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methodical and esthetical points of view, regard being
paid to that amount of inventiveness which may have
been displayed by the student in the execution of
his task. In addition, this “extra model” is scrutinized
in respect to its execution in accordance with the same
principles as those determining the mark given to the
ordinary models. Although this “extra model” cannot
be said to enjoy the special love of the students, it is
beyond all doubt of very great value, not only for a
right understanding of the method and as an exercise
in “creating” in the sense given to the word by Fröbel,
but also for purely practical reasons, as the student
thereby gets some idea as to how he shall, within
the framework of the Nääs method, be able to change
a model in the series which may not be very suitable
for the district in
which his school is
situated, for one more
fit. While the other
models executed by
the students may
be taken home, the
“extra model” is left
to increase the
collection of the
institution, a collection which now includes about 3,000
models constructed and executed by the students at
the courses.
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