@article{oai:nagoya.repo.nii.ac.jp:02001625,
 author = {YOKOYAMA, Etsuo},
 issue = {1},
 journal = {名古屋大学大学院教育発達科学研究科紀要. 教育科学, Bulletin of the Graduate School of Education and Human Development. Educational Sciences},
 month = {Sep},
 note = {In this paper, I mainly analyzed the practice of early Sloyd education of the Nääs sloyd school for boys. The Nääs Sloyd School for Boys, which was founded in 1872, lowered the entrance age to 10 to 11 years old in 1874, changing to Sloyd school while retaining its folk school side. The school taught home Sloyd as Sloyd education in 1872, but also introduced many general subjects with the reforms of 1874 when Sloyd education had changed to the teaching of general skills. From his analysis of the practice of the Nääs Sloyd School for Boys (1872-1876), Salomon had come to the conclusion that Sloyd education should be a part of general education even before he met Cygnaeus in 1877. From 1876 Salomon had already noticed the effect of restricting Sloyd education to wood work. Salomon found that the teaching wood work as general education was beneficial in that it was necessary to people to use tools in their daily life, promote physical strength, and yield the production of items useful for daily life. When the Nääs Sloyd School for Boys was started in 1872, the purpose of Sloyd education was teaching home Sloyd. But the reforms of 1874 and the introduction of more general subjects lowered the number of time allocated for Sloyd education changing its purpose to "teaching general skills". Regarding the teaching method, changes were made from the traditional way of craftsman to using a knife. There was a problem about integrating Sloyd schools into folk schools at the time when the development of popular education system was occurring. The Sloyd school, which received its pupils from farmers' children, could get enough pupils only by the integration of Sloyd schools and folk schools. Thus, it was necessary for Sloyd schools to lower the number of time allocated for sloyd education and to change the purpose of sloyd education from teaching home Sloyd (in other words, selling products as a rural industry) to teaching Sloyd as general education. On the other hand, folk schools, which were biased toward theoretical study, were also encouraged to become more acceptable for farmers with the introduction of Sloyd as a subject as well as teaching both theoretical and practical subjects.},
 pages = {63--73},
 title = {A study of the Early Stage of Otto Salomon's Sloyd education : analysis of the practice of the Nääs Sloyd school for Boys (1872-1876)},
 volume = {53},
 year = {2006}
}