SLOYD: ITS AIM, METHOD, AND RESULTS. 789 



New 

 exercises. 



Whittling. 



Square whit- 

 tling. 

 Square sawing 

 and planing. 



Curved whit- 

 tling and 

 boring. 

 Round saw- 

 ing, filing, 

 and using of 

 block-plane. 



Nailing and 



using of 

 bench-hook. 



New tools. 



Knife, rule, lead- 

 pencil. 

 Knife, rule, and lead- 

 pencil. 

 Splitting-saw, jack- 

 plane, try-square, and 

 marking-gauge. 

 Center-bit. 



Cross-cut saw, turn- 

 ing saw, compasses, 

 flat file, block-plane, 

 center-bit and back- 

 saw. 

 Hammer and bench- 

 hook. 



Kind of 

 wood. 



Pine. 

 Pine. 

 Pine. 



Hard 

 pine. 



Pine 

 or 

 white- 

 wood. 



Pine. 



Dimen- 

 sions ins. 



3xlxi 

 12x 

 15x 



8x 



17x6xf 



20 x 6 x f 



Drawing. 



Parallel lines. 



Parallel lines. 



How to find the 



Free-hand draw- 

 ing of curved 



lines. 

 How to find the 

 center of a line ; 

 to draw a circle, 

 given the radius 

 or two tangents. 

 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, saw- 

 ing or planing, like genuine carpenters, exercising many a deli- 

 cate 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 pub- 

 lic 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 develop- 

 ment 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 



