordinary
school work. 1t makes children think
for themselves. The system demands in
dividual supervision and instruction,
which is an advantage, n the teacher is
enabled TO gain an insight into the char-
acter, n to establish n personal relation
between himself and his pupils.
THE EFFECTS MENTALLY.
In regard TO the statement that it pro-
notes the physical, mental and moral de-
velopment, we find hat morally it inn
plants respect and love for work in gem
eral; it strengthens the bond between
home and school; and it fosters a sense
of satisfaction in honest work, begun,
carried on and'completed by fair means.
Mentally, sloyd acts in drawing out and
exercising energy, perseverance,, order,
appfnrnnu opl fh. IaI;4 - ntta,t,,-. "a
causes pupils to rely on themselves, to
exercise forethought, and to be constant
ly putting we and two together. Ply
sically, the system brings into action all
the muscles, and exercises both sides of
the body.
Pupils work with tho left hand and
arm, as well as with the right, in saving,
planning, etc. Sloyd is particularly use
full TO the girls of our higher schools, and
Is moro important for them thar their
sisters of the working classes. The
former are sadly in wan of some inte-
resting active work to counterbalance
the continual sitting and porting over
books and exercises. Besides the gene
raj development it furnishes, the positive
knowledge gained is of the greatest ser
vice, and serves to stimulate a growing
experience of sympathy with mems work.
The first course for training teachers
in England commenced in August, 1888,
ut the Ladies' college at Sydenham,
which has been kindly lent for the pur-
pose. Hitherto, those who would be
teachers of sloyd have had to travel 10
the seminary at Mas, OF the beautiful
shores of Lake ~Savelangen; and after
going through the course there, nave had
10 face the difficulty of applying the sys-
tenn to English tastes and customs. Now
they will not havequite SO long a journey
to undertake to gain instruction.; and the
knowledge they do gain will be such us
they can impart straight away to pupils.
In order to counteract the evil of spuri-
u teachers cropping up, there will be
inspectors appointed who will be allowed
to visit any places where sloyd is taught
at any time, to see that the system is
carried out properly and faithfully
Chambers Journal.
A report from EIba states that the