Sloyd In Great Britain And America 1890 & 1906

Sloyd In Great Britain And America 1890 & 1906

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Whether a teacher, a student or a craftsperson who wishes to learn the skills and theories of Educational Slojd, this book will provide a sound basis from which to develop classic or personal designs and to incorporate Educational Slojd in their work and life.

Slojd In Great Britain And America: 1890 - 1906, combines two influential, turn of the 19th century texts that serve as both teacher education resources and as class instructive materials.

Hand-Craft: A Text Book Employing A System Of Pure Mechanical Art, Without The Aid Of Machinery; Being An English Exposition Of Slojd As Cultivated In Sweden And By The Scandinavian People, by John D. Sutcliffe of the Manchester Recreative Evening Classes, 1890.

Elementary Sloyd And Whittling With Drawings And Working Directions, by Gustaf Larsson, Principal Of The Sloyd Training School, Boston, Massachusetts, 1906.

Together these two titles bridge the creation of Swedish Slojd by Otto Salomon and the inclusion of Slojd theories and practices in both Great Britain and America.

Gary Roberts, publisher of The Toolemera Press, returns to print classic books on early crafts, trades and industries, from his personal collection.
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Product details

  • Paperback | 174 pages
  • 178 x 254 x 9mm | 314g
  • English
  • 1087806259
  • 9781087806259

Review quote

Otto Salomon: 1892

There is perhaps no more dangerous attitude of mind than that of the people whose opinions remain stationary. Everything, so far at all events as regards the outward form, is subject to the laws of change and development. That which was admirably adapted for the past, may be unsuitable for the present, and entirely useless in the future. We may admit this general truth without committing ourselves to the propositions that everything old is bad and that everything new is good. There are truths which hold good for all time, and which, at the outside, merely assume a different form of expression at different periods; while many new doctrines at first sight satisfactory, prove insufficient when tested by experience.

It is especially important in educational matters, that we should understand how to steer the middle course between conservative spirit which is identical with surrender to the enemy of all progress - "use and want," and the nervous, restless search after novelty which is ever replacing one imperfectly tested method by another equally untried. The zealous teacher must always bear in mind that, while is work in both form and spirit should bear the impress of development, this development must be gradual and well-considered. The older he is and the greater the stores of experience at his command, the more clearly will he apprehend that the whole question of education is much more complicated than he at first imagined it to be. Much that on superficial observation seemed simple and clear, on closer inspection turns out to be the result of many and complex factors. The experienced teacher therefore guards against hasty conclusions regarding the merits of particular educational methods. Not content with seeing them in operation, he studies them, and before abandoning one and adopting another, he seeks assurance that the new method is not only newer but better than the old. He knows too well that what promises well in theory, does not always stand the test of practice.
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