------------------+---------+--------+--------+--------+--------- Branches of Sloyd.| F | G | H | I | J ------------------+---------+--------+--------+--------+--------- |Tolerably| | | | Simple Metal Work | No |Yes |Yes? |Yes |Yes Smith's Work |No |No? |Yes & no|Perhaps |No Basket Making |Yes? |No |No |No |No Straw Plaiting |No & yes |No? |No |Yes |No Brush Making |Yes |No |No |No |No House Painting |No |No |No |No |No Fretwork |Yes |No & yes|No |No & yes|No | | | | | Bookbinding |Yes? |No |No? |Perhaps |Tolerably | | | | | Card-board Work |Yes |Yes? |No |Yes |No? Sloyd Carpentry |Yes |Yes |Yes? |Yes |Yes | | | | | Turnery |Yes? |Yes |No |No |No Carving in Wood |Yes |Yes & no|No |Yes |No Clay Modelling |No |Yes |No |Yes |No ------------------+---------+--------+--------+--------+--------- The objects of Sloyd are:--(a) to instil a taste for, and love of, labour in general. NOTE.--(For this analysis of the Sloyd system the author has based his study upon Herr Salomon's works "The theory of educational Sloyd" and "The Teacher's hand book of Sloyd.") Children love to make things for themselves and prize their own work much more than ready made articles. The educator should follow Nature's lead and satisfy this craving. By a skilful direction of the child's interest a love for labour in general is instilled, and rewards are found to be unnecessary, the children being only too eager to achieve. To sustain their interest in the work they are engaged upon must be useful from THEIR OWN STANDPOINT. The work should not be preceded by fatiguing exercises, but the first cut should be a stroke towards the accomplishment of the desired end. The exercise must afford variety. The entire work of the exercise must be within their power and not requiring the aid of the teacher to "finish it off." It must be real work and not a pretence; and the objects should become the property of the children. To give children intricate joints to cut is of no real value. The child has no genuine interest in what are simply the parts of an exercise, it must make something complete and useful in itself. To make a garden stick accurate according to model is of more value than to make the most intricate joint. One may say that the child who could do the one could do the other, but that is not the point, for the object is not merely to gain manual dexterity but to develop all the faculties of a child, and this is what the complete exercise achieves and in what the partial exercise absolutely fails.