Craft Reader p. 9-42 Response by Michaela Kane
As Adamson mentions in this section's introduction, there is a great amount of information we can deduce about the social viewpoints surrounding craft/craftsmen by reading how-to materials of a specific time period and culture. Connecting this with the concept of material culture, these writings can be examined as artifacts, which can tell us a lot more than what they outrightly state.
The Stuart, Albers, and Riegger readings seemed to be more like general overviews of the processes for folks interests in the fields, rather than how we would typically think of a how-to guide. "The Wheelwright's Shop," for example, even though it included many details, it lacked certain definitions and diagrams that made it difficult to imagine actually making a wheel oneself after reading.
I was really interested in the concept of slöjd that Salomon discusses. Though the reading did have aspects of the traditional academy that I find a little cringe-worthy*, I really agree that learning basic craft techniques help people develop a myriad of skills such as dexterity and problem-solving. And building/creating something precisely by hand is certainly satisfying and, I would argue, confidence-building too. Students trouble-shooting their own problems as much as possible is another important aspect of slöjd that Saloman highlights.
I also really appreciated Riegger's advocacy for older, simpler techniques in "Primitive Pottery." He argues that though the processes are simpler, the potter much have more skill, since s/he must control the entire process from collecting natural clay and glaze materials from the earth to selecting the type and quantity of fuel to fire the pots. I have found that the more I learn about every step of the fiber process (my concentration), the more rewarding it is. Riegger's essay reminded me of Marx's critique of capitalism; because a craftsperson with these skills can control their entire means of production, they avoid the exploitation that comes from being employed by someone else that controls the means of production. Thus, the craftsperson's labor produces the whole commodity, not just the capital.
*"The pupils, on the contrary, must, as far as possible, remain at their benches. If they desire any advice from the teacher, they must not attract his attention by calling out, but by some signal, e.g., holding up one hand, standing in front of the bench and looking towards him, etc. All unnecessary talking must be carefully avoided." (15)
