SLOYD : ITS AIM, METHOD, AND RESULTS. 787 



the principal teacher of Sloyd, Director Salomon, unhesitatingly 

 claims that its introduction into the public schools would be bene- 

 ficial, directly promoting general health, and indirectly by facili- 

 tating the acquisition of other studies. 



It has been claimed by many advocates of this system that it 

 is better than most others, supplies a healthful training, without 

 becoming on the one hand a mere trade, or on the other a mere 

 theoretic study ; that while it trains in general dexterity and pro- 

 motes physical development, it at the same time strengthens and 

 disciplines the faculties of the mind ; cultivating the perceptives. 



Fig. 2. Models. 



especially the senses of form and order ; training the power of 

 comparison, constructiveness, and concentration of thought ; be- 

 sides awakening a liking for manual labor, respect for manual 

 workers, love for the true, and taste for the beautiful. Whatever 

 may be said to the contrary, so much is certain that, if properly 

 taught, Sloyd is a valuable means to education and an important 

 complement to the ordinary branches of school studies. This is 

 borne out by its phenomenal success in Sweden, its extensive 

 adoption in countries where education is most advanced, as in 

 Germany, France, and Great Britain, and by its growing popu- 

 larity on this side of the Atlantic. 



