----+---------
|Tolerably| | | |
Simple Metal Work | No |Yes |Yes? |Yes |Yes
Smith's Work |No |No? |Yes & no|Perhaps |No
Basket Making |Yes? |No |No |No |No
Straw Plaiting |No & yes |No? |No |Yes |No
Brush Making |Yes |No |No |No |No
House Painting |No |No |No |No |No
Fretwork |Yes |No & yes|No |No & yes|No
| | | | |
Bookbinding |Yes? |No |No? |Perhaps |Tolerably
| | | | |
Card-board Work |Yes |Yes? |No |Yes |No?
Sloyd Carpentry |Yes |Yes |Yes? |Yes |Yes
| | | | |
Turnery |Yes? |Yes |No |No |No
Carving in Wood |Yes |Yes & no|No |Yes |No
Clay Modelling |No |Yes |No |Yes |No
------------------+---------+--------+--------+--------+---------

The objects of Sloyd are:--(a) to instil a taste for, and love of,
labour in general.

NOTE.--(For this analysis of the Sloyd system the author has
based his study upon Herr Salomon's works "The theory of educational
Sloyd" and "The Teacher's hand book of Sloyd.")

Children love to make things for themselves and prize their own work
much more than ready made articles. The educator should follow Nature's
lead and satisfy this craving. By a skilful direction of the child's
interest a love for labour in general is instilled, and rewards are
found to be unnecessary, the children being only too eager to achieve.
To sustain their interest in the work they are engaged upon must be
useful from THEIR OWN STANDPOINT. The work should not be
preceded by fatiguing exercises, but the first cut should be a stroke
towards the accomplishment of the desired end. The exercise must afford
variety. The entire work of the exercise must be within their power and
not requiring the aid of the teacher to "finish it off." It must be real
work and not a pretence; and the objects should become the property of
the children. To give children intricate joints to cut is of no real
value. The child has no genuine interest in what are simply the parts of
an exercise, it must make something complete and useful in itself. To
make a garden stick accurate according to model is of more