(b) To instil respect for rough, honest, bodily labour, which is achieved by the introduction of the work into schools of all grades so that ALL classes of the community may engage upon it, and by the teachers taking pride in it themselves, and by their intelligent teaching of it to their classes. (c) To develop independence and self-reliance. The child requires individual attention, the teacher must not tell too much, the child should endeavour as far as possible to discover by experiment the best methods for holding and manipulating tools, and also to be allowed as much free play as possible for its judgment. (d) To train in habits of order, exactness, cleanliness, and neatness. Which are acquired by keeping the models well within the children's range of ability, demanding that the work shall always be done in an orderly manner and with the greatest measure of exactness that the child is capable of. How far cleanliness and neatness may be instilled is apparent from the nature of the work. (e) To train the eye, and the sense of form. To cultivate dexterity of hand and develop touch. The models are of two kinds:--rectilinear and curvilinear. The former are tested by the square, the rule and the compasses, but the accuracy of the latter depends upon the eye, the sense of form and that of touch. This training enables the child to distinguish between good and bad work and to put a right value upon the former, to understand the right use of ornament, and also cultivates the aesthetic taste upon classic lines. An enormous number of jerry built articles are sold, which the public readily buy simply on account of their ornamental appearance. If the ability to distinguish between good and bad work were more universal it would go far towards improving trade morality. (f) To cultivate habits of attention, interest, etc. The success of the work requires that the mind shall be closely concentrated upon it. The nature of the work excites the interest of the child, and under careful direction this interest is sustained throughout. A genius has been described as a man capable of taking pains--a master of detail. Sloyd is eminently suited for concentrating the attention upon the details of work and for training the Sloyder to be thorough and never content with "making a thing do." The desire of the child to finish the work and to finish it well, overrides any element of impatience or irritability that may be in his character, and in a natural way introduces the elements of patience and perseverance in his work. These qualities are not confined to his Sloyd work but extend throughout his character, so that he realises that the work of life all contributes to some definite aim.