The teacher's handbook of slojd

A DESIRE has for some time been expressed in various quarters for a Handbook of Slojd, written from the educational point of view. There have been many indications, especially in connection with Slojd carpentry, that teachers are not well enough acquainted with the tools employed to select and manage them properly; and a degree of uncertainty seems to prevail regarding the right method of executing the exercises.

Now, it is true that no one can acquire this knowledge from books; the way to acquire it is by practical, personal experience. Yet, to retain this experience, and apply it, is partially a matter of memory, and, therefore, systematically arranged directions are capable of rendering aid which is not to be despised. A handbook like the present does not, and could not, supersede personal experience at the bench, or render a course of instruction unnecessary. Its sole object is to supplement and complete the notes which every conscientious student takes during such a course. Its aim is, therefore, chiefly to strengthen and confirm knowledge already acquired; but, though it is thus limited in scope, and, on this account, perhaps to be regarded as in some respects incomplete, the writers venture to express the hope that it will be welcomed by many teachers.

Books are, perhaps, more frequently published before their time than after it; and although there have been numerous opportunities for observation in the province of Educational Slojd during the last eighteen years (the Slojd Institution at Naas having begun operations in 1872), the writers are nevertheless uncertain whether the time has really yet come for the publication of definite directions ; or, at least, whether their knowledge of the subject is yet complete enough to justify their appearance in print. But, if they have been premature, the sole reason is to be found in their desire to satisfy a want, which becomes every year more pressing.

The views expressed in the book are, for obvious reasons, in full accordance with the system of instruction followed at Naas. They are the outcome of careful observations, and of experiments tested by practice. Yet, even if these views should be confirmed by many teachers, the writers, knowing that opinions are divided in the matter of instruction in Slojd, as in most other questions, are fully prepared for adverse criticism. Whether this criticism be justified or not, of one thing they are certain, and that is, that in all honesty of purpose and strength of conviction they have striven to fulfil a far from easy task. They trust that others with greater ability will succeed them and do it better. So little attention has hitherto been paid to the subject in question that it has been necessary to generalise and draw conclusions almost exclusively from personal experience. But their motto has been " Prove all things, hold fast to that which is good " ; and much that in the beginning and in the light of comparatively limited experience met with their approval, has, on closer examination, been rejected or modified.

But, though this hand-book is necessarily the outcome chiefly of personal observation and experience, the writers have to some extent been able to avail themselves of the knowledge of others, and to refer to competent authorities. This applies especially to Chapter II., for the contents of which frequent reference has been made to the writings of Karmarsch, Thelaus, and others. The Plates at the end, and most of the Illustrations in the body of the book, are executed from original drawings made for the purpose.

In order to keep within due limits, much has been omitted which, perhaps, ought to have been included. Whether or not, on the other hand, some things have been included which ought to have been omitted, must in the meantime be left an open question.

The parts taken by the respective authors are as follows : Chapter I. has been written by Otto Salomon ; Chapters II., III., and IV., by Carl Nordendahl, who also undertook all arrangements connected with the illustrations ; and Chapter V., by Alfred Johansson. Looked at as a whole, however, this little book is the product of united labour, and it contains nothing which is not the result of diligent interchange of thought.



TRANSLATORS' PREFACE.

THIS Handbook was written originally for Swedish people, and in accordance with the conditions which prevail in Swedish schools; but the presence of a large body of English teachers at the Autumn Slojd Course at Naa's has testified for the last four years to the interest taken in the subject by English people, and the latest modifications of the English and Scotch Codes as regards manual training, point to the introduction at no distant date of systematic instruction in some branch of manual work in our state-aided schools. It has therefore seemed desirable that this
Hand-book of Wood Slojd should be translated for English readers with any modifications necessary to make it suitable for English teachers and students. These modifications consist partly of the omission of matter bearing on conditions peculiar to Sweden, and partly of the addition to the text of certain paragraphs, which seemed necessary from an English point of view. Nothing has been taken away or added without careful consultation with Herr Salomon, and without his approval. At the same tune, as any additions to the original text have been made at the suggestion of the translators, and as they are responsible for them, these paragraphs have been enclosed in brackets as translators' notes. The whole translation has been revised under the supervision of Herr Salomon and other competent judges at Naas, and the translators therefore trust that the work they have undertaken is a faithful representation of the views held and acted on at the headquarters of Educational Slojd.

In giving this book to English readers, they feel, however, that one or two points of detail call for special explanation, particularly as these touch on the fundamental principles of educational Slojd, and as any misunderstanding as to details might lead to a more serious misunderstanding as to principles. One of these details is the use of the knife in educational Slojd. In the following pages the use of the knife is often recommended where the English carpenter would use the chisel, or some other special tool. The defence of the knife in such cases is to be found in the fact that, while it is the most familiar and the simplest tool which can be put into the hands of the pupil, it is full of potentialities in the hands of the intelligent worker, who can perform with it many exercises which the tradesman executes in a more mechanical way with some other tool.

Again, directions are given which differ in other respects from those which the carpenter would give. The work of the slojder is often done not only with different tools, but in a different order from that of the artisan. This inversion of order is a natural consequence of the principle that each article shall be executed entirely by the individual worker. Division of labour, though necessary from the tradesman's point of view, is not permitted in Slojd, deadening, as it does, individuality, and reducing to a minimum the calls made on the intelligence.

These and other deviations from the methods of the carpenter are made not in ignorance, but of set purpose, and have their grounds in the comprehensive principle that all method in Slojd must aim in the first place at the physical and mental development of the pupil, and only at the production of articles in so far as this subserves the primary aim.

In close connection with this stands the question of the place occupied in the system by the articles produced, i.e., by the models. Clear as this question appears in the light of the fundamental principles on which educational Slojd is based, the idea still seems to prevail to some extent that, if the principles are accepted, the Naas models must also be accepted unconditionally, and that the two stand and fall together. So far is this from being the case that, at the present time, one series of Naas models is gradually becoming English in its character, and only waits further suggestions from English teachers to become entirely so. The sole reason that it still contains models which do not entirely fulfil the condition of being familiar and useful in the homes of English children, is that English people have hitherto been unable to suggest satisfactory substitutes. The models are merely the expression of the system, and to carry out that system thoroughly they must be national in their character, and ought, therefore, to vary in their nature with the countries into which Slojd is introduced as a subject of instruction.

The translators are at present engaged on an English edition of Herr Johansson's Manual of Directions for making the models mentioned in the preceding paragraph. This Manual, which will be ready for issue shortly, will complete the Handbook on the purely practical side. As the principles on which Slojd rests as an educational factor are necessarily very briefly dealt with in the Handbook, the translators are glad to learn that "The Theory of Slojd," the only authorised English edition of Herr Salomon's Lectures, edited by an Inspector of Schools, will shortly appear, and will form a companion volume to this Handbook.

As this translation, like the original, is the work of more than one writer, it remains to add that the book has been translated into English by Mary R. Walker, with the assistance of William Nelson on all points relating to technical knowledge and technical terminology.