Every pupil should have a drawing book, in which the geometrical design for each piece of work is drawn up. Geometry is the foundation for my whole system, and the geometrical figures go through all the Standards. The measures for the drawings, as well as for the models, should, as far as possible, be the same for all the pupils; the drawing of course being on a smaller scale than the models. As a rule the drawings should be a third of the size of the actual model.

It should be observed that all the drawings in this system are geometrical drawings and not working drawings.

The pupils should themselves make up the designs for Standard IV, V, VI, VII.

Children should never be forced to do anything that is beyond their capacity. If the pupils are expected to produce something that is too hard for them, they will get careless and develop inaccuracy and content themselves with a poorly finished work, and will at the same time acquire a tendency to overestimate their own ability, while again on the contrary, pupils possessing a keener self-criticism will get discouraged at perceiving their own shortcomings, and will thus be led to lose confidence in their own working capacity. Both extremes are deplorable and are to be avoided by working along carefully graded steps, so the pupils gradually obtain a greater ability and an increased discrimination and confidence with regard to their own skilfulness. The following Standards have been arranged according to these educational aims for gradual development of all the faculties of the pupil's body and soul.

Class instruction is essential, though the teacher has at the same time to give attention to each individual pupil.. When, during the course of a lesson, instructions and explanations are to be given to the whole class, a pause in the work is required by means of ringing a small hand bell, thus calling for quietness and attention to the general information that the teacher finds it necessary to impart at intervals. A second ring notifies when the class work again is to take place.

The pupils should not be forced to copy the model too slavishly. Should emergencies arise, they may be allowed a little diversion as to the exact measures of the model. It is a pedantry hateful for children's conception that they should be compelled to make over again a model that can be just as good on a somewhat smaller scale.

It is almost needless to mention, that varnishing or polishing of the models is out of the question, as that would conceal good workmanship and cover a poor one.

As it is an undisputable fact that some children are brighter and quicker than others, these should be allowed to do extra work besides the regular models. But these works should be kept in. strict accordance to the geometrical figure that gives foundation for the regular model, though to avoid monotony the pupils who are doing this extra work may be allowed to step either inside or outside of the exact dimensions of the model.

Several old Sloyd systems in difference from this do not give place for any extra work, but the pupil has to go on with one model after the other one, with the result that the stronger and quicker pupil might be at the model No. 50, while another pupil, who commenced his Sloyd course at the same time, is at say the model No. 30. This makes class instruction quite impossible.