In the construction of many of the models, the pupil is allowed to saw a little from the line, and pare with a chisel back to the line. When this can be avoided it is advisable to do so. The self-reliance of the pupil is not encouraged by the practice, and he will probably be undecided in his work when he has the knowledge that he has another tool to fall back on.

Colour, which plays so prominent a part in design, is entirely overlooked in the Slöjd system.

One of the most important tools used in the Slöjd course, and certainly the most unique, is the Slöjd knife. The advantages of this knife are not clearly brought out, though the importance of it is so strongly insisted on; and, moreover, it has been found in this country that all work that can be done with the knife can be more efficiently performed with a chisel.

Under these circumstances, there seems to be no adequate reason for adopting an 'unfamiliar' knife in preference to a tool which is in such common use by all classes of workmen.

On the other hand, the chisel may be depended upon as a means of execution for quite twice as much work in the same time as the Slöjd knife, giving the pupil a proportionately larger amount of drawing practice.

It must not be understood by this that the mere accomplishment of work is what is aimed at. The boy, not the model, is the object, but more exercises, quite as efficiently performed, must be allowed to be an advantage.

Enough has been said, it is hoped, to establish the superiority of the chisel over the Slöjd knife (always assuming that the teacher intelligently understands his subject).

The knife, so essential in the early stages of Slöjd, is almost entirely discarded in the later exercises, its place being taken by the ordinary woodwork tools, but its effect is felt throughout the whole course of instruction.

In the more advanced Slöjd models the use of too many tools is involved, and these exercises are too much like pure carpentry to be really advisable in a manual training room.

A final objection which arises in considering the Slöjd system is the length of time required to complete the course. Most teachers who have been trained in Sweden have required two terms of six weeks each - about 250 hours in all - to complete the models. Now, in calculating the time which each child can devote to the subject, it must be remembered that the age of the children admitted to the classes will never permit of their having more than three years' instruction, and very few as long a time as this, and that only two and a half hours per week are usually available for the subject, during forty-four weeks of each year. The total amount of time taken for the subject during the three years will thus be 380 hours, and, allowing for the usual difference between the speed of a teacher and that of a child when learning a new subject, only about one-half of the course would then be accomplished.

The foregoing remarks are not intended as a sweeping indictment of the Slöjd system, for it must ever be allowed that the great central idea of the development of natural faculties, without directly teaching a trade, is steadily kept in view by the authors of the Swedish system as the main object to be attained.

The defects of and objection to the system here pointed out are urged against the methods adopted to attain this end, as they appear to English eyes.

Instruction in a carpenter's shop, or in a class where the spirit of the teaching is similar, is frequently adopted as a form of manual training. This kind of manual training generally means a course including a series of carpenter's joints, and models based on them, of articles distinctly connected with the carpenter's trade.

Four-panelled doors and roof trusses have been attempted, and, as might be expected, models of this nature are generally very badly finished. Few pupils can ever make these difficult objects satisfactorily, with the consequence that disappointing results are usually obtained. Even where properly made, the models, not being reduced to any scale, are entirely out of proportion when finished. This is likely, especially on the mind of a boy, to produce a very bad impression of form, and would be distinctly opposed to the theoretical teaching he receives.

It is certain, too, that, however adults may understand the principles of instruction given on such advanced lines, few, if any, boys could fully grasp the scientific principles of distinct carpentry work. The performance of a succession of difficult joints, which are not capable of being used in the construction of some model, or, if used, are embodied in a much too difficult one, has a wearying and dispiriting effect on a boy. He ceases to make that effort which he would if he knew that his perseverance would be rewarded by the possession of some object of useful or ornamental nature, entirely of his own production.

It is very unusual for any attempt to be made to inculcate ideas of colour, by combinations of various woods, or of form, by making original graceful articles. The artistic effect of the models is generally the result of accident if it appears at all, and this very important and attractive element of good manual training is practically lost sight of.