finished chest.

Yesterday I applied a first coat of Danish oil to several things I've made recently, including the tool chest shown in the photos here.

It's a pleasure watching the wood change color as the finish is applied. It becomes darker and more reflective, and assures me that the object will be better protected in use.

The cherry in this chest will darken to a richer red-brown from exposure to light. Months from now, the rest of the box (except for inside) will be the same dark color as the turned knob. The inside and the tray will darken too, but at a much slower rate unless I leave the box open part time, allowing the inside to catch up.

My first, second and third grade students have been studying "community helpers." I am interested in having them make super-hero action figures complete with sewn capes, representing such important community helpers as our local librarians, teachers, mothers, and fire fighters.

So this afternoon they will make wooden figures and learn to sew capes using the tiny Singer Model 20 sewing machine that I acquired for use in the class. Depending on how things work out, I may have photos of local action figures tomorrow. I expect it to be fun for me, and I hope it interests my kids. In order to prepare I'll make a few super hero models of my own.

A favorite figure I plan to make is based on Froebel's "charcoal maker" illustrated in his book, Mother Play, or Mutter Und Kose Lieder. The charcoal maker at that time was someone Froebel's students would meet and be frightened of as he came from the forest looking wild and covered with soot. Froebel's song, illustration and finger play would tell the children he was no one to fear, but instead had an important part to play in the wholeness of life. I'll also make a librarian.

I know some of my readers are interested in guidance for the selection of projects for kids to make. The first thing is to make whatever you plan to have them make yourself. This helps you to foresee any problems they might have with regard to holding stock or safe operation of tools. It also provides a model for them to follow.

Allow your teaching to be organized not by models but by growing experience in the use of various tools. Salomon had devised a set of models, but most of his followers saw only the models, not the underlying exercises in the safe use of tools that he also described and upon which the models were based. His model series were systematically arranged according to a series of exercises that were to build the child's skill and understanding just as Froebel's gifts were to be systematically applied.

At this point, having done what I do for so many years, my cupboards contain projects that we've done in the past. There are boats, toy cars, trains, puppets, boxes, tool boxes, and many practical things that kids can make. The kids see those things and want to make them (or not). But whether you've made something as an example for them to follow or be inspired by, or whether you've pulled something from the cupboard of things made in the past, a part of the theory of Educational Sloyd applies: Move from the concrete to the abstract.

The point of Kindergarten as it was first invented, was to introduce the child to the wholeness of real life, not to get a leg up on the competition through increased emphasis on reading, standardized testing and academics. Educational Sloyd shared that original intent.

Make, fix, create, and inspire others to learn likewise.