continuous and uninterrupted learning.

A class of Sloyd scholars at Nääs

I m reading Whittaker's book, the Impact and Legacy of Educational Sloyd. It describes the sometimes contentious relationship between its two fathers,Uno Cygnaeus in Finland, who named and invented it, and Otto Salomon who built a school and taught thousands from around the world to teach it. Cygnaeus believed that two separate schools were required, the folk school, and the Sloyd School. Salomon was always deferential to his senior, but believed that the folk school and sloyd school should be one and the same. Both agreed that education should, as a goal, be a seamless and continuous process from infancy and Kindergarten through the upper grades, but for some reason or another, Cygnaeus suggested they were in disagreement.

Both educators were strongly influenced by Friedrich Froebel who hoped that a single continuous education might be developed. One of his core principles was that of "continuity:"

The Second Principle: Continuity

Just as the gifts were numbered, with each leading developmentally to the next, Froebel intended that education offer a sense of continuity through all grade levels, starting with kindergarten. This second concept of continuity was described by H. Courthope Bowen as follows: “As that which is exercised (whether mind or muscle) grows constantly capable of higher or more varied activity, so must the exercise given grow continuously higher and more varied in character—keeping pace with the development, never outrunning it too eagerly, nor lagging lazily behind— every stage growing naturally out of that which precedes.”

Today I plan to begin finishing the underside of the table top and then proceed with final shaping and sanding of the trestle base.

Make, fix, create, and increase the likeliness that others learn likewise.