Some Thoughts in Favor of Wood Sloyd by Lotta Bell

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Jun 6, 1907

Some Thoughts in Favor of Wood Sloyd

By Lotta Bell

(Concluded)

Some may say that wood sloyd is not practical in the grades. It is true that we turn out little models, in a sense only ornamental, but the child must be trained from the simple to the more complex forms. The former are found among the ornamental articles. Consider the age and ability of the child, and give him work at first that he can turn out in a reasonable length of time with a degree of satisfaction in the results obtained. You may hear some one say that it takes too much time, and does not leave ample time for the regular class work. In every case that comes to my mind where sloyd has been used, it has been added, not to supplement some other subject, but as an independent class. Experience has proved that it does not detract from the mental work. On the other hand, we find a more thorough student turning off better work and more of it. Sloyd not only improves his knowledge in drawing, science, mathematics, etc., but teaches him to judge between right and wrong methods and their results. He can see the difference between the skilled and the unskilled workman, and their comparative worth. In the sloyd room family caste is laid aside, and the son of the rich man takes his place at the bench by the side of the poor man's son. The former begins to appreciate the fact that there is dignity in labor. It is no longer degrading in his sight, and the working man has his sympathies. The poor man's son accepts the opportunity as a stepping-stone to train his eye, his hand, and his mind to work in unison, and thus become a more skilful laborer, and of some real worth to his fellow men.

Sloyd work tends to hold the boys in school for a longer period, and is a drawing card to increase the attendance. As a factor in discipline it is of inestimable value. The worst punishment that can be inflicted upon a child for misbehavior or poorly prepared lessons, is to excuse him from his sloyd class.

One might suppose that expense might stand in the way of its introduction into some of our schools, but a well-equipped room can be furnished for what an ordinary schoolroom might be. After all, if a child's soul is at stake, shall we stop and quibble over a few silver coins? The Lord will surely ask us, “Where is the flock that was given thee, thy beautiful flock?” Give them the threefold development, and keep in mind Bacon's aphorism, “Education is the cultivation of a just and legitimate familiarity betwixt the mind and things.”

Sloyd is not taught for the sole purpose of turning out artizans, no more than banking is taught with the intention of turning out bankers, nor botany with the thought of turning out naturalists. A boy sent out with a practical education is better qualified to enter the industrial school of life. He is not the boy to wait for something to turn up, but is able to turn up something for himself. In “Education,” page 214, on Manual Training, we have the following: “It

is a safeguard against temptation. Its discipline places a check on self-indulgence, and promotes industry, purity, firmness. Thus it becomes a part of God's great plan for our recovery from the fall.”

LOTTA BELL.