,transcriber's ,notes ,texts printed in italics and boldface have been transcribed between underscores and equal signs respectively4 ,small capitals have been replaced with ,,all ,,capitals4 ,the caret indicates a superscript character4 ,illustration ,,correlated ,,courses ,,in ,,woodwork ,,and ,,mechanical ,,drawing ,by ,,ira ,s4 ,,griffith1 ,a4 ,b4 ,assistant ,professor of ,manual ,arts1 ,bradley ,polytechnic ,institute1 ,peoria1 ,illinois4 ,author of 8,essentials of ,woodworking10 8,woodwork for ,amateur ,craftsmen10 8,projects for ,beginning ,woodwork and ,mechanical ,drawing10 and 8,advanced ,projects in ,woodwork40 ,illustration ,,the ,,manual ,,arts ,,press ,,peoria1 ,,illinois ,,copyright ,,ira ,s4 ,,griffith #aiab ,,preface4 ,the author wishes to state that the basis of the following courses rests more upon the art or practice of teaching manual training than upon the theory4 ,it is the result of carefully prepared plans executed under public school conditions by the author himself1 covering a period of some nine years of experimentation4 ,wherever plans1 or theory1 were found producing results which common sense indicated plainly were not for the pupils' highest good1 practical expediency supplanted theory4 ,if manual training practice in the two upper grammar grades has merited criticism it has been because school men have not taken its subject matter seriously enough4 ,it is too much to hope that results can be achieved that are truly educative1 when a shop1 however well equipped1 is turned over to a teacher but slightly experienced in1 and appreciative of1 the 8finer points0 of the subject matter to be dealt with4 ,loose and unorganized efforts in any line of work cannot become educative1 it matters not what fine spun theories may be offered as proof to the contrary4 ,indeed1 much positive injury may be done4 ,if the present demand for vocational training teaches manual training anything1 it is that the subject matter of manual training must receive more serious attention4 ,the aims of manual training and vocational training1 in one sense1 are not so very different2 both seek1 or should1 to assist the boy to become a 8thinking doer40 ,the distinction is mainly a matter of 8direction0 and of allotment of time1 with possibly a slight difference in the placing of the emphasis on one or the other of the words 8thinking doer40 ,we do not mean to imply that manual training and vocational training are the same1 but we do mean to say that the educative value of any shop training1 whether given from the point of view of general culture or of special preparation for life's work1 is evidenced in the attitude which pupils are allowed to assume toward their work4 ,incorrect and slovenly habits of thinking and doing have no more place in manual training than in vocational training4 ,organization of subject matter is as essential in manual training as in any other line of endeavor4 ,among other things1 it is the author's hope that the book may offer some suggestions that will help to bring about a better understanding of the relation of the high school and grade school manual training4 ,the arrangement and division of the subject matter and the grouping of the problems represent one method of attack4 ,the employment of skilled instructors in both grade and high school and the making of the work of the upper grammar grades serious mechanically rather than merely 8expressional0 will wait in many communities upon the initiative of the school authorities4 ,normal school students will find the outline representative of a manual training practice that is being carried on in some schools that are reputed to be progressive4 ,finally1 it is expected that the book will prove helpful to young instructors in their first year of teaching1 assisting them over many of the petty details which spell success or failure in varying degree1 which otherwise would not be foreseen4 ,,ira ,s4 ,,griffith ,oak ,park1 ,ill41 ,june1 #aiab4 ,for the convenience of the teachers1 the drawings used in 8,projects for ,beginning ,woodwork and ,mechanical ,drawing0 and 8,advance ,projects in ,woodwork0 are printed in this book4 ,the notes and working directions1 however1 are not included4 ,the inking of the drawings and the making of the perspectives in both of these books is the work of ,mr4 ,george ,gordon ,kellar4 ,,contents ,,part ,i--,,organization #e ,,chapter ,i--,,foreword--,,aims #g ,,chapter ,,ii--,,classification ,,and ,,arrangement ,,of ,,tool ,,operations1 for ,grades #g1 #h1 #i1 #aj2 ,discussion #ab ,,chapter ,,iii--,,classification ,,and ,,arrangement ,,of ,,elements ,,of ,,mechanical ,,drawing1 for ,grades #g1 #h1 #i2 ,discussion #bb ,,chapter ,,iv--,,shop ,,organization--,location of ,shops2 ,division and ,allotment of ,time2 ,informational and ,related ,matter ,pertaining to ,woodwork and ,mechanical ,drawing2 ,structural and ,decorative ,design2 ,shop ,excursions2 ,stock ,bills2 ,estimating ,cost of ,material2 ,standardizing ,materials and ,tools2 ,records1 ,forms of ,reports1 ,grading ,work2 ,shop ,conduct2 ,the ,lesson2 ,maintenance #bi ,,chapter ,v--,,equipment--,size of ,classes2 ,lockers2 ,bench and ,tool ,equipment for ,grade ,center2 ,individual ,tools2 ,equipment for ,mechanical ,drawing1 ,grade ,center2 ,high ,school ,joinery ,shop2 ,high ,school ,bench and ,tool ,equipment #gc ,,part ,,ii--,,lesson ,,outlines #hi ,,chapter ,,vi--,,lesson ,,outlines ,,for ,,grade ,,vii #ia ,,chapter ,,vii--,,lesson ,,outlines ,,for ,,grade ,,viii #aaj ,,chapter ,,viii--,,lesson ,,outlines ,,for ,,grade ,,ix #acj ,,part ,,iii--,,working ,,drawings #acc ,,chapter ,,ix--,,drawings ,,of ,,projects1 for use in ,grades ,,vii and ,,viii4 ,group ,i--,squaring up stock surfaced on two sides to thickness4 ,group ,,ii--,squaring up stock surfaced on two sides1 continued4 ,group ,,iii--,squaring up ,rough ,stock4 ,group ,,iv--,working ,curves4 ,group ,v--,duplicate ,parts4 ,group ,,vi--,design4 ,group ,,vii--,groove ,joints--,applications4 ,group ,,viii--,cross-lap ,joints--,applications #ace ,,chapter ,x--,,drawings ,,of ,,projects1 for use in ,high ,schools4 ,group ,,ix--,mortise-and-tenon ,joints1 ,miter ,joint1 ,glue ,joint1 ,modeling ,exercise--,applications4 ,group ,x--,dovetail ,joints1 ,rabbeted and ,grooved ,joints--,applications #ahg ,,part ,i4 ,,organization4 ,,chapter ,i4 ,,foreword--,,aims ,foreword4 ,it is assumed that woodworking and mechanical drawing have subject matter and that it is desirable to have an orderly arrangement4 ,such an assumption may seem unwarranted to some--to those who labor in private institutions where the instruction is individual or nearly so4 ,it is believed1 however1 that to teachers of these subjects in the public schools1 where for economic reasons1 classes of considerable numbers must be cared for1 the necessity for a careful selection and arrangement of subject matter is very evident4 ,it has taken some years for the manual training movement to recover from the extremes into which the late psychology and child study movement had led it4 ,the exaltation of the 8individual0 and the reign of the 8self-expressionist10 it would seem1 is about over4 ,not that this latter movement was an evil--far from it4 ,its influence was needed and came none too soon4 ,like other great movements1 however1 it led some teachers to extremes1 causing them to overlook the good in the old with the result that the new alone has proven no more desirable than the old alone4 ,the pendulum of opinion is returning and in not a few important places1 is already swinging to the other extreme4 ,it is for manual training teachers to try to determine by an exchange of ideas where the sanest position lies4 ,in this discussion1 we should ever keep in mind that the ,american public school system is maintained mainly to prepare boys and girls for good and useful citizenship2 that this is a democracy in which neither individual nor class is to be exalted unduly and that our system of education must result neither in the chaos of anarchy nor in the dull formalism of a despotism4 ,to the writer it appears that manual training as practiced before the psychologist took possession was quite typical of the countries from which its influence came1 ,russia and ,sweden-formalism4 ,under the influence of the most radical of the psychologists1 manual training became synonymous with educational anarchy4 ,the best ,american citizenship cannot be developed by means of either the new alone or the old alone4 ,there must be due attention paid to the development of the individual but that same individual must learn that he is but one of many and that he must do some things because they make it possible for all to enjoy equal rights and privileges4 ,with this thought in mind1 irrespective of any consideration of economic advantages1 orderly arrangement of subject matter and class instruction1 made necessary in large schools1 must be looked upon as helpful rather than harmful in the preparation of the individual for citizenship4 ,superintendent ,l4 ,d4 ,harvey has said3 ,members of society may be roughly classed into four groups3 those who think without doing2 those who do without thinking2 those who neither think nor do2 and those who think and do because of their thinking4 ,this fourth class comprise the productive1 constructive1 organizing element of society4 ,it is the function of the public schools to produce members of this fourth class4 ,it must be evident to all that for the production of a thinking and doing individual the two forms of activity should be carried on side by side2 the doing growing out of the thinking1 and the thinking made clear and definite thru the doing4 ,in this statement the writer sees the proper relation of those two essential elements that make manual training valuable as a school subject--the thought element and the element of skill4 ,manual training suffered by having the one--skill--unduly emphasized when our ,european importations were made4 ,recently1 it has suffered by having the other--the thought side--unduly magnified4 ,both of these elements are important4 ,in the author's experience the practical application of a system that would make the most of each of these elements has been a source of no little disappointment4 ,effort in one direction seemed always to result in a sacrifice in the other4 ,that is1 when the thought side was emphasized there was a falling off in the accuracy of the results4 ,when skill was magnified it was attained only with a sacrifice of the thought element4 ,with many misgivings the conclusion was reached that the introduction of original thinking on the part of the pupil must mean somewhat of a sacrifice on the skill side4 ,concerning this phase of the subject ,professor ,richards writes3 ,in order to develop in the highest degree independence of thought and power of initiative the pupil must be given opportunities for determining ends and working out means4 ,only in this way is the natural cycle of mental activities--thinking1 feeling and doing--fully realized and made effective4 ,the practical realization of this principle means1 of course1 a distinct problem of instruction4 ,the problem is essentially one of proportion and balance between freedom of expression on the one side and skill and mastery of process on the other4 ,extreme emphasis on the one leads inevitably to a class of crude and ill-considered products while attention restricted to the other results in mere drill and formalism4 ,further1 in 8,,the ,,manual ,,training ,,teacher10 ,charles ,l4 ,binns1 an ,englishman just returned from a trip thru the ,united ,states1 writes of manual training in the grades as follows3 ,the lack of exactness is the main defect of ,american manual training4 ,but there are many compensations to be balanced against this1 and these arise chiefly1 in my opinion1 from the fact that the teacher is allowed more liberty to follow his own judgment in teaching the subject than is the case here4 ,he has more scope for exercising his initiative1 with the result that he retains the freshness of interest and enthusiasm for his work that our own stereotyped and restricted schemes do much to quell4 ,there is a fine spirit of free activity1 eager interest1 and industry permeating most of the manual training classrooms4 ,even the inferior work is done with a happy glow of achievement that half excuses it4 99 99 99 ,to emphasize unduly the aim of rigid mechanical accuracy generally means a sacrifice of the thought side of the work4 ,those qualities which lead eventually to the realization of the pupil's highest powers--such qualities as intelligent self direction2 an alert resourceful attitude of mind2 and power to plan means to an end--are too valuable to lose for such an aim4 99 99 99 ,at the same time a system of handwork that ignores a reasonable standard of accuracy does not count for much4 ,in the course of my visits ,i found more than once not only an almost entire disregard for exactness in the work of the boys1 but also an almost entire neglect on the teacher's part to strive for it4 ,something may be said for a method which grants the pupils liberty to express themselves freely in their work1 if the results are critically examined and the errors pointed out1 but to accept and pass complacently work manifestly inferior is quite inexcusable4 ,there is an element of haste about some of the work which may account for some of this4 ,more recently ,dr4 ,georg ,kerschensteiner the eminent ,german authority of ,munich while on a tour of the ,united ,states is quoted by the 8,,manual ,,training ,,magazine0 as criticising our manual training strongly1 saying3 ,he could not see why children are encouraged to make big pieces of furniture before they can square up a piece of wood properly or make a single joint of the type that must be multiplied many times in the piece of furniture1 if it is properly constructed4 ,from this statement it must not be concluded that his pedagogy is of the dried out kind4 ,on the contrary he stated with marked emphasis that the first requisite in training for skill is to cultivate joy in work4 8,it is in that way that we appeal to the heart10 and 8it is only when the feelings are brought into action that we can most truly educate40 ,we may conclude from this brief statement of the situation that it is desirable to organize and have courses in our manual training and mechanical drawing and that whatever system is adopted it must make allowance for emphasis upon both the thought element and upon skill4 ,what ,system ,shall ,we ,use4 ,it is pretty generally conceded that manual training as exemplified by the ,russian system of joint making and the ,swedish system of model making fails to lead forth the powers of the child to the fullest extent4 ,the educational theory1 now generally accepted1 that interest is the indispensable basis of every method of education is sufficient to condemn the ,russian system so far as its application in non-technical schools is concerned1 while ,swedish ,sloyd1 unmodified1 is weak in that it fails to take into account the reflective phase of interest1 namely1 the power of self-initiative4 ,extreme 8educational manual training's0 greatest weakness lies in its undue emphasis upon the thought element resulting in too great sacrifice of that other equally important element1 skill or accuracy4 ,the manual training movement is to be congratulated in that all signs now seem to point to its speedy delivery from the hands of these latter extremists4 ,is it too much to hope that out of our past experiences with the joint making ,russian system with its admitted disciplinary value1 the ,swedish model making with its effort to utilize the energy of the worker toward useful products1 and the self expression of the pedagogical movement with its attendant elements of interest and initiative there may come a manual training practice that shall be marked by a combination of the best of these elements with a consequent elimination of the weaknesses of each8 ,the outline of study suggested in the ,illinois ,state ,course of ,study1 credit for which is due mainly to ,professor ,charles ,a4 ,bennett1 the chairman of the committee on manual training in woodwork1 has proven a source of very great help to the writer in his efforts to properly present the subject matter of woodwork to his pupils4 ,the introduction to this course is well worth repeating and is in substance as follows3 ,any course in woodworking worthy of a place in the eighth and ninth grades of public school work should meet the following requirements3 #a4 ,it should arouse and hold the interest of the pupils4 #b4 ,correct methods of handling tools should be taught so that good technique may be acquired by the pupils4 #c4 ,tool work should be accompanied by a study of materials and tools used in their relations to industry4 ,special attention should be given to the study of trees--their growth1 classification1 characteristics and use4 #d4 ,drawing should be studied in its relation to the work done4 #e4 ,the principles of construction in wood should be taught thru observation1 illustration and experience4 #f4 ,at least a few problems should be given which involve invention or design or both1 thereby stimulating individual initiative on the part of the pupils4 ,the course is arranged in groups1 each group representing a type of work4 ,these groups are given in the order of procedure4 ,the teacher is expected to provide problems of the greatest value educationally4 ,this means that the things to be made should be worth making and that the process of making them should be interesting to the student4 ,from this it follows that the things to be made must come to the pupil in an order which gives reasonable consideration to the difficulties to be encountered in making them4 ,our outline will aim to present the work so as to meet the conditions specified above4 ,it has been thoroly tested over a period of years in public school work4 ,it follows the group plan4 ,the advantages of the group system are distinct4 ,it permits class instruction and therefore minimizes the amount of demonstrating and talking that the instructor must do by preventing needless repetition4 ,by grouping a number of projects having similar tool operations it permits a boy to satisfy his individual needs without interfering with the orderly presentation of the subject matter4 ,it provides work for the fast worker of an interesting and profitable nature until the slow worker completes the minimum requirement4 ,it provides for the 8repeater10 who often has to repeat1 not because of poor work in manual training but because of poor work in academic studies1 by giving him choice of different models upon which to work4 ,in general1 the group plan possesses the manifest advantages of class instruction at the same time making allowance for the individuality of the worker4 ,,chapter ,,ii4 ,,classification ,,and ,,arrangement ,,of ,,tool ,,operations ,,for ,,grades #g1 #h1 #i1 ,,and #aj4 ,,woodwork4 ,,grade ,,vii4 ,time3 #b hours per week4 ,,group ,i4 ,squaring up ,mill-planed ,stock4 7,no definite dimensions but to be square and as large as the stock will allow47 ,time3 #a week4 ---------------------------------------- --------------------------- ,,stock ,,processes ,,tools ,,projects ---------------------------------------- --------------------------- ,soft wood ,edge planing ,jack-plane ,s-#b-,s ,testing for uniformity,try-square #f #abof width 7,block-plane87 ,cutting-board ,end planing ---------------------------------------- --------------------------- ,,group ,,ii4 ,squaring up ,mill-planed ,stock4 7,definite dimensions47 ,time3 #c weeks4 ---------------------------------------- --------------------------- ,surface smoothing 7,smooth plane87 ,soft wood ,gaging ,marking-gage ,s-#b-,s ,measuring ,rule ,counting-board #d ,lining ,knife #aj ,back-sawing 7parallel ,back-saw ,hat-rack #b to line7 ,brace and bits ,key-rack #ah ,boring ,pencil-gage ,chamfering ---------------------------------------- --------------------------- ,,group ,,iii4 ,squaring up ,rough ,stock4 ,time3 #d weeks4 ---------------------------------------- --------------------------- ,surface leveling1 etc4,straight-edge ,ring-toss ,soft wood ,crosscut-sawing ,winding sticks ,spool-holder ,rough ,rip-sawing ,crosscut-saw ,game-board #a #h #h ,sandpapering ,rip-saw ,laundry- register ---------------------------------------- --------------------------- ,,group ,,iv4 ,working ,curves4 ,time3 #c weeks4 ---------------------------------------- --------------------------- ,sleeve-board ,soft wood ,getting out stock ,steel square ,bread-board ,s-#b-,s ,curve sawing ,turning-saw ,cake-board ,first use of chisel8 ,chisel8 ,scouring-board ,spokeshaving ,spokeshave ,coat-hanger ---------------------------------------- --------------------------- ,,group ,v4 ,fastening with ,nails and ,screws4 ,duplicate ,parts4 ,time3 #f weeks4 ---------------------------------------- --------------------------- ,nail-box ,soft wood ,duplicate parts ,hammer ,polishing-box ,s-#b-,s ,nailing ,nailset ,knife-box 1 1 ,setting nails ,screwdriver ,bird-box ,fastening with screws ,broom-holder ,bench-hook ---------------------------------------- --------------------------- ,,group ,,vi4 ,appreciation in ,design4 ,structural1 ,decorative4 ,time3 ,remainder of school year4 ---------------------------------------- --------------------------- ,table-mats ,thermometer- ,soft wood ,structural design back ,s-#b-,s ,decorative design ,stains ,calendar-back 1 ,outlining ,brushes ,letter-holder ,staining ,wax ,bill-file ,waxing ,handkerchief- box ,glove-box ---------------------------------------- --------------------------- ,,grade ,,viii4 ,time3 #b hours per week4 ,,group ,,vii4 ,groove ,joints4 ,woodfinishing4 ,time3 #ab weeks4 ---------------------------------------- --------------------------- ,,stock ,,processes ,,tools ,,projects ---------------------------------------- --------------------------- ,exercise piece ,exercise-- ,chisel ,exercise piece ,soft wood ,chiseling grooves ,mallet ,book-rack close grained ,sawing to fit ,necktie-rack #c #aj ,fitting parts ,magazine-rack ,any thickness ,applications-- ,foot-stool to reduce to ,wall-rack 4 ,wall-shelf ,application-- ,desk-shelves ,chestnut1 ,s-#b-,s ,square taboret 1 1 #a4 ,stool ---------------------------------------- --------------------------- ,,group ,,viii4 ,cross-lap ,joint4 ,time3 #ab weeks4 ---------------------------------------- --------------------------- ,exercise piece ,exercise--,cross-lap ,glue ,exercise piece --,soft wood1 joint ,hand clamps ,book-trough close grained ,applications ,cluster drop- #a #aj light ,any thickness ,desk-light to reduce to ,calendar-mount 4 ,hall-rack ,application-- ,picture-frame ,chestnut1 ,s-#b-,s ,octagonal 1 1 #a4 taboret ,plate-rack ,pedestal ---------------------------------------- --------------------------- ,,high ,,school4 ,,group ,,ix4 ,joinery4 ,board and ,framed ,structures4 7,accompanied by ,mechanical ,drawing hour per day47 7,time3 #a hours per day47 7#ah weeks47 ---------------------------------------- --------------------------- ,,stock ,,processes ,,tools ,,projects ---------------------------------------- --------------------------- ,india stool ,umbrella-stand ,taborets ,close ,exercises-- ,jointer ,arm-chair1 grained ,mortise-and- ,smooth-plane 7simplified7 wood tenon1 keyed1 and full tool ,side-chair1 ,rough or blind set4 7simplified7 ,mill-planed ,miter ,individual edge,leg-rest ,modeling tools1 irons ,magazine-stand sawed ,glue joint and chisels1 if,small tables ,white oak ,applications-- possible ,book-trough ,s-#b-,s ,band-saw ,piano-bench ,jig-saw ,foot-stools ,telephone-stand and seat1 etc4 etc4 ---------------------------------------- --------------------------- 7,benchwork in ,metal #ah weeks47 7,accompanied by ,freehand ,drawing and ,design hour per week47 ,,group ,x4 ,cabinet-,making4 ,paneled ,structures4 7,optional and on a par with other advanced courses in shopwork47 7#cf weeks47 ---------------------------------------- --------------------------- ,music-cabinet ,chafing-dish ,combination stand ,exercises-- plane ,desks1 ,tables ,drawer ,band-saw ,book-cases construction ,circular saw ,chests1 ,screens ,door construction ,jointer1 ,clocks ,various woods machine ,shaving-stand ,hinging ,planer1 machine,beds1 ,settee ,locking ,mortise machine,porch-swing ,applications-- ,shaper ,mission chairs ,jig-saw ,medicine-case ,dressers1 etc4 etc4 ---------------------------------------- --------------------------- ,note--,freshmen boys will be divided into two divisions4 ,the first will take ,joinery the first semester1 and second division will take ,metalwork4 ,the second semester these divisions will exchange shops4 ,discussion of ,woodwork ,course4 ,column one describes the condition of the stock when given the pupil4 ,column two names the new principles involved in the construction of the articles4 ,in ,group ,i4 stock mill-planed upon two surfaces to the thickness wanted is given the pupil and he is required to square it up4 ,no definite dimensions are demanded but the class is given to understand that the best workman is he who can square up his piece with the fewest shavings removed4 ,the gage is not used on this piece4 ,the uniformity of width is determined by the sliding try-square test4 ,the broad surfaces are not worked by the pupil at all in making this piece4 ,in the first place1 the use to which the piece is to be put demands no fine surface treatment4 ,in the second place1 experience shows that it is advisable to make this first piece as simple as possible and pupils1 at least grammar school pupils1 learn to handle the plane better on edge planing than on surface planing4 ,an examination of the headings of the groups suggested for seventh grade1 and the directions given in connection with the problems will show that each of these groups introduces a new method of squaring up stock4 ,for illustration1 ,group ,i is typical1 as to the surface treatment1 of the method used by carpenters and others in preparing outside finishing material such as cornice and window and door casings1 corner boards1 etc4 ,here mill-marks are not considered objectionable so that neither broad surface is worked4 ,group ,,ii is typical1 as to the surface treatment1 of the method of preparing interior wood trim4 ,one surface is planed smooth1 and straight as to its width1 but no effort is made to take out the wind1 nor is the back surface treated at all4 ,again1 certain kinds of shelving and box construction require that both broad surfaces be smoothed of their machine or mill-marks but do not require either surface to be true1 depending upon the manner of fastening the parts together to take out any unevenness4 ,group ,v typifies this method of treatment4 ,of course1 if the stock is badly curled or cupped no attempt is made to use it for the thickness for which it was originally intended1 tho it is possible to 8nail out0 pretty badly warped boards on certain kinds of carpentry work4 ,in furniture making this is hardly ever possible or advisable4 ,a sleeve pressing board does not require a face edge or square ends1 etc41 ,group ,,iv4 ,group ,,iii typifies the standard treatment of which these others are modifications4 ,in the third column tools necessary for performing the process are named4 ,in elementary woodwork the block-plane and smooth-plane may be omitted1 the jack-plane doing the work just as well4 ,in the ,lesson ,outlines1 section numbers of a text on woodworking to which the student is referred are given4 ,the text to which the numbers refer is 8,essentials of ,woodworking40 ,the necessity for a text to accompany but not to take the place of the demonstration is well appreciated by most teachers of manual training4 ,with a text in the hands of each pupil a lesson may be assigned and the pupil required to familiarize himself with the text and the illustrations relating to the subject matter4 ,the use of a text removes most effectually the necessity for a constant repetition of oral instruction4 ,with a text there is never any excuse for the pupil bothering the instructor with the otherwise semi-valid excuse of 8,i forgot0 or 8,i was absent when the demonstration was given10 etc41 etc4 ,in ,groups ,,viii and ,,ix will be found exercise pieces4 ,one of the advantages claimed for the group system is that it permits class instruction at stated intervals1 thus reducing individual instruction to a minimum4 ,for illustration1 a class beginning ,group ,,ii would continue to work upon the problems of that group until all but the few acknowledged failures had completed the work required in that group4 ,after this the class is to be instructed in the new things of ,group ,,iii4 ,this plan to continue thruout the whole course4 ,the work of the groups will of necessity overlap each other4 ,for1 as soon as a pupil finishes one problem in a group1 he begins another problem in the same group1 unless he is the slowest in the class4 ,when the class is ready to begin a new group we are confronted with the question of whether to give the instruction belonging to the new group and allow the boys to proceed with the unfinished work of the old group1 or to start them on problems of the new group4 ,to proceed with the old is objectionable in that the worker forgets his new instruction before he has opportunity to apply it4 ,to start new work before finishing the old is bad in that the pupil will have lost interest in the old when asked to complete it after finishing the new work4 ,not to complete the old at all would be a practice too vicious to be tolerated for a moment4 ,in the seventh grade this overlapping is not a serious problem1 for the objects being small and quickly finished allow all to finish the old group before the instruction of the new has faded4 ,in the eighth grade and high school1 however1 where the objects are larger1 this objection is a serious one4 ,as stated before1 the aim of the group arrangement is to permit class instruction at the beginning of each group4 ,to make this effective the practice and application must follow within a reasonably short time4 ,here the 8exercise0 offers aid4 ,if ever an exercise piece has a legitimate use1 it has it here4 ,the great objection to exercise pieces lies in their inability to create a vital interest on the part of the pupil4 ,the writer has made it a practice to talk over the applications of each exercise and to state briefly the need for the exercise before beginning it4 ,first1 that the class because of numbers must be instructed all at the same time2 second1 that the joints1 unlike the simple one-piece objects previously made cannot be remedied or patched up by reducing the size1 as in the bread board1 when lack of knowledge or skill causes errors2 third1 that postponing the practice any length of time would be unwise4 ,as the time required for making the exercises1 as arranged in the course outlined above1 is short there has never been a lack of interest either in the exercise or in the unfinished objects of the old group to which some must return after completing the exercise4 ,high school boys begin to take on a different attitude toward exercises and technique4 ,their increased knowledge and skill permit applications requiring considerable time for completing4 ,for this reason all the exercises are grouped in the fore part of their year4 ,to the writer it seems unnecessary to apologize for this use of exercises4 ,he has felt free to utilize parts of any system which seemed to serve his purpose4 ,he does feel1 however1 that a long continued series of exercises in elementary woodworking without application would be fatal4 ,american school methods have been criticised by ,europeans as being superficial and lacking in thoroness4 ,it may be that in our eagerness to develop the individual we have made ourselves subjects for such criticism to a certain extent4 ,we need not fear the introduction of this small amount of drill and formalism1 especially when there is no loss of interest or incentive4 ,it is impossible to teach a pupil a thing that is entirely new to him unless he has in his possession a fund of 8known0 thru which the unknown may be made known4 ,for this reason drawings and sketches are plentifully provided4 ,experience has shown that better results are obtained1 both in the development of ability to think and ability to do1 if the ability to 8do0 is given a maximum of attention at the beginning of the course1 opportunities for original thinking being introduced gradually as the pupils' knowledge1 appreciation1 and skill increase4 ,in the beginning groups the sizes or dimensions are fixed1 no variation being permitted except as poor work necessitates4 ,requiring all to make the same pieces in the beginning groups permits comparison of results and the establishing of standards of accuracy as well as making it possible to give definite instruction with the minimum of talking4 ,another reason for emphasizing technique and processes at the beginning is that interest is so easily directed4 ,a beginner is interested in anything4 ,in fact1 a few exercises--not more than two or three--might be introduced at the very beginning without in any way violating the principle relating to interest previously mentioned4 ,the writer does not make use of exercises in this way but can understand some of the advantages secured by so doing4 ,having taught the pupil to respect a 8working line10 which experience shows takes the greater part of the seventh year1 it will be time to begin to encourage original thinking on the part of the pupil4 ,this1 because of the pupil's ignorance of the subject matter1 will come slowly1 if satisfactorily4 ,modifications of the dimensions of the projects should be the first step4 ,while originality is to be encouraged in every way it should never be forced at the expense of appreciation4 ,appreciation must be developed first4 ,better a chair of good design and proportion made after another's design with appreciation than an absurdity made after one's own design and its weaknesses not seen4 ,the greatest value of design in public school education is expressed well by ,professor ,sargent when he says1 8,for one who will produce a design1 a thousand must know how to select it40 ,pupils possessed of exceptional originality and ability will find ample opportunity for expression in the group system without hindrance upon the part of the slower neighbors and without requiring all the instructor's time at a sacrifice of the time which the slower pupils have a right to4 ,the slow pupil has a right to an equal share of the instructor's time1 and this is not always easy to give when the brilliant pupil is to be given individual and advanced instruction as the systems other than the group system necessitate4 ,in general1 it will be found advisable to hold seventh grade pupils quite rigidly to the execution of the projects offered4 ,in the eighth grade pupils should be encouraged to modify existing projects1 while in high school they should be encouraged to 8work up0 original ideas4 ,by this time they should have acquired a fair fund of information and some judgment and appreciation4 ,a glance at the outline on woodworking will show that the projects in eighth grade and in high school are most all of such a nature as to demand considerable repetition of processes4 ,for illustration1 in the making of the taboret there are eight dado joints4 ,we have heard so much of the non-educational value of repeated processes that one may be inclined to question the arrangement of a course which introduces but two joints in the course of a year's work1 as is done in the eighth grade of this outline4 ,in view of the fact that very many courses introduce the glue joint1 mortise-and-tenon1 etc41 in the eighth grade it may be well for the writer to state his point of view4 ,it is this3 ,the highest educational value comes not from many joints put to the pupil in such rapid succession that he has not time for the acquirement of a fair degree of proficiency1 but rather from the mastery of a few by repetition so planned as to maintain a keen interest in each joint made4 ,as a recent writer has said1 8,there is need for more investigation on the point that repeated processes are non-educational4 ,doing certain things until the process becomes automatic sometimes leads one to take the first step toward a higher freedom40 ,this1 in view of the present demands of industrial education1 is the excuse for offering a few joints well made rather than many joints with the consequent mechanical indigestion that usually follows4 ,as soon as the process has become fairly automatic1 or when the joint has been fairly well mastered1 then are we ready to proceed to new fields4 ,in the seventh grade outline the introduction of new processes is more frequent4 ,this is due to the fact that the operations are simple and of such a nature1 planing for example1 that future work necessitates their frequent repetition4 ,the accurate use of the chisel is kept until the eighth grade1 as is also accurate sawing to a knife line with the back-saw4 ,it has taken us a long time to come to a realization that1 while the chisel and saw are simple tools1 their proper handling is not simple4 ,a general survey of the groups for grade seven will show that each is concerned with one of the various type processes used in squaring up stock1 both mill-planed and rough4 ,in eighth grade the groups are concerned with the accurate use of the chisel and back-saw in chiseling1 or paring1 and sawing to fit4 ,in ,group ,,ix1 which is the first year high school work1 the pupil may be expected to give most of his attention to the principles of simple joinery of board and framed structures with the necessary joints4 ,a full set of individual edged tools should give the instructor excuse for demanding a much higher degree of technique than is to be found in the grades4 ,the pupils will not be perfected in the use of the chisel1 saw1 and other tools but they should have acquired enough skill to enable them to proceed with the work of the mortise and tenon4 ,exercise pieces in mortise-and-tenons1 miter1 modeling and glue joint belong here4 ,it is possible to arrange the work so that the modeling and glue joint exercise pieces may be considered under ,application4 ,the modeling exercise may well be a hammer handle1 the metal part of which is to be worked in the metal class the other half of the first year4 ,the glue joint may well be made upon wood of sufficient size that it may be used later1 such as the taboret top4 ,the mortise-and-tenon and miter1 however1 will be most profitable as exercises pure and simple4 ,a moment's thought will indicate the reason for making the distinction4 ,many courses give modeling in the grades4 ,modeling to be of value requires judgment and experience4 ,this a grade pupil has not4 ,the first year high school is sufficiently early for this kind of work4 ,to place it earlier is to give the pupil a wrong impression of the requirements of good modeling1 and his later work1 in pattern-making for example1 suffers accordingly4 ,two machines should be made use of in the first year high school work1 the band-saw and scroll or jig-saw4 ,both1 when properly safeguarded1 are well suited to give the pupil his first acquaintance with machinery4 ,there is little educational value in further excessive ripping by hand at this stage of the course4 ,the cabinet-making course is not to be considered as manual training per se4 ,it is best to make it optional and more purely a trade course1 tho the work may still be individual in its nature4 ,an exercise in making a small door and one in the making of a drawer will introduce the student to the use of most of the machinery specified4 ,these exercises should be detailed so as to involve stock of the same size for each boy4 ,in this way the machines may be set and all the parts of similar kind run thru4 ,classes of considerable size may be taught with the use of the minimum of machinery4 ,each boy should1 of course1 be taught the setting of the various machines4 ,after these two exercises1 with hinging and locking1 the pupils may be allowed to work out pieces of their own choosing involving these elements1 preparing their own stock1 setting their machines1 etc4 ,in this way the 8shop0 practice1 quantity or piece work1 is obtained in the making of the exercises while the application later allows for the individuality of the pupil4 ,,chapter ,,iii4 ,,classification ,,and ,,arrangement ,,of ,,elements ,,of ,,mechanical ,,drawing ,,for ,,grades #g1 #h1 ,,and #i4 ,,mechanical ,,drawing ,,grade ,,vii4 ,time3 #b hours per week for #ab weeks4 ,,lesson ,i4 ,principles ,applications ,straight lines 7,use of ,introductory ,sheet instruments7 ,angles ,lettering ,,lesson ,,ii4 ,order of ,procedure ,woodwork ,group ,i4 ,relation of ,views ,blocking out ,simple ,dimensioning ,scale ,,lesson ,,iii4 ,foreshortening ,woodwork ,group ,,ii4 ,,lesson ,,iv4 ,geometric ,construction-- ,geometric ,construction ,sheet ,circles1 ,hexagon1 ,octagon ,ellipse ,,lesson ,v4 ,hidden edges ,woodwork ,group ,,iii4 ,,lesson ,,vi4 ,center lines ,woodwork ,group ,,iv4 ,tangents ,points of tangency ,cross-sections ,,lesson ,,vii4 ,working ,drawings ,woodwork ,group ,v4 ,representing screws and nails ,broken views ,,lesson ,,viii4 ,working ,drawings 7continued7 ,woodwork ,group ,v4 ,representing screws and nails ,broken views ,,lesson ,,ix4 ,stock ,bills ,woodwork ,group ,v4 ,,lesson ,x4 ,figuring costs ,woodwork ,groups ,i-,v4 ,,lesson ,,xi4 ,appreciation in ,design ,woodwork ,group ,,vi4 ,structural1 ,decorative ,,lesson ,,xii4 ,templet or patterns ,woodwork ,group ,,vi4 ,,grade ,,viii4 7,time3 #b hours per week for #ab weeks47 ,,lesson ,i4 ,principles reviewed ,projects or ,problems ,straight lines ,bennett's 8,problems in ,mechanical ,drawing0 7,freehand sketches followed by mechanical drawings47 ,group ,i4 ,,lesson ,,ii4 ,circles 8,problems in ,mechanical ,drawing0 ,group ,,ii4 ,,lesson ,,iii4 ,tangents 8,problems in ,mechanical ,drawing0 ,group ,,iii4 ,,lesson ,,iv4 ,planes of projection 8,problems in ,mechanical ,drawing0 ,group ,,iv4 ,,lesson ,v4 ,review 8,problems in ,mechanical ,drawing0 ,test problems ,,lesson ,,vi4 ,working ,drawings ,woodwork ,group ,,vii4 ,,lesson ,,vii4 ,working ,drawings ,woodwork ,group ,,viii4 ,,lesson ,,viii4 ,working ,drawings ,woodwork ,groups ,,vii and ,,viii4 ,,lesson ,,ix4 ,stock ,bills ,woodwork ,groups ,,vii and ,,viii4 ,,lesson ,x4 ,figuring costs ,woodwork ,groups ,,vii and ,,viii4 ,,lesson ,,xi4 ,design--,structural1 ,decorative ,woodwork ,groups ,,vii or ,,viii4 7one piece7 ,,lesson ,,xii4 ,templet or patterns1 ,working ,based on ,lesson ,,xi above4 drawing1 stock bill and cost4 ,,high ,,school 7,time3 hour per day for #ah weeks4 ,freehand ,drawing and ,design1 hour per day1 #ah weeks47 ,,lesson ,i4 7#c hours47 ,lettering 8,problems in ,mechanical ,drawing0 ,group ,,ix4 ,,lesson ,,ii4 ,working drawings ,india stool1 etc4 ,see ,woodwork ,group ,,ix4 ,,lesson ,,iii4 ,working drawings continued ,as above4 ,,lesson ,,iv4 ,stock bills ,as above4 ,material costs figured ,,lesson ,v4 ,inking 8,problems in ,mechanical ,drawing0 ,straight lines ,group ,i4 ,,lesson ,,vi4 ,inking1 continued1 8,problems in ,mechanical ,drawing0 ,circles ,group ,,ii4 ,,lesson ,,vii4 ,inking1 continued1 8,problems in ,mechanical ,drawing0 ,tangents ,group ,,iii4 ,,lesson ,,viii4 ,inking1 continued1 8,problems in ,mechanical ,drawing0 ,views ,group ,,iv4 ,,lessons ,,ix ,,and ,x4 ,revolution of solids 8,problems in ,mechanical ,drawing0 ,group ,v4 ,,lessons ,,xi ,,and ,,xii4 ,development of prisms and 8,problems in ,mechanical ,drawing0 pyramids ,group ,,vi4 ,,lessons ,,xiii ,,and ,,xiv4 ,development of cylinders and cones 8,problems in ,mechanical ,drawing0 ,group ,,vii4 ,,lessons ,,xv ,,and ,,xvi4 ,intersections 8,problems in ,mechanical ,drawing0 ,group ,,viii4 ,,lessons ,,xvii ,,and ,,xviii4 ,isometric 8,problems in ,mechanical ,drawing0 ,group ,,xi4 ,discussion of ,drawing ,course4 ,the course in mechanical drawing1 like that in woodworking1 is arranged in groups according to the principles to be developed4 ,the arguments for the group system in woodworking apply equally to the group system in mechanical drawing4 ,there has been an aim to correlate the woodworking and mechanical drawing just as far as the logical presentation of each would allow4 ,from the concrete and near by to the more general has been the guiding principle in laying out the course in mechanical drawing as well as in woodwork4 ,for this reason the seventh grade problems in woodwork have been utilized to introduce the elementary principles in mechanical drawing4 ,even as the pupils of our primary schools learn to read without being conscious of the 8dry bones0 of language and spelling back of it1 so1 in the teaching of mechanical drawing1 the aim is to arouse in the beginner an interest in the ability to draw and to read drawings1 as an accomplishment1 and to inspire him to work1 because he sees that there is something he needs1 wants1 and must have4 ,little or no effort is made in seventh grade drawing to develop originality4 ,almost all effort is spent in developing a drawing technique and a good style4 ,most all of the pupils' drawings are made with plates before them4 ,these they copy1 using a different scale1 however4 ,to encourage the pupils to establish a high standard these drawings have been inked by a draftsman selected because of his excellence in this line of work4 ,the drawing of the grammar schools in most places is best taught by the instructor in woodwork4 ,extreme care should be taken to see that the pupils are given the correct method of attack in making a drawing4 ,they should be made to follow this instruction just as conscientiously as they are required to attempt correct execution in woodwork4 ,in drawing1 as in woodwork1 slovenly habits come handier to some pupils1 and1 if allowed to become fixed1 they will cause sorrow to the pupil and misunderstanding later on4 ,in the very first drawing1 for example1 and all others1 insist on having lightly penciled blocking out lines of indefinite length--lines that are just visible1 that is all4 ,do not allow the pupil to form the habit of drawing a heavy line between two points previously located4 ,it is needless to say that the pencil must be of good lead1 properly sharpened1 and kept sharp4 ,it is an excellent plan to insist that all construction or blocking out lines be left just as originally drawn1 no eraser being used at all4 ,if lightly made1 as they should be1 they will be inconspicuous in the finished drawing4 ,they will be proof positive that the method of procedure has been the correct one1 will save the pupil's time1 and give him a lightness of touch that will come in to excellent advantage later on4 ,after the drawing has been laid out in light lines and inspected by the teacher1 the lines that represent outlines of the object can be gone over a second time and made to stand out4 ,by the close of the seventh grade a boy ought to be able to read and to construct simple working drawings of three views properly related4 ,he will have had all of the simple conventions and should know them by name with their meanings4 ,while inking is not given a place in either seventh or eighth grade1 the drawings should show a good finish in penciling and there should be no habits formed that will have to be overcome later4 ,in eighth grade mechanical drawing1 the first four groups review the principles introduced in the seventh grade4 ,they are in the form of problems to be solved1 however1 and thus necessitate thought on the part of the pupil4 ,in the solving of these problems a carefully made freehand1 dimensioned working drawing is first required4 ,this1 when correct1 is followed with a mechanical drawing1 full size and without dimensions4 ,it will be noted that no attempt has been made heretofore to have the pupils make freehand working drawings or sketches4 ,it has been the author's experience that better results are obtained by introducing the freehand drawings after the pupil has been taught and has had experience in the exactness of the mechanical drawing4 ,the working drawings of this grade introduce no new principles but give opportunity for practice in more difficult combinations of elements4 ,they provide opportunity for acquiring greater facility in handling the instruments which results in drawings that are to be used in the shops4 ,while the drawings are copied from plates1 as in the seventh grade1 the pupil is permitted to modify the designs within certain limitations1 with one problem in original design1 structural and decorative4 ,in high school drawing more time is allowed and the drawing becomes more of a subject in itself1 requiring more and deeper thought on the part of the pupil4 ,the high school drawing course is complete in itself4 ,the first four groups are given mainly as problems in inking but they furnish a review of that part of the eighth grade drawing incidentally4 ,they also furnish a familiar starting point for the high school work and make of the high school course a complete whole4 ,high school drawing is best given by a specialist4 ,as in the eighth grade1 these problems are to be solved and drawn freehand with dimensions4 ,afterward they are drawn mechanically and inked4 ,the inking of problems is specified in only the first four groups in the outline for drawing4 ,the amount of inking to be done thereafter will best be determined by the instructor4 ,too much inking has a tendency to result in careless penciling4 ,it is for the instructor to determine when his class is doing its best in both penciling and inking4 ,the problems of these latter groups are well calculated to necessitate thought and study and the instructor will do well to make much of this part of the subject4 ,the making of high school working drawings is placed early in the course that they may be ready to use in the shop by the time the exercises in joint work preparatory to their application1 are completed4 ,these working drawings are to be original as far as possible4 ,plates of suitable projects are to be provided to give the necessary starting points4 ,,chapter ,,iv4 ,,shop ,,organization #a4 ,location of ,shops4 ,shops for high school pupils will be located in or near the high school building4 ,a special effort should be made to have both wood shop and drawing room placed in suitable environment4 ,where manual training has been introduced into high schools with buildings planned for academic work only1 it has been the custom to place manual training in the basement and drawing in the attic1 these being the only places available for subjects that had yet to prove their worth4 ,even today1 when it is a well established fact that handwork as a part of our educational course has not only proven its worth but is prophesied a greater place in our educational scheme in the form of industrial training1 some school authorities not only place shops in basements of old buildings but plan new buildings with basement shops4 ,this is an economy with nothing to justify it but tradition4 ,in many cities the custom of building basements high out of the ground serves to mitigate some of the evils1 by giving a fair degree of light and ventilation4 ,any basement1 however1 that is formed with a cement floor directly on the ground will be damp in the spring and fall when the heating apparatus ceases to force warm air thru the rooms4 ,the result upon tools1 upon wood1 and upon the health of those who must spend their time in such surroundings is not a matter of speculation4 ,any subject to be taught to the best advantage must not only be a subject that will win the respect of the pupils but it must be given surroundings that will not tend to degrade it in the eyes of the immature student4 ,excellent work has been done in basement rooms and excellent discipline maintained under very adverse conditions but it has been in spite of these conditions and not because they do not influence the student unfavorably4 ,in spite of the instructor's best efforts to create a feeling of respect toward the basement shopwork similar to that entertained toward the academic work1 pupils in going from the comfortably furnished rooms above1 in which the decorator's art has helped to make everything agreeable to the eye1 unconsciously assume an attitude in their first conduct and deportment that places the shop instructor at a disadvantage4 ,illustration3 ,,fig4 #a4 ,,arrangement ,,of ,,high ,,school ,,shop ,,with ,,reference ,,to ,,main ,,building4 ,,ground ,,floor ,,plan ,,of ,,polytechnic ,,high ,,school ,,los ,,angeles ,,cal4 ,,franklin ,p4 ,,burnham ,,arch',t ,from the ,june1 #aijh ,,manual ,,training ,,magazine ,the chief objection1 aside from cost1 to placing shops above ground is the noise4 ,this objection has been met1 and can easily be met by any competent architect4 ,the accompanying floor plans are indicative4 ,fig4 #a4 ,in some high schools1 the shops are entirely separated from the main or academic classrooms4 ,this is unsatisfactory1 as any one familiar with high school organization knows4 ,the frequent change of classes after short periods makes the going from one building to another a matter of serious moment1 especially in our northern winter climate4 ,shopwork has won its place fairly in our school courses and it is encouraging to note an increasing tendency on the part of progressive communities to place shop and drafting-room in environment calculated to create a feeling of respect1 to give dignity equal to that of other school subjects1 and to provide favorable conditions for the best working of materials4 ,in the grammar schools the problem is but slightly different4 ,in a city of any size1 shopwork will need to be given in centers4 ,the alternative of a shop in each school with an instructor going from shop to shop on different days of the week is hardly practicable4 ,the equipment of a shop is a matter of too great cost to have it lying idle part of the school time4 ,there is added disadvantage in that a peripatetic shop instructor cannot 8keep up0 his several shops with divided interest as well as he can keep up one in which he works constantly4 ,the best plan is to have a center or shop located favorably for several neighboring schools and install an instructor in this center4 ,the pupils are to be sent to him from a sufficient number of schools to occupy his entire time at this shop4 ,here again the basement makes its appeal to school authorities first1 the basement of some one of the grammar schools being utilized for a shop center4 ,since almost all of the pupils come from other schools1 there is no excuse1 other than economy1 in placing grammar school manual training shops in basements of schools already established4 ,if the high school shopwork suffers a disadvantage by being placed in basement rooms1 grammar school shopwork suffers more1 and with less excuse4 ,since domestic science cannot well be taught in basements1 and is objectionable on main floors because of noise and odors1 and since there is no reason for having the laboratories directly connected with any grammar school building1 the best plan is to erect a special building to house both manual training and domestic science4 ,the cost need not be great and the building may be erected upon grounds of some one of the grammar schools4 ,evanston1 ,illinois1 public schools offer a good illustration4 ,figs4 #b and #c4 ,illustration3 ,,fig4 #b4 ,,exterior ,,grammar ,,school ,,building ,,for ,,manual ,,training ,,and ,,domestic ,,science1 ,,evanston1 ,,illinois4 ,illustration3 ,,fig4 #c4 ,,floor ,,plans ,,of ,,building1 ,,evanston1 ,,illinois4 ,the proper placing of centers in a community will depend upon the number of pupils to be cared for1 the distance they must travel to get to the center1 and the site available4 #b4 ,division or ,allotment of ,time4 ,two divisions of time are common in grammar school shopwork1 the one-fourth and the one-half day period once a week4 ,in some cities manual training is given in sixth1 seventh and eighth grades of the grammar schools4 ,in others it is given in seventh and eighth grades only4 ,in the former case1 to the best of the author's information1 the period never exceeds one-fourth day each week4 ,in the latter it very frequently occupies one-half day a week4 ,the outline for drawing and manual training as given in this book presupposes the one-half day period4 ,in favor of this period of time are the following3 ,the pupils go and come to manual training on time out of school hours4 ,this is a very decided gain and permits the placing of centers so as to accommodate schools of widely differing locations4 ,second1 more and better work is accomplished in a one-half day period of one year than in a one-fourth day period for two years4 ,in the one-fourth day period the pupil hardly gets his tools set and adjusted when the bell signals him to begin to 8clean up10 resulting in much unprofitable effort4 ,our college administrators1 who are responsible for originating the short and infrequent period spread over a long period of months or years1 have long since found that better work and more of it is obtained where the study is given a more intensive view1 the total number of hours for the course remaining the same but being condensed into less calendar time4 ,the chief objection offered against the one-half day period is that the pupil becomes tired1 exhausted1 and therefore disinterested and troublesome before the close of the period4 ,where the full two hours and a half are devoted entirely to shopwork1 especially if the shopwork is of such a nature as to make little appeal to the interest of the pupil1 this argument is valid4 ,if1 however1 each period has its recitation on assigned study and its demonstration on the new work to be presented there remains but two hours of work requiring the student to be on his feet and1 if the interest is what it should be1 very few boys will complain of fatigue4 ,the writer makes it a custom to give1 in the place of the conventional recess1 a short five minute rest period4 ,boys are permitted to talk and move about the shop but he has found that as many boys prefer to continue their woodwork as prefer to rest4 ,if the one-fourth day period is to be used1 it will be necessary to give recitations and demonstrations on alternate days1 and will necessitate introducing the work lower than the seventh grade4 ,it is hardly profitable to begin serious1 systematic work lower than the seventh grade1 and when it is begun in seventh grade it is hardly possible to make it serious with a time allotment of less than one-half day each week4 ,there is not the same need for recess in shopwork as in academic work4 ,a five minute rest period is sufficient to permit pupils to make known to each other their wishes or information4 ,in this way it is possible to dismiss the pupils ten minutes earlier than they otherwise would be1 thus allowing the morning class extra time for reaching home4 ,in the high school the time allotment is generally permitted to be governed by the periods arranged for the academic subjects4 ,the common arrangement is to give two consecutive periods equal to two of the recitation periods of the academic subjects for shopwork and another for drawing each day thruout the week4 ,if the periods are one hour each1 which is unusual in high schools tho common in colleges1 but one period is given to the shop4 ,where manual training has been given serious consideration in the seventh and eighth grades of the grammar schools under competent instructors it ought to be possible to cover the necessary benchwork in wood in the first half of the freshman year of the high school4 ,this will leave the second half for turning or for benchwork in metal1 preferably the latter4 ,to mechanical drawing the first half of the freshman year of one period each day should be devoted1 followed in the second half by freehand drawing1 perspective and design4 ,the mechanical drawing of the grammar schools1 it will be noted in the lesson outlines1 takes the first twelve weeks or lessons of each year4 ,mechanical drawing in grammar schools is usually presented in one of three ways4 ,first1 by having the pupil make his drawing then immediately make the object drawn in wood1 carrying on woodwork and drawing side by side thruout the year4 ,second1 by having the pupil make the object in wood first1 followed by the drawing4 ,third1 by taking the first ten or twelve weeks of the year for making up all the drawings of that year1 following this with a continuous application in wood4 ,after experimenting thru a number of years the writer finds the third practice possesses many marked advantages4 ,among other things that make it more satisfactory are the following3 ,it permits concentration of the pupil's attention upon one thing at a time4 ,where woodwork and drawing are carried on side by side or even where they alternate the pupil's attention and interest are divided4 ,so much more interesting do the pupils find the woodwork with its freer activity that the drawing suffers immeasurably1 it being almost impossible to get anything like the proper attitude toward the technique of drawing when the young pupil is allowed to see the immediate application in wood all around him4 ,the instructor's struggles for neatness and accuracy in the drawings are no match for the barbarous haste of the beginner in his desire to get thru with the drawing and get at the woodwork4 ,it is impossible to get concentration on drawing in a woodshop with tools all about and the knowledge on the part of the pupil that only the drawing separates him from the tools4 ,the ideal way would be to have a separate drawing-room and equipment as in high school4 ,this1 however1 is impracticable in most grammar schools4 ,the woodworking teacher being the drawing teacher makes it impossible to utilize both shop and separate drawing-room to advantage4 ,the fitting up and heating of rooms that are to be used only part of the school time makes a separate drawing-room an unwarranted expense in grade schools4 ,a satisfactory substitute is to utilize the woodshop benches for drawing benches but to remove all tools1 having it distinctly understood that ten or twelve weeks are for drawing1 and that1 no matter how many drawings are produced by a pupil1 he will begin no woodwork until the time allotted to drawing is up4 ,it becomes possible to secure the right attitude toward the drawing4 ,by this concentration of attention both drawing and woodwork are the gainers4 ,second1 it enables the shop instructor to tell what supplies are going to be needed for the woodwork and to get them delivered in time without returning from his summer's vacation several weeks before school begins4 ,in the twelve weeks of drawing the woodworking tools and equipment can be looked over and put in order in plenty of time without breaking into the summer months that belong to the instructor4 ,where the woodwork begins at the beginning of school in ,september the instructor must either take the fore part of his vacation at the close of school to put his tools in shape or1 if he has them simply cleaned and vaselined by the pupils and stores them for the summer1 he must come back several weeks before school4 ,this is true whether he does his own sharpening or has it done1 and the advantage in having woodwork begin some weeks later than school is very manifest4 ,third1 this latter arrangement gives the pupil an intelligent preview of the whole year's work in wood thru the drawings he makes in the first ten or twelve weeks4 ,mechanical drawing1 even in the grades1 has a right to a clean1 quiet1 well lighted room without unnecessary distractions either to the eye or ear4 ,this1 with a definite understanding on the pupil's part that drawing technique is the major and the utility of the drawing the minor consideration1 should put the pupil in the right attitude toward his drawing work and make it possible to secure the best drawings he is capable of producing4 ,no one1 not even a finished draftsman1 could produce good drawings surrounded by the noise and dust of neighboring woodworkers4 ,under the alternating system there are always slow pupils who1 if they finish their drawings before they make the application1 must do it while the others are working in wood4 ,add to the noise and dust this pupil's feeling that he too ought to be at his woodwork and the limit of unfavorable conditions for producing a drawing are reached4 ,making the year's drawings the first twelve weeks of the year enables one to avoid these unfavorable conditions4 ,fourth1 this arrangement makes possible a graduated transition from the quietness and restrictedness of the academic class room to the noise and greater freedom of the woodshop4 ,when beginning pupils come to the grammar school manual training shop for the first time at the beginning of school in ,september1 it is with an overplus of energy and noise4 ,to reduce these sufficiently to permit of getting anything like satisfactory results in shopwork1 the instructor is placed at once squarely before a large problem in discipline4 ,this problem is very greatly simplified by introducing the pupil to ten or twelve weeks or lessons in mechanical drawing before beginning the woodwork4 ,conditions surrounding a pupil in mechanical drawing classes are very similar to those he finds in his regular academic classes and he can readily be brought to understand that quietness1 and orderliness with seriousness of purpose are as necessary a part of his manual training as of his academic work4 ,after this attitude has been fixed in the pupil's mind in connection with his manual training thru the mechanical drawing when the transition to woodwork is made1 where more freedom must be allowed1 the pupil will be better able to distinguish between legitimate noise and noise that is entirely unnecessary1 and between freedom and license4 #c4 ,informational and ,related ,matter ,pertaining to ,woodwork and ,mechanical ,drawing4 ,closely related to any subject is a vast fund of informational matter4 ,if the student is to have an intelligent understanding of the subject matter1 he must be given opportunity to become acquainted with at least the most important of this related information4 ,in the seventh grade the necessary study of tools and processes occupies the pupil's time fully4 ,in the eighth grade opportunity offers itself for introducing such subjects as wood structure1 tree growth1 lumbering1 and milling4 ,in high school1 the pupil should be made familiar with the most common woods1 their classification1 characteristics1 and uses4 ,high school pupils should be assigned outside readings on forestry4 ,they should secure and classify specimens of the more common woods and should be able to recognize the tree by leaf1 fruit1 bark1 wood and tree form4 ,see ,figs4 #d1 #e1 and #f4 ,in the grammar grades1 mounted specimens should be prepared illustrative of tree structure1 shrinkage1 defects1 etc4 ,as in the high school1 pupils should be encouraged to seek and prepare specimens illustrative of the subjects under consideration4 ,it is now possible to rent or purchase very excellent lantern slides on forestry1 lumbering1 milling1 etc4 ,add the use of these to that of the mounted specimens if at all possible4 ,the detailed lesson outlines indicate definitely where these subjects are to be given attention in the course4 ,the pages of the text are also indicated4 ,the high school library should be provided with the very excellent bulletins of the ,united ,states ,department of ,agriculture1 ,division of ,forestry1 most of which are for free distribution4 #d4 ,woodfinishing4 ,the subject of woodfinishing is treated in a manner quite similar to that of woodworking4 ,no pieces of woodwork that should have a finish are ever sent from the shop until they have been treated to a finish calculated to make them fit for immediate placing in their future surroundings4 ,while the general outline of the course in woodwork makes no mention of woodfinishing1 the lesson outline indicates the gradual introduction of the subject1 beginning with the simplest finishes first and terminating in high school in the rubbed copal varnishes4 ,illustration3 ,,fig4 #d4 ,,chart ,,illustrating ,,wood ,,structure4 ,by ,t4 ,b4 ,kidner1 ,october1 #aijh ,,manual ,,training ,,magazine ,in woodfinishing1 as in woodworking1 the aim has been to have the pupil treat the subject in a serious and workmanlike manner4 ,in seventh grade little woodfinishing is done4 ,the woodworking processes need the centering of the pupil's attention1 in the first place4 ,second1 the simple pieces which the beginner is able to make require no finish as a rule4 ,in one group stain and wax is used4 ,this is the group in which decorative design is emphasized4 ,in the eighth grade the woodfinishing problem becomes important4 ,almost all of the pieces require a finish4 ,illustration3 ,,fig4 #e4 ,,chart ,,illustrating ,,timber ,,defects4 ,by ,t4 ,b4 ,kidner1 ,october1 #aijh ,,manual ,,training ,,magazine ,illustration3 ,,fig4 #f4 ,,chart ,,illustrating ,,properties ,,of ,,trees4 ,by ,t4 ,b4 ,kidner1 ,october1 #aijh ,,manual ,,training ,,magazine ,the greatest obstacle to proper woodfinishing lies in the desire of the pupil to take his piece home as soon as the woodwork is completed4 ,unless a definite understanding is had with the class beforehand1 proper woodfinishing is difficult to obtain4 ,most boys are subject to reason1 so that it is not at all necessary to have woodfinishing slighted or to resort to makeshifts4 ,the writer makes it a practice to take plenty of time when the subject of woodfinishing comes up for its first discussion to explain in detail the commercial methods of finishing fine furniture1 a piano for illustration1 counting the different operations and coatings it will receive and the labor and time expended upon the finish4 ,a comparison is then made between a finely rubbed finish and the cheap1 sticky1 unrubbed finishes of cheap furniture4 ,having established in the minds of the pupils the fact that woodfinishing is an art second to none and that it requires time to do it well1 there is not that impatience that breeds sullen looks when the woodfinishing is to be begun after the woodwork has been completed4 ,the pupil will take the woodfinishing as a matter of course and goes about it in a cheerful and manly spirit4 ,in grammar schools1 woodfinishing has been made as simple as is consistent with good work4 ,coming as the boys do but once a week and each finishing application requiring over night for drying or hardening1 the total time is quite long even with the simple finish of filler1 shellac1 and wax4 ,if the pupil wishes a very dark finish1 a stain which requires one or more periods must precede his filler4 ,in high school1 pupils come every day thus permitting the application of rubbed varnish finishes1 either shellac or copal1 without unnecessary loss of time4 ,here special finishing rooms are necessary4 #e4 ,structural and ,decorative ,design4 ,among other requirements for a course in woodwork and drawing as stated in the foreword is this3 8,at least a few problems should be given which involve invention or design or both1 thereby stimulating individual initiative on the part of the pupils40 ,the present outlines in woodwork and drawing have been planned with this in mind4 ,in the seventh grade the pupil is given little opportunity to exercise his initiative in either woodwork or drawing4 ,the reason for this1 as has been previously stated1 is a firm belief that initiative in any subject to be of value must be based upon a fair knowledge of the subject matter dealt with1 its limitations and its possibilities4 ,in other words1 that appreciation must precede invention or initiative4 ,with the limited time allowed manual training1 at most one-half day each week in the general educational scheme1 a seventh grade beginner has about all he can well manage in becoming familiar with his subject matter1 with learning to handle his tools and work his material4 ,but one group in the seventh grade will admit of decorative design4 ,these problems1 ,group ,,vi1 have purposely been made simple as to woodwork that the pupil may give most of his attention to the design4 ,in eighth grade1 modifications of outline and dimensions of any project are permitted where a fair degree of merit is shown4 ,modifications of joints or fastenings are not to be made1 however1 unless a pupil wishes to transfer a project from some other group into the group in which the class is working4 ,in high school the pupil is expected to 8work up0 in his drawing class projects original in so far as his ability will permit1 subject to limitations mentioned hereafter4 ,eighth grade boys are expected to make at least one application of decorative design to the pieces of woodwork made4 ,the projects made by the high school boys are1 as a rule1 not so well calculated to take decorative design4 ,their efforts at decorative design will come later in connection with the metalwork of the first year4 ,in high school the design is to be taught by special drawing teachers who have informed themselves of the limitations of the shop methods when it comes to applying these designs4 ,it is for the shop instructor to specify the kind of joint or joints that are to be used and the material1 also the limitations as to decoration4 ,present methods of organization in high schools hardly permit of the teaching of shopwork and design and by the same instructor1 which is the ideal way providing1 of course1 that the instructor is expert in both4 ,this is a combination difficult to find4 ,it is gratifying1 however1 to know that some schools are insisting that their shop men become informed in design as well as shopwork4 ,while these drawings are being worked up in the drafting room the pupil's shop periods are given over to the making of the exercise joints and mastering the principles involved in their making4 ,by the time these exercises are completed1 the working drawing will be completed ready for use in the shop4 ,the proper correlation of design and shopwork is not a problem beyond solution1 because of the direct relation of the two departments1 providing there is a strong administrative head able to secure proper esprit de corps4 ,in the grammar schools1 however1 the problem becomes less satisfactory of solution by correlation4 ,the first objection lies in the fact that the regular grade teacher has both boys and girls to teach and the problems must therefore be the same for the whole room4 ,the second objection lies in the fact that the problem in design has to pass thru too many hands before it reaches the boy4 ,if design is to be taught to the best advantage1 it must have the interest of the teacher and she must have an intelligent understanding not only of the subject of design but of the particular problem that is to be presented4 ,the difficulties in the way are not insurmountable where the drawing supervisor herself presents the problem to the pupils4 ,even here1 however1 one frequently finds the drawing supervisor so much more interested in the freehand drawing that her dislike for the design makes her unfitted for such correlation work4 ,when1 however1 as is the case in cities1 the drawing supervisor must reach the pupils thru the regular teacher1 correlation becomes in most every instance a farce4 ,the teaching of design is another imposition on an already overburdened grade teacher4 ,very seldom does she understand the problem and it becomes a distasteful subject to be got over in the easiest way possible4 ,department teaching in the upper grammar grades would do much to aid in the correlation of drawing and shop4 ,until this is made possible1 we can hope for little in the way of results from grammar school correlation1 unless it be in a small system where the supervisor teaches the children directly4 ,the whole subject of design as it relates to woodworking is a constant source of discussion among manual training shop men4 ,many good teachers insist that design has no place at all in a course in woodworking4 ,others admit that it ought to have a place but feel that the results obtained do not justify the time spent upon it4 ,still others approach the whole field of woodworking from the side of design1 tool processes and organized woodworking subject matter being mere incidents to the problem in design4 ,like every extreme position each of these points of view has good in it1 but there is sufficient error accompanying each to impair the validity of the conclusions and to make the resulting applications unhappy as related to ordinary public school conditions4 ,the whole subject of design as it relates to the manual training shop is one that has demanded thought on the part of the author4 ,it is one of those places where teaching theory failed to bring efficiency either in the results obtained in design or in the reaction upon the boy4 ,he has been forced to the opinion1 from his own experience and from his observation of the efforts of others to teach design to grammar school pupils1 that the cause for dissatisfaction and discouragement is due to our insistence upon one and only one method of presentation--the inductive or synthetic4 ,in judging results we must consider the results obtained from every member of a class and the good each boy has got out of his experience4 ,this efficiency test most effectively excludes the exhibition of a few 8accidentals0 as evidence that our method is the correct one4 ,there is no reason why design should seek justification on any ground other than that offered by other subjects4 ,inductive or synthetic teaching of design has its place2 so also has the deductive or analytic4 ,happily those educators who insist on the use of one method or the other only are becoming few4 ,in other subjects we are finding that the teaching results which demand the respect and approval of educators of safe and sane judgment are obtained by the use of both methods interchangeably4 ,there is no formal notice when one is to be used or the other--whichever method fits the occasion is used without apology4 ,this is right2 to do otherwise is to sacrifice the boy or girl for the sake of the method4 ,we are all agreed that the child is the more important consideration4 ,in fact1 some psychologists tell us that induction and deduction are one and the same process1 the difference being merely a matter of emphasis4 ,it is this difference in placing the emphasis that we seek to discuss4 ,our methods in the high school have made much of the inductive4 ,this is right4 ,pupils of high school and college age are ready for this method1 tho our high school pupils often would profit by having a little less of this with more of the deductive4 ,however1 when it comes to grammar school teaching1 the maximum of use has to be made of the deductive or analytic method4 ,this is acknowledged in the academic subjects4 ,woodworking when taught so as to meet the efficiency test that is applied to academic teaching also makes use of this method mostly4 ,our design1 however1 has always been taught by the inductive or synthetic method1 no one seeming to have the temerity to make use of any other4 ,as a result we find the views of design in the grammar school as stated above4 ,those who advocate it urge the 8accidentals0 as sufficient justification4 ,those who reject it base their argument on the fact that results based on a few accidentals will not satisfy the same efficiency test that is applied to other subjects4 ,experience has shown1 at least to the author's satisfaction1 that the deductive or analytic method when given maximum emphasis with beginners in design is all that is needed to bring the results up to a standard equal to that of other subjects4 ,it is the rational method of presenting any subject to beginners4 ,the terms deductive and inductive have such wide application that it may be well to specify more particularly just what we mean4 ,a concrete illustration will suffice to show the distinction we seek to make between what we choose to designate the deductive or analytic and the inductive or synthetic methods4 ,suppose we wish to have a class1 with little or no information about the subject1 design a booklet to meet certain specified conditions4 ,three distinct stages of progress manifest themselves in what we shall call the complete method4 ,first1 the pupils must be given information bearing upon the problem4 ,second1 they must be given experience in handling problems of that type4 ,third1 they will utilize this information and experience in designing the booklet to meet given conditions4 ,the first step will be the taking of a type form and analyzing it4 ,either the instructor will demonstrate or1 better1 each pupil may be given a booklet of type form and required to take it apart and put it together again4 ,any way to give the pupil the information in a form that will cause it 8to stick40 ,in woodwork1 it would be done by means of the traditional shop demonstration--a wise practice1 since psychology teaches us that sight percepts are among the strongest4 ,second1 the pupils must acquire experience4 ,let them make a booklet according to definite specifications provided them by the instructor4 ,the process thus far is mainly deductive or analytic4 ,so far there has been no invention or design1 but the pupils are now prepared for it4 ,using the information and experience now available1 let them design a booklet to meet certain conditions4 ,this latter part we would call the inductive or synthetic process4 ,we should have two aims in our teaching of design3 7#a7 ,appreciation1 7#b7 ,development of the creative faculty4 ,since all must be able to appreciate good line and good form when they get out into life while only a few will ever become designers in a creative sense1 it is essential1 as it is also rational1 that attention should be paid first to appreciation4 ,past efforts show how hopeless is the problem when we strive to give to the pupils appreciation of and feeling for line and form by demanding original forms in the very beginning4 ,the beginner's efforts at creation are abortive and the appreciation that he derives is nil4 ,by our insistence on this method we have given to our pupils the idea that design means making something out of nothing4 ,he is not far wrong if we demand of him original designs before we have given him anything tangible upon which to work4 ,we say tangible as distinguished from academic principles or rules of design4 ,if nothing tangible is given the pupil he must get it outside of his school experience4 ,this explains the superabundance of 8wienerwurst0 forms1 bouquets tied with ribbons1 circles1 etc41 etc4 ,it is possible to create unknown out of what is seemingly unknown4 ,when we stop to analyze the process1 however1 we find that we have made use of information1 appreciation1 and feeling that are known4 ,sometimes we make ourselves believe that our pupils are creating unknown out of unknown without these requisites4 ,analysis will show that our continued suggestions to him1 drawn from our own fund of known are the causes1 and not the pupil's faculty4 ,this method of teaching is the kind we have been used to in design4 ,it works pretty well with small classes and individual instruction4 ,try it on large classes of beginners and it is not possible to bring results that stand for class efficiency4 ,and why should this particular method be insisted upon exclusively with beginners8 ,why should not design1 like mechanical drawing and woodwork and other subjects be developed upon a substructure consisting of information and appreciation secured by allowing or even insisting that the boy handle good design until he becomes saturated with a feeling for good line and good form8 ,of course1 if any pupil comes to a beginning class with this information and feeling1 due allowance should and can readily be made4 ,it is highly probable that there would be less inclination on the part of our pupils to insist that designers are born not made were more use made of the deductive method4 ,when the boys no longer see their efforts result in crudities and are enabled to acquire the necessary feeling and information as their work proceeds1 then you find a happy and interested class that as a whole takes design as a matter of course and not as something intended only for the few4 ,whatever the method of teaching design in the regular classroom1 lack of time demands the most direct treatment of shop design4 ,a grammar school boy is not inclined to listen very patiently to anything that smacks of the academic4 7#a7 ,give the boy something definite with which to work and 7#b7 keep him working1 or 8playing10 as one has fittingly designated it1 until he has made a conscientious effort to 8make it a part of himself10 that is1 until he succeeds in changing the form until it no longer resembles the original but still possesses the pleasing appearance of the original4 ,if he succeeds in doing this1 he is well on the way to creative effort4 ,not all boys are of equal ability in other lines of endeavor1 neither are they in this4 ,by this method of attack1 however1 even the stupidest--usually stupid only in the matter of design--is not without compensation for his effort4 ,he has learned somewhat of the principles that govern good design by hearing them explained and seeing them illustrated in a piece of good design4 ,he will have developed some feeling for line and form thru having played with good line and form4 ,he can at the very least fit the form given him to an outline made by himself after suggestions of good line placed upon the board4 ,to this extent1 at least1 you have benefited him1 whereas1 by the usual method he--and there are many like him--would have simply sat idle in discouragement--if he were not more mischievously occupied4 ,if our old art schools were to be criticised because they made too much use of the imitative method when they strove to give to their students information and appreciation and feeling for form and line thru copying historic ornament1 it would seem1 from results obtained1 both tangible and in the effect upon the pupils1 that our modern schools are open to criticism when they seek to force originality upon immature minds before they have given these minds any information or feeling4 ,of course grammar school boys are not interested in historic ornament1 at least not in ,america4 ,this is the weakness of the imitative method and helped to bring in the movement which now seems to have swung to the opposite extreme--it lacks vitality for young pupils4 ,instead of giving the boy historic fragments1 give him a form that is vitally interesting to him because he sees its immediate application in the thing that is to be made in wood4 ,let him play with this form combining imitation and modification and creation just as far as he is able4 ,make the problem concrete1 stating the principles you have to state in a language the boy can understand4 ,there will not be time to bring out every principle that might be involved in design4 ,there must be time to bring out those involved in the particular problem under discussion4 ,balance and symmetry1 for illustration1 are pretty well understood by the boy in the simple form in which he will have occasion to use them4 ,take as an illustration the bookrack1 ,fig4 #g4 ,to present such a problem we would place upon the blackboard the blank forms as shown1 also the decorative form as shown4 ,the lesson immediately divides itself into two parts for consideration3 7#a7 ,the ,construction1 7#b7 ,the ,decoration4 ,under the subject of ,construction our normal school notes would suggest the following points to be brought up3 ,use1 ,construction1 ,decoration2 ,requirements of ,utility2 ,limitations of ,materials and ,processes2 ,proportions of ,parts and ,details2 ,harmony of ,parts and ,details2 ,points of ,force2 ,construction as ,decoration4 7,according to ,payne47 ,under ,decoration3 ,supporting ,outline2 ,center of ,interest2 ,symmetry2 ,repetition2 ,radiation2 ,rhythm2 ,contrast2 ,proportion in ,curves2 ,proportion in ,spaces2 ,unity2 ,subordinate ,centers of ,interest2 ,balance4 ,illustration3 ,,fig4 #g4 ,,teaching ,,design ,,in ,,the ,,problem ,,of ,,the ,,book-,,rack4 ,,construction ,,decoration ,,outlines ,,motive ,,given ,,adaptation ,,application--,,by ,a ,,pupil ,taking these in their natural order1 but without making much ado about the 8framework10 the shop man who has made some study of the principles involved can call the boys' attention to the most important points3 7#a7 ,the construction4 ,since the shopwork is to be carried on by class instruction and not individually1 it will be necessary to limit the joint or joints used to those specified for the ,group in which the project is to be worked out4 ,joints of previous ,groups may be used also4 ,the book rack will be made in ,group ,,vii4 ,some form of the groove joint is to be used1 none other4 ,here we call attention to the difference between the designer and the shop man in their handling of the problem4 ,the discussion of construction gives the designer an opportunity to display the possibilities of his subject4 ,he enumerates all the joints that may be used with propriety in making such a piece as the bookrack1 and the pupils are encouraged to make use of as many varieties as possible4 ,he is totally oblivious of the fact that1 while this is good teaching in design1 it is making the applications impossible except with individual instruction--a method of instruction that may be used in small school systems but not in cities4 7#b7 ,the manner of placing the members and the use to which the rack is to be put will together determine the proportions of the members4 7#c7 ,for decoration1 we might depend entirely upon the good form of the outline and the stain and grain of the wood4 ,with this particular piece1 however1 we shall make use of a decorative form which will be outlined or incised and colored with a dye4 7#d7 ,since the design is to be made in wood and wood splits easily along the grain1 we must be careful in making an outline not to get sharp points4 ,also1 in making a decorative design we must avoid thin parts that will bring incised lines close together4 ,also1 we must take into account in planning the members the facts of shrinkage or swelling and the strength of the wood4 ,the grain on the vertical members must extend vertically and that of the horizontal member must extend from vertical member to vertical member4 ,this to be illustrated by referring to some similar construction4 7#e7 ,in striving for pleasing outlines1 or decorative forms either1 strive to avoid a sameness made by using many lines or forms of the same size4 8,large1 medium and small0 is a key that unlocks many a puzzle as to what causes unpleasant feelings in both outline and decoration4 ,long sweeping curves with short snappy ones1 rather than a series made with a compass4 ,make a special point of the fact1 which almost every boy overlooks1 that the simple forms of outline are invariably the more pleasing4 ,to the beginner design means making something unlike anything that was ever seen on the earth below or heaven above--hence the freakish1 fussy forms that are usually offered4 ,try telling the class you are going to place an excellent form on the board then draw a well proportioned oblong and watch the expressions on their faces4 ,yet a well proportioned oblong with appropriate decorative form is one of the most pleasing of forms4 ,there will be no need to urge them to make 8unique0 forms4 ,their inexperience and their zeal will produce a sufficient number4 ,rather urge1 or insist that they postpone search for 8unique0 form until they have more information4 ,illustrate with blackboard sketches as you go along each of these points4 ,keep the boys 8playing0 with outline forms until you have assured yourself they have done their best4 ,with them1 pick out three of the best and place these in permanent form for keeping--put them on another sheet of paper4 ,next1 start them on the decoration4 ,the development of a decorative form will come much harder than the outline4 ,here again the beginner will want to exhibit 8unique0 forms--unique only in that they are founded upon his ignorance4 ,unless the boy is not a beginner1 it will be necessary in about twenty-four out of every twenty-five cases to insist that he start with the form you have placed upon the board for his use4 ,if you were dealing with a few pupils1 you might take his 8original0 form and step by step get him to work it into a good form4 ,with large classes this is not possible1 nor is it necessary4 ,simply insist that he place the form given him in his outline and in so doing he will acquire enough feeling for line and form to enable him to proceed of his own accord4 7#f7 ,have the boy put on a supporting outline1 that is1 tell him to draw a line around his outline and parallel to it4 ,show the class on the blackboard how this is to be done4 7#g7 ,put in the main mass and break it up explaining as you do so that you are seeking to get large1 medium and small forms-proportion of parts4 ,call attention to the efforts made to keep the lines in harmony4 7#h7 ,call attention to the center of interest you have created4 ,it is unfortunate that lack of time forbids the boy's placing colors on these designs4 ,very frequently a touch of color is used to create a center of interest1 the form for this in black and white not giving the proper significance at all4 ,a design which in outline seems to be fussy because of too many parts will1 by a proper selection and placing of colors1 be made most pleasing4 ,on the other hand1 a design in outline that seems agreeable may1 when in color1 not be agreeable because the colors make certain parts stand out too prominently4 ,a study of the color plate in ,projects in ,beginning ,woodwork and ,mechanical ,drawing will make this clear4 7#i7 ,if the form proposed happens to illustrate repetition1 radiation1 symmetry1 or if some boy develops a form that does1 take time to say a word about them4 ,while you will not have time to 8teach design0 in the few lessons1 a word here and there may serve to awaken further interest on the part of some boy4 ,after all is said1 we recognize that the time is short1 that not much can be done4 ,on the other hand1 what little can be done is worth doing and doing well2 its possible significance can not be overestimated4 #f4 ,shop ,excursions4 ,in the grammar schools1 and more especially in the high schools1 plans should be made for several excursions to near by shops in which the pupils may get an insight into the workings of related industries4 ,the saw-mill1 lumber yards1 planing mills1 furniture factories1 architectural or drafting-rooms and1 in fact1 anything relating to the industrial employment of men and machinery may be visited4 ,that the trip may be one of profit the instructor should see to it that the pupils are prepared for the trip by previous talks on what is to be seen and by after talks on the meaning of what they saw4 ,in every case it will be necessary1 or at least advisable1 to have a time arranged with the superintendent of the factory to be visited4 ,pupils should be given to understand that they are being privileged and must act the part of gentlemen1 refraining from asking needless questions of the workmen or handling the equipment4 ,in many factories no talking to the men at all is desired4 ,the questions of young pupils are often impertinent and embarassing without their intending them so to be4 ,the better plan is1 as has just been suggested1 to have the pupils prepared by preliminary talks then take them thru the shop with eyes and ears only open1 clinching the lessons of observation afterward4 ,pupils should keep together in solid lines and1 should any accident occur1 the instructor should see that any loss to the factory owner or workmen is 8made good40 ,usually the class will voluntarily make recompense4 ,it is safer and less likely to cause embarassment if it is understood beforehand that all members of the class who go will be expected to help repay the instructor for any money so expended4 ,one might think the company well able to stand such loss4 ,it is1 but it is not always the company's loss4 ,even if it were1 their courtesy ought not to be abused4 ,we have in mind a mold for an intricate piece of casting representing a day's labor for two men ruined by a student's accidentally brushing against it with his overcoat4 ,as the men were on 8piece work0 it meant no loss to the company1 except delay in getting out the finished article4 ,it did mean a loss to the two men1 who could ill afford it4 ,the instructor quietly settled for the damage or loss and the pupils reimbursed him upon reaching school4 ,this probably prevented the factory from excluding succeeding classes as undesirables4 ,in woodworking shops there is little chance for such accidents4 ,nevertheless workmen there do not wish their tools or work handled4 ,each class should bear constantly in mind1 while on the shop excursions1 that it is making succeeding classes welcome or unwelcome in that shop4 #g4 ,stock ,bills4 ,every piece of woodwork made by a pupil consisting of more than one member should have in addition to the working drawing a carefully made stock bill4 ,the reason is two-fold3 ,it not only prevents the pupil's cutting out stock wrongly thru misreading the drawing1 but it saves time for the pupil4 ,it is a practice that he will have to master later in life if he follows any of the mechanical trades and is just as essential a part of his shopwork as is the drawing or woodwork4 ,where the drawings are made by referring to plates1 experience has shown that many a boy will be able to make a good drawing without fully interpreting its meaning4 ,the making of the stock bill will show him his weakness1 also it will show the instructor4 ,no boy can make out his stock bill without being able to read his drawing4 ,after the drawing has been made and then its stock bill1 the boy will have become so conversant with the plans of the thing he is to make that few mistakes are made in working the wood1 that is1 mistakes due to ignorance of the drawing4 ,,stock ,,bill 7,form7 ,,name ,,article ,,grade ,,kind ,,of ,,wood ---------------------------------------- ------------------ ,,finished ,,sizes ,,cutting ,,sizes ---------------------------------------- ------------ ,pieces,thickness,width,length,pieces,th ickness,width,length ---------------------------------------- ------------ #a #c #e #a #a #f #a #a #d #a #a #e #b #a #i #b #c #i #a #e #ab #a #e #ab ---------------------------------------- ------------ ,,instructions ,all articles in seventh grade will be made of ,white ,pine or ,yellow ,poplar2 those in eighth grade of ,chestnut4 ,stock bills are not needed for articles composed of one piece of material only4 ,finished sizes are the sizes to which the pieces are to be planed4 ,your drawing will tell you these sizes4 ,pieces of irregular shape are to be figured at their widest and longest dimensions4 ,cutting sizes are obtained from the finished sizes by adding to the width and to the length4 ,cutting sizes are the sizes to which you work in sawing out the stock preparatory to planing it4 ,all stock will be mill-planed on two surfaces to the correct thickness except that for the ring toss1 spool holder1 game-board1 and laundry register4 ,thickness of mill-planed stock will be the same whether for finished sizes or cutting sizes4 ,on rough stock1 or stock that has not been mill-planed1 if the finished size is thick the cutting size will be #a thick4 ,sometimes it is possible to save material by combining two irregular pieces4 ,the finished stock sizes will indicate the number of pieces while the cutting size will indicate the size of the single piece from which they are to be cut4 ,remember that length always means 8along the grain of the wood10 and that a piece may be wider than long4 ,under the word 8,pieces0 put the number of pieces that are of the same size4 ,in the elementary schools the form of stock bill used should be as simple and explicit as is possible4 ,the appended form is one that has proven satisfactory4 ,that it may be in convenient form for student use1 it has been included with 8,projects in ,beginning ,woodwork and ,mechanical ,drawing10 as also is the ,form for ,price ,list and ,estimate of ,cost4 #h4 ,estimating ,cost of ,material4 ,the accompanying form indicates clearly what is expected of the boys in figuring their cost of material4 ,since these costs are figured before the articles are made in wood1 no account is taken of material wasted4 ,with a carefully planned course of projects and an instructor who knows the possibilities of requiring a boy to reduce the size of his piece when one member has been reduced under size there is very little use for extra stock4 ,as a rule what stock is so returned can be used for other smaller parts4 ,if a boy is unnecessarily wasteful1 he should be required to figure extra stock4 ,this is to be done only in justice to the other boys1 not as a check to the wasteful boy4 ,such boys1 as a rule rather glory in their wastefulness4 ,the best check for such a boy is to require him to use his original stock1 reducing the sizes of all affected pieces as may be necessary4 ,as this is1 in all probability1 the first problem in which the boys deal with approximate rather than mathematically exact results1 the instructor should not become discouraged with their first attempts4 ,no better opportunity exists for introducing the boys to problems such as will confront them after they leave school4 ,the instructor will do well to check the boys' results by means of his own previously figured results after the boys are all thru their figuring4 ,there is a difference between figuring for an answer previously given and figuring as they must after leaving school4 ,in order for the boy to figure his bills he must have a ,price ,list4 ,a form for a price list such as is needed for the materials that are to be used in 8,projects in ,beginning ,woodwork and ,mechanical ,drawing0 is appended4 ,the prices given are neither retail nor wholesale but about midway between what the boy would have to pay for his stock bought in the limited quantity he needs and the cost to the school in quantity lots4 ,only the best of lumber is used4 ,money might be saved by buying short lengths but none is saved by buying 8cull0 stock with the expectation of cutting out the defects4 ,the prices are for ,chicago1 #aiaa-aiab1 and are inserted for comparison only4 ,on lumber1 #ae to #be per cent has been added for waste in cutting up4 ,since all of the stock used in the grades is in board form1 wood finish is figured only for the two broad surfaces4 ,the price will be found sufficient to cover the material used on edges4 ,the price will also cover such waste as ordinarily comes thru the inexperienced handling on the part of the boys--they will not 8spread out0 the materials to as good advantage as will a mechanic1 of course4 7,form1 reverse side of a ,stock ,bill7 ,,estimate ,,of ,,cost ,,of ,,material ---------------------------------------- ----------------- #b square feet of inch stock #g;c 4#ad square ft4 of inch stock #e;c 4#jb #d #a inch1 ,no4 #aj1 flat head1 bright screws c 4#ja #e square feet of finish #a;c 4#je ------ 4#bb ---------------------------------------- ----------------- ,,instructions ,base your lumber estimate on the ,cutting ,sizes4 ,all prices of lumber in your ,price ,list are per square foot1 therefore your stock should be figured by surface measure1 only width1 length1 and number of pieces being considered4 ,fractions of an inch and fractions of a cent are not considered1 except in the price per foot1 and in the number of feet as noted in the next paragraph4 ,if the fraction is or over1 use the next higher whole number2 thus1 #b or #b becomes #c4 ,if the fraction is less than 1 drop it2 thus1 #b becomes #b4 ,in figuring1 find the number of square inches in all pieces that are the same in price per foot4 ,reduce this to square feet by dividing by #add4 ,reduce it decimally and do not carry the result beyond tenths place4 ,dispose of any fractional figures beyond tenths as directed above4 ,always write your decimal as a fractional form in the bill--otherwise a decimal point might be overlooked and the result be greatly changed4 ,in the form above note that 4#c is written 4 ,in figuring finish1 both surfaces of the stock are to be covered so that the easiest way to find the number of square feet of finish is simply to double the number of square feet of lumber4 ,edges are not considered4 ,only ,groups ,,vi1 ,,vii1 and ,,viii have finish applied4 ,,price ,,list #aiaa-aiab4 ,,lumber-- ,chestnut1 #ast grade1 clear1 kiln-dried3 ,s-#b-,s to 1 per square foot #e;c ,s-#b-,s to 1 per square foot #g;c ,s-#b-,s to #a1 per square foot #i;c ,yellow ,poplar or ,white ,pine1 clear1 kiln-dried3 ,s-#b-,s to 1 per square foot #e;c ,s-#b-,s to 1 per square foot #f;c ,s-#b-,s to 1 per square foot #g;c ,rough1 #a1 per square foot #f;c ,,hardware-- ,screws3 #a ,no4 #aj1 flat head1 bright1 each c #a ,no4 #aj1 flat head1 bright1 each c #a ,no4 #aj1 flat head1 bright1 each c #b ,no4 #aj1 flat head1 bright1 each c #c ,no4 #aj1 flat head1 bright1 each c ,no4 #aj1 round head1 blued1 each c #a ,no4 #aj1 round head1 blued1 each c ,nails3 #f;d1 common wire 7used with1 and price included in ,mission nail7 #a ,no4 #ag wire brads 7used in ,groups ,v and ,,vi with stock7 enough nails for nailing one box #a;c #a ,no4 #af wire finishing nails 7used in ,groups ,,vii and ,,viii7 enough nails for nailing one project #b;c ,no4 #afag and #afah ,mission nails1 each #a;c ,,miscellaneous-- ,no4 #ha1 brass shoulder hooks for key rack1 each #a;c ,no4 #ha1 #a brass shoulder hooks for plate rack1 each #a;c #b black ,japanned wire coat hooks1 each #a;c ,wire hook for coat hanger1 each #a;c ,no4 #abad brass screw-eye and ,no4 #afad hook 7calendar mount7 per pair1 #a;c ,fixtures for electric lights and hooks for hall mirror are to be purchased by the individual--prices and tastes vary so greatly4 ,wood ,finish3 ,stain1 filler1 shellac1 wax or filler1 shellac1 wax or stain and wax1 per square foot of surface #a;c #i4 ,lumber and ,material ,bill for ,high ,school4 ,in the grammar schools the lumber is figured by surface measure per square foot and the form of bill is made as simple as is possible4 ,a high school boy should be able to handle a problem somewhat more in keeping with commercial practice4 ,in addition to the material cost he should keep account of the time expended in making his piece of woodwork so that he may figure the labor cost as well4 ,the small size of the stock used does not admit of the full commercial practice4 ,this1 however1 ought to be explained to the class at this time4 ,the following form is for ,high ,school use3 ,,price ,,list1 #ai---- #ai---- ,,lumber--,quality1 #ast1 clear1 and kiln-dried4 ---------------------------------------- ----------------------------- ,,kind ,,of ,,wood ,per #ajjj feet when surfaced on two sides ---------------------------------------- ------------------------ ,thickness in the ,rough #a #a #a #b ---------------------------------------- ------------------------ ,yellow ,poplar ---------------------------------------- ------------------------ ,white ,pine ---------------------------------------- ------------------------ ,sawed ,white ,oak ---------------------------------------- ------------------------ ,mahogany ---------------------------------------- ------------------------ ,sawed ,red ,sycamore ---------------------------------------- ------------------------ ,black ,walnut ---------------------------------------- ------------------------ ,plain ,sawed ,red ,oak ---------------------------------------- ------------------------ ,,hardware-- ,for prices on hardware consult ,hardware ,catalog provided for you4 ,figure retail price1 that is1 figure screws at price per dozen1 not price per gross4 ,,woodfinish-- ,per square foot of surface covered4 ,,labor-- ,per hour4 7,form for high school use7 ,,bill ,,of ,,material ,,name ,,date ,,begun ,,class ,,date ,,finished ,,article ,,extra ,,hours ,pieces ,size ,description ---------------------------------------- ------------- #b #c #ab,walnut ,slats ,s-#b-,s to in4 #a #a #h #ad 8 ,stretcher 8 in4 #f #a #c #ab 8 ,rails 8 8 #a #a #ad #ad 8 ,top 8 8 #d #aa #bd 8 ,posts 8 #a in4 #h #b inch ,no4 #aj ,flat ,head ,brt4 ,screws #d #a inch ,no4 #aj 8 8 8 8 #ac sq4 feet ,wood ,finish ,,material ,,cost #cj hrs4 ,labor ,pieces ,size ,price ,feet ,cost ---------------------------------------- -------------- #b #c #ab 4#aj 4#je #a #a #h #ad #f #a #c #ab 4#aj #jc 4#ci #a #a #ad #ad #d #aa #bd 4#aa #jb 4#bb 4#ff #h #b inch ,no4 #aj 4#jj 4#jd #d #a inch ,no4 #aj 4#jj 4#ja 4#je #ac sq4 feet 4#ja 4#ac ----------------- 4#hd #cj hrs4 4#ae #d 4#ej ----------------- ,,total ,,cost #e4cd ,,instructions ,under 8pieces0 put the number of parts that are alike4 ,under 8size0 put the various dimensions of pieces4 ,in finding the sizes of the various pieces of lumber1 examine the working drawings for finished dimensions1 making due additions for tenons1 then add to the width and to the length to allow for cutting out and squaring up4 ,tho you are to make use of stock mill-planed to thickness1 you are to specify the thicknesses from which this mill-planed stock is got4 ,allow for mill-planing4 ,remember that length always means along the grain4 ,fractions of an inch in width and length are not considered4 ,neither are fractions of a cent in the final results4 ,if the fraction is or over1 take the next higher whole number4 ,if it is less than 1 drop it4 ,fractions of an inch in thicknesses that are over #a and fractions of a cent in the price per foot are to be figured as they are4 ,lumber is measured by the superficial foot which is #a #ab #ab4 ,boards that are less than #a thick are sold by surface measure4 ,in other words1 boards less than #a thick are figured for quantity as #a thick4 ,standard sawed thicknesses are #a1 #a1 #a1 #b1 #b1 #c1 #c1 #d4 ,thicknesses less than #a necessitate re-sawing these sizes4 ,in some communities the price per square foot for re-sawed stock varies for each difference of in thickness4 ,in figuring1 multiply the length by the width by the thickness1 by the number of pieces4 ,if any piece is less than #a thick figure it as #a4 ,combine all results that are the same in price per foot4 ,reduce to square feet by dividing by #add4 ,reduce decimally and do not carry the result beyond tenths place4 ,dispose of any fractional part beyond tenths as directed above4 ,write your result in fractional form that the decimal point may not be overlooked and be the cause of trouble4 ,the price list gives the price of lumber per #a1jjj feet4 ,the price per foot is readily obtainable4 ,in figuring finish for these cabinet pieces1 double the number of feet of stock as given by the stock bill to get the number of feet of finish4 ,this is only an approximate method but is sufficiently accurate for such pieces as are to be made in first year high school1 as specified in 8,advanced ,projects in ,woodwork10 ,group ,,ix4 #aj4 ,standardizing ,materials and ,tools4 ,standardization in the manual training shop is just as desirable and as profitable as in commercial shops4 ,not infrequently young teachers begin their work with the idea that the greater variety of tools and materials they can introduce into their course the richer is its content4 ,to a certain extent this is true but experience will soon prove that there is a limit beyond which it is not profitable to go4 ,in grammar schools1 with classes of twenty1 it is inadvisable to have more than one plane on a bench--or even in the general tool equipment1 if the courses outlined herewith are followed4 ,by planning the joint work carefully beforehand1 or requiring the pupils to plan their joints according to certain standards as to size1 no more than two chisels need be placed at the disposal of each boy and none in the general equipment4 ,the same may be said of bits1 etc4 ,make use of certain screw sizes1 as few as can be used to advantage1 and equip in auger bits accordingly4 ,this practice not only is less expensive but it enables the instructor to keep the equipment well in hand both as to sharpening and accounting4 ,except with individual oversight1 in small classes1 it is not advisable to plan projects for grammar schools in which holes smaller than diameter are to be bored4 ,the expense of maintaining or replacing bits of smaller size that get broken is unwarranted4 ,of course1 it is not to be inferred from the foregoing that any necessary tool is to be omitted1 or that any tool is to be made to do a work that will cause it to be injured thereby4 ,there is educational value in the way of imparting information in providing pupils with a different kind of wood for each project4 ,this used to be specified in some of the very best courses some years ago4 ,today the tendency is not only to standardize the kinds of wood but to standardize the thickness4 ,the economic problems arising from the handling of many kinds and sizes of lumber more than offset the informational value that pertains to the practice4 ,a study of samples of wood that are placed within easy reach of the pupils will compensate somewhat for the loss occasioned by standardizing the kinds of stock4 ,after all1 the presentation of three or four type woods is about all that can be expected1 as the work is now presented4 ,wood finishes can be standardized in a manner similar to that of lumber and hardware4 ,there is undoubtedly educational value in a boy's making his own stains4 ,under ordinary school conditions1 however1 it is not possible to have him do so4 ,nor is it advisable for the instructor himself to mix his own finishing materials4 ,even the most expert woodfinishers find it taxing their ability to mix a fresh lot of stain that will exactly match that of a previous lot4 ,there is nearly always some boy1 or boys1 with pieces but partly covered when the stain in any given lot is exhausted4 ,the best way1 everything considered1 is to make use of some standard color of finish in stain and filler4 ,when a given quantity is exhausted it is an easy matter to order more of the same color with the assurance that the color of the new lot will match that of the old4 ,it is not possible to teach everything in the short time allowed and there are excellent reasons for omitting these4 ,the price list and the list of equipment given herein show to what extent the author has standardized his material and tools4 #aa4 ,records1 ,forms of ,reports1 ,grading ,work4 ,the following forms have proven satisfactory4 7,form for front cover7 ,,class ,,book ,,manual ,,training ,,center ,,instructor 7,form for pages7 ,school ,grade ,teacher ,,names ,attendance,grade,acct4 ,deportment ,september ,october1 ,etc4 ---------------------------------------- ------------------ #a ---------------------------------------- ------------------ #b ---------------------------------------- ------------------ #c ---------------------------------------- ------------------ ,etc4 ,the foregoing form is for use in grammar school centers4 ,one book for each center will suffice4 ,on the cover1 the instructor will fill in the name of the school at which the center is located1 also his own name4 ,there should be placed after 8school0 on the inner page the name of the school from which any class of boys come4 ,their grade and the name of their academic teacher is to be filled in4 ,in marking attendance in the class book1 use a short straight line for absence4 ,if a boy is marked absent and later comes in1 a straight horizontal line thru the vertical line made to indicate absence will indicate tardiness4 ,by arranging these marks in the square in some definite order the particular time of absence or tardiness can be told4 ,for example1 if a class comes to manual training once a week1 a mark in the upper left hand corner may indicate absence or tardiness the first week of that month2 if in the upper right hand corner1 for the second week1 etc4 ,in the column marked 8,grade0 will be recorded the teacher's estimate of the boy's work4 ,in some schools boys are required to pay for material used4 ,the column marked 8,acct40 is to be used in keeping record of money paid by the pupil4 ,the column marked for deportment is not to be filled unless a boy insists in calling the instructor's attention to himself because of his misconduct4 ,on such occasions a check is recorded after his name at the time reproof is given4 ,these books will be taken up by the supervisor of manual training at the close of the year and will be kept by him4 ,boys who enter or leave at times other than the beginning or close of the regular school period should have the fact and date indicated in connection with their names4 ,where money is collected from students1 the supervisor should insist that the instructor keep a separate purse for this purpose in addition to keeping a record in his class book4 ,the class book record will be of service in checking the purse account and in aiding in settling any dispute between instructor and boy and in giving the supervisor a check in case any parent asks for information4 ,it is not an unusual thing1 however1 for the instructor to find his purse account in excess of his book account4 ,this is due to the fact that he has forgotten in the stress of other shop duties to make a record4 ,in such a case the purse account1 not the book account is to be turned in4 ,since the instructor is not a purchasing agent there will never be occasion for his book account to exceed his cash account4 ,the directions given for the grammar school class book apply equally to this high school form1 except that the week is the unit instead of the month4 ,if a class comes five days in the week1 a mark in each of the four corners of the square for ,attendance and one in the center will indicate that the boy was absent or tardy five times that week4 ,always placing the marks in definite places for definite days will indicate what day of the week a boy was absent or tardy4 7,form for ,high ,school7 7,outer cover7 ,,class ,,book ,,school ,,shop ,,instructor 7,form for pages7 ,class ,section ,,names ,attendance,grade,acct4,deportment ,first ,week ,second ,week1 ,etc4 ---------------------------------------- ----------------------- #a ---------------------------------------- ----------------------- #b ---------------------------------------- ----------------------- #c ---------------------------------------- ----------------------- ,etc4 ,at the end of each month there will need to be sent to the regular grade teacher information suggested in the following form4 ,this form1 when the teacher takes off the data contained thereon1 is to be returned to the manual training center4 ,the information contained upon this form is to be used by the regular teacher in making up her monthly report for the boys whose names are recorded4 ,deportment and attendance will be combined with similar marks in the regular work while the manual training grade will be recorded in the space so indicated on the regular monthly report4 ,as for the form of the monthly report for the high school1 most high schools have their marking systems so arranged that the different instructors can transfer their markings directly from the class book to the card4 ,if a form is desired1 the grammar school monthly report will answer as well for the high school by changing the words 8,school0 and 8,grade0 to 8,shop0 and 8,section40 ,,monthly ,,manual ,,training ,,report ,,school ,,grade ,,teacher ,,names ,times ,times,grade,deportment ,tardy,absent ,september ,october1 ,etc4 ---------------------------------------- -------------- #a ---------------------------------------- -------------- #b ---------------------------------------- -------------- #c ---------------------------------------- -------------- #d ---------------------------------------- -------------- #e ---------------------------------------- -------------- #f ---------------------------------------- -------------- #g ---------------------------------------- -------------- #h ---------------------------------------- -------------- ,etc4 ,to the ,teacher--,deportment is satisfactory unless checked4 ,a boy with two or more checks needs a word of caution and advice4 ,excuses for absence or tardiness are to be given the regular teacher except where a boy is absent from manual training but is in attendance at the regular school the same day4 ,in such a case the excuse is to be given the shop instructor4 ,in addition to this the teacher will appoint a monitor who will telephone to her the class attendance at the beginning of each manual training period4 ,unwarranted absentees are to be attended to by her4 ,this record is to be returned at the very earliest opportunity to the manual training shop4 ,otherwise1 it may be the cause of delay in your getting your class report from manual training the following month4 ,in grading work the tendency today is not to try to make fine distinctions such as #hc per cent1 etc4 8,excellent0 for work that is equal to that of a mechanic1 8,good0 for work that is above average1 8,passed0 for average work and 8,poor0 for work that is not acceptable will be sufficiently exact4 ,if the system of marking is by numbers1 mark by tens1 as #ij1 #hj1 #gj1 and #fj1 seventy being 8,passed40 #ab4 ,shop ,conduct4 ,in conduct1 a boy at the manual training center should be governed by the same rules that obtain in the regular school1 with slight exception4 ,it is sometimes argued that shopwork provides an opportunity for free and natural or unrestricted action on the part of the pupils4 ,this they argue is a distinct advantage of manual training over the restraint of the academic classroom and results in greater development educationally4 ,theoretically this seems reasonable4 ,practically1 it soon becomes evident that young pupils1 such as our manual training boys1 are lacking sadly in judgment in the power to discriminate between liberty and license in shop conduct4 ,allow them the privilege of talking to one another about necessary matters without asking permission of the instructor and you must be a strong teacher to prevent abuse of the privilege4 ,to allow unrestricted conversation1 however1 is decidedly bad4 ,even with grown men and women working in shops1 only restricted conversation is allowed4 ,the reason is evident4 ,if with men and women of supposed judgment there must be insistence on order and system1 how much more so with immature boys4 ,have definite signals and insist upon their being heeded promptly4 ,the three bells used in the regular school work serve well to open the school4 ,one1 the opening of the doors2 two1 the call to order2 three1 the tardy bell4 ,some instructors do not allow the pupils to enter the shop--do not open the shop--until the second bell rings4 ,other instructors allow the boys to enter the shop at the first bell and begin work as soon as they like4 ,the first method is used mainly in large cities where large classes have to be cared for and where the boys are morally inacute4 ,the second is preferable in some ways4 ,it allows the pupil to make the most of his time4 ,it has the disadvantage in that it requires the instructor's immediate supervision after the first bell1 or else allows the pupil to commit errors because of no supervision4 ,as a rule it is the boy who most needs the extra time who does not make use of the privilege4 ,of course1 where pupils are not admitted to the shop before the second bell1 provision must be made for taking care of them inside the building in inclement weather4 ,to fully appreciate the merits of either practice it should be explained that each boy is to be held responsible for the tools at his bench and the class as a whole for all other tools4 ,each boy is expected to look over his tools upon coming into the shop that he may report any tool that is missing or damaged4 ,should he fail to make a report until late in the period1 or not at all he should be made to feel the responsibility4 ,broken or lost tools should be paid for as the case merits4 ,at the close of the period1 all tools are to be in their places ready for the instructor's inspection4 ,it should be explained to the pupils that this inspection is not to relieve them of responsibility but merely to assist them in avoiding an oversight4 ,unnecessary damage to the bench is to be reported and the responsibility fixed as is that concerning tools4 ,at the ring of the tardy bell every boy should be in his place with his material1 ready for work4 ,since the recitation generally follows the tardy bell1 that should be the signal for quietness and attention such as is demanded in the regular schoolroom4 ,the instructor will have marked his attendance by the time the pupils have got in order and the recitation may begin at once4 ,insist upon continued attention during the recitation and demonstration4 ,the author has made it a point to call upon any boy showing signs of inattention to recite4 ,no boy likes to be considered a dullard and usually he will confess to inattention after which the proper note can be made of it4 ,where the full half-day is given to shopwork1 a five minute rest period is advisable4 ,this allows the boys to relax and to make known to one another their ideas4 ,where possible1 they should be allowed to move about and converse freely4 ,under no circumstances1 however1 should there be allowed scuffling or loud talk1 either at rest or before the tardy bell4 ,aside from the damage that might be done themselves and the equipment1 there should be instilled a feeling of respect for the shop environment4 ,the instructor should aim to have on each bench as many of the tools as will be in great demand4 ,the general tools will be kept in a wall case4 ,permission should be given to boys to go after any such tool whenever he needs it without asking for it4 ,likewise it is advisable to allow boys standing permission to go to the drinking fountain1 if it be in the same room1 or to the wash basin or the finishing tables4 ,it should be understood that there is to be no congregating at these places4 ,permission to leave the room should be required4 ,at the close of the period a tap of the bell will be the signal for the boys to put away their tools and work1 get their wraps1 brush off the shavings from the bench top and from under the bench into the aisle4 ,when all are ready and the tools have been inspected1 the teacher's signal to rise1 and then to pass may be given4 ,have the rows instructed to pass out in a definite order4 ,a few schools require the boys of the last class of the day to clean up the entire shop4 ,in many communities this is not advisable for there is some justice in their complaints that they are not janitors4 ,there will be no objection by boys in any community1 however1 to brushing out from under and around their own benches4 ,this practice makes the janitor's work comparatively light and does not offend the boy's sense of justice or fitness4 ,they do not object to the cleaning of the room so much as to the idea of doing what another is paid for doing4 ,the discussion of ways and means of maintaining discipline is not appropriate in a book of such brevity as this4 ,sufficient to say that a manual training teacher to do his best work should be a teacher well trained in methods of teaching and the psychological bases back of them4 ,he should at least understand the art if not the science of good teaching4 ,where an instructor is engaged in teaching his entire time it is not just that he should be required to attend to formal disciplining of pupils4 ,in most schools1 therefore1 an instructor1 like the regular grade teacher1 conducts his shop as best he knows how4 ,when a boy insists in being unruly in spite of all the instructor can do1 then that boy should be sent to the principal of the building in which he belongs for further treatment4 ,the shop instructor will be expected to make use of the many little devices for maintaining order that are required of other teachers4 ,otherwise he will find himself wanting to send boys to the principals more frequently than he should4 ,his maintenance of order will be a much easier task than is that of the regular teacher4 ,while these restrictions may occasionally work a hardship1 they effectually prevent such injustices as the boy who is inattentive during the demonstration bothering the boy who was attentive1 when it comes to doing the work4 ,our ,american boy is not in much danger of being injured by our school requirements of order and discipline4 ,in fact1 he would be benefited by a little more strictness than is now the custom1 both at school and at home4 ,the high school shop bells will of necessity be those for other classes with the exception of the double period4 ,there will be no necessity for a rest period1 of course4 #ac4 ,the ,lesson4 ,an examination of the ,lesson ,outlines of ,part ,,ii will make clear the component parts of the lesson4 ,these parts are3 ,recitation1 ,preparation for ,demonstration1 ,demonstration1 ,work4 ,in making an analysis of the lesson1 let us begin with 8,preparation for ,demonstration40 ,the recitation really belongs to the preceding lesson1 and will be discussed last4 ,the preparation for demonstration consists in having a pupil read aloud sections of a text which bear directly upon the demonstration which is to follow4 ,the purpose of this is primarily to assist in preparing the minds of the pupils for the demonstration4 ,of course this preparation could be made orally by the instructor4 ,in centers where the classes repeat the work day after day for the full week1 the instructor finds himself enthusiastic in giving the beginning classes their lessons but1 in spite of good intentions1 slighting the lessons of the classes that come the latter part of the week4 ,the reading from the text insures every class equal attention4 ,of course1 the instructor will enliven the text by the addition of information from his own experience4 ,there are other uses for the text1 such as a reference book in case the worker finds as he works that he has forgotten some point4 ,also it enables the instructor to formulate definite questions on the work with some assurance that the student can answer them the week following4 ,the preparation must not be too elaborate4 ,this is a common fault of beginners in teaching4 ,it is a means1 not an end4 ,some instructors object to reading before the demonstration on the ground that it detracts from the demonstration4 ,when one thinks only of the exercise of observation this seems reasonable4 ,it must be remembered1 however1 that young pupils are not skilled in making observations as are grown people4 ,it is wise therefore to give them some aid in making their observations by giving them preliminary hints4 ,in fact1 those instructors who object to the preliminary reading frequently do precisely the same thing1 that is prepare the boys for the demonstration1 when they talk during the demonstration--they usually explain each step just before taking it4 ,with the preliminary reading of the text very little talking need interrupt the demonstration1 which may proceed rather rapidly4 ,here one sees the necessity for a well organized course4 ,each lesson must have its subject matter connected with previous knowledge of the class4 ,a successful demonstration demands an equipment such that each boy may see what is being done by the instructor4 ,the closest of attention should be demanded4 ,the matter to be demonstrated should be unfolded step by step4 ,it is not necessary that all the steps be given4 ,any steps that have been given in a previous demonstration may be presupposed4 ,little time should be lost between the demonstration and its application4 ,the remainder of the lesson1 the recitation1 is to be given at the beginning of the next period or session4 ,if shopwork has been lacking in one thing more than another it has been in the failure of the instructor to 8clinch0 his instruction4 8,the best test that a person has understood a thing is1 that he can reproduce it in his own way in his own words40 ,the woodshop instructor has a right and1 in justice to the boys and his work1 should insist that they stand squarely upon both feet and express the information asked for in good1 plain1 correct ,english4 ,a boy who says he 8knows but cannot tell it0 only half knows4 ,unless he learns the lesson well enough to express it well1 that lesson will soon fade so that when the instructor attempts to build upon that knowledge later1 as he must1 there will be trouble for both teacher and boy4 ,in written tests insist upon a definite form and neat papers4 ,for example1 on one line have the date and name1 one to the left side of the paper and the other to the right4 ,in the middle of the paper on the line just below this1 have the name of the subject4 ,insist upon marginal spaces at either side of the paper4 ,do not have the questions copied upon the boys' papers1 but insist that their answers shall be in the form of complete statements1 a subject and predicate--so complete that the instructor need not refer to the question to mark the answers4 ,at all times use good ,english1 never rough language if you expect the boys to respect you and the surroundings4 ,quietly correct their grammatical errors4 ,these things cost little in effort and assist in overcoming the slovenly tendencies so characteristic of boys at this age4 ,in the ,lesson ,outlines will be found questioning hints under ,recitation4 ,some fifteen or twenty years ago our text books in geography1 grammar1 history1 etc41 had suggestive questions after each lesson4 ,these questions were very helpful but like many another good thing they were abused4 ,weak teachers found it easier to conduct a recitation by putting these questions to the students in routine order1 instead of using them merely as hints to enable them to present to the pupils all the matter of the lesson4 ,to conduct a recitation by asking routine questions like conducting a recitation with a text open before the teacher when pupils are required to recite without the text1 is not the sign of the highest type of teaching and is bound to result in more or less formalism and lack of vital interest4 ,of recent years1 texts have gone to the other extreme and not a few educators are wishing texts would give some hint as to the points of importance in the lesson4 ,this the present book aims to do in the hints by questions under ,recitation4 ,these questions are purposely put in an incomplete form so that the instructor must needs formulate them before putting them to the pupil4 ,they are intended1 as are any public speaker's notes1 merely to enable him to carry on the discussion or recitation in a systematic and logical manner1 missing none of the important facts to be brought out4 ,the whole time taken in any one lesson for recitation1 preparation for demonstration and demonstration should not exceed1 ordinarily1 twenty-five or thirty minutes4 ,it is a skilled teacher who can present a lesson to the best advantage4 ,the best possible presentation is a subject that manual training men can investigate with profit4 ,asking questions and getting answers and giving demonstrations may mean much or may mean little in the way of developing the boys--nor can you tell always by the material results obtained--it all depends upon how these things are done4 #ad4 ,maintenance4 ,by maintenance we refer to the cost of keeping a center running after it has once been fully equipped1 exclusive of teachers' salaries4 ,this will be found to have several variable factors entering4 ,a careless instructor can very quickly run the cost of maintenance to a point almost prohibitive4 ,the loss of tools by theft1 waste of lumber in getting out stock1 etc41 the careless planning of the work so that articles are made1 requiring much lumber and little work1 quickly makes inroads upon the appropriation for manual training purposes4 ,an allowance of ten per cent4 for depreciation in equipment should be sufficient under all ordinary conditions4 ,an allowance of one dollar per pupil per year should be ample where all material used is provided free4 ,in fact1 observation covering a period of several years shows that boys coming one-half day a week for the school year of ten months and making models similar to those in 8,projects in ,beginning ,woodwork and ,mechanical ,drawing0 cost the ,board approximately seventy-six cents per pupil for maintenance4 ,this center had very close supervision1 however1 and waste and breakage was reduced to a minimum4 ,the most prolific source of monetary outlay is caused by planning projects--it makes no difference whether they are small or large1 a boy uses just as much lumber in a given amount of time1--that require little effort in their construction4 ,for illustration1 a boy may make a taboret with four solid sides and with butt joints where he should be making a taboret with grooved joints4 ,the former construction has its place1 but should not monopolize the whole scheme as it is so often allowed to do4 ,a course properly planned will show that the cost of eighth grade work1 such as taborets1 etc41 is no greater than that of the seventh grade which is composed of much smaller but more numerous projects4 ,again1 it is a mistake to plan many small projects consisting of small parts in the hope of effecting economy4 ,the awkwardness of the average grammar school boy will make it necessary to discard much of such stock4 ,where the parts are of some size1 it is possible in most every instance to give him a new but smaller set of dimensions and require him to continue to work on the piece originally given4 ,a scrap box for holding small pieces that remain after cutting out stock from the board1 closely supervised so that the boys shall look over the pieces it contains before cutting a full board1 is another source of economy4 ,there should be comparatively little 8kindling0 for the janitor1 if due care is taken by the instructor4 ,above all things1 it should be understood and enforced that no boy is to discard a piece once he has worked upon it without the instructor's permission4 ,this he seldom needs to give for he can usually show the boy how to make further use of the piece in question by reducing its size4 ,while most schools provide the materials free1 some do not1 but require the pupils to pay the actual cost of the material used should they care to take the article home4 ,there is something to be said in favor of each practice4 ,the latter is not unjust as it provides the necessary training4 ,it tends to make class distinction1 however1 in communities where pupils are not able to purchase their pieces4 ,on the other hand1 it discourages the taking of things that are not really wanted and permits a most economical administration--provided the supervisor uses judgment in the selection of his projects4 ,it tends to make him resourceful in providing projects of interest1 which is an advantage provided the projects selected are in harmony with the general plans of the course1 which is supposed to provide for the orderly introduction of processes4 ,high school pupils1 according to the course outlined herein1 will have about the same amount of time in the half-year allotted to benchwork in wood as do the grammar school boys in the full school year4 ,the cost of maintenance will therefore be approximately the same for the half year as is that of the grades for the year4 ,in purchasing supplies it is possible1 where the courses are organized and the materials standardized as indicated herein1 to save by ordering in quantity lots4 ,the lumber can be purchased by the #a1jjj feet of the various thicknesses wanted4 ,likewise the hardware can be got in quantity lots1 with the assurance that next year's work will call for any stock that may not be used the present year4 ,short lengths in lumber are just as good as long for manual training purposes and are cheaper4 ,whatever is to be purchased by open quotations should be definitely specified so that one and only one quality can be delivered4 ,the printed catalogs of the various dealers with their retail prices are helpful1 tho these prices are always 8shaded0 when quantity quotations are asked4 ,,chapter ,v4 ,,equipment4 #ae4 ,equipment4 ,in the following discussion1 effort is made to suggest type forms of equipment rather than to offer a complete treatise4 ,the equipment offered may be added to or reduced as the exigencies warrant4 ,while it is complete enough to do the work planned in the outline of the course in woodworking as given herein1 and lists everything necessary to do the work in a most approved manner1 it does not go to the extreme of listing every tool that might be used in a cabinet shop4 ,it lists every tool that must be used for the work outlined4 ,while it lists an equipment for grammar school and another for high school1 the grammar school equipment with slight additions can be made to serve the purpose of high school work just as well in communities where the same equipment must serve for both4 ,,the ,,grade ,,shop4 ,the best arrangement of benches and other equipment1 so far as completeness and convenience is concerned is that shown in ,fig4 #h4 ,this is a floor plan of a grade school center4 ,montclair1 ,n4 ,j4 ,an extended teaching experience does not indicate any way in which this arrangement could be improved4 ,we quote from a description of this shop which appeared in the ,april1 #aiaa1 ,,manual ,,training ,,magazine4 ,the shop shown in the accompanying illustration is one of six in the town of ,montclair1 ,n4 ,j41 and what is said of equipment holds true of the others4 ,it is unique in that it is housed in a structure especially built for the purpose4 ,this shop measures #bi by #ed feet1 and1 having windows on all sides1 allows the arrangement of equipment with but little reference to space or light4 ,the equipment consists of twenty-four single benches with the usual tools1 and a few essentials for simple metalwork4 ,the benches are partially equipped with rapid-acting vises1 the old wooden ones being replaced as they wear out4 ,the demonstration theater was designed for a class of twenty1 but larger classes have made twenty-five seats necessary4 ,the demonstration bench has both woodworking and machinist's vises4 ,it is used also by students for such metalwork as comes in connection with the shop projects4 ,this bench is provided with drawers for tools and compartments for sheet metals1 etc4 ,the lumber rack was made by bolting five pieces of #d #d-;inch chestnut to the side wall1 and inserting six #ba-;inch lengths of #a-;inch gas pipe in each upright4 ,such a rack is convenient1 serviceable and inexpensive4 ,illustration3 ,,fig4 #h ,,bellevue ,,ave4 ,,shop--,,montclair1 ,,new ,,jersey ,t ,,teacher',s ,,room ,d ,,demonstration ,,theatre ,l ,,lumber ,,rack ,s ,,sink ,f ,,finishing ,,bench ,g ,,glue ,,bench #a ,,case ,,for ,,unfinished ,,work #b ,,exhibition ,,case #c ,,teacher',s ,,desk #d ,,supply ,,cases #e ,,open ,,shelves #f ,,general ,,tool ,,case #g ,,demonstration ,,bench #h ,,grindstone ,the glue and finishing tables1 not shown in the pictures1 have zinc tops1 and are provided with drawers and compartments for keeping the materials used4 ,they provide the means for doing with cleanliness and order what sometimes is a rather troublesome part of shopwork4 ,illustration3 ,,fig4 #i4 ,,interior ,,of ,,grammar ,,school ,,shop1 ,,montclair1 ,,new ,,jersey4 ,illustration3 ,,fig4 #aj4 ,,lockers ,,for ,,storage ,,of ,,unfinished ,,work1 ,,grammar ,,school ,,shop1 ,,montclair1 ,,new ,,jersey4 ,the permanent exhibit case measures #bj inches by #e feet #f inches by #ab feet4 ,it has adjustable shelves1 glass doors1 and is provided with the same style of lock as are the general tool case1 supply cases and demonstration bench4 ,the cabinets for pupils' unfinished work have been planned to meet the problem of providing a satisfactory place in which a pupil can keep his work from lesson to lesson4 ,the first requirement of the shop seemed a standard size locker2 secondly1 it must be adjustable to provide for various sizes of projects2 and lastly1 local conditions demanded a system which could be moved without difficulty4 ,the idea has developed into what is the most satisfactory system with which the writer 7,albert ,f4 ,siepert7 has had experience1 either as student or teacher4 ,a sectional case was designed which meets equally the needs of all classes in the art and handwork department1 whether they be bookbinding1 woodwork or sewing4 ,each section measures #bj in4 by #bd in4 by #cf in4 ,the open case in the illustration shows the maximum number of compartments1 eight pupils to the section1 each pupil having a space #h in4 by #aj in4 by #ah in4 for his work4 ,by removing four or six of the upright partitions1 the space may be given to four or even to two pupils4 ,thus any piece of work up to #aa in4 by #ah in4 by #cd in4 can be kept out of the way and under lock and key4 ,alternate sections are assigned to a class to avoid congestion and confusion4 ,the cost of the building several years ago was #c1ejj4 ,local carpenters built the demonstration theater1 lumber rack1 cabinets1 etc4 ,the demonstration bench cost #bg2 the stain and glue tables approximately #d4ej per running foot2 and the cabinets for unfinished work #ab per section4 #af4 ,size of ,classes4 ,it should be noted that the building was planned originally for twenty benches and that it now contains twenty-four4 ,twenty benches ought to be the maximum number so far as the giving of proper instruction is concerned4 ,when more are given the instructor the conditions for the most efficient work are not good4 ,this problem of accommodating twenty-four boys will have to be met1 and may as well be planned for just so long as school directors insist upon crowding fifty pupils in the regular classroom when the teacher ought to have but thirty-five or forty to do her best work4 ,then1 too1 it frequently happens that a room contains more boys than girls4 ,some of these boys might be sent to another and adjoining center4 ,it is best to plan to care for twenty-four boys1 however1 where the regular room enrolment runs above average4 ,in this case the dimensions of the building as given in the preceding text should be changed4 ,enlarge the width of the building by six feet4 ,this will permit the placing of the extra demonstration seats upon the platform and also allow sufficient floor space near the lumber rack for cutting out stock1 and about the finishing table1 etc4 ,in placing benches1 plan to have the light enter over the back and the left end of the bench4 ,that is1 when standing at his bench1 the light should strike the pupil in the front and left4 ,an amphitheater is very desirable both in the high school and the grade school shop4 ,in large classes it is a necessity4 ,with small classes it is possible to make use of desk stools arranged about a bench4 ,many manual training centers1 in fact1 most manual training centers1 do not have the amphitheater4 ,this is no argument against its desirability4 ,it simply means that the boys get but an imperfect understanding of the demonstration and that their work must suffer accordingly4 #ag4 ,lockers4 ,the locker problem is one that has been a source of trouble4 ,the arrangement described in connection with the description of the ,montclair shop is by far the best solution of this problem that has come to the author's attention4 ,the extreme length of pieces that can be accommodated is #cd4 ,a few pieces will be longer than this4 ,these can be accommodated outside the locker or the locker sections may be planned large1 say #dj in the clear4 ,the grindstone is best suited for pupils' use in sharpening edge tools4 ,where a small motor is used for power1 it is very desirable to have a small dry emery grinder for the use of the instructor4 ,ten dollars will cover its cost and it will pay for itself quickly4 ,it can be placed near the grindstone4 ,unless the centers have frequent delivery of lumber supplies1 or if there is no central cutting-up station1 it may be found advisable to add to the building described a small room for the storage of quantity lumber with1 possibly1 a power saw in it4 #ah4 ,bench and ,tool ,equipment for ,grade ,center4 ,the individual bench is to be preferred to the two- and four-pupil bench4 ,aside from the fact that the double benches are not conducive to good order and system1 it is next to impossible to get such benches to remain rigid without going to an initial expense that would be sufficient to purchase the individual bench4 ,unless they are rigid1 it is an injustice to ask a boy to return accurate work4 ,the effect that violent work at one side of a double bench will have upon fine or accurate laying out by some boy on the other side of that bench is not difficult to imagine4 ,the only argument in favor of a double bench is economy of space4 ,if space must be economized1 it is better to place the individual benches back to back with just enough space between them to keep them from touching and thus shaking each other4 ,the rapid-acting vise is desirable1 if it is a good one4 ,some rapid-acting vises now on the market are not as desirable as the old fashioned continuous metal screw vise4 ,a vise is in almost constant use and should be most carefully investigated before being specified4 ,,individual ,,equipment4 ,bench1 open frame without drawer1 glued up top #bc in4 by #eb in4 tool rack1 rapid-acting vise1 approximate cost #aj4jj ,jack-plane1 ,stanley or ,bailey ,no4 #e1 each #b4ji ,wooden mallet1 ,stanley ,no4 #a 4#ac ,rule1 ,stanley ,no4 #cd 4#ag ,hammer1 ,maydole bell-faced claw1 #ac oz4 4#ej ,wing ,dividers1 ,p4 ,s4 ,w41 #f 4#bc ,chisels1 socket firmer1 ,buck ,bros41 and both 4#hc ,marking-gage1 ,stanley ,no4 #fb 4#ab ,try-square1 ,stanley ,no4 #bj1 #f 4#ba ,saw1 ,bishop ,handy ,saw1 #ab1 ,no4 #i 4#ge ,swedish ,sloyd ,knife ,no4 #g 4#dj ,bench ,brush1 ,no4 #b;,a1 ,orr ,lockett 4#cj ,bench-,hook 4#be ,chisel-,board 4#jj ----- ,total #e4hi ,,general ,,tools ,,for #bd ,,pupils4 #f ,nailsets1 cup pointed1 assorted sizes1 #aj;c4 4#fj #f ,try-squares1 ,stanley ,no4 #bj1 #ab1 #cf;c4 #b4af #c ,turning-,saws and ,frames1 #ah1 #a4jj #c4jj #f ,spokeshaves1 ,bradshaw and ,field or ,stanley ,no4 #hd1 #b1 nut adjusted #ei;c4 #c4ed #c ,gouges1 #a1 ,no4 #h1 outside bevel1 ,buck ,bros41 #dc;c4 #a4bi #b ,ratchet ,braces1 ,barber ,no4 #cc1 #h sweep1 #a4de #b4ij #b ,plain ,braces1 ,barber ,no4 #ac1 #h sweep1 #a4jh #b4af #c ,crosscut-saws1 ,bishop ,no4 #hi1 #bb1 #aj pt41 #a4ee #d4fe #c ,rip-saws1 ,bishop ,no4 #hi1 #bd1 #h pt41 #a4fe #d4ie #b ,planes1 ,jointer #bb1 ,bailey ,no4 #g or ,stanley1 #c4jc #f4jf #b ,rose head ,countersinks1 ,buck ,bros41 #bc;c4 4#df #b ,screwdriver bits1 ,buck ,bros41 #ag;c4 4#cd #d ,screwdrivers1 #d blade1 fluted handle1 #be;c4 #a4jj #b ,auger-bits1 #a1 ,r4 ,j41 #hj;c4 #a4fj #d ,auger-bits1 #a1 ,r4 ,j41 #fj;c4 #b4dj #b ,auger-bits1 1 ,r4 ,j41 #ej;c4 #a4jj #d ,auger-bits1 1 ,r4 ,j41 #ce;c4 #a4dj #d ,dowel-bits1 1 ,r4 ,j41 #bg;c4 #a4jh #d ,dowel-bits1 1 ,r4 ,j41 #bg;c4 #a4jh #d ,dowel-bits1 1 ,morse1 #ab;c4 4#dh #a ,t-bevel1 ,stanley ,no4 #ah1 #h1 #dd;c4 4#dd #a ,monkey ,wrench1 ,coes1 #h1 #ej;c4 4#ej #a ,pair ,combination ,pliers1 #f1 #dj;c4 4#dj #b ,combination ,india ,oilstones1 #f #b #a1 in iron boxes1 #a4jj #b4bj #a ,oil-can1 pt41 #ah;c4 4#ah #f ,handscrews1 ,no4 #hab1 #dj;c4 #b4dj #b ,steel ,bar ,carpenter ,clamps1 #b ft41 #a4fi #c4ch #a ,set ,steel ,figures1 1 #a4hh #a4hh #a ,shellac ,can1 #a-qt4 4#gh #a ,kerosene ,glue ,heater1 #b-pts4 #a4ej #a ,steel ,framing-,square #a4jj #bjj ,individual plane-irons1 #be;c4 #ej4jj #f ,coping-saws with ,blades1 #be;c4 #a4ej #b ,brad-awls1 #ae;c4 4#cj #b ,scribe-awls1 #ae;c4 4#cj ------- ,list price #ajh4hc ,,summary4 #bd ,benches1 #aj4jj #bdj4jj #a ,demonstration ,bench #bg4jj #be ,sets of ,tools1 #e4hi #adg4be ,general ,tools #ajh4hc ------- ,list price #ebc4jh ------- ,less #aj #dgj4fh ,this estimate does not include lockers1 shelving1 machinery1 etc4 ,the cost of lockers1 shelving1 etc41 can be roughly estimated by noting the price per foot as given in the description of the ,montclair shop4 ,a grindstone with motor power can be purchased for #cj4jj for stone and #fj4jj for motor4 ,where the instructor must do much grinding1 a ,no4 #aja ,cortland ,corundum ,wheel ,co4 ,grinder1 cost with tool rest and two grinding wheels complete ready to belt #aj4jj1 will be found an extremely satisfactory investment4 ,where power is not obtainable a ,pyko ,peerless ,dry ,emery ,grinder1 cost #f4jj with tool rest attachment1 will give excellent service4 ,it cuts much more rapidly than a grindstone and is therefore not so tiring on the one who turns it4 ,in justice to other makers of tools it must be explained that the mentioning of the firm names is due to the fact that indefinite specifications are worthless4 ,there are other tools as good as those named1 some of which are preferred by some manual training men to those mentioned4 ,those mentioned are first class in every respect and will serve to give the dealer an idea of the class of goods you want4 ,it will be for the purchaser to see that he gets equal quality4 ,by all means1 avoid the poor grade tool whatever its price4 ,were it not for limited space the author would like to list other makers of first class tools4 ,if one is not conversant with the different brands let him consult some of his mechanic friends4 ,the prices given are list price for #aiaa-ab1 ,chicago4 ,a discount of at least #aj per cent4 will be allowed for quantity purchase4 #ai4 ,individual ,tools4 ,the individual plane-iron is not absolutely necessary4 ,it is very desirable since the plane is in constant use4 ,to make use of the same irons class after class is unjust to the good worker4 ,he will spend a good part of the period getting his iron in condition only to find when he comes again the next week that it all has to be done over again4 ,it puts a premium on slovenliness4 ,true1 the same argument holds for the chisels1 and it would be well if individual chisels could be provided4 ,the chisel is not used nearly so much as the plane-iron and can1 therefore1 be used in common much better than the plane-iron4 ,no machinery for cutting up stock1 is included in the estimate4 ,in most cities the high school machinery can be used for this purpose4 ,according to the course outlined1 there will be little stock cutting by machinery required4 ,what little there is might well be done as 8busy work0 by the more rapid workers thruout the year4 ,such stock could be stored away until needed4 #bj4 ,equipment for ,mechanical ,drawing1 ,grade ,center4 ,since the teacher of woodworking must also be the teacher of mechanical drawing in the grade center1 no special room for drawing is advisable4 ,with the first twelve weeks devoted to drawing1 the woodworking benches can be used as drawing tables1 the woodworking tools not being placed until all the drawing work is completed4 ,when the shop is properly cleaned during the summer vacation there is no reason for its not being kept as clean as any special drawing room during the drawing period of twelve weeks4 ,the benches should be scraped clean and shellaced4 ,a blackboard is needed for both drawing and woodwork and may as well be placed in the woodworking shop4 ,for the most efficient presentation of drawing there will need to be plenty of blueprints or plates from which the student may work4 ,these must be so well executed1 as to technique1 that the pupil will have before him only the best as models4 ,no one would think of placing before the writing class other than the best models of style and execution in penmanship1 yet it is not infrequent to find mechanical drawing students copying from blueprints that are far below standard as to excellence4 ,in presenting the problems1 models will be found of very great help to the student in his efforts to interpret the conditions4 ,too much dependence should not be placed upon models in the work of older pupils4 ,,individual ,,equipment4 ,drawing-boards1 #af #bb1 basswood1 each 4#gj ,t-squares1 #bb1 plain blade1 fixed head1 each 4#bj #de ,triangle1 #h each 4#af #cj-fj ,triangle1 #aj1 each 4#ae ,desk ,stool1 #bd1 rubber tipped1 each #a4be ------ ,total #b4df ------ ,total for #be sets1 less #aj #ee4de ,there will be needed in addition to the above a knife1 scale1 compass1 and sandpaper block4 ,the knife and rule used in the woodwork will serve equally well in the drawing4 ,the sandpaper blocks or pencil sharpening blocks can be made in the shop4 ,in connection with these blocks1 it will be found expedient to have them so fastened to the bench that pupils cannot get them on top of the bench in sandpapering a point on the pencil4 ,this can be done by fastening the block to the bench with a screw in such a way that it can be revolved from under the top of the bench when wanted4 ,otherwise beginners will have the bench top and then drawings covered with the fine lead of the pencil4 ,in getting equipment avoid 8baby0 sets4 ,a taboret drawing1 to be well made1 must be on a scale of 4 ,this1 with marginal lines will mean a paper of #ab by #ah4 ,,personal ,,equipment4 ,excelsior or ,eagle ,pencil ,compass4 ,pencil1 ,dixon ,manual ,training1 #b;,h4 ,eraser1 ,ruby ,pencil4 ,envelope for holding drawings4 ,thumbtacks1 two4 ,the personal equipment to be uniform should be purchased by the school and sold to the pupils4 ,while this personal equipment may be kept in the woodworking lockers1 some instructors prefer to have a special case of drawers to hold the drawing envelopes1 and blocks of wood with suitable holes for holding the pencils1 erasers1 and tacks1 monitors being appointed to look after them4 ,the paper used need not be as expensive as that of the high school where problems are to be inked4 ,a manilla paper such as is used in the regular or freehand drawing classes will answer admirably and can then be provided by the school4 ,such paper is usually purchased in sizes #ab by #ah and #i by #ab4 ,the former is the desired size for the eighth grade work and the latter for the seventh grade4 ,a #f by #i size will be found suitable for stock bills1 where printed blanks are not to be provided4 ,in the matter of paper1 it is possible to practice economy without detracting from the drawing4 ,all that are not wanted at the close of the year should be kept and the reverse sides made use of where experimental penciling is required4 ,drawing equipment will be stored when woodwork is begun4 #ba4 ,high ,school ,joinery ,shop4 ,the general plan of the wood shop for the high school will depend so greatly upon its relation to other shops in which wood is worked that the most that can be hoped by discussing it is that the plan offered may offer a starting point from which to work4 ,in some communities the one shop will be all that is needed both for cabinet work1 first year joinery1 and pattern-making with1 possibly1 wood-turning4 ,in other communities the number of students taking the work may warrant separate shops with full machine equipment for each4 ,in still others it may be advisable to have adjoining shops but still necessary to make use of the same machinery4 ,some schools plan to have all the classes in one big room1 sometimes having as many as seventy boys with three instructors4 ,if this latter plan is followed1 tho it is not advised1 there should certainly be provided an adjoining demonstration room where the instructors may talk to the boys without the competing noises of other classes4 ,fig4 #aa is a suggestive sketch4 ,it provides for lockers similar in make-up to those discussed in connection with the grammar school4 ,illustration3 ,,fig4 #aa4 ,,suggested ,,floor ,,plan ,,for ,,high ,,school ,,shop4 #a4 ,,glue ,,table #b4 ,,grindstone #c4 ,,band ,,saw #d4 ,,jig ,,saw #e4 ,,lockers ,,for ,,unfinished ,,work #f4 ,,wall ,,racks #g4 ,,finishing ,,tables #h4 ,,teacher',s ,,desk #i4 ,,tool ,,and ,,supply ,,cases #aj4 ,,exhibit ,,case #aa4 ,,lumber ,,racks #ab4 ,,cut-,,off ,,saw ,,and ,,table #ac4 ,,circular ,,saw #ad4 ,,planer #ae4 ,,jointer #af4 ,,individual ,,lockers #ag4 ,,grinder ,general tools are to be kept in a tool room which may be placed in charge of a student assistant4 ,each boy is then to be provided with metal checks4 ,when a tool is asked for the assistant will hang the student's check in the place of the tool taken out4 ,upon the return of the tool the check will be returned4 ,first year students may be safely taught to use the band-saw and jig-saw1 with proper safe guards about the former4 ,other machines are best kept in a separate room4 ,since high school pupils ought to be taught how to apply more difficult finishes1 such as rubbed varnish1 than those taught in the grammar schools1 a special room will be necessary in order to avoid the shop dust4 ,this room should be made fire proof1 if possible1 and should have racks about the walls upon which to place work being finished4 #bb4 ,high ,school ,bench and ,tool ,equipment4 ,the benches for the use of high school pupils are best when of the cabinet type having drawers below in which each student may keep his individual edged tools4 ,such a bench with drawers enough to accommodate all the boys that will be able to make use of the bench during the day1 with a hinged or revolving board upon which may be fastened the general tools that belong to that bench will cost approximately thirty dollars4 ,this includes a first class rapid-acting vise4 ,the individual bench in the high school is as desirable as it is in the grades4 ,where a high standard of technique is to be demanded of the pupils1 the following tools should be added to those specified for the grammar school bench equipment3 ,,individual ,,tools4 ,smooth-,plane1 #a cutter1 #h long1 ,stanley #a4ff ,jointer-,plane1 #b cutter1 #bb long1 ,stanley #c4jc ,screwdriver1 #f1 ,stanley 4#ce ,t-,bevel1 #f1 ,stanley 4#dj ,combination ,india ,oilstone1 #a #b #f #a4aj ,oil-,can 4#ah ,crosscut-saw1 #bj1 #aj pt41 ,bishop ,no4 #hi #a4dj ,rip-saw1 #bb1 #h pt41 ,bishop ,no4 #hi #a4ee ,spokeshave1 #b blade1 ,bradshaw and ,field 4#eg ,in place of the ,bishop ,handy ,saw specified in the grammar school list1 substitute ,bishop ,no4 #h ,backsaw1 #aj1 cost #id;c4 ,provide for each drawer1 that is1 provide each boy with the following3 ,chisel1 #a1 bevel edged1 firmer socket1 ,buck ,bros4 4#eg ,chisel1 1 bevel edged1 firmer socket1 ,buck ,bros4 4#da ,chisel1 1 socket mortise1 ,buck ,bros4 4#dj ,plane-iron for ,jointer 4#bi ,plane-iron for ,jack-plane 4#be ,plane-iron for ,smooth-plane 4#bc ,spokeshave-iron 4#ae ,sloyd knife1 #b 4#dj ,this list presupposes that the mortising of the first year will be done by chisel alone1 no boring4 ,if mortises are to be bored first1 it will be advisable to equip each bench with a ,barber's #h ball bearing brace1 cost #a4de4 ,in addition to the general tools specified for the grammar school1 make the following changes and additions3 ,,general ,,tools4 ,omit the rip- and crosscut-saws4 ,omit the plain braces in case the bench is so equipped4 ,omit handscrews and clamps1 and glue heater4 ,add #a doz4 ,handscrews1 ,no4 #hab1 cost each #dj;c4 ,add #b doz4 ,carpenters' ,clamps1 wood bar1 #b-;ft41 #he;c4 ,add #a doz4 ,carpenters' ,clamps1 wood bar1 #d-;ft41 #ie;c4 ,add #a ,set ,steel ,letters1 1 #a4hh4 ,add #a ,steam ,glue ,heater1 ,o4 ,l4 ,no4 #i1 #i4ej4 ,add #b ,draw-,knives1 #h1 ,l4 ,i4 ,j4 ,white1 #fe;c4 ,add doz4 ,steel ,cabinet ,scrapers1 #aj;c4 ,add #a ,set ,auger-,bits in box1 ,r4 ,j4 #d4jj4 ,,machinery4 ,for the highest type of work the following machines should be placed at the disposal of the first year high school classes3 ,grindstone4 ,scroll or ,jig-saw4 ,band-,saw4 ,these machines should have proper safety devices and should be placed where they will be under the immediate observation of the instructor4 ,machines for woodworking vary so greatly in price and desirability that it is not thought wise to specify any particular make4 ,only the experienced man will be called upon to equip with machinery and such an one will have the information necessary to make the purchase4 ,for the second year1 or optional cabinet work1 there should be placed at the disposal of the students1 and they should be taught their use1 the following machines in addition to those specified for the first year work3 ,circular-,saw4 ,machine ,jointer4 ,planer4 ,boring ,machine and ,mortiser4 ,trimmer4 ,it is possible so to arrange these machines that the circular-saw and planer may be used in getting out stock for other classes4 ,the floor plan given contemplates such use4 ,,equipment ,,for ,,high ,,school ,,mechanical ,,drawing4 ,a special room should be provided for the teaching of high school mechanical drawing4 ,a north light is best and the tables should be so placed that the light may come upon the board from in front and the left4 ,if artificial light must be used1 employ the inverted system4 ,illustration3 ,,fig4 #ab4 ,,table ,,for ,,mechanical ,,drawing4 ,tables have much to commend them over the pedestal4 ,they are easily swept around and keep a room looking orderly4 ,fig4 #ab shows a type of table that is commendable4 ,on the left are drawers for keeping the students' instruments4 ,on the right is a drawer for keeping general equipment that is used by the boys in common4 ,below this drawer is the cabinet for holding the drawing-boards4 ,these boards are so locked that only the board belonging to the boy with the key can be released4 ,such a table with a top #bd by #dh and #da high will cost #cj1 list price4 ,estimate for individual equipment will be as follows3 ,,table ,,equipment4 #a ,table #cj4jj #a ,stool #c4ej #e ,boards1 of size to fit cabinet1 #a4ej #g4ej #e ,sets ,instruments1 ,german ,silver1 #e4jj #be4jj #a ,scale1 #ch;c 4#ch #a ,t-square1 #bd1 celluloid lined #a4ej #a #de ,triangle1 #h1 celluloid 4#dh #a #cj-fj ,triangle1 #aj1 celluloid 4#dh #a ,french ,curve1 4#bj #a ,bottle ,ink 4#be ------ ,total #fi4bi ,,personal ,,equipment4 ,sheets ,paper4 ,heavy ,manilla ,envelope for holding drawings4 ,thumbtacks4 ,eraser4 ,pencil1 hard1 #d;,h4 ,pencil1 soft1 ,h4 ,,general ,,equipment4 #a ,roll ,blueprint ,paper1 7not to be purchased until ready to be used74 #a ,blueprinting ,frame1 #ah by #bd4 #a ,roll ,tracing ,cloth4 ,blackboard ,triangles1 ,straight-edge1 ,compass4 ,there will also need to be cases in which to file the envelopes in which the students keep their completed drawings4 ,if much blueprinting is to be done1 there should be a suitable room with sink and running water4 ,where models are used1 there should be a case for storing them when not in use4 ,practice varies greatly as to the amount of material provided by the school4 ,some schools require the pupils to furnish their own instruments1 as well as paper and other supplies4 ,the advisability of requiring much or little will have to be determined by the social conditions of the community it is intended to serve4 ,,part ,,ii4 ,,lesson ,,outlines4 ,,chapter ,,vi4 ,,lesson ,,outlines ,,for ,,grade ,,vii4 ,,grade ,,vii4 7,,mechanical ,,drawing7 ,lesson #a4 ,,introductory ,,talk-- ,the purpose of manual training4 ,explanation of signal bells--beginning1 five minute rest1 closing4 ,regulations concerning drinking fount1 lavatory1 toilet4 ,responsibility for tools2 care of bench top4 ,shop deportment4 ,to and from shop4 ,ownership of finished work4 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #b-- ,essentials of ,woodworking1 ,appendix ,,iii1 ,sections #a and #d4 ,,demonstration-- ,the essential points in making ,introductory ,drawing4 ,instruments1 lines1 angles1 lettering4 ,sharpening pencil--sandpaper4 ,,work-- ,all pupils begin ,introductory ,drawing4 ,,note3--,copies of drawings from which pupils are to work should be in the hands of the pupils while demonstration is being given4 ,,grade ,,vii4 7,,mechanical ,,drawing7 ,lesson #b4 ,,recitation-- ,working vs4 perspective drawings8 ,drawing instruments 7,t-square1 etc47 ,how held8 ,kind of lines 7vertical1 oblique1 etc47 ,how drawn8 ,angle defined4 ,how measured8 ,does extending the sides change the value8 ,the angles of the triangles8 ,how avoid inaccuracies at the vertex in drawing8 ,how many degrees in a circle8 ,in the sum of the angles about a point8 ,how would you draw an angle of #ge degrees8 ,the order of procedure in putting on border and cutting lines8 ,why have a cutting line8 ,letters and figures1 how proportioned8 7,test pupils at black board47 ,after the proportions are once learned1 how lay out for lettering8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #c-- ,essentials1 ,appendix ,,iii1 ,sections #b 7relating to scale71 #c1 and #f4 ,,demonstration-- ,the essential points in making ,drawing for ,woodwork ,group ,i4 7,cutting-board47 ,order of procedure2 scale2 blocking out2 placing and spacing views2 simple dimensioning4 ,,work-- ,complete ,introductory ,drawing4 ,make drawing for ,woodwork ,group ,i4 ,rapid workers measure1 draw1 and dimension three views from a rectangular block4 7,blocks used in the study of woods47 ,,grade ,,vii4 7,,mechanical ,,drawing7 ,lesson #c4 ,,recitation-- ,scale8 ,figures on the drawing vs4 size of the drawing4 ,projection and relation of views--,the four principles developed4 ,order of procedure--,determining the size and spacing2 blocking out vertically2 horizontally2 dimensioning2 lettering2 inking2 if not to be inked8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #d-- ,essentials1 ,appendix ,,iii1 ,section #b4 7,that part relating to lines1 etc47 ,,demonstration-- ,the essential points in making ,drawing for ,woodwork ,group ,,ii4 7,counting-board1 key-rack1 hat-rack47 ,foreshortening4 ,,work-- ,complete drawing for ,woodwork ,group ,i4 ,make drawing for ,woodwork ,group ,,ii4 ,counting-board4 ,rapid workers make another drawing in ,group ,,ii4 ,,grade ,,vii4 7,,mechanical ,,drawing7 ,lesson #d4 ,,recitation-- ,the conventions--,seven kinds of lines--how made and their meanings8 ,what part of a mechanical drawing is made freehand8 ,a broken view8 ,why used8 ,section drawing8 ,cross-hatching8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #e-- ,essentials1 ,appendix ,,iii1 ,section #e4 ,,demonstration-- ,the essential points in making ,geometric ,sheet4 ,circles4 ,,work-- ,make the geometric drawing first4 ,complete unfinished drawings for ,woodwork ,group ,,ii4 ,rapid workers make other drawings for this latter group4 ,,grade ,,vii4 7,,mechanical ,,drawing7 ,lesson #e4 ,,recitation-- ,the hexagon8 ,how made8 ,the six point star8 ,the octagon8 ,the ellipse8 ,,assignment ,,for ,,lesson #f-- ,review ,essentials1 ,sections #a1 #b1 #c1 #d1 #e1 #f in ,appendix ,,iii4 ,,demonstration-- ,the essential points in making drawings for ,woodwork ,group ,,iii4 7,ring toss1 game-board1 laundry-register1 spool-holder47 ,hidden edges4 ,,work-- ,complete drawings for ,woodwork ,group ,,ii4 ,make drawings for ,woodwork ,group ,,iii4 ,rapid workers make other drawings in ,group ,,iii4 ,,grade ,,vii4 7,,mechanical ,,drawing7 ,lesson #f4 ,,recitation-- ,perspective vs4 working drawing8 ,instruments1 their uses8 ,scale drawing8 ,seven kinds of lines8 ,their meanings8 ,the freehand part of a mechanical drawing8 ,broken view8 ,cross-section8 ,cross-hatching8 ,four principles of projection8 ,spacings of letters and figures8 ,hexagon8 ,octagon8 ,six point star8 ,ellipse8 ,order of procedure in making mechanical drawing8 ,,assignment ,,for ,,lesson #g-- ,essentials1 ,introduction1 and ,section #be4 ,,demonstration-- ,the essential points in making drawings for ,woodwork ,group ,,iv4 7,sleeve-board1 bread-board1 cake-board1 scouring-board1 coat-hanger47 ,center and section lines1 cross-sections1 tangents1 points of tangency1 dimensioning circles4 ,,work-- ,complete drawings for ,woodwork ,group ,,iii4 ,make drawings for ,woodwork ,group ,,iv4 ,rapid workers make other drawings in ,group ,,iv4 ,,grade ,,vii4 7,,mechanical ,,drawing7 ,lesson #g4 ,,recitation-- ,sharp1 clean tools1 why8 ,care of bench top8 ,care of tools not in immediate use8 ,some of the more important results in manual training8 ,take a rectangular block and name the terms used1 length1 etc4 ,grain8 8,against the grain80 ,face side1 face edge8 ,other names8 ,how and where marked8 ,why8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #h-- ,essentials1 ,sections #eb1 #ec4 ,,demonstration-- ,the essential points in grinding plane-iron4 ,the essential points in making drawings for ,woodwork ,group ,v4 7,polish-box1 knife-box1 bird-box1 nail-box1 broom-holder1 bench-hook47 ,,work-- ,complete drawings for ,woodwork ,group ,,iv4 ,make drawings for ,woodwork ,group ,v4 ,,grade ,,vii4 7,,mechanical ,,drawing7 ,lesson #h4 ,,recitation-- ,grinding tools8 ,why8 ,how is chisel held8 ,angle depends upon what8 ,how much8 ,why move tool across the stone8 ,the effect of frequent change of angle8 ,why turn the stone toward the tool8 ,why use water on the stone8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #i-- ,essentials1 ,sections #ed1 #ee4 ,,demonstration-- ,the essential points in whetting plane-iron or chisel4 ,,work-- ,complete drawings for ,woodwork ,group ,v4 ,make other drawings for ,woodwork ,group ,v4 ,,grade ,,vii4 7,,mechanical ,,drawing7 ,lesson #i4 ,,recitation-- ,two kinds of oilstones8 ,advantages of manufactured stones8 ,advantages and disadvantages of coarse and fine stones8 ,why use oil on stones8 ,how avoid wearing a stone uneven8 ,how level an uneven stone8 ,explain fully how to sharpen a chisel8 ,how tell when tool is at the correct angle8 ,the movement1 and caution8 ,explain fully cause and removal of wire edge8 ,how get a still keener edge8 ,whetting a gouge8 ,use of slipstone8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #aj-- ,essentials1 ,sections #ef1 #eg4 ,,demonstration-- ,testing chisel or plane-iron for sharpness4 ,the essential points in making out stock bills4 ,,work-- ,complete unfinished drawings for ,woodwork ,group ,v4 ,make out stock bills for drawings made of ,woodwork ,group ,v4 ,rapid workers make out bills for other groups4 ,,grade ,,vii4 7,,mechanical ,,drawing7 ,lesson #aj4 ,,recitation-- ,how is a plane-iron sharpened8 ,why round the corners8 ,how shape the iron for general use8 ,explain fully how to tell whether a tool is sharp or not8 ,caution in making the test8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #aa-- ,essentials1 ,sections #bj1 #ba1 #bb1 #bc4 ,,demonstration-- ,the essential points in figuring stock bills4 ,,work-- ,complete making out of stock bills for ,woodwork ,group ,v4 ,figure stock bills for ,group ,v4 ,rapid workers figure other bills4 ,,grade ,,vii4 7,,mechanical ,,drawing7 ,lesson #aa4 ,,recitation-- ,jack-plane2 its length1 shape of cutting edge1 use8 ,how remove the hollows8 ,shape of blade for manual training use8 ,smooth-plane2 length1 use1 shape of blade8 ,setting of the cap iron for fine work8 ,jointer2 its use8 ,advantage over short plane for this purpose8 ,fore-plane2 use1 shape of iron8 ,block-plane2 its length1 use8 ,how do its adjustments differ from those of the ordinary plane8 ,is the block-plane always necessary for planing ends8 ,when not8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #ab-- ,essentials1 ,sections #a1 #b4 ,,demonstration-- ,the essential points in using try-square and marking faces4 ,the essential points in modifying outline and designing decoration for some one of the following3 ,letter-holder1 thermometer-back1 calendar-back1 bill-file1 handkerchief-box1 glove-box or any other simple piece involving no new processes4 ,,work-- ,instructor assign one of the above projects and pupils modify the outline and decorate4 ,each pupil make at least three sketches carefully and submit to instructor4 ,rapid workers will finish any past work that is unfinished4 ,,grade ,,vii4 7,,mechanical ,,drawing7 ,lesson #ab4 ,,recitation-- ,the unit of measure in woodwork8 ,rules and their markings8 ,how placed on the material8 ,consecutive measurements8 ,finding the middle of a piece without computation8 ,dividing a piece into any number of equal parts8 ,try-square8 ,name the parts4 ,rough usage8 ,three uses8 ,illustrate4 ,sliding or scraping with try-square8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #ac-- ,essentials1 ,sections #ah1 #ai4 ,,demonstration-- ,the essential points in putting plane parts together1 adjusting4 ,,work-- ,finish any unfinished work of last lesson4 ,make full size pattern of designed part of last lesson and fill in decorative design4 ,finish any unfinished stock bills4 ,,grade ,,vii4 7,,woodworking ,,group ,i47 ,lesson #ac4 ,,recitation-- ,planes8 ,four kinds8 ,material of which made8 ,name and point to the #af parts of the iron plane4 ,plane-iron and cap-iron fastened together how8 ,purpose of cap-iron8 ,fastening the irons in the throat of the plane8 ,adjustment of irons8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #ad-- ,essentials1 ,sections #bf1 #bh1 #ca4 ,,demonstration-- ,the essential points in squaring up mill-planed stock4 ,no definite dimensions but to be square and as large as stock given will make4 ,face marks2 edge planing2 end planing2 tests4 ,,work-- ,set and adjust planes4 ,square up ,cutting-,board stock1 ,woodwork ,group ,i4 ,,grade ,,vii4 7,,woodworking ,,group ,,ii47 ,lesson #ad4 ,,recitation-- ,planing8 ,selection of faces8 ,planing against grain8 ,kind of shavings8 ,when planes are not in use8 ,position at bench8 ,starting stroke8 ,finishing8 ,feathering shaving8 ,backward stroke8 ,edge planing8 ,preliminary sighting with eye8 ,plane to be used8 ,effect of not keeping full length on edge8 ,how to remove a high arris8 ,tests for an edge8 ,end planing8 ,explain fully4 ,tests8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #ae-- ,essentials1 ,sections #e1 #ad1 #bi1 #cb4 ,,demonstration-- ,the essential points in squaring up mill-planed stock to definite dimensions4 ,gaging1 measuring length1 etc4 ,,work-- ,finish cutting-board4 ,begin ,group ,,ii4 ,counting-board4 ,,note3--,chamfering comes after laying out and boring and will be demonstrated later4 ,,grade ,,vii4 7,,woodworking ,,group ,,ii47 ,lesson #ae4 ,,recitation-- ,marking-gage8 ,four parts named8 ,its use8 ,the spur8 ,how sharpened8 ,how far project8 ,setting the gage8 ,illustrate4 ,position of hand in gaging wide and narrow boards8 ,kind of lines8 ,back-saw8 ,name the parts4 ,explain the position of the hands and the motions in sawing4 ,location of the kerf with reference to the line8 ,finishing second edge8 ,tests8 ,finishing second end4 where definite length is to be obtained8 7,measuring1 lining1 etc47 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #af-- ,essentials1 ,sections #cf1 #ch1 #dc1 #dd1 #de4 ,,demonstration-- ,the essential points in laying out counting-board and finishing it4 ,dividing the piece into four equal parts1 gaging1 measuring1 lining4 ,the size of bits1 inserting bits1 sighting1 thru boring4 ,numbering the holes4 ,chamfering4 ,shaping the pegs4 ,,work-- ,continue the counting-board1 laying out1 boring1 chamfering1 numbering1 making pegs4 ,rapid workers begin hat-rack or key-rack4 ,,grade ,,vii4 7,,woodworking ,,group ,,ii47 ,lesson #af4 ,,recitation-- ,brace or bitstock8 ,name the parts4 ,ratchet brace8 ,special uses8 ,inserting a bit8 ,auger-bit8 ,six parts and their uses8 ,bit sets8 ,sizes and number8 ,how tell the size of a bit8 ,how tell when a bit is boring properly8 ,thru boring8 ,how lay out a chamfer8 ,how work a chamfer8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #ag-- ,essentials1 ,sections #cg1 #ci1 #db4 ,,demonstration-- ,the essential points in laying out and working hat-rack and key-rack4 ,locating and attaching hooks1 etc4 ,,work-- ,finish unfinished work and then begin either coat and hat-rack or key-rack4 ,,grade ,,vii4 7,,woodworking ,,group ,,iii47 ,lesson #ag4 ,,recitation-- ,center-bit8 ,drill-bit8 ,used for what8 ,caution8 ,why and how make a seat8 ,gimlet-bit8 ,its use8 ,brad-awl8 ,used for what and how8 ,the advantages of patent spiral screwdrivers and automatic drills8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #ah-- ,essentials1 ,sections #bg1 #cj1 #cd4 ,memorize #cd4 ,,demonstration-- ,the essential points in squaring up rough stock4 ,surface leveling1 winding-sticks1 their use1 gaging to thickness1 etc4 ,,work-- ,complete unfinished counting-boards4 ,begin either ring-toss or game-board4 ,,grade ,,vii4 7,,woodworking ,,group ,,iii47 ,lesson #ah4 ,,recitation-- ,planing first broad surface level or true8 ,what is a true surface8 ,which side is to be selected8 ,three preliminary tests with eye and try-square8 ,caution when a definite thickness is to be obtained8 ,the manner of testing a surface for trueness with straight-edge only8 ,the manner of testing a surface for trueness with winding-sticks and straightedge8 ,of what advantage are the sticks8 ,explain fully how you would proceed to level a surface which has two corners diagonally opposite high with reference to the center and the other two low with reference to the center4 ,finishing the second side8 ,what indicates the proper stopping place in planing the second side8 ,what is the test8 ,why no other tests as in first surface8 ,state the six steps taken in squaring up rough stock4 ,what ones of these are modified in planing mill-planed stock8 ,why8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #ai-- ,essentials1 ,sections #aa1 #ab1 #ac4 ,,demonstration-- ,the essential points in ripping and crosscut-sawing at the bench1 explaining the reasons for the two kinds of saws4 ,,work-- ,continue the work of ,group ,,iii4 ,,grade ,,vii4 7,,woodworking ,,group ,,iii47 ,lesson #ai4 ,,recitation-- ,name two kinds of saws and five parts to each4 ,meaning of the number on the blade at the heel8 ,set8 ,why1 and how8 ,amount for dry and wet lumber8 ,rake or pitch8 ,what is meant and upon what does the amount depend8 ,sawing8 ,holding saw1 index finger8 ,angle of cutting edge8 ,starting stroke8 ,position of thumb of left hand8 ,kind of strokes and pressure8 ,guiding the saw8 ,how8 ,caution8 ,sawing in vise1 how get angle8 ,how and why oil sides of saw8 ,crosscut-saw8 ,cutting edges of teeth where and why8 ,pitch8 ,rip-saw8 ,shape of teeth8 ,why8 ,how tell a rip-saw from a crosscut-saw8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #bj-- ,essentials1 ,sections #dj1 #de1 #fd4 ,,demonstration-- ,the essential points in laying out ring-toss and marble-board1 boring to depth1 countersinking1 making or cutting dowel to length and shaping top end1 sandpapering with block1 use eraser for pencil work4 ,put waste sandpaper in the box for future use in wood-finishing1 grade #h4 ,never sand without permission4 ,glueing and fitting dowel4 ,,work-- ,continue ring-toss and game-board4 ,,grade ,,vii4 7,,woodworking ,,group ,,iii47 ,lesson #bj4 ,,recitation-- ,countersink-bit8 ,its use8 ,boring to depth8 ,fully4 ,where many holes of the same depth are to be bored8 ,sandpapering8 ,when and when not8 ,purpose of sandpaper block8 ,how place the paper on it8 ,when are arrises sanded and why8 ,curved surface sanding8 ,numbers on the back of a sheet of sandpaper8 ,sanding joints8 ,why not8 ,what is to be done with worn sandpaper8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #ba-- ,essentials1 ,sections #c1 #i1 #aj4 ,,demonstration-- ,the essential points in cutting out stock4 ,,work-- ,continue ,group ,,iii4 ,beginning at this point1 pupils are to cut out their own stock from boards ,s-#b-,s4 ,,grade ,,vii4 7,,woodworking ,,group ,,iv47 ,lesson #ba4 ,,recitation-- ,framing-square8 ,two parts named8 ,its uses8 ,what tables on blade and tongue8 ,name five parts to the dividers4 ,three uses for dividers8 ,explain fully how you would set dividers8 ,to a radius of #b4 ,how are the points sharpened and why lean the top forward in marking8 ,where are pencil lines better than knife lines8 ,why8 ,how are they best removed8 ,laying out rough stock if the edge of the board is fairly straight8 ,if not straight1 how8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #bb-- ,essentials1 ,sections #f1 #ae1 #ei1 #fj4 ,,demonstration-- ,the essential points in laying out and working sleeve-board and bread-board4 ,stock is ,s-#b-,s4 ,caution about smoothing broad surfaces only1 not leveling1 thickness being more important here than true plane surface4 ,,work-- ,complete any unfinished work1 then begin ,group ,,iv4 ,,grade ,,vii4 7,,woodworking ,,group ,,iv47 ,lesson #bb4 ,,recitation-- ,pencil-gage8 ,how made8 ,when and where used8 ,illustrate another way of pencil-gaging4 ,turning-saw8 ,its use8 ,name three parts4 ,why two handles8 ,caution about setting them8 ,illustrate manner of holding the saw4 ,caution about holding the blade with reference to the surface of the wood4 ,how cut enclosed curves with this saw8 ,why not saw accurately to the line8 ,how remove the waste8 ,spokeshave8 ,five parts8 ,for what and how used8 ,kind of shavings8 ,how adjusted8 ,explain how to lay out for a curved edge8 ,how to work it8 ,sandpapering curved edges8 ,,assignment ,,for ,,lesson #bc-- ,essentials1 ,sections #af1 #ag1 #bd4 7,informational74 ,,demonstration-- ,the essential points in laying out and working the scouring board and coat-hanger4 ,,work-- ,continue ,group ,,iv4 ,,grade ,,vii4 7,,woodworking ,,group ,,iv47 ,lesson #bc4 ,,recitation-- ,compass-saw8 ,especial use8 ,caution8 ,saw-filing8 ,four steps8 ,reasons for each8 ,the parts of the saw-set8 ,the old wooden planes8 ,why have they been displaced8 ,how are they adjusted8 ,how are the wedges withdrawn in jack-plane and smooth-plane8 ,,assignment ,,for ,,lesson #bd4 7,informational7-- ,essential1 ,sections1 #d1 #g1 #h4 ,,demonstration-- ,none4 ,,work-- ,continue ,group ,,iv4 ,,grade ,,vii4 7,,woodworking ,,group ,v47 ,lesson #bd4 ,,recitation-- ,bevel8 ,name the three parts4 ,to what angles can it be set8 ,how set to #de degrees8 ,three ways4 ,how set to #cj and #fj degrees8 ,slitting-gage8 ,mortise-gage8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #be-- ,essentials1 ,sections #fb1 #fe1 #ff4 ,,demonstration-- ,explain the manner of working duplicate parts4 ,gaging like widths1 ,marking off like lengths1 ,testing different parts in relation to one another4 ,,work-- ,begin ,group ,v after completing ,group ,,iv4 ,,grade ,,vii4 7,,woodworking ,,group ,v47 ,lesson #be4 ,,recitation-- ,how proceed where there are two or more like parts8 ,the aim in handling the different tools in duplicate work8 ,illustrate4 ,hammers8 ,two kinds8 ,advantages and disadvantages8 ,three parts8 ,how hold the hammer8 ,illustrate4 ,nails8 ,how made originally8 ,forged and cut8 ,how are wire nails made8 ,two classes1 three kinds of nails8 ,differences8 ,history and meaning of #aj-penny1 etc48 ,how else are nails sold8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #bf-- ,essentials1 ,sections #fg1 #fh1 #fi4 ,,demonstration-- ,nailing position1 and withdrawing nails2 setting nails4 ,,work-- ,group ,v4 ,,grade ,,vii4 7,,woodworking ,,group ,v47 ,lesson #bf4 ,,recitation-- ,what caution is necessary in starting cut nails8 ,explain position in nailing and give reasons8 ,why not set nails with the hammer in cabinet work8 ,how use the nailset8 ,illustrate the position4 ,withdrawing nails8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #bg-- ,essentials1 ,sections #da1 #gj1 #ga1 #gb4 ,,demonstration-- ,explain boring for screws1 countersinking1 use of screwdriver-bit4 ,,work-- ,group ,v4 ,,grade ,,vii4 7,,woodworking ,,group ,v47 ,lesson #bg4 ,,recitation-- ,screwdriver-bit8 ,its advantage over screwdriver8 ,how is it kept from jumping out of groove in screw head8 ,what about the old style screwdriver8 ,screws8 ,how made and sold8 ,size is designated how8 ,the difference between gage for wire for screws and nails8 ,two kinds of screws8 ,blued screws are how colored8 ,how are the parts prepared for fastening in hard wood8 ,in soft wood8 ,,assignment ,,for ,,lesson #bh-- ,essentials1 ,review ,chapter ,i4 ,,demonstration-- ,order of procedure in assembling the various boxes4 ,placing the bottom and truing the frame4 ,,work-- ,group ,v4 ,,grade ,,vii4 7,,woodworking ,,group ,v47 ,lesson #bh4 ,,recitation-- ,instructor will place six questions on the blackboard1 selected from ,chapter ,i ,essentials of ,woodworking4 ,pupils answer five in writing4 ,,assignment ,,for ,,lesson #bi-- ,essentials1 ,review ,chapter ,,ii4 ,,demonstration-- ,none4 ,,work-- ,group ,v4 ,,grade ,,vii4 7,,woodworking ,,group ,v47 ,lesson #bi4 ,,recitation-- ,instructor will place six questions on the board1 selected from ,chapter ,,ii1 ,essentials of ,woodworking4 ,pupils will answer five in writing4 ,,assignment ,,for ,,lesson #cj-- ,essentials1 ,review ,chapter ,,iii4 ,,demonstration-- ,none4 ,,work-- ,group ,v4 ,,grade ,,vii4 7,,woodworking ,,group ,,vi47 ,lesson #cj4 ,,recitation-- ,instructor will place six questions on the board1 selected from ,chapter ,,iii1 ,essentials of ,woodworking4 ,pupils will answer five in writing4 ,,assignment ,,for ,,lesson #ca-- ,essentials1 ,section #aeb4 ,,demonstration-- ,the essential points in laying out and working woodwork for the design problem of ,group ,,vi4 ,,work-- ,complete ,group ,v1 then begin ,,vi4 ,,grade ,,vii4 7,,woodworking ,,group ,,vi47 ,lesson #ca4 ,,recitation-- ,name three kinds of stain4 ,advantages and disadvantages of water stain8 ,advantages and disadvantages of oil stain8 ,advantages and disadvantages of spirit stain8 ,how apply water stain8 ,how thin it8 ,how apply oil stain8 ,how thin it8 ,how apply spirit stain8 ,how thin it8 ,fumed oak8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #cb-- ,essentials1 ,section #aec4 ,,demonstration-- #a4 ,applying design4 #b4 ,outlining4 #c4 ,applying color4 #d4 ,waxing4 ,,work-- ,continue ,group ,,vi4 ,,grade ,,vii4 7,,woodworking ,,group ,,vi47 ,lesson #cb4 ,,recitation-- ,is waxing an old or a new finish8 ,how made formerly8 ,advantages and disadvantages of a wax finish8 ,caution about applying a rapid hardening wax8 ,five steps in producing a wax finish8 ,,assignment ,,for ,,lesson #cc-- ,essentials1 ,review ,chapter ,,iv4 7,those parts that have been previously studied47 ,,demonstration-- ,none4 ,,work-- ,group ,,vi4 ,,grade ,,vii4 7,,woodworking ,,group ,,vi47 ,lesson #cc4 ,,recitation-- ,instructor will give oral test from ,chapter ,,iv1 ,essentials of ,woodworking4 ,,assignment ,,for ,,lesson #cd-- ,essentials1 ,review ,chapter ,v4 7,parts that have been previously studied47 ,,demonstration-- ,none4 ,,work-- ,group ,,vi4 ,,grade ,,vii4 7,,woodworking ,,group ,,vi47 ,lesson #cd4 ,,recitation-- ,instructor will give oral test from ,chapter ,v1 ,essentials of ,woodworking4 ,,assignment ,,for ,,lesson #ce-- ,essentials1 ,review ,chapters ,,vi1 ,,vii4 7,parts that have been previously studied47 ,,demonstration-- ,none4 ,,work-- ,group ,,vi4 ,,grade ,,vii4 7,,woodworking ,,group ,,vi47 ,lesson #ce4 ,,review-- ,instructor will give oral test from ,chapters ,,vi1 ,,vii 7parts only that have been previously studied in regular work71 ,essentials of ,woodworking4 ,,assignment ,,for ,,lesson #cf-- ,this closes the text work for the year4 ,,demonstration-- ,none4 ,,work-- ,those finishing projects will assist slower pupils or do necessary work about the shop4 ,all pupils are to be kept busy at some work until the last day they come4 ,the last day each class will polish tools4 ,lessons #cf and #cg4 ,for finishing up woodwork4 ,boys helping one another4 ,cleaning bench tops4 ,lesson #ch4 ,for cleaning tools4 ,each class assigned certain tools to clean4 ,final class applies vaseline4 ,,chapter ,,vii4 ,,lesson ,,outlines ,,for ,,grade ,,viii4 ,,grade ,,viii4 7,,mechanical ,,drawing7 ,lesson #a4 ,,introductory ,,talk-- ,the plan of the year's work4 7,mechanical ,drawing #ab weeks--,group #a1 ,straight ,lines2 #b1 ,circles2 #c1 ,tangents2 #d1 ,planes of ,projections2 #e1 ,review2 #f1 ,first choice ,dado ,group of ,woodwork--,working ,drawing2 #g1 ,first choice ,cross-lap ,group of ,woodwork--,working ,drawing2 #h1 ,second choice ,cross-lap or ,dado ,group of ,woodwork--,working ,drawing2 #i1 ,completion of any unfinished drawings and ,making stock bills2 #aj1 ,figuring stock bills2 #aa1 ,structural ,design2 #ab1 ,decorative ,design4 7,woodwork the rest of the year--,two ,groups1 exercises and applications using drawings just made47 7,along with this1 information concerning lumbering1 etc47 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #b-- ,essentials of ,woodworking1 ,appendix ,,iii1 ,sections #c1 #d1 and #f4 ,,demonstration-- ,the essential points in making ,drawings ,i4 7,group ,i1 ,problems in ,mechanical ,drawing47 7,copies of the different problems of ,group ,i--,one each--should be in the hands of the pupils that they may refer to them as the demonstration is being given47 ,border and cutting lines1 spacing the views1 blocking-out1 dimensions1 letters1 final lines4 ,projection and relation of views4 ,visible and invisible edges4 ,,work-- ,each pupil solve his problem1 freehand carefully on scratch paper first1 putting on dimensions4 ,then carefully to full scale with border and cutting lines but no lettering or dimensions1 only sheet number and pupil's name4 ,rapid workers exchange problems and solve as time allows4 ,,grade ,,viii4 7,,mechanical ,,drawing7 ,lesson #b4 ,,recitation-- ,the names and relative positions of the three views most used in mechanical drawing8 ,send a pupil to the blackboard to make three views of a rectangular block having chamfered edges on one side4 ,develop the four principles of projection and relation of views4 ,letters and figures1 how proportioned8 ,test pupils at the blackboard4 ,how does a freehand working drawing differ from a mechanical drawing8 ,give fully the order of procedure in making a mechanical drawing4 ,how do you go about determining the placing and spacing of your drawing8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #c-- ,essentials1 ,appendix ,,iii1 ,sections #b and #e4 ,,demonstration-- ,the essential points in making ,drawing ,,ii4 7,group ,,ii1 ,problems in ,mechanical ,drawing47 ,center-lines2 circles2 cross-sections and cross-hatching2 dimensioning circles4 ,,work-- ,solution of problems in ,group ,,ii4 ,complete any unfinished problems in ,i4 ,rapids workers exchange problems in ,group ,,ii and solve as time allows4 ,,grade ,,viii4 7,,mechanical ,,drawing7 ,lesson #c4 ,,recitation-- ,the conventions--,scale drawings1 why8 ,figures on the drawing vs4 the size of the object8 ,seven kinds of lines--their meanings and how made8 ,when figures cannot be placed between the arrows1 what8 ,what part of a mechanical drawing is to be made freehand8 ,a broken view8 ,why used8 ,section drawing8 ,cross-hatching8 ,hexagon1 octagon1 ellipse2 how made8 ,,assignment ,,for ,,lesson #d-- ,essentials1 ,review ,sections #cd and #cf4 ,,demonstration-- ,the essential points in making ,drawing ,,iii4 7,group ,,iii1 ,problems in ,mechanical ,drawing47 ,tangents--,locating centers of arcs and points of tangency4 ,,work-- ,solution of problems in ,group ,,iii4 ,complete any unfinished problems in previous groups4 ,rapid workers exchange problems in ,group ,,iii4 ,,grade ,,viii4 7,,mechanical ,,drawing7 ,lesson #d4 ,,recitation-- ,the steps in squaring rough stock to dimensions8 ,the steps when the stock is mill-planed on two surfaces8 ,a true surface8 ,selection of first surface8 ,when several parts are to be fitted8 ,preliminary tests before beginning to plane8 ,planing--,many or few shavings8 ,roughened grain8 ,planes used8 ,protecting the cutting edge8 ,position of the body8 ,long or short strokes8 ,starting and stopping the stroke8 ,feathering the shaving8 ,testing broad surfaces with a straightedge8 ,testing narrow surfaces with winding-sticks8 ,explain precisely how to proceed in removing wind4 ,,assignment ,,for ,,lesson #e-- ,essentials1 ,review ,sections #bg1 #bh1 #bi1 #cj1 #ca1 #cb4 ,,demonstration-- ,the essential points in making ,drawing ,,iv4 7,group ,,iv1 ,problems in ,mechanical ,drawing47 ,planes of projection4 ,number and prove the solutions4 ,,work-- ,solution of problems in ,group ,,iv4 ,complete any unfinished problems in previous groups4 ,rapid workers exchange problems in ,group ,,iv4 ,,grade ,,viii4 7,,mechanical ,,drawing7 ,lesson #e4 ,,recitation-- ,face side1 face edge8 ,why8 ,how marked8 ,planing first edge8 ,choice8 ,two preliminary tests8 ,how place plane to remove high arris8 ,planes used8 ,tests8 ,finishing second edge8 ,what determines amount to be removed8 ,tests8 ,finishing second side8 ,gaging8 ,testing8 ,planing first end8 ,tests8 ,caution about length8 ,finishing second end8 ,what limits amount to be planed8 ,tests8 ,,assignment ,,for ,,lesson #f-- ,essentials1 ,sections #df1 #dg4 ,,demonstration-- ,numbering and lettering the points in the two views of the test problems preparatory to their solution4 ,,work-- ,complete unfinished 8,problems40 ,solve test ,problems4 ,rapid workers may begin drawings for ,woodwork ,group ,,vii4 ,,grade ,,viii4 7,mechanical ,drawing7 ,lesson #f4 ,,recitation-- ,two classes of chisels8 ,their uses8 ,four parts to each class8 ,three parts to a mallet8 ,the rule in selecting a pounding tool8 ,the size of a chisel indicated how8 ,caution about holding chisel8 ,explain fully the cutting action of a chisel4 ,how it wedges1 how this is overcome8 ,explain fully horizontal paring4 ,,assignment ,,for ,,lesson #g-- ,essentials1 ,sections #dh1 #di1 #ej1 #ea4 ,the essential points in making the working drawings for ,woodwork ,group ,,vii4 ,,work-- ,make a drawing from ,woodwork ,group ,,vii4 ,rapid workers make drawing of second choice ,woodwork ,group ,,vii4 ,,grade ,,viii4 7,,mechanical ,,drawing7 ,lesson #g4 ,,recitation-- ,vertical paring8 ,how8 ,position of hands8 ,amount to be cut at each stroke8 ,position of worker relative to the line to be cut8 ,oblique and curved line paring8 ,direction of the cut with reference to the grain8 ,paring chamfers8 ,paring along the grain8 ,across the grain8 ,firmer gouge8 ,bevel inside or outside8 ,how is its size determined8 ,position of the hands in roughing out8 ,in finishing stroke8 ,how produce shearing cut8 ,,assignment ,,for ,,lesson #h-- ,essentials1 ,review ,sections #eb1 #ec1 #ed1 #ee1 #ef1 #eg4 ,,demonstration-- ,the essential points in making working drawings for ,woodwork ,group ,,viii4 ,,work-- ,complete unfinished drawings of ,group ,,vii4 ,make a drawing from ,woodwork ,group ,,viii4 ,rapid workers make another selection from ,group ,,viii4 ,,grade ,,viii4 7,,mechanical ,,drawing7 ,lesson #h4 ,,recitation-- ,why grind tools8 ,how much angle8 ,how determined8 ,why move the tool across the stone8 ,the effect of frequent change of angle8 ,in which directions should the stone turn with reference to the tool8 ,why8 ,why use water on a stone8 ,two kinds of oilstone8 ,advantages of coarse and of fine8 ,advantages of manufactured stones8 ,why use oil on stones8 ,how avoid wearing stone uneven8 ,how level an uneven stone8 ,explain fully steps in whetting plane-iron or chisel4 ,holding tool8 ,angle in whetting as compared to angle in grinding8 ,how get tool at correct angle8 ,the movement8 ,wire edge8 ,how removed8 ,if a still keener edge is desired8 ,how is a gouge whetted8 ,explain fully how to tell when a tool is sharp4 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #i-- ,essentials1 ,read ,sections #fb1 #fc4 ,,demonstration-- ,sharpening scraper4 ,,work-- ,complete any unfinished drawings4 ,make other selections in either ,groups ,,vii or ,,viii4 ,,grade ,,viii4 7,,mechanical ,,drawing7 ,lesson #i4 ,,recitation-- ,order of procedure in laying out duplicate parts8 ,advantages of this method over that of laying out each part singly8 ,illustrate8 ,why use a scraper8 ,common mistake of beginners about mill-planed stock8 ,position of the hands in scraping8 ,the steps in sharpening a scraper8 ,,assignment ,,for ,,lesson #aj-- ,essentials1 ,sections #gf1 #gg4 ,,demonstration-- ,the essential points in making stock bills4 ,,work-- ,finish any unfinished drawings and make out stock bills for working drawings made4 ,,grade ,,viii4 7,,mechanical ,,drawing7 ,lesson #aj4 ,,recitation-- ,joinery8 ,what is meant by the term8 ,illustrate how direction of grain affects the planning of the relation of the parts4 ,why join faces together rather than other surfaces8 ,what about consecutive measurements8 ,gaging1 lining1 etc48 ,what is meant by superposition8 ,in fitting parts together how tell where the different parts belong8 ,what is visualizing8 ,how may one make it easier to visualize8 ,knife vs4 pencil in laying out8 ,sawing joints in hard wood8 ,in soft wood8 ,,assignment ,,for ,,lesson #aa-- ,essentials1 ,review ,sections #ad1 #fd4 ,,demonstration-- ,the essential points in figuring costs from stock bills made in last lesson4 ,,work-- ,finish any unfinished stock bills and figure costs4 ,,grade ,,viii4 7,,mechanical ,,drawing7 ,lesson #aa4 ,,recitation-- ,back-saw8 ,purpose8 ,crosscut-saw or rip-saw8 ,set8 ,explain fully how to hold1 start1 cut1 stop cutting across the grain4 ,explain fully when cutting along the grain4 7,cutting tenons47 ,accurate sawing to a line8 ,explain8 ,how saw when paring is to be done8 ,sandpapering1 when8 ,why8 ,sandpaper block8 ,its purpose8 ,size as compared to paper8 ,sanding arrises8 ,when8 ,how8 ,sanding curved surfaces8 ,sanding parts that go to make up joints8 ,why not8 ,numbers on the back of sandpaper sheet8 ,,assignment ,,for ,,lesson #ab-- ,essentials1 ,sections #eh1 #fa4 ,,demonstration-- ,the essential points in structural and decorative design of some project involving groove or cross-lap joint or both1 elected by the class1 7book-rack1 etc47 or assigned by instructor4 ,,work-- ,each boy make at least three modifications in outline and decoration of project elected by class1 or assigned by instructor4 ,rapid workers will finish any unfinished work4 ,,grade ,,viii4 7,,mechanical ,,drawing7 ,lesson #ab4 ,,recitation-- ,explain fully the manner of laying out and working a cylinder4 ,how does a carpenter lay out a cylinder with the steel square8 ,what is meant by modeling in woodwork8 ,state the steps in laying out and working a hammer-handle4 ,,assignment ,,for ,,lesson #ac-- ,essentials1 ,review ,sections #ga1 #gb4 ,,demonstration-- ,none4 ,,work-- ,finish any unfinished work4 ,rapid workers make a full sized pattern of designed part and fill in decorative design4 ,make a dimensioned working drawing of the project designed last lesson4 ,make out stock bill for the same and figure estimate of cost on the reverse side4 ,,grade ,,viii4 7,,woodworking ,,group ,,vii47 ,lesson #ac4 ,,recitation-- ,screws--,how made and sold8 ,how is the size designated8 ,how are blued screws made8 ,what are the two kinds of screws8 ,how are the wood parts prepared for wood-screws8 ,in soft wood8 ,in hard wood8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #ad-- ,essentials1 ,read ,sections #gh1 #gi4 ,,demonstration-- ,the essential points in making ,dado ,exercise4 ,,work-- ,all pupils square up exercise piece and begin making the joints4 ,,note3--,no definite size is required for exercise piece but it must be square and true4 ,,grade ,,viii4 7,,woodworking ,,group ,,vii47 ,lesson #ad4 ,,recitation-- ,dado8 ,what is this joint used for8 ,grooves8 ,develop fully the steps taken in making the dado4 ,develop fully the steps taken in making the stub tenon and mortise4 ,,assignment ,,for ,,lesson #ae-- ,essentials1 ,sections #gc1 #gd1 #ge4 ,,demonstration-- ,talk on getting out stock4 ,look over small pieces first4 ,use narrowest boards that will do2 #ab boards are scarce2 keep them for taboret tops1 never use them for legs4 ,use try-square and straight-edge and saw to the lines carefully ripping first then crosscutting to the ripped part only4 ,leave on the board all but just what you need4 ,use your stock bill4 ,if others are waiting for stock1 saw only one piece and work on that while they are getting a piece4 ,watch your thicknesses4 ,never discard a piece that has been partly worked1 without permission4 ,bevels or chamfers are made after joints4 ,mill-marks must come off before parts to joints are fitted2 why8 ,,work-- ,finish the exercise pieces1 leave them on instructor's desk to be graded and begin on ,group ,,vii--first choice4 ,instructor will want to see the pieces after the various steps4 ,,grade ,,viii4 7,,woodworking ,,group ,,vii47 ,lesson #ae4 ,,recitation-- ,glue8 ,of what and how made8 ,glue-pots8 ,describe4 ,why two pots8 ,how prepare glue for use8 ,why soak it8 ,how apply the glue8 ,thick or thin8 ,why warm the wood8 ,cold glues8 ,advantages and disadvantages8 ,why do they thicken and how thinned8 ,in cold weather8 ,clamps8 ,why used8 ,two kinds8 ,names of four parts to hand clamp8 ,how adjust8 ,how could a good substitute be made for cabinet clamp8 ,why glue size end grain8 ,what is glue size8 ,rubbed glue joint is how made8 ,,assignment ,,for ,,lesson #af-- ,essentials1 ,sections #adg1 #adh4 ,,demonstration-- ,none4 ,,work-- ,continue with ,group ,,vii ,woodwork4 ,,grade ,,viii4 7,,woodworking ,,group ,,vii47 ,lesson #af4 ,,recitation-- ,two reasons for putting finish on wood8 ,six kinds of materials used8 ,brushes8 ,of what made8 ,dusters8 ,the edges of tracing brushes8 ,cleaning shellac brushes8 ,varnish brushes8 ,care of brushes from day to day8 ,the best alcohol or shellac cans8 ,cans for delicate woods8 ,cleaning wire8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #ag-- ,essentials1 ,section #adi4 ,,demonstration-- ,the essential points in using brush4 ,section #adi4 7,that no point may be omitted have one boy with open book enumerate the steps1 ,section #adi47 ,,work-- ,continue ,group ,,vii1 ,woodwork4 ,,grade ,,viii4 7,,woodworking ,,group ,,vii47 ,lesson #ag4 ,,recitation-- ,state the seven steps in using a brush4 ,feathering strokes8 ,what8 ,how taken8 ,edges or surfaces first8 ,working out over edges8 ,picking up surplus liquid8 ,what is the order in working finish on internal corner1 panels1 stiles1 rails8 ,horizontal or vertical position preferred8 ,tracing8 ,what8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #ah-- ,essentials1 ,sections #aej1 #aea4 ,,demonstration-- ,the essential points in applying filler4 ,,work-- ,continue ,group ,,vii1 ,woodwork4 ,,grade ,,viii4 7,,woodworking ,,group ,,vii47 ,lesson #ah4 ,,recitation-- ,fillers8 ,two kinds and their uses8 ,are fillers absolutely necessary8 ,explain4 ,liquid filler8 ,how applied and where used mostly8 ,why is shellac used on close grained woods in fine cabinet work for first coat instead of filler or varnish8 ,paste filler8 ,of what made8 ,the cause of contrasts in the grain of filled wood8 ,four steps in filling a coarse grained surface8 ,how long ought filler to stand before applying other coatings8 ,caution about excelsior and rags used in filling8 ,,assignment ,,for ,,lesson #ai-- ,essentials1 ,review ,sections #aeb1 #aec4 ,,demonstration-- ,none4 ,,work-- ,continue ,group ,,vii1 ,woodwork applying finish as needed4 ,,grade ,,viii4 7,,woodworking ,,group ,,vii47 ,lesson #ai4 ,,recitation-- ,three kinds of stains8 ,advantages and disadvantages of water stain8 ,advantages and disadvantages of oil stain8 ,advantages and disadvantages of spirit stain8 ,how is water stain applied8 ,how thinned8 ,how is oil stain applied8 ,how thinned8 ,how is spirit stain applied8 ,how thinned8 ,fumed oak8 ,what is it and how obtained8 ,is waxing an old or new finish8 ,how made by our ancestors8 ,advantages and disadvantages of wax finishes8 ,state five steps in applying a waxed finish4 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #bj-- ,essentials1 ,sections #aed1 #aee1 #aef4 ,,demonstration-- ,the essential points in shellacing preparatory to waxing4 ,the order in producing a waxed finish with and without shellac2 with and without water stain4 ,,work-- ,continue ,group ,,vii4 ,,grade ,,viii4 7,,woodworking ,,group ,,vii47 ,lesson #bj4 ,,recitation-- ,the two kinds of varnish8 ,why do varnishes vary in price8 ,what are rubbing varnishes8 ,necessary conditions for good varnishing8 ,why these conditions8 ,shellac8 ,where found8 ,what is it8 ,how prepared8 ,two kinds of shellac8 ,white shellac1 how made and where used especially8 ,orange shellac1 advantages and disadvantages8 ,caution about applying shellac8 ,why is shellac sometimes used before varnish and wax8 ,describe method of producing egg-shell gloss shellac finish4 ,,assignment ,,for ,,lesson #ba-- ,essentials1 ,section #aac4 ,instructor explain the mounted specimens of wood illustrating tree structure4 ,,demonstration-- ,none4 ,,work-- ,continue ,group ,,vii4 ,,grade ,,viii4 7,,woodworking ,,group ,,vii47 ,lesson #ba4 ,,recitation-- ,tree structure8 ,a tree is cut in three directions for study1 what are they8 ,how does each section lie8 ,if a young sprout should be cut across what three layers of tissue8 ,if tissue is magnified how would it appear to be composed8 ,if the end of a log is examined how will it have changed from that of the sprout8 ,name six divisions of tissue of the log beginning at the center4 ,what makes the rings and why are some light and some dark8 ,is a year's growth composed of the dark or the light rings or both8 ,why are the centers of the rings sometimes out of the log's center8 ,general divisions of tissue are ,pith1 ,wood1 ,bark4 ,how is heart-wood formed8 ,its purpose8 ,how is sap-wood formed8 ,its purpose8 ,where does the actual growing take place8 ,what layers of tissue are on either side of the cambium8 ,what is the inner side of the bark called8 ,what is cortex8 ,medullary rays8 ,of what composed8 ,purpose8 ,what makes grain in sawed lumber8 ,knots8 ,,assignment ,,for ,,lesson #bb-- ,essentials1 ,section #aad4 ,,demonstration-- ,none4 ,,work-- ,continue ,group ,,vii4 ,,grade ,,viii4 7,,woodworking ,,group ,,vii47 ,lesson #bb4 ,,recitation-- ,what is the life blood of a tree called8 ,beginning with the tree in early spring1 explain the movement or lack of movement of the sap4 ,the effect upon the tree of the sap's movement in the spring8 ,what part do the leaves perform in the digestive process8 ,chlorophyll8 ,assimilation8 ,the sap circulation from mid-summer to the end of summer8 ,effect upon the leaves8 ,what becomes of the descending sap8 ,does the upward movement of the sap and the downward movement of the changed sap take place at the same time8 ,do the leaves drop because the sap descends or does the sap descend because the leaves drop off8 ,,assignment ,,for ,,lesson #bc-- ,essentials1 ,sections #aae1 #aaf1 #aag4 ,instructor explain mounted specimens illustrating shrinkage4 ,,demonstration-- ,none4 ,,work-- ,continue ,group ,,vii4 ,pupils1 finishing projects in ,group ,,vii now1 may get out stock and begin squaring it up for ,group ,,viii4 ,,grade ,,viii4 7,,woodworking ,,group ,,vii47 ,lesson #bc4 ,,recitation-- ,respiration is another name for breathing4 ,how does it apply to plants8 ,animals breath in oxygen and breath out carbonic acid gas4 ,how about plants8 ,carbonic acid gas is poisonous4 ,is it harmful to have plants in the house8 ,explain4 ,how do trees breathe8 ,transpiration8 ,what is it and where and why does it take place8 ,what per cent4 of living cell is water8 ,where is the water contained8 ,which has more water sap-wood or heart-wood8 ,which is stronger green or seasoned wood8 ,shrinkage8 ,what makes a plank cut from a tree shrink8 ,could a plank shrink without having water in the interior of the cells8 ,explain why a plank shrinks across the grain but not along as the eye can see4 ,two reasons a log shrinks more along the rings than along the radii4 ,the effect of this greater shrinkage along the rings8 ,which shrinks more1 sap-wood or heart-wood8 ,effect on a plain sawed board8 7,on a quarter-sawed board87 ,which shrinks more soft or hard wood8 ,,assignment ,,for ,,lesson #bd-- ,essentials1 ,sections #aah1 #aai1 #abj4 ,instructor explain mounted specimens illustrating grain formations--straight1 curled1 bird's eye4 ,,demonstration-- ,none4 ,,work-- ,continue ,group ,,vii4 ,pupils1 finishing projects in ,group ,,vii now1 may get out stock and begin squaring it up for ,group ,,viii4 ,,grade ,,viii4 7,,woodworking ,,group ,,viii47 ,lesson #bd4 ,,recitation-- ,what is the weight or specific gravity of wood8 ,oak or pine8 ,why does wood float then8 ,upon what two things does the weight of any given piece of wood depend8 ,does it ever vary8 ,why8 ,why are some kinds of wood heavier than others similarly seasoned8 ,is a heavy piece stronger than a light piece of the same size8 ,what is meant by strength1 elasticity1 hardness1 toughness1 cleavability8 ,what is meant by straight grain8 ,cross-grained8 ,twisted8 ,causes8 ,what makes bird's eyes in some woods8 ,,preparation ,,for ,,demonstration2 ,,assignment ,,for ,,lesson #be-- ,essentials1 ,sections #hj1 #ha1 #hb4 ,,demonstration-- ,recall steps in squaring up rough stock1 use of winding sticks and other tests4 ,the essential points in laying out and working cross-lap joint by first method4 ,,work-- ,all pupils lay aside present work and square up stock for1 and make1 cross-lap exercise piece4 ,when joint is completed finish any unfinished work of ,group ,,vii1 then begin ,group ,,viii4 ,,grade ,,viii4 7,,woodworking ,,group ,,viii47 ,lesson #be4 ,,recitation-- ,cross-lap joint8 ,why plane stock for the two parts in one piece8 ,what about the face marks in case this is done8 ,why8 ,the difference in the two methods given8 ,state the ten steps in making the joint by the first method4 ,in the second method how are the grooves and their widths determined8 ,what about the location of the grooves with reference to the faces8 ,what about the faces in gaging for depth of groove8 ,why8 ,,assignment ,,for ,,lesson #bf-- ,essentials1 ,sections #aba1 #abb to the bottom of page #acj4 ,,demonstration-- ,none4 ,,work-- ,finish exercise piece and continue as in lesson #bd4 ,,grade ,,viii4 7,,woodworking ,,group ,,viii47 ,lesson #bf4 ,,recitation-- ,lumbering8 ,two kinds and their differences8 ,the camp2 selecting trees2 felling2 trimming2 cutting to length8 ,skidding8 ,transportation of logs to mill8 ,by cars1 splash dam1 rafts1 river driving4 ,milling8 ,location2 log-booms2 soaking logs in mill-pond8 ,three kinds of saws8 ,advantages and disadvantages of each8 ,timbers1 planks1 and boards8 ,,assignment ,,for ,,lesson #bg-- ,essentials1 ,sections #abb continued1 #abc1 #abd4 ,,demonstration-- ,none4 ,,work-- ,continue ,group ,,viii4 ,,grade ,,viii4 7,,woodworking ,,group ,,viii47 ,lesson #bg4 ,,recitation-- ,lumbering8 ,at the mill8 ,the log-slide1 inspection1 measuring1 kicking logs out of slip on log-deck4 ,sawing process in detail8 #a4 ,log placed on carriage and dogged and slab with a few boards taken off4 #b4 ,a half turn and slab and few boards taken4 #c4 ,a quarter turn and nearly all sawed up4 #d4 ,half turn and all sawed up4 ,the live rolls8 ,edgers8 ,trimmers or jump saws8 ,butting saws8 ,slasher8 ,it is used on slabs4 ,what becomes of slabs8 ,quarter-sawing8 ,why and how8 ,why do quarter-sawed boards not warp like plain sawed8 ,uses for waste wood8 ,burners8 ,,assignment ,,for ,,lesson #bh-- ,essentials1 ,sections #abe1 #abf1 #abg4 ,,demonstration-- ,none4 ,,work-- ,continue ,group ,,viii4 ,,grade ,,viii4 7,,woodworking ,,group ,,viii47 ,lesson #bh4 ,,recitation-- ,how is sawed lumber transported8 ,two methods of seasoning8 ,why and how stick lumber8 ,air seasoning8 ,time required8 ,depends upon what8 ,kiln drying8 ,why8 ,temperature of kiln8 ,how do soft and hard woods differ as to methods of seasoning8 ,time required for each8 ,checks in hard wood8 ,why8 ,how prevented8 ,case hardening8 ,why8 ,how prevented8 ,clear lumber8 ,dressed lumber8 ,abbreviation for dressed lumber8 ,how is lumber computed and sold8 ,shingles1 lath1 and moldings8 ,how would you specify lumber in an order8 ,,assignment ,,for ,,lesson #bi-- ,essentials1 ,review ,appendix ,,iii1 ,sections #b1 #c1 #d1 #e1 #f1 and ,sections #bf1 #bg1 #bh1 #bi1 #cj1 #ca1 #cb1 #cd4 ,,demonstration-- ,none4 ,,work-- ,group ,,viii4 ,,grade ,,viii4 7,,woodworking ,,group ,,viii47 ,lesson #bi4 ,,review-- ,instructor will place six questions on the blackboard1 selected from ,assignment for this ,lesson4 ,pupils will write the answers to five of these1 making complete statements in each case so that the instructor will know what is being discussed without referring to the question list4 ,instructor will insist upon full sentences--subject and predicate--that the pupil may not form bad habits in his ,english4 ,have uniform headings4 ,insist on neatness4 ,,assignment ,,for ,,lesson #cj-- ,essentials1 ,review ,sections #df1 #dg1 #dh1 #di1 #ej1 #ea1 #eb1 #ec1 #ed1 #ee1 #ef1 #eg1 #fb1 #fc4 ,,demonstration-- ,none4 ,,work-- ,group ,,viii4 ,,grade ,,viii4 7,,woodworking ,,group ,,viii47 ,lesson #cj4 ,,review-- ,instructor will place six questions on the blackboard1 selected from ,assignment for this ,lesson4 ,,assignment ,,for ,,lesson #ca-- ,essentials1 ,review ,sections #gf1 #gg1 #ad1 #fd1 #eh1 #fa1 #ga1 #gb4 ,,demonstration-- ,none4 ,,work-- ,group ,,viii4 ,,grade ,,viii4 7,,woodworking ,,group ,,viii47 ,lesson #ca4 ,,review-- ,instructor will place six questions on the blackboard1 selected from ,assignment for this ,lesson4 ,,assignment ,,for ,,lesson #cb-- ,essentials1 ,review ,sections #gh1 #gi1 #gc1 #gd1 #ge1 #adg1 #adh1 #adi4 ,,demonstration-- ,none4 ,,work-- ,group ,,viii4 ,,grade ,,viii4 7,,woodworking ,,group ,,viii47 ,lesson #cb4 ,,review-- ,instructor will give each pupil one question1 for oral answer1 selected from ,assignment for this ,lesson4 ,,assignment ,,for ,,lesson #cc-- ,essentials1 ,review ,sections #aej1 #aea1 #aeb1 #aec1 #aed1 #aee1 #aef1 #aac4 ,,demonstration-- ,none4 ,,work-- ,group ,,viii4 ,,grade ,,viii4 7,,woodworking ,,group ,,viii47 ,lesson #cc4 ,,review-- ,instructor will give each pupil one question for oral answer1 selected from ,assignment for this ,lesson4 ,,assignment ,,for ,,lesson #cd-- ,essentials1 ,review ,sections #aac1 #aad1 #aae1 #aaf1 #aag1 #aah1 #aai1 #abj1 #hj1 #ha1 #hb4 ,,demonstration-- ,none4 ,,work-- ,group ,,viii4 ,,grade ,,viii4 7,,woodworking ,,group ,,viii47 ,lesson #cd4 ,,review-- ,oral test from ,assignment for this ,lesson4 ,,assignment ,,for ,,lesson #ce-- ,essentials1 ,review ,sections #aba1 #abb1 #abc1 #abd1 #abe1 #abf1 #abg4 ,,demonstration-- ,none4 ,,work-- ,group ,,viii4 ,,grade ,,viii4 7,,woodworking ,,group ,,viii47 ,lesson #ce4 ,,review-- ,oral test from ,assignment for this ,lesson4 ,,assignment ,,for ,,lesson #cf-- ,this closes the text work for the year4 ,,demonstration-- ,none4 ,,work-- ,those finishing projects will assist slower pupils or do any necessary work about the shop such as making bench-hooks1 scraping bench tops1 etc4 ,all pupils are to be kept busy at some work until the last day4 ,the last week1 each class will polish tools4 ,,chapter ,,viii4 ,,lesson ,,outlines ,,for ,,grade ,,ix4 ,from the detailed outlines of the grammar school the high school instructor will be enabled to detail his lessons to suit his time allotment and periods of work4 ,,group ,,ix4 ,,first ,,week3 ,review 8,squaring up of ,stock40 ,rough and mill-planed4 ,essentials of ,woodworking1 ,chapter ,,iii4 ,square up stock for joint exercises4 ,demonstrate mortise and tenon1 keyed4 ,essentials1 ,sections #hg1 #hh1 #hi1 #ij1 #ia4 ,pupils make mortise and tenon1 keyed4 ,recitation on same4 ,,second ,,week3 ,square up stock for exercise in mortise and tenon1 blind1 and miter joint4 ,demonstrate mortise and tenon1 blind4 ,essentials1 ,sections #ib1 #ic1 #id1 #ie1 #if1 #ig1 #ih4 ,pupils make mortise and tenon1 blind1 and miter joint4 ,recitation4 ,,third ,,week3 ,prepare stock for modeling exercise4 ,demonstrate modeling--hammer-handle4 ,essentials1 ,section #fa4 ,pupils make hammer-handle4 ,recitation4 ,,fourth ,,week3 ,saw stock for glue joint4 7,consult working drawings47 ,demonstration of glue joint4 ,essentials1 ,sections #hc1 #hd1 #he1 #hf4 ,pupils make glue joints4 ,recitation4 ,,fifth ,,week3 ,review getting out stock in quantity4 ,demonstrate use of ,band-saw4 ,pupils get out stock for projects4 ,recitation4 ,,sixth ,,week3 ,review 8,laying out and ,working ,duplicate ,parts40 ,essentials1 ,sections #fb1 #gg4 ,demonstrate ,laying out and ,working ,duplicate ,parts4 ,pupils proceed as their work allows4 ,recitation4 ,,seventh ,,week3 ,demonstrate use of ,jig-saw4 ,pupils use ,jig-saw as their work necessitates4 ,recitation4 ,,eighth ,,week3 ,demonstrate clamping framed structures4 ,pupils clamp as their work allows4 ,recitation4 ,,ninth ,,week3 ,preparation for 8,finishing40 ,essentials1 ,review ,sections #adg1 #adh1 #adi1 #aej1 #aea4 ,demonstrate ,preparation of surfaces for finish4 ,recitation4 ,,tenth ,,week3 ,demonstration of application first coats4 ,essentials1 ,sections #aed1 #aee1 #aef1 #aeg1 #aeh4 ,pupils apply finish as work allows4 ,recitation4 ,,eleventh ,,week3 ,demonstrate other finishing coats4 ,essentials1 ,section #aei4 ,pupils proceed as work allows4 ,recitation4 ,,twelfth ,,week3 ,demonstrate patching4 ,essentials1 ,section #afj4 ,recitation4 ,,thirteenth ,,week3 ,study of ,woods4 ,essentials1 ,sections #abh1 #abi4 ,recitation4 ,,fourteenth ,,week3 ,study of ,woods4 ,essentials1 ,sections #acj1 #aca1 #acb4 ,recitation4 ,,fifteenth ,,week3 ,study of ,woods4 ,essentials1 ,sections #acc1 #acd1 #ace1 #acf4 ,recitation4 ,,sixteenth ,,week3 ,study of ,woods4 ,essentials1 ,sections #acg1 #ach1 #aci1 #adj1 #ada4 ,recitation4 ,,seventeenth ,,week3 ,study of ,woods4 ,essentials1 ,sections #adb1 #adc1 #add1 #ade1 #adf4 ,recitation4 ,,eighteenth ,,week3 ,finish up4 ,,part ,,iii4 ,,working ,,drawings4 ,,projects ,,for ,,beginning ,,woodwork ,,and ,,mechanical ,,drawing4 ,,list ,,of ,,plates4 ,,group ,i4 #a4 ,cutting board4 ,,group ,,ii4 #b4 ,counting board4 #c4 ,coat and ,hat rack4 #d4 ,key-rack4 ,,group ,,iii4 #e4 ,ringtoss4 #f4 ,spool holder4 #g4 ,game board4 #h4 ,laundry register4 ,,group ,,iv4 #i4 ,sleeve board4 #aj4 ,bread board4 #aa4 ,cake board4 #ab4 ,scouring board4 #ac4 ,coat hanger4 ,,group ,v4 #ad4 ,nail box4 #ae4 ,knife polishing box4 #af4 ,knife and fork box4 #ag4 ,bird house4 #ah4 ,broom holder4 #ai4 ,bench-hook4 ,,group ,,vi4 #bj4 ,teapot blocks4 #ba4 ,thermometer back4 #bb4 ,calendar mount4 #bc4 ,card holder4 #bd4 ,bill file4 #be4 ,handkerchief box4 #bf4 ,glove box4 ,,group ,,vii4 #bg4 ,groove joint4 #bh4 ,book-rack4 #bi4 ,necktie rack4 #cj4 ,magazine rack4 #ca4 ,footstool4 #cb4 ,paper or magazine wall rack4 #cc4 ,wall shelf4 #cd4 ,table or desk shelves4 #ce4 ,taboret4 #cf4 ,stool4 ,,group ,,viii4 #cg4 ,cross-lap joint4 #ch4 ,book trough4 #ci4 ,electric cluster4 #dj4 ,electric table or desk light4 #da4 ,calendar mount or memo board4 #db4 ,hall rack or mirror frame4 #dc4 ,picture-frame4 #dd4 ,taboret4 #de4 ,china wall rack4 #df4 ,pedestal4 ,,supplementary4 #dg4 ,suggestive treatments for stool4 #dh4 ,suggestive treatments for necktie rack4 #di4 ,suggestive treatments for book-rack4 #ej4 ,introductory sheet1 ,drawing4 #ea4 ,geometric sheet1 ,drawing4 ,illustration3 ,,group ,i4 ,,plate #a4 ,,cutting ,,board ,illustration3 ,,group ,,ii4 ,,plate #b4 ,,counting ,,board ,,thru ,,bore ,,holes ,,at ,,from ,,dowel ,,stock ,,saw #c ,,pieces ,,each #a ,,long ,,point ,,the ,,ends ,,each ,illustration3 ,,group ,,ii4 ,,plate #c4 ,,coat ,,and ,,hat ,,rack ,,holes ,,for ,,screws ,,at #b ,,wire ,,coat ,,hooks ,,at ,illustration3 ,,group ,,ii4 ,,plate #d4 ,,key ,,rack ,,holes ,,for ,,screws ,,at ,,brass ,,cup ,,hooks ,,at ,illustration3 ,,group ,,iii4 ,,plate #e4 ,,ring ,,toss ,illustration3 ,,group ,,iii4 ,,plate #f4 ,,game ,,board ,,from ,,dowel ,,stock ,,make #cb ,,pegs ,,point ,,ends ,,each ,,solitaire--,,place ,,all ,,pegs ,,in ,,the ,,board--,,jump ,,pegs ,,one ,,over ,,another ,,along ,,straight ,,lines1 ,,horizontally1 ,,vertically ,,or ,,diagonally--,,plan ,,the ,,plays ,,so ,,that ,,the ,,final ,,peg ,,to ,,be ,,removed ,,will ,,land ,,jumper ,,in ,,central ,,hole4 ,illustration3 ,,group ,,iii4 ,,plate #g4 ,,spool ,,holder ,,point ,,top ,,of ,,each ,,dowel ,illustration3 ,,group ,,iii4 ,,plate #h4 ,,laundry ,,register ,,at ,,each ,,bore ,a ,,hole ,,deep ,,from ,,dowel ,,stock ,,saw #aj ,,pegs #a ,,long ,,point ,,the ,,ends ,,shirts ,,collars ,,cuffs ,u-,,shirts ,,drawers ,,handk',,fs ,,socks ,,union-,s',t ,,pajamas ,,extrae#aff ,illustration3 ,,group ,,iv4 ,,plate #i4 ,,sleeve ,,board ,,section ,,at ,a-,b ,illustration3 ,,group ,,iv4 ,,plate #aj4 ,,bread ,,board ,,section ,,at ,a-,b ,illustration3 ,,group ,,iv4 ,,plate #aa4 ,,cake ,,board ,,or ,,crock ,,cover ,,section ,,at ,a-,b ,illustration3 ,,group ,,iv4 ,,plate #ab4 ,,scouring ,,board ,,cross ,,section ,,at ,c-,d ,,to ,,locate ,f ,,and ,f #a4 ,,locate ,,point 8,d04 #b4 ,,take 8,r0 8,o-,b0 ,,and ,,draw4 ,f,e ,,ef ,,ab ,illustration3 ,,group ,,iv4 ,,plate #ac4 ,,coat ,,hanger ,,section ,,at ,a-,b ,,sweep ,,arcs #af ,,and #bg ,illustration3 ,,group ,v4 ,,plate #ad4 ,,nail ,,box ,illustration3 ,,group ,v4 ,,plate #ae4 ,,knife ,,polishing ,,box ,illustration3 ,,group ,v4 ,,plate #af4 ,,knife ,,and ,,fork ,,box ,illustration3 ,,group ,v4 ,,plate #ag4 ,,bird ,,house ,illustration3 ,,group ,v4 ,,plate #ah4 ,,broom ,,holder ,illustration3 ,,group ,v4 ,,plate #ai4 ,,bench ,,hook ,,right ,,and ,,left ,,hand ,illustration3 ,,group ,,vi4 ,,plate #bj4 ,,teapot ,,blocks 7,,blank ,,model--,,to ,,be ,,modified7 ,,suggestions ,,stock- ,,thick ,illustration3 ,,group ,,vi4 ,,plate #ba4 ,,thermometer ,,back 7,,blank ,,model--,,to ,,be ,,modified7 ,illustration3 ,,group ,,vi4 ,,plate #bb4 ,,calendar ,,mount 7,,blank ,,model--,,to ,,be ,,modified7 ,,designed ,,by ,,gordon ,,kellar ,illustration3 ,,group ,,vi4 ,,plate #bc4 ,,card ,,holder 7,,blank ,,model--,,to ,,be ,,modified7 ,,suggestions ,illustration3 ,,group ,,vi4 ,,plate #bd4 ,,bill ,,file 7,,blank ,,model--,,to ,,be ,,modified7 #cj;d ,,wire ,,box ,,nail ,,glue ,illustration3 ,,group ,,vi4 ,,plate #be4 ,,handkerchief ,,box 7,,blank ,,model--,,to ,,be ,,modified7 ,,modified ,,edges ,,top-,,bottom ,,top-,,bottom ,,top ,illustration3 ,,group ,,vi4 ,,plate #bf4 ,,glove ,,box 7,,blank ,,model--,,to ,,be ,,modified7 ,,modified ,,edges ,,top-,,bottom ,,top-,,bottom ,,top ,,top-,,bottom ,illustration3 ,,group ,,vii4 ,,plate #bg4 ,,groove ,,joint 7,,preparatory ,,to ,,group ,,vii7 ,,gage ,,setting ,,gage ,,setting ,,saw ,,here ,,dado ,,joint ,,gage ,,setting ,illustration3 ,,group ,,vii4 ,,plate #bh4 ,,book ,,rack ,,ends ,,housed ,,into ,,base ,,to ,,screw ,illustration3 ,,group ,,vii4 ,,plate #bi4 ,,necktie ,,rack ,illustration3 ,,group ,,vii4 ,,plate #cj4 ,,magazine ,,rack ,,ends ,,housed ,,in ,,base ,illustration3 ,,group ,,vii4 ,,plate #ca4 ,,foot ,,stool ,illustration3 ,,group ,,vii4 ,,plate #cb4 ,,paper ,,or ,,magazine ,,wall ,,rack ,,detail ,,of ,,shelf ,illustration3 ,,group ,,vii4 ,,plate #cc4 ,,wall ,,shelf ,illustration3 ,,group ,,vii4 ,,plate #cd4 ,,table ,,or ,,desk ,,shelves ,illustration3 ,,group ,,vii4 ,,plate #ce4 ,,taboret ,illustration3 ,,group ,,vii4 ,,plate #cf4 ,,stool ,illustration3 ,,group ,,viii4 ,,plate #cg4 ,,cross-,,lap ,,joint 7,,preparatory ,,to ,,group ,,viii7 ,,gage ,,setting ,,saw ,,kerf ,,gage ,,setting ,illustration3 ,,group ,,viii4 ,,plate #ch4 ,,book ,,trough ,illustration3 ,,group ,,viii4 ,,plate #ci4 ,,woodwork ,,for ,,electric ,,cluster ,,ceiling ,,block ,illustration3 ,,group ,,viii4 ,,plate #dj4 ,,electric ,,table ,,or ,,desk ,,light ,illustration3 ,,group ,,viii4 ,,plate #da4 ,,calendar ,,mount ,,or ,,memo ,,board ,illustration3 ,,group ,,viii4 ,,plate #db4 ,,hall ,,rack ,,or ,,mirror ,,frame #aj #ah ,,mirror ,,or ,,poster ,,picture ,,stock ,,for ,,backing ,,hooks ,,at ,,for ,,hall ,,rack ,illustration3 ,,group ,,viii4 ,,plate #dc4 ,,picture ,,frame ,,perry ,,pictures #gef ,,and #geg ,,suggested ,illustration3 ,,group ,,viii4 ,,plate #dd4 ,,taboret ,illustration3 ,,group ,,viii4 ,,plate #de4 ,,china ,,wall ,,rack ,illustration3 ,,group ,,viii4 ,,plate #df4 ,,pedestal ,illustration3 ,,supplementary4 ,,plate #dg4 ,,suggestive ,,treatments ,,for ,,stool ,illustration3 ,,supplementary4 ,,plate #dh4 ,,suggestive ,,treatments ,,for ,,necktie ,,rack ,,housed ,,joint ,,dado ,,joint ,illustration3 ,,supplementary4 ,,plate #di4 ,,suggestive ,,treatments ,,for ,,book ,,rack ,,housed ,,joint ,,design ,,by ,,cleveland ,,elementary ,,ind4 ,,school4 ,,dado ,,dado ,illustration3 ,,introductory ,,sheet1 ,,drawing4 ,,plate #ej4 ,,abcdefghijklmn ,,opqrstuvwxyz #abcdefghi #ij #cj #fj #de ,,abc #jabc ,,abc #jabc ,illustration3 ,,geometric ,,sheet1 ,,drawing4 ,,plate #ea4 ,,hexagon ,,six-,,point ,,star ,,octagon ,,ellipse ,,advanced ,,projects ,,in ,,woodwork4 ,,list ,,of ,,plates4 ,,group ,,ix4 #a4 ,exercises--,keyed tenon2 ,blind ,mortise-and-tenon4 #b4 ,exercises--,miter joint2 ,glue joint4 #c4 ,exercises--,modeling1 ,hammer handles4 #d4 ,necktie ,rack4 #e4 ,foot ,stool4 #f4 ,book ,rack4 #g4 ,upholstered ,stool4 #h4 ,leg ,rest4 #i4 ,cricket4 #aj4 ,wall ,shelves4 #aa4 ,stool 7square74 #ab4 ,taboret 7octagonal top7 #ac4 ,taboret 7round top74 #ad4 ,small ,table4 #ae4 ,taboret 7oblong top74 #af4 ,piano ,bench4 #ag4 ,piano ,bench4 #ah4 ,book ,stand4 #ai4 ,umbrella ,stand4 #bj4 ,umbrella ,stand4 #ba4 ,jardiniere ,stand4 #bb4 ,magazine ,stand4 #bc4 ,roman ,seat4 #bd4 ,light ,stand4 #be4 ,stool 7square74 #bf4 ,book ,trough4 #bg4 ,screen4 #bh4 ,tea ,table4 #bi4 ,hall ,rack4 #cj4 ,wall ,china ,rack4 #ca4 ,side ,chair4 #cb4 ,arm ,chair4 #cc4 ,morris ,chair4 #cd4 ,electric ,reading ,lamp4 #ce4 ,pedestal4 #cf4 ,occasional ,rocker4 #cg4 ,mission ,chair4 #ch4 ,drop ,leaf ,table4 ,,group ,x4 #ci4 ,exercises--,mortise-and-tenon2 ,rabbeted1 ,grooved4 #dj4 ,exercises--,thru ,multiple ,dovetail2 ,half blind ,dovetail4 #da4 ,waste ,paper ,box4 #db4 ,wall ,cabinet4 #dc4 ,telephone ,table4 #dd4 ,sewing ,cabinet4 #de4 ,writing ,table4 #df4 ,chafing ,dish ,stand4 #dg4 ,cabinet4 #dh4 ,library ,table4 #di4 ,writing ,desk4 #ej4 ,dressing ,table4 #ea4 ,linen ,chest4 ,illustration3 ,,group ,,ix4 ,,plate #a4 ,,exercise 7,,preparatory ,,to ,,group ,,ix7 ,,keyed ,,tenon ,,blind ,,mortise ,,and ,,tenon ,illustration3 ,,group ,,ix4 ,,plate #b4 ,,exercise 7,,preparatory ,,to ,,group ,,ix7 ,,glue ,,joint-,,doweling ,,miter ,,joint ,illustration3 ,,group ,,ix4 ,,plate #c4 ,,exercise ,,preparatory ,,to ,,group ,,ix 7,,choose ,,one7 ,,handle ,,for ,,ball ,,peen ,,hammer ,,handle ,,for ,,claw ,,hammer ,illustration3 ,,group ,,ix4 ,,plate #d4 ,,necktie ,,rack ,illustration3 ,,group ,,ix4 ,,plate #e4 ,,foot ,,stool ,illustration3 ,,group ,,ix4 ,,plate #f4 ,,book ,,rack ,illustration3 ,,group ,,ix4 ,,plate #g4 ,,upholstered ,,stool ,illustration3 ,,group ,,ix4 ,,plate #h4 ,,leg ,,rest ,illustration3 ,,group ,,ix4 ,,plate #i4 ,,cricket ,illustration3 ,,group ,,ix4 ,,plate #aj4 ,,wall ,,shelves ,illustration3 ,,group ,,ix4 ,,plate #aa4 ,,stool ,illustration3 ,,group ,,ix4 ,,plate #ab4 ,,taboret ,illustration3 ,,group ,,ix4 ,,plate #ac4 ,,taboret ,illustration3 ,,group ,,ix4 ,,plate #ad4 ,,small ,,table ,illustration3 ,,group ,,ix4 ,,plate #ae4 ,,taboret ,illustration3 ,,group ,,ix4 ,,plate #af4 ,,piano ,,bench ,illustration3 ,,group ,,ix4 ,,plate #ag4 ,,piano ,,bench ,,detail ,,of ,,joint ,,at ,a-,b ,,enlarged ,illustration3 ,,group ,,ix4 ,,plate #ah4 ,,book ,,stand ,,end ,,of ,,lower ,,shelf ,,end ,,of ,,middle ,,shelves ,,detail ,,of ,,joint ,,at ,a-,b ,illustration3 ,,group ,,ix4 ,,plate #ai4 ,,umbrella ,,stand ,illustration3 ,,group ,,ix4 ,,plate #bj4 ,,umbrella ,,stand ,,copper ,,drip ,,pan ,illustration3 ,,group ,,ix4 ,,plate #ba4 ,,jardiniere ,,stand ,illustration3 ,,group ,,ix4 ,,plate #bb4 ,,magazine ,,stand ,illustration3 ,,group ,,ix4 ,,plate #bc4 ,,roman ,,seat ,illustration3 ,,plate #bd4 ,,light ,,stand ,illustration3 ,,group ,,ix4 ,,plate #be4 ,,stool ,,detail ,,of ,,corner ,illustration3 ,,group ,,ix4 ,,plate #bf4 ,,book ,,trough ,,detail ,,of ,,trough ,,back ,illustration3 ,,group ,,ix4 ,,plate #bg4 ,,screen ,,mirror ,illustration3 ,,group ,,ix4 ,,plate #bh4 ,,tea ,,table ,illustration3 ,,group ,,ix4 ,,plate #bi4 ,,hall ,,rack ,illustration3 ,,group ,,ix4 ,,plate #cj4 ,,wall ,,china ,,rack ,,detail ,,of ,a-,b ,illustration3 ,,group ,,ix4 ,,plate #ca4 ,,side ,,chair ,illustration3 ,,group ,,ix4 ,,plate #cb4 ,,arm ,,chair ,illustration3 ,,group ,,ix4 ,,plate #cc4 ,,morris ,,chair ,illustration3 ,,group ,,ix4 ,,plate #cd4 ,,electric ,,reading ,,lamp ,,section ,,at ,a-,b ,illustration3 ,,group ,,ix4 ,,plate #ce4 ,,pedestal ,,egg ,,and ,,dart ,,section ,,at ,a-,b ,illustration3 ,,group ,,ix4 ,,plate #cf4 ,,occasional ,,rocker ,illustration3 ,,group ,,ix4 ,,plate #cg4 ,,mission ,,chair ,illustration3 ,,group ,,ix4 ,,plate #ch4 ,,drop ,,leaf ,,table ,,detail ,,of ,,joint ,,at ,a-,b ,illustration3 ,,group ,x4 ,,plate #ci4 ,,exercise--,,preparatory ,,to ,,group ,x ,,mortise and ,,tenon-,,rabbeted ,,haunched ,,mortise ,,and ,,tenon-,,grooved ,,saw ,,kerf ,,saw ,,kerf ,illustration3 ,,group ,x4 ,,plate #dj4 ,,exercise--,,preparatory ,,to ,,group ,x ,,thru ,,multiple ,,dovetail ,,half-,,blind ,,dovetail ,illustration3 ,,group ,x4 ,,plate #da4 ,,waste ,,paper ,,box ,illustration3 ,,group ,x4 ,,plate #db4 ,,wall ,,cabinet ,,detail ,,of ,,shelf ,,at ,a-,b ,illustration3 ,,group ,x4 ,,plate #dc4 ,,telephone ,,table ,illustration3 ,,group ,x4 ,,plate #dd4 ,,sewing ,,cabinet ,illustration3 ,,group ,x4 ,,plate #de4 ,,writing ,,table ,illustration3 ,,group ,x4 ,,plate #df4 ,,chafing ,,dish ,,stand ,illustration3 ,,group ,x4 ,,plate #dg4 ,,cabinet ,illustration3 ,,group ,x4 ,,plate #dh4 ,,library ,,table ,illustration3 ,,group ,x4 ,,plate #di4 ,,writing ,,desk ,,commercial ,,design ,illustration3 ,,group ,x4 ,,plate #ej4 ,,dressing ,,table ,illustration3 ,,group ,x4 ,,plate #ea4 ,,linen ,,chest ,,section ,,at ,a-,b ,transcriber's ,notes ,depending on the hard- and software used and their settings1 not all elements may display as intended4 ,some forms1 tables and illustrations may not display properly in a narrow window or on a narrow screen4 ,except as mentioned under ,changes made below1 the language used in the source document has been retained1 including unusual1 archaic and inconsistent spelling1 hyphenation1 capitalisation1 etc4 ,errors1 discrepancies and ambiguities in 7cost7 calculations have not been corrected unless mentioned below4 ,page #gh-gi1 price calculations3 ,the source document gives 4#jj for the price of the chisel-board4 ,page #aaj1 7,mechanical ,drawing #ab weeks 4443 there is no closing bracket in the source document4 ,page #baa1 ,plate #bd3 the ,group number is not included in the caption4 ,changes made3 ,illustrations1 forms1 tables etc4 have been moved out of text paragraphs4 ,some obvious minor punctuation and typographical errors have been corrected silently4 and x in multiplications and dimensions have been standardised to 4 ,in several forms and tables some of the ditto marks 787 have been replaced with the dittoed text4 ,some wide forms and tables have been split4 ,part ,,iii3 project names1 project part names and construction instructions from the drawings have been transcribed for the sake of clarity and legibility2 measurements and descriptions of minor constructive elements such as screws and nails have only been transcribed when needed4 ,the most important text elements from the illustrations in the text chapters have been transcribed as well4 ,page #ch1 caption with ,fig4 #d3 ,october #ahjh changed to ,october1 #aijh ,page #abh-abi1 ,heading ,woodworking ,group ,,viii considered to be part of heading ,grade ,,viii as on previous pages4 ,page #aee3 ,,stock- ,,thick changed to ,,stock- ,,thick