| No. | Model. | New exercises. |
New tools. | Kind of wood. |
Dimen- sions ins. |
Drawing. |
| 1 | Wedge. | Whittling. | Knife, rule, lead- pencil. |
Pine. | 3 x 1 x 1/4 | Parallel lines |
| 2 | Flower- pin. |
Square whit- tling. |
Knife, rule, and lead- pencil. |
Pine. | 12 x 1/2 | Parallel lines |
| 3 | Flower- stick. |
Square sawing and planing. |
Splitting-saw, jack- plane, try-square, and marking-gaige. |
Pine. | 15 x 1/2 | How to find the |
| 4 | Pen-holder. | Curved whit- tling and boring. |
Center-bit. | Hard pine. |
8 x 1/2 | Free-hand draw- ing of curved lines. |
| 5 | Cutting- board. |
Round saw- ing, filing, and using of block-plane. |
Cross-cut saw, turn- ing saw, compasses, flat file, block-plane, center-bit and back- saw. |
Pine or white- wood. |
17 x 6 x 3/4 | How to find the center of a line; to draw a circle, given the radius or two tangents. |
| 6 | Flower-pot stand. |
Nailing and using of bench-hook. |
Hammer and bench- hook. |
Pine. | 20 x 6 x 3/8 | Continued elem'n- tary drawing. |
A Glimpse of the Sloyd School in Boston.—It is a rather remarkable building, that chapel at No. 10 Warrenton Street. The first floor is used for Kindergarten and evening school, the second for a church and lecture-room, while on the third floor is a Sloyd school.
Here the visitor enters a large, well-lighted hall (Fig. 3), with two rows of benches along the sides, and at each bench is a student. It may be that a class of teachers is at work, teachers mature in years and experience, of delicate frames, care-worn countenances, watchful eyes, aquiline noses, now and then adorned with a pair of gold spectacles gentlemen, men of polite address, ladies of queenly deportment all at present whittling or hammering, sawing or planing, like genuine carpenters, exercising many a delicate muscle now perhaps for the first time in their lives, working with a will, even enthusiasm, which can not be explained on the supposition that they are trying to atone for the sins of their quondam educators. No, they are here to educate themselves, that they may the better educate those placed in their charge; and it is this which makes their work sublime, even sacred. Or it may happen that a class of youths are at work boys from the public schools or the machine-shops, factory-girls and servant-girls; youths who feel the irksome and unhealthy influence of hard service, who are debarred by utter poverty, arrogant pride, or blind custom, from obtaining that education which their gentle, aspiring, and noble natures desire debarred from the full development and the free exercise of their God-given faculties; youths of untutored talents as well as those of well-instructed minds are here. And all engage in the work; all take hold with a will, even with joy. For they feel the blood course more freely in their veins, hear the wind breathe sweeter music, and see the light
