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sphere of instruction in manual labor, it does not build
upon practice in abstract exercises, — sawing, planing,
the use of the chisel etc. etc. — but upon the making
of concrete objects which can be used in daily life, and
which are good when viewed from an esthetical standpoint.
A series of models is used as a guide in instruction; this
series, again, being based upon an exercise-series of 68
exercises. As a result of the model-series being based
upon exercises, any one model can be exchanged for
another which may be more suitable for the place where
the instruction is being given. Thus, in the matter of
instruction in sloyd, the Nääs system has endeavored
to apply the didactic rules of proceeding from the easy
to the more difficult, from the simpler to the more
complex, from the concrete to the more abstract. As
patterns, the Nääs method employs models, both models
and drawings, and also drawings exclusively. Amongst
the models there are many which are termed “modelling-models”
which, similarly to modelling work in general,
is of great importance for the development of the eye
and the sense of form. Especial weight is laid upon
employment of the knife, which, according to the Nääs
system, should be the fundamental tool.
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