SLOYD: ITS AIM, METHOD, AND RESULTS.
789
{| style="margin:0 auto 0 auto;font-size:85%;border-top:1px solid black;border-bottom:1px solid black;line-height:110%;text-align:center;border-collapse:collapse;background-color:transparent;padding-top:0.5em; padding-bottom:0.5em;"
|-style="border-bottom:1px solid black;"
|width=20 style="border-right:1px solid black;padding-top:0.5em; padding-bottom:0.5em;"|No.
|width=50 style="border-right:1px solid black;padding-top:0.5em; padding-bottom:0.5em;"|Model.
|width=80 style="border-right:1px solid black;padding-top:0.5em; padding-bottom:0.5em;"|New
exercises.
|width=110 style="border-right:1px solid black;padding-top:0.5em; padding-bottom:0.5em;"|New tools.
|width=50 style="border-right:1px solid black;padding-top:0.5em; padding-bottom:0.5em;"|Kind of
wood.
|width=70 style="border-right:1px solid black;padding-top:0.5em; padding-bottom:0.5em;"|Dimen-
sions ins.
|width=95 style="padding-top:0.5em; padding-bottom:0.5em;"|Drawing.
|-style="vertical-align:text-top;"
|style="text-align:right;border-right:1px solid black;padding-top:0.5em;padding-right:0.5em;"|1
|style="border-right:1px solid black;padding-top:0.5em;"|Wedge.
|style="border-right:1px solid black;padding-top:0.5em;"|Whittling.
|style="border-right:1px solid black;padding-top:0.5em;"|Knife, rule, lead-
pencil.
|style="border-right:1px solid black;padding-top:0.5em;"|Pine.
|style="border-right:1px solid black;padding-top:0.5em;"|3 x 1 x 1/4
|Parallel lines
|-style="vertical-align:text-top;"
|style="text-align:right;border-right:1px solid black;padding-right:0.5em;"|2
|style="border-right:1px solid black;"|Flower-
pin.
|style="border-right:1px solid black;"|Square whit-
tling.
|style="border-right:1px solid black;"|Knife, rule, and lead-
pencil.
|style="border-right:1px solid black;"|Pine.
|style="border-right:1px solid black;"|12 x 1/2
|Parallel lines
|-style="vertical-align:text-top;"
|style="text-align:right;border-right:1px solid black;padding-right:0.5em;"|3
|style="border-right:1px solid black;"|Flower-
stick.
|style="border-right:1px solid black;"|Square sawing
and planing.
|style="border-right:1px solid black;"|Splitting-saw, jack-
plane, try-square, and
marking-gaige.
|style="border-right:1px solid black;"|Pine.
|style="border-right:1px solid black;"|15 x 1/2
|How to find the
|-style="vertical-align:text-top;"
|style="text-align:right;border-right:1px solid black;padding-right:0.5em;"|4
|style="border-right:1px solid black;"|Pen-holder.
|style="border-right:1px solid black;"|Curved whit-
tling and
boring.
|style="border-right:1px solid black;"|Center-bit.
|style="border-right:1px solid black;"|Hard
pine.
|style="border-right:1px solid black;"|8 x 1/2
|Free-hand draw-
ing of curved
lines.
|-style="vertical-align:text-top;"
|style="text-align:right;border-right:1px solid black;padding-right:0.5em;"|5
|style="border-right:1px solid black;"|Cutting-
board.
|style="border-right:1px solid black;"|Round saw-
ing, filing,
and using of
block-plane.
|style="border-right:1px solid black;"|Cross-cut saw, turn-
ing saw, compasses,
flat file, block-plane,
center-bit and back-
saw.
|style="border-right:1px solid black;"|Pine
or
white-
wood.
|style="border-right:1px solid black;"|17 x 6 x 3/4
|How to find the
center of a line;
to draw a circle,
given the radius
or two tangents.
|-style="vertical-align:text-top;"
|style="text-align:right;border-right:1px solid black;padding-bottom:0.5em;padding-right:0.5em;"|6
|style="border-right:1px solid black;padding-bottom:0.5em;"|Flower-pot
stand.
|style="border-right:1px solid black;padding-bottom:0.5em;"|Nailing and
using of
bench-hook.
|style="border-right:1px solid black;padding-bottom:0.5em;"|Hammer and bench-
hook.
|style="border-right:1px solid black;padding-bottom:0.5em;"|Pine.
|style="border-right:1px solid black;padding-bottom:0.5em;"|20 x 6 x 3/8
|style="padding-bottom:0.5em;"|Continued elem'n-
tary drawing.
|-
|}
A Glimpse of the Sloyd School in Boston.—It is a rather remarkable building, that chapel at No. 10 Warrenton Street. The first floor is used for Kindergarten and evening school, the second for a church and lecture-room, while on the third floor is a Sloyd school.
Here the visitor enters a large, well-lighted hall (Fig. 3), with two rows of benches along the sides, and at each bench is a student. It may be that a class of teachers is at work, teachers mature in years and experience, of delicate frames, care-worn countenances, watchful eyes, aquiline noses, now and then adorned with a pair of gold spectacles gentlemen, men of polite address, ladies of queenly deportment all at present whittling or hammering, sawing or planing, like genuine carpenters, exercising many a delicate muscle now perhaps for the first time in their lives, working with a will, even enthusiasm, which can not be explained on the supposition that they are trying to atone for the sins of their quondam educators. No, they are here to educate themselves, that they may the better educate those placed in their charge; and it is this which makes their work sublime, even sacred. Or it may happen that a class of youths are at work boys from the public schools or the machine-shops, factory-girls and servant-girls; youths who feel the irksome and unhealthy influence of hard service, who are debarred by utter poverty, arrogant pride, or blind custom, from obtaining that education which their gentle, aspiring, and noble natures desire debarred from the full development and the free exercise of their God-given faculties; youths of untutored talents as well as those of well-instructed minds are here. And all engage in the work; all take hold with a will, even with joy. For they feel the blood course more freely in their veins, hear the wind breathe sweeter music, and see the light