1
Educational Sloyd
By
Carri-Ann Brittain
A Paper Presented in Partial Fulfillment of TED 531
History and Philosophy of Technology Education
StateUniversity of New York
Fall 2005 - Dr. WilliamWaite, Professor
October 18, 2005
Sloyd – Breakdown of a Philosophy
“A system of educational school hand-work. A SYSTEM, because it depends on certain well-defined principles, and follows a certain well-defined method; EDUCATIONAL, because it is not in any sense intended to give mere technical instruction, to teach a trade, but--in the highest sense--to educate; I say hard-work, because though men (and women) may engage in it with advantage, it is primarily intended for school-boys, and, -- I should like to add with emphasis, if not with authority-- school girls, and I use the broad term HAND-WORK, because the system is by no means confined to wood--as may be applied (though, perhaps, less profitably) to card-board, metal, and other materials” (Russell, 1893/4, p. 1).
Source: (Salomon, 1904).
Technology Education as a Progressive Field
Advancement in Technology Education has been established by the dedication of numerous past advocates. The roots of the field have remained the same despite adaptations in content, which continue to be adjusted to meet society’s requirements. Progressing from the mid 1800’s, Sloyd is but one of the educational systems that has impacted the development of the field. It is a concept that is still heard echoing in what educators are trying to achieve today.
Major Influencers from Formalism Education to Progressive Education
Formalism education was structured for high society classes and centered on ideologies and philosophy, while manual labor was thought of as an undesirable requirement left for lower classes and slaves. Progressive education values equality, meaning everyone should learn at the same standard. Progressivism also dictates that knowledge should be received through the senses.
John A. Comenius observed that people learn through association and in 1657 published the first picture book designed for children, Orbis Pictus: The World of Sensible Things Pictured(Vaughn & Mays, 1924). Pestalozzi’s notions that the brain assesses using our senses had him developing programs where children handled objects and partook in occupations. Froebel took Pestalozzi’s theories one step further indicating that children need to be interactive with their subject and manipulate items creatively. Froebel also held that education should be relative to a child’s life and experiences.
The Russian Training or Abstract System
Victor Della Vos developed the Russian Training System in the 1860’s and opened the vocational institution of St. Petersburg Imperial Technical School in 1868 (Vaughn & Mays, 1924). Pupils were supplied with models, drawings, detailed explanations, and demonstrations; following they were given the tedious task of executing techniques in the form of models. The philosophy of Victor Della Vos constituted six years of study; it is a theory of “Instruction before Construction” with “three for instruction and three for construction” (Vaughn & Mays, 1924, p. 27). Techniques had to be perfected before construction of anything useful was permitted.
Finnish Sloyd – Uno Cygnaeus
Uno Cygnaeus, a priest and teacher, is recognized “in the international educational literature as the first educator in the world who introduced handicrafts to school as a compulsory subject” and is also known as the “Father of the FinnishFolkSchool”(Kananoja, Undated, p. 1 & 2). Cynaeus observed various European school systems and developed a proposal for the Finnish system. In 1866 manual training in Finland made two expansions: males in rural communities were required to take the program and teaching centers had to offer courses with related content (Vaughn & Mays, 1924).
Cygnaeus felt that there should be a division between Handicraft (Sloyd) School and FolkSchool. This opposed the views of Otto Salomon that the two should be one. Through numerous letters, Appendix A, Cygnaeus tried to persuade Salomon to see his point. From his correspondence one can feel the frustration Cygnaeus undergoes in his later years regarding the slow progress of the Finnish Sloyd movement in comparison to the Swedish Sloyd movement. Recognition of his dedication to Sloyd is clearly seen in the progressions throughout Europe; though not to his pleasure, many countries modified the system to fit their philosophies and needs.
Swedish Home Sloyd
Swedish Sloyd started out in 1870 (Vaughn & Mays, 1924) as Swedish Home Sloyd in a government program that was designed to meet several needs including:
-Constructing useful tools that would be required around the home.
-Subsidizing the family income.
-Reviving traditional handicrafts.
-Encouraging people to remain living in rural areas
The responsibly of teaching handicrafts was placed on the home, parents to children or older siblings to younger siblings. Even with the governments’ movement to keep Home Sloyd active, the practices in the home, for the most part, quickly died out. With the advancement of industry, items could be produced quickly and cheaply; as a result, the market for selling homemade tools decreased.
Otto Salomon and Swedish Sloyd
Otto Salomon believed and followed the workings of Uno Cygnaeus. Salomon’s studies of the Finnish system and his own personal philosophies developed him into the most influential person during the development of the Sloyd system. Salomon believed that the Sloyd System should be a part of general education for all students, both girls and boys, and that instructors should be properly trained in the techniques of the system and not merely be trades people.
With the support of his rich uncle, August Abrahamson, Salomon worked to enhance the Sloyd movement. In the early 1870’s they opened two schools at Naas, one for boys and one for girls; in the mid 1870’s Salomon opened a training school for educators (Thorbjornsson, 2000), this accomplishment became his primary concern. By means of lectures, teacher training, and exhibitions, Salomon fostered the curriculum throughout Europe and the rest of the world. Students would then be invited to study at Nass and later develop the program back in their home countries.
In 1904 Salomon published The Teacher’s Hand-Book of Sloyd, a methods book designed to assist teachers in applying a Sloyd course in their school. The contents contain all the information required for implementation: an explanation of Sloyd, defined wood characteristics and tool purposes, an explanation of exercises, and example lists of models. With proper training, the use of this book, and modifications to meet the needs of the area, the technique could be utilized in locations all over the world.
Principles of Swedish Sloyd – Educational Value – Models and Exercises
While progressive education methodology gained ground, in general schooling some still felt that Sloyd was a trade. Salomon created a series of arguments distinguishing vocational education and Sloyd education (Appendix B).
The questions that society repeatedly asks of instructional institutes are: “What shall we teach in our schools? What knowledge is of most worth? What do we mean by education? What in the end is the final aim, of Life?” (Russell, 1893/4, p. 6). Referencing Sloyd methodology shows the concentration of schooling to be the development of the individual’s character through the practice of a medium. Salomon clearly specified goals of the discipline to maintain the area of focus (Appendix C).
Choice on medium varied by area however studies indicated that wood was the desirable choice (Hoffman, 1892). Exercises and model selection were important steps in the development of the course. Before model selection was executed a foundation had to be established. The constructed model, a product of learning, was not the point of the learning. The exercises were the point; not in the exercise itself, but by what is learned in perfecting the exercise;the building of characteristics in an individual (Thorbjornsson, 2000). Only then with careful guidelines (Appendix D) could model selection be completed to fit the needs of the individual, the time period and society.
Sloyd systems were designed with the progression of the student in mind. The program consisted of a series of models, with each model requiring one or more exercises. The first model would be simple and use only the knife, a tool that all students would have prior experience with. This would be followed by more complex models, which were developed with new skills. The sequence of the models therefore played a valuable role and guiding principles were designed to promote smooth progression for students (Appendix E).
Adults alter how the child learns. Observe how a child learns at a young age and that is how they should be instinctively taught rather then lecture style instruction (Salomon, 1900). Children progress through developmental stages of instruction. Initially, instruction is conducted through observation following which the student is able to perform exercises and build models. Over time a child develops their own skills; a knowledgeable instructor is able to recognize independence and in turn provides less guidance. The ultimate goal is for the students to be able to carry out all phases of the model including critiquing independently of the teacher (Thorbjornsson, 2000).
Salomon was very ahead of his time in thinking; he taught that each child should progress at their own rate and be evaluated against themselves and their individual capabilities (Salomon, 1900). Also the educational environments should be set up in the least restrictive way, meaning that teachers provide guidance in a manner that suits each individual student. When assistance was required, teachers demonstrated on a separate piece of wood. As a result, the student owns their model including all its advances, setbacks and completion. To preserve the Sloyd theory teaching expectations were stated as a set of guidelines and principles that educators were to follow (Appendix F).
Salomon believed in progress and constant change in education to adapt to meet the needs of society. He instructed that trial and error rather then a rush for change is essential; one should not throw out a system before it’s time. Modification and change came first to meet the needs and then the system would slowly phase out. At Naas discussions on educational systems were part of what teacher training programs are all about; “three hours a week were devoted to discussion, and it was then that each student had an opportunity to express his ideas on the subject”(Hoffman, 1892, p. 93). Suggestions were made by both instructors and students. Everyone worked together as an educational collaborative so that in the end the system was not insulted but rather embraced the advancements. For a sample of Sloyd exercises and models see appendix G and H respectively.
American Sloyd/ Manual Arts
The concept of having some form of authentic learning in the classroom through hands on experience developed in the late 1800’s/ early 1900’s in America. While manual training (Russian System) occurred first, manual arts (Sloyd System) was quick to follow, both were practiced in school at approximately the same period but move deviated to different levels. Manual training, being highly concentrated, was better suited to secondary schools, while manual arts, having products produced, met the needs of the grade school system. Secondary studies entailed preparation for a specific field, by enabling students to meticulously execute tasks. The purpose of grade school, on the other hand, was to build social skills in order to properly function in society as a good citizen.
The most influential advocate in developing Manual Arts in North America was Gustaf Larsson, he studied under Salomon at Naas and in 1888 relocated to Boston (Pesesky & Waite, 2004). “Gustaf Larsson was looked upon by Otto Salomon as the ambassador of Swedish Sloyd in America. Within two weeks from the time of his arrival, Mr. Larsson was teaching a summer-school class in a private school, and within a few months, he was giving instruction to a class of public-school teachers” (Bennett, 1937, p. 431).
Larsson held many accomplishments during his venture to adapt the Sloyd system with American’s education system. Initially, limited time for training and evening sessions made completion difficult. Eventually districts began recruiting from Larsson’s program and enrollment expanded. Astructured course of study needed to be implemented and the BostonSloydTraining School opened its doors in 1892 (Bennett, 1937). A set of guidelines following the principles of Sloyd were established for graduation (Appendix I) and applicants reviewed. Throughout the life of the institution the school relocated due to expansion three times, enrollment refocused from being primarily female to male, and many adaptations occurred.
Following Salomon’s teaching that successful educational systems adjusted to revolve around society/ industry lead to the inclusion of drafting. By the time the doors closed in 1912 the institution had graduated 361 students (Bennett, 1937).
Larsson, having been trained under Sloyd, condensed the traits of a good teacher in any discipline to “first, a proper understanding of and sympathy with the pupils; second, a professional training in the art and methods of teaching; third, a mastery of the subject matter” (Barlow, 1967, p. 190). The purpose of education is not focused on the content or project, rather the characteristics and growth within the individual. He also understood that the greatest success resulted from incorporating these objectives into the curriculum through a medium that was widely accepted by the general population. This understanding advanced manual arts at the grade school level, while manual training faded out, for the modelsheld the attention of the student and the public. While the product was not the purpose, it is an important aspect in the promotion of the program.
Phasing Out of Sloyd/ Sloyd Principles Compared to Current Education Practices
The decline of manual arts and progression into industrial arts occurred with adjustments of the economy. Many people of the time did not graduate from high school as there were plenty of jobs not requiring high educational levels. It was therefore up to the schools, starting at lower grades, to introduce equipment, techniques and work habits that would benefit the students as they left school and entered into the work force.
The primary focus of Sloyd may have been placed on a back shelf due to time and Industrial societal age. However, with the movement of America into a post-industrial society one can see and promote many aspects of the Sloyd system once again.
The content covered in Technology Education is broad based to allow for exposure in current and developing fields; the purpose of instruction and methods educators use however sound very familiar. After reviewing Salomon’s educational focus (Appendix C) and teacher expectations (Appendix F) one can connect many of his goals with the aims that are still being pursued. Today’s instructors try to build characteristics in students that allow them to be successful when they pursue higher education or enter the work force. A student leaving grade school should:
-Be able to work independently as well as with a team.
- Present themselves in an acceptable manner.
- Have learned to follow a system that can be applied in the workforce (following directions, listening, and providing input).
-Research concepts and new skills, prepare portfolios, suggest/ modify/ implement new ideas.
While the medium of Sloyd may have been focused, usually using wood, the backbone of the system contains many of the principles listed above.
The concepts dealing with teacher expectations, being highly important as the teacher sets the atmosphere, were and still can be applied. Though some of the objectives changed during the industrial years they are being re-implemented, though as “new” theories. While the instructor should have a firm grasp of the content it is the personal characteristics that define a good teacher. Tact, both then and now, is the key characteristic of an effective teacher. Another important acknowledgement is that students are unique and should be measured accordingly, in contrast to the bell curve style of measurement that was prominent during the mid 1900’s. Individual measurement against objectives,promotes advancement and creates the least restrictive environment. It is the goal of education to help students progress as far as individually possible, to be as ready as they can be, when entering society as a young adult. A positive influence at any period in time will promote student success as opposed to learned helplessness (Taylor, 2005).
Comparing and contrasting the Sloyd methodology with practices today illustrates that the field of education is continuously evolving through trial and error, however, the primary principles hold true.
Appendix A – Correspondence Between Uno Cygnaeus and Otto Salomon
Letter from Uno Cygnaeus to Otto Salomon, October 28th, 1877:
Even if we agree, that sloyd is important in the folk school, I think that the handicraft methods must be substantially different in the common folk school and in a special vocational school. In the former, handicrafts must be considered and handled fore mostly as a formal means of civilisation and organized accordingly, that the aim will be development of child’s sense for form and beauty and general dexterity, and the drill of craftsmanship of all the possible work will be avoided. In the handicraft school the aim must be dexterity in various crafts and practicing it in order to secure the sale and economic profit of the products. The former concept of the aim of crafts has the natural development connection to the pedagogical system of Pestalozzi and Frobel, and it should have the undeniable importance.