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to gain the assistance of the popular schools was thus
met half-way by the endeavors of the elementary
schools to obtain some advantage from the use of
sloyd. Resigned to, and received by the schools,
the sloyd question remained no longer a political-economical,
but rather a pedagogical one, and one of ever
increasing scope. The attempt to use the school in order
to train sloyders was changed to the endeavor to use
sloyd in order to educate future men and women. The
school in the service of sloyd was changed to sloyd in
the service of the school. But this thought was by no
means new. The history of pedagogy can show that,
for centuries back, almost every pedagogue who stood
a head higher than the multitude, endeavored to maintain
the importance of bodily labor as a mighty means
of education. Comenius, Francke, Locke, Rousseau,
Basedow, Salzmann, Pestalozzi, Fröbel, are as we know,
stars of the first magnitude in the art of education and
all of them have, though may be in different ways and
from somewhat varying points of view, given expression
to the opinion that the training of the hand should
proceed simultaneously with that of the head and the
heart. But, as is well known, it was first in our own
times that this thought has been understood and realized
to any very great extent.
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