HAND-CRAFT.

HAND-CRAFT:

THE MOST RELIABLE BASIS OF TECHNICAL EDUCATION
IN SCHOOLS AND CLASSES.

A TEXT BOOK

EMBODYING A SYSTEM OF PURE MECHANICAL ART, WITHOUT THE AID OF
MACHINERY; BEING AN ENGLISH EXPOSITION OF

SLÖJD

AS CULTIVATED IN SWEDEN, AND GENERALLY ADOPTED BY ALL
SCANDINAVIAN PEOPLES, TO THEIR GREAT ADVANTAGE.

EXPLAINED AND ILLUSTRATED

BY

JOHN D. SUTCLIFFE,
OF THE MANCHESTER RECREATIVE EVENING CLASSES.

WITH AN INTRODUCTION BY

T. C. HORSFALL, J.P.

NEW YORK
CHARLES E. MERRILL & CO.
52 & 54 LAFAYETTE PLACE
1890

INTRODUCTION.

It is surprising that so few efforts have hitherto been made in this country to introduce manual training into Elementary Schools. Adequate reason for making such training part of the national system of education exists in the fact, that a large proportion of the people have to earn their livelihood by industries for the attainment of a high degree of skill in which early training of hand and eye is as necessary as it is for success in the use of musical instruments. There can be no doubt that if, in 1870, a system, resembling that of Sloyd, had been generally introduced into English Elementary Schools, the joiners, metal-workers, and most other craftsmen of to-day, would possess more skill in their own work, and more interest in all kinds of manual work, than they do now possess, and that English workpeople, finding that their children received at school kinds of training obviously well fitted to increase wage-earning power, would less commonly than now be careless with regard to their children’s attendance at school.

This reason for desiring the introduction of manual training into Elementary Schools might have been expected to suggest itself to all persons who are acquainted with the conditions under which the mass of English people live; but experience gained in Sweden and other countries where the Sloyd system has been largely used, proves that there are also strong educational reasons for desiring that Sloyd shall be introduced into all English Elementary Schools as soon as possible. It has been found that this admirably graduated system of training not only fosters deftness of hand and correctness of eye, as it might be expected to do, but also has distinctly moral and intellectual effects, as it promotes patient attention, steady application, and interest in work, to a very high degree.

Its effect on many of the large class of children who, though not dullards, show lack of interest in, and deficiency in the power to understand, the subjects comprised in the ordinary school-curriculum, has been most beneficial. In their Sloyd-lessons many of these children have found themselves the equals, some more than the equals, of companions far their superiors at book-work, and have by this gained a confidence in their own ability which has often reacted on their power and their will to conquer their other lessons. Thus many children who, when they first began Sloyd, were distinctly below the average in intelligence, have become under its influence completely “normal.” On nearly all children the effect of this kind of training has been so vivifying that, at least, as much progress has been made with other subjects, when several hours weekly have been given to Sloyd, as had been made previously when all the school-time was given to them. The general educational value of Sloyd has, indeed, been found to be so great, that in some schools in Swedish towns as many as eight hours are given to it each week.

All persons who know how badly prepared are the majority of the children who now leave our Elementary Schools for gaining rapidly skill in the work by which they have to live, or for taking an intelligent interest in their own work or in the best handiwork of others, most strongly desire that the educational authorities in this country will no longer delay the introduction of a system, the great usefulness of which has been so fully ascertained in other lands, and for which many well-trained English teachers can now be obtained. Mr Sutcliffe brought to the careful study of Sloyd, knowledge of the methods of wood-carving; and his treatise will doubtless be found to be helpful to all teachers of the new system.

T. C. HORSFALL, J.P.

Swanscoe Park,

near Macclesfield.

NOTE BY THE AUTHOR.

Some friends have advised that elementary suggestions should have been given as guidance for the use of the tools. Everything of the kind has been omitted, because it is vain to rely upon book knowledge in such matters. How to handle and use the tools can only be well imparted by a competent teacher in practice. The author avails himself of two more lines, wherein to acknowledge the valuable literary assistance he has received from his friend, Mr Richard Russell, of Ashbourne House, Herne Hill, London.

J. D. S.

Pendleton, Manchester,

March 1890.

HAND-CRAFT.

For some generations there has been cultivated in Sweden, and amongst Scandinavian and kindred peoples, a course of training in personal ingenuity, unknown in most other countries. It does not seem to have ever been persevered in after the manner of trading industry, but as a means of promoting throughout the community a taste and skill for the performance of highly-finished productions in mechanical art, proceeding from the simple to the complex, and resulting in a widely-diffused facility for all kinds of constructive occupations.

Such course or system of training is called Sloyd, and written Slöjd. For the majority of English people such a word cannot have a meaning, and cannot appeal with adequate force to popular appreciation. The nearest equivalent in English to the Swedish word Slöjd would seem to be Hand-Craft, or mechanical training for the hand, undertaken voluntarily for the satisfaction of acquiring manual skill in general, as distinguished from a handicraft of limited application, pursued of necessity from day to day, rather by routine than by skill.

Hand-Craft is therefore adopted as synonymous in England with the word Slöjd in Sweden.

As cultivated in Sweden, it involves all kinds of manual training, and is applicable to highly finished productions in leather, metal, and various other substances, but it suffices, for educational purposes, to limit teaching and exercise to objects made of wood.

It must always be borne in mind that Hand-Craft is mainly educational, and is valuable, not for what it produces, but for the training which the production involves; just as the letters of the alphabet, and their accurate use, are the essential preliminaries to literary attainments. It imparts and cultivates mechanical dexterity, just as learning to read and write spontaneously developes mental capacity. Therefore, whoever masters a course of Hand-Craft acquires an aptitude for all kinds of material processes. Such an aptitude, while useful and gratifying to the individual, is of the greatest consequence amongst people so deeply interested as the English are in manufacturing pursuits.

Hand-Craft also has strong claims to be cultivated as a recreation, and experience proves that it may be so regarded, with every prospect of becoming popular as such.

Touching this matter of recreation, and those who have not the faculty for viewing the subject in that light, reference may be made to familiar facts with reference to chess. Perhaps there is nothing that, to the uninitiated, appears more stupid, insipid, and purposeless than the progress of that game. Yet there are thousands, who have so regarded it, who, after being well initiated, have become interested and absorbed by it, to an extent exceeding the possibilities of their original belief.

So it is with Hand-Craft, with this difference, that Hand-Craft, while supplying an incentive to wholesome perseverance, developing into a fascinating recreation, is suggestive at every turn of life-long utility, with reference to an infinite variety of probable subsequent experience. It promotes a delightful consciousness of the merits of neat, natty tastefulness and judgment with reference to every material thing, and trains the mind and the eye, as well as the hand, to perceive and appreciate excellence of design and finish, proportion, beauty, and adaptability of the most familiar appliances.

Training of this kind has, in recent years, been much stimulated by the establishment of an Institute or Seminary for its teaching and cultivation at Nääs in Sweden, where very generous accommodation and facilities are provided for the instruction of teachers from all parts of Sweden and the rest of the world. The subsequent mission of each of those teachers is to diffuse the taste and knowledge he has thus acquired amongst his own people on his return to them, or amongst other people where he may find encouragement to settle for that purpose.

Thus have the foundations been laid for this genial drawing out and exercise of latent mechanical genius amongst the people of England. With the object of widening those foundations, these pages have been prepared; primarily as forming a Text Book for Teachers, but also as an incentive to parents, educationists, and statesmen to fortify the rising generation of England against the opprobrium so justly alleged against the English of the present day, that they are behind the rest of the industrial world in those elements of mechanical taste and skill, which are becoming more and more essential to the maintenance of manufacturing and commercial prosperity.

An earnest determination to promote amendment in these respects cannot be better carried into effect than by insisting that Hand-Craft shall be regarded as an essential branch of the Technical Education that is now struggling to assert itself usefully. If such a branch be left out, the mere teaching of routine trade processes will inevitably fail. Such routine processes are many of them in heavy-handed, rough disregard of the nicety, accuracy, finish, and judgment which intelligent exercise in Hand-Craft can alone impart; which is the only reliable basis for the superior mechanical results so much needed.

Hand-Craft in wood is distinguished from carpentry or joinery in many important respects.

There is no division of labour.

Everything produced is the entire work of one operator, for the defects of which he is solely responsible.

This directness of responsibility is one of the great merits of Hand-Craft, being calculated to promote wholesome pride in the excellence of complete work; a sentiment that is apt to be very weak, or totally wanting, where division of labour is much relied upon.

The intellectual faculties are brought into unison with the hand, by knowledge and experience developing together with increasing dexterity.

Genuine respect and sympathy are developed for manual toil by familiarity with its application.

Love of work in general is developed, and a taste for it instilled by practical experience of its utility.

Habits of attention, perseverance, industry, and discipline are formed, cultivated, and unconsciously grafted upon the pupil, by the application necessary to excel.

Independence, order, and cleanliness spontaneously grow and become part of the nature of the operator.

Manual dexterity being thoroughly established, the operator is endowed with the consequent acquired ability for dealing with the practical business of life.

Education being the object that should be constantly kept in view, in the teaching and practice of Hand-Craft, it should be thoroughly appreciated that it is adapted for forming and shaping the entire bent of all the faculties.

The objects recommended to work upon are all small, and are therefore within the capacity of the very young, and of both sexes.

For the same reason, the eye, the hand, and the judgment are trained to precise form and finish in the minutest details. This is important, for, though it is generally easier to make something large and rough than small and smooth, no one who is incapable of making a small model well can make a large one any better. Small objects are invariably the best training to work upon, as being certain to inspire appreciation for neatness, exactness, and accuracy.

BASIS OF TEACHING.

Practical teaching of Hand-Craft is based upon models for imitation.

These models, distinguished by numbering from 1A and 1B to 25, are represented by the drawings accompanying these pages, and the instructions hereafter subjoined are explained by reference to the drawings.

The following is a

LIST OF THE MODELS.

*** The second column indicates the kind of wood required—B. signifying Beech or Birch, and F. signifying Fir, commonly called Deal or Pine; the class of wood usually distinguished as Pine being preferable to the rougher-grained wood generally classed as Deal.

TOOLS AND APPLIANCES.

The following is a List of Tools and Appliances necessary for producing the models before enumerated, with the cost of each, both Swedish and English.

Although the prices of the English tools are so much higher than the Swedish (with few exceptions), they are cheaper in the end. They are more carefully made; the wood is drier and better selected; and Swedish steel is not to be compared with English. At the same time, the Swedish tools are good enough to put into the hands of school boys and girls, and they have also the advantage of being considerably lighter in weight.

THE BENCH.

A drawing of the Bench is annexed, to show the difference between one adapted for Sloyd or Hand-Craft and the kind in common use by carpenters. The Sloyd Bench is usually about 7 ft. long, 2 ft. wide, and 3 ft. 3 in. high. As shown in the drawing, it has an extra Bench Screw at the end, which enables the student to fix a piece of level wood rigidly on the top of the Bench, by placing the end against a Stop, as shown in the drawing, and bringing the pressure of the End Screw to bear on the other end. The numerous holes (shown in the drawing) on the Bench Top, are so arranged that the Stop can be fixed in any of them. For school work the Benches are often made double—that is, with a Screw on each side and on each end of the Bench. This arrangement economises space, and answers all practical purposes; enabling two students to work at one bench. The Sloyder will find it an advantage to fix a small drawer under the bench top. In this he should keep his sand-paper and files, as nothing is so detrimental to the edges of the sharp tools as these two articles.

TOOL EXERCISES.

No. 1a. Kindergarten Pointer.

(Requiring Exercises 1 and 2.)

Commence with a piece of Beech, rather more than 5 in. long, and not less than 3⁄4 in. thick. It is all the better, for this and other exercises, if it is split from a larger piece, and has no side either square or straight. With the knife, make one side level and smooth, to a width rather exceeding 3⁄8 in. When that is done perfectly, make another straight side at right angles to the first. Trim the ends; then mark with the pencil at each end a 3⁄8-in. square, with the two straight sides as bases. Then cut two additional straight sides in unison with those squares. This will produce a stem a shade more than 5 in. long and 3⁄8 in. square. Mark each end with a diagram thus  ; then draw corresponding lines along each side. Then, letting one end remain the same size; reduce the other end to 1⁄8 in. square (as shown in centre of diagram) by tapering each side symmetrically throughout. This will result in the stem being 3⁄8 in. square at one end and 1⁄8 in. square at the other end. Then, guided by the diagram at the thicker end, take off the four corners symmetrically throughout, thus producing a tapered octagonal stem. Then, in like manner, take off the eight corners with great precision, so as to maintain uniform symmetry, and the result will be a tapered stem, approximately round throughout and pointed at one end.

No. 1b. Kindergarten Pointer.

(Requiring Exercises 1, 2, and 3.)

Proceed as for the previous model until the round pointer is produced. Then apply Exercise 3 to the two Oblique Cuts shown from A to a in the figures 1, 2, and 3, of drawings No. 1b. These Oblique Cuts demand great care and precision, as the Cuts should be precisely opposite each other, perfectly level and symmetrical.