DISCUSSION. 605 
The difference between the Russian system and the Swedish sloyd is that 
in Russia the instruction in manual work is connected, as it is in France, 
with the teaching of drawing and geometry, the course being formed of 
series of successive lessons of woodwork. Any one interested in this ques- 
tion is kindly invited to visit the Russian section of the Liberal Arts 
Building, where can be seen an album treating of this subject. 
DISCUSSION. 
Dr. H. H. BELFIELD, Director of the Chicago Manual Training School : I do not 
regard sloyd as a rival of the system of woodwork practiced in the schools known as 
“ manual-training schools”; on the contrary, I welcome it as a possible means for fill- 
ing the gap between the kindergarten and the manual.training schools, since it is 
designed for younger pupils than those found in the last-named training-schools. 
The system just presented to us by Mr. Larsson is a great departure from the 
Swedish sloyd which came to us several years ago. In common with many others, 
{ had no hesitation in condemning that system as not adapted to American ideas and 
conditions. Mr. Larsson has shown courage and pedagogical knowledge in introducing 
the Swedish models, and in iusisting upon drawing and in adding to the tools supplied 
to the pupils. I welcome Mr. Larsson’s system, therefore, as an earnest effort to solve 
3» problem which has occupied our attention for years. 
One of the fundamental principles of sloyd, as I understand it, is the presentation of 
models and exercises that will develop and retain the interest of the pupils. As Mr. 
Larsson puts it : ““ That system is best which creates the most interest in the pupil.” 
This is also one of the strong features of the kindergarten, and is at once both a strength 
and a weakness. In the training of young children this development of the child’s 
interest is essential to success. I think the American child, with his acute perceptions, 
ls on the alert, like the old Athenians, for something new, and his attention will be 
attracted to other things than the matter in hand unless the teacher succeeds in fixing 
nis mind upon the lesson. But as the child advances in years he should cultivate the 
faculty of concentration, even upon uninteresting subjects, sustained by the thought 
shat the present tedious work will find its reward in the future. It is wise, therefore, 
[ think, that the sloyd work should consist of useful articles or toys, deferring system- 
atic instruction in the elements of joinery, ete., till a more advanced age. 
Proressor C. M. WoopwARD, of St. Louis : As to these contrasted systems, two things 
should be said. First, the ‘“sloyd ” system as presented by Mr. Larsson is not the Swed- 
sh sloyd in any proper sense. Sloyd involves very few tools, chiefly the knife; Mr. 
Larsson uses the whole kit of joiners tools. Sloyd used no drawings ; Mr. Larsson 
1ses drawings continuously. (Drawing has recently been imported into Sweden.) 
Sloyd models, as I knew them freshly imported several years ago, were typical of the 
useful tools and implements found in a peasant’s home in Sweden. Mr. Larsson has 
retained only the single idea of wse with complete change of forms. This work pre- 
sented by Mr. Larsson is four parts American to one from Sweden. 
Secondly, the distance between this system and what is known as the Russian sys- 
tem is exceedingly small. Take, for instance, this tool-rack model of Mr. Larsson. 
tts construction involves three elementary processes, namely : (1) The exact use of the 
iry-square and gauge for determining where to saw and bore ; (2) sawing to lines; 
8) the use of bits or augers of several sizes. Mr. Larsson does all these things on one