SLOYD 



SLUG 



511 





similar, but burn an inch a minute. They were 

 used for firing guns before the introduction of 

 friction tubes, and sometimes for firing military 

 mines, &c. They have been superseded by Bidc- 

 forcfsfuze, a train of gunpowder enclosed in two 

 coatings of jute thread waterproofed. There are 

 two kinds, the ordinary (a slow match), burning 

 at the rate of 3 or 4 inches a minute, and the 

 instantaneous (a quick match), burning at the rate 

 of 30 yards per second, and distinguished from the 

 former by yellow threads crossed on the outside. 



Sloyd (Swed. slojd ; cf. Eng. sleight) is the name 

 given to a certain system of manual instruction 

 which obtains in the .schools of Finland and 

 Sweden, and which has been largely adopted in 

 other countries. The word properly denotes work 

 of an artisan kind practised not as a trade or means 

 of livelihood, but in the intervals of other employ- 

 ment. The fundamental idea of the educational 

 sloyd is to utilise this sloyd-work in the schools in 

 a disciplinary way as an integral part of general 

 education. To this end the older children, gener- 

 ally boys, are engaged for a certain number of 

 hours a week in making articles of common house- 

 hold use varying from simple objects such as a 

 (lower-stick or a pen-rest to more complicated 

 articles such as a cabinet or a small table. These 

 objects are made from drawings or from models, 

 but to exact measurements, and the utmost 

 accuracy and finish are insisted upon. The tools 

 employed are the ordinary tools of the carpenter, 

 with certain exceptions, the most important of 

 which is the knife. It is held that work of this kind 

 is valuable, as supplementing and correcting the 

 ordinary school education in the three R's. It ful- 

 fils the injunction ' to put the whole boy to school,' 

 it develops faculties that are not otherwise exer- 

 cised, it trains the eye, and in particular gives a 

 general dexterity of hand which has a direct economi- 

 cal value, particularly in countries such as Finland 

 and Sweden, where the sparseness of the popula- 

 tion does not allow of much sulxliyision of labour. 

 But valuable as are these practical results, the 

 advocates of sloyd maintain that they are only of 

 secondary importance. It is held that in making 

 the models certain educational results, valuable 

 generally, are obtained, which do not follow in 

 like measure on the teaching of the ordinary school 

 subjects, and that, therefore, work of this kind is 

 beneficial for all pupils whatever their future 

 occupation may be. It utilises, as a means of 

 education, the universal delight of children in 

 making things, and in addition to its special 

 function of training the hand and eye it develops 

 in a pre-eminent degree habits of self-reliance, 

 order, accuracy, attention, and industry. It tends 

 like gymnastics to the increase of physical strength, 

 and it has a desirable effect socially, inasmuch as it 

 fosters a liking for bodily labour and a respect for 

 it,. Above all it stimulates and exercises the prac- 

 tical intelligence or power of thought in dealing 

 with thing*. To obtain these results the educa- 

 tional ends of sloyd must be kept prominently in 

 view. The teacher accordingly ought to be a 

 trained teacher who lifts acquired the requisite 

 manual skill rather than an artisan, and the work 

 ought to be properly graduated, regard being had 

 to the greater or less difficulty of the exercises 

 with tools involved in makin" each of the models. 

 Besides wood-sloyd, sloyd-work in iron and in card- 

 board (papp-slojd) is also practised. There are 

 also various systems of wood-sloyd differing in 

 practical details. The main principles of slpyd 

 had been advocated by many prominent education- 

 ists, and in particular "by Herbart and by Froebel, of 

 whose kindergarten system sloyd may be regarded 

 as a continuation. But it was in Finland, on the re- 

 organisation of the national system of education by 



Uno Cygnaeus, that manual work was first made 

 a part of the regular instruction in the common 

 schools. In Sweden this branch of education has 

 been systematised and its principles expounded, 

 chiefly by Herr Otto Salomon, director of the great 

 slojd-seminarium at Naas (instituted 1872), where 

 every year large numbers of students from all parts 

 of the world receive gratuitous instruction. 



Salomon's Teachers' Handbook of Slojd was translated 

 and adapted for English teachers in 1891 by Mary K. 

 Walker and W. Nelson, who also translated Alfred 

 Johansson's Practical Directions (1892). 



SlliST, a name used for those land-molluscs of 

 the order Pulmonata ('air-breathing') in which 

 the shell is rudimentary or absent. They have the 

 same structure as the Snails (q. v. ), but the shell, 

 when present, is usually concealed beneath the 

 mantle, though in some genera (e.g. Urocyclus) it 

 is visible through an aperture in the mantle, while 

 in others (e.g. Helicarion) it becomes decidedly 

 spiral and more exposed, so that it is impossible to 

 draw any hard and fast line between the true slugs 

 and the shell-bearing pulmonates or snails. The 

 mantle is usually an oval structure placed an- 

 teriorly on the back, with an orifice on its right 

 side leading to the pulmonary cavity. In Anon 

 and some other genera there is a gland at the 

 posterior extremity of the body for the secretion of 

 mucus or slime. Slugs are divided into six families, 

 each of which seems to have been evolved separately 

 from a group of shell-bearing ancestors. The family 

 SuccineidfB, in which the jaw has a quadrate acces- 

 sory plate, contains both testaceous and shell-less 

 genera, the latter being found in South America, 

 the West Indies, and the Indian and Australian 

 regions. The Vaginulidte, in which the male and 

 female genital orifices are distinct, occur through- 

 out the tropical regions of the world. The Lima- 

 cidoe, including the genera Limax and Agriolimax, 

 are a family of almost world-wide distribution, 

 known by the possession of a smooth jaw and 

 aculeate marginal teeth. The Arionidae, the 

 typical genus of which is Arion, have a usually 

 ribbed jaw and quadrate marginal teeth ; they are 

 found most abundantly in Europe and North 

 America, more sparingly in South America, Asia, 

 and Africa, and not at all in Australia. The 

 Testacellidte (including Testacella) and the Selen- 

 itidfe, both of wide distribution, have all the teeth 

 aculeate; the former are without, the latter with, 

 a jaw. Over 500 species of slugs have been de- 

 scril>ed, of which nineteen inhabit the British 

 islands. Of these three belong to Testacella, a 

 genus possessing a small external shell on the 

 posterior part of the body. The TestacelltE are 

 carnivorous, and devour earthworms, which they 



Fig. 1. Diagram of a Slug : 



o, mantle; 6, respiratory orifice ; c, eye-peduncles ; d, tentacles ; 

 e, sole ; /, mucus-pore ; g, foot-fringe. 



pursue underground. Four species belong to 

 Limax viz. the Great Gray Slug (L. maximus) 

 and its ally L. cinereoniger, the Yellow or Cellar 

 Slug (L.flamts), recognised by its yellowish colour 

 and bluish tentacles, and 'the Tree Slug (L. 

 arborum). Two species belong to Agriolimax, the 

 common Gray Slug of our gardens (A. agrestic) 

 and the Brown or Marsh Slug (A. Icevis), which is 

 found in damp places. Two are of the genus 

 Amaiia, which differs from Lirnax in having the 



