A mounted grindstone with treadle and handle, about 14 inches in diameter and 3 inches thick. The trough under the grindstone should be supplied with a tap, so the children can easily empty the water out of it at the close of each lesson.

4 oil stones.

4 chopping blocks; two of them 27 and the other two 30 inches high. The blocks should be solid to prevent noise and from 15 to 18 inches in diameter.

A dozen flat lead pencils.

A dozen red and blue pencils.

A dozen two-feet folding rulers (graded).

2 iron rulers (graded).

A pair of large scissors.

Sand paper, flint paper and glass paper (sorted).

Tracing paper.

Carbon paper.

Emery cloth.

6 razor strops.

1 lb. Vaseline.

Glue and Glue-pot.

A dozen glue pencils.

Black-board.

Sponge for the black-board.

Chalk for the black-board.

A large ruler (graded) for the black-board.

A pair of large compasses (graded) for the chalk-drawing on the black-board.

A big wood clamp, to keep the wood from casting.

A small hand-bell.

A water-can for the grindstone.

Washstand and utensils.

A dozen rolling towels.

A dozen cloth dusters.

6 feather dusters.

3 small hand-brooms.

A large broom.

A dust-pan.

Waste box.

Notice. - The Sloyd room should be kept scrupulously clean. Wood is a clean object and there is no excuse for letting the Sloyd room get untidy, and no reason why it should not be kept as fine as any drawing-room.

Adjoining the Sloyd room there should be a small room in which is kept the material stored up for continual use.

The pupils should supply themselves with drawing books and all necessary drawing instruments and materials.

The origin of the present systems of "Manual Training" adopted in England and America emanates from the centennial exposition in Philadelphia, where it was inspired by the Rus-sian exhibit.

The method consists of a repeated training of different exercises - the chisel being the principal tool- -and there is given room for only very few completed articles; the making of some useful objects being reserved until the pupils have accumulated and stored up a lot of different exercises. Just as if you would prohibit a child from writing words and sentences until it has reached the highest possible degree of penmanship in forming the different letters.

Such mere technical exercises will surely tend to transform the children into small machines, mechanically moving their hands on purpose to obtain sufficient skill for bread-earning in the future. They can not be expected to take any considerable interest in those mechanical exercises, the final usefulness of which it is rather hard for them to comprehend, wrapped up as it is in the dense cloud called "the Future".