when their turn comes, by finally distracting the man from all the associations and interests of school-life.
This principle of manual instruction has been elaborately worked out in Sweden, where it is known as the "Slöjd" system, by Mr.Abrahamson and Mr.Solomon, and has been already adopted in over six hundred schools. It has recently been the subject of a very interesting memoir by M.Sluys,[1]* who was depvited by the Belgian Minister of Education to visit Mr.Abrahamson and report upon it. The importance of manual practice as an integral part of all education was long ago realized by the genius of Rousseau, and first worked out practically and as regards young children by Froebel. Basedon indeed, in 1774, introduced manual instruction as a counterpoise to mental work; but Finland seems to be the country where the value of manual instruction as an integral part of education was first realized, when, thanks to the efforts of Uno Cygnæus, the Government enacted in 1866 that it should be an obligatory subject in all primary and normal schools. The system of Basedon appears to have been less successful than might have been expected, probably in great measure because the instruction was confided to artisans, whereas it seems to be of great importance not to separate the direction of the manual from that of the mental training.
There have been, indeed, two very different points of view from which manual instruction has been recommended. The first looks at the problem from a specially economical point of view. The school is arranged so as to elicit the special aptitudes of the pupils; to prepare and develop the children as quickly and as completely as possible for some definite trade or handicraft, so as to, if possible, assure them, when leaving school, the material requisite of existence. In this way, it is maintained, that the wealth and comfort of the nation can be best promoted.
The second theory regards the manual instruction as a form of education; the object is to give to the hand, not so much a special as a general aptitude, suitable to the varied circumstances of practical life, and calculated to develop a healthy love of labor, to exercise the faculties of attention, perception, and intuition. The one treats the school as subordinate to the workshop, the other takes the workshop and makes it a part of the school. The one seeks to make a workman, the other to train up a man. In short, the Swedish system is no preparation for a particular occupation, but is intended as a means of general development. The time devoted to manual instruction is there from four to six hours a week.
Of all handiworks, carpentering has been found most suitable. The work of the smith strengthens the arm, but it does not train the
- ↑ "L'Enseignement des Travaux Manuels dans les Écoles primaires de Garçons en Suede." Rapport présenté à M.Le Ministre de I'lnstitut Publique par M.A.Sluys, et conclusion de MM. A. Sluys et H.Vankalken. Bruxelles, 1884.
