Google has become a tremendous resource for teachers interested in Sloyd. By digitizing old Sloyd books and making them available for free download, Google is making up for the scarcity of these materials. It will be interesting if the computer leads us to a restoration of the role of the hands in learning... But why not? Click Here.

The following is from the introduction of Anna Molander's book, Scientific Sloyd.

THE EDUCATIONAL AIMS OF SLOYD
Surely no teacher of any other subject will have to hear the question, that frequently is put to the Sloyd teacher by conservative people: "Of what use is it to learn Sloyd?" The answer will in the next pages be dealt with from five different views: 1. The Intellectual. 2. The Manual. 3. The Psychological. 4. The Physiological. 5. The Sociological.

1. Intellectual.—The gradual working through successive steps renders general development for the nerve-cells of the brain, and creates order of thought and self judgment. Here is no dead technical exercise, but life and reality. The useful model invigorates the creative power. The sense of observation is strengthened by learning to judge about different substances, structure and properties of wood, the quality of tools, etc. And especially by the geometrical method set forth in this book the elements of geometry are acquired without any extra effort or straining. This geometrical system creates a taste for simple, beautiful, and rational forms, and the geometrical constructions develop the pupil's reasoning power.

2. Manual-- The hand is trained to be a ready servant and medium for the brain. General dexterity is promoted and the pupils become more practical.

3. Psychological. -- the pedagogical Sloyd builds a road between the brain and the fingers and produces presence of mind and readiness to face emergencies. Sloyd thus helps to develop energetic, courageous and self-relying character. The children are gradually trained towards feeling of self-help and independence; They learn to acquire something by their own work without the aid of the almighty "penny," and are in that way led to find themselves useful members of the community. This feeling of ability will elicit patience and perseverance with work, will give the children a power of concentration, accuracy, order and carefulness.

4. Physiological.—By equal work with both hands the body grows symmetrically. The muscular strength is promoted, and the bodily exercise gives counterbalance to mere brain training. Also the eye gets a very good training, and the eye-measure is developed to an extent which can not be obtained by merely drawing lessons.

5. Sociological.— Sloyd makes the pupils independent and quick and ready to help themselves and others in their future life. It keeps the boys from mischief and renders a pleasant occupation for leisure hours. It trains to neatness and punctuality. The useful model is attractive for the pupil, as he finds himself able to do something for his home. Sloyd promotes a good discipline not only for the school, but also for life. While handling sharp tools, which are useful, if properly and discriminately handled, but dangerous not only for themselves but also for their fellow scholars, if carelessly and thoughtlessly used, the pupils develop attentiveness as to their own acting and acquire also consideration for other people's safety and welfare. Sloyd creates respect and consideration for manual labor and a closer understanding of the contributions of the workingman.