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Text book of working drawings of models
A TEXT BOOK OF WORKING DRAWINGS OF MODELS IN SLOYD
BY GUSTAF LARSSON,
PRINCIPAL OF SLOYD TRAINING SCHOOL, BOSTON,
PUBLISHED BY THE SLOYD TRAINING SCHOOL, 1893.
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A text book of working drawings of models in Sloyd
INTRODUCTION
A system of manual training which originated in Sweden. It is not confined to woodworking, as is frequently supposed (though this is the branch most commonly taught), but is work with the hands and with simple tools. The system is adapted to the needs of different grades of the elementary schools, and is designed to develop the pupils mentally and physically. Its aim is, therefore, not special technical training, but general development and the laying of a foundation for future industrial growth.
THIS book presents a plan of the mechanical drawing of the Sloyd models, which are based upon educational principles, briefly stated as follows:
1. The progression of the exercises should be such as to secure constant and proportionate development of mind and body.
2. Exercises should be so arranged that each model will prepare the way for the next, both physically and mentally.
An „exercise“ in Sloyd is a specific use of a tool, involving a certain mental effort.
3. Exercises should always result in a finished article of use. Sloyd claims that by means of a finished model a continuous intelligent interest is obtained, concerning the educational value of which Rev. James Freeman Clarke says : „Real discipline comes to the mind when it acts, not languidly but with full energy, and it acts with energy only when it is interested in what it does.“ The inspiration which comes from the use of the creative instinct is as valuable in drawing as in any other lesson, and therefore the drawing models should be, as far as possible, objects of real use.
4. The proportions and outlines of the models should be such as to educate the aesthetic sense, and the construction simple enough for the child to reproduce in drawing.
5. The models should admit of a judicious variety of exercises and form.
6. The work should be of such a character as to admit of the best hygienic conditions. The positions assumed in tool work should counteract, as far as possible, the ill effect of long hours of sitting in school.
The work should be regarded as a regular branch of the school curriculum, and at least two hours weekly should be given to it.
The course of work here described is arranged for four years. The first year's work, which is called "Preliminary Sloyd," is intended for children from eleven to twelve years of age, but may be adapted to those of nine years.
The working drawings, in the preliminary course (which, as well as in later courses, should always precede the tool-work), are made with one view only (top view or horizontal projection). The models represent simple elementary forms, and a few applied geometrical problems. The tool work for this first year refers only to two dimensions, as the wood is already prepared in thickness. The exercises are represented in fifteen models.
Both tool work and drawing increase in difficulty as the work progresses. The second year's course gives thirteen models, the third year eleven, and the fourth year seven models.
It has been said elsewhere, and should be remembered, that models of themselves do not constitute Sloyd, as paper and clay do not make the kindergarten. It is therefore the prime duty of the teacher to guide the thought of the child, the model being always regarded as the means by which this end is obtained.
The sequence of exercises in the tool work has been considered and revised after actual experience with classes of children for several years.
These drawings are not accompanied by a full explanatory text, as this book is intended to be used by those teachers who have not only a knowledge of the method of working out each model in wood, but who have a comprehension of the underlying psychological principles on which it is based.
Although a careful supervision has been given to the engraving of the drawings, it has been impossible to avoid certain mechanical defects.
A progressive course, in mechanical drawing apart from tool work, giving illustrations of objects, with brief directions, is given in
an appendix.
THIS book presents a plan of the mechanical drawing of the Sloyd models, which are based upon educational principles, briefly stated as follows:
1. The progression of the exercises should be such as to secure constant and proportionate development of mind and body.
2. Exercises should be so arranged that each model will prepare the way for the next, both physically and mentally.
An „exercise“ in Sloyd is a specific use of a tool, involving a certain mental effort.
3. Exercises should always result in a finished article of use. Sloyd claims that by means of a finished model a continuous intelligent interest is obtained, concerning the educational value of which Rev. James Freeman Clarke says : „Real discipline comes to the mind when it acts, not languidly but with full energy, and it acts with energy only when it is interested in what it does.“ The inspiration which comes from the use of the creative instinct is as valuable in drawing as in any other lesson, and therefore the drawing models should be, as far as possible, objects of real use.
4. The proportions and outlines of the models should be such as to educate the aesthetic sense, and the construction simple enough for the child to reproduce in drawing.
5. The models should admit of a judicious variety of exercises and form.
6. The work should be of such a character as to admit of the best hygienic conditions. The positions assumed in tool work should counteract, as far as possible, the ill effect of long hours of sitting in school.
The work should be regarded as a regular branch of the school curriculum, and at least two hours weekly should be given to it.
The course of work here described is arranged for four years. The first year's work, which is called "Preliminary Sloyd," is intended for children from eleven to twelve years of age, but may be adapted to those of nine years.
The working drawings, in the preliminary course (which, as well as in later courses, should always precede the tool-work), are made with one view only (top view or horizontal projection). The models represent simple elementary forms, and a few applied geometrical problems. The tool work for this first year refers only to two dimensions, as the wood is already prepared in thickness. The exercises are represented in fifteen models.
Both tool work and drawing increase in difficulty as the work progresses. The second year's course gives thirteen models, the third year eleven, and the fourth year seven models.
It has been said elsewhere, and should be remembered, that models of themselves do not constitute Sloyd, as paper and clay do not make the kindergarten. It is therefore the prime duty of the teacher to guide the thought of the child, the model being always regarded as the means by which this end is obtained.
The sequence of exercises in the tool work has been considered and revised after actual experience with classes of children for several years.
These drawings are not accompanied by a full explanatory text, as this book is intended to be used by those teachers who have not only a knowledge of the method of working out each model in wood, but who have a comprehension of the underlying psychological principles on which it is based.
Although a careful supervision has been given to the engraving of the drawings, it has been impossible to avoid certain mechanical defects.
A progressive course, in mechanical drawing apart from tool work, giving illustrations of objects, with brief directions, is given in
an appendix.
I hope that this book may answer satisfactorily some of the needs and questions of my pupils, as well as those of other teachers and friends.
GUSTAF LARSSON.
GUSTAF LARSSON.
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