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CONSTRUCTIVE 
 WORK 
 
 ITS RELATION TO NUMBER, LITERA- 
 TURE, HISTORY AND NATURE WORK 
 
 Br 
 
 EDWARD F. WORST 
 
 Principal of the Yale Practice School, Chicago Noruial 
 
 ASSISTED BT 
 
 HARRIETTE BARBER 
 
 MARIAN SEYMOUR 
 
 Revised and Enlarged Edition — 325 Illustrations 
 
 CHICAGO 
 
 A. W. MUMFORD AND COMPANY, Publishers 
 
 373 Wabash Avenue 
 
 1905 
 
 / ._ 
 
LIBRARY of :;ONGH£SS 
 Two Cooiei. HiHAtivcj 
 
 JUN 26 1905 
 cop> 'a. 
 
 Copyright igoo 
 7?V Edward F. Worst 
 
 Copyright 1905 
 fir Edward E. Worst 
 
 J ( ^^/ 
 
INTRODUCTION. 
 
 The science of Number in the primary grades, until some- 
 what recently, has been much less useful as an educational 
 agency than it should have been. 
 
 Consisting mainly of formal combinations of numbers, 
 without apparent reasons for presenting them to the chil- 
 dren, it has failed to give that high degree of mental disci- 
 pline which, when properly presented, it is so well calculated 
 to afford. 
 
 A new era has dawned upon the science of Number in the 
 primary grades ; a stepping stone to formal work has been 
 discovered, so carefully graded that the child can follow it 
 with interest and pleasure. Constructive number work, 
 when properly taught, affords the finest mental discipline of 
 any study in the primary grades. It gives quickness of per- 
 ception, the power of concentration and an intellectual grasp 
 that can be acquired in no other branch of study. The 
 author has tried to make this work not only simple, pro- 
 gressive and practical, but has tried to adapt it to the wants 
 of those who believe that constructive number should be 
 laught in connection with the other branches of work. Great 
 care has been taken to make all dictations so simple that the 
 youngest child can follow them. The gradation of the work 
 will be found one of the most distinctive and valuable 
 features. 
 
 Pupils upon entering school are given only formal fold- 
 ings. Gradually the work with the ruler is introduced, 
 using inches at first and working into halves, quarters and 
 eighths. A variety of dictations is given. In this manner 
 tiresome monotony is avoided and the work is rendered in- 
 
tercsting and attractive. Teachers will find many com- 
 binations of numbers in every dictation. The questions 
 g-iven in the first dictations are only suggestive of what 
 may be brought out b}" the teacher. 
 
 The object of this work is to teach the child to think 
 as well as make ; to develop mind as well as ability to 
 construct. 
 
 It is hoped this work may aid teachers in their arduous 
 labors and become a favorite with the little children of 
 our common schools. 
 
 I have been greatly aided in carrying out the details of 
 this plan of work by Miss Harriett Barber and Miss 
 Marian Seymour, primary teachers in Yale Practice 
 School, Chicago Normal. 
 
 The work on the hygrometer was arranged by Mr. 
 Jackman several years ago, and is used in this book with 
 his permission. 
 
FOLDED SERIES OF MODELS. 
 
 In this series of models we have given twenty exercises 
 in folding. This number may be greatly increased by add- 
 ing to the five simple formal foldings. 
 
 It will be observed that in all the folding exercises squares 
 or oblongs of the desired size are placed into the hands 
 of the children, thus avoiding at first any measuring on 
 their part. 
 
 The object of these exercises is not only to give the 
 child the manual training and the thought that he must 
 work accurately, but to familiarize him with the terms right 
 and left, and to give him repeated drill in the counting to 
 sixteen, not only counting, but in short give him as many 
 of the combinations to sixteen as possible. 
 
 For illustration of the number work see exercises i 
 and 3. 
 
 In all this folded series the teacher works before the 
 pupils, each step being taken at the time the dictation is 
 given. 
 
 The only material necessary for this work is paper, a 
 pair of scissors, paste and a splint used as a brush for past- 
 ing. 
 
 Gum tragacanth, which may be purchased at any drug- 
 store, makes a very cheap and good paste for a light quality 
 of paper. Use a teaspoonful to a half cup of water. Allow 
 it to soak from eight to ten hours before using. 
 
 A good flour paste for heavier paper is made by boiling 
 the flour and adding just a little glue and alum. 
 
EXERCISE L 
 
 Square Seed Box, 
 
 Made in connection with nature study. 
 
 .Material : Six inch square of paper. 
 
 Dictation : Hold your paper up in front of you. What 
 shape is it? How many corners has it? What kind of 
 corners? (Square.) Find the two upper corners; the right 
 upper corner ; the left upper corner. 
 
 Find the two lower corners ; the right lower corner ; the 
 left lower corner. 
 
 ai 
 
 
 
 ■If 
 
 
 1 : ; 
 
 I 1 
 
 1 
 
 i 1 \ 
 
 
 — 1 1 
 
 How many edges has the square? What can you say of 
 their length? Find the upper edge ; lower; left; right. 
 Hold the square by right and left edges. 
 
Fold paper so these edges exactly meet. Crease. What 
 is the shape of your paper (11.) ? How many corners has 
 it? What kind of corners? How many sides? Are the 
 sides of the oblong equal? Open the paper (III.). 
 
 How many oblongs are there in the opened paper? What 
 part of the square is each oblong? Find the crease made 
 by folding. Fold the right edge of the paper over to the 
 crease; the left edge. Unfold the paper. How many 
 oblongs are there now (IV.) ? 
 
 What part of the square is each oblong? 
 
 Hold the paper so the creases run from right to left. 
 Repeat previous dictation. Unfold. Into what is the paper 
 divided (V.) ? 
 
 How many squares? 
 
 How many rows of squares? How many squares in a 
 row? 
 
 Find the upper right square. Cut along its lower edge 
 with the scissors (a). Cut along lower edge of upper left 
 square. Find lower right square. Cut along its upper edge. 
 Cut along upper edge of lower left square. 
 
 Fold into box form and paste corner squares on the 
 inside. 
 
 Repeat this exercise and use second box for a cover of 
 first. Cut a triangular piece out of right and left sides, 
 thus allowing places where the box may be held while 
 removing the cover. 
 
 EXERCISE IL 
 
 Seed Envelopes, 
 
 Made in connection with nature study. 
 
 Material : Nine inch square of paper. 
 
 Dictation : Hold paper by two opposite corners. Fold 
 these corners together (VI.). Hold triangle by two 
 sharp corners with square corner pointing upward. By 
 
folding sharp corners together find center of lower edge 
 Fold right corner to center; left. Paste. 
 
 Separate square corners. Turn inner square corner 
 downward to center of lower edge. Crease. Paste. 
 
 EXERCISE III. 
 
 Table. 
 
 Made in connection with the story of the Three Bears. 
 
 Material : Paper 9 inches by 6. 
 
 Dictation : Hold paper with long edges at right and left. 
 Fold right and left edges together. Of what shape is it ? 
 (Oblong). How many corners has it? What kind of cor- 
 
 ners? (Square). Unfold. Each oblong is what part of 
 the whole piece? Fold right edge to middle crease. Un- 
 fold. How many oblongs are there now? How many 
 more in right half than left? Fold left edge to middle 
 crease. Unfold. How many oblongs in all? 
 
 Hold paper with short edges at right and left. Fold right 
 and left edges together. How many oblongs do you see? 
 How many do you think are on the other side? Unfold and 
 count the number of oblongs in all. 
 
 Fold right edge to crease. Unfold. How many oblongs 
 in right half? How many in a row? How many in the two 
 rows? How many more in right half than in the left? 
 
Fold left edge to middle crease. How many oblongs do you 
 see on the left? How many more on the right? Unfold 
 iett. How many oblongs on the left? How many more on 
 ^he rig-ht? 
 
 How many on both sides ? How many oblongs in a row ? 
 In two rows ? In three rows ? In four rows ? 
 
 Cut out corner oblongs (VIL). 
 
 Find right crease (a). 
 
 
 
 
 
 J 
 
 b 
 
 
 
 
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 -b 
 
 Fold right edge (b) to right crease. Unfold and cut oft 
 oblong thus formed. Repeat dictation for left side. Turn 
 outer oblongs down. Make cuts in top oblong showing 
 width of legs. 
 
 Find crease (d) (VIIL). 
 
 Fold top edge (c) to (d). Unfold and cut along crease 
 just formed. Fold edge just formed to crease (d) again. 
 Unfold and cut along crease. 
 
 In the following dictations no questions will be asked, as 
 the line of questioning has been fully suggested in the first 
 and third dictations. 
 
 EXERCISE IV. 
 
 The Three Chairs. 
 
 Made in connection with the story of the Three Bears. 
 Material : The big chair, paper, 9 by 6 inches ; the mid 
 die-sized chair, 6 by 4J ; the little chair, 44 by 3. 
 
Dictation : Hold paper with long edges at right and left. 
 Fold right and left edges together. Unfold. Fold right 
 edge to crease ; left. Unfold. 
 
 Hold paper with short edges at right and left. Fold right 
 and left edges together. Unfold. Fold right edge to crease. 
 Unfold. 
 
 Cut out corner oblongs (IX.). Hold paper with long 
 oblongs at the top. Find lowest crease on paper. Fold 
 
 I 
 
 
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 u\ 
 
 
 
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 r 
 
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 lower edge to this crease. Cut ofif oblong thus formed (X.). 
 Turn upper oblongs toward you, and right, left and lower 
 oblongs from you. 
 
 The chair is now formed. On the side oblongs cut the 
 lei^s as legs of table, and finish back in any manner desired. 
 
 10 
 
EXERCISE V- 
 
 The Three Beds, 
 
 Made in connection with the story of the Three Bears. 
 
 Material : For the big bed, paper 9 inches by 6 ; middle- 
 sized bed, 6 by 4^; little bed, 4J by 3. 
 
 Dictation : Hold oblong with long edges at right and 
 left. Fold right and left edges together. Unfold. FinJ 
 
 crease. Fold right edge to crease; left. Unfold. Hold 
 paper with short edges at right and left. Repeat dictation. 
 Cut out corner oblongs. Hold paper with long edges at 
 right and left. 
 
 1 — 
 
 
 
 
 : ^^ 
 
 
 
 
 
 
 
 
 
 I 1 
 
 i 
 
 Find lowest crease. Fold lower edge to this crease. Cut 
 off oblong thus formed (XL). Turn upper and lower ob- 
 longs toward you, right and left from you. Cut legs on the 
 sides as legs of table, and finish head and foot as desired. 
 
 11 
 
EXERCISE VL 
 
 Basket. 
 
 Made in connection with the story of Little Red Riding 
 Hood. 
 
 Material — Paper, 8 inches by 4. 
 
 Dictation — Hold paper with long edges at right and left. 
 
 Fold right and left edges together. Unfold. Fold right 
 edge to crease ; left. Unfold. 
 
 Hold paper with short edges at right and left. Fold right 
 and left edges together. Unfold. 
 
 Fold right edge to crease. Unfold. Find right hand 
 crease. Fold right edge to this crease. Unfold. Repeat 
 dictation for left side. 
 
 Hold paper with long edges at right and left. Find 
 
 ; ; ; 
 
 1 : 1 
 
 
 1 
 
 _._.i 
 
 1 
 
 ; 
 1 
 1 
 
 1 
 1 
 
 ; 1 1 
 
 i i ' 
 
 upper right square. Cut along its lower edge ; along lower 
 edgQ of upper left square. Cut along the upper edges of 
 lower right and left squares. 
 
 12 
 
Turn outer rows of squares and obloni^s upward and 
 paste corner squares on the inside. Cut handle of any de- 
 sired width and length ; paste the ends to the centers of 
 the long sides. For exercise in number see model 3. 
 
 Sled. 
 
 EXERCISE VIL 
 
 Material — Paper, 6 inches by 9. 
 
 Dictation — Hold paper with long edges at right and left. 
 Fold right and left edges together. Unfold. Fold right 
 
 edge to crease ; left. Hold paper with short edges at right 
 and left. Fold right and left edges together. Unfold. Fold 
 right edge to crease ; left. Unfold. Find right-hand crease. 
 Fold right edge to this crease. Unfold. 
 
 Hold paper with small oblongs at the top. Find two 
 middle oblongs in top row. Cut them out. Find two mid- 
 
 r / 
 
 
 \ 
 
 
 
 : \ 
 
 
 
 
 1 
 
 
 
 1 
 
 K 
 
 die oblongs in bottom row. Cut them out. Find upper 
 right oblong. Find its upper left corner. Find second ob- 
 long from the top in right-hand row. 
 
 13 
 
Find its lower right corner. Cut in a straight Hne from 
 this corner to the upper left corner of the upper right 
 oblong. 
 
 Find the lower right oblong. Cut from its lower right 
 corner to its upper left corner. 
 
 Repeat dictation for left side. Fold down sides and sled 
 is complete. For exercises in number see model 3. 
 
 EXERCISE VIIL 
 
 Soldier Cap. 
 
 Material — Paper, i8 inches by 12. 
 
 Dictation — Hold paper with short edges at right and 
 left. Fold right and left edges together. Hold paper with 
 creased edge at top. Fold right and left edges together. 
 Unfold. 
 
 Find crease thus formed. Fold right half of upper edge 
 to this crease; left half (XV.). 
 
 Fold front oblong at bottom upward along front edge 
 
 of triangle ; . back oblong upward along back edge of tri- 
 angle (XVI.). 
 
 Fold corners at a down, one over the other; at b 
 (XVH.). 
 
 Hold paper by middle points (c) of lower edges. Pull 
 apart until square is formed (XVHL). Fold lower corners 
 (d) upward and outward to upper corner of cap (e). 
 
 Spread at the bottom to fit the head. 
 
 14 
 
EXERCISE IX. 
 Boat, 
 
 Material — Paper, 6 inches by 9. 
 
 Dictation — Fold soldier cap. Fold back and front points 
 of soldier cap together. The paper is now square. Hold 
 paper with corner which was apex of soldier cap at top. 
 
 Separate lower corners of paper. Turn them upward and 
 outward to upper corner. The paper is now a triangle. 
 Hold triangle so that you are looking down upon the apex. 
 Find two inner corners at top. Pull them apart to the right 
 and left as far as they will go. 
 
 EXERCISE X. 
 
 Formal Folding. [No. 1.) 
 
 Done in connection with decorative drawinof. 
 
 Material — In each case a 4-inch square of colored paper. 
 
 Dictation (with questions showing possible number 
 work) — What is the shape of your paper? How many 
 edges has it? What can you say of their length? 
 
 How many corners? 
 
 What kind of corners? 
 
 Hold paper by two opposite corners. Fold those cor- 
 ners together. 
 
 What is the shape of your paper now? How many 
 edges has a triangle? 
 
 Has it more or less than a square? 
 
 How many more has a square? What kind of corners 
 has the triangle? How many? How many more has the 
 square? 
 
 15 
 
Unfold the paper. What part of the square is each 
 triangle? Hold paper by corners at ends of crease. 
 
 Fold these corners together. Unfold. How many tri- 
 angles are there now? How many times the number of 
 triangles there were before? What part of the square is 
 each triangle? 
 
 Find center of square. Fold upper right corner to cen- 
 ter. How many corners has your paper now (XIX.) ? How 
 many more than a square? How many more than a tri- 
 
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 angle? How many square corners has it? Fold the lower 
 left corner to the center (XX.). How many edges has your 
 paper now? 
 
 How many more than a square? How many times the 
 number a triangle has? How many corners? 
 
 16 
 
How many square corners ? Fold the other two corners 
 to the center (XXL). 
 
 How many triangles can you see? 
 
 What part of the square is each triangle? 
 
 Reverse paper so that closed side is next to you (XXH.). 
 How many squares can you see? What part of the whole 
 is each square? Find center of paper. Fold each corner 
 inward to the center (XXHL). Reverse paper so you are 
 looking at four squares whose loose corners meet at center 
 of paper. Lift loose corner of upper right square. Fold it 
 back to upper right corner of paper. How many triangles 
 can you see? How many squares? How many more 
 squares than triangles? Fold other corners in same man- 
 ner (XXIV.). No. I is the completed folding. 
 
 Formal Folding. {No. 2.) 
 
 Fold No. I. Fold inner edge of upper right triangle. 
 Fold upper right corner of this triangle to middle of inner 
 edge. Treat other three triangles in the same manner. 
 
 Formal Folding, {No. 3.) 
 
 Fold No. 2. Fold a, b, c, and d (No. 2) inward. 
 
 formal Folding, {No. 4.) 
 
 Fold No. 3. Turn e, f, g and h under toward their re- 
 spective corners, folding on the creases already made. 
 
 Formal Folding. {No. 5.) 
 
 Fold No. I. Turn each corner inward to center again. 
 Find creases made by folding. Turn the corners back to 
 the creases. 
 
 Formal Folding. {No. 6.) 
 
 Fold No. 5. Turn 1, m, n, o upward and backward to- 
 ward their respective corners, folding upon original creases. 
 
 There is an almost endless number of paper foldings, of 
 which the foregoing are merely suggestions. 
 
 17 
 
EXERQSE XL 
 Folding Basket. 
 
 Made for the first of May. 
 Material — Five of one kind of for- 
 mal folding. 
 
 Dictation — The back of each fold- 
 ing is composed of four triangles meet- 
 ing in the center. Take one folding 
 and unfold three of the triangles on 
 the back. Paste the smooth side of 
 one of these triangles upon one of the triangles on bottom. 
 
 In the same manner unfold and paste upon the bottom 
 the three remaining foldings. 
 
 Then paste one upon the other the triangles which ex- 
 tend at the sides. 
 
 Cut two long, slender handles. 
 
 Paste one upon the right and left sides of the basket. 
 Paste the other upon the front and back sides. Where 
 they cross each other at the top paste them together. 
 
 
 EXERCISE XII. 
 
 Square Prism, 
 
 Made in connection with drawing. 
 
 Material — A 9-inch square of drawing paper. 
 
 Dictation — Fold right and left edges of square together ; 
 
 18 
 
unfold. Find crease. Fold right edge to crease ; left edge ; 
 unfold. Fold upper and lower edges together; unfold. 
 Fold upper edge to crease; lower edge; unfold. 
 
 Find upper row of squares. Cut these squares apart 
 along the dividing creases. Cut the squares in the lowest 
 row apart. 
 
 Find the right-hand square in the upper row. Lay it 
 upon the second from the right; lay them both upon the 
 third ; lay all three upon the fourth. Paste. 
 
 Paste the squares in the lowest row in the same manner. 
 
 EXERCISE XIIL 
 
 Cube, 
 
 Made in connection with drawing. 
 Material — A 9-inch square of drawing paper. 
 Dictation — First fold large square into sixteen small 
 squares. (See square prism.) Cut off one row of squares. 
 
 J. .. "\~ ~ ' — 
 
 ..' . — — , 
 
 Hold paper by short edges. Cut squares apart in upper and 
 lower rows. (See square prism.) 
 
 Fold divided squares one upon the other. (See square 
 prism.) 
 
 19 
 
EXERCISE XIV. 
 
 Triangular Prism. 
 
 Made in connection with drawing. 
 Material — A 9-inch square of drawing paper. 
 Dictation — Fold large square into sixteen small squares. 
 (See square prism.) 
 
 Cut out the two right-hand squares in the upper row; 
 in the lower row. 
 
 Cut out the first upper left square ; the first lower left 
 square. 
 
 Paste back of two right-hand squares (i and 2) upon 
 front of two left-hand squares (3 and 4). Fold two remain- 
 ing squares (5 and 6) against open triangular spaces. Cut 
 ofif the tops of these squares so they are even with the tops 
 
 
 rT 
 
 -. 
 
 3 
 
 
 i 
 ; / 
 
 ^ 
 
 
 t" • 
 
 j 
 
 
 6 
 
 
 of the spaces. Find the middle of the upper edge of each 
 square by folding the upper corners together. Then fold 
 the upper corners of each square inward so that the creases 
 run from the lower corners to the middle of the upper edge. 
 Paste the triangles thus formed on the inside of the trian- 
 gular prism. 
 
 20 
 
EXERCISE XV. 
 
 Pyramid. 
 
 Made in connection with drawing. 
 
 Material — Square of drawing paper. 
 
 Dictation — Fold large square into sixteen small squares. 
 (See square prism.) 
 
 Find two middle squares in top row. Find dividing 
 crease. Cut them apart along dividing crease. In the same 
 manner separate the middle squares on the other three sides. 
 
 Hold paper by two opposite corners. Find top square. 
 Find its lowest corner. Fold lowest corner of entire paper 
 to lowest corner of top square. 
 
 V ' _-_, 
 
 \ ' / 
 
 
 1 1 \ 
 / 1 \ 
 
 / i J' 
 
 / , \ 
 r^ — . 1 ^ 
 
 1 V 
 
 Unfold. Fold each corner of the paper in the same 
 manner. 
 
 Hold paper by two opposite sides. 
 
 Find cut on right side. Find left end of this cut. Fold 
 paper so that crease runs from left end of cut to upper right 
 corner. 
 
 Find cut on upper side of paper. 
 
 Find lower end of cut. Fold so that crease runs from 
 lower end of cut to upper right corner. Fold other cor' 
 ners to correspond with upper right coiner. 
 
 Bring corners together and paste flaps on the outside. 
 
 21 
 
EXERCISE XVI. 
 
 Closed Seed Box. 
 
 Made in connection with nature work. 
 
 Material — Square of drawing paper. 
 
 Dictation — Hold paper by two opposite corners. Fold 
 right and left corners together; upper and lower. Unfold. 
 
 Fold each of the four corners to the center. Unfold. 
 Find upper corner. 
 
 Find first crease below upper corner. 
 
 Fold upper corner to middle of first crease. Unfold. 
 Find lowest crease upon paper. Fold upper corner to mid- 
 dle of lowest crease. Unfold. 
 
 Fold right, left and lower corners in the same manner. 
 
 Find upper corner. Find second triangle from upper 
 corner on right side (a). Cut it out. Find third triangle 
 (b). Cut it out. Cut out corresponding triangles (c, d) on 
 the left side. 
 
 Beginning at the lower corner repeat above dictation. 
 
 Find two triangles at upper corner (e, f). Find lower 
 edge of right-hand triangle (f). With scissors make hole 
 in middle of this edge; in middle of lower edge of left- 
 hand triangle (e). 
 
 Cut from one hole into the other. 
 
 Find two triangles at lower corner. 
 
 Find upper edge of right triangle (h). 
 
 Make hole in middle of upper edge. 
 
 22 
 
Cut from right end of upper edge to hole. Fold corner 
 thus made to left end of upper edge of right triangle. 
 
 Cut and fold left triangle (g) to correspond. 
 
 Make right corner of entire square correspond with up- 
 per corner. Make left correspond with lower corner. 
 
 Pass lower corner through slit in upper corner and un- 
 fold. 
 
 Pass left corner through slit in right corner and unfold. 
 
 SERIES 11. 
 EXERCISE XVn. 
 
 First Measuring Exercise. 
 
 We now come to the use of the ruler. If possible, secure 
 rulers that have only the whole inches marked. If these 
 cannot be had by all means do not take one with smaller 
 divisions than quarters, for these divisions are very con- 
 fusing to the child. 
 
 Strips of heavy bristol board one inch wide and the 
 desired length make very good rulers for beginners. By 
 using these the teacher may mark them to suit herself and 
 thus have several sets, one marked in whole inches, another 
 in wholes and halves, and still another marked in wholes, 
 halves and quarters. 
 
 These may be placed in the hands of the children as 
 they progress in the work. 
 
 The first exercise with the ruler is nothing more than 
 the drawing of lines ; as, for example, draw four lines each 
 two inches long, four more each three inches, four more 
 each four inches, and so on up to six. 
 
 How many of the two-inch lines may be made of the 
 six-inch line? Of the four-inch Hne? Of the three-inch 
 line? How many of the three-inch lines may be made of 
 the six-inch line? The six-inch line is how much longer 
 than the four-inch Hne? This questioning may be carried 
 on. 
 
 23 
 
To Make a Square Corner. 
 
 In order to draw a perfect square or oblong the child 
 must be taught to draw a perfect corner. 
 
 To do this draw a straight line half way across your 
 paper from front to back. Place left end of ruler upon this 
 line with back left corner of ruler touching back end of line. 
 Draw from the end of this line along the back edge of the 
 ruler. 
 
 Drawing Showing Position of Ruler. 
 
 Give practice with this exercise, letting the given line 
 run in various directions. 
 
 It will be observed that we come to the terms "front" 
 and "back" edges. The edge of the paper directly in front 
 or the edge nearest the front edge of the desk is called the 
 "front edge." The opposite edge is called the back edge. 
 
 A right triangle cut of heavy straw board is very help- 
 ful in the drawing of squares and oblongs. 
 
 T 
 
 WTV\ 
 
 Place triangle on paper and draw corner. To extend 
 lines place the ruler as in first exercise and draw desired 
 length. The triangle is then again placed in corner so that 
 one edge coincides with line drawn and corner completed 
 by drawing down the other side of triangle as shown above. 
 
 In the next eighteen exercises nothing but the whole 
 inch is used. This does not include all of the whole inch 
 exercises to be found in the book, but only the more sim- 
 ple ones, the more complicated inch exercises being placed 
 later in the course. 
 
 24 
 
Children must not be forced Into models that are beyond 
 them. 
 
 The plan of the work is to carry, as far as possible, the 
 square and cubic measurements in connection with the 
 linear. 
 
 EXERCISE XVIIL 
 
 Paper Chain, 
 
 For decorating the schoolroom. 
 
 Material — Drawing paper, 9x12 inches. 
 
 Dictation — Place paper on desk with long edges at front 
 and back. Place ruler on back edge of paper, left end coin- 
 ciding with left edge of paper. Place dot at i-inch mark, 
 at 2, 3, 4, 5, 6, 7, 8, 9, 10 and ii-inch marks. 
 
 In the same manner place dots on front edge. 
 
 Connect opposite dots by straight lines. Cut along these 
 lines, making twelve ,i-inch strips. 
 
 Fold the ends of each strip together. Crease. Cut 
 along the crease, thus dividing each strip in half. 
 
 Take one strip ; paste one end over the other, making a 
 ring. 
 
 Pass the next strip through this ring, pasting the ends 
 in the same manner. 
 
 Proceed in this way until all the strips have been used. 
 
 EXERCISE XIX, 
 
 Paste Trays. 
 
 Made in connection with construction work. 
 Material — Heavy drawing paper. 
 
 Dictation — Draw and cut out 2-inch squares, 3, 4, 5 and 
 6-inch squares. Pinch edges of corners together. Do not 
 
 ^5 
 
destroy these trays nor throw into the waste basket, btii 
 send tlieni to the various upper grades to be used. 
 
 Children will always take more interest and will make 
 better what they know is to be put to some use. 
 
 Do not fail to get a lesson in comparison from this exer- 
 cise. 
 
 EXERCISE XX. 
 Color Exercise. 
 
 Material : Four shades of colored paper. 
 
 Dictation: Draw and cut out 4-inch, 3-inch, 2-inch and 
 
 l-inch squares. 
 
 Arrange and paste according to shades. 
 
 EXERCISE XXI. 
 
 Postage Stamp Holder. 
 
 Made in connection with Christmas work. 
 
 ]\laterial : Colored kindergarten paper. 
 
 Dictation : Draw and cut out 5-inch square. 
 
 For folding see dictation for seed envelope, Exercise 11. 
 
 EXERCISE XXIL 
 
 Cornucopia. 
 
 Made in connection with Christmas work. 
 Material : A light quality of bristol board. 
 Dictation : Draw and cut out 7-inch square. 
 Fold and paste in shape of cornucopia. Suspend 
 by a cord. Used for scraps of paper. 
 
 2G 
 
EXERCISE XXIIL 
 
 Made in connection with science work. Use various 
 sized squares of bristol board for mounting autumn leaves. 
 
 Select those of a size, cut sHts in corners and with rib- 
 bon string so that one hangs just above the other. 
 In this way six or eight may be strung together. 
 
 EXERCISE XXIV- 
 
 Made in connection with science work. Use various 
 sized oblongs for mounting specimens of seeds carried by 
 
 
 the wind, and by animals such as burrs of various kinds. 
 
 Hang these as were the squares on which the leaves 
 were mounted. 
 
 Mat, 
 
 EXERCISE XXV- 
 
 Made as a gift. 
 
 Material: A 9-inch square of paper; an oblong piece 
 9x7 inches. 
 
 27 
 
Dictation : Lay square upon desk. Find back right 
 corner. One inch from this corner on riglit edge place a 
 .dot. Find back left corner. One inch from this corner on 
 left edge place a dot. Connect these dots by a straight line. 
 
 In the same manner draw a line one inch from the front 
 edge of the paper. 
 
 Place ruler on the first line drawn so left end of ruler 
 coincides with left edge of paper. Place a dot on the line 
 at the i-inch mark ; at the 2, 3, 4, 5, 6, 7 and 8 inch marks. 
 
 In the same manner place dots i inch apart on the other 
 line which has been drawn. 
 
 Connect opposite dots by straight lines. 
 
 Cut along the above lines with scissors. 
 
 Place oblong paper on desk with short edges at front 
 and back. 
 
 Place ruler along back edge of paper with left end of 
 ruler coinciding with left edge of paper. 
 
Place dot at the i-inch mark ; at the 2, 3, 4, 5 and 6 inch 
 marks. 
 
 In the same manner place dots on the front edge of 
 paper. 
 
 Connect opposite dots by straight lines. Cut along 
 these lines, making seven i-inch strips. 
 
 Weave the first strip through openings in the square, 
 first under and then over the strips in it, alternately. Weave 
 the next strip over and then under and so on until the seven 
 strips are woven in. 
 
 When the weaving is complete, draw the ends of the 
 strips all through on the same face of the mat and paste. 
 
 EXERCISE XXVL 
 
 Woven May Basket. 
 
 Made for the 1 st of May. 
 
 Material: Two oblongs of paper, contrasting colors, 12 
 inches by 5. 
 
 Dictation : Hold one oblong by the short edges. Fold 
 short edges together. Crease. Lay on desk so creased edge 
 
 is at front. Draw straight line across paper i inch from 
 back edge. (See mat.) On this line place dots i inch 
 apart. (See mat.) Place dots i inch apart on creased edge. 
 Connect dots on line with opposite dots on crease by 
 straight lines. 
 
 29 
 
Cut from crease along these lines. 
 
 Repeat the above dictation for the other oblong. 
 
 Place one oblong upon the other, so that the cuts upon 
 one are at right angles to those upon the other. Begin 
 to weave at closed edge. Weave in the same manner as mat, 
 only these strips being double, separate each strip, slipping 
 one through the other alternately. 
 
 When weaving is completed, insert fingers into open 
 corner and spread apart into basket form. 
 
 Cut handle of any desired width and length and paste on 
 at two lower corners. 
 
 EXERCISE XXVIL 
 
 Thread- Winder. 
 
 Made in connection with Christmas work. 
 
 Material : A light quality bristol board. 
 
 Dictation : Draw 4-inch square. One inch from back, 
 right corner, along back edge, place a dot ; i inch above 
 front, left corner, place a dot. Connect the two dots by 
 
 straight line. One inch below back, right corner, place a dot : 
 I inch from front, left corner, along front edge, place a dot. 
 Connect the two dots by straight line. Repeat exercise 
 with back, left and front, right corners Cut out 
 
 triangles. 
 
 30 
 
EXERCISE XXVIIL 
 
 Basket, 
 
 Made in connection with story of Red Riding Hood. 
 
 Material : A light quality bristol board. 
 
 Dictation : Draw an oblong 6 inches by 4 inches. Place 
 oblong with 6-inch edges parallel with front edge of desk. 
 
 Along the four edges of oblong place dots i inch apart. 
 Connect corresponding dots on back and front edges by 
 straight lines. Connect corresponding dots on right and 
 left edges by straight lines. 
 
 There are four rows of inch squares. 
 
 How many inch squares in one row ? Two rows ? Three 
 rows? Four rows? How many inches half-way around 
 oblong? 
 
 ■ Draw a line equal to the length of the two short edges 
 of the oblong. 
 
 Draw a line equal to the length of the two long edges of 
 the oblong. 
 
 How much longer is the oblong than it is wide? 
 
 In this exercise an attempt has been made to bring out 
 the idea of square inch. Give numerous exercises of this 
 kind. 
 
 Crease back edge of front rows of inch squares. Crease 
 front edge of back row of inch squares. Crease left edge 
 of right row of inch squares. Crease right edge of left row 
 of inch squares. 
 
 Find back, right inch square. Cut along entire left edge 
 
 31 
 
of this square. Find back, left inch square. Cut along 
 entire right edge of this square. Repeat exercise with front, 
 .right and left squares. Fold into basket form and paste 
 inch squares on inside of basket. Draw and cut out an 
 oblong 6 inches by 1-2 inch. Paste ends of oblong on center 
 of sides of basket. 
 
 EXERCISE XXIX. 
 Seed Box, 
 
 Made in connection with science work. 
 
 Material : A light quality bristol board. 
 
 Dictation : Draw 5-inch square. 
 
 Repeat dictation as given for Basket (Ex. 28). 
 Make cover for box by repeating whole dictation. 
 
 EXERCISE XXX, 
 
 Eight Cubic Inch Box. 
 
 Material : Ordinary drawing paper. 
 
 Made in connection with the study of soils. 
 
 Draw a 6-inch square and place points on right and leti 
 edges, front and back two inches from corners. Connect 
 dots by straight lines. 
 
 Cut along front edges of squares in back corners and 
 along back edges of squares in front corners. 
 
 Crease, fold and paste. 
 
 32 
 
One Cubic Inch Box, 
 
 In making the "One Cubic Inch Box," draw a 3-inch 
 square and place points i inch from corners. 
 
 The i-inch box is made in connection with the 8-inch 
 
 box, so that the soil may be measured by the cubic inch. 
 Eight of the small boxes may be made to fit in the large one. 
 
 EXERCISE XXXL 
 
 May or Christmas Basket. 
 
 Draw a 5-inch square. 
 
 Instead of pasting flaps on inside, as in Ex. 29, turn 
 outward and tie at corners, as shown in completed drawing 
 Cut handle 7 inches by 1-2 inch. 
 
 What is the distance half-way around this square? 
 What is the distance around the square? (Perimeter oj 
 square.) 
 
 3.^ 
 
How long is the basket when finished ? 
 
 How much longer is the working drawing of the bas- 
 ket than the completed basket? 
 
 How many square inches in the bottom of the basket? 
 
 Make the working drawing for a basket that shall be 
 two inches square when completed and one inch deep. 
 
 EXERCISE XXXIL 
 
 Circle'Maker. 
 
 Made and used in connection with constructive work. 
 
 Material : Straw board. 
 
 Dictation : Draw oblong 7 inches by i inch. Place 
 oblong with 7-inch edges parallel with front edge of desk. 
 Along back and front edges place dots i inch apart, be- 
 
 
 
 
 xjy 
 
 ■ 
 
 
 f 
 
 ginning about 1-2 inch from left edge. Connect corre- 
 sponding dots by straight lines. With scissors perforate 
 first intersecting line in the center (XXV.). Place pencil 
 point thru perforation. Place pin on center of one in- 
 tersecting line. Use pin as pivot and swing pencil around 
 it. The distance between pencil and pin is the radius of 
 circle. 
 
 In exercises with circle-maker children learn circumfer- 
 ence, diameter and radius of a circle. We also find here 
 another excellent exercise in comparison of circles. 
 
 EXERCISE XXXIIL 
 
 Color Exercise, 
 
 Material : Three shades of colored kindergarten paper. 
 Dictation : Draw and cut out 6-inch, 4-inch and 2-inch 
 circles. Arrange and paste according to shades. 
 
 34 
 
Children very soon learn that when asked to draw a six- 
 inch circle three inches are needed on the circle-mai<er. 
 Four-inch circle, two inches, etc. 
 
 In this w^ay many of these exercises afford excellent 
 
 drill in finding one-half of various numbers. 
 
 EXERCISE XXXIV. 
 
 Piti' Holder. 
 
 Material : Manilla paper. 
 Draw a 7-inch square. 
 Find center by drawing diagonals. 
 Inscribe a 6-inch circle. 
 
 Bisect right and left edges of square and draw hori- 
 zontal diameter. Allow small flap for paste. 
 
 Cut semi-circle and paste into a cone shape. 
 
 Explain thoroughly what is meant by " diagonals" and 
 the term ** bisect." 
 
 35 
 
In many of the following exercises circles are drawn 
 within squares. 
 
 * By doing this the circle is more accurately bisected by 
 placing the rnler across points bisecting the square. 
 
 The center of any square may be easily found by draw- 
 ing just enough of the diagonals to have the lines cross. 
 
 EXERCISE XXXV* 
 
 Color Exercise. 
 
 Material : Four shades colored kindergarten paper. 
 Dictation : Draw and cut out a 6-inch circle, 4-inch 
 square, 2-inch^ circle and i-inch square. 
 Arrange and paste according to shades. 
 
 EXERCISE XXXVL 
 
 36 
 
Basket. 
 
 Draw a 6-inch square. 
 
 Points are placed two inches from corners and con- 
 nected by straight hnes, as in Ex. 27. 
 
 Allow for paste liaps, as shown in working drawing. 
 
 The above exercise may be worked out by the pupils- 
 Place before them the completed basket. 
 
 If they cannot see its construction allow them to take 
 it apart. 
 
 The thread-winder will at once be recognized. 
 
 Draw handle 8 by 1-2 inches. 
 
 SERIES III 
 
 In this series of models the inch and half inch have been 
 used. New work is so gradually presented that no difficulty 
 will be experienced. 
 
 It is not intended that the teacher shall give the dicta- 
 tions just as outlined in this little book. These are only a 
 suggestion as to" what may be done along this line. 
 
 "Time" is a very important factor to the teacher of the 
 ordinary public school. It is not necessary that the teacher 
 in every lesson give her time. 
 
 The dictation may be written on the board before school 
 and the pupils allowed to follow it, thus making them less 
 dependent, as well as receiving the drill in reading script. 
 
 Then, too, the working draw"ing may be placed on the 
 board with the length of each line marked and the pupils 
 again allowed to work independently. 
 
 After the first steps of this work have been thoroly 
 done put before the children the completed model. 
 
 Have them examine it. 
 
 Let a number of them go to the board and draw the 
 shape as it would appear if unfolded. 
 
 Be sure tjiat all can see the construction (take apart if 
 
 37 
 
necessary), and then, without dictation, have them make 
 a working drawing. 
 
 By working in this way the child is required to pui 
 forth his very best thinking powers, thus strengthening his 
 abiHty to construct. 
 
 EXERCISE XXXVIL 
 
 Thread=WInder. 
 
 Made in connection with Christmas work. 
 Material : A light quality bristol board. 
 Dictation : Draw 4-inch square. 
 
 Repeat dictation for thread-winder as given in exercise 
 27, using half inches in place of inches. 
 
 EXERCISE XXXVTIL 
 
 CIrcle'Maker. 
 
 Made and used in connection with constructive work. 
 Material : Straw board. 
 
 Dictation : Draw an oblong 7 inches by 1-2 inch. Place 
 oblong with 7-inch edges parallel with front edge of desk, 
 
 \\ ■ i ■ i ■ r i ■ \ ■ \\ 
 
 Along back and front edges of oblong place dots i inch 
 apart. Connect corresponding dots by straight lines. (See 
 Ex. 32.) 
 
 38 
 
The dotted half inch at either end allows for the full use 
 of six inches. 
 
 The dots placed thru center mark the half inches. 
 
 EXERCISE XXXIX. 
 
 Paste Tray. 
 
 Made in connection with construction work. 
 
 Material : Drawing paper or light quality of bristol 
 board. 
 
 Dictation : Draw an oblong 4 inches by 3 inches. One- 
 half inch from each corner along each edge place a dot. 
 
 Connect the corresponding dots by straight lineSo 
 
 Draw diagonal lines across the corners. 
 
 \ 
 
 / 
 
 
 
 / 
 
 \ 
 
 Crease inside lines. Cut diagonal lines (see Ex. 31). Fold 
 in shape and paste one part of square on inside, the other 
 on the outside. This makes a firm corner. 
 
 For number work see Ex. 31. 
 
 EXERCISE XL* 
 
 Oblong Comb Case. 
 
 Material : Bristol board. 
 
 Draw an oblong 8 inches by 6 inches. 
 
 Place long edge parallel with edge of desk. 
 
 On front edge and one and one-half inches from front 
 right corner place a dot. Place a point opposite on back 
 edge and connect dots by a straight line. 
 
 Repeat dictation for opposite side. 
 
 39 
 
Place dots along right and left edges one and one-halt 
 inches apart and connect corresponding dots. 
 . Cut away upper right and left squares. 
 
 Crease remaining lines and cut heavy ones. 
 
 Fold squares inside and paste to front and back of 
 model. 
 
 Number Work. 
 
 How much longer is this working drawing than it is 
 wide ? 8-6. 
 
 One long edge is 8 inches, draw a line equal in length to 
 the two long edges put together. 8+8; 8X2. 
 
 Draw a line equal in length to the two short edges put 
 together. How long is it? 6+6; 6X2. 
 
 Draw a line equal in length to one-half the distance 
 around the oblong. How long is it? 8+6. 
 
 What is the entire distance around the oblong? 14+14; 
 14X2. 
 
 Since dots are placed i 1-2 inches from corners on front 
 and back edges how long is the comb case when finished? 
 8 — (i 1-2+ 1 1-2.) 
 
 Since dots are placed i 1-2 inches apart on right and 
 left edges, how many such divisions are there on each edge? 
 
 How wide is the completed box? 
 
 How much longer is the completed box than it is wide? 
 
 Ask the same questions in regard to the completed box 
 as were asked above, in connection with the working draw- 
 ing. 
 
 Make the w^orking drawing for a box that when finished 
 shall be 4 inches long, 3 inches wide and i inch deep. 
 
 40 
 
EXERCISE XLL 
 
 Have pupils examine the model. Let a number of them 
 go to the board and draw the shape as it would appear if 
 unfolded. a 
 
 Be sure that all can see the construction, and then, with- 
 out dictation, have them draw tiie diagram. 
 
 Cut, fold and tie the squares, excepting one face with 
 a loop for hanging. 
 
 EXERCISE XLIL 
 Menenko*s Home. 
 
 Roof. 
 
 Material : Ordinary drawing paper, with the roof col- 
 ored with crayon of the desired colors to give it the ap- 
 pearance of straw or reeds. 
 
 Made in connection with literature taken from "Seven 
 Little Sisters." 
 
 Within a 7-inch square inscribe a 6- inch circle. Bisect 
 left and front edges. Show quarter circle and cut away. 
 This forms the roof. Allow cut edges to overlap about one- 
 half inch. 
 
 Sides. 
 
 Draw an oblong lo inches by 21-2 inches. 
 On the right and left edges and one-half inch from the 
 back corners place dots. 
 
 Connect these dots by a straight line. 
 
 41 
 
On the back edge of the original oblong place dots one- 
 half inch apart ; connect these with dots placed on the line 
 below. Cut away every other half inch square, as shown 
 in the drawing. Paste in the form of a cylinder, allowing 
 flaps to fold inward. Paste roof to these flaps. 
 
 For number work see Exercise 31. 
 
 n n n rrn mini i i i i i i 
 
 n 
 
 > 
 
 \/ \ 
 
 
 
 \ 1 
 
 
 \\ 
 
 y 
 
 In drawing circles the diameter is always given, letting 
 the child find for himself the radius or the distance required 
 on circle-maker to describe the circle ; thus a 6-inch circle 
 calls for 3 inches on circle-maker. 
 
 EXERCISE XLIIL 
 Weather Record, 
 
 From the first day of shool children are expected to 
 bring in the weather report as observed by rhem on their 
 way to school. 
 
 This report is kept on a sheet of bristol board in desks 
 of colored paper of various shades. 
 
 Bright yellow indicates a sunny day, while a shade 
 darker indicates a fair day, and pale yellow is used to show 
 the phases of the moon. 
 
 The light drab indicates clouds, while the shade darker 
 indicates rain. Small circles of white pasted on the other 
 
 42 
 
colors indicates frost, while a fraction of one of the disks of 
 white indicates snow. 
 
 Small arrows of red indicate the direction of the wind 
 (see page 70). 
 
 Twenty straight lines are drawn at the left half of bristol 
 board and divided into degrees. The date for each day of 
 the month is placed at upper end of line. Trace with a 
 colored pencil the reading of the thermometer each day, 
 as shown in drawing. 
 
 Two colored crayon pictures are made each month to 
 show the changes in the landscape. 
 
 These are pasted just below the weather record. 
 
 The children cut the disks used in keeping the record. 
 
 If the beginning of the day is sunny a bright yellow disk 
 is pasted in the square for that day. If at noon it should 
 be only fair a half disk of the darker yellow is pasted over 
 this bright yellow, etc. 
 
 At the close of each week and month questions like the 
 following are asked : 
 
 How many clear days were there this week? How 
 many fair ? How^ many cloudy ? How many more clear 
 days than cloudy? How many clear and rainy days to- 
 gether? How many more rainy days than cloudy? 
 
 Ask same questions for month. 
 
 How many frosts during the month? How many de- 
 grees warmer or colder is to-day than yesterday? 
 
 Compare one week with another. 
 
 Compare one month with another. 
 
 How many days did the wind come from the south, 
 north, east, west? 
 
 What wind generally brings rain ? 
 
 What wind generally brings snow? 
 
 Observe the effect of cloudiness upon frost. 
 
 43 
 
EXERCISE XLIV. 
 
 Have pupils examine the model. 
 
 Let a number of them go to the board and draw the 
 shape as it would appear if unfolded. 
 
 Be sure that all can see the construction and tnen, with- 
 out dictation, have them draw the diagram. 
 
 Cut, fold and tie the sides, as shown in drawing below. 
 
 EXERCISE XLV. 
 
 Have pupils examine the model. 
 
 Let a number of them go to the board and draw the 
 shape as it would appear if unfolded. 
 
 Be sure that all can see the construction and then, with- 
 out dictation, have them draw the diagram. 
 
 Cut, fold and tie the sides as shown in drawing below 
 For upright part of this model see Exercises 2y, 36, 37 
 and 44. 
 
 44 
 
EXERCISE XLVL 
 
 Wind Mill, 
 
 Made in connection with science work. 
 
 Material : Heavy drawing paper. 
 
 Dictation : Draw and cut ont 5-inch square. Connect 
 by straight Hne the back, left and front right corners. Con- 
 nect by straight line, the back right and front left corners. 
 
 In this exercise children learn the diagonals of a square. 
 
 Find center of square. Place pin of circle-maker on 
 center and draw i-inch circle. 
 
 From the four corners of square cut along the lines to 
 circumference of circle. 
 
 Turn every other point to the center and hold in place 
 with a pin. 
 
 From heavy pasteboard make an oblong 7 inches by 1-2 
 inch. 
 
 Use this oblong for handle of wind-mill. 
 
 EXERCISE XLVIL 
 
 Cylinder. 
 
 Material: A light quality of bristol board. 
 
 Dictation : Draw an oblong 6 inches by 7 inches. Cat 
 out and paste 6-inch edges together. 
 
 Draw and cut out two 2-inch circles, or place cylinder 
 upright on paper and draw around to find size of ends, leav- 
 ing laps on circles for pasting. 
 
 45 
 
Place circles at top and bottom of cylinder, pasting laps 
 on the inside. 
 
 EXERCISE XLVIIL 
 
 Puritan Cradle. 
 
 Made in connection with Thanksgiving work. 
 
 Material : A light quality of bristol board. 
 / Dictation : Draw an oblong 6 inches by 9 inches. Place 
 oblong with 6-inch edges parallel with front tdgt of desk. 
 
 Place dots 2 and 4 inches from back, right corner, along 
 right edge. Repeat exercise with back, left corner. Con- 
 nect corresponding dots on right and left edges by straight 
 
 K^ — :^ 
 
 lines ; i inch from front, right corner, along right edge, place 
 a dot. Repeat exercise with front, left corner. Connect the 
 two dots by a straight line. ^ 
 
 Place dots i and 2 inches from back, right corner, along 
 back edge. 
 
 Place dots i and 2 inches from back, left corner, along 
 back edge. Repeat exercise with front edge of oblong. 
 
 Connect corresponding dots on back and front edges by 
 
 46 
 
straight lines. Crease with scissors all lines on 
 
 inside of oblong. 
 
 From back, right corner follow right edge downward 4 
 inches. Along this line cut 2 inches toward center of ob- 
 long. From back, left corner, follow left edge downward 4 
 inches. Along this line cut 2 inches toward center of ob.- 
 long. 
 
 From back, right corner follow right edge to first line. 
 Cut along this line 2 inches. Remove oblong (2 inches by 
 I inch) found in back, right corner of large oblong. 
 
 Repeat this exercise with back, left corner. From front, 
 right corner follow front edge to first line. Cut along this 
 line 5 inches. From front, right corner follow right edge 
 to first line. Cut along this line 2 inches. Repeat this ex- 
 ercise with front, left corner. 
 
 Fold and paste laps on inside. 
 
 For rockers, draw oblong 3 inches by i inch. Bisect 
 right and. left edges. Connect points of bisection with 
 straight line. 
 
 Remove 1-2 inch square from back, right and left cor- 
 ners. 
 
 Draw bottom of rocker. Cut along curved line. 
 
 Paste on bottom of cradle. 
 
 For number work see previous exercises. 
 
 EXERCISE XLIX. 
 
 Indian Wigwam, 
 
 Made in connection with work on Hiawatha. 
 
 Material : A light quality bristol board. 
 
 Dictation : Draw a 6-inch square. 
 
 Place pin and pencil 6 inches apart on circle-maker. 
 Place pin on front, left corner of square. Place pencil on 
 back, left corner of square. 
 
 47 
 
Swing pencil to front, right corner, making a quarter- 
 circle. Place pin and pencil 1-inch apart on circle-maker. 
 Place pin on front, left corner. Place pencil on left edge and 
 swing to front edge of square, making a quarter-circle. 
 
 Draw paste flap and paste as shown in drawing. 
 
 Cut along the circumference of both quarter circles. 
 
 Jfn. /f'lig.'tc. I 
 
 When thoroughly dry crease to give the appearance of 
 sticks over which the paper is stretched. 
 Fold tops of wigwam back. 
 If decorations are desired do so before pasting. 
 
 EXERCISE L. 
 
 Indian Canoe. 
 
 Material : Ordinary drawing paper streaked with 
 brown Franklin crayon, as shown in completed object, to 
 give it the appearance of birch bark. 
 
 Made in connection with Indian work. 
 
 Draw an oblong 8 by 4 inches or 4 by 2 inches for small 
 size. 
 
 On the left edge and 1-2 inch from back, left corner 
 place a dot. 
 
 Repeat for back, right corner. 
 
 On left edge and 1-2 inch from front, left corner place 
 a dot. 
 - Repeat for front, right corner. 
 
 ^,8 
 
Using these dots as centers, describe four 3-inch circles, 
 as shown in working drawing. 
 
 Cut around outer edge and paste, as shown in completed 
 object. 
 
 For the smaller canoe take one-half the dimensions of 
 the larger. 
 
 Number Work on Canoe. 
 
 The oblong is 8 inches on one long edge ; what is 
 the length of the two lon^ edges? The two short edges? 
 
 How much longer is the oblong than it is wide? 
 
 The length is how many times the width? 
 
 The width is what part of the length? 
 
 What is the distance half-way around the oblong? What 
 is the perimeter of the oblong? 
 
 There are four 3-inch circles ; what is the length of two 
 of the diameters? Of three? Of four? 
 
 What is the radius of each circle? 
 
 For drill in number, the above work, by the use of rub- 
 ber figures, is placed on bristol board similar to the fol- 
 lowing : 
 
 8-f-8 equals — ? 8X2 equals — ? 4-I-4 equals — ? 4X2 
 equals — ? 4 is what part of 8? 8-I-4 equals — ? 12-]- 12 
 equals — ? 12X2 equals — ? 3X2 equals — ? 3X3 equals 
 — ? 3X4 equals — ? 1-2 of 3 equals — ? 12 is 1-2 of — ? 
 8 is 1-2 of — ? 4 is 1-2 of — ? I 1-2 is 1-2 of — ? 
 
 49 
 
EXERCISE LI. 
 
 Puritan Hat 
 
 . Made in connection with Thanksgiving. 
 
 Material : A Hght quahty of bristol board or ordinary 
 drawing paper. 
 
 Draw a 4 1-2 inch square. 
 
 With 4^ inches, 4 inches and 2 inches on eircle-maker 
 inscribe quarter circles from back, right corner, as shown 
 in drawing. Draw paste flap outside of square. 
 
 Cut around circumference of 4 1-2 inch and 2 inch quar- 
 ter-circles. 
 
 This, when pasted, forms the crown. 
 
 Slash bottom of crown upward to circumference above. 
 
 For top of crown place small end on paper and draw 
 around. 
 
 Draw four paste flaps, cut and paste flaps on inside. 
 
 Draw a 2-inch circle within 4-inch circle. Cut around 
 circumference of both circles. Use the circular figure for 
 rim of hat. 
 
 Fold laps on crown outward. 
 
 Slip rim over crown and paste not only flaps to under- 
 side of rim but also edges of crown. By pasting edges of 
 crown at this time it may be made to exactly fit the open- 
 ing of rim. Paste in top of crown. 
 
 Cut another rim and paste beneath the first, thus giving 
 the under part of the rim a more finished appearance. 
 
 50 
 
EXERCISE LIL 
 
 Napkin Ring. 
 
 Made in connection with Thanksgiving work. 
 
 Material : A Hght quahty of bristol board or ordinary 
 drawing paper. 
 
 Dictation : Draw and cut out an oblong 6 inches by 2 
 inches. Lap ends and paste together. 
 
 Draw and cut out two oblongs 6 inches by i-2 inch. 
 
 Place one small oblong around outside of ring, close to 
 its upper edge. Lap ends and paste. 
 
 Place one small oblong arouncl outside of ring close to 
 its lower edge. Lap short edges and paste. 
 
 Pail. 
 
 EXERCISE LIIL 
 
 Made in connection with story of Jack and Jill. 
 Material : A light quality bristol board. 
 Dictation: Draw and cut out oblong 6 1-2 inches bv 
 23^ inches. Paste short edges of oblong together. 
 
 51 
 
Draw and cut out 2-inch circle with laps for pasting. 
 Paste bottom on pail. 
 . Draw and cut out oblong 6 inches by 1-2 inch. Paste 
 handle on outside of pail. 
 
 Pan, 
 
 EXERCISE LIV. 
 
 Made in connection with the Thanksgiving work and 
 story, Ugly Duckling. 
 
 Material : A light quality bristol board. 
 Dictation : Draw line 4 inches long. 
 
 On this line draw 3-inch semi-circle within 4-inch semi- 
 circle. 
 
 For bottom place rim on paper and draw around. Allow 
 for paste flaps, as in Exercises 51 and 53. 
 
 EXERCISE LV. 
 The Three Bowls. 
 
 Made in connection with story of The Three Bears, when 
 told in advanced first or beginning second grades. 
 
 Material: A light quality bristol board. 
 Big Bowl, 
 
 Dictation : Draw line 6 inches long. 
 
 Bisect this line. On this hne draw 3-inch semi-circle 
 within 6-inch semi-circle, as in Exercise 54. Cut along 
 circumferences of semi-circles. 
 
 Paste together straight edges. Get size of circle for 
 bottom by drawing around inside of bowl. Draw four laps 
 
 52 
 
on small circle, 
 of bowl. 
 
 Cut out and paste with laps on inside 
 
 Middle=sized Bowl, 
 
 Use 5-inch line and 3-inch semi-circle within 5-inch 
 semi-circle. 
 Little Bowl, 
 
 Use 4-inch line and 2-inch semi-circle within 4-inch 
 semi-circle. 
 
 EXERCISE LVL 
 
 Eskimo Sledge. 
 
 Made in connection with Eskimo work. 
 
 Material : Heavy quality bristol board. 
 
 Dictation : Draw an oblong 6 inches by 9 inches. 
 
 Place oblong with 6-inch edge parallel w'th front edge 
 of desk. One inch from either corner along back edge 
 place a dot ; i inch from either corner along front edge 
 place a dot. Connect corresponding dots by straight lines. 
 Along these lines, within the oblong, place dots 3 inches 
 from front edge. 
 
 Connect these dots by a straight line. Along same 
 Hues within oblong place dots 2}^ inches from back edge. 
 Connect these dots by a straight line. 
 
 There is now in the front an oblong 4 in. by 3 in., whose 
 front edge is formed by front edge of large oblong. 
 
 Along back edge of thfs oblong, 1-2 inch from either 
 corner, place a dot. Repeat with front edge. Connect cor- 
 responding dots with straight line. 
 
 Find front, right corner of large oblong. Two inches 
 from this corner, along right edge, place a dot. 
 
 53 
 
Find front, right corner and follow front edge to first 
 line. Two inches from front edge, along this line, place a 
 dot. Connect the two dots by a straight line. Repeat exer- 
 cise with front, left corner. 
 
 ; Find back, right corner of oblong 21-2 inches from 
 this corner ; along right edge place a dot. Find dot i inch 
 from back, right corner, along back edge. Connect these 
 two dots by a straight line. Repeat this exercise with back, 
 left corner Cut out the triangles found in back right 
 and left corners of oblong. Cut out small oblong (2 1-2 
 inches by 4 inches), whose back edge is formed by back 
 edge of large oblong. Cut out smaller oblong (3 inches by 
 
 / 
 
 
 \ 
 
 
 
 
 
 
 
 
 
 4 inches), whose front edge is formed by front edge of large 
 oblong. Find front, right corner of oblong and follow front 
 edge to first line. Cut along entire length of line. From 
 front, right corner follow right edge to first line and cut 
 along line, removing small oblong. Repeat exercise with 
 front, left corner. . 
 
 Fold runners of sledge downward. 
 
 Fold back of sledge upward and lace together. Fasten 
 card to right and left sides of seat. 
 
 For number work see Exercise 50. 
 
 54 
 
EXERCISE LVn* 
 
 Bill Holder, 
 
 Material: Bristol board. 
 
 Draw an oblong ii 1-2 inches by 8 1-2 inches. 
 Place dots and connect by straight lines, as shown in 
 drawing. Cut as shown in drawing. 
 
 
 
 '^eius N 
 
 \ 
 
 -1 
 
 \ 
 
 S 
 
 
 
 
 
 
 
 
 (P'^'UUc 
 
 Length of lines marked on drawing are for full size model. 
 
 EXERCISE LVIIL 
 
 Triangular Pyramid WathPocket, 
 
 Material : Light quality of bristol board ordinary draw- 
 ing paper or mimeograph paper. 
 
 Made for the purpose of teaching the equilateral triangle. 
 
 Present model and then unfold to show that all sides 
 and the large triangle of which they are composed are 
 equilateral triangles. 
 
 Draw a line 6 inches long. 
 
 With the circle-maker and a distance equal to the line 
 just drawn draw arcs from ends of line, as shown in the 
 
 5B 
 
tigure. Flace ruler from end of line to the point where the 
 arcs intersect. Draw Hne. 
 
 Bisect all edges of the completed triangle. Join all ad- 
 
 
 jacent points. Draw small flap for paste. Crease lines to 
 be folded with back edge of scissors. 
 
 Draw a number of equilateral triangles of various sizes. 
 
 EXERCISE LIX. 
 
 Paper Weight. 
 
 One Half Size. 
 
 This is one of the early exercises in the construction of 
 
 equilateral triangles. See Exercise 58. 
 
 Paste as in Ex. 58 first. 
 
 Put in a handful of pebbles and then paste top down. 
 
 56 
 
EXERCISE LX, 
 
 Toothpick Holder. 
 
 Material: Light quality of bristol board, ordinary draw- 
 ing paper or mimeograph paper. 
 
 See Exercise 58. Paste or tie corners. 
 
 Allow angles to curve outward at top. 
 
 EXERCISE LXL 
 
 Cnrd Receiver or Fruit Baslcet. 
 
 Material : Colored bristol board. 
 Draw an 8-inch square. Bisect each edge. 
 Draw part of diagonals to find center. From center 
 inscribe a 4-inch circle within a 6-inch circle. 
 
 Place points in circumference of large circle just oppo- 
 
 site the points of bisection. By using the circle* maker and 
 with a distance equal to the radius of large circle, draw arcs 
 across the circumference above and below, to the right and 
 left of the four points in circumference. This divides the 
 
 57 
 
circumference of large circle, counting the four points first 
 placed, into twelve parts. With these twelve points as 
 centers and a radius equal to i inch inscribe circles. Cut 
 around the outer edge of figure, and cut out the elliptical 
 figures inside. 
 
 Allow parts to overlap about i-8 of an inch, and paste. 
 
 These parts may be tied with narrow ribbon or colored 
 yarn instead of pasted. 
 
 EXERCISE LXIL 
 
 Clock Face. 
 
 Made in connection w-ith teaching Time. 
 Material : A light quality bristol board. 
 Dictation : Draw 3-inch circle within 4-inch circle. 
 
 Draw hands and place figures on clock face by dividing 
 the 3-inch circle into twelve equal parts as in exercise 61. 
 Place Roman numerals in proper places. 
 
 EXERCISE LXIIL 
 
 Christmas Basket. 
 
 Material : Colored bristol board. 
 
 Made in connection with Easter or Christmas. 
 • Draw an 8-inch square. 
 
 Bisect each edge. 
 
 From center inscribe a 6-inch circle. Place points on 
 circumference of circle just opposite those bisecting square. 
 With each -of these points as a center draw a 2-inch circle. 
 
 58 
 
Where these circles cut the large one as a center, draw 
 other 2-inch circles as shown in the following drawing. 
 
 
 Cut along outside edge. 
 
 Cut also along heavy lines and crease along dotted lines 
 Fold and tie corners with narrow ribbon. 
 
 EXERCISE LXIV. 
 ^[ay Basket. 
 
 This exercise is the same as Exercise 63 only cut differ- 
 ently. 
 
 The square drawn in the center is done by placing the 
 ruler across the points where the middle circle bisects each 
 
 of the others or connects i and 2, 3 and 4, 5 and 6, 7 and 8. 
 
 Cut along outer edge and along heavy lines. Crease 
 edges of square in center and fold. 
 
 Cut handle 8 1-2 inches by 1-2 inch. 4. 
 
 59 
 
EXERCISE LXV* 
 Card Receiver, 
 
 Material : Colored bristol board and narrow ribbon. 
 Made in connection with Christmas. 
 This exercise grows out of Exercises 63 and 64. 
 Connect with the ruler i and 2 just where the circles in- 
 tersect and place a dot on the circumference of each of the 
 
 two circles. In a similar manner connect 3 and 4, 5 and 6, 
 7 and 8. Connect dots placed by dotted lines as shown ip 
 drawing. Cut around outer edge and along heavy lines. 
 Crease along dotted lines and turn back 9, 10, 11 and 12. 
 
 Strengthen legs by pasting an extra piece of bristol Tn^ard 
 beneath. 
 
 For Burned Matches. 
 
 EXERCISE LXVL 
 
 Material : Colored bristol board and narrow ribbon or 
 yarn to fasten corners. 
 
 60 
 
Draw a 7-111. square. Find center by drawing diagonals. 
 
 From center inscribe a 4-inch and a 7-inch circle. 
 
 Bisect each edge of square and place dots in circumfer- 
 ence of small circle just opposite those bisecting the square. 
 
 Connect dots by straight lines, allowing the lines to be- 
 gin and end in circumference of large circle. 
 
 Cut away triangles. 
 
 Crease lines with back edge of scissors and turn up. 
 
 Tie corners with colored yarn or ribbon. 
 
 EXERCISE LXVn. 
 Valentine Envelope. 
 
 Material : Mimeograph or drawing paper. 
 
 Draw an oblong 8 by 12 inches. 
 
 Place long edge parallel with edge of desk. 
 
 On right edge of oblong and 2 inches from back right 
 
 corner place a dot. 
 
 Place a point opposite on the left edge and connect the 
 two by a straight line. 
 
 Repeat with front right and left corners, placing dots 
 above corners. 
 
 On back edge and 3 inches from upper left corner place 
 a dot ; place a point opposite on front edge. Connect by a 
 
 straight line. 
 
 61 
 
Repeat dictation for upper right and lower right corners. 
 
 There are now three rows of oblongs or rectangles. 
 
 Bisect the back edge of the middle rectangle of the back 
 row. 
 
 On left edge of this middle rectangle and i inch from 
 lower left corner place a dot and connect by a straight line 
 with the dot bisecting the back edge. 
 
 Repeat dictation for lower right corner. 
 
 Repeat dictation for opposite rectangle. 
 
 Find middle rectangle along left side of drawing. 
 
 On the left edge and i inch from back left corner place 
 a dot and connect with back right corner. 
 
 On the left edge of same rectangle and i inch from 
 front left corner place a dot and connect by a straight line 
 with front right corner. 
 
 Repeat dictation for middle rectangle at right side. 
 
 Cut, crease along remaining lines, fold and paste. 
 
 EXERCISE LXVIIL 
 
 American Flag. 
 
 Material : Red, white and blue paper. 
 
 Dictation : Draw and cut from red paper : Four 
 oblongs 6 inches by | inch ; three oblongs 1 1 inches by J 
 inch. 
 
 Draw and cut from white paper : Three oblongs 6 
 inches by J inch three oblongs ii inches by -| inch. 
 
 Draw and cut from blue paper an oblong 5 inches by 
 3I inches. 
 
 Paste blue field and stripes on an oblong of heavy paper. 
 
 Cut out free hand stars for flag. Paste them on blue 
 field. 
 
 Draw and cut out an oblong 12 inches by J inch for flag- 
 staflf. Paste in position. 
 
 62 
 
EXERaSE LXIX. 
 
 Cube, 
 
 Material : Ordinary drawing paper. 
 
 Square Prism. 
 
 EXERCISE LXX. 
 
 Material : Ordinary ^^rawing paper. 
 
 Triangular Prism. 
 
 EXERCISE LXXL 
 
 Material : Ordinary drawing paper. 
 In cutting allow arcs of circle for paste. 
 
 
 
 
 
 \ / 
 
 
 
 
 J 
 
 r ) 
 
 
 U. \^ / 
 
 
 
 
 / \ 
 
 
 ■ / 
 
 
 
 
 
 
 N 
 
 
 
 
 
 
 
 / V 
 
 
 
 
 
 
 ^ 
 
 
 
 
 63 
 
EXERCISE LXXIL 
 
 Button=hook Holder. 
 
 Draw an oblong 8 inches by 4^ inches. 
 
 Place the long edge parallel with the edge of desk. 
 
 On the lower edge and ij inches from the lower left 
 corner place a dot ; place a point opposite on the back edge. 
 Connect by a straight line. Repeat for right side. 
 
 Place dots i| inches apart along right and left edges. 
 Connect corresponding dots. 
 
 There are now three squares at each end of oblong. 
 
 Draw arcs of circles in middle squares by using a radius 
 equal to one side of square. Draw equilateral triangle. 
 
 In cutting triangles allow flaps for paste as shown in 
 figure. Crease all lines with back edge of scissors. 
 
 Cut away corner squares. Fold and paste. 
 
 Comb Case. 
 
 EXERCISE LXXIIL 
 
 Bisect back edge. With this point oi msectiou as a centre 
 describe a semi- circle, construct equilateral triangle. 
 
 64 
 
EXERaSE LXXIV* 
 
 King Alfred* s Lantern. 
 
 Material : Bristol board. 
 
 Made in connection with Stories of Time. 
 
 Present the completed model to class and have them 
 tell which part of the working drawing to draw first. 
 
 If necessary, take the model apart in order that they 
 may see its construction. Draw an oblong 8 by 4 inches. 
 Place long edge parallel with edge of desk. On front and 
 back edges place dots 1 inch apart. Connect corresponding 
 dots. For equilateral triangles see Exercises 72 and 73. 
 
 Number the oblongs as shown in working drawing. 
 
 
 In each oblong construct another that is 3 by i inch. 
 Cut away these oblongs and cut other of red tissue paper 
 4 by i| inches and paste over openings. 
 
 On triangles 2 and 4 draw paste flaps. 
 
 On front edge of oblong 2 construct a 2-inch square. 
 The paste flap on front edge of this square is not used for 
 paste, but prevents the door from being pushed into the 
 lantern. Cut, crease and paste. Cut along back edge of 
 triangle 4, allowing this side to open as a door. 
 
 Paste candle holder in center of square forming the 
 bottom. The door is tied with a thread or piece of yarn. 
 
 65 
 
May Basket. 
 
 EXERCISE LXXV* 
 
 Draw a 6-inch square. 
 
 The first part of this exercise is the same as that of Ex- 
 ercise 37, the points being placed i^ inches from corners 
 and connected by straight hnes. 
 
 With a distance on the circle-maker equal to the base 
 of triangle formed at each corner construct an equilateral 
 triangle in the square. Cut, crease, fold and tie at corners. 
 
 Cut handle 8 inches by -| inch. 
 
 EXERCISE LXXVL 
 May Basket 
 
 By presenting the completed model the pupils, with very 
 few suggestions from the teacher, will be able to make the 
 working drawing of this basket. 
 
 The first part of the exercise is the same as Exercise 58. 
 
 In constructing the triangles on the outer edges use 
 only two inches on the circle maker. 
 
 Cut along outer edges and dotted lines. 
 Cut handle 7 J inches by ^ inch. 
 
 66 
 
EXERCISE LXXVIL 
 
 Waste Holder. 
 
 Material : Light quality of bristol board. 
 Draw an 8-inch square. 
 From center inscribe a 7-inch circle. 
 Bisect right and left edges of square. 
 Place points in circumference opposite the points of bi- 
 section. 
 
 With the circle-maker and a distance equal to radius, 
 draw aFcs, cutting circumference above and below points of 
 bisection. Construct hexagon. 
 
 Join all opposite points dividing the hexagon into six 
 equilateral triangles. 
 
 Number triangles ; back triangle is No. I, back right No. 
 
 2, front right No. 3, front No. 4, front left No. 5, back left 
 No. 6. Allow part of No. 5 for paste. 
 
 Cut away the remainder of 5 and all of 6. 
 
 Crease, fold and paste. 
 
 Cut an oblong 6 by 5 inches. 
 
 Place short edge parallel with front edge of desk. 
 
 Bisect front edge. Mount waste holder so that the apex 
 'S one inch above the point of bisection. 
 
 67 
 
EXERCISE LXXVIIL 
 
 Spool Box. 
 
 Material : A light quality of bristol board. 
 
 Draw an 8-inch square. 
 
 Bisect right and left edges of square. 
 
 From center of square inscribe a 4-inch and a 7-inch 
 circle. 
 
 Place dots in circumference of small circle just opposite 
 those bisecting right and left edges of square. 
 
 By using the circle-maker, with a distance equal to 
 the radius of the small circle, draw arcs, cutting the circum- 
 ference above and below these points of bisection. 
 
 From these points construct a hexagon. 
 
 fi 
 
 X 
 
 '1) 
 
 
 Number the left corner i, the back left 2, back right 3, 
 right 4, front 5, and front left 6. 
 
 Join with the ruler points I and 3 and draw lines from 
 these points to the circumference of large circle. 
 
 Draw corresponding lines from points 2 and 4, 3 and 5, 
 4 and 6, 5 and i, 6 and 2. 
 
 Crease edges of hexagon and edge to be turned for paste 
 flap with back edge of scissors. Cut away the part of the 
 triangle not used as paste flap. 
 
 Turn sides up and paste. 
 
 If desired, corners may be tied with narrow ribbon or 
 yarn, as shown in previous models. 
 
 G8 
 
EXERCISE LXXIX, 
 Work Box, 
 
 Material : Bristol-board. 
 
 This dictation is for the teacher only. 
 
 Teacher presents completed model to class and with the- 
 pupils work out the drawing for the box. 
 
 Draw an 8|-inch square. 
 
 From center inscribe a 5-inch and 7|-inch circles. 
 
 Proceed as in model 78. 
 
 Connect points in large circumference as shown in fig- 
 ure. 
 
 Fold and sew or paste edges with strips of paper f of an 
 inch wide. For cover of box draw a 6-inch square. 
 
 Inscribe a 5 i -8-inch and a 5 5-8-inch circle. 
 
 Repeat drawing of box for cover. 
 
 The top of box cover must be 1-8 of an inch larger than 
 bottom of box. 
 
 EXERCISE LXXX. 
 Thread Box. 
 
 Material : Colored bristol board and ribbon or colored 
 yarn for cornets. 
 
 Draw an 8-inch square. Bisect each edge. 
 
 Draw diagonals. 
 
 From center inscribe a 4-inch and a 7-inch circle. 
 
 Place a dot at each point in the circumference of the 
 small circle where it is intersected by the diagonals. Also 
 
 69 
 
place dots in circumference of small circle just opposite dots 
 bisecting edges of square. This divides the circumference 
 of small circle into 8 equal parts. 
 
 Connect dots by straight lines and number as shown in 
 above figure. 
 
 Join with the ruler points i and 4, and from these points 
 draw lines to the circumference of large circle. 
 
 Repeat with points 2 and 5, 3 and 6, 4 and 7, 5 and 8, 
 6 and i, 7 and 2, 8 and 3. 
 
 Crease edges of the octagon and cut out small triangles. 
 
 The edges may be sewed, the sides only tied at the top, 
 or what may be better, allow for paste flaps as shown in 
 working drawing. 
 
 EXERCISE LXXXL 
 
 Chariot 
 
 Material : Yellow bristol board. 
 Made in connection with literature. 
 
 Draw 2}^ -inch square. 
 
 From the center inscribe a 2 -inch circle and one a little 
 
 smaller. 
 
 70 
 
Divide inner circle into eighths. 
 See Exercise 80 
 
 Draw cross-piece 3 inches by ^ inch. 
 Crease | inch from each edge. This piece when folded 
 over may be pasted to center of wheel. 
 
 :^ 
 
 ffS 
 
 ^ 
 
 
 
 
 
 
 
 
 
 
 
 ^ 
 
 gy 
 
 
 Box of Chariot. 
 
 Take dimensions as marked in above drawing. 
 
 Paste this box when finished to cross-piece so that it 
 will project forward at least J inch from outer circumfer- 
 ence of wheel. 
 
 Series IV. SERIES IV. 
 
 In this series of ten models the quarter-inch is developed. 
 
 It is expected that when this set of models is completed 
 the child shall be able to put wholes, halves and fourths to- 
 gether and do it understandingly. 
 
 EXERQSE LXXXIL 
 
 Tbermometer. 
 
 Made in connection with Science Work. 
 
 Material : A light quality of bristol board. 
 
 Dictation : Draw an oblong 12 inches by ^ inch. Bi- 
 sect J-inch hues. Connect dots by straight lines along this 
 line, place dots i inch apart. Draw short, horizontal lines 
 passing through the dots. 
 
Let each quarter inch represent two degrees on the ther 
 mometer. 
 
 This dictation may be repeated by letting ^ of an inCiV 
 represent two degrees on thermometer. 
 
 EXERCISE LXXXIII. 
 Stool. 
 
 Made in connection with story of Abraham Lincoln. 
 
 Material : A light-weight bristol board. 
 
 Dictation : Draw and cut out 2-inch circle. 
 
 Draw and cut out three oblongs 2 inches by J inch. 
 Fold ends of oblongs over J of an inch for laps. 
 Paste laps on bottom of stool. 
 
 EXERCISE LXXXIV- 
 Berry Dish. 
 
 Material : Ordinary drawing paper or manila. 
 
 Draw an oblong 10 inches by 2^ inches. 
 
 Place long edjRe parallel with front edge of desk. 
 
 On the right edge and J inch from back right corner 
 place a dot. 
 
 Place a point opposite on left edge and connect dots by 
 a straight line. On right edge and ^ inch from front right 
 corner place a dot. Place a point opposite on left edge 
 and connect dots by a straight line. 
 
 There are now three oblongs. 
 
 Bisect the right and left edges of middle oblong and 
 connect points of bisection by a straight line. 
 
 72 
 
Place dots on the back edge of the original oblong, one 
 inch apart. Place dots opposite on front edge. 
 
 Connect corresponding dots by straight Hnes. 
 
 Draw straight lines from the back left corners to the 
 front right corners of the top row of oblongs. (See fig- 
 ure.) 
 
 On back edge of front row of oblongs and J inch from 
 back right corner place dots. 
 
 On front edge and ^ inch from front right corner place 
 dots. Connect dots on front and back edges, also connect 
 
 !"--, 
 
 "''■""'V, 
 
 ^'"^'■•^ 
 
 -~^, 
 
 
 '""'^ 
 
 ""--v^ 
 
 ^\t\,. 
 
 ^-^ 
 
 
 
 
 
 
 
 
 
 
 
 
 \ 
 
 \ 
 
 \ 
 
 \ 
 
 \ 
 
 \ 
 
 \ 
 
 \ 
 
 \ 
 
 
 / 
 
 / 
 
 / 
 
 / 
 
 / 
 
 / 
 
 / / 
 
 / 
 
 the dots on the back edge with the back left corners of the 
 oblongs above. Cut away upper triangle and along dotted 
 lines at right end. Crease and fold row of points out- 
 ward and the lower part inward. 
 
 Allow parts of bottom to overlap like the scales of a fish. 
 
 Paste only the piece from which the points have been 
 cut. 
 
 EXERCISE LXXXV. 
 S/ed. 
 
 Made in connection with Christmas work. 
 Material : Heavy quality bristol ;board. 
 Dictation : Draw an oblong 8 inches by 5 inches. Place 
 oblong with 5-inch edges parallel with front ^dge of desk. 
 
 73 
 
One inch from each corner, along back edge, place a 
 dot. One inch from each corner, along front edge, place a 
 dot. Connect corresponding dots by straight lines; J inch 
 from back, right corner, along right edge, place a dot; J 
 inch from back, left corner, along left edge, place a dot. 
 Connect the two dots by straight line. Along lines within 
 oblong place dots i|- inches from the front edge. Connect 
 dots by straight line. 
 Bisect this line. 
 
 Place pin of circle- maker on dot and draw half of a 3 
 inch circle extending from this line to front edge of oblong. 
 
 Find line within oblong, ^ inch from its back edge. Bi- 
 sect this line. Place pin on dot and draw half of 3-inch 
 
 circle, extending from this line, toward center of oblong. 
 
 Two Inches from back, right corner along right edge, 
 place a dot. 
 
 Connect by straight line this dot and the dot i inch 
 from back, right corner, along back edge of oblong. Re- 
 peat exercise with back, left corner of oblong. 
 
 Connect by straight line the front right corner and the 
 point where the semi-circle meets right end of line. Re- 
 peat exercise with front, left corner. Cut out. 
 
 From front, right corner, cut along line extending to 
 
 74 
 
semi-circle. Cut along circumference of semi-cifcle and 
 down line, extending to front, left corner. 
 
 From back, right corner, follow, right edge to first line. 
 Cut along line, removing entire corner of oblong. Repeat 
 exercise with back, left corner. Cut out entire back semi- 
 circle. 
 
 Fold runners of sled downward. 
 
 EXERCISE LXXXVI. 
 Candle Standard, 
 
 Made in connection with Science Work or Thanksgiv- 
 ing Work on Pilgrims. 
 
 Material: A hght quality of bristol board. 
 
 Dictation : Draw i-inch circle within 4-inch circle. Cut 
 around circumference of 4-inch circle. 
 
 Draw an oblong 3J inches by 2 inches. Place long edge 
 parallel with edge of desk;^ inch from back, right corner, 
 along right edge place a dot. One-half inch from back, left 
 
 corner, along left edge, place a dot. Connect dots by 
 straight line. Repeat exercise with front right and left cor- 
 ners. There are now three oblongs in the figure. Find 
 back oblong. Along the back and front edges of this 
 oblong place dots i inch apart. Connect corresponding 
 dots by straight lines. Repeat exercise with front oblong 
 in the figure. 
 
 Cut out large oblong. Crease front edge of back oblong. 
 
 75 
 
Crease back edge of front oblong. 
 
 Cut along lines extending from back to front edge of 
 back oblong. Cut along lines extending from front to back 
 edge of front oblong. 
 
 Lap end of center oblong J inch and paste together. 
 Fold laps outward. Place this cylindrical form on i-inch 
 circle and paste laps to base. 
 
 Draw i-inch circle within 2-inch circle. Cut along cir- 
 cumference of both circles. 
 
 Place this circular form upon upper laps of cylindrical 
 form and paste in this position. 
 
 Draw an oblong 2,2 inches by | inch. Paste ends of 
 oblong together. Paste this ring on base for a handle. 
 
 EXERCISE LXXXVIL 
 
 Tooth 'pick Holder. 
 
 Material : Colored bristol board. 
 Present completed model. 
 
 Show the bottom and let the pupils tell how to make the 
 working drawing of it. 
 
 
 Give the necessary assistance to complete the working 
 drawing. 
 
 Draw an 8|-inch square. 
 
 P>om center inscribe a 2-inch and an 8-inch circle. 
 
 76 
 
Construct a hexagon in small circle. See Exercise ; /. 
 
 Bisect each edge of hexagon and place points in circum- 
 ference of large circle just opposite tiie points of bisection. 
 
 Connect tnese points by straight lines with corners of 
 hexagon, as shown in figure. 
 
 Cut out star. 
 
 Crease edges of hexagon and fold. Fold outward | of 
 each point of star and again fold upward J of each upper i- 
 
 Draw a piece of yarn beneath above points and tie. 
 
 EXERCISE LXXXVIII. 
 
 Easter Basket 
 
 Material : Colored bristol board. 
 
 Draw S-J-inch square. 
 
 From center inscribe an 8-inch and 4-inch circle. 
 
 ' '^mu,^ 
 
 ^ 
 
 si 
 
 l) 
 
 Construct hexagon within 4-Inch circle. (See Exercise 
 
 77) 
 
 Cut away the part of the square not included in large 
 circle. 
 
 Crease all lines (dotted included) with back edg3 of 
 scissors. 
 
 Fold sides upward, allow triangles to crease in center 
 ?nd fold invv^ard. 
 
 Tie with ribbon or yarn. 
 
 The above drawing should be worked out by the pupils. 
 
 77 
 
EXERQSE LXXXIX. 
 Easter Basket, 
 
 Material: Colored bristol board. 
 
 Draw an 8J-inch square. 
 
 From center inscribe a 3-inch and 6-inch circle. 
 
 In small circle construct a hexagon. (See Exercise yy.) 
 
 Construct equilateral triangles on top of sides. (See 
 
 Exercise 58.) 
 
 Crease all lines, including dotted. 
 
 Fold and paste as shown in drawing of completed object. 
 
 , /\ 
 
 A 
 
 ... ^ 
 
 
 X 
 
 W'' 
 
 ^ 
 
 ^^^^ 
 
 i^ 
 
 V 
 
 This exercise should be worked out by the pupils, the 
 teacher simply presenting the completed object, and asking 
 such questions as will lead the child to see that the whole is 
 simply a review. 
 
 EXERCISE XC 
 
 May Basket. 
 
 In the preceding exercises the circles have all been in- 
 scribed in squares. This was done so that the circles might 
 be accurately bisected by placing dots in circumference 
 just opposite those bisecting edges of square. 
 
 Teach the child now that from any starting point the 
 circle may be divided into six equal parts by taking the 
 radius of the circle. 
 
 In this exercise we also have one side of a square given 
 to construct the square. 
 
 78 
 
Complete the squares and triangles and then draw paste 
 flaps. In the above exercise begin by drawing a 3j-incl:i cir- 
 cle Draw a handle 7 by -J inches. 
 
 EXERCISE XCL 
 
 ftay Basket. 
 
 Material : Bristol board. 
 
 In this exercise begin by drawing a 3-inch circle. 
 
 Proceed as in Exercise 90. 
 
 Allow i of an inch at the left of each square for paste 
 
 flap and then construct equilateral triangles on remainder of 
 square. 
 
 From edge of hexagon continue drawing of paste flap to 
 center of circle. Cut paste flap at edge of hexagon and 
 down one side almost to center as shown by heavy lines in 
 drawing. Crease and pa-te. Draw handle 7 by J inches. 
 
 79 
 
SERIES V. 
 
 This set of models requires the development of the 
 eighth inch. By this time, if the number connect with 
 this line of work is properly carried on, the result will be 
 quite wonderful in all the combinations required of any be- 
 ginning third grade. 
 
 EXERCISE XQL 
 Seed Envelope, 
 
 Made in connection with the autumn work on seeds. 
 
 Material : Manila paper. 
 
 Draw an oblong 6:^ inches by 4i inches. 
 
 
 r^^ 
 
 
 
 
 
 
 V y 
 
 
 Place short edge parallel with edge of desk. 
 
 On right edge and one inch from front right corner 
 place a dot ; place a point opposite on left edge ; connect dots 
 by a straight line. 
 
 Repeat dictation for back left and right corners. 
 
 On front edge and ij inches from front left corner place 
 a dot ; place a point opposite on back edge. Connect dots 
 by a straight line. On front edge and one inch from front 
 right corner place a dot ; place a point opposite on back 
 edge. Connect dots by a straight line. Bisect the front 
 
 80 
 
edge of the middle oblong of the back row of oblongs. 
 
 With this point as a center inscribe a semi-circle. 
 
 Bisect the back edge of the oblong opposite and inscribe 
 a semi-circle. On left edge of the middle oblong at the left 
 side of figure place a dot ^ inch from back left corner and 
 connect by a straight line with back right corner. 
 
 Repeat dictation for front left corner. 
 
 On right edge of the middle oblong at right side of fig- 
 ure place a dot 3-8 of an inch from back right corner and 
 connect by a straight line with back left corner. 
 
 Repeat dictation for front right corner. Cut, crease and 
 paste right side over left. 
 
 EXERCISE XCIIL 
 
 l\iay Basket. 
 
 Present completed model. 
 
 What is the first drawing to be made in making the 
 working drawing for this model? 
 
 From the making of previous baskets and boxes the 
 child will know that it is an oblong. 
 
 Draw oblong 5^ inches by 4^ inches. Dots are placed 
 1 % inches from corners and connected by straight lines. 
 
 lyines drawn iu small squares are ^ inch from corners. 
 
 Cut strip around top 12 by ^ inches. 
 
 Begin to paste strip at middle of side or end. By doing 
 this the seam does not come at a corner. 
 
 Cut handle 6 by i inches. 
 
 81 
 
EXERCISE XCIV. 
 
 May Basket. 
 
 Material : Straw board or bristol-board. 
 
 Draw an oblong 55 inches by 4J inches. 
 
 Place long edge parallel with edge of desk. 
 
 On the back edge of the oblong and i^ inches from the 
 back right corner place a dot, place a point opposite on the 
 front edge. 
 
 Connect these points by a straight line. 
 
 Repeat dictation for back left and front left corners. 
 
 On the right edge of oblong and ij inches from back 
 
 
 right corner place a dot ; place a point opposite on the left 
 edge. Connect these points by a straight line. 
 
 Repeat dictation for lower left and right corners. 
 
 There is now a ij-inch square at each corner. 
 
 Find the back right square and on the back edge \ of 
 an inch fromi back left corner place a dot. Connect this dot 
 with front left corner of square. See Exercise 94. 
 
 Repeat dictation for other corners as shown in figure. 
 
 Find rectangle (oblong) between two back squares and 
 on the back edge place points \ of an inch apart. On front 
 edge of same rectangle and 3-8 of an inch from front left 
 corner place a dot. Place another point 3-8 of an inch 
 from front right corner. ■ 
 
 Divide the space between the dots into half inches. 
 
 Connect dots by straight lines as shown in figure. 
 
 82 
 
Repeat dictation for front, right and left edges. 
 
 Crease lines around bottom of basket with back edge of 
 scissors. 
 
 Cut away corners and small triangles by cutting along 
 heavy lines. 
 
 Cut a strip 12 inches by i inch for top. 
 
 Before pasting crease so that the proper part may be 
 used for each side as well as each end. 
 
 Do this in such a way that the seam will come at the 
 middle of a side or end. See drawing. 
 
 Cut handle 6 inches by i inch. 
 
 EXERCISE XCV. 
 
 May or Christmas Basket. 
 
 Draw a 7 inch square. 
 
 The first part of this working drawing is the same as that 
 of Exercise 37, the dots being placed 2J inches from corners 
 and connected by straight lines. 
 
 The edges of each triangle formed at each corner are 
 bisected and points connected by straight lines, thus form- 
 ing two triangles at each corner. 
 
 Allow for paste flaps or tie at corners, just as desired. 
 
 Cut handle 7^ inches by -J inch. 
 
 83 
 
EXERCISE XCVL 
 Broom Holder. 
 
 Material : Colored bristol-board. 
 
 Draw an ablong 6^ inches by 2j inches. 
 
 On the back edge and 2^ inches from back left corner 
 place a dot. Place a dot on same edge 2J inches from back 
 right corner. 
 
 With these dots as centers describe two 2]-inch semi- 
 circles. 
 
 On the back edge and 3-8 of an inch from back left and 
 right corners place dots. 
 
 On the right and left edges and J of an inch from back 
 
 left and right corners place dots. Connect these dots by 
 a straight line with others placed 5 of an inch to the left or 
 right as shown in drawing. 
 
 Connect the dots last placed with those on the back edge 
 and also the one bisecting the front edge« 
 
 Cut as shown in drawing. 
 
 Back of Broom Holder. 
 
 Draw a horizontal line 6:^ inches in length. Bisect it 
 With this point as a center describe a half circle. 
 
 Three and seven-eighths inches below the point of bi- 
 section place a dot. 
 
 84 
 
Connect this dot with ends of horizontal Hne. Seven- 
 eighths of inch from right and left ends of line first drawn 
 place dots. Place the ruler from these dots to apex of tri- 
 angle and draw a dotted line i inch long upward from dot 
 placed on horizontal line. Cut along this dotted line and 
 after cutting out the back draw the ends of front part 
 through up to the line marked "crease." Paste on oppo- 
 site side. 
 
 EXERCISE XCVIL 
 
 Match Safe. 
 
 Material : Colored bristol board. 
 Draw a 6-inch circle. 
 
 One-half inch above and i inch below center place dots. 
 One inch to the right and left of the dots just placed 
 place other dots. Connect dots as shown in above figure. 
 With scissors or knife cut along right and left edges. 
 
 I 
 
 1 
 
 
 
 < 
 
 
 > 
 
 
 1 1 
 
 
 In cutting front edge begin ^ inch from front left corner 
 and cut to \ inch from front right corner. 
 
 Draw an oblong 5 by 3 inches. 
 
 Place long edge parallel with edge of desk. 
 
 On back edge and 3-8 of an inch from back left corner 
 place a dot« 
 
 86 
 
Place a dot opposite on front edge. 
 
 Connect dots by a straight line. 
 
 On back edge and i^ inches from line just drawn place 
 a dot. Place a point opposite on front edge and connect by 
 a straight line. 
 
 Repeat this dictation for opposite side. 
 
 On left edge of oblong and 3-8 of an inch from front 
 left corner place a dot. Place a dot opposite on right edge. 
 
 Connect by a straight line. 
 
 On left edge and i^ inches from line just drawn place a 
 dot. Place a dot opposite on right edge and connect by a 
 straight line. There is now a ij-inch square near the front 
 left and right corners. 
 
 With circle-maker draw arcs as shown in figure. (See 
 Exercise 71.) Draw equilateral triangle. 
 
 Cut away from each corner all but this triangle. 
 
 Crease remaining lines, fold into box shape. Allow 
 small oblongs on left and right sides to be drawn through 
 the cut slashes in circle and paste on back side of circle. 
 
 Cut away a 3-8 inch square from each end of front ob- 
 long so as to fit the slit cut in circle. 
 
 1 ' 
 
 % 
 
 7 inches. 
 
 EXERCISE XCVIIL 
 
 Candy Box. 
 
 Cut along heavy lines in front, left and back right cor 
 ners of large square. 
 
 86 
 
Crease along all lines within the figure. Fold into box 
 form. Paste inch squares on the inside. 
 
 Fold forward the triangles found at the ends of the back. 
 Paste triangles on inside of bottom of box. 
 
 SERIES VL 
 
 Series VI includes the construction of the square pyra- 
 mid and several models based on its construction, also a 
 miscellaneous set of models requiring all measurements 
 through the eighth inch. 
 
 As has already been said, no teacher is expected to fol- 
 low the order here given, but let each one select such of the 
 exercise.^ as is thought best and appropriate for the occa- 
 sion. 
 
 EXERCISE XCIX. 
 
 Square Pyramid. 
 
 This may be made of ordinary drawing paper. 
 
 Draw a quarter circle and with a distance on the circle- 
 
 maker equal to the width of the desired base, cut the part 
 of circle drawn in four places. 
 
 Connect these points with center of circle. Construct a 
 square on base of triangle as shown in drawing. 
 
 87 
 
EXERCISE C 
 Match Safe, 
 
 Draw an oblong 8 by 5 inches. 
 
 On the upper half of this oblong is pasted a cat made 
 of circles of black emery paper. The body is a i|-inch 
 circle, the head is a i^-inch circle. 
 
 On the lower half are two pockets made as shown in 
 working drawing. 
 
 Draw at least half of a 6-inch circle. With 2 inches on 
 
 the circle-maker draw arcs cutting the circumference in fou 
 places. Draw lines to center as shown in drawing. 
 
 Paste so that seam will not show when the match sife 
 is completed. This may be done by pasting flap to back 
 of each box. 
 
 Paste to oblong as indicated by dotted lines. 
 
 With older pupils these dotted lines may be cut, another 
 paste flap drawn on other edge, and then draw the paste 
 fl'-ps through these cut and pasted to back of oblong. 
 When this is done only three sides are needed to each box, 
 the oblong forming the fourth. 
 
 88 
 
EXERCISE CL 
 
 wind Mill, 
 
 Material : Bristol board. 
 
 Made in connection with Pilgrims in Holland, 
 
 Draw an oblong lo by 12 inches. 
 
 Place short edge parallel with edge of desk. 
 
 Bisect front and back edges. 
 
 With circle-maker inscribe arc of a 24-inch circle (12 
 inches on circle-maker), placing pin at point bisecting the 
 back edge. 
 
 
 V 
 
 r 
 
 
 L 
 
 % 
 
 h 
 
 r^ 
 
 1 1 
 
 
 l-J 
 
 
 At each side of point bisecting front edge and 2J inches 
 on circle maker cut the inscribed arc in two places as shown 
 in drawing. Connect each of these points with point bi- 
 secting back edge. 
 
 On each of the lines just drawn and 6} inches from 
 points on arc place a point. 
 
 Connect these points by straight lines, also those cut- 
 ting the inscribed arc. 
 
 89 
 
With a and b as centers draw arcs which intersect as 
 shown in drawing. With the point of intersection as a cen- 
 ter describe a circle whose radius is equal to the line a b. 
 
 Construct a hexagon within circle as in waste-holder 
 (Exercise 84). Cut away division marked. 
 
 On edge of one upright part construct a 2^ -inch square. 
 
 Draw paste flaps. Crease all lines to be folded. 
 
 Cut outer edges and along dotted lines. 
 
 The small triangles marked by dotted lines are to be 
 pasted under roof. Allow extra division of hexagon to 
 overlap. 
 
 The sides may be blocked ofif with lead pencil or paints 
 to give it the appearance of stone. Windows and doors 
 may also be drawn. 
 
 Sails of Wind Mill. 
 
 Draw a 7-inch square. 
 
 Bisect each edge. 
 
 From center of square inscribe a |-inch circle. 
 
 Draw straight lines from points of bisection to circum- 
 ference of circle. 
 
 On hnes just drawn and 2 J inches from points of bi- 
 section place dots. 
 
 Place points f and f of an inch to the right of each dot 
 just placed. 
 
 On the right and left, front and back edges, f of an inch 
 to the right of each point of bisection, as the paper is turned 
 place a point. (Begin with back edge.) Connect by a 
 straight line with the dot below. 
 
 Complete as shown in drawing. 
 
 00 
 
EXERCISE CIL 
 
 Flower Pot, 
 
 Material : Brown bristol board. 
 Made in connection with study of Germination. 
 Draw a 7j-inch square. 
 
 Bisect front and back edges as shown in Exercise lOi.- 
 With 6j inches on circle-maker and using point on back 
 edge as center describe an arc from right to left edges. 
 
 Place a point on arc just opposite the one on front edge. 
 
 ^'%->,. 
 
 Connect with a straight line the point last placed with the 
 point on back edge. 
 
 With I J inches on circle-maker and the point of bisec- 
 tion as a center cut the arc to the right and left. 
 
 With the points just made as a center cut the arc again 
 as in Exercise loi. 
 
 There are now four points on the arc, two to the right 
 and two to the left of the point of bisection. Connect these 
 points with the one on the back edge as shown in drawing. 
 
 With four inches on circle-maker and point on back edge 
 as a center describe the arc AB. 
 
 Connect the points in the arc AB by straight lines. 
 
 Connect the points in large arc by straight lines. 
 
 91 
 
In order to have the points as shown m drawing take 
 I inch on circle-maker and describe arcs as if to construct 
 an equilateral triangle ; connect with points ni circumfer- 
 ence. 
 
 Draw base as shown in above figure. 
 
 After making the wind-mill many pupils will be able 
 to work out this model for themselves, with only a sugges- 
 tion from the teacher. Present the completed model. If 
 necessary, take apart and let them see the construction. 
 
 Lead Pencil holder. 
 
 EXERCISE OIL 
 
 This is an excellent exercise in constructing the hexagon 
 without first bisecting the circumference of circle. 
 
 92 
 
Farm House, 
 
 EXERQSE CIV* 
 
 
 fl^u^y 
 
 
 May be used for a bank. 
 
 Made in connection with the Ugly Ducklingo 
 
 Material : Brown bristol board. 
 
 EXERCISE CV. 
 W^gon. 
 
 Material : Brown or gray bristol board. 
 
 Made in connection with Spring Work. 
 
 Draw four circles each ij inches in diameter. 
 
 Bisect each circle horizontally and vertically. Divide 
 circle into twelfths. See Exercise 6i. 
 
 Call attention to the number of sixths in -|, the number 
 of twelfths in 1-2, 1-4, 2-4, 3-4. 
 
 The number of twelfths in 1-6, 2-6, 3-6, 4-6, 5-6. 
 
 3-12 is the same as what? 
 
 9-12 is the same as wiiat? 
 
 The above is only a suggestion of the number ibund in 
 
 one wheel of the wagon. 
 
 93 
 
Paste a small square to center of inner side of wheel to 
 strengthen it and thrust a pin through center of wheel. 
 Frame Work and Box of Wagon, 
 
 For frame work draw two oblongs each 2^ inches by J 
 of an inch. See II. 
 
 Crease in center lengthwise, fold tw^o halves together 
 and before pasting lay two of the pins holding wheels be- 
 tween these halves so there is a wheel at either end. The 
 head of the pin prevents the wheel from slipping of¥. Re- 
 peat for other two wheels. 
 
 In making the box it will be only necessary to say that 
 
 you wish the box when finished to be 4 inches by 2 inches 
 
 and I inch deep. 
 
 Wagon Seat. 
 
 Draw an oblong 3 inches by ij inches. 
 
 Cut along heavy lines. Crease and fold. 
 
 Paste small squares at either end to inner sides of wagon 
 
 box. 
 
 EXERCISE CVL 
 
 Wheel=barrow, 
 
 For making of wheel see wagon (Exercise 105). 
 Wheel is marked on both sides. 
 
 Box of WheeI-barrow» 
 
 The above drawings have full size dimensions given. 
 
 In placing the wheel thrust a fine piece of wire or pin 
 through the center of wheel. Place wheel and then paste 
 a small strip of bristol board over each end of wire, thus 
 the frame work and small strip holds wheeL 
 
 94 
 
EXERCISE CVIL 
 
 f*tn Tray. 
 
 Material : A light quality of straw board or heavy bris- 
 tol board, fancy paper for covering and lining. 
 
 Draw and cut a 2i-inch square. 
 
 Bind square with red leatherette. 
 
 Cut a 2-inch square of fancy paper and paste on top so 
 as to cover all but about \ of an inch of the binding. 
 
 Cut another 2-inch square and paste on bottom. 
 
 Draw a 4-inch square. 
 
 From center inscribe a 4-inch and a 2-:nch circle. 
 
 
 V 
 
 1 \ 
 
 ^ 
 
 v: 
 
 Jy 
 
 Bisect each edge of square and mark off J circle as 
 shown in above figure. Cut away the i circle. 
 
 Paste by allowing cut edges to overlap about J of an 
 inch. 
 
 This forms a dish-like receptacle without a bottom. 
 
 Draw and cut in a similar way a 1^-inch circle within a 
 4)^ -inch circle of leatherette. 
 
 This is used for outside covering of tray part. Turn 
 the covering so as to paste on inside. Cut slashes in cir- 
 cumference of small circle so as to turn. 
 
 For a lining draw and cut of fancy paper a 2}^ -inch cir- 
 cle within a 5 inch circle similar to the first one drawn. 
 
 Scallop edges of circle and paste to inside of tray, which 
 is still without a bottom. The tray part is now set at the 
 middle of the 2j-inch square and pasted down with a 2-inch 
 circle of same paper as lining. 
 
 95 
 
Each time that circles are cut for outside covering or 
 Hning ^ must be cut away. 
 
 . This is an excellent exercise in which the child may 
 plan for himself. 
 
 For example : The lining for top and bottom of square 
 must be smaller ; how much ? 
 
 The covering for circular part of tray must be larger 
 to allow for turning. 
 
 Lead the child to work this out for himself. 
 
 EXERCISE CVIIL 
 
 Colored Crayon Box. 
 
 Material : Light quality of bristol board or heavy ma- 
 nila. 
 
 /I kt 
 
 Make cover ^ inch larger than box part and cut away 
 triangle from either side as shown in drawing above. 
 
 EXERCISE CIX. 
 
 Specimen Wood Box. 
 
 Made in connection with the study of trees. 
 
 Material : Straw board and cambric for corners. 
 
 The nature work on trees calls for a specimen box. 
 
 Cross-sections of branches showing the rings, pith, sap 
 wood and heart wood are generally not less than from 2 to 
 2^ inches in diameter. 
 
 Explain to pupils what you wish, for example : I wish a 
 box that will hold six cross sections of different kinds of 
 wood at least 2^ inches in di-ameter ; how long and wide 
 
 96 
 
must such a box be when finished to hold nine such sections 
 if laid side by side? 
 
 If the box is to be i inch high what are the dimensions 
 of the working drawing? 
 
 What is the size of the cover? 
 
 Cut the partitions, two to run the length of box. 
 
 
 
 
 
 --' 
 
 i 
 
 i 
 
 i' 
 
 _ 
 
 
 
 3 
 
 What must be the. length of the cross partitions if J inch 
 is allowed at each end for paste ? 
 
 See drawing of complete model. 
 
 The size of box and number of divisions will depend 
 upon the number of trees studied. 
 
 EXERCISE ex. 
 
 ^ 
 
 
 'M 
 
 
 
 
 w 
 
 
 \ 
 
 Pin Tray. 
 
 Material : Bristol board. 
 
 Draw, crease around bottom, fold and tie corners or 
 paste. 
 
 This is simply a modification of simple box. 
 
 97 
 
EXERCISE CXI* 
 
 Work-box, 
 
 The time has come when the pupil really needs a work- 
 box. He has learned to use the circle-maker, right triangle 
 for periect corners, scissors, paste, yarn or thread for fast- 
 ening corners, a needle, pins for circle-maker, etc. 
 
 Plan with him a work-box that shall be 8 inches long. 5 
 inches wide and i inch deep when finished. 
 
 What are the dimensions of the working drawing for 
 such a box? 
 
 
 //' 
 
 
 
 ^.-^. 7.^./..^ 
 
 
 'SSXLTl' ^^£^ ♦ut.rf^L (^"t a.^i- v^-f 
 
 
 
 
 Make divisions of box as shown in completed model. 
 
 What must be the length of partition extending through 
 whole length of box, allowing J inch to be turned back and 
 pasted to ends of box? 
 
 What are the dimensions of cover? 
 
 Material : Straw board and cambric for corners. 
 
 Specimen Number Work. 
 
 Taken from Work-box. 
 
 1. The box, when finished, is to be SJ inches long, 6^ 
 inches wide and i inch high. What are the dimensions of 
 the working drawing? 
 
 2. The working drawing is loj inches long on one 
 edge, what Is the length of the two edges? 
 
 3. loj is ^ of what number? 
 
 5. The working drawing Is 8i Inches wide on one edge, 
 what is the length of the two edges ? 
 
 08 
 
6. 
 
 7. 
 8. 
 
 9- 
 
 10. 
 
 Si is i of what number? 
 
 iof i6i-? 
 
 How much longer is the box than it is wide ? 
 How many inches half way around the box ? 
 How many inches all the way around the work-, 
 ing drawing? 
 
 11. The width of the box, when finished, is 6i inches; 
 what is the length of the two ends ? 
 
 12. 6i is J of what number? 
 
 13. 
 14. 
 
 15- 
 16. 
 
 17. 
 18. 
 
 1 of 12^:-? 
 
 How far half way around the finished box? 
 What is the perimeter of the finished box? 
 How much longer is the box than it is wide? 
 How much longer is the box than it is high ? 
 How much wider is the box than it is high? 
 
 EXERCISE CXIL 
 Pen Tray. 
 
 Material: Light quality of bristol board. 
 
 This exercise is simply a modification of simple box. 
 
 Present completed model and have pupils tell changes 
 from ordinary box. 
 
 EXERCISE CXIIL 
 
 Mineralogy Specimen Box. 
 
 Material: Straw board, manilla paper or paper for small 
 boxes such as used at the meat market. 
 
 Made in connection with the study of soils which is to 
 precede germination. 
 
 99 
 
 « ftf V*. 
 
We use the blue clay, sand, gravel, yellow clay, vege- 
 table mold and loam. 
 . The plan in this exercise is to have pupils work out for 
 
 
 themselves the plan for a box that will hold six small boxes, 
 2 by 2 inches and ij inches deep. 
 
 The- large box, when finished is 6^ inches long and 4^ 
 inches wide. 
 
 (The fractions allow for thickness of small boxes.) 
 
 
 '\^ 
 
 
 / 
 
 
 
 
 
 / 
 
 
 
 
 \L^ 
 
 ^^ 
 
 
 If the box is i^ inches deep, what must be the dimen- 
 sions of the working drawing of large box? 
 
 What must be the dimensions of the working drawing 
 of the small box? What are the dimensions of the cover? 
 
 100 
 
EXERCISE CXIV. 
 
 Observation Box. 
 
 Material : A light quality of straw board, ordinary 
 drawing paper for small boxes, and cambric for corners. 
 
 This box is made in connection with the weather report-. 
 
 Present to the pupils your problem. 
 
 You wish a large box when finished to hold six small 
 boxes each 4 inches long, i inch wide and i inch high. 
 
 How long and wide must such a box be when finished to 
 hold these small boxes? Do not fail to allow for th.ckness 
 of small boxes. 
 
 Since the large box is to be i inch high, how long and 
 wide must the working drawing of such a box be? 
 
 The idea is to get the child to plan for himself. 
 
 Printed sentences are put into each small box. 
 
 For example : All sentences relating to the kind of day 
 are put into one box ; all those relating to the thermometer 
 
 ~^^ 
 
 
 / 
 
 
 j/i 
 
 
 
 
 
 in another, the names of the days of the week into another, 
 etc. Each morning the pupils arrange the weather report 
 on their desks, using such sentences as apply to the day. 
 
 ]01 
 
EXERQSE CXV. 
 
 Blotting Pad, 
 
 This should be one of the first exercises in this son of 
 work. 
 
 Get a piece of straw board of the desired size and treat 
 
 it just as if it were one side of the portfoHo. (See Exe; 
 cise 1 16.) 
 
 These tips are not fastened down at the corners where 
 they come over the material, but are left free so that pockets 
 are formed which are to receive the blotters and hold them 
 to the pad. 
 
 EXERCISE CXVI. 
 
 Portfolio, 
 
 Cut two oblongs of straw board 11 by 8J inches. 
 
 Cover each with ingrain or marble paper. 
 
 This is again an excellent opportunity for the pupil to 
 
 JXa/Mt-l^'/^t^ 
 
 ... If^ 
 
 A^^juAf-rr*^^ 
 
 Jm,i<-^ • 
 
 plan for himself. The covering is to lap at least two inches 
 on each edge. 
 
 lOM 
 
For tip cut an oblong 5|- inches by 3 inches. Bisect 
 back edge and draw lines as shown above. 
 
 Before putting on these tips the tape used to tie the port- 
 folio together should be inserted. 
 
 Cover the inner surface with some good paper of any 
 desired shade and the portfolio is finished. 
 
 EXERCISE CXVIL 
 
 Book Covers. 
 
 Plan with the pupils book covers in which to mount 
 poems learned during the year. 
 
 Cut two oblongs of pasteboard each 9 J inches by 61- 
 inches. Paste the oblongs together with lining as shown in 
 drawing No. i. 
 
 The width of the lining will depend upon the number of 
 pages to be bound. . 
 
 Mf 
 
 ho. 5 
 
 ^ibuiufiivo^'^ 
 
 
 1 i 
 4 
 
 / 
 
 
 
 U,Ui^\^ajJ\ 
 
 J)VUu<M- ^«-v<ai 
 
 l!^M 
 
 Ao-f. 
 
 JUa^'^h^ 
 
 Ci^J^ccU. 
 
 HwU/j-\'^^ 
 
 In this case a strip \\ inches wide is used. About 3-8 
 is left between the covers, the remainder is pasted to either 
 side of cover. Allow 3-8 of an inch to be turned over, as 
 shown in drawing No. 2. 
 
 103 
 
Cut two oblongs of ingrain wall paper or marble paper 
 at least 2/^ inches longer and i>^ inches wider than 
 paste-board covers. 
 
 With thick flour paste and brush or cloth paste back of 
 paper and then paste to pasteboard, allowing the surplus 
 to overlap, as shown in drawing No. 3. 
 
 Cut a 3-inch square and cut this square diagonally, using 
 /^ for each of the outside corners as shown in drawing No. 4. 
 Allow at least /^ inch to fold on inside, as shown in No. 3. 
 The inside is now lined with any color desired. This 
 is more easily done by lining each half, allowing the 
 linings to overlap in the back. 
 
 Cut strips of paper i inch in width and as long as the 
 lining. Crease lengthwise and sew these down the cen- 
 ter to the middle of the back of the covers. To these 
 the poems are pasted. The number of these strips will 
 depend upon the number of poems to be mounted. 
 
 The covers are now completed all but the strip of 
 leatherette down the back, which covers up strip of cloth 
 on the outside and also the stitching made by putting in 
 the inside strips. 
 
 Allow for enough to turn over at top and bottom to 
 cover the lining turned orer. 
 
 EXERCISE CXVIIL 
 
 Button Box, 
 
 This model is simply a review of Exercises 58 and y8. 
 In constructing the hexagonal box, draw circles large 
 enough so that each side, when finished, shall be 2% 
 inches. The upper part of Exercise 58 folded downward 
 and pasted to inside of box forms the pocket at side as 
 shown in drawing. 
 
 104 
 
EXERCISE CXIX, 
 
 In making the above windmill, see Exercise 99, loi, 
 This model may be made of any desired size. 
 Cut sails free hand. 
 
PART IL 
 
 EXERCISE CXX. 
 
 Mayflower. 
 
 Material : A square of paper black on one side. 
 
 Dictation : Hold paper with white side toward you. Fold 
 diagonals. Fold each corner toward you to the center 
 where the 'diagonals cross. Reverse the paper so that closed 
 side is next to you. Fold three corners to the center. Re- 
 verse paper again, holding it so that unfolded corner points 
 up. Unfold the lower corner letting it point down. You 
 will see four corners meeting in the center of the paper. 
 Take hold of the two lower of these corners. 
 
 Pull them forward and sideward until the corner of the 
 paper which pointed down is drawn up to the center. The 
 lower part of the folding will now assume a boat shape. 
 Crease along the right and left edges. There are still two 
 corners left at the center of the paper. 
 
 Fold each of these corners outward making a crease which 
 runs from the edge of the boat to the upper corner of the 
 paper. The triangles thus formed make the sails. 
 
 106 
 
House. £lX.fj!RCIS£ CXXl. 
 
 Modification of Exercise XII. 
 Made in connection with drawing. 
 
 Material : Square of drawing paper of folding bristol 
 board of any size. 
 
 
 
 
 . 
 
 / 
 
 i 
 
 - . .. . 
 
 s 
 
 ^ 
 
 / 
 
 "7 
 
 3 
 
 y 
 
 Fold square as in Exercise XII. 
 
 Cut as in Exercise XII. 
 
 Lay square 2 of. both front and back rows so it covers 
 square 3. Paste. 
 
 Fold squares i and 4 so that the cut edges overlap hori- 
 zontally. 
 
 EXERCISE CXXn. 
 
 Trunk. 
 
 / 
 
 
 i 
 
 s 
 
 ; ! ^ 
 
 y 
 
 ; y 
 
 d- 
 
 : ' ^ 
 
 Modification of Exercise XII. 
 Fold square as in Exercise XII. 
 Cut away squares i and 2. 
 Cut along remaining heavy lines. 
 Lay squares 3 and 5 on 4 and paste. 
 
 107 
 
EXERCISE CXXIII. 
 
 Comb Case. 
 
 Modification of Exercise XII. 
 
 Cut away one row of squares. 
 
 Lay squares as in Exercise XII. and paste. 
 
 Cut oblong 8 inches by 6 inches. 
 
 Paste pocket below center. 
 
 EXERCISE CXXIV. 
 
 Cradle. 
 
 See Exercise CXXIII. 
 
 Make two pockets. 
 
 Fit one within the other as shown in drawing of com- 
 pleted model cut rockers free hand, from row of squares cut 
 away. 
 
 Paste rockers as shown in drawing. 
 
 108 
 
Settle. 
 
 EXERCISE CXXV. 
 
 See Exercise CXXIII. 
 
 Paste row of squares cut away so as to form rest for 
 .ack and arms. 
 
 EXERCISE CXXVI. 
 
 Bath Tub. 
 
 
 
 
 
 9 
 
 
 
 
 
 3 
 
 i 
 
 / 
 
 i 
 
 i 1 
 
 
 6 
 
 Fold and cut away squares as in Exercise CXXIV. 
 Fold 4 upward. 
 
 Lay 3 and 5 over 4 and slant cut edges so as to form a 
 point at top. 
 See drawing. 
 
 109 
 
Cradle. 
 
 EXERCISE CXXVII. 
 
 Fold and cut away squares as in Exercise CXXVI. 
 Use squares cut away for rockers as in Exercise CXXIV. 
 Paste rockers as in Exercise CXXIV. 
 
 Candy Box. 
 
 EXERCISE CXXVIII. 
 
 4m 
 
 
 
 
 
 
 
 / 
 
 
 
 p 
 
 
 i 
 
 
 
 i 
 
 
 P-cA 
 
 
 P^-CUt: 
 
 
 
 
 
 
 /•.cUt 
 
 
 
 tUtX^ 
 
 
 (e 
 
 
 
 i- 
 
 Fold square as in Exercise XIII. 
 Cut away one row of squares. 
 Cut away squares i, 2, 3, 4, 5 and 6. 
 Tie at corners. 
 
 To paste at corners allow paste flap when cuttin^^ 2, 4, 5 
 and 6. 
 
 110 
 
EXERCISE CXXIX. 
 
 Match Safe. 
 
 ' 1 
 
 \ 
 
 ij 
 
 ■■'l 
 
 -.1 
 
 1 
 
 i 
 
 1 
 
 1 
 
 . 1 
 i 
 
 i' 
 
 
 ■V 11 
 
 1 
 
 ' ■' -1; 
 
 I'l . 
 
 
 it' 
 
 ^1 
 
 'U 
 
 1 1' 1 
 
 ill 1*1 1 
 
 
 1(1 1 , 
 
 
 J j 
 
 
 / 
 
 
 i 
 
 
 — 
 
 
 
 ^ 
 
 
 j 
 
 
 i 
 
 
 J 
 
 Fold 6-inch square as in Exercise XIII. 
 
 Cut away back row of squares and 3 squares from left 
 side. 
 
 Cut away such parts of squares i, 2, 3 and 4 not used as 
 paste flaps. 
 
 EXERCISE CXXX. 
 
 Comb Case. 
 
 Modification of Exercise XIV. 
 Mount on oblong 6 inches by 5 inches. 
 
 EXERCISE CXXXI. 
 
 Match Stand. 
 
 Construct triangular prism. (See Exercise CXXX.) 
 When completed cut along crease on left and right sides. 
 Fold across bottom so that two halves meet as shown 
 
 in drawing. Paste. 
 
 Ill 
 
Pop Corn Basket. 
 
 EXERCISE CXXXII. 
 
 Material : A square of any size. 
 
 Dictation : Fold as for pyramid, see Exercise XXVII. 
 The inner creases oi the folding form a four pointed square. 
 Between each pair of points there are two triangles. Fold 
 these triangles one over the other until their short edges 
 reach the creases which outline the points. Paste and put 
 on handle. 
 
 EXERCISE CXXXIII. 
 
 Christmas Tree Decorations, 
 
 
 1 
 
 1 
 
 ^ . 
 
 £ 
 
 j 
 i 
 
 
 ^ 
 
 j 
 
 J 
 
 Fold square as in Exercise XIII. 
 
 Fold points i, 2, 3 and 4 to center A and crease well. 
 
 This forms 4 triangles. 
 
 132 
 
Cut away triangle 2 and along one side of the triangle 
 fromed by cutting away 2. 
 
 Slip this free edged triangle under the one next to it 
 and paste. 
 
 This forms a triangular basket with a point on each side. 
 
 EXERCISE CXXXIV. 
 
 Christmas Tree Decorations. 
 
 Proceed as in Exercise CXXXIII. 
 
 Cut away square from each triangle that hangs over side. 
 This forms the two points in place of one as in Exercise 
 XXXIII. 
 
 EXERCISE CXXXV. 
 
 Basket or Candy Box. 
 
 y. 4 \JX 
 
 & .':; 
 
 _ 5w/_ .1 \i 
 
 e 
 
 Material : Square of drawing paper or folding bristol 
 board. 
 
 Fold square into sixteen equal parts. 
 Fold front left comer to point A. 
 
 113 
 
Back right corner to b. 
 
 Back left corner to c. 
 
 Front right corner to d. 
 ' Cut away triangles i, 2, 3 and 4. 
 
 Tie corners and fold back triangles at upper edges of 
 sides. 
 
 To paste corners allow paste flap when cutting away tri- 
 angle as indicated in triangle. 
 
 If used as a basket put on handle. 
 
 Basket. 
 
 EXERCISE CXXXVI. 
 
 
 
 
 
 
 
 
 
 /f\ 
 
 
 Fold square as in Exercise CXXXV. 
 
 Cut away each corner square. 
 
 Cut along heavy lines as shown in drawing and tie. 
 
 If paste is desired allow for laps as shown in drawing. 
 
 EXERCISE CXXXVII. 
 
 May Basket. 
 
 1 ! 
 
 --] r--- 
 
 L I ?1.., \ 
 
 * 
 
 " • ■ "jf, '■ 
 
 i 
 
 114 
 
Fold point a to h — crease — unfold. 
 Point a to c — crease — unfold. 
 Point d to c — crease — unfold. 
 Point d to c — crease — unfold. 
 Point / to g — crease — unfold. 
 Point / to c — crease — unfold. 
 Point h to / — crease — unfold. 
 Point h to c — crease — unfold. 
 Cut as in Exercise CXXXVI. 
 
 This basket is one-half the height of CXXXVI and has 
 two points on each upper edge that point outward. 
 
 EXERCISE CXXXVIII. 
 
 Wall Pocket. 
 
 «. 
 
 
 
 \ 
 
 
 / 
 
 >■ 
 
 / 
 
 
 / 
 
 
 ^ , 
 
 / 
 
 f 
 
 
 \ 
 
 
 
 
 Take square of any size. 
 Fold diagonals. 
 Fold a, b, c and d to center e. 
 
 Unfold a and h. Cut along crease. Lace c and d together 
 as shown in drawing. 
 
 115 
 
EXERCISE CXXXIX. 
 
 Letter Case. 
 
 See Exercise CXXXVIII. 
 
 Fold a, b and c to center e. Lace edges that meet as 
 shown in drawing. 
 
 EXERCISE CXL. 
 
 Book Mark. 
 
 Take an oblong whose width is equal to one half its 
 length. 
 
 Fold short edges together — unfold. 
 
 Fold one half of lower edge so that it will coincide with 
 middle crease. 
 
 Fold remaininer half in same wav. 
 
 Lace as shown in drawing. 
 
 116 
 
EXERCISE CXLI. 
 
 Candy Box. 
 
 \ / 'a\ ' /\ • 
 
 \ -' ' /^ ^\ ' / >^ ' 
 
 — . _ _ NJ/ u- TK 
 
 ' ^\/ ' ^\/ ' 
 
 c IX ' \l 1 
 
 Fold squares as in previous exercise. 
 
 Fold a to b — unfold. 
 
 Fold c to d — unfold. 
 
 Fold c to / — unfold. 
 
 Fold g to h — unfold. 
 
 Fold a to c, g and c to center — unfold. Cut as in Exer- 
 cise CXXXVII. Do not allow for paste flap. Connect g 
 and by straight line. 
 
 Fold g to / — unfold. 
 
 Repeat for each corner. 
 
 Cut and tie. 
 
 Church. 
 
 EXERCISE CXLII. 
 
 Combination 12, 13 and 15. 
 
 117 
 
EXERCISE CXLIII. 
 
 Draw and cut a 6-incli square of red, a 5-inch square ol 
 
 white and a 4-inch square of bhie. Mount as in Exercise 
 
 'XX. and in center of blue place some appropriate portrait. 
 
 EXERCISE CXLIV. 
 
 Another valuable exercise in the drawing of squares and 
 involving most excellent number work may be given in tht 
 following way : 
 
 Place the following lesson on the boards : 
 
 1. Draw a 6-inch square. Draw another using dimen- 
 sions one-half as large. 
 
 2. Draw a 5-inch square. Draw another using dimen- 
 sions one-half as large. 
 
 3. Draw a 3-inch square. Draw another using dimen- 
 sions one-half as large. 
 
 4. Draw a square using dimensions two-thirds as large 
 as those used in the drawing of the first square. 
 
 EXERCISE CXLV. 
 
 Plan a lesson in the drawing of rectangles as was given 
 in the drawing of squares. (See Exercise CXLIII.) 
 
 1. Draw rectangle 8 in.x4 in. Draw another usin^ 
 dimensions one-half as large. 
 
 2. Draw a rectangle 9 in.x6 in. Draw another using 
 dimensions two'-thirds as large. 
 
 EXERCISE CXLVI. 
 
 Christmas Decoration. 
 
 Construct a rectangle 7 in.x5 in. 
 
 Crease in center lengthwise. While the paper is stili 
 creased cut from closed edge to within one-half inch oi 
 open edges. 
 
 Unfold and paste as shown in drawing. 
 
 118 
 
EXERCISE CXLVII. 
 
 Christmas Decoration. 
 
 Construct rectangle 6 in.x3 in. 
 
 Over lap short edges and paste in form of cylinder. 
 
 Construct rectangle 6 in.x5 in. 
 
 Proceed as in Exercise CXLV. 
 
 Paste slashed part around cylinder as shown in drawinu". 
 
 EXERCISE CXLVIII 
 
 Match Safe. 
 
 Material — Folding bristol board. 
 Construct 2 rectangles 5 in.x2^ in. 
 
 Crease as in folding Exercise CXL. 
 Allow triangles formed by creasing to overlap — paste 
 This forms the pockets. 
 Construct rectangle 7 in.x6 in. 
 Mount pockets as shown in drawing. 
 
 119 
 
EXERCISE CXLIX. 
 
 For the first work in weaving it is well to use oil cloth, 
 such as is often used on kitchen tables. 
 ' Prepare squares of this material as in Exercise XXV. 
 For weaving- purposes use the kindergarten splints. 
 
 By using the above materials there is no danger of tearing 
 and the same oil cloth and splints may be used again and 
 again. The child learns just how to do the work. 
 
 When the paper is introduced for the mat work he uses 
 it successfully. 
 
 EXERCISE CL. 
 
 Wall Pocket. 
 
 Weave mat as in Exercise XXV, using paper having the 
 same color on both sides. 
 
 Turn lower border and two rows of squares upward and 
 tie with ribbon or colored yarn at both sides. 
 
 Make hanger of ribbon or yarn. 
 
 EXERCISE CLI. 
 
 Letter Holder. 
 
 Cut and weave mat 8 in.x5 In. 
 
 Turn lower border along short edge upward as in Exer- 
 cise CL, and tie at corners with yarn or ribbon 
 
 EXERCISE CLII. 
 
 Boxes and Baskets. 
 
 A variety of boxes and baskets may be made by weaving 
 around blocks of wood. If the school is provided with the 
 small "Prang" drawing models or the "Speer" number 
 blocks they may be used for this purpose. 
 
 120 
 
If the school is without the above mentioned block, any 
 carpenter will be glad to donate the many pieces sawed 
 from the ends of the various widths and thicknesses of lum- 
 ber used during the day. 
 
 Paste strips of paper of the desired width and color 
 around the block of wood, having each begin and end ^t 
 the top as shown in drawing. 
 
 Other strips are cut equal in length to the perimeter of 
 the block. These are woven along the sides (see drawing) 
 and carried across the ends. A new set of strips are cut 
 equal in length to the sides and bottom. 
 
 When the weaving is completed, the strips across the top 
 are cut and pasted to inside of box or basket. 
 
 DOUBLE WEAVING-ROUND BASKET. 
 EXERCISE CLIII. 
 
 121 
 
Use two contrasting shades of light weight bristol board. 
 
 Cut four strips, 24 inches long and Yz inch wide, from 
 one shade. Fold the ends of each strip together. Cut eight- 
 *een strips, 12 inches long and ^ inch wide, from the other 
 shade. Fold the ends of each strip together. 
 
 FIGURE 155. 
 122 
 
Arrange the four long strips in a vertical position, the 
 first one on the left having its folded edge toward you, the 
 second one having its two ends toward you, the third one 
 having its folded edge toward you, the four one having its 
 two ends toward you. See Exercise 153. 
 
 Begin weaving with the short strips, an inch from tlie 
 back left corner. 
 
 Open the ends of the weaver and pass one above and one 
 below the two parts of the first vertical strip. Close the ends 
 of the weaver and pass them between the two parts of the 
 second vertical strip. Open the ends of the weaver and pass 
 one above and one below the two parts of the third vertical 
 strip. Close the ends of the weaver and pass them between 
 the two parts of the fourth vertical strip. 
 
 Begin with the second weaver at the right edge. 
 
 Open the ends of the weaver and pass one above and one 
 below the two parts of the first vertical strip. Close the ends 
 of the weaver and pass them between the two parts of the 
 second vertical strip. 
 
 Continue weaving in this manner, first from the left side, 
 then from the right side, until the eighteen weavers have 
 been used. 
 
 By pulling the open ends of the vertical strips, the weavers 
 are pressed together as shown in Fig. 155. By pulling the 
 open ends of the weavers the vertical strips are pressed 
 together. 
 
 EXERCISE CLIV. 
 
 Cut, pointed, the ends of ^ the vertical strips, leaving them 
 i/^ inches long. 
 
 Cut, pointed, the ends of the weavers, leaving them ^ 
 inch long. 
 
 Form the basket by bringing the ends of the vertical strips 
 together. Pass each end under the first weaver on the oppo- 
 site edge. This makes a secure fastening. 
 
 Form the bottom of the basket by folding inward the 
 ends of the weavers. Cut two circles of bristol board the 
 
 123 
 
desired size, paste one circle on the inside and one circle on 
 the outside, thus making a double bottom for the basket. 
 
 Finish the top of the basket, by folding outward the 
 pointed ends of the weavers. 
 
 For a handle, cut a strip of bristol board 7 inches long 
 and Yi inch wide. 
 
 Pass the pointed ends of the handle under the first vertical 
 strip on the outside of the basket. 
 
 SQUARE TWINE HOLDER-DOUBLE WEAVING. 
 
 Use two contrasting shades of light weight bristol board. 
 
 Cut eight strips, 24 inches long and lA inch wide, four 
 from each shade. Fold the ends of each strip together. 
 
 Cut twenty strips, 12 inches long and 3^ inch wide, twelve 
 from one shade, eight from the other shade. Fold the ends 
 of each strip together. 
 
 All vertical strips used are of one shade ; all horizontal 
 strips used are of the other shade. 
 
 124 
 
Using the same shade as the eight short strips, arrange 
 tlie four long strips in a vertical position, as dictated in 
 j-'Xeicise i^'^. 
 
 FIGURE 156 
 
 short strips. Th,s forms the cover, back, bottom and front 
 of the twme holder. See Figure 156. 
 
 125 
 
Use four short weavers of each side, weaving up and 
 down on the ends of the four long weavers. 
 
 By pulUng the open ends of the weavers the vertical 
 strips are pressed together. 
 
 By pulhng the open ends of the vertical strips the weavers 
 are pressed together. Fig. 155. 
 
 Cut, pointed, the ends of the vertical strips and weavers, 
 leaving them i^ inches long. Fold the holder into shape. 
 The extra points on the sides and top edge, not needed for 
 fastening, may be folded inward and pasted on the inside 
 of the holder. 
 
 Fasten the sides by passing the points under the first 
 opposite vertical strip on the outside of the holder. 
 
 Place the twine in the holder. 
 
 Fasten the points along the top edges and cover by pass- 
 ing them under the first weaver or vertical strip on the out- 
 side of the holder. 
 
 126 
 
'A pretty square box may be made by pasting all the points 
 along the top edges inside of the box. Paste the points 
 along the sides of the cover, on the under side of the cover, 
 leaving the points on the front for fastenings. 
 
 EXERCISE CLV. 
 
 Boxes. 
 
 When dictating Exercises XXVIIL, XXIX., and XXXI., 
 make it a point to- lead the pupils to see that the depth ot 
 the box or basket is allowed when making the drawing. 
 
 For Example. — If a box when finished is to be 5 inches 
 long, 4 inches wide and 2 inches deep, the drawing must 
 not be made 5 inches long, but 9 inches, thus allowing fo" 
 the depth. 
 
 The same is true of the width — not 4 inches, but 8. 
 
 Seat Work. 
 
 1. Make a box, when finished, 4 inches long, 3 inches 
 wide and i inch deep. 
 
 2. Make a box, when finished, 15 inches long, 4 inches 
 wide and 2 inches deep. 
 
 3. Make a cover for the second box that will come down 
 over the box i inch. 
 
 When using drawing paper the cover may be made tlie 
 same size as the box. 
 
 When heavier material is used an allowance must be 
 made. This is too advanced for a first grade. 
 
 EXERCISE CLVI. 
 
 For seat work draw a 6-inch red circle, a 5-inch white 
 
 and a 4-inch blue circle. 
 
 In center of blue paste some appropriate portrait 
 
 Any other colors will answer the same purpose. On 
 
 patriotic days the red, white and blue are best. 
 
 127 
 
EXERCISE CLVII. 
 
 Basket or Tray. 
 
 dzzik 
 
 Construct a 5-inch square. 
 
 Proceed as in Exercise XXXI. 
 
 Bisect edges of bottom as shown in drawing. 
 
 With A B as a radius describe the arcs as shown in the 
 drawing. 
 
 Cut away one-half of each square in corners. Use 
 remaining half for paste lap. 
 
 EXERCISE CLVIII. 
 
 Basket or Tray. 
 
 Construct square of desired size. 
 
 Proceed as in Exercise XXXI. 
 
 Bisect edges of bottom. 
 
 With A B as a radius describe arcs. 
 
 Cut all continuous lines. 
 
 Score all dotted lines. 
 
 Tie as in Exercise XXXI. 
 
 128 
 
EXERCISE CLIX. 
 
 Basket. 
 
 Draw a 2-inch circle within a 5-inch, using the same 
 center. 
 
 Fold circle into eighths or sixteenths, as shown in draw- 
 ing. 
 
 Cnt along dotted lines. 
 
 Unfold — when pasting allow the parts to over lap. 
 
 Cut strip 14 inches long and i inch wide. 
 
 Crease in center lengthwise. 
 
 Paste around top, allowing one-half inside the basket, the 
 other outside. 
 
 For seat work have pupils make another basket (indepen- 
 dent of teacher) 4 inches high. 
 
 EXERCISE CLX. 
 
 Wall Pocket. 
 
 Construct rectangle 8 in.x5 in. 
 
 For other dimensions see drawing. 
 
 Score all dotted lines. 
 
 129 
 
 
 /A 
 
 f^'lJs 
 
 \ 
 
 r 
 
 > 
 
 / 
 
 
Cut along heavy lines. 
 
 After pupils have constructed the above v/ith the aid of 
 teacher have them, for seat work, construct another such 
 wall pocket, doubling the dimensions. 
 
 Have them construct a match safe, using one-half the 
 dimensions of the above exercise. 
 
 EXERCISE CLXI. 
 
 To Construct a Square. 
 
 Draw the horizontal line A B 
 
 On the line A B mark off A C — greater than one-half cf 
 A B. 
 
 Measure A D equal tO' A C. 
 
 With a radius equal to D C, using C and D as centers, 
 descril^e the arcs intersecting at G. 
 
 The third size, B H, may be found in a similar manner 
 using E and F as centers. 
 
 Join G and H for the fourth side of the square. 
 
 EXERCISE CLXII. 
 
 Quatrefoil. 
 
 130 
 
Cut in connection with drawing. 
 
 To be used in work of decoration. 
 
 Draw square of any size. 
 
 Uisect edges of square. 
 
 With a distance on the circle maker equal to one-half 
 the length of a side of the square draw semi-circles as 
 shown in drawing, using points of bisection as centers. 
 
 EXERCISE CLXIII. 
 
 Card Receiver. 
 
 Card receiver involving the use of the quatrefoil. 
 Two quatrefoils of the same size are pasted together at 
 the centers. 
 
 Several pairs are strung to ribbon as shown in drawing. 
 
 EXERCISE CLXIV. 
 
 For seat work construct 7-inch, 6-inch, 5-inch, 4-inch, 
 3-inch and 2-inch equilateral triangles, using at least two 
 colors and paste first one color and then another as in Exer- 
 cise XXXIII. 
 
 131 
 
EXERCISE CLXV. 
 
 For seat work draw a 7-inch red equilateral triangle, a 
 6-inch white and a 5-inch blue. 
 
 Paste one upon the other as shown in drawing. In cen- 
 ter of blue mount home or portrait of Lincoln or Washing- 
 ton. 
 
 It may be that this work will be done on the birthday of 
 some one of the Authors. If so, use the desired portrait. 
 
 EXERCISE CLXVI. 
 
 Toothpick Holder. 
 
 This exercise may be drawn the same as Exercise LX. 
 Score dotted lines and tie in place of pasting. 
 
 132 
 
EXERCISE CLXVII. 
 
 Stamp Box. 
 
 Based on equilateral triangle. 
 
 Draw oblong 3 in.X;^ in. 
 
 On each long edge construct equilateral triangle. 
 
 See Exercise LVII. 
 
 EXERCISE CLXVIII. 
 
 Trefoil 
 
 To be drawn and cut in connection with drawing. 
 To be used in work of decoration. 
 Construct equilateral triangle. 
 Bisect edges of triangle. 
 
 133 
 
With a distance on the circle maker greater than one-half 
 the length of the side of the triangle describe arcs as shown 
 in drawing using corners of triangle as centers. 
 
 EXERCISE CLXIX. 
 
 Trefoi'. 
 
 Card Receiver. 
 
 Based on Trefoil. 
 See Exercise CLIX. 
 See Exercise CLXIII 
 
 Lantern. 
 
 EXERCISE CLXX. 
 
 INIade for decorative purposes involving the square, equi- 
 lateral triangle, quatrefoil and trefoil. 
 Draw rectangle 8j/4 in.x2 in. 
 Allow ^ inch for paste flap. 
 Divide remainder of rectangle into 2-inch squares. 
 
 134 
 
On the front and the back edge of each square construct 
 an equilateral triangle. 
 
 Cut the quatrefoil and trefoil of colored paper and deco- 
 rate lantern as shown in drawing. 
 
 Place the decorations before pasting lantern together. 
 
 EXERCISE CLXXI. 
 
 Isosceles Triangle. 
 
 Draw the line A B. 
 
 Mark off A C greater than one-half A B. 
 
 With double this- distance on the circle maker, as a radius 
 and A as a center describe the arc D E. 
 
 With B as a center and the same radius describe the arc 
 F G. 
 
 Connect point of intersection H by straight lines with A 
 and B. 
 
 Lantern. 
 
 EXERCISE CLXXII. 
 
 135 
 
This exercise involves the use of the square and isosceles 
 
 triangle. 
 
 Draw rectangle as in Exercise CLXX. 
 On front and back edges of each square construct an 
 isosceles triangle. 
 
 Decorate and paste. (See Exercise CLXX.) 
 
 EXERCISE CLXXIII. 
 
 Lantern. 
 
 Eor seat work have pupils construct rectangle as given 
 in Exercise CLXX and CLXXIL 
 
 On front edge of each square construct an isosceles tri- 
 
 angle. 
 
 On back edge of each square construct an equilateral tri- 
 angle. 
 
 Decorate and paste. 
 
 EXERCISE CLXXIV. 
 
 Tray. 
 
 136 
 
Construct 4-inch equilateral triangle. 
 Construct sides. 
 Bisect bottom edges. 
 
 With these points of bisection as centers and a radius 
 equal to A B, describe arcs. 
 
 This exercise may be tied or pasted just as desired. 
 
 Scaleue Triangle. 
 
 EXERCISE CLXXV. 
 
 Draw the horizontal line A B 5 inches long. 
 
 With center A and radius 4 inches, describe arc C D. 
 
 With center B and radius 3 inches, describe arc E F* 
 
 Connect point of intersection G with A and B. 
 
 A triangle is called scalene when no two of its sides arc 
 
 equal. 
 
 Work Basket. 
 
 EXERCISE CLXXVI. 
 
 Draw a 3-mch square and draw diagonals 
 hrom center of square draw an eight circle 
 4 mches on circle maker.) 
 
 Extend diagonals to circumference of circle. 
 
 137 
 
 (This means 
 
With }i iiich on circle maker draw arcs which cut the 
 circumference right and left of the diagonals. 
 
 Correct- these points of intersection with corresponding 
 'corners of square. 
 
 If straight top is desired cut each side as indicated by 
 dotted line. 
 
 This exercise may be drawn on a larger scale and cut into 
 parts. Each part is covered with cloth and tied together at 
 corners. The bottom is punched at corners and tied to 
 sides. 
 
 EXERCISE CLXXVII. 
 
 Envelope. 
 
 Envelope Used for Finished Work. 
 
 Envelope used for finished work. 
 
 Every pupil should have an envelope in which to put 
 written work, drawings, etc. 
 
 Material. — Heavy manilla paper. 
 Construct rectangle 16J/2 in.xi3^ in. 
 For other dimensions see drawing. 
 
 EXERCISE CLXXVIII. 
 
 For seat work construct a hexagon measuring 4 inches on 
 a side, another measuring 3 inches, a third measuring 2 
 inches. Mount as in Exercise CLXV. 
 
 138 
 
EXERCISE CLXXIX. 
 
 Octagon. 
 
 Construct the square. 
 
 Draw the diagonals. 
 
 With half the length of the diagonal as a radius and the 
 corners of the square as centers, describe arcs, locating the 
 corners of the octagon. 
 
 Connect points, completing the octagon. 
 
 EXERCISE CLXXX. 
 
 Table. 
 
 ■V^ N 
 
 Material. — Bristol board. 
 
 Construct rectangle 123/2 in.x2j/^ in. 
 
 Mark off V2 inch, measuring from the left edge. 
 
 Draw dotted lines to mark width and length of table. 
 
 Measurements for legs of table are made to the rignt 
 and left of dotted lines. 
 
 Score all dotted lines. 
 
 After constructing table little or no difficulty will be 
 encountered in constructing chairs, foot stools, couchec, 
 etc. The same idea of frame work may be carried out i.i 
 each. 
 
 139 
 
EXERCISE CLXXXI. 
 
 Match Safe. 
 
 Construct rectangle 3^ in.x4 in. 
 For other dimensions see drawing. 
 
 EXERCISE CLXXXII. 
 
 Brush Broom Holder 
 Back. 
 
 , ^ A'^ 
 
 Construct rectangle 5 in.x4^ in. 
 
 F^or other dimensions see drawing. 
 Pocket. 
 
 Construct rectangle 6 in.x4^ in. 
 
 For other dimensions see drawing. 
 
 140 
 
Letter Case. 
 
 EXERCISE CLXXXIII. 
 
 Construct rectangle 14 in.x4j^ in. 
 For othei dimensions see drawing. 
 Construct another rectangle 7 in.x4^ in- 
 For other dimensions see drawing. 
 Score dotted lines and fold like a fan. 
 
 Pencil Holder. 
 
 EXERCISE CLXXXIV. 
 
 
 
 i i 1 i 
 1 i i i i 
 
 1 ' 1 1 1 ' 
 
 
 
 1 1 1 1 1 
 
 i ! 1 j i ; 
 
 ! 1 i : 
 1 < 1 1 
 
 i ! 1 i J 
 
 
 K)^ 
 
 
 
 
 x^'^J 
 
 
 Draw a 3-inch square. 
 
 Construct octagon. (See Exercise CLXXIX.) 
 
 Complete as is shown in drawing. 
 
 Score all dotted lines. 
 
 Cut continuous lines. 
 
 For base construct 5-inch square. 
 
 Complete octagon. 
 
 On edges of octagon construct semicircles. 
 
 141 
 
EXERCISE CLXXXV. 
 
 I. Make a box when finished, that will be i^ inches 
 deep, 3j/2 inches wide and 5^/2 inches long. 
 . 2. Make a box 5^ in.x334 in.xi>4 in. 
 
 3. Make a box yyg in.x5>^ in.x2^ in. 
 
 l/nfold — when pasting allow the parts to overlap. 
 
 Sliding Pencil Box. 
 
 EXERCISE CLXXXVI. 
 
 S 
 
 la 
 
 
 
 s 
 
 Make the box 7 in.x2 7-16 in.xi5-i6 in. (See Exercise 
 CLXXXII.) 
 
 Make cover 7 \n.x2y2 in.xi in. 
 
 EXERCISE CLXXXVII. 
 
 Kodac Picture Book. 
 
 Material. — Piece of leatherette 12 in.x5 in. Gray felt 
 paper for leaves. 
 
 Turn in long edges of leatherette }i of an incli. Turn in 
 short edges ^ inch. 
 
 Cut away one thickness of corner. 
 
 See drawing marked i. 
 
 Turn back and cut the upper square in corner diagonally 
 so as to give the appearance of mitred corner. See drawing 
 marked 2. Leatherette corners of book covers are cut tlie 
 same. 
 
 142 
 
Cut felt paper iiy^ in.x43/ in. 
 
 Glue only edges of felt paper and paste to inside of leather 
 along- turned edges. 
 
 Score dotted line and fold sides of cover together. 
 
 Cut leaves of felt paper the size of lining and tie to cover 
 with desired shade of babv ribbon. 
 
 EXERCISE CLXXXVIII. 
 
 Art Book. 
 
 This exercise is very similar to Exercise CVII. 
 
 The short edges of cover are connected with strip of cloth, 
 giving a long narrow book. (See drawing.) The space 
 between two sides of cover will depend upon the number of 
 pages desired. Usually % of an inch is sufficient. The 
 book here mentioned may be made with success in the fourth 
 and fifth grades. Each grade should have a book but th^^ 
 teachers must simplify to suit the various grades. 
 
 Material. — For foundation use the same as in Exercise 
 CXVII. For covering use ingrain wall paper. For cor- 
 ners and back use leatherette. The leaves are made of the 
 same shade of ingrain wall paper as was used for cover. 
 Sew leaves in just as stubs were in Exercise CXVII. 
 
 During the past three years great progress has been made 
 along the line of art in our public schools. The Perry and 
 Brown pictures are so reasonable in price that most any 
 child, even in the poorer districts can afford to have at least 
 one picture a month. 
 
 The work along this line must be done systematically as 
 well as all other phases of school work. If this is not done 
 often a fifth grade teacher will be found using pictures that 
 the pupils have already had in previous grades. 
 
 143 
 
Let the teachers of a school get together and decide the 
 number of pictures they wish to use in all grades during the 
 year. Let this number be large enough so that, at least, 
 ten pictures may be assigned to each grade. This will be 
 one for each month of the school year. 
 
 Allow all the first grades to use the same picture even 
 though there are several such grades in the building. 
 
 When these pupils are advanced to the second grade give 
 the pictures chosen for this particular grade and so on 
 through the building. All pupils remaining in the same build- 
 ing from the first through the eighth grade will have had 
 eighty pictures. 
 
 When studying the picture each child should have a copy 
 on his own desk. 
 
 Most excellent language work is the outcome of such 
 exercises. 
 
 Art does for the eye what music does for the ear. It cul- 
 tivates a taste for the beautiful and raises the ideals of th*^ 
 observer. 
 
 EXERCISE CLXXXIX. 
 
 Folio for Newspaper Clippings. 
 
 This folio is made of any number of manilla envelopes 
 that may be desired. 
 
 Construct rectangle i6yi in.xQ^^ in. 
 
 For other dimensions see drawing. 
 
 Round off all sharp corners as shown in drawing. 
 
 144 
 
When the envelopes are completed two are pasted to a 
 strip of linen cloth, leatherette, or good quality of cambric, 
 very much as the covers in Exercise XCVII. or the laps 
 in CLXXXVIII. (See drawing.) All are pasted together 
 in this way — the second to the first — the third to the second, 
 etc. The face of one envelope and the back of another 
 always lie one upon the other like the pages of a book. 
 When all are put together in this way the "first" and the 
 "last" are glued to the inside of completed covers just as 
 the envelopes were put together. 
 
 There is no sewing required as in Exercise XCVII. 
 
 Each envelope is marked to indicate the kind of clippings 
 to be placed in it. 
 
 The Cover. 
 
 Cut covers lo in.x434 in. 
 
 Use material mentioned in Exercise XCVII. 
 
 Finish covers just as in Exercise XCVII. 
 
 EXERCISE CXC. 
 
 Portfolio. 
 
 ' 1 i 
 
 \ i 
 
 '<-.-->-■ !■■---) f — - -r * 
 
 Construct rectangle i8 in.xi3 in. 
 
 Cut along heavy lines. 
 
 Score dotted lines. 
 
 This exercise may be finished without freein':^^ the laps. 
 
 Material. — Strawboard, jute board, or a light quality of 
 binder's board, for foundation. 
 
 Leatherette. — Marble paper for lining, strips of tape or 
 ribbon for tieing. 
 
 For cutting of material see Exercise CXVII. 
 
 145 
 
EXERCISE CXCI. 
 
 Portfolio. 
 
 The drawing for this foHo is the same as that for Exer- 
 cise CXC. Cut along dotted hnes instead of scoring 
 them. 
 
 With strips of cambric paste laps to cover, allowing a 
 space of Ys inch. 
 
 Paste or glue parts of cover together as shown in above 
 drawing. 
 
 For cutting of materials see Exercise XCVII. 
 
 Portfolio. 
 
 EXERCISE CXCII. 
 
 Construct rectangle 20 in.xi4 in. 
 
 This exercise shows another style of portfolio. 
 
 It is made of the same materials as Exercises CLXXXV., 
 and CLXXXVI. It may be made either as Exercise 
 CLXXXVII., or Exercise CLXXXVIII. 
 
 Address Book. EXERCISE CXCIII. 
 
 This is a verv desirable little book and is made the same 
 as Exercise CLXXXVII, only a little smaller. 
 
 146 
 
Cook Book. EXERCISE CXCIV. 
 
 The cover for this book is made the same as that of Exer- 
 cise CLXXXVIII. 
 
 The material used in covering is the white oil cloth such 
 as is often placed on kitchen tables. This being water proof 
 often prevents the book from being soiled. The leatherette 
 may be usetl for corners. 
 
 Ask the mothers of the children of a certain grade to con- 
 tribute recipes for cakes, cookies, pies, etc. If there is a 
 printing press *in the building have these recipes set up in 
 type form. If the school does not possess a printing press 
 allow the children to do the work in copying during the 
 writing period. 
 
 All are then bound in the book as in Exercise 
 CLXXXIII. 
 
 Guest Book. EXERCISE CXCV. 
 
 The cover of the guest book is made of water color board 
 and is decorated with water color paints and gilding. 
 
 The two sides are not connected as in Exercise 
 CLXXXIII, but are punched and tied down the back with 
 ribbon. 
 
 The leaves are made of plain white paper. 
 
 Rhombus. EXERCISE CXCVI. 
 
 c. 
 
 Draw the base A B. 
 
 Draw an oblique line A C, length=A B through A at any 
 convenient angle to A B. 
 
 Take A B as radius and B and C respectively as centers 
 and describe the arcs E F and G H, which intersects at D. 
 
 Connect D v/ith B and C. 
 
 A rhombus is a parallelogram whose adjacent sides are 
 equal. 
 
 147 
 
EXERCISE CXCVII. 
 
 Rhomboid. 
 
 Draw the base A B. 
 
 Draw A C at any convenient 
 angle to A B. o-l 
 
 With C as center and A B as radius describe arc E F. 
 
 With B as center and A C as radius describe arc G H, 
 the two intersecting at D. 
 
 Connect D and C, and D and B. 
 
 A rhomboid is a parallelogram whose angles are not 
 right angles and whose adjacent sides are unequal. 
 
 Drawing of Church. 
 
 EXERCISE CXCVIII. 
 
In this exercise is given a variety of patterns which may 
 be used as taberets. The exercises are based on exercises 
 LXXVIII and LXXX. 
 
 EXERCISE CO. 
 
 stamp Holder. 
 
 This exercise may be made from paper 43^2 icnhes square. 
 
 From center of paper construct a 2^ inch circle. Inscribe 
 hexagon. With radius equal to twice the perpendicular be- 
 tween center and side ab, or any side (in this size y% inch). 
 Construct a second circle. Extend sides of hexagon to cir- 
 cumference of large circle as shown in drawing. Crease 
 on straight lines always keeping one piece folded while next 
 crease is being made. 
 
 This folding turns the flaps in ; to have them turn out, 
 spread case out flat after all creasing is done and turn out- 
 side in. Decorate each flap in conventional design. Larger 
 case may be made from paper 5^ inches square. Radius 
 of inner circle i V2 inch. 
 
 149 
 
EXERCISE CCI. 
 
 Cathedral Windows. 
 
 150 
 
Pupils studying the cathedrals of the Old World will 
 thoroughly enjoy making designs for cathedral windows. 
 This line of work affords a thorough review of the con- 
 struction of various angles, circles, hexagons, etc. 
 
 FREE HAND CUTTING AND TEARING. 
 
 This line of work affords one of the best modes of ex- 
 pression ever introduced into the primary grades of our 
 public schools. 
 
 EXERCISE ecu. 
 
 EXERCISE CCin. 
 
EXERCISE CCIV. 
 
 EXERCISE CCV. 
 
 EXERCISE CCVI. 
 
 153 
 
EXERCISE CCVII. 
 
 EXERCISE CCVIII. 
 
 
 EXERCISE CCIX. 
 
 154 
 
EXERCISE OCX. 
 
 EXERCISE CCXI. 
 
 155 
 
EXERCISE CCXII. 
 
 EXERCISE CCXIII. 
 
 m 
 
 «r 
 
 EXERCISE CCXIV. 
 
 156 
 
EXERCISE CCXV. 
 
 EXERCISE CCXVI. 
 
 EXERCISE CCXVII. 
 
 157 
 
EXERCISE CCXVIII. 
 
 "^^^ >rf 
 
 ^ 
 
 EXEHCISE CCXIX. 
 
 EXERCISE CCXX. EXERCISE CCXXI. 
 
 158 
 
BASKETRY. 
 
 During the past few years basketry has been proven a 
 very beneficial Hne of hand work. To be of any vakie in 
 developing originality and invention, as well as manual 
 dexterity, basketry should not be merely imitative. 
 
 At first, when one is learning, it is well to copy good 
 models, but half the benefit and pleasure is lost if one con- 
 tinues copying. 
 
 As soon as possible original experiments should be under- 
 taken, at first in well-known lines and with tested materials. 
 
 In almost every vicinity home-grown materials are avail- 
 able, that may be used instead of the commercial ones. This 
 may enable you to devise an entirely different basket from 
 any you have seen. Or, by preparing the material in a 
 different way, or under different conditions, the result will 
 be a novel basket. In the use of home-grown materials, 
 there is a very wide field for experiment. 
 
 Imported raffia and rattan are the most common mate- 
 rials in use. 
 
 The Indian makes use of yucca. From it is obtained the 
 fiber for ropes, and coarse cloth, as well as the material for 
 baskets. The leaves are split with the thumb nail. These 
 parts are split again and the bunches of these splints are 
 hung in the house tO' dry. 
 
 When used they are buried in sand until pliable and tough. 
 This suggests a method of using the leaves of cat-tails and 
 rushes, when the worker is not able to obtain the yucca, or 
 Spanish bayonet. 
 
 Both the long and short pine needles may be used. It 
 is interesting to note how much their color depends upc»n 
 methods of drying. If the needles are cut green and dried 
 in a dark room, the most beautiful ashen- gray will be the 
 result. If allowed to hang on a cut bough, and dry in the 
 bright sunshine, a rich, dark brown is the result. Any 
 shade between the ashen gray and dark bro-wn is obtained 
 by controlling the amoimt of light or sunshine. 
 
 Rushes and many tough grasses that grow on marshy 
 lands are useful in basketry. 
 
 The root-like stem of the wire grass makes a good sub- 
 stitute for the squaw grass used by the Western Indians. 
 
 159 
 
The stems of many ferns and some librous roots are also 
 used. The common corn husks may be used in coiled bas- 
 kets with good results. 
 
 The red and yellow willows are successfully used in the 
 woven baskets. Many a farmer boy might construct with 
 the willows large baskets to be used about the house. 
 ^ This does not exhaust the list of materials by any means. 
 Frequently two or more materials are combined in one bas- 
 ket with good results. 
 
 While basketry has its limitations, it should not be omit- 
 ted from any course of hand work in private or public school 
 work. 
 
 BRAIDING. 
 
 Three Strand Braid. EXERCISE I. 
 
 Commence all braids with large ends of raffia. Place the 
 left hand strand over the center strand. Place the riglit 
 hand strand over the center strand. Repeat until the desired 
 length is attained. 
 
 Add new strands by braiding their large ends along with 
 the small ends of the old strands. 
 
 Four Strand Braid. EXERCISE II. 
 
 Place the left hand strand over the second and under the 
 third strand. Place the right hand strand under the second 
 and over the third strand. Repeat until the desired length 
 is attained. 
 
 Five Strand Braid. EZERCISE III. 
 
 Place the left hand strand over the second and under the 
 third strand. Place the right hand strand over the second 
 and under the third strand. Repeat until the desired length 
 is attained. 
 
 Seven Strand Braid. EXERCISE IV. 
 
 Place the left hand strand over the second and under the 
 third and fourth strands. Place the right hand strand over 
 the second under the third and fourth strands. Repeat 
 until the desired length is attained. 
 
 160 
 
Braided Mat. EXERCISE V. 
 
 Make a braid of raffia five or six feet in length. Make a 
 small, flat coil of the braid with the end on the under side 
 of the mat. Sew the edge of the braid to the edge of the 
 coil. Use split strands of raffia for sewing, running the 
 stitches in the direction of the twists in the braid. 
 
 Finish the mat by sewing the end of the braid on the 
 under side of the mat. Fig. I. 
 
 FIGURE I. 
 
 EXERCISE VI. 
 
 Braided Broom Holder. 
 
 This holder is made with two mats — as dictated in 
 Exercise V. 
 
 Place the wrong side of the two mats together. Sew 
 the right and left edges together with a thread of raffi?- 
 
 Finish with a braided handle. 
 
 Braided Basket. EXERCISE VII. 
 
 To make the bottom of the basket, follow the dictation for 
 Braided Mat, Exercise V. To form the side of the basket, 
 turn the braid on edge. One long braid is used for the 
 whole basket. Fasten the end of the braid on the inside 
 of the basket. 
 
 Finish with a braided handle. 
 
 EXERCISE Vin. 
 
 Braided Doll Hat. 
 
 For beginning the hat follow the dictation as given in 
 Exercise V. Work from the center of the crown and fmish 
 on the edge of the rim. 
 
 161 
 
The braid may be made smoother by ironing with a 
 moderately hot iron. 
 
 Hats of various shapes and sizes may be made with 
 braids of raffia. A combination of natural and colored raffia 
 makes very attractive braids. 
 
 EXERCISE IX. 
 
 Braided School Book Bag. 
 
 Make a heavy three-strand braid, using six or eight 
 lengths of raffia in each strand. Make a large oval mat. 
 Lav the small ends of the mat together. With a thread of 
 raffia sew the straight edges together. 
 
 Turn back the small ends of the mat and fasten them on 
 the outside of the bag. Finish with a heavy braided handle. 
 
 WRAPPINa. 
 
 EXERCISE X. 
 
 Wrapped Napkin Ring. 
 
 PLATE I. 
 
 Make the foimdation of the napkin ring from heavy 
 
 bristol board. Dampen the strands of raffia to be used. 
 
 Hold the napkin ring by its lower edge. Place a strand of 
 
 raffia on the inside of the ring with its large end close to the 
 
 upper edge of the ring. 
 
 1G2 
 
HoW the end of the raffia in place and wind up on the 
 outside and down on the inside of the ring. Wind over the 
 end until it is securely fastened. When inserting a new 
 strand wind over the end with the old strand. Pick up the 
 new strand and fasten the end of the old strand in the same 
 manner. 
 
 See that the ring is closely covered with the strands. 
 Fasten the end of the last strand by sewing it through the 
 ring. The edges may be left plain or sewed over and over 
 with separate strands of raffia. 
 
 Strands oif colored raffia or ribbon may be run in and out 
 through the strands of raffia around the center of the napkin 
 
 Pin Cushion. EXERCISE XI. 
 
 Make a napkin ring w^ith a plain edge as dictated in 
 Exercise X. Make an oval cushion of silk and fasten it 
 inside the ring. Decorate the center of the ring with baby 
 ribbon, using the same color as for the cushion. Finish 
 with a braided hanger, fastening it under the edges of the 
 
 Hair Pin Receiver. EXERCISE XII. 
 
 Make a napkin ring with plain edge as dictated in Exer- 
 cise X. 
 
 Crochet long chains with worsted. Loop the chains back 
 and forth through the ring, fastening them in place with 
 threads of raffia. 
 
 Finish with a hanger of braided raffia. 
 
 EXERCISE XIII. 
 
 Wrapped Round Basket. 
 
 The side and bottom of a round box, covered separately, 
 are used for this basket. 
 
 For covering the side, follow the dictation as given in 
 Exercise X. 
 
 Perforate the center of the bottom. With a thread of 
 raffia sew through the center and over the edge, until the 
 bottom is well covered on both sides. 
 
 Sew the bottom and side together. 
 
 Finish the top of the basket with a separate braid laid 
 around the outside. 
 
 Use a braided handle. 
 
 163 
 
EXERCISE XIV. 
 
 Wrapped Broom Holder. 
 
 Draw and cut out, from light weight bristol board, two 
 4-inch circles. For covering the circles, follow the dictation 
 for the bottom of the Wrapped Round Basket as given in 
 Exercise XIII. 
 
 Finish as dictated in Exercise VI. 
 
 EXERCISE XV. 
 
 Wrapped Oblong Box. 
 
 Break an oblong box into its parts, leaving the four sides 
 intact. Omit using the sides to the cover. 
 
 For covering the parts, follow the dictation as given for 
 the Wrapped Napkin Ring in Exercise X. Sew the parts 
 together, attaching the cover on one edge of the box. 
 
 Finish the outside edges with fancy braids of raffia. A 
 bow of ribbon makes an attractive decoration for the cover. 
 
 EXERCISE XVI. 
 
 Wrapped Circular Box. 
 
 Break a box into its parts. Omit using the side to the 
 cover. 
 
 For covering, follow the dictation as given in Exercise X. 
 
 Sew the parts together, attaching the cover at one point. 
 
 Finish the cover with a bow of ribbon. Finish the out- 
 side edges with fancy braids. 
 
 Picture Frame. EXERCISE XVII. 
 
 Draw and cut from light weight straw board, square, cir- 
 cular, or oval frames of desirable sizes. 
 
 Follow the dictation as given in Exercise X for Wrapped 
 Napkin Ring. 
 
 Finish with a braided hansrer. 
 
 EXERCISE XVIII. 
 
 Picture Frame with Fringe. 
 
 Draw and cut from light weight straw board circular or 
 oval frames. Cut a small oblong from the straw board over 
 which to wind the fringe. Thread a needle with raffia, 
 tying a knot in the small end. 
 
 164 
 
Sew through the frame, brinp;-ing- the needle to the front 
 side and leaving the knot on the back side of the frame. 
 Wind the thread down on the front and up on the back 
 (wind around the frame twice for the first stitich). Hold 
 the oblong close to the upper edge of the frame. Bring the 
 thread to the front between the oblong and frame. Wind 
 up on the front and down on the back of the oblong. Bring 
 the thread to the front at the right of the fringe. Place the 
 needle under the loop on the front of the frame, going 
 toward the left and back between the oblong and the frame. 
 Carry the thread around the one loop of the fringe. The 
 thread must now be at the right of the fringe and on the 
 front side of the frame. 
 
 Place the needle under the front loop of the fringe, com- 
 ing down from left to right, down through the loop around 
 the fringe, bringing the needle through on the front side 
 of the frame. 
 
 This completes the knot. Figure II. 
 
 FIGTURE II. 
 
 Remove the oblong after making each loop of the fringe. 
 Repeat the dictation until the frame is covered. 
 
 Knot the new threads to the old ones, close to the back 
 of the frame. 
 
 Finish with a braided hanger. 
 
 165 
 
EXERCISE XIX. 
 
 Wrapped Wire Basket. 
 
 From fine wire cut sixteen 12-inch lengths. 
 
 Arrange in sucli a position that they will form the radii 
 of a circle cut into thirty seconds. Tie in position with 
 fine thread or split raffia. 
 
 Beginning at the center, with one strand of raffia, wrap 
 around the lengths of wire. 
 
 To introduce new threads, wrap the beginning of the new 
 thread, along with the ending of the old thread. 
 
 Shape the basket as the wrapping progresses. 
 Finish the ends of the wire by bending them into small 
 loops and winding them with raffia. 
 
 PLATE IL. 
 
 166 
 
WEAVING. 
 
 EXERCISE XX. 
 
 Handkerchief Holder. 
 
 This handkerchief holder is made with two contrasting 
 shades of hat braid. A wooden frame is used for the weav- 
 ing. Tack the lengths of braid to be used for the war^i, 
 along the upper and lower edges of the frame. For weav- 
 ing, use lengths of braid long enough to cross but once. 
 Press the weavers close together. 
 
 When the weaving is completed, remove the tacks and 
 trim evenly the ends of the weavers and warp. 
 
 Bind the four edges of the woven square with ribbon. 
 Turn the four corners to the center. Sew the bound edges 
 together within two or three inches of the center. Dampen 
 the braid and roll the four corners up and back. 
 
 Mat. EXERCISE XXI. 
 
 Draw on a square of light weight bristol board, a circle 
 of desirable size for the mat. 
 
 Divide the circle into eighths, sixteenths or thirty-seconds, 
 according to size. Number the radii as in drawing. 
 
 
 "•<- 
 
 
 
 'k 
 
 "\ 
 
 
 /y\ 
 
 t-iC 
 
 N 
 
 \ 
 
 /\ 
 
 1:^ 
 
 "^ 
 
 ■^ 
 
 L^'^"'^'^ W 
 
 \^ 
 
 
 ^ 
 
 ^r^^^-^/ 
 
 ll\^ 
 
 /' 
 
 / 
 
 \\/ ^ 
 
 Y 
 
 -/ 
 
 f 
 
 V^ 
 
 
 /f- 
 
 ^ 
 
 7^ 
 
 Thread the needle and tie a knot in the small end of the 
 raffia. 
 
 Bring the needle through i, leaving the knot on the back 
 side. Carry the thread across to 9, through to the back 
 and on to 8; up through 8, across to 16, through to the 
 
 167 
 
back and on to 15; up through 15, across to 7, through to 
 the back and on to 6; up through 6, across to 14, througn 
 to the back and on to 13; up through 13, across to 5, 
 through to the back and on to 4 ; up through 4, across to 
 12, through to the back and on to 11 ; up through 11, across 
 to 3, through to the back and on to 2 ; up through 2, across 
 to 10, through to the back and up half way between 9 and 
 10. Bring the thread back to the center (making an odd 
 number of strands). Here the thread is tied securely to 
 the centers of the other strands. Begin weaving at the cen- 
 ter,' going over one and under one thread. 
 
 Weave a new thread along with the old one for two or 
 three inches, thus avoiding knots. When the weaving is 
 finished close to the edge, cut the threads, with which the 
 mat was strung, between 2 and 3, 4 and 5, 6 and 7, etc., 
 on the back side of the mat. Remove the straw board. 
 
 Tie the cut ends in twos, in hard knots. Go round the 
 edge again, tying the right hand strand of one knot to the 
 left hand strand of the next knot. 
 
 These mats are very effective for decorations when woven 
 in colors. 
 
 EXERCISE XXII. 
 
 Broom Holder. 
 
 Draw two 4-inch circles on light weight straw board. 
 Weave two mats as dictated in Exercise XXL Make Broom 
 Holder as dictated in Exercise XIV. 
 
 EXERCISE XXIII. 
 
 Woven Book Bag. 
 
 Draw and cut from light weight straw board an oblong, 
 10 inches long and 8 inches wide. 
 
 String the bag with twenty strands of raffia, placing them 
 around the oblong and tying them along the upper lo-inch 
 edge. 
 
 Commence the weaving, from right to left, close to the 
 lower lo-inch edge. 
 
 Weave the new strands along with the ends of the old 
 strands for two or three inches. 
 
 168 
 
As there is an even number of strands in this bag, the 
 weaver must be passed over two strands at the beginning 
 of each round. 
 
 Weave close to the upper edge. Untie the strands along 
 the upper edge ho.ld the bag open, and knot the strands 
 together, tying one to the next strand on the right, in a 
 hard knot. 
 
 The edge may be finished with a flat braid, sewed over and 
 over, or with a button hole stitch. Use two braided 
 handles. 
 
 Work Bag. EXERCISE XXIV. 
 
 On a square of light weight straw board, araw a 5-inch 
 circle, to be used for the bottom of the bag. 
 
 Perforate the center of the circle. Make an odd number 
 of perforations, about j/2 inch apart, along the circumfer- 
 ence. 
 
 Thread the needle and tie a knot in the small end of the 
 raffia. Bring the needle up through the circle, close to the 
 center perforation ; down through the center and up through 
 one perforation on the circumference ; down through the 
 center and up through the next perforation on the circum- 
 ference, etc., until the circle is strung on both sides. Tie 
 the end of the thread to a strand close to the center perfora- 
 tion. 
 
 While stringing the circle, new threads are tied to the 
 ends of the old ones. Keep all knots on one side of the 
 circle. 
 
 Cover both sides with plain weaving, following the dic- 
 tation as given in Exercise XXI. 
 
 After weaving close to the circumference, break away the 
 edge of the straw board. 
 
 Make a fancy, silk bag and attach to the bottom by sewing 
 over and over. 
 
 Draw^ strings of narrow ribbon to match the bag, or 
 braided raffia to match the bottom, finish the Work Bag. 
 
 A useful Table Mat may be made by following this dic- 
 tation. 
 
 Two mats woven in this manner may be used for a Broom 
 Holder. 
 
 169 
 
EXERCISE XXV. 
 
 Raffia Pillow. 
 
 Construct a wooden frame, the desired size for the pil- 
 low. Place tacks, ^ in. apart, along the upper and lower 
 edges of the frame. Select long, smooth strands of raffia 
 for the warp. 
 
 Place the center of one strand around one corner tack on 
 the upper ed^j^e. Tie the two ends in a hard knot around 
 the corresponding tack on the lower edge. Continue plac- 
 ing strands in this manner until every tack has been used. 
 
 Begin weaving along the lower edge, going under and 
 over the strands of the warp, between the right and left 
 edges of the frame. Place tacks along the right and left 
 edges as they are needed. Tie the ends of the weavers along 
 the same edge of the frame. 
 
 FIGURE III. 
 
 Each w^eaving strand must be pressed close to the strand 
 which proceeded it. 
 
 These pillows may be woven in plain colors, in stripes, or 
 in plaids. 
 
 When the weaving is finished, remove the tacks along 
 the back and right edges, so the raffia top may be removed 
 without breaking the strands. 
 
 Use the same frame for weaving the other side of the 
 pillow. 
 
 170 
 
After the two sides are woven, lay them together and sew 
 three edges over and over. (Use raffia for sewing.) Stuff 
 the pillow with raffia and sew the fourth edge over and 
 over. 
 
 Finish the edges with two braids. One laid close to the 
 edge on the back side of the pillow. The other, laid close 
 to the edge along the front side of the pillow. 
 
 To make a pillow of carpet warp and raffia, follow the 
 preceding dictation, using the carpet warp for the warp of 
 the pillow and raffia for the weaving. 
 
 Finish with a fringe of the warp. 
 
 EXERCISE XXVI. 
 
 Handkerchief Holder. 
 
 Use a wooden frame and weave a square with raffia as 
 dictated in Exercise XXV. 
 
 Turn the four corners to the center. Sew the turned 
 edges of the square together, within two or three inches ot 
 the center. 
 
 Dampen the raffia and roll the points up and back. Fin- 
 ish by sewing a fancy braid over the seams. 
 
 PLATE III. 
 171 
 
KNOTTING. 
 
 Twine Holder. EXERCISE XXVII. 
 
 ' Select eighteen long, smooth strands of raffia. Place the 
 ends of one strand together, thus forming a loop at the 
 center. Hold a pencil in the left hand. Bring the loop 
 over the top of the pencil from the back. Pass the two 
 ends up through the loop, pulling them down until the 
 loop is held close to the pencil. In this manner, loop 
 the remaining strands on to the pencil. 
 
 The knotting is done working from left to right. Leav- 
 ing one strand on the left edge, knot the second and third 
 strands. 
 
 Hold the two strands together. Bring the tw^o ends up 
 and around to the back, across the back of the two strands 
 and through the loop to the front. Pull the ends down into 
 place, leaving the knot ^ inch from the pencil. Continue 
 in this manner, knotting the fourth and fifth, the sixth and 
 seventh, etc. One strand will be left on the right side, cor- 
 responding to the one on the left side. In knotting the sec- 
 ond row two strands are left on either side. Tie until the 
 knots assume a V shape. 
 
 The pencil is now slipped out and a braid of raffia is run 
 through the loops. This finishes the top of the Twine 
 Holder. 
 
 The first two loose strands at the top are knotted 
 together. Then the two pairs which follow, and so' on until 
 the loose strands are all knotted. 
 
 Gather up the bottom of the holder, tying it with a strand 
 of raffia. Cut the ends of the strands a uniform length. 
 
 Shopping Bag. EXERCISE XXVIII. 
 
 Draw and cut from light weight straw board an oblong, 
 lo inches by 8 inches. 
 
 On each 8-inch edge, close to the upper lo-inch edge, cut 
 notches. Use two braids of raffia for draw strings. Place 
 one braid around the oblong, tying in the left hand notch. 
 Place the other braid around the oblong, tying in the right 
 hand notch. On each side of the oblong and over both 
 braids, loop 20 strands of raffia, as dictated in Exercise 
 
 172 
 
XXVII. - We will handle these strands of raffia in pairs. 
 The two outer strands will be knotted around the two inner 
 strands. 
 
 Hold the two inner strands in the left hand. Place the 
 right hand strand over the two inner strands. Bring the 
 left hand strand down over the part of the right hand strand 
 which lies on the left of the two inner strands. Now the 
 left hand strand is passed along to the right, under the two 
 inner strands and up through the loop formed by the right 
 hand strand. This completes the first half of the knot. 
 
 The left hand strand is placed across the two inner 
 strands. The right hand strand is brought down over the 
 part of the left hand strand which lies to the right of the 
 two inner strands. Now the right hand strand is passed 
 through the two inner strands and up through the loop 
 formed by the left hand strand. 
 
 Pull the ends outward — one to the left — one to right and 
 you will have a finished flat knot. Continue in this manner 
 — handing the next two pairs and so on, until the first row 
 of knots, going across both sides of the oblong, is com- 
 pleted. 
 
 FIGURE IV. 
 
 173 
 
In the second row the right hand strand of one knot and 
 the left hand strand of the next knot are held together and 
 the knot is tied with the two strands on either side of them.. 
 Care nnist be taken to keep the meshes even. 
 • When the bottom of the oblong is reached, the two sides 
 are joined by placing the meshes and knots evenly together 
 — and tying together a knot from the front and a knot from 
 the back with two of their outside strands. 
 
 Cut the ends of the raffia a uniform length to make u 
 good finish. 
 
 A pretty Twine Holder may be made in this manner by 
 splitting the strands of raffia and making smaller meshes. 
 
 EXERCISE XXIX. 
 
 Catch All (Knotted). 
 
 Secure a small brass ring. Into it, loop eight long, red 
 strands of raffia, as in Exercise XXVII. We will call those 
 strands leaders. The knot in this basket is tied as in Exer- 
 cise XXVTII. 
 
 On to every two red leaders, knot six strands of natural 
 colored raffia. Place a strand under the twa leaders, at 
 right angles with them. Then proceed to tie the knot. 
 Every knot must be pressed close to the brass ring, thus 
 forming a symmetrical center for the bottom of the Catch 
 All. 
 
 Between every two pairs of leaders we have twelve 
 strands of natural colored raffia. (Six strands pointing to 
 the left — six strands pointing to the right.) Gather the 
 twelve strands into one hand and tie together, using the 
 first leader to the right and the first leader to the left for 
 tying the knot. Tie around in this manner. 
 
 FIGURE V 
 
The next, step is an Important one, for upon it depends the 
 shaping of the Catch All. The two leaders, between two 
 knots, naturally lie toward each other. They are tied to- 
 gether in an ordinary hard knot. To make the bottom of the 
 Catch All flat, the leaders are tied so as to allow the work 
 to lie flat. To make the bottom rounded and later to draw 
 the sides into shape, the leaders are drawn closer together. 
 Tie all the leaders in this manner. 
 
 Now the first half of the figure is finished. Hold a 
 leader, which points to the right, in the right hand. T:l e 
 six strands from the knot on the right, and in their order, 
 tie them in a hard knot on to the leader held in the right 
 hand. 
 
 Take the other leader which points to the left and hold 
 it in the left hand. Take six strands from the knot on the 
 left and in their order tie them in hard knots, on to the 
 leader held in the left hand. Tie once around in this man- 
 ner. The two leaders fall together at the bottom of this 
 figure. Tie them close together in a hard knot. The fig- 
 ure is now complete. Repeat the exercise until the desired 
 shape and size is attained. The Catch All may be finished in 
 several ways. The ends of the raffia may be braided and 
 looped over to the inside, where they are fastened. 
 
 The ends along the edges of each scallop may be run 
 each way from the upper point, passing through all the 
 knots, and 'being cut off at the lower point of the scallop. 
 
 The ends may be run each way, through all the knots, 
 to the upper point of the scallop, and tied in a small tassel. 
 
 The edge, if finished without the tassel, may be bound by 
 sewing over and over with narrow ribbon or raffia. Use a 
 braided handle. 
 
 A pretty silk lining adds to the beauty of the Catch All, 
 
 EXERCISE XXX. 
 
 Catch All (Knotted and Woven). 
 
 Follow the dictation as given in Exercise XXIX, until 
 the first figure is completed. 
 
 Between two pairs of leaders we have twelve strands of 
 raffia, six pointing to' the right and six pointing to the left. 
 
 175 
 
The six strands pointing to the left are woven (one at a 
 time) over and under the six strands pointing to the right. 
 After the weaving of this square is finished, tie the ends 
 onto the leaders which lie next to them. The figure is 
 completed by tying the two leaders together in a hard knot. 
 
 FIGURE VI. 
 
 Alternating the rows of the knotted figure with the rows 
 of the woven squares, makes a very effective figure. 
 Finish as dictated in Exercise XXIX. 
 
 EXERCISE XXXI. 
 
 Fancy Hats. 
 
 Hat crowns to be used over wire frames, may be con- 
 structed bv using the dictation in Exercises XXIX and 
 XXX. 
 
 Use a ring of raffia in the place of the brass ring. 
 
 Split the strands of rafiia, and use ten or twelve leaders 
 with five strands tied on to them. As the crown increases 
 
 176 
 
in size two or three extra strands may be looped on the 
 edge of a figure between the leaders. In this way the fig- 
 ures may be woven closely to the edge of the rim. 
 
 PLATE IV. 
 
 RATTAN. 
 
 EXERCISE XXXII. 
 
 Circular Rattan Mat. 
 
 Soak a No. 4 and a No. 2 reed until very pliable. From 
 the No. 4 reed cut six 12-inch spokes and one 7-inch spoke. 
 
 With a hrge needle, split three of the 12-inch spokes in the 
 center. (These incisions must be long enough to allow the 
 remaining number of spokes (four) to pass through them.) 
 
 Push half the length of the remaining three 12-inch spokes 
 through the three incisions. The six spokes, now in 
 groups of three, are lying at right angles with each other, 
 forming upper, lower, right hand and left hand groups. 
 
 Place the 7-inch spoke between two of the 12-inch spokes, 
 
 177 
 
pushing it just through the incisions. This gives the odd 
 number of spokes necessary for plain weaving. 
 
 With a strand of raffia, bind once around the upper group 
 .of spokes — once around the right hand group, lower group 
 and once around the left hand group. Continue in this 
 manner until the raffia is carried around the mat again. 
 
 Beginning with the upper group, the spokes are sepa- 
 rated and the weaving begins (using the same strand of 
 raffia). 
 
 Continue weaving with raffia until the sharpened end of 
 the pliable No. 2 reed can be pushed down beside one spoke 
 between the woven strands of raffia. Press the reed close 
 to the raffia and continue weaving with the reed. The ends 
 of the strands of raffia are cut off close to the mat. The 
 spokes must be radiated evenly and the weaver carefully 
 pressed over and under the spokes. 
 
 To fasten the end of the weaver, sharpen the point and 
 push it down beside one of the spokes. To introduce a 
 new weaver, sharpen the point and push it down on the 
 other side of the same spoke. 
 
 When the weaving is finished, cut the ends of the spoken 
 a uniform length (about two inches) leaving the ends 
 sharpened. Soak in warm water until very pliable. Care- 
 fully bend the end of the first spoke, and push it down beside 
 the second spoke. Rind the end of the second spoke and 
 push it down beside the third spoke. Continue in this 
 manner until all the spokes are fastened. 
 
 178 
 
Or, the- end of the first spoke m:iy be carried across the 
 second and pushed down beside the tlurd spoke, etc. 
 
 At least an inch of each spoke should be pressed below 
 the edge of the mat to make a secure fastening. 
 
 Oval Rattan Mat. EXERCISE XXXIII. 
 
 Soak two or three No. 2 reeds until very pliable. Cut. 
 six 12-inch spokes, four 8-inch spokes and one 5-inch spoke. 
 
 Along the centers of the 12-inch spokes, make four short 
 incisions, ^ of an inch apart. 
 
 Push the four 8-inch spokes through the four incisions 
 along the 12-inch spokes. 
 
 Insert the 5-inch spoke beside an 8-inch spoke. 
 
 Hold the mat with the 8-inch spokes running from right 
 to left. 
 
 Place the end of a long, pliable reed, back of the 12-inch 
 spokes, above the upper 8-inch spoke, with its end pointnig 
 to the right. 
 
 Wind the reed around in front of the 12-inch spokes, 
 down, back of the upper or first 8-inch spoke, to the left 
 and around in front of the 12-inch spokes, just below the 
 first 8-inch spoke. It is then carried down back of the 12- 
 inch spokes, tO' the left and below the second 8-inch spoke, 
 the second spoke. Bend the end of the second spoke and 
 around in front of the 12-inch spokes, back to the right across 
 the 12-inch spokes, just above the second 8-inch spoke. It 
 is carried across the front and back, down to the left, just 
 below the third 8-inch spoke. Continue in this manner until 
 the four 8-inch spokes are securely bound by the end of the 
 weaver. 
 
 Begin weaving over and under, gradually radiating the 
 spokes. Press each row of weaving, close to the one which 
 preceded it. 
 
 179 
 
EXERCISE XXXIII. 
 
 For fastening the end of the weaver, introducing new 
 weaver and for finishing, follow the dictation as given in 
 Exercise XXXII. 
 
 EXERCISE XXXIV. 
 
 Circular Basket. 
 
 To commence a circular basket see Exercise XXXII for 
 Circular Mat. 
 
 The spokes must be cut from reeds two sizes larger than 
 the size used for the weavers. 
 
 When the center or the bottom of the basket is the desired 
 size, soak the spokes and carefully bend them upward. 
 
 Continue weaving from left to right, working on the 
 outside of the basket. 
 
 Keep the bottom on a flat surface and do the shaping 
 gradually. 
 
 For introducing new reeds and finishing see Exercise 
 XXXIL 
 
 Baskets of various shapes and sizes may be made in this 
 manner. 
 
 In making a large basket, extra spokes are needed when 
 weaving the side. They may be inserted after the bottom is 
 finished and the spokes are turned upward. 
 
 Weaving may be varied by using two or three reeds at 
 one time. 
 
 Two weavers may be carried along as one weaver and 
 woven over and under an odd number of spokes. This is 
 called "Double Weaving." 
 
 Two reeds may be started beside succeeding spokes and 
 crossed between them, so that what was the upper weaver 
 will be the under weaver the next time. This is called the 
 "Double Twist." 
 
 Three weavers may be started beside three succeeding 
 spokes, and brought in their order, starting with the first 
 one, over two and under one spoke — each weaver being 
 left to the back of the third spoke. This is called "Triple 
 Twist." 
 
 180 
 
EXERCISE XXXV. 
 
 Oval Basket. 
 
 To commence an oval basket see Exercise XXXIII for 
 Oval Mat. 
 
 The spokes must be cut from reeds two sizes larger than 
 the size used for weavers. 
 
 For shaping and finishing see Exercise XXXIV. 
 
 EXERCISE XXXVI. 
 
 Fancy Fruit Basket. 
 
 From pliable No. 3 reeds, cut thirty-two 24-inch lengths. 
 Separate the lengths into groups of eight. Arrange the 
 groups in such a position that they form the radii of a cir- 
 cle, cut into eighths. Bind, in this position, with strands 
 of raffia. (The strands are removed when the weaving is 
 finished.) 
 
 Begin weaving an inch from the center with two No. 3 
 reeds. The ends of the weavers are fastened after the 
 weaving is completed. 
 
 Separate the groups of eight into groups of two, and 
 weave three inches of "Double Twist" weaving as dictated 
 in Exercise XXXI\\ 
 
The ends of the weavers are fastened by pressing them 
 down beside a group of spokes. 
 
 Each group of spokes is carried over the next group on 
 the left, under the second, over the third, under the fourth, 
 and outside down by the weaving, making a loop 3 inches 
 high. When the loops have been made even on all sides, 
 press the basket into shape with the bauds. 
 
 The ends are finished by cutting them to sharp points, 
 and pressing them between the loops of weaving, beside the 
 spokes on the bottom of the basket. 
 
 EXERCISE XXXVIl. 
 
 Waste Basket. 
 
 Construct from wood a circular bottom 8 inches in 
 diameter and Yi inch in thickness. 
 
 No. 6 reeds are used for the spokes and No. 4 reeds for 
 the weavers. 
 
 On the upper surface of the bottom, Va inch from the 
 edge, bore small holes ^ inch apart. 
 
 These holes must not extend through to the lower sur- 
 face and must be large enough to hold the No. 6 spokes. 
 
 Dip one end of each spoke in glue and place in position 
 on the wooden bottom. 
 
 To strengthen the basket, a headless brad may be driven 
 from the edge through the end of each spoke. 
 
 Commence weaving close to the bottom with No. 4 reeds. 
 An even number of spokes requires weaving with two reeds. 
 (Double Twist.) 
 
 The edge of the bottom may be finished with a braid of 
 reeds. 
 
 The ends of the spokes are finished by carrying one back 
 of the next one on its left, in front of the next one, and 
 
 182 
 
back of the next one. This makes a firm edge and the ends 
 are cut off after the edge is finished. 
 
 PLATE V. 
 
 EXERCISE XXXVni. 
 
 Woven Napkin Ring. 
 
 On straw board, draw an oblong 63^ in. by 2 in. Make 
 preparations at the corners, also along the 2-inch edges, y'z 
 in. apart. 
 
 Soak a No. i reed until very pliable. Tie a knot in one 
 end. Bring the reed through one corner perforation — leav- 
 ing the knot on the back — down to the opposite corner per- 
 foration, through to the back, and along to the next per- 
 foration on the same edge. Up through this perforation 
 and across to the corresponding perforation on the opposite 
 
 183 
 
edge. Continue in this manner until the reed passes 
 through each ferforation. Finish with a knot on the back 
 side. 
 
 With strands of raffia, weave back and forth until the' 
 reeds are closely covered. Break away the straw board. 
 Sew together the ends of the napkin ring. 
 
 EXERCISE XXXIX. 
 
 Picture Frames. 
 
 Di'aw a circle within a circle, or an oval within an oval. 
 Divide into sixteenths or thirty-seconds, according to size. 
 Perforate at the points where the radii cut the circles and 
 number as in figure. 
 
 Soak a No. i reed until very pliable. (Ex. XXXIX.) 
 Di"aw the end of the reed through i, leaving 12 inches 
 of the reed on the back side of the frame. Bring the reed 
 across to 17, through 17, on to 18; up through 18, across 
 to 2, throngh 2, and on to 3 ; up through 3 and across to 9. 
 Continue in this manner until the frame is strung with the 
 reed. Use the ending of the reed weaving in and out , 
 along the large circle on the back of the frame. Use the 
 beginning of the reed weaving in and out, along the small 
 circle on the back of the frame. 
 
 Weave with two strands of raffia at the same time — one 
 strand going over the reed — the other strand going under 
 the same reed. Contrasting colors make efifective frames. 
 Introduce new strands as dictated in Exercise XXI. 
 
 W^eave close to the outer edge and break away the straw 
 board. 
 
EXERCISE XL. 
 
 Continuous Coil Basket. 
 
 Soak a No. 2 reed in hot water until pliable. Dampened 
 raffia makes the work more even and smoother. 
 
 Thread the needle with the large end of the raffia. 
 
 Scrape the reed, with a knife, 1/2 inches from the end 
 finishing with a sharp point. 
 
 Hold the reed in the left hand and wind the thread, care- 
 fully around the scraped portion. Wind toward the point. 
 Shape the covered end into a round coil and sew firmly 
 through the center until the coil is securely fastened. See 
 that the coil is well covered with raffia. 
 
 Run eight or ten threads of raffia along with the reed. 
 
 Wind the thread over the reed, working from you. 
 Bring the needle through to the front, by pushing it through 
 the coil of reed and raffia. This is simply stitching over 
 and over the one coil. 
 
 FIGURE VIII. 
 
 Introduce a new thread by placing it along the reed and 
 working over it until the end is securely fastened. Thread 
 the new strand and work over the end of the old one, until it 
 is securely fastened. 
 
 To introduce color, proceed in the same manner as in 
 introducing new threads. Do not cut the threads in chang- 
 ing from one color to another, but carry them along with 
 the reed and work over them. 
 
 In filling out designs, stitches are not counted as would 
 naturally be supposed. The design must be filled in solid 
 and may take more or less stitches, according" to the size 
 
 185 
 
of the thread. A pattern, of the design to be used, may be 
 cut from paper, and laid on to the basket as the work pro- 
 gresses. 
 
 After the bottom of the basket has been made the desired 
 size, begin shaping the side by holding the reed directly over 
 the last coil. 
 
 To splice the reed, scrape the ends, to be spliced, two 
 inches from the points, and place together, lapping one over 
 the other, so that the size of one reed may be kept. 
 
 Continue weaving, holding the ends together until they 
 are securely fastened. 
 
 Finish the basket by scraping the reed to a point and fin- 
 ishing the coil off gradually. 
 
 This basket may be made with a rope of raffia or an ordi- 
 nary clothes line rope for the foundation. 
 
 EXERCISE XLI. 
 
 Navajo Weave. 
 
 To commence a round basket, proceed as in Exercise XL. 
 Bring the thread back between the coil and reed, over the 
 reed to the front and back between the coil and reed. Brinii 
 the needle through to the front under the coil. The stitch 
 is now complete. 
 
 FIGURE IX. 
 
 As the coil progresses, each stitch is passed between two 
 stitches of the coil beneath. 
 
 For introducing new threads, color, design, splicing the 
 reed and finishing, see Exercise XL. 
 Oval Basket — Navajo Weave. 
 
 To commertce an oval basket, measure off six or eight 
 inches of the reed and carefully bend at this point. 
 
 186 
 
Hold in the left hand, the two' reeds, keepnig the short 
 end underneath the long one, and the bent end toward the 
 
 right hand. 
 
 Commence weaving by wrapping the raffia several 
 times around the bent end. 
 
 Commence weaving the Navajo stitch. Draw the thread 
 firmly and do not let the reeds spread apart. 
 
 EXERCISE XLII. 
 
 Needle Basket. Navajo Weave. 
 
 This attractive and useful article may be made by weav- 
 ing over a No. i reed a small Navajo basket. 
 
 Make a small cushion to fit the basket. Fasten th*^ 
 cushion in place with threads of raffia. 
 
 EXERCISE XLIII. 
 
 Mariposa Weave. 
 
 To commence an oval basket follow the dictation in Exer- 
 cise XL. 
 
 After the bent end is smoothly covered, bring the thread 
 over the long reed from the back down between the two 
 reeds, around the short reed and down between the two 
 reeds again. Bring the thread up between the two reeds at 
 the right of the stitch and down between the two reeds at 
 the left of the stitch. This completes the stitch. Both 
 
 FIGURE X. 
 
 reeds are wound toward you. This is sometimes called the 
 Open Work Stitch. 
 
 For introducing new threads, color, design, splicing the 
 reed and finishing, see Exercise XL. 
 
 187 
 
PLATE VI. 
 
 EXERCISE XLIV. 
 
 Lazy Squaw Weave. 
 
 To commence a round basket follow the dictation as 
 given in Exercise XL. 
 
 This is a long and short stitch. 
 
 FIGURE XI. 
 
 Hold the coil in the left hand. Wrap the raffia toward 
 you and around the reed, then over the reed again and 
 down through the center of the coil. This gives the long 
 
 188 
 
stitch, while wrapping the reed once gives the short stitch. 
 
 In the Lazy Squaw Weave the thread is wound toward 
 you just the opposite of the winding in the Navajo Weave. 
 
 For introducing new threads, color, design, splicing the 
 reeds and finishing, see Exercise XL. 
 
 EXERCISE XLV. 
 
 Large Coil. Lazy Squaw Weave. 
 
 To commence the basket, follow the dictation as given 
 in Exercise XL., using a No. 2 reed. Gradually introduce 
 three more No. 2 reeds and eight or ten strands of raffia. 
 
 Wind the coil three or four times in making the short 
 stitch, then down through the coil once for the long stitch. 
 
 Keep the coil a uniform size by introducing new reeds 
 and strands of raffia. 
 
 For introducing new threads, color, design, splicing the 
 reeds and finishing, see Exercise XL. 
 
 Crochet Stitch. 
 
 EXERCISE XLVI. 
 
 Lazy Squaw Weave. 
 
 PLATE VII. 
 
 To commence this basket, follow the dictation as given 
 in Exercise XL., using a No. 2 reed. 
 
 189 
 
The coil is divided into eight equal parts by the long 
 stitch of the Lazy Squaw Weave. 
 
 In the second round the long stitch falls directly upon 
 the long stitch of the first round. 
 
 Working from you as in the Lazy Squaw Weave split' the 
 long stitch in the first coil. 
 
 The ribs formed by these split stitches must radiate evenly 
 from the center of the basket. 
 
 To keep the basket firm, long stitches, forming new 
 ribs, are introduced as the basket progresses. 
 
 For introducing new threads, color, design, splicing the 
 reed and finishing, see Exercise XL. 
 
 EXERCISE XLVII. 
 
 Porno Bam Tush. 
 
 Soak a No. i reed until pliable. Cut eight lengths. Take 
 four of these reeds and lay them parallel to each other. 
 With a strand of raffia weave over and under through the 
 centers of the reeds, until you have a square of weaving. 
 Make two of these sets of weaving. 
 
 FIGURE XII 
 
 Place the two sets together, crossing them at right angles, 
 and having the ends of the two weavers come together. 
 
 Commence weaving around the center using both threads 
 —one thread passing over the reed while the other passes 
 under the same reed. 
 
 After weaving around four or five times, insert two extra 
 
 reeds in each corner. 
 
 190 
 
Now begin radiating the reeds making a complete circle. 
 The weaving must be firm and close. 
 
 To introduce new threads, weave the new threads along 
 with the old ones for several inches. Then push the old 
 thread on the inside of the basket. The ends of the threads 
 are cut off after the basket is completed. 
 
 This basket is shaped over a form — a medium sized bowl 
 is convenient. 
 
 The bottom of the basket must be woven as large as the 
 bottom of the bowl. 
 
 Place the bowl on the woven bottom and fasten securely 
 by tying over the top of the bowl with extra threads of 
 raffia. The weaving may now be continued, pressing the. 
 reeds close to the bowl. Two or more colors are attractive 
 in this weave. 
 
 Finish the reeds at the top as dictated in Exercise 
 XXXII., for edge of Circular Mat. 
 
 EXERCISE XL VIII. 
 
 Covered Bottle. 
 
 To be nicely covered a bottle must have a rounded shoul- 
 der. 
 
 From flat reeds, cut eight lengths. Place four lengths in 
 such a position that they form the radii of a circle cut into 
 sixteenths. Fasten the reeds in position by tying with 
 
 thread or fine raffia. Weave with two threads of raffia as 
 dictated in Exercise XXXIX. 
 
 Arrange the remaining four reeds as the first four were 
 arranged. (Ex. XLVIII.) 
 
 191 
 
After weaving on the first set of reeds until the bottom 
 is nearly completed, place the second set over the first set, 
 cutting the circle into thirty-seconds. Continue weaving 
 until the desired size for the bottom is obtained. 
 
 Fasten the weaving to the bottle by tying with extra 
 threads. 
 
 Continue weaving and introduce new threads as in Exer- 
 cise XXXIX. 
 
 Finish at the top by trimming ofif the ends of the reeds. 
 Fasten the ends of the last weavers by running them down 
 next to the bottle with a needle. To cover bottles with 
 round reed follow directions as given in Exercise XLVII. 
 
 PLATE VIII. 
 
 EXERCISE XLIX. 
 Carpet Warp Hammock. 
 
 On strawboard, draw an oblong lo inches long and 7 
 inches wide. 
 
 Along the lo-inch edges, place dots Va and % of an inch 
 
 from the corners. Connect the corresponding dots with 
 
 straight lines. 
 
 192 
 
Along each 7-inch Hne, within the oblong, place dots >4 
 of an inch apart. Connect with straight lines, the corres- 
 ponding dots along the two inside lines on each 7-inch edge 
 of the oblong. 
 
 Bisect the 7-inch edges of the oblong. Take 10 inches 
 on the circle maker, use the points of bisection for centers, 
 and draw arcs on each 7-inch edge of the oblong. 
 
 Along the length of each arc make perforations at the 
 points where the half-inch lines cut the arcs. 
 
 Fasten two brass rings, on the back side at the center of 
 the oblong. 
 
 Carry the thread of warp from one ring on the back, 
 througii the corner perforation to the front, across to the 
 corresponding perforation on the opposite edge, through 
 to the back and loop it through the other ring. Continue 
 in this manner until the warp passes through each perfora- 
 tion. Weave straight across the warp, leaving loops of the 
 weavers along the lo-inch edges for fringe. 
 
 The short rows across each end of the oblong are woven 
 in last, aiid left without fringe. Weave once across on the 
 back of the oblong, close to the perforations on each edge. 
 Work back over this row of weaving, sewing over and over 
 between the strands of warp. 
 
 Unfasten the rings and break away the cardboard. 
 
 Covered Paper Ball. EXERCISE L. 
 
 Crush soft paper and shape a ball in the hands. Wind 
 the ball with wool first dividing it into halves, then into 
 quarters, then into eighths and lastly into sixteenths. 
 
 Tie the threads together at one end and begin wrapping, 
 going around the first strand, over and back around the 
 second, over and back around the third strand, etc. Con- 
 tinue in this manner until the ball is covered with the wool. 
 Tie the ends of old and new threads together*. 
 
 Flat Iron Holder. EXERCISES LI. 
 
 On strawboard, draw an oblong 8 inches long and 6 
 inches wide. Along the 6-inch edges, make perforations 34 
 of an inch apart. 
 
 String the wool warp on one side of the oblong, going 
 back and forth between the corresponding perforations on 
 the 6-inch edges. 
 
 103 
 
Place two steel knitting needles along the 8-inch edges, 
 close to the first thread of warp on either side. Tie them 
 securely to the straw board. By weaving over the needles 
 •each time the work is kept in uniform width. 
 
 Weave back and forth between the 8-inch edges. 
 
 Close to each 6-inch edge weave with a separate thread, 
 two rows of weaving, leaving the loose ^nds of the thread 
 along the 8-inch edge. 
 
 When the weaving is finished, break away the cardboard, 
 remove the needles and draw up the ends of the separate 
 threads, tying them in a hard knot. 
 
 EXERCISE LII. 
 
 Doll's Wool Tamoshanter. 
 
 Follow the dictation as given in Exercise XXIV., 
 weaving only on one side. After the weaving is finished, 
 cut the threads of wool half way between the edge and 
 the center on the back of the straw board. 
 
 Remove the weaving. Gather together the ends of the 
 thread attached to the center and tie in a tassel. 
 
 The threads on the edge are used to shaps the tam-o'-shan- 
 ter. Tie twO' and two together in a hard knot, drawing the 
 knots tightly enough to draw under the edge of the tam-o'- 
 shanter. Work around the edge again, tying the right 
 hand thread of one knot to the left hand thread of the next 
 knot. 
 
 Wool Mats. EXERCISE LIII. 
 
 On straw board draw oblongs or squares of desirable 
 sizes for mats. Make perforations along two corresponding 
 edges, V\ of an inch apart. String the warp on one side of 
 the oblong going back and forth between the corresponding 
 perforations. 
 
 Weave back and forth, over and under the threads of 
 warp until the desired size is attained. 
 
 The ends may be finished by weaving close to the per- 
 forations, or the warp may be cut close to the perforations 
 and tied into a fringe. 
 
 For weaving circular mats, see Exercise XXI. Roman 
 stripes are very effective when woven into mats. 
 
 Simple designs may be woven in the following manner. 
 
 194 
 
Cut a pattern of the desired desif^n froiii paper. Dy 
 occasionally holding the pattern close to the weavini^, the 
 worker is enabled tO' work his color into the rig-ht space 
 and properly shape his design. 
 
 Weave the solid color in as far as the design and back 
 again. 
 
 Weave back and forth in the space covered by the design. 
 
 The weaving must be close and the ends of the threads 
 are clipped close to the mat. 
 
 PLATE IX. 
 
 CHAIR CANING. 
 
 Cane is sold at basket factories and is usually designated 
 as coarse, medium, fine and fine fine. 
 
 Always moisten before using. 
 
 With a hank of fine cane, one length of medium cane 
 for binding purposes, three or four pegs and a chair, we 
 
 195 
 
are ready to begin the work. When introducing this work 
 it is well to begin with the real thing, "the chair." 
 
 If practice is desired before beginning the work on the 
 chair, pegs and small square frames of wood with holes bored 
 in them may be had at any kindergarten supply house. 
 These, however, may be made by the boys in the manual 
 training room. Boys will delight in whittling pegs. These 
 are used in keeping the cane in place, as will be shown 
 later. 
 
 When beginning, secure, if possible, a chair that has a 
 square bottom or almost a square. 
 
 On investigation it will be foimd that in most chairs 
 there are more holes along the back part of frame than 
 
 along the front. The holes in the extreme back left and 
 back right corners are not used when beginnmg to stretch 
 the cane, as shown in Exercise XL. 
 
 Find the corresponding holes. Allow the extra ones 
 along the front part of frame to connect with those along 
 the sides. 
 
 196 
 
Number as shown in Exercise XL. 
 
 A length of cane, all but about two and one-half inches, 
 is drawn up through hole No. i. A peg is forced into No. 
 I to hold the cane. (Ex. XL.) The other end is drawn down 
 through hole No. 2 and up again through No. 3, straight 
 across down No. 4 and up through No. 5, etc. 
 
 Care should be taken to keep the face side of the cane 
 upward. 
 
 The cane should not be drawn absolutely taut, for, when 
 the finishing row of diagonal weaving is put in it lightens 
 the work and if it is already strained the last weaving will 
 be difficult. Each time a new length is started a peg is 
 used, always allowing enough on the underside to fasten. 
 
 The ends are fastened off on the under side. Each is 
 brought two or three times through the next loop, creas- 
 ing the cane sharply so it will hold. When this first step 
 is completed it has the appearance of warp on a loom. (Ex. 
 XLL) 
 
 Second Step. 
 
 The cane is now carried from the right to the left side 
 in the same way as from the back to front. (Ex. XLL) 
 
 This covers the frame with a network of squares. 
 Third Step. 
 
 The same as first. 
 
 The same holes are used and the cane lies upon the first 
 with the cross cane between. It still has the network of 
 squares. (Ex. XLL) 
 
 197 
 
Fourth Step. 
 
 Now begins a process of weaving". The lourth set of 
 canes is woven across from right to' left, first under one 
 piece extending from froiit to back and then over the other. 
 See Ex. XLII. 
 
 Fifth Step. 
 
 It will now be observed that the cane divides itself into 
 groups. 
 
 Those from right to left form groups. 
 
 And those from front to back form groups. 
 
 The dia.gonal line of cane goes from the back right corner 
 of the seat to the front left corner and pass always over, 
 the front tO' back group, and under, the right to left group. 
 When putting in the diagonal lines of cane it will often be 
 found advisable to have twO' parallel lines begin or end in 
 the same hole, especially at the corners. (Ex. XLIII.) 
 
 Sixth Step. 
 
 The next diagonal line of cane and the one that com- 
 pletes the seat goes from the back left corner to the front 
 right. (Ex. XLIII.) 
 
 198 
 
Seventh Step. 
 
 When the last diagonal lines have been woven in the work 
 is completed by covering the holes with a row of binding. 
 
 This is done by laying the binding flat over the holes. A 
 length of the regular weaving cane is pushed up through a 
 certain hole to one side of the binding cane and down 
 through the same hole to the other side of the binder. 
 
 199 
 
VEGETABLES DYES. 
 
 When we come to the coloring of baskets or the materials 
 of which they are made, we enter another field that has been 
 only partially explored. We must form our tastes from 
 good models, and nothing better is known to art, than the 
 olden hues used in baskets made by the Indian tribes of 
 the Southwest. 
 
 A visit to any museum where there is a collection of these 
 Indian baskets, will enable one to recognize the soft, rich, 
 quiet Indian colors. 
 
 True Indian colors, used in basketry are few in number; 
 red, green, black, cream, yellow, brown and occasionally 
 blue, but there are many soft gradations of self-coloring — 
 soft yellows, browns, greens, that are more harmonious than 
 brighter colorings would be. 
 
 It is true that the "Indian dyes may be duller, that they 
 do not run through such a lengthy, diverse a.nd brilliant 
 chromatic gamut as the white man's dyes, but the Indian 
 dyes are permanent and they are so softened by the mellow- 
 ing touch of time, as to gain with age an exquisite combina- 
 tion of color values, altogether inimitable." 
 
 The Shah of Persia punishes with death, the man who 
 brings aniline dyes into his kingdom. 
 
 Vegetable dying is a fascinating part of basketry. When 
 one is interested he is lead to make many new discoveries. 
 
 It is surprising, how many beautiful dyes may be found 
 in the fruits and blossoms of many plants. 
 
 The faded flowers of the purple iris are full of the purple 
 liquid. 
 
 Recipes for Dying Raffia and Rattan. 
 
 A useful mordant for most vegetable dyes, is made from 
 three ounces of alum dissolved in one quart of water. Soak 
 the raffia, rattan or grass, etc., in the mordant over night 
 and drain before putting the material into the dye proper. 
 All material must be thoroughly cleaned before dying. 
 
 200 
 
Blue. 
 
 Indigo is a pure and enduring dark blue, but demands so 
 much attention and labor that it is not a favorite with 
 amateur dyers. An indigo dye-pot, once started, may be 
 used ahiiost indefinitely by adding more dye as the old is 
 used. 
 
 Take eight parts of indigo (paste), three and one-half 
 parts of bran, and twelve parts of potash or lye, with suffi- 
 cient water. Keep this solution at about 95 degrees for a 
 week to ferment. If it is slippery it needs more bran and 
 lye. Use the latter, one part saturated solution to nine parts 
 of water. This bath will have a greenish color, not at all 
 like indigo. 
 
 The material to be dyed is placed in the warm dye, 
 allowed to remain from one to several hours, according to 
 its absorbent capacity, is then hung in the air, in a breeze 
 if possible, is again put into the dye and the process repeated 
 until desired shade of dark blue is obtained. 
 
 No alum or mordant is used with indigo. Get the indigo 
 paste at some dye house. 
 
 Yellow. 
 
 1. Soak raffia or rattan in alum mordant over night. 
 Soak fustic chips over night ; in the morning boil for ten 
 
 or fifteen minutes in the same water. Strain. Place the 
 material in the strained solution, letting it remain until the 
 desired shade is obtained. If the chips are boiled too long 
 a dull olive color is obtained. It is for this reason the 
 chips are removed after boiling ten or fifteen minutes. 
 
 2. Make a solution with green peach leaves. No mor- 
 dant is used. 
 
 3. Make a solution with bark from the white oak tree. 
 No mordant is used. 
 
 4. A common weed, in temperate climes growing in 
 fence corners, and much abhorred by farmers for is disas- 
 trous effects upon stock when it gets mingled with hay, is 
 the sneeze-weed. This, as well as many yellow composite 
 blossoms will give a pure fadeless yellow, when made into a 
 strong tea. Use an afum mordant. 
 
 201 
 
Scarlet. 
 
 Mordant the material with six parts of stannous chloride 
 crystals, to four parts of cream of tartar. Dye with cochi- 
 neal which has been boiled and strained, until the desired 
 color is obtained. 
 
 Red Orange. 
 
 Cochineal added to the fustic solution for yellow, gives a 
 dull red orange. 
 
 Orange from Annatto. 
 
 A bright orange is made from annatto. A short time 
 before it is required for use it is dissolved by boiling it with 
 a solution of carbonate of soda (washing soda) for twenty 
 minutes. Mordant the material with stannous chloride (or 
 tin crystals), which dissolve in a small quantity of water, 
 and dye. 
 
 A bright red orange is obtained by using broom sedge 
 dye first. Drain and dry then color with madder root. 
 
 Bed. 
 
 Wash the material and soak in an alum mordant over 
 night. Make a solution with hypernic chips. Boil for ten 
 or fifteen minutes the following morning and strain. Place 
 the material to be dyed in the strained solution, leaving 
 it until the desired shade is obtained. 
 
 Indian Bed. 
 
 A fine Indian red may be obtained by using extract of 
 sumac. 
 
 Use an alum mordant. 
 
 Black. 
 
 A good black may be obtained by boiling logwood chips 
 in sufficient water to cover them, for fifteen or twenty min- 
 utes. Add sufficient water to cover the material to be dyed. 
 After boiling fifteen minutes, drop in a few lumps of cop- 
 peras. When the desired black is obtained remove the 
 material. 
 
 202 
 
Some times the raffia is soaked in a solution composed of 
 fifty parts' of logwood and ten parts of fustic for one-half 
 hour. The raffia is then removed and four parts of cop- 
 peras added. The material is again returned and allowed 
 to remain for fifteen minutes. This gives a good black. 
 
 Purple. 
 
 Soak the material in an alum mordant. Place in an extract 
 of logwood, which is obtained by boiling the chips. 
 
 If a bluer purple is desired, add a little ammonia, baking 
 soda or baking powder. 
 
 Green. 
 
 To color green use three parts of yellow and eight parts 
 of blue. 
 
 Experience will show the worker that many gradations of 
 color may be obtained by allowing the material to remain 
 a longer or shorter time in the dye-bath. 
 
 Different shades of green may be obtained by changing 
 the proportions above mentioned. 
 
 Brown. 
 
 The shucks of the butternut are used in dyeing a beauti- 
 ful shade of brown. 
 
 Soak the shucks several days and then boil them for 
 about twenty minutes. Strain, add sufficient water to cover 
 the material. Remove the material when the desired shade 
 is obtained. No mordant is necessary. 
 
 Brown from Walnut. 
 
 Treat the shucks of the walnut the same as those of the 
 butternut. 
 
 A very good brown may be obtained from the bark of the 
 walnut root. No mordant is necessary. 
 
 Brown from Logwood. 
 
 Cover the logwood chips with water and boil ten or fif- 
 teen minutes. Strain, add sufficient water to cover material 
 and boil for another twenty minutes. No mordant is neces- 
 sary. 
 
 203 
 
Brown from Hypernic. 
 
 A seal brown may be obtained from the chips of hypernic 
 the process being the same as in the use of the log-wood. 
 No mordant is necessary. 
 
 Olive. 
 
 To obtain a soft olive, dye first with the brown sedge, 
 wash, drain, and then dye in indigo until the desired shade is 
 obtained. 
 
 Use an alum mordant. 
 
 Another olive may be obtained by mixing a pale purple 
 with green. 
 
 There are many other simple recipes for dyeing but these 
 given will be found sufficient for the beginner. Experi- 
 menting will teach the d}'er that different material take the 
 dye in different times — thus raffia requires only one-half 
 the time that must be given to rattan. 
 
 To gain a certain hue, the material must be frequently 
 lifted with tw^o sticks and examined. It must be turned over 
 and over so all parts may be evenly submerged in the dye. 
 
 All materials must be thoroughly rinsed after being 
 removed from the dye and slowly dried in the open air. 
 
 The Indian basketmaker rarely dyed her materials, but 
 depended mostly upon using different materials, different 
 parts of the same plant, or different methods of prepara- 
 tion. 
 
 The Soap-weed or Yucca, which is sO' invaluable to the 
 basket maker of California and the Southwest, yields four 
 distinct hues, that again merge into each other, forming 
 most exquisite transitions of color. There is the ivory white 
 of the heart of the plant, running to the dark olive green of 
 the outer circle of the mature leaves. The Indian care- 
 fully separates these colors when she strips the leaves and 
 hangs each color bunch by itself from the rafters of her 
 house. Yucca is frequently colored red or brown. Some- 
 times plants are bleached to obtain white. 
 
 In some plants the two sides of the leaf will yield different 
 colors. 
 
 Using undyed materials, the Amerind produces a black 
 effect with the ripe, peeled pods of the martynia, a dark 
 
 204 
 
brown with the stems of the maiden-hair fern, and a bright 
 red with the roots of the Yncca. 
 
 The Indian method of dyeing is as different from ours 
 as is her choice of materials. 
 
 Sometimes she buries spruce root and other woody fibres 
 in certain mineral springs or mud pools for weeks and 
 months, and thus gains a beautiful chocolate color. In 
 another tribe a pit is made, the material is smeared with 
 charcoal paste, sprinkled with two inches of willow ashes, 
 and the whole covered with loose, damp earth, and allowed 
 to remain three or four days. Experience has taught the 
 Indian that if it is left too long, the lye will eat the fibre 
 and render it useless, and if taken out too soon the color 
 will be brown instead of the desired glossy black. 
 
 Squaw grass, used by the Klickitas in their exquisite 
 basketry is naturally white, but is turned to yellow by being 
 soaked a certain length of time in cold water, while a rich 
 brown is obtained by using hot water. 
 
 Boiling mud from sulphur springs that abound on some 
 of the reservations is used to color splints black. 
 
 Some berries are used for red, and the seed-case of the 
 sunflower yields a dark rich purple. 
 
 These Indian methods of dyeing are crude and laborious, 
 but the results are exquisitely beautiful and fadeless. So 
 long as we seek by means of vegetable and mineral dyes, 
 rich, soft and enduring hues, it is perfectly legitimate to 
 shorten and simplify the process and to employ any labor- 
 saving device. 
 
 205 
 
TEXTILE WORK IN LINEN. 
 
 One of the most interesting features of the textile work is 
 the preparation, so far as possible, of the raw materials for 
 weaving. Flax is perhaps one of the most simple illustra- 
 tions we have. The fact that it will grow in almost any kind 
 of soil and in almost any part of the United States makes 
 the various processes necessary for its preparation for the 
 spinning-wheel, and finally for the loom, easy problems 
 which may be worked out in any grammar school. 
 
 Flax is sown at any time from the first to the middle 
 of May, and is harvested about the last of July or the first 
 
 FIGURE XIII. 
 
 of August. After the seed is sown, it requires no care what- 
 ever. The plant is from two to three feet it height, with 
 small, pointed leaves and blue flowers. A field of it in 
 bloom presents a most beautiful appearance. The stems are 
 very peculiar, being hollow and covered with fibrous mate- 
 
 206 
 
rial. Thc'llowcrs grow in clusters at the top of the stalks, 
 and, when they fall off, are succeeded by round seed-vessels, 
 the size of a pea. When the harvest-time comes, it is not 
 cut like wheat and oats, but is pulled. As fast as the stalks 
 are pulled, they are made up into sheaves, with all the stalks 
 laid parallel and all the root-ends even. It is then left for a 
 few days to dry in the sun. The seed is then separated from 
 the stem, as illustrated in Fig XIII. 
 
 This apparatus is easily made by the pupils in manual 
 training, and consists of only a bench and a comb made of 
 quarter-inch iron rods, the ends being ground to a point on 
 the emery wheel or grinding stone, and set in a piece of hard 
 wood 12" X 2" X i". The comb is held to the bench by 
 means of small clamps, or is screwed down. The process of 
 removing the seed is rather a particular one, as great care 
 must be taken not to injure nor break the upper stems. 
 
 After the seed has been separated from the stalk, the stalks 
 are tied up in small bundles and placed in water to soak. 
 Care should be taken that it is completely immersed. Stand- 
 ing water, a pond or slough, is preferable. It must be re- 
 membered that a wagonload of flax is not needed with which 
 to experiment. The quantity which it is possible to grow in 
 a flower-bed or even a window-box, if properly cared for, 
 will answer for experimental purposes. A small amount 
 may be soaked in almost any kind of receptacle. The time 
 for soaking varies according to tnc temperature of the 
 water. Usually three or four days is sufficient in the vicinity 
 of Chicago. When the fibers begin to separate from the 
 stem, and the woody core of the stalk snaps readily, it should 
 be removed from the water. If allowed to remain there too 
 long, the fibers as well as the stem rot. This process is 
 called retting the flax. After it is removed from the water, 
 it is spread upon the grass to dry and bleach. 
 
 The retting process may be carried on without placing 
 the flax in water. It is accomplished by spreading the flax 
 on the grass, allowing it to remain until the dew and rain 
 have done the retting. This method requires a longer time. 
 With the inexperienced person the results might be more 
 satisfactory if the two methods were combined. Soak in 
 water for about two days, and then spread upon the grass, 
 allowng the dew and rain to complete the process. 
 
 207 
 
We are now ready to begin the breaking. Before this 
 process is begun, the stalks are thoroughly dried. With 
 us the sheaves of flax were placed upon the register. This 
 causes them to become very brittle. Before the flax is placed 
 in the brake, it is put on a block of wood and thoroughly 
 pounded, as shown in the right of Fig. XIV. This really 
 begins the breaking. It is then placed in the regular brake, 
 as shown in the center of Fig. XIV. This brake is a simple 
 piece of apparatus, also made by the boys. We have three 
 brakes, of varying sizes, the smallest being made in such 
 a way as to break such parts of the woody core as are not 
 
 FIGURE XIV. 
 
 broken by the largest. This breaking is done to get the fibers 
 free from the woody cores of the stalk and thus make them 
 ready for use. 
 
 After the breaking has been thoroughly done, what re- 
 mains is hackled. The hackling consists in passing the flax 
 through a series of combs, as represented in the left of Fig. 
 XIV. The hackle is not a difficult piece of apparatus to 
 make. It consists of wire nails ground into long, sharf 
 
 208 
 
points. These are driven through a circular or rectangular 
 piece of wood, banded with an iron strip, and glued and 
 screwed to a support, as shown to the left of Fig. XIV. 
 The process of hackling removes many of the pieces of stalk 
 not removed by the brake, and it also splits the fibers. Even 
 after this process is completed, there are still bits of the stalk 
 left. To remove the last of it, the flax is brushed, as is 
 shown in Fig. XV. 
 
 The flax is now ready for the distafif, and is spun into 
 thread, as shown in Fig. XVI. If linen cloth of the natural 
 color is desired, it is woven into cloth at once ; but if the 
 white effect is wanted, the thread is sometimes boiled and 
 bleached before weaving. O'ftener, however, the thread is 
 
 FIGURE XV. 
 
 woven and the cloth bleached. The quickest w^ay to accom- 
 plish this is to use chloride of lime. The part of the thread 
 to be used as woof is taken from the spool of the spinning- 
 wheel and placed on the bobbins of the shuttles to be used 
 in weaving. That part of the thread to be used as warp is 
 measured off on a large reel. From the warping-mill it is 
 
 209 
 
taken to the warp-beam of t^ie loom. The ends of the 
 thread are threaded through the harnesses and reed, and 
 fastened to the cloth-beam just beneath the harnesses. The 
 loom is now ready for the woof. 
 
 This line of work is especially adapted to the sixth grade 
 because of its close relation to the history work of that grade 
 and the linen industries of Ireland. 
 
 FIGURE XVI. 
 
 WOOL. 
 
 The term wool is applied to the fleece of common sheep, 
 such as are found in the mountainous regions of many coun- 
 tries, also to the silky covering of the llama and alpaca, and 
 the fine hair of the Cashmere goat. The llama and alpaca are 
 natives of Peru, and the goat is found in the hilly portions 
 of Thibet. 
 
 Sheep raising during the past twenty years has been a 
 profitable occupation in the central states. Almost every 
 farmer has at least a small flock. Most of the sheep raising 
 however, in this country is carried on in the West. 
 
 210 
 
A few, years ago it was thought very necessary to wash 
 sheep before shearing, but now the fleece is usually cut with- 
 out first being washed. 
 
 After the fleece has been cut it is washed but not too thor- 
 oughly for this would remove all the natural oil and a cer- 
 tain amount of this is necessary to make the carding process 
 a success. 
 
 After the wool has dried it is carded and made into rolls. 
 These rolls are then spun into a single thread as shown m 
 Fig. X\^II. The boys in the background are using the 
 cards. The threads just spun may be used for weaving pur- 
 poses just as they come from the wheel but if used as yarn 
 and worsted several threads are twisted. 
 
 FIGURE XVII. 
 
 After the yarn is spun and twisted it is dyed. First the 
 oil is washed out of it as this prevents a perfect color. If 
 used for weaving purposes it is woven into cloth first and 
 then washed and dyed. 
 
 The above refers only to the hand process. If machine 
 work is desired see some good cyclopedia. 
 
 211 
 
BAND OR VENETIAN IRON. 
 
 The band iron work is especially adapted to grades VI. 
 and VII. There are, however, many of the more simple 
 exercises that may be made of the lighter iron in the IV. 
 and V. grades. 
 
 For a complete list of designs send for the Metropolitan 
 Handy Series published by the Butterick Publishing Co., 7 
 to 17 West 13th street, New York, N. Y. We have used 
 these designs and find them the best published. I feel greatly 
 indebted to the Butterick Publishing Co. for the work which 
 follows. 
 
 At first the work will make the thumb and first finger of 
 the left hand a little sensitive but if the periods for work 
 are not too long this sensitiveness soon wears away. 
 
 The work is not only adapted to boys but to the girls as 
 well. 
 
 It is a practical and educative line of work and very early 
 leads to many of the elementary principles of designing. 
 
 The work is desirable because it involves a line of manual 
 work that combines the training of the mind, the eye and 
 the hand. 
 
 It cultivates the power of observation and encourages 
 pupils on to original effort. 
 
 The material is not expensive. 
 
 One set of pliers is sufficient for a building and will cost 
 no more than a set of scissors. 
 
 Before beginning the construction of a piece of work 
 each child should make his own design and determine from 
 it the length of each element which enters into the design 
 by carefully placing on it and following the curves closely, a 
 piece of string or lead' wire. 
 
 212 
 
When the length of each element is found, as many pieces 
 of iron are cut as the particular element appears in the 
 exercise. 
 
 This will be dwelt on at greater length in the exercises 
 that follow : 
 
 MATERIAL REQUIRED. 
 
 All material for this work may be purchased of Orr & 
 Lockett, 71-73 Randolph street, Chicago. 
 
 1. The iron is sold in coils and is bought by the pound. 
 It comes in various widths (yg, }i, ^, etc.) The width 
 used depends upon the model to be made. 
 
 2. Binders — Binders are sold by the hundred. It is not 
 absolutely necessary that binders be purchased for they are 
 easily made. 
 
 3. Pliers — Both the round-nosed and the flat-nosed 
 pliers are required. The 6-inch plier is large enough for 
 all practical purposes along this line and the cost is no more 
 than the cost of a pair of scissors. 
 
 4. Snips — Small tinner's snips are sufficiently heavy for 
 this work. 
 
 5. Rivets — Rivets are sold by the thousand. Copper 
 tacks answer the same purpose as rivets. Numerous exer- 
 cises, very beautiful in every respect may be made without 
 the use of rivets. 
 
 6. Punches — The rivets call for the Orr & Lockett Lever 
 Punch. An awl is sometimes used when the copper tacks 
 are substituted for the rivets. 
 
 7. Hammers — Small riveting hammers are almost in- 
 dispensable. 
 
 8. Vises — A small bench vise with the anvil attachment 
 is almost a necessity when rivets are used, although to the 
 wide awake teacher a substitute for any of the above may 
 be found. 
 
 The above is a complete list of materials, but it must be 
 remembered that very creditable work may be done with 
 only the pliers — iron and binders. 
 
 213 
 
EXERCISES IN BENDING IRON. 
 
 Before undertaking any definite exercise in ''band iron" 
 g-ive drill enough in the use of the pliers to enable pupils to 
 make fairly good curves. 
 
 To make a curve take the iron in the left hand close to 
 the end to be curved, and with the round-nosed pliers take 
 hold of the extreme end of the iron and curve it round 
 the tool so as to make a complete circle as in Figure I. 
 
 f^^./ 
 
 By moving the position of the hand and still keeping the 
 pliers grasping the loop first formed again turn round 
 until a second curve is formed as in Figure II. 
 
 rr 
 
 i 
 
 % 
 
 Following the above exercises we have the curving at 
 both ends as shown in Figure III. 
 
 This is called the c curve. 
 
 214 
 
Following- the c curves we take up the s curve. Take a 
 length of iron, curve one end as shown in Figure I. Turn 
 your iron round and curve the other end the reverse way, 
 and you get the s curve as in Figure IV. 
 
 This may be made with both ends alike as in Figure IV. 
 or with one end longer than the other as in Figure V. In 
 the construction of this curve care must be taken not to 
 make the stem of the curve too straight. 
 
 Before beginning the construction of an exercise the de- 
 sired design is drawn on paper, full size. 
 
 This is often difficult to do free hand. 
 
 215 
 
To aid in getting the proper curves, rectangles, and 
 squares are constructed and the curves drawn within them 
 as shown in Figure VI. 
 
 In such an exercise we have the sides of the squares or 
 rectangles to aid in getting the desired curve. 
 
 JOINING OR CLASPING. 
 
 There are two ways of joining or clasping by means of 
 binders. 
 
 I. Take for practice two c's and join them by means 
 of a binder. 
 
 To join two c's let the two pieces to be joined slip into 
 the binder. Witii the flat-nosed pliers catch the two ends 
 of binder and press together enough to hold the binder in 
 place. Flatten, first, one side of binder and then the other 
 to broad side of pieces to be joined. 
 
 2. When the curves come so closely together that the 
 pliers can not be used between them the binder is taken as 
 in Fi^r. VIII. 
 
 'te- 
 
 ] 
 
 /-> / 
 
 / 
 
 The parts to be joined are slipped into the binder so that 
 the open side of the binder is along the edges of the parts 
 to be bound. 
 
 216 
 
With the flat-nosed pliers nip tightly. The binder now 
 extends beyond the edges of the parts to be bound. With 
 the pliers nip the ends of the binder together. 
 
 This is not so neat a process as the former but must be 
 used. 
 
 It can be so arranged that the rough part of such bind- 
 ing will be on the inside of the desired exercise when fin- 
 ished. 
 
 TO RIVET TWO PIECES. 
 
 To rivet two light pieces of metal together, proceed as 
 follows : 
 
 Punch or bore a hole at the proper point in each piece of 
 metal, place the pieces in position, with the holes one above 
 the other, and pass a copper tack or rivet through the holes ; 
 lay the pieces (if copper tack is used) of metal upon two 
 wooden blocks of equal thickness, placed close together, 
 with the projecting point of the tack between the blocks ; 
 and drive the tack down through the holes until the head 
 rests snugly against the upper piece of metal. 
 
 Then with a file or a pair of nippers cut off the point of 
 the tack, leaving about an eighth of an inch projecting be- 
 yond the under piece of metal ; lay the head of the tack 
 upon some hard surface, strike the projecting end sharply 
 with the thin side of a riveting hammer until the copper is 
 well beaten down about the hole, and neatly round off the 
 head thus formed by tapping it with the smooth face of 
 the hammer. If a riveting hammer is not obtainable, an 
 ordinary hammer may be used, but will not make as present- 
 able a rivet. An old flat-iron is very convenient for this 
 w^ork, as it may be held bottom upward between the knees, 
 and will thus provide a firm resting place for the head of 
 the rivet under the short, quick blow^s of the hammer. 
 
 It will often happen that one or both pieces of metal have 
 been so bent or are of such a shape that they cannot be 
 laid flatly on the iron, and in such a case the rivet may rest 
 upon the point of the iron. 
 
 217 
 
Designs Nos. I. and II. illustrate teapot or flat-iron stands. 
 
 i^. 
 
 -C^i^Ql^^y^^ y^O, / 
 
 .o^-v^ 
 
 '-tCC^^VV 
 
 Design No. III. displays a simple but pretty burnt-match 
 holder. The receptacle c is a small glass, and the grille 
 work about it forms a sort of cup in which it rests securely. 
 Having chosen a small, plain glass or tumbler, form two 
 hoops of thin iron strips less than a quarter of an inch in 
 
 218 
 
width, making one hoop the size of the glass near the top 
 and the other to fit it near the bottom ; and to these hoops 
 attach the four scroll feet. Bend the feet as pictured, hav- 
 ing each measure an inch and five-eighths at the widest 
 part of the lower scroll, and three inches and a half in 
 
 height ; fasten the top of each foot to the larger hoop and 
 the small middle scroll to' the smaller hoop; and where the 
 inner sides of the large scroll come together under the glass 
 fit in a small square block of wood, and bind all the scrolls 
 securely about it with wire. If it is difificult to fasten the 
 hoops and scrolls tightly together with wire or metal bands, 
 punch corresponding holes in them where they cross each 
 other, insert small copper tacks in the holes, and rivet 
 neatly to form strong joints. After the iron has been 
 Japolacked the receptacle will be ready for use. 
 
 219 
 
Design No. IV. illustrates an artistic burnt-match receiver 
 that is to be suspended from a gfas-bracket or chandelier. 
 And ordinary thin drinking glass is used for the receiver 
 and a net-work of scrolls encloses it and provides for its 
 suspension. 
 
 ilJUlA.a^^MO.H' 
 
 ^JLtU^^v^^o^" 
 
 No directions as to size can be given for the iron work, 
 as the diminsions of the scrolls must be determined by the 
 size and shape of the glass selected for the receiver. Make 
 a band of iron to encircle the glass near the top and a 
 hoop of wire to fit it exactly at the bottom ; and between 
 these two hoops arrange four complete sides as pictured, 
 fastened them to the hoops and to each other. Design No. 
 v., gives a pattern for each of the sides. 
 
 Under the glass bend and fasten together four scrolls as 
 seen in the complete design, securing their upper ends to the 
 lower hoop, and binding their lower parts together where 
 they touch with wire or a metal band. 
 
 To the upper hoop rivet three or four loops of iron, and 
 run wires from them to the suspension scroll, a pattern 
 
 220 
 
of which is presented in Figure No. IX. This scroll is made 
 of iron not more than an eighth of an inch wide, and the 
 suspension wires are made fast in the lower hoop, while 
 the upper one is passed over a hook or nail or is attached 
 to some small part of the gas fixture. 
 
 Design No. VI. presents another idea for a standard re- 
 ceiver, and is somewhat similar in general treatment to the 
 one already given, although it is much more elaborate. The 
 receptacle shown is a rather tall cider glass, and to it are 
 
 iQjiAx.a^yt' Jh'(o 
 
 fitted three hoops, one near the bottom, another above the 
 middle and the third midway between these points. Be- 
 tween the upper and middle hoops a snake pattern scroll 
 of wire is fastened, the scroll being made according to 
 Figure No. X. and between the middle and lower hoops is 
 arranged a row of wire scrolls like Figure No. XL, each 
 scroll being placed alternately back to back and face to face, 
 and bound firmly together with either bands of metal or 
 wire. 
 
 Having completed this part of the design, bend four 
 scroll sides and fasten them to the three hoops as indicated 
 in the engraving. The sides should be about four inches 
 
 221 
 
and a half high, and when they are in position the width 
 across two opposite scrolls at the broadest part near the 
 bottom should be about three inches and three-quarters. 
 Japolac the iron work, and, if liked, line grill work about 
 the glass with colored silk, which will not only improve the 
 appearance of the receiver, but will also conceal the un- 
 sightly burnt matches which it is to contain. 
 
 Many other pleasing designs may be followed for burnt- 
 match receivers. 
 
 Design No. VII. displays a very pretty match-box and will 
 doubtless suggest numerous other devices for articles of a 
 similar nature. Make a frame work five inches and three- 
 
 40€4X^M7 
 
 quarters high and two inches and three-quarters wide. In- 
 side the outer frame secure two scrolls as shown, and an 
 inch and an eighth from the bottom, fasten a cross rib, which 
 will be on a line with the top of the box proper which is 
 made of tin bent in shape. Between the ribs and scrolls 
 thus arranged fill in the other scrolls to form the complete 
 design, as pictured. 
 
 222 
 
Next make two scrolls and fasten them together to form 
 the bottom of the back plate ; they should look when com- 
 pleted like Fig-ure No. XII., and should measure two inches 
 and three-quarters across and two inches and a quarter in 
 height. Fill in the oblong space between the cross ribs in 
 the back plate with a snake pattern made as illustrated at 
 Figure No. X. 
 
 A few suggestions will now be given on picture and 
 photograph frames, for which an inexhaustible variety of 
 designs may be found or devised. 
 
 A photograph frame having many original features is 
 shown at Design No. VIII., and is well adapted for a picture 
 of cabinet size. Make the rabbet of the frame of such 
 
 dimensions that it will show a portion of the photograph 
 three inches and three-quarters wide by five inches and a 
 half high — that is the sight opening of the frame must 
 be of the dimensions named. 
 
 Make the frame proper of a strip of thin iron three- 
 eighths of an inch wide, and in the strip at suitable in- 
 tervals cut angle notches, as shown at Figure No. XIII., 
 making the notches half through the width of the strip, so 
 
 223 
 
that the point of each angle will come exactly at the center. 
 Then with a pair of flat-nosed pliers bend the strip in the 
 form of an oblong, arranging each corner to appear like 
 Figure No. XIV. 
 
 Join the ends of the frame at the bottom, allowing a lap 
 of an inch or so of the strip, and making the joint by 
 punching small holes in the iron with an awl and inserting 
 copper tacks as rivets. With two pairs of flat-nosed pliers 
 grasp the strip forming the frame, and bend it to form a 
 right angle all around, as shown at Figure No. XV., locating 
 the edges of each notch so they will arrange a mitre at one 
 corner, also as pictured at Figure No. XV. 
 
 Lay this frame on a piece of smooth paper, trace its out- 
 line and draw about it the scroll work, making the total 
 height from the bottom of the side scrolls to the top of the 
 center ornament nine inches and a half, and the width at 
 the bottom at the broadest part of the side scrolls seven 
 inches, and at about the middle of the frame about five 
 inches and three-quarters. 
 
 For the scrolls use iron strips not less than an eighth or 
 more than three-sixteenths of an inch wide, and attach 
 each scroll to the frame at the point of contact with a 
 small copper tack passed through corresponding holes and 
 riveted, or else by means of fine wire run through two 
 holes at each joint and twisted securely. After the frame 
 has been carefully Japolaked and is ready to receive the 
 photograph, fit a piece of thin pine board in the rabbet to 
 act as a back-board, cut a piece of thin, clear glass the 
 same size, and trim ofif the mount so the picture will take 
 exactly the proper position. Then put in the glass next 
 the picture, and lastly the board, which should be fastened by 
 means of thin steel wire nails driven through awl-holes in 
 the iron and into the edge of the board. 
 
 If the frame is to be hung upon a wall, a slender steel wire 
 nail will be sufficient to sustain it, but if it is to stand upon a 
 table, mantel or dresser, a grille support will be necessary 
 to give the form of an easel. Figure No. XVI. shows a de- 
 sign for a support of this description, which should be made 
 of thin iron strips about an eighth of an inch wide. Having 
 
 224 
 
completed the support secure its upper end with two small 
 staples to the backboard of the frame near the top, and 
 fasten the ends of a brass or iron chain respectively to the 
 lower end of the support and the bottom of the back- 
 board, makinc;- the chain of such a leng-th that it will keep 
 the support from slipping- too far back. A side view of 
 this frame, support and chain is given at Figure No. XVII. 
 The long frame pictured at Design No. IX may be used 
 crosswise for a group of heads, or may be placed upright for 
 a full-length figure. 
 
 The total length of the frame should be nine inches and 
 three-quarters, and the total breadth six inches and a half ; 
 and the inner frame or rabbet should measure six inches 
 and a half in length and three inches and a 'half in breadth, 
 with a sight opening measuring six inches by three. This 
 
 225 
 
design makes a very neat wall frame, and it may be en- 
 larged to suit a small etching or colored print. 
 
 While the black finish is very pretty and stylish for every 
 kind of iron work it does not follow that all objects, and 
 especially all picture frames, should be completed in this 
 way. Colors are pleasing and effective, and the enamel 
 paints in dififerent light tints that can be purchased in many 
 of the shops will be found entirely satisfactory for the pur- 
 pose. Light shades of pink, blue, green and tan are par- 
 ticularly desirable, and so are white and ivory. When any 
 of these delicate tones are to be used, it is a good plan to 
 first give the iron two coats of ordinary thin white paint, 
 to fully conceal its black surface ; for the enamel paint is 
 rather light in body, and a number of coats would be neces- 
 
 ^Ji44fy^U0, f. 
 
 sary to properly cover the surface if it was used alone, 
 whereas only one or two coats will be needed in addition 
 to the ordinary paint. 
 
 Another pretty finish may be produced by gilding or sil- 
 vering the scroll work and then applying a thin coat of 
 pure spirit varnish to keep it from tarnishing. If the 
 iron is to be gilded, it should first be given one or two 
 thii: coats of chrome-yellow ; while if it is to be silvered, it 
 
 OOfl 
 
should ^rst be painted white or Hght pearl-gra}^ These 
 colors may be purchased in small tubes at any art store 
 and will be found very reasonable in price. 
 
 The paint will not only serve to hide the iron, but will also 
 provide a smooth surface for the gold or silver. 
 
 Design No. X is quite elaborate, and while the design 
 is really no more intricate than any of the others, more 
 time and pains vill obviously be required to follow it sat- 
 isfactorilv. 
 
 The central portion of the frame is intended to accom- 
 modate a cabinet picture, its outside size being four inches 
 and a quarter by five inches and seven-eights and the sight 
 opening being a little less than half an inch smaller both 
 ways and the frame- at each side, being designed for smaller 
 photos, has an outside measurement of two inches and a 
 half by three inches and seven-eights. The small frames are 
 separated from the larger one bv snake-pattern grilles made 
 of iron strips three-eights of an inch wide, and the three are 
 surrounded by a rather elaborate grille as illustrated. 
 
 The total length of the completed frame, from outside to 
 outside of the scrolls, is twelve inches and three-quarters, 
 and the total height nine inches and an eighth. 
 
 227 
 
Design No. XI. offers a simple but artistic suggestion for 
 a circular frame. 
 
 The angle or llange forming the rabbet should measure 
 four inches in diameter at the outside, and should leave a 
 sight opening three inches and a half in diameter ; and the 
 circle formed by the strips of metal outside the snake pat- 
 tern (the extreme outer circle of the frame) should be five 
 
 Ja^juupy^MM 
 
 inches and an eighth in diameter. To make a frame of 
 the dimensions given, first draw with a pair of pencil com- 
 passes on a piece of thin sheet iron a circle four inches in 
 diameter, and inside it another three inches and a half in dia- 
 meter. Carefully cut along these circular lines, thus pro- 
 ducing a circular strip a quarter of an inch wide ; and then 
 make another strip of exactly the same shape and size. 
 Next cut a strip of iron three-eighths of an inch wide and 
 about thirteen inches long, with a pencil draw a 
 straight line the entire length of the strip, and 
 an eighth of an inch from 'one edge. With the 
 shears cut the strip as pictured at Figure No. XVIII., leav- 
 ing teeth an eighth of an inch in depth and width at intervals 
 
 228 
 
of about half an inch. Bend the strip in a true circle four 
 inches in (Hameter, and rivet the ends together with a copper 
 tack to form a hoop. Then with a pair of princers bend the 
 teeth toward the center, as indicated at Figure XIX. Having 
 bent all the teeth to be at right angels with the rest of the 
 hoop, fit one of the round collars inside the hoop close up 
 against the teeth, and place the other in a corresponding 
 position on the outside. 
 
 Thus the two collars will have the teeth between them and 
 will have the teeth between them and will hold the hoop 
 securely. Punch about eight holes through the collars and 
 teeth and rivet the three pieces of iron together with copper 
 tacks. The result will be a circular right angled rabbet 
 of the size desired. 
 
 Lay this frame face downward on a piece of smooth 
 paper, mark its outline and draw outside it the scroll pattern 
 shown in the design. Then bend the scrolls in iron strips 
 measuiing an eighth or three-sixteenths of an inch, and se- 
 cure them in position according to the drawing. 
 
 ^-64-^^"^ 
 
 229 
 
A unique oval 'frame is represented at Design No. XII. 
 It is constructed like all the others described, with the ex- 
 ception of the oval rabbet, which is made in the same man- 
 ner as that for the circular frame pictured at Design No. 
 XL It will be necessary to cut two ovals collars of iron, each 
 five inches and three-eighths one way by three inches and 
 seven-eighths the other, measuring at the longest and widest 
 parts. An oval hoop as large as the outside measurement 
 of the collars must be made, and cut in teeth at one side, as 
 described in Design No. XII. When the inner frame is 
 completed the outer scrolls must be drawn and bent as il- 
 lustrated. The metal band running parallel to the outside 
 of the inner frame, with scrolls both inside and outside of it, 
 must measure seven inches and a quarter by five inches 
 and three-quarters. 
 
 The extreme height of the frame should be ten inches and 
 a half and the greatest width seven inches and a quarter. 
 
 The use of bent iron in the construction of practical and 
 ornamental boxes is one of the most interesting branches 
 of the work, and it is also one of the most comprehensive, as 
 the boxes can be made of any size and of almost any shape, 
 while the variety of designs that can be employed in bending 
 the metal is practically inexhaustible and embraces every 
 known style of conventional patterns. Artistic boxes con- 
 structed of light iron scrolls are very ornamental upon 
 tables, dressers and mantels, where they may be used as 
 receptacles for scarfs, cufi^s and collars, handkerchiefs and 
 miscellaneous odds and ends. 
 
 The use to which a box is to be put will govern its size, 
 and to some extent, its design also. 
 
 An idea for an artistic cuff-box is presented at Design 
 No. XIII. It may be made four or five inches square and five 
 or six inches deep, and for such a size the scroll-work should 
 be done in metal strips about an eighth of an inch wide. 
 The frame work may be constructed of a square iron or 
 brass rod or of ordinary soft wire of suitable size. 
 
 The design is the same for all four of the sides, and the 
 top is like the sides with the exception that it center is 
 circular while that of each side is oval. 
 
 230 
 
To finish the box, first give the scrolls several thin coats 
 of japolac, letting- each coat dry perfectly before adding the 
 next Then line the box with heavy silk or some other 
 good material, sewing it firmly to the scrolls, and secure the 
 lid to one side of the box with hinges or with ribbon bows, 
 which may match or contrast with the silk used to line. 
 
 iii>JS.^Ca^A^ff. 13 
 
 A collar box of similar design could be made six inches 
 square and about three inches deep, with a fining arranged 
 as described, and a lid hinged on one side. 
 
 A combination box could be produced by making the two 
 sizes together as one box, one side to be used for cuffs and 
 the other for collars. In such a case one side of one box 
 may be omitted. 
 
 231 
 
PRIMARY CLAY MODELING. 
 
 For the first two or three years of school, clay modeling 
 is one of the most responsive of the plastic arts to the 
 impress of a child. 
 
 The fact that the same clay is used several times and not 
 always by the same child is one of the principal objections 
 to its nse in our public schools. 
 
 There are few schools that do not have somewhere in the 
 vicinity of the building a place where clay may be found. 
 Often in digging a well or excavating for a building clay 
 is the subsoil. If such be the case a quantity may be stored 
 away in boxes or barrels and prepared ior use at any time 
 desired. (For preparation of clay see "throwing process," 
 of making pottery.) 
 
 With a quantity obtained in this way it will not be neces- 
 sary to use the same clay but once. 
 
 Through the drawing and painting the child becomes 
 familiar with two dimensions — length and breadth. 
 
 By the use of clay the third dimension, ''depth," is felt. 
 
 Clay modeling has more varied uses and wider expressive 
 value than might be appreciated by those who have not 
 used it. 
 
 FIGURE XVIII. 
 
 Almost any simple object in nature may be shaped in 
 clay, — flowers, fruits like the orange, apple, pear, plum, 
 grapes, banana, etc., and animal forms. 
 
 Pottery forms will grow out of the history work on prim- 
 itive man. Cliff Dwellers, Indians and Eskimo. 
 
 There are two ways of doing the primary work in pottery. 
 
 In the first process a lump of clay of the desired size is 
 placed on an inverted plate or disk of wood as either may 
 be turned without moving the clay from its original position. 
 
 Press the thumbs into center of lump and continue to 
 work with the thumbs inside and the fingers about the outer 
 
 232 
 
surface.- Water should be freely used, as it aids greatly in 
 iob'taining a smooth surface. 
 
 A portion of the clay may be reduced to "slip," as men- 
 tioned in the "Mould Process." (This slip may be made by 
 placing clay and water in a gallon jar, mixing well with a 
 large spoon.) If the form when finished has an uneven sur- 
 face and a smoother appearance is desired apply the above 
 mentioned "slip" by means of a common paint brush. This 
 
 FIGURE XIX. 
 
 repeated several times, allowing each coat to drv before 
 adding another, produces a fairly good piece of pottery. 
 
 In the second process the pottery is built up by means 
 of coils. This is what is commonly called the "coil process" 
 and was practiced by many Indian tribes. (Fig. XIX.) 
 
 Flatten a piece of clay in the form of a dish. Place on 
 an inverted plate or dish of wood and turn edge upward 
 by working with thumbs on the inside and the fingers on 
 the outer surface. Make a coil by rolling the clay between 
 the hands, that will be equal in length to the distance around 
 
 233 
 
turned edge. Work this coil on the turned edge and con- 
 tinue to build up in this way until the desired shape and 
 size is obtained. Slip may be used as above mentioned. 
 When the pieces of pottery have thoroughly dried they may 
 be fired in a kiln or coated with shellac, which usually 
 prevents erosion. Firing does not prevent erosion, the shel- 
 lac must also be used on the inside. 
 
 The coloring of the lower grades may be done by using 
 the water color paints or the colored crayons may be used. 
 
 Place the crayon in water the day before to acquire the 
 proper consistency. 
 
 The fiat base required for relief work may be rolled out 
 with a small roller cut from a broom stick. 
 
 FIGURE XX. 
 
 Upon this flat base may be placed flowers and leaves. A 
 small piece of wire or sharp stick may be used for drafting 
 out lines. The color may again be applied with good effect. 
 A mold may be easily made from any piece of relief work. 
 When the clay product is completed cover entire surface 
 with dope. (See casting process of pottery.) Place about 
 the sides of the clay product a band of straw board creased 
 
 234 
 
at the earners to fit the corners of clay slab. (Fig. XX.) 
 Allow this to fit as closely as possible. Mix water and 
 plaster to the consistency of thick cream and pour in upon 
 the relief work to the thickness of from one to two inches. 
 Fig. XX. In about twenty minutes this plaster form may 
 be removed from original relief work and a mold is obtained. 
 See left of Fig. XX. The inner surface of this mold may 
 be well doped — the straw board placed about it, and plaster 
 of paris poured upon it. This soon frees itself form the 
 mold and as a result we have the relief work in plaster. See 
 left of Fig. XX. 
 
 If color is desired it must be applied before while the 
 form is still moist. If allowed to dry place in water a 
 couple of minutes before coloring. 
 
 FIGURE XXI. 
 
 POTTERY-CASTING PROCESS. 
 
 There are few schools in which the three processes of pot- 
 tery making are employed. The same wheels used in the 
 ''throwing process" are used in the casting. 
 
 The accompanying cuts show that the wheel is nothing 
 more than an old machine standard fitted up for the pur- 
 pose. 
 
 235 
 
Often wheels are fitted up and attached by means of 
 pullies to the shafts of the machinery used in regulating the 
 ventilating apparatus of the building. 
 
 This does away with all foot power. 
 
 Almost all art pottery is made by the casting process. 
 Fig. XXII. shows a few simple forms made by pupils. When 
 
 FIGURE XXII. 
 
 beginning the work by all means choose simple designs, for 
 they are usually the most artistic as well as the most easily 
 made. Show the class, if possible, a collection of different 
 kinds of pottery. 
 
 If the pottery itself can not be had secure good pictures. 
 Many valuable pictures of primitive pottery in color may be 
 obtained from the publication of the Ethnological Depart- 
 ment of the United States Government. After all the pupils 
 have seen a good collection of pottery the first and most 
 important step in the lesson for them to do is the making 
 of a design on paper, in charcoal, colored crayon or water 
 color. 
 
 The following is an outline giving the successive steps 
 necessary to make a form. 
 I Making a form : 
 
 1. Material 
 
 (a) Plaster of paris. 
 
 (b) Linoleum. 
 
 2. Apparatus 
 
 1. The wheel. 
 
 2. Steel tool. 
 
 236 
 
First Step — 
 
 On the disk of the wheel already mentioned place, in a 
 vertical position, a piece of linoleum rolled into a cylinder 
 and tied with a string as illustrated in the ris^ht of Fig. 
 XXIII. 
 
 FIGURE XXIII. 
 
 Second Step — 
 
 Place into an earthen jar a certain amount of water. (The 
 amount depends on the size of the form desired), and sift 
 into it the plaster of paris until it reaches the surface of the 
 water. Stir well and add ©ne-third as much water as was 
 originally placed in the jar. Pour this mixture into the 
 cylinder formed bv the rolling;- of the linoleum, as shown in 
 the right of Fig.'XXIII. 
 
 Allow it to remain until the plaster becomes noticerbly 
 warm to the hand. The time varies from fifteen to twenty- 
 five minutes. 
 
 Remove the linoleum and you have a solid cylinder of 
 plaster, as shown in center of Fig. XXIII. 
 
 237 
 
Third Step — 
 
 The operator now takes his place before the revolvHng 
 disk, as shown in center of Fig. XXIII. and resting his 
 tool, (a piece of sharp steel attached to a long handle) on 
 a bar of iron or wood extending across the front of the 
 machine, he cuts into the revolving plaster until he has 
 made the shape shown in his design. See left of Fig. XXIV. 
 Beginners are usually taught to make a cylindrical shaped 
 form or bowl at first, being a trifle larger at the top than the 
 bottom. 
 
 FIGURE XXIV. 
 
 Making a Mold. 
 
 The simple form being completed we are now ready to 
 make the mold. Dope plays a very important part in the 
 making of a mold. 
 
 To make dope take one quarter of a pound of castile soap. 
 scrape fine and place in a dish with warm water enough to 
 cover. Allow soap to dissolve. When fairly dissolved add 
 one-half pint of purified lard oil — mix well. 
 
 Give the completed form, still on the disk, a coat of the 
 dope. (See left of Fig. XXIV.) 
 
 238 
 
Surround the vase form with a cyHnder of hnolcum from 
 one to two inches greater than that of the vase form. (See 
 center of Fig. XXIV.) Pour plaster of paris into the space 
 between the vase form and the cyHnder of Hnolcum to a 
 depth of at least one inch greater than the height of the vase 
 form. When the mold thus made becomes noticeably warm 
 to the hand it may be lifted from the wheel. (See right of 
 Fig. XXIV.) The vase form remains and the mold is laid 
 away to dry. It will be observed that any surface receiving 
 a coat of dope prevents plaster from sticking. The mold 
 just completed is called a one piece mold. 
 
 FIGURE XXV. 
 
 If the shape turned upon the wheel has rounded sides the 
 mold must be made of two or three pieces, and the manner 
 of making such a mold is quite different from that of the 
 one piece mold. The linoleum is placed and the plaster 
 poured the same as when making a one piece mold. Fig. 
 XXIV. 
 
 In making a two piece mold after the shape has been cut 
 out, (See left of Fig. XXIII), of plaster it is taken off. 
 
 239 
 
Usually hammer and chisel are used in cutting it loose from 
 the disk. The disk is smoothed and the form inverted as 
 shown in the left of Fig. XXV. In placing the inverted form 
 care should be taken that it is exactly in the center of the 
 disk. A pencil mark is made at the place where the cir- 
 cumference is greatest. This is done while the disk is re- 
 volving. 
 
 After the form is thoroughly doped a cylinder of linoleum 
 is placed around the form as shown in center of Fig. XXV, 
 and liquid plaster is poured in to the height shown by the 
 
 FIGURE XXVI. 
 
 pencil mark. When this part of the mold has sufficiently 
 dried the upper part is smoothed and a groove is cut into it. 
 See right of Fig. XXV. This groove is doped and the 
 linoleum is again placed as before and enough plaster is 
 poured in to cover that part of the form not covered by 
 the first pouring. (See on wheel in left of Fig. XXVI.) 
 
 In about half an hour the entire mold is ready to be re- 
 moved from the wheel. The mold parts at the place the 
 
 240 
 
groove was cut or the place the greatest circumference was 
 marked and the form falls out. Sec center of Fig. XXVI. 
 After the mold has thoroughly dried as in the one piece it 
 is ready for use but cannot be used until the slip is made. 
 Making Slip. 
 
 Slip may be made of any kind of clay that will bear fire. 
 Allow the clay to thoroughly dry. Break into small piec'"'=i 
 and place in a barrel churn with water enough to cover 
 well. Allow the clay to soak a short time and then churn 
 well for about one half hour after which it is in a condition 
 to be strained through a fine sieve. 
 
 If only a small quantity is wanted it might be mixed in a 
 common jar with a spoon and strained through cheese cloth. 
 
 The slip is now poured into the mold. The plaster ab- 
 sorbes some of the water from the slip and causes the clay 
 to cling to the inner surface of the mold thus forming a 
 kind of shell. As the water is absorbed the slip lowers in 
 the mold. More slip is poured so that the mold is always 
 full. The thickness of this inner shell may be seen around 
 the opening through which the slip is poured. 
 
 When the desired thickness is obtained the mold Is in- 
 verted, care being taken that the parts do not separate, and 
 all the surplus slip is poured out leaving nothing but the 
 inner crust clinging to the inside surface of the mold. 
 In a few days this crust of clay shrinks and draws itself away 
 from the inner surface of the mold. If a "one piece mold" 
 the clay form drops out when the mold is inverted, if a "two 
 piece mold" the upper half of the mold may be lifted off and 
 the clay form taken out. 
 
 Pottery, when taken from the molds is still In the rough. 
 
 There is for each machine a finishing head. The piece of 
 pottery is placed in this head and while the disk revolves 
 a sharp piece of tin is held so that all the rough places are 
 removed. A fine quality of sand paper may be used in 
 the last touches before going to the kiln. 
 
 The simplest way to decorate a vase Is to fire it plain, 
 then pour on a glaze and fire it again. For beginners pre- 
 pared glazes are the best. 
 
 Prepared paints, glazes and clays may be obtained from 
 Mr. T. J. Webb of the Art Institute, Chicago. 
 
 241 
 
WHAT MAY BE DONE WITHOUT THE WHEEL. 
 
 Beg-inners are apt to feel that the "casting- process of 
 pottery making'* calls for the wheci. 
 
 The wheel is not absolutely necessary. 
 
 Almost any form may be made of a solid mass of clay 
 the same as the one turned on the machine. This is espe- 
 cially true of the one piece molds. 
 
 From this form a mold may be cast as described in the 
 above process. 
 
 In place of the disk use a plaster slab, a common plate or 
 even a smooth board. The linoleum and dope are used in 
 the same manner as above described. 
 
 FIGURE XXVII. 
 
 POTTERY, ''THROWING PROCESS.*' 
 
 This method of pottery making is perhaps the most inter- 
 esting phase of the three processes. 
 
 It is not as difficult as might be supposed by those who 
 have never experimented along this line. 
 
 The secret of success lies, *'First," in preparing the clay 
 for the wheel, and, "Second," in the centering of the clay 
 to be used in making the desired form. 
 
 242 
 
1. Preparation of Clay. 
 
 The clay is prepared for tliis process of moulding very 
 much as it is for the "Primary Clay Moulding." 
 
 When tlie clay is thoroughly saturated with water it is 
 taken from the pail or other receptacle and thoroughly 
 kneaded on a plaster slab as shown in left of Fig. XXVI I. 
 This slab is made by pouring a mixture of plaster of paris 
 and water of the consistency of thick cream, onto a cement 
 floor or marble slab. 
 
 This soon hardens and is an almost indispensable adjunct. 
 
 If the clay is too wet the plaster of paris slab absorbs 
 the surplus moisture. If not wet enough water may be 
 added and the kneeding continued until the proper consist- 
 ency is obtained. 
 
 The clay is often prepared for use in this process as in 
 that of the casting. The clay is reduced to a slip — strained 
 through a sieve or coarse cloth and allowed to dry suffi- 
 ciently to be kneaded. By following the latter process all 
 stones or other hard substances are easily removed. 
 
 2. Centering the Clay. 
 
 The same machine is used in this process as In that of the 
 casting. 
 
 By centering Is meant the getting of the clay in the center 
 of the revolving disk. 
 
 Across the front of the machine is a bar on which the 
 arms of the operator are steadied. (See center of Fig. 
 XXVII.) 
 
 The hands are clasped about the lump of clay upon the 
 revolving disk (Fig. XXVII) and braced one against the 
 other. This forces the clay to a bell shaped mass as shown to 
 right of Fig. XXVII. 
 
 To keep the hands free from sticky clay, while the proc- 
 ess of centering is going on, a pan of water, in which the 
 hands are often rinsed, is placed on the machine a little to 
 the right. By this means the clay moves more freely be- 
 tween the hands. 
 
 When the clay is truly centered and while the disk still 
 revolves place two fingers of the right hand on the top of 
 the centered lump of clay. (See left of Fig. XVIIL) This 
 flattens it just a little. Force the thumb of the left hand on 
 to the flattened surface while the fingers are still there. 
 
This makes an impression that deepens in proportion to the 
 pressure of the thumb and fingers. The revolving form con- 
 tinues to move between the thumb and fingers of the left 
 hand. Both hands are used in the shaping of the form, 
 but the left is always held so as tO' keep the upper edg;e. 
 of the form regular. The right of Fig. XXVIII shows com- 
 pleted form. 
 
 FIGURE XXVIII. 
 
 Any clay may be used that will bear firing. 
 
 Experiment and practice along this line gives one the abil- 
 ity in a very short time to turn out a great variety of forms. 
 
 When handles are desired they must be moulded by hand 
 and placed in the desired position while the pottery itself is 
 still moist or "green," as it is called by "potters." 
 
 *'Slip" is used when placing the handles very much as glue 
 is used in the case of wood. 
 
 When the pieces thus far completed are thoroughly drv 
 they are fired. After this firing a glaze is poured over the 
 entire form and the piece is again fired. 
 
 For beginners it is well to purchase the prepared glazes. 
 
 Much of the very best pottery, even when fired lor the 
 last time, still is not water proof. To' prevent percolation 
 coat the inside with shellac. 
 
 To' do othis pour the shellac into the vase and when every 
 part of the inner surface has been touched, pour out the 
 residue. 
 
 244 
 
MAKING OF SIMPLE APPARATUS. 
 
 In the exercises which follow an effort has been made to 
 give the teacher of the public school an idea of the simple 
 pieces of apparatus which may be made by the pupils to illus- 
 trate truth in connection with the geography and nature 
 work. 
 
 No attempt has been made to give a systematic course in 
 wood. 
 
 MAGNET STAND. 
 
 O 
 
 FIGURE I. 
 
 Figure I. represents a standard from which a needle may 
 be suspended for the purpose of magnetizing it. This illus- 
 trates a way the compass may be made. 
 
 The needle is thrust through a suspended cork and then 
 with a common horseshoe magnet it is magnetized. 
 
 This relates directly to the geography. 
 
 It is made of a 3"x3"xi" block with an upright piece 
 
 X? 
 
 245 
 
 5"x 
 
INSECT CAGE. 
 
 FIGURE II. 
 
 Figure II. represents an insect cage which may be made 
 by Fourth or Fifth grade pupils. It is 2'xi'x8" wood taken 
 from cracker or soap boxes so often given away by grocers. 
 
 It is made with a shding top and glass front. 
 
 As many partitions are placed in the box as different 
 kinds of worms or larvae may be found. 
 
 Earth is placed in the cage to a depth of about three 
 inches. As the various worms or larvae are brought in, each 
 is placed in its proper place and the name written on a small 
 sticker and pasted to the glass. All the larvae found on the 
 grape vine are placed in the same compartment, those from 
 the box elder in another, etc. 
 
 These are kept for the winter. 
 
 When the change takes place in the spring pupils learn 
 to know the moth or butterfly which comes from certain 
 larvae. This is a very interesting experiment to pupils in the 
 grades. 
 
 246 
 
FIGURE III. 
 
 INSECT CAGE. 
 
 Figure III. represents a house, 
 the frame being made of wood 
 and the top and sides of glass. 
 This may be made by Seventh 
 or Eighth grade pupils and is 
 used as aii insect cage much as 
 in Exercise II. 
 
 MOUNTING BOARD 
 
 Figure IV. shows one way 
 for making an insect mounting 
 board. B neath the groove is 
 a strip of sheet cork. The body 
 of the insect is placed in the 
 groove and wings spread and 
 pinned to sides. 
 
 247 
 
 FIGURE IV 
 
INSECT NET. 
 
 FIGURE V. 
 
 Figure V. is an insect net. The hoop is made of a No. 6 
 rattan. The handle is a rod 3 feet long and a diameter of 
 >14 inch. 
 
 ANT HOUSE. 
 
 FIGURE VI. 
 
 Figure VI. shows a piece of apparatus in which ants may 
 be kept the whole }^ear. By such an arrangement the stud}' 
 of ants becomes very interesting. 
 
 It is made of a square piece of wood I'xi'xi". Have the 
 tinsmith make a mote about this square as shown in draw- 
 ing. Strips of glass 8"x^" are cut and placed along the 
 four sides. Upon these strips is placed an 8" square of 
 glass. The corners are left open as shown in drawing. 
 
 248 
 
Water is placed in the mote. From some ant hill take a small 
 shovelful of ants and earth and place upon the square 
 of glass. In a short time the ants will have carried all the 
 earth imder the glass which is raised by the strips at least 
 three quarters of an inch from the level of the board. Make 
 a frame work of wood that will just cover the glass part and 
 rest upon the square of wood. Cover this frame with black 
 paper. 
 
 While the insects are not being observed keep the cover 
 of black paper over the glass. Ants will not go into water 
 so will therefore remain under the glass and continue their 
 work as in the open ground. For food use sugar, honey and 
 a few dead insects, etc. 
 
 FIGURE VII. 
 
 Figure VII. shows an arrangement by which germination 
 may be studied to a certain extent without pulling up the 
 plants from day to day. 
 
 The apparatus is made of %" lumber. 
 
 It is io"x6"x3". Grooves are cut in the sides and bottom 
 into which pieces of glass are slipped. The space between 
 the glass sides is not more than one inch. Large beans are 
 planted in sawdust. The roots may be seen going down and 
 the stem upward without disturbing the plant. When not 
 being observed slip a piece of black paper down each side. 
 
 249 
 
WOOD TESTER. 
 
 FIGURE VIII. 
 
 When studying the different kinds of trees, a test as to the 
 strength of the different kinds of woods makes a very inter- 
 esting lesson. 
 
 Figure VIII. shows a way by which 
 the different woods may be tested. 
 
 FIGURE X. 
 250 
 
While the three classes of levers may be illustrated by 
 means of a ruler and triangular prism for a fulcrum it is 
 also well to encourage older boys to construct a piece of 
 apparatus by which they may illustrate. In the above fig- 
 ures the power arm may be moved to and fro by removing 
 the peg. 
 
 FIGURE XI. 
 
 In the study of sound Fig. XII. will be of great assist- 
 ance. 
 
 The turning pegs may be purchased at any department 
 or music store for a small sum. 
 
 FIGURE XII. 
 
 In the upright pieces a and b, a small groove is cut. A 
 hat pin is placed into each groove so that the silk threads 
 are drawn over them. 
 
 The first string is a single stran of silk, the second is 
 two strans of silk twisted, the third three, etc., up to eight. 
 By so doing one gets the eight tones. 
 
 251 
 
SHADOW STICK. 
 
 ^ '; — ^ — \ \ \ \ ' 
 
 FIGURE XIII. 
 
 Figure XIII. shows what may be done in the primary 
 grades by way of measuring the slant of the sun's rays at 
 dififerent seasons of the year. 
 
 The httle piece of apparatus is made of two pieces of 
 wood— one I2"x3"x>4", the other 4''x3"x>^". 
 
 A small brace is required to keep the upright piece firm. 
 
 At 12 o'clock noon the shadow stick is placed on a level 
 surface, the upright end pointing directly south. 
 
 If the sun's rays were vertical the upright piece would 
 cast no shadow. But since the rays do not come to us 
 vertically a shadow is cast. 
 
 This shadow increases in length according to the slant 
 of the sun's rays. Therefore we have the longest shadow 
 in December. 
 
 Figure XIII. represents a stick that has been marked 
 from June to December. The same stick will be used from 
 December to June. This will give the shortening of the 
 shadow. 
 
 FIGURE XIV. 
 
 252 
 
In Figure XIV. is p^iven a piece of apparatus used in 
 giving pupils of the grammar grades an idea of the arc 
 described by the sun at different seasons of the year. It 
 also makes clear the seeming rising of the sun south of 
 east and setting south of west. 
 
 To make the apparatus take a piece of wood 8"x8"x^". 
 From center inscribe an 7" circle. Mark circle off into 
 360°. At center of circle drive a 2" brad. 
 
 This piece of apparatus is taken out at sunrise and placec' 
 on a level north and south line. The brad in center casts 
 a shadow which falls as many degrees north of center as 
 the sun seems to rise south of east and set south of west. 
 
 FIGURE XV. 
 
 Figure XV. is the companion piece to XIV. and is also 
 made of a piece of wood 8"x8"x}^". A circle the same 
 size as that in Figure XIV. is drawn from center. 
 
 A quarter circle is made the same size as a quarter of the 
 circle just drawn. This quarter circle of wood is glued and 
 nailed in the position shown in drawing. This repre- 
 sents 90°. 
 
 At noon the skiameter Figure XVI. is used in getting 
 the slant of the sun's rays, from a vertical, in degrees. 
 
 From Exercise XIV. we found the number of degrees 
 the sun seemed to rise south of east and set south of west. 
 By using skiameter the slant at noon was determined. 
 
 By boring a hole through the upright part and in circum- 
 ference of circle a wire may be inserted which will give 
 the pupils an idea of the arc described by the sun at dif- 
 ferent seasons of the year. 
 
 253 
 
SKIAMETER. 
 
 FIGURE XVI. 
 
 Skiameter is taken from the Greek (skia, shadow, and 
 metron, measure.) The instrument has been devised as an 
 easy means of measuring the distribution of a given beam 
 of sunshine at any slant. This is accompHshed by measur- 
 ing the area of the shadow cast by the cross section of the 
 stick a, when the latter has the same slant as the sun's rays. 
 The apparatus is not difficult to construct and the mode of 
 using it will be understood from the explanation which fol- 
 lows: 
 
 A, a rectangular box made of J4" wood, lo" long and 3" 
 square at ends. Ends not to be closed : b, brass protractor ; 
 c, plumb line ; d e, portion of yard or meter stick ; x, bot- 
 tom board i8"x4"xi4" ; y, side board i8"x3"xt//' ; p, cop- 
 per or tin strip for adjusting (a) ; t, block of wood ; o, com- 
 pass ; 1, level ; v, hinge. 
 
 To take an observation of sunshine distribution at noon : 
 Place the skiameter at noon on north and south line on a 
 level surface, the upright part a, pointing south; adjust a 
 until the light passes down the opening w, continue lower- 
 ing a until shadow of edge f and f coincide on x in line h 
 m., a then has the same slant as the sun's rays ; h m n g 
 equals the area covered by a beam of sunlight having the 
 
 254 
 
same slant and sectional area as a ; measure the edge g m 
 by reading distance q r on d e ; find degree of slant of a by 
 means of the plumb line c. 
 
 By using the skiameter we may get the slant of the sun's 
 rays at different seasons of the year. 
 
 The operator must understand that if the sun's rays came 
 to us vertically a would cast no shadow. Since the rays 
 come to us slantingly we get that slant by following the 
 above directions. 
 
 CONDUCTION STANDARD. 
 
 FIGURE XVII. 
 
 (Before beginning the work on animal coverings it is a 
 good plan to give a simple lesson on "conduction" so chil- 
 dren may understand the word "conductor." 
 
 To do this a standard like the one shown in the above 
 drawing is used. 
 
 It is made of two pieces of wood I2"x4"x^". Corners 
 are rounded as shown in cut. One piece is cut to form up- 
 right parts. A metal capped tooth powder bottle makes 
 a very inexpensive alcohol lamp. A circle of brads is 
 placed to one end into which the lamp fits. This is done 
 to prevent the lamp from falling off. In one upright part 
 there are three slits and in the one next the lamp there 
 is but one. 
 
 Three wires, iron, copper, and brass are twisted together 
 at one end and placed through the slit next the lamp. 
 
 In the opposite end each wire passes through a slit. Bul- 
 lets or small pebbles of equal weight arc attached to these 
 wires, (at equal distance from the light), by means of shoe- 
 
 255 
 
maker's wax. Heat is applied to the twisted end. The up- 
 right part prevents the bullets or pebbles from getting any 
 heat by radiation. It therefore must be conduction. 
 
 The wire from which the bullet first drops is the best con- 
 ductor. 
 
 This should be tried several times before coming to a 
 definite conclusion. 
 
 The pupils are now ready to understand what is meant by 
 good conductors and poor conductors. 
 
 They »re now ready for the question of why we wear 
 wool in the winter and cotton in the summer. 
 
 Why so many animals in the frigid zones are covered 
 with fur, those in the temperate zones with hair and many of 
 those in the torrid zone with only thick skin. 
 
 EXPANSION STANDARD. 
 
 FIGURE XVIII. 
 
 In connection with the study of heat the above exercise 
 makes a good problem in wood. The base is made of wood 
 io"xi^"x3". The upright parts are 4" high. A dial is 
 drawn on the upright piece to the left. Just above the dial 
 and near the top a piece of wood is thrust through 3. y%" 
 hole. A slit is cut into this circular piece of wood tO' re- 
 ceive a piece of tempered clock or watch spring which may 
 be had of .any watch-maker for only the asking. 
 
 A piece of Y^" iron or brass wire is thrust into a hole in 
 the upright piece to the right and presses against a screw 
 put in from the back. 
 
 The other end is forced against the tempered clock spring 
 as shown in drawing. 
 
 Heat is applied by placing the lamp in the center. As 
 the v/ire expands the spring moves along the dial. 
 
 256 
 
TEST TUBE HOLDER. 
 
 FIGURE XIX. 
 
 While performing experiments the test tube holder is 
 quite indispensable. 
 
 The above shows a very simple way of making one. 
 
 TRIPOD. 
 
 FIGURE XX. 
 257 
 
The little tripod given in the above exercise is made of 
 strips of tin Yi inch in width and riveted together with cop- 
 per tacks. 
 
 The above drawing illustrates the apparatus necessary 
 in getting the boiling point. 
 
 FIGURE XXI. 
 
 The apparatus given in this exercise is used to show 
 that a light color throws oflf more heat than a dark one. 
 
 The standard is made of wood. 
 
 The glass tubing may easily be bent by applying the heat 
 of an alcohol lamp. 
 
 258 
 
,The tin box shown above was made by a tinner. The 
 left side is painted white and the right side black. 
 
 The g-lass tube is filled with a colored fluid. Each end is 
 thrust through a rubber cork placed in the mouth of a i oz. 
 flask. Boiling hot water is poured into the tin receptacle. 
 
 The side painted white throws off heat enough to cause 
 the air in the flask to expand enough to cause the colored 
 fluid to bubble over on the opposite side. 
 
 This leads to why light clothing is worn in the summer 
 and dark in the winter. 
 
 LIFTING PUMP. 
 
 FIGURE XXII 
 
 In connection with atmospheric pressure the lifting and 
 force pumps are interesting pieces of apparatus to make. 
 
 A No. g, rubber stopper fits into the bottom of a small 
 sized argand lamp chimney, as shown in drawing. 
 
 The rubber stopper has two holes as the same stopper 
 may be used to illustrate the force pump. One hole a, is 
 plugged with a small piece of glass rod, and into the other 
 
 259 
 
b, is thrust a short piece of glass tubing, with a piece of 
 rubber tubing c, to lead down into the cistern (a Mason 
 fruit can). A No. 5 rubber stopper d is used for the 
 piston and is wound with soft cotton cord to make it fit 
 nicely. 
 
 Small pieces of rubber cloth e and e, or even pieces of an 
 old rubber shoe, are used as valves. 
 
 Use small brads to tack valve at one end. A glass rod f , 
 is used to move the piston. Waxed thread is wound tightly 
 around the rod, just above and below the piston to prevent 
 its slipping. A No. 6, rubber stopper g, is put in the top 
 of the chimney, and a bent glass tube passes through one of 
 the holes to serve as a spout, while the rod which moves 
 the piston passes through the other. 
 
 The cork in bottom of chimney rests on a small board j, 
 the tubing passes through a hole in this cork into the water. 
 The apparatus may be made of a piece of bamboo fishing 
 rod. ■ 
 
 FORCE PUMP. 
 
 FIGURE XXIII. 
 260 
 
To make a force pump a, the plug is Femoved from the 
 lower stopper of the lifting pump and thrust into the open- 
 ing b, of the piston I, under the valve. An air chamber c, 
 is made from a one-ounce wide mouthed bottle as shown in 
 drawing. Through one hole of its stopper a bent glass tube 
 passes, having the outer end nearly closed, for throwing 
 jets of water. 
 
 A valve 1, covers the other hole of the stopper upon the 
 inside of the bottle, and from this hole a bent glass tube 
 passes and connects this air chamber with the lamp chim- 
 ney. 
 
 A lesson in the bending of glass tubing is usually a very 
 profitable one, for so often tubing of various shapes is 
 wanted. 
 
 A simple alcohol lamp is all that is needed. When the 
 glass becomes thoroughly heated it may be pulled or bent 
 into almost any shape desired. 
 
 BAROMETER. 
 
 FIGURE XXIV. 
 261 
 
 ■^'-rq A 
 ■3 iM/iarfrjqsih 
 
To make a barometer take a board 3"x4"x3^". With 
 draw-knife cut the edges or simply give the edges a bevel 
 about i" from bottom, make a shelf a. On this shelf place 
 a half ounce wide mouthed bottle. Fill the mercury tube 
 with mercury. Heat tube over flame of alcohol lamp. This 
 forces the air out and makes it easier to drop in the 
 mercury. 
 
 A dripper may be made of a piece glass tubing heated 
 in center and pull on both ends until the desired thickness 
 at center is reached. Thrust this into a bottle containing 
 mercury. It soon fills. Place the finger over top. Each 
 time the finger is raised a drop of mercury is released from 
 opposite end. 
 
 The barometer tube once filled it is inverted, the open 
 end being thrust into the bottle on the shelf a. The bot- 
 tle being about half full of mercury a piece of silk is tied 
 over mouth of bottle. 
 
 A scale may be made from any standard barometer and 
 placed on the one just made so the reading is correct. 
 
 PRESS. 
 
 FIGURE XXV. 
 
 A press in the ordinary school room is an almost 
 dispensable piece of apparatus. 
 
 It may be made any size, 2'xi'xi" is a good size. 
 The screws may be purchased at any department store 
 
 m- 
 
 262 
 
GAME. 
 
 FIGURE XXVI. 
 
 Games are very much encourag^ed in the school room. 
 Much valuable number work may grow out of the games. 
 
 The ring toss board is easily made. The rings are made 
 of wire and wrapped with strips of black cloth. 
 
 A value may be placed on each peg and score cards made 
 by the pupils. As each one throws the record made should 
 be recorded on each score card in its proper place. When 
 the game is completed the pupils may find the number of 
 points made by each row^ of pupils, find how many more 
 points one row has than the other. The average may be 
 found, etc. The bean board may be used in much the same 
 manner. 
 
 263 
 
THE HYGROMETER. 
 
 DIRECTIONS FOR THE USE OF THE HYGROMETER. 
 
 The following directions respecting the Hygrometer and 
 its use have been taken mainly from Instructions for 
 Voluntary Observers, prepared under the directions of 
 the Chief of the Weather Bureau, Washington, D. C. The 
 construction of the hygrometer is simple, and through its 
 use the pupils may collect data from which most interesting 
 results regarding atmospheric moisture may be calculated. 
 
 To make a hygrometer, proceed thus : Select two mercu- 
 rial thermom.eters which under similar conditions read the 
 same. Fasten these, side by side, on a small board to the 
 bottom of which (about two and one-half inches below the 
 bulbs) is attached a shelf sufficiently large to support a 
 wide-mouthed two-ounce bottle. Wrap one of the bulbs 
 
 FIGURE XXVII. 
 
 with clean, thin muslin and allow a bundle of twelve or 
 fifteen threads to reach from the muslin envelope down to 
 the bottom of the bottle. Fill the bottle with clean water 
 and allow the threads to enter through a hole in the cork. 
 
 264 
 
The water evaporating^ from the muslin cools the blub. The 
 dryer the air, at a given temperature, the greater the amount 
 of evaporation and the more the bulb is cooled, consequently 
 the lower the reading of the wet-bulb thermometer. 
 
 Before taking a reading, cause a brisk current of air to 
 pass over both bulbs of the hygrometer, either by fanning 
 or whirling. When whirled before making the readings, 
 instruments of the most diverse patterns are strictly com- 
 parable. 
 
 Directions for finding the dew point: t=6o°, and t'=5o° 
 t — t'^io°. Turning to table I follow the left hand column 
 (dry thermometer) until you come to 60°. Follow column 
 at the top of the page (difiference between dry and wet 
 thermometer) towards the right until you come to 10° ; the 
 number in the column below this opposite 60° is 40° or 
 the dew point for the reading. 
 
 TABLE II.— RELATIVE HUMIDITY. 
 
 In Table 11. are given the relative humidity corresponding 
 to the reading of dry and wet-bulb thermometers. The 
 relative humidity of the air at any time is the percentage of 
 moisture contained in the air as compared with the whole 
 amount it is capable of holding for the particular tempera- 
 ture at the time. Air containing no moisture is at zero 
 relative humidity; when saturated, relative humidity is lOO. 
 
 Table III. gives the weight of vapor contained in the air 
 per cubic foot of air when saturated at different tempera- 
 tures. 
 
 At a temperature of 40°, for instance, when saturated, the 
 weight of vapor contained is 2.849 grains of w^ater. The 
 weight of vapor contained in the air at different vapor 
 pressures is nearly proportional to the pressures. A close 
 observation of the following rules and suggestions will aid 
 greatly in getting reasonably accurate results. 
 
 Never take a reading immediately after wetting the bulb. 
 If the temperature of the wet bulb does not change, the 
 reading may be considered as the correct value. If there 
 has been a change to a lower reading continue the alternate 
 whirling or fanning and reading until the wet bulb reaches 
 its lowest reading or one slightly higher than the one pre- 
 vious. The lowest reading is to be recorded. Great care 
 
 265 
 
should be taken never to allow the muslin to become dry or 
 even partly so. 
 
 The temperature should be taken at least 6 feet above 
 sod or at any height greater than that. If there is a wind 
 blowing the observer should stand to leeward ; if there is 
 no wind, in cool weather, it may be necessary to walk about 
 while whirling in order to overcome any possible vitiation 
 of the reading from the heat of the body. When the sun 
 is shining, in the daytime, the temperature should be taken 
 in the shade of a small object, high tree, or even umbrella, 
 but not in the shade of a wall or large house. The use 
 of this instrument when the wet bulb is covered with ice is 
 specially satisfactory. 
 
 WATER VAPOR IN AIR. 
 
 The air contains vapor of water transparent and colorless 
 like its other__gaseous components. It only becomes visible 
 on condensing to fosf or cloud, which is onlv water in a 
 fine state of division, the particles varying in diameter from 
 0.0006 to 0.0050 of an inch. The amount is very variable 
 at different times, even in the vicinity of the ocean, de- 
 pending mainly on the temperature of the air On very 
 cold days it forms no more than the one-thousandth part of 
 the air. On very warm days it may be as great as one- 
 fiftieth part. 
 
 The amount of moisture that can exist as vapor in the 
 air depends on the temperature. There is a certain pressure 
 of vapor corresponding to every temperature which cannot 
 be exceeded ; beyond this there is condensation. This tem- 
 perature is called the temperature of saturation for the 
 pressure. When the temperature of the air diminishes until 
 the saturation temperature for the vapor contained is 
 reached, any further fall causes a condensation of moisture. 
 The temperature at which this occurs at any tim.e is called 
 the dew-point temperature of the air at that time. The less 
 the quantity of moisture the air contains the lower will be 
 the temperature of its dew point. 
 
 The amount of moisture in the air is ascertained indirectly 
 by observing the temperature at which dew is deposited, or 
 by determining the vapor pressure by means of the differ- 
 ence in indication of a dry and wet-bulb thermometer. 
 
 266 
 

 TABLE 1.— Temperature 
 
 ) of the dew point, 
 
 in degrees 
 
 Fahrenheit. 
 
 
 ^1 
 
 
 Difference between the dry and wet thermometers [t 
 
 -n- 
 
 
 1°.0 
 
 2°.0 
 
 3°.0 
 
 40.0 
 
 5°.0 
 
 6°.0 
 
 7° 
 
 8°.0 
 
 9°.0 
 
 10° 
 
 11° 
 
 1,-:° 
 
 30 
 
 27 
 
 25 
 
 22 
 
 18 
 
 14 
 
 9 
 
 + 2 
 
 - 6 
 
 -22 
 
 
 
 
 3t 
 
 29 
 
 26 
 
 23 
 
 19 
 
 15 
 
 11 
 
 5 
 
 - 3 
 
 —15 
 
 
 
 
 32 
 
 30 
 
 27 
 
 24 
 
 21 
 
 17 
 
 13 
 
 7 
 
 
 
 10 
 
 —33 
 
 
 
 33 
 
 31 
 
 28 
 
 25 
 
 22 
 
 18 
 
 14 
 
 9 
 
 + 3 
 
 - 6 
 
 O.J 
 
 
 
 34 
 
 32 
 
 29 
 
 26 
 
 24 
 
 20 
 
 16 
 
 11 
 
 6 
 
 _ 2 
 
 15 
 
 
 
 35 
 
 32 
 
 30 
 
 28 
 
 25 
 
 22 
 
 18 
 
 13 
 
 8 
 
 + 1 
 
 9 
 
 -32 
 
 
 36 
 
 31 
 
 31 
 
 29 
 
 26 
 
 23 
 
 19 
 
 15 
 
 10 
 
 4 
 
 - 5 
 
 —20 
 
 
 37 
 
 35 
 
 32 
 
 30 
 
 27 
 
 24 
 
 21 
 
 17 
 
 12 
 
 6 
 
 
 
 -14 
 
 52 
 
 38 
 
 36 
 
 33 
 
 31 
 
 28 
 
 26 
 
 22 
 
 19 
 
 14 
 
 9 
 
 + 2 
 
 - 8 
 
 -29 
 
 39 
 
 37 
 
 34 
 
 32 
 
 29 
 
 27 
 
 24 
 
 20 
 
 16 
 
 11 
 
 5 
 
 - 4 
 
 — 18 
 
 40 
 
 38 
 
 35 
 
 33 
 
 30 
 
 28 
 
 25 
 
 22 
 
 18 
 
 13 
 
 8 
 
 
 
 -12 
 
 41 
 
 39 
 
 36 
 
 34 
 
 32 
 
 29 
 
 26 
 
 23 
 
 20 
 
 15 
 
 10 
 
 + 4 
 
 - 6 
 
 42 
 
 40 
 
 38 
 
 35 
 
 33 
 
 30 
 
 27 
 
 24 
 
 21 
 
 18 
 
 12 
 
 7 
 
 __ '> 
 
 43 
 
 41 
 
 39 
 
 • 36 
 
 34 
 
 31 
 
 29 
 
 26 
 
 23 
 
 19 
 
 14 
 
 9 
 
 + 2 
 
 44 
 
 42 
 
 40 
 
 37 
 
 35 
 
 32 
 
 30 
 
 27 
 
 24 
 
 20 
 
 16 
 
 12 
 
 6 
 
 45 
 
 43 
 
 41 
 
 39 
 
 36 
 
 33 
 
 31 
 
 28 
 
 25 
 
 22 
 
 18 
 
 13 
 
 8 
 
 46 
 
 44 
 
 42 
 
 40 
 
 37 
 
 35 
 
 32 
 
 30 
 
 27 
 
 24 
 
 20 
 
 16 
 
 11 
 
 47 
 
 45 
 
 4:^ 
 
 41 
 
 3y 
 
 36 
 
 33 
 
 31 
 
 28 
 
 25 
 
 22 
 
 18 
 
 13 
 
 48 
 
 46 
 
 44 
 
 42 
 
 40 
 
 37 
 
 35 
 
 32 
 
 29 
 
 26 
 
 23 
 
 20 
 
 15 
 
 49 
 
 47 
 
 45 
 
 43 
 
 41 
 
 38 
 
 36 
 
 33 
 
 31 
 
 28 
 
 25 
 
 21 
 
 17 
 
 50 
 
 48 
 
 46 
 
 44 
 
 42 
 
 40 
 
 37 
 
 34 
 
 32 
 
 29 
 
 26 
 
 23 
 
 19 
 
 51 
 
 49 
 
 47 
 
 45 
 
 43 
 
 41 
 
 38 
 
 36 
 
 33 
 
 31 
 
 28 
 
 24 
 
 21 
 
 52 
 
 50 
 
 48 
 
 46 
 
 44 
 
 42 
 
 40 
 
 37 
 
 34 
 
 32 
 
 29 
 
 26 
 
 ?3 
 
 53 
 
 51 
 
 49 
 
 47 
 
 45 
 
 43 
 
 41 
 
 38 
 
 36 
 
 33 
 
 30 
 
 28 
 
 24 
 
 54 
 
 52 
 
 50 
 
 49 
 
 46 
 
 44 
 
 42 
 
 40 
 
 37 
 
 34 
 
 32 
 
 29 
 
 ::6 
 
 55 
 
 53 
 
 52 
 
 50 
 
 48 
 
 46 
 
 43 
 
 41 
 
 39 
 
 36 
 
 33 
 
 30 
 
 S8 
 
 56 
 
 54 
 
 53 
 
 51 
 
 49 
 
 47 
 
 44 
 
 42 
 
 40 
 
 37 
 
 34 
 
 32 
 
 ^9 
 
 57 
 
 55 
 
 54 
 
 52 
 
 50 
 
 48 
 
 46 
 
 44 
 
 41 
 
 39 
 
 36 
 
 33 
 
 30 
 
 58 
 
 56 
 
 55 
 
 53 
 
 51 
 
 49 
 
 47 
 
 45 
 
 42 
 
 40 
 
 37 
 
 35 
 
 32 
 
 59 
 
 57 
 
 56 
 
 54 
 
 52 
 
 50 
 
 48 
 
 46 
 
 44 
 
 41 
 
 39 
 
 36 
 
 33 
 
 60 
 
 58 
 
 57 
 
 55 
 
 53 
 
 51 
 
 49 
 
 47 
 
 45 
 
 43 
 
 40 
 
 38 
 
 35 
 
 61 
 
 59 
 
 58 
 
 56 
 
 54 
 
 52 
 
 50 
 
 -18 
 
 46 
 
 44 
 
 42 
 
 39 
 
 36 
 
 62 
 
 60 
 
 59 
 
 57 
 
 55 
 
 53 
 
 52 
 
 50 
 
 48 
 
 45 
 
 43 
 
 41 
 
 38 
 
 63 
 
 61 
 
 60 
 
 58 
 
 56 
 
 55 
 
 53 
 
 51 
 
 49 
 
 47 
 
 44 
 
 42 
 
 39 
 
 64 
 
 62 
 
 61 
 
 59 
 
 57 
 
 56 
 
 54 
 
 52 
 
 50 
 
 48 
 
 46 
 
 43 
 
 41 
 
 65 
 
 63 
 
 62 
 
 60 
 
 59 
 
 57 
 
 55 
 
 53 
 
 51 
 
 49 
 
 47 
 
 45 
 
 42 
 
 66 
 
 64 
 
 63 
 
 61 
 
 60 
 
 58 
 
 56 
 
 54 
 
 52 
 
 50 
 
 48 
 
 46 
 
 44 
 
 67 
 
 66 
 
 64 
 
 62 
 
 61 
 
 59 
 
 57 
 
 55 
 
 54 
 
 52 
 
 50 
 
 47 
 
 45 
 
 68 
 
 67 
 
 65 
 
 63 
 
 62 
 
 60 
 
 58 
 
 57 
 
 55 
 
 53 
 
 51 
 
 49 
 
 46 
 
 69 
 
 68 
 
 66 
 
 64 
 
 63 
 
 61 
 
 59 
 
 58 
 
 56 
 
 54 
 
 52 
 
 50 
 
 48 
 
 70 
 
 69 
 
 67 
 
 66 
 
 64 
 
 62 
 
 61 
 
 59 
 
 57 
 
 55 
 
 53 
 
 51 
 
 49 
 
 71 
 
 70 
 
 68 
 
 67 
 
 65 
 
 63 
 
 62 
 
 60 
 
 58 
 
 56 
 
 55 
 
 53 
 
 51 
 
 72 
 
 71 
 
 69 
 
 68 
 
 66 
 
 64 
 
 63 
 
 61 
 
 59 
 
 58 
 
 56 
 
 54 
 
 5i 
 
 73 
 
 72 
 
 70 
 
 69 
 
 67 
 
 66 
 
 64 
 
 62 
 
 61 
 
 59 
 
 57 
 
 55 
 
 53 
 
 74 
 
 73 
 
 71 
 
 70 
 
 68 
 
 67 
 
 65 
 
 63 
 
 62 
 
 60 
 
 58 
 
 56 
 
 54 
 
 75 
 
 74 
 
 72 
 
 71 
 
 69 
 
 68 
 
 66 
 
 64 
 
 63 
 
 61 
 
 59 
 
 57 
 
 56 
 
 76 
 
 75 
 
 73 
 
 72 
 
 70 
 
 69 
 
 67 
 
 65 
 
 64 
 
 62 
 
 61 
 
 59 
 
 57 
 
 77 
 
 76 
 
 74 
 
 73 
 
 71 
 
 70 
 
 68 
 
 67 
 
 65 
 
 63 
 
 62 
 
 60 
 
 58 
 
 78 
 
 77 
 
 75 
 
 74 
 
 72 
 
 71 
 
 69 
 
 68 
 
 66 
 
 65 
 
 63 
 
 61 
 
 59 
 
 79 
 
 78 
 
 76 
 
 75 
 
 73 
 
 72 
 
 70 
 
 69 
 
 67 
 
 66 
 
 64 
 
 62 
 
 61 
 
 80 
 
 79- 
 
 77 
 
 76 
 
 74 
 
 73 
 
 72 
 
 70 
 
 68 
 
 67 
 
 65 
 
 63 
 
 62 
 
 81 
 
 80 
 
 78 
 
 77 
 
 75 
 
 74 
 
 73 
 
 71 
 
 70 
 
 68 
 
 66 
 
 65 
 
 63 
 
 82 
 
 81 
 
 79 
 
 78 
 
 77 
 
 75 
 
 74 
 
 72 
 
 71 
 
 69 
 
 68 
 
 66 
 
 64 
 
 83 
 
 82 
 
 80 
 
 79 
 
 78 
 
 76 
 
 75 
 
 73 
 
 72 
 
 70 
 
 69 
 
 67 
 
 65 
 
 84 
 
 83 
 
 81 
 
 80 
 
 79 
 
 77 
 
 76 
 
 74 
 
 73 
 
 71 
 
 70 
 
 68 
 
 67 
 
 75 
 
 84 
 
 82 
 
 81 
 
 80 
 
 78 
 
 77 
 
 75 
 
 74 
 
 72 
 
 71 
 
 69 
 
 68 
 
 86 
 
 85 
 
 83 
 
 82 
 
 81 
 
 79 
 
 78 
 
 76 
 
 75 
 
 73 
 
 72 
 
 71 
 
 69 
 
 87 
 
 86 
 
 84 
 
 83 
 
 82 
 
 80 
 
 79 
 
 78 
 
 76 
 
 74 
 
 73 
 
 72 
 
 70 
 
 88 
 
 87 
 
 85 
 
 84 
 
 83 
 
 81 
 
 80 
 
 79 
 
 77 
 
 75 
 
 74 
 
 <3 
 
 71 
 
 89 
 
 88 
 
 . 86 
 
 85 
 
 84 
 
 82 
 
 81 
 
 80 
 
 78 
 
 76 
 
 76 
 
 74 
 
 72 
 
 90 
 
 89 
 
 87 
 
 86 
 
 85 
 
 84 
 
 82 
 
 81 
 
 79 
 
 78 
 
 77 
 
 75 
 
 74 
 
 91 
 
 90 
 
 88 
 
 87 
 
 86 
 
 85 
 
 83 
 
 82 
 
 80 
 
 79 
 
 78 
 
 76 
 
 75 
 
 92 
 
 91 
 
 89 
 
 88 
 
 87 
 
 86 
 
 84 
 
 83 
 
 82 
 
 80 
 
 79 
 
 77 
 
 76 
 
 93 
 
 92 
 
 91 
 
 89 
 
 88 
 
 87 
 
 85 
 
 84 
 
 83 
 
 81 
 
 80 
 
 78 
 
 77 
 
 94 
 
 93 
 
 92 
 
 90 
 
 80 
 
 88 
 
 86 
 
 85 
 
 84 
 
 8-:> 
 
 »i 
 
 80 
 
 78 
 
TABLE 11. — Relative humidity, per cent. 
 
 
 
 Difference between the dry and wet thermometers (/—/') 
 
 
 1°.0 
 
 2O.0 
 
 30.0 
 
 40.0 
 
 5°.0 
 
 6O.O 
 
 70.0 
 
 8°.G 
 
 9°.0 
 
 10°. 
 
 11°.0 
 
 120.0 
 
 25 
 
 87 
 
 74 
 
 62 
 
 50 
 
 38 
 
 26 
 
 14 
 
 3 
 
 
 
 
 
 26 
 
 88 
 
 75 
 
 6:^ 
 
 51 
 
 40 
 
 28 
 
 17 
 
 6 
 
 
 
 
 
 27 
 
 88 
 
 76 
 
 64 
 
 53 
 
 42 
 
 30 
 
 19 
 
 9 
 
 
 
 
 
 28 
 
 88 
 
 77 
 
 65 
 
 54 
 
 43 
 
 33 
 
 22 
 
 11 
 
 1 
 
 
 
 
 29 
 
 89 
 
 77 
 
 66 
 
 56 
 
 45 
 
 35 
 
 24 
 
 14 
 
 4 
 
 
 
 
 30 
 
 89 
 
 78 
 
 67 
 
 57 
 
 47 
 
 36 
 
 26 
 
 17 
 
 7 
 
 
 
 
 31 
 
 89 
 
 79 
 
 68 
 
 58 
 
 48 
 
 38 
 
 29 
 
 19 
 
 10 
 
 
 
 
 32 
 
 90 
 
 79 
 
 69 
 
 59 
 
 50 
 
 40 
 
 31 
 
 21 
 
 12 
 
 3 
 
 
 
 33 
 
 90 
 
 80 
 
 70 
 
 60 
 
 51 
 
 42 
 
 33 
 
 24 
 
 15 
 
 6 
 
 
 
 34 
 
 91 
 
 81 
 
 72 
 
 62 
 
 53 
 
 44 
 
 35 
 
 26 
 
 17 
 
 9 
 
 
 
 35 
 
 91 
 
 82 
 
 73 
 
 65 
 
 54 
 
 45 
 
 37 
 
 28 
 
 19 
 
 12 
 
 3 
 
 
 36 
 
 91 
 
 82 
 
 73 
 
 66 
 
 56 
 
 47 
 
 38 
 
 30 
 
 22 
 
 14 
 
 6 
 
 
 37 
 
 91 
 
 82 
 
 84 
 
 66 
 
 57 
 
 48 
 
 40 
 
 32 
 
 24 
 
 16 
 
 8 
 
 1 
 
 38 
 
 92 
 
 83 
 
 75 
 
 67 
 
 58 
 
 50 
 
 42 
 
 34 
 
 26 
 
 18 
 
 11 
 
 3 
 
 39 
 
 92 
 
 83 
 
 75 
 
 68 
 
 59 
 
 52 
 
 44 
 
 36 
 
 28 _ 
 
 20 
 
 13 
 
 6 
 
 40 
 
 92 
 
 84 
 
 76 
 
 68 
 
 60 
 
 53 
 
 45 
 
 38 
 
 30 
 
 22 
 
 16 
 
 8 
 
 41 
 
 92 
 
 84 
 
 76 
 
 69 
 
 61 
 
 54 
 
 46 
 
 39 
 
 32 
 
 24 
 
 18 
 
 10 
 
 42 
 
 92 
 
 84 
 
 77 
 
 69 
 
 62 
 
 55 
 
 48 
 
 40 
 
 34 
 
 27 
 
 20 
 
 13 
 
 43 
 
 92 
 
 85 
 
 7K 
 
 70 
 
 63 
 
 56 
 
 49 
 
 42 
 
 35 
 
 29 
 
 22 
 
 15 
 
 44 
 
 92 
 
 85 
 
 78 
 
 70 
 
 63 
 
 57 
 
 50 
 
 43 
 
 37 
 
 30 
 
 24 
 
 17 
 
 45 
 
 92 
 
 85 
 
 78 
 
 71 
 
 64 
 
 58 
 
 51 
 
 44 
 
 38 
 
 32 
 
 25 
 
 19 
 
 46 
 
 93 
 
 85 
 
 79 
 
 72 
 
 65 
 
 58 
 
 52 
 
 46 
 
 39 
 
 33 
 
 27 
 
 21 
 
 47 
 
 93 
 
 86 
 
 79 
 
 72 
 
 66 
 
 59 
 
 53 
 
 47 
 
 40 
 
 34 
 
 28 
 
 22 
 
 48 
 
 98 
 
 96 
 
 79 
 
 73 
 
 66 
 
 60 
 
 53 
 
 48 
 
 42 
 
 36 
 
 30 
 
 24 
 
 49 
 
 93 
 
 86 
 
 80 
 
 73 
 
 67 
 
 60 
 
 54 
 
 49 
 
 43 
 
 37 
 
 31 
 
 26 
 
 50 
 
 93 
 
 87 
 
 80 
 
 74 
 
 67 
 
 61 
 
 55 
 
 50 
 
 44 
 
 38 
 
 33 
 
 27 
 
 51 
 
 93 
 
 87 
 
 81 
 
 74 
 
 68 
 
 62 
 
 56 
 
 50 
 
 45 
 
 39 
 
 34 
 
 28 
 
 52 
 
 94 
 
 87 
 
 81 
 
 75 
 
 69 
 
 63 
 
 57 
 
 51 
 
 46 
 
 40 
 
 35 
 
 30 
 
 53 
 
 94 
 
 87 
 
 81 
 
 75 
 
 69 
 
 63 
 
 58 
 
 52 
 
 17 
 
 42 
 
 36 
 
 31 
 
 54 
 
 94 
 
 88 
 
 82 
 
 76 
 
 70 
 
 64 
 
 59 
 
 53 
 
 48 
 
 42 
 
 38 
 
 32 
 
 55 
 
 94 
 
 88 
 
 82 
 
 76 
 
 70 
 
 65 
 
 59 
 
 54 
 
 49 
 
 43 
 
 39 
 
 34 
 
 56 
 
 94 
 
 88 
 
 82 
 
 77 
 
 71 
 
 65 
 
 60 
 
 55 
 
 50 
 
 44 
 
 40 
 
 35 
 
 57 
 
 94 
 
 88 
 
 83 
 
 77 
 
 71 
 
 66 
 
 61 
 
 5ri 
 
 50 
 
 45 
 
 40 
 
 36 
 
 58 
 
 94 
 
 89 
 
 83 
 
 78 
 
 72 
 
 67 
 
 61 
 
 56 
 
 51 
 
 46 
 
 42 
 
 37 
 
 59 
 
 94 
 
 89 
 
 83 
 
 78 
 
 72 
 
 67 
 
 62 
 
 57 
 
 52 
 
 47 
 
 43 
 
 38 
 
 60 
 
 94 
 
 89 
 
 e4 
 
 78 
 
 73 
 
 68 
 
 63 
 
 58 
 
 53 
 
 48 
 
 44 
 
 39 
 
 61 
 
 94 
 
 89 
 
 84 
 
 78 
 
 73 
 
 68 
 
 63 
 
 58 
 
 51 
 
 49 
 
 44 
 
 40 
 
 62 
 
 95 
 
 89 
 
 84 
 
 79 
 
 74 
 
 69 
 
 64 
 
 59 
 
 51 
 
 50 
 
 45 
 
 41 
 
 63 
 
 95 
 
 89 
 
 84 
 
 79 
 
 74 
 
 69 
 
 64 
 
 60 
 
 55 
 
 51 
 
 46 
 
 42 
 
 64 
 
 95 
 
 90 
 
 85 
 
 79 
 
 74 
 
 70 
 
 65 
 
 60 
 
 56 
 
 51 
 
 47 
 
 43 
 
 65 
 
 95 
 
 90 
 
 85 
 
 80 
 
 75 
 
 70 
 
 65 
 
 61 
 
 56 
 
 52 
 
 48 
 
 44 
 
 66 
 
 95 
 
 90 
 
 85 
 
 80 
 
 75 
 
 71 
 
 66 
 
 61 
 
 57 
 
 53 
 
 49 
 
 45 
 
 67 
 
 95 
 
 90 
 
 85 
 
 80 
 
 76 
 
 71 
 
 66 
 
 62 
 
 28 
 
 53 
 
 49 
 
 45 
 
 68 
 
 95 
 
 90 
 
 85 
 
 81 
 
 76 
 
 71 
 
 67 
 
 63 
 
 58 
 
 54 
 
 50 
 
 46 
 
 69 
 
 95 
 
 90 
 
 86 
 
 81 
 
 76 
 
 72 
 
 67 
 
 63 
 
 59 
 
 55 
 
 51 
 
 47 
 
 70 
 
 95 
 
 90 
 
 86 
 
 81 
 
 77 
 
 72 
 
 68 
 
 64 
 
 60 
 
 55 
 
 52 
 
 48 
 
 71 
 
 95 
 
 91 
 
 86 
 
 81 
 
 77 
 
 72 
 
 68 
 
 64 
 
 60 
 
 56 
 
 52 
 
 48 
 
 72 
 
 95 
 
 91 
 
 86 
 
 82 
 
 77 
 
 73 
 
 69 
 
 65 
 
 61 
 
 57 
 
 53 
 
 49 
 
 73 
 
 95 
 
 91 
 
 86 
 
 82 
 
 78 
 
 78 
 
 69 
 
 65 
 
 61 
 
 57 
 
 53 
 
 50 
 
 74 
 
 95 
 
 91 
 
 86 
 
 82 
 
 78 
 
 74 
 
 70 
 
 66 
 
 62 
 
 58 
 
 54 
 
 50 
 
 75 
 
 95 
 
 91 
 
 87 
 
 82 
 
 78 
 
 74 
 
 70 
 
 66 
 
 62 
 
 58 
 
 55 
 
 51 
 
 76 
 
 95 
 
 91 
 
 87 
 
 82 
 
 78 
 
 74 
 
 70 
 
 66 
 
 63 
 
 59 
 
 55 
 
 52 
 
 77 
 
 95 
 
 91 
 
 87 
 
 83 
 
 78 
 
 74 
 
 71 
 
 67 
 
 63 
 
 59 
 
 56 
 
 52 
 
 78 
 
 96 
 
 91 
 
 87 
 
 83 
 
 79 
 
 75 
 
 71 
 
 67 
 
 63 
 
 60 
 
 56 
 
 53 
 
 79 
 
 96 
 
 91 
 
 87 
 
 83 
 
 79 
 
 75 
 
 71 
 
 68 
 
 64 
 
 60 
 
 57 
 
 53 
 
 80 
 
 96 
 
 92 
 
 87 
 
 83 
 
 79 
 
 75 
 
 72 
 
 68 
 
 64 
 
 61 
 
 57 
 
 54 
 
 81 • 
 
 96 
 
 92 
 
 88 
 
 84 
 
 80 
 
 76 
 
 72 
 
 68 
 
 65 
 
 61 
 
 28 
 
 54 
 
 82 
 
 96 
 
 92 
 
 88 
 
 84 
 
 80 
 
 76 
 
 72 
 
 69 
 
 65 
 
 62 
 
 58 
 
 55 , 
 
 83 
 
 96 
 
 92 
 
 88 
 
 84 
 
 80 
 
 76 
 
 73 
 
 69 
 
 66 
 
 62 
 
 59 
 
 55 
 
 84 
 
 96 
 
 92 
 
 88 
 
 84 
 
 80 
 
 77 
 
 73 
 
 69 
 
 66 
 
 63 
 
 59 
 
 56 
 
 85 
 
 96 
 
 92 
 
 88 
 
 84 
 
 80 
 
 77 ■ 
 
 73 
 
 70 
 
 66 
 
 63 
 
 60 
 
 56 
 
 86 
 
 96 
 
 92 
 
 88 
 
 84 
 
 81 
 
 77 
 
 73 
 
 70 
 
 67 
 
 63 
 
 60 
 
 57 
 
 87 
 
 96 
 
 92 
 
 88 
 
 84 
 
 81 
 
 77 
 
 74 
 
 70 
 
 67 
 
 64 
 
 60 
 
 57 
 
 88 
 
 96 
 
 92 
 
 88 
 
 85 
 
 81 
 
 77 
 
 74 
 
 71 
 
 67 
 
 64 
 
 61 
 
 58 
 
 H9 
 
 96 
 
 92 
 
 88 
 
 85 
 
 81 
 
 78 
 
 71 
 
 71 
 
 68 1 
 
 64 
 
 61 
 
 58 
 
TABLE III.— Grains of water-vapor contained in a cubic foot of air. 
 
 
 
 
 1 
 
 , 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 
 9 
 
 —20 
 
 .219 
 
 
 
 
 
 
 
 
 
 
 -10 
 
 .356 
 
 .340 
 
 .324 
 
 .309 
 
 .294 
 
 .281 
 
 .267 
 
 .254 
 
 .242 
 
 .231 
 
 - 
 
 .564 
 
 .540 
 
 .516 
 
 .493 
 
 .471 
 
 .150 
 
 .430 
 
 .411 
 
 .391 
 
 .374 
 
 + 
 
 .564 
 
 .590 
 
 .617 
 
 .645 
 
 .674 
 
 705 
 
 .735 
 
 .767 
 
 .801 
 
 .837 
 
 10 
 
 .873 
 
 .910 
 
 .950 
 
 .991 
 
 1.033 
 
 1.075 
 
 1.122 
 
 1.169 
 
 1.217 
 
 1.268 
 
 20 
 
 1.321 
 
 1.374 
 
 1.430 
 
 1.488 
 
 1.550 
 
 1.611 
 
 1 675 
 
 1.743 
 
 1.812 
 
 1.884 
 
 30 
 
 1.958 
 
 2.034 
 
 2.113 
 
 2.194 
 
 2.279 
 
 2.366 
 
 2.457 
 
 ^667 
 
 2.646 
 
 2.746 
 
 40 
 
 2.849 
 
 2.955 
 
 3.064 
 
 3.177 
 
 3.294 
 
 3.414 
 
 3.539 
 
 3.800 
 
 3.936 
 
 50 
 
 4.076 
 
 4.222 
 
 4.372 
 
 4.526 
 
 4 685 
 
 4.849 
 
 5.018 
 
 5.191 
 
 5.371 
 
 5.555 
 
 60 
 
 5.744 
 
 5.941 
 
 6.142 
 
 6.350 
 
 6.563 
 
 6 782 
 
 7.009 
 
 7.241 
 
 7.480 
 
 7 726 
 
 70 
 
 7.980 
 
 8.240 
 
 8.508 
 
 . 8.782 
 
 9.065 
 
 9.356 
 
 9.655 
 
 9.961 
 
 10.277 
 
 10.601 
 
 80 
 
 10.933 
 
 11.275 
 
 11.626 
 
 11.987 
 
 12.356 
 
 12.736 
 
 13.127 
 
 13.576 
 
 13.937 
 
 14.358 
 
 90 
 
 14.791 
 
 15.234 
 
 15.688 
 
 16.155 
 
 16.634 
 
 17.124 
 
 17.626 
 
 18.142 
 
 18.671 
 
 19.212 
 
 100 
 
 19,766 
 
 20.335 
 
 20.917 
 
 21.514 
 
 22.125 
 
 22.751 
 
 
 
 
 
 The little pamphlet "Voluntary Observers," may be had by writing to the U S. 
 Department of Agriculture, Weather Bureau. Large charts may be made and hung 
 where all pupils may use it. 
 
OUTLINE OF CONSTRUCTIVE WORK FOR 
 THE FIRST SIX GRADES 
 
 The following outline of constructive work is offered 
 as suggest! \'e of illustrative material which may be 
 planned and constructed by the child in connection with 
 other subjects, under the direction of the teacher. In 
 making these he will acquire the power to independently 
 work out the problems which he meets in his every-day 
 life. 
 
 Paper. 
 
 FIRST GRADE. 
 
 Folding. 
 
 Exercises I, II, III, IV, V, VI, 
 VII, VIII, IX, X, XI, XII, XIII, 
 XIV, XV, XVI, CXX, CXXI, 
 CXXII, CXXIII, CXXIV. 
 OXXV, CXX VI, CXXVIi, 
 CXXVIII, CXXIX, C X X X , 
 CXXXI, CXXXII, CXXXIII, 
 CXXXIV, CXXXV, CXXXVI, 
 C X X X V I I . C X X X V I I I , 
 CXXXIX, CXL, CXLI, CXLII. 
 
 Ruler Work. 
 
 Exercises XVIII, XIX, XX, 
 XXI, XXII, XXIII, XXIV, 
 CXLIX, XXV, CXLIII, CXLIV, 
 CXLV, CXL VI, CXL VI I, 
 CXLVIII, CL, CLI, CLII, XXVI, 
 CLIII, CLIV, Fig. CLV, Fig. 
 CLVI. Exercises XXVII, XXVIII, 
 XXIX, CLV, XXX, XXXI, 
 CLIII, CLIV, CLV, CLVI, CLVII, 
 CLVIII, CXVII. Rectangular 
 pieces of wall paper (see Exercise 
 CLXXXVII). 
 
 Free Hand Cutting. 
 Exercises CCII to CCXXI. 
 
 Basketry. 
 
 Exercises I, V (see Ex. I). VI 
 (see V). VII (see V). X, XI, 
 LI, LIII. 
 
 Clay Modelling. 
 
 SECOND GRADE. 
 
 Paper. 
 
 Ruler Work. 
 
 Exercises XXXII, XXXIII, 
 CLVI, XXXI V,XXXV, XXXVIII, 
 XLII, XLIII, XLVI, XLVII, 
 XXXVI, XXXVII, XXXIX, XL, 
 XLI, XLIV, XLV, XL VII I, 
 XLIX, L, LII, LIII, LIV, LV, 
 CXLVII, CXLVIII, CXLIX 
 C L X X X, L X V II, LXVIII, 
 LXXXIII, L X X X V, CXVII. 
 Covers tied along back (see Ex. 
 CLXXXVII). 
 
 Free Hand Cutting. 
 Exercises CCII to CCXXI. 
 
 review Ex. I, 
 XIX, XXIII, 
 
 Basketry. 
 
 Exercises VIII ; 
 IX, XII, XVII, 
 XLIX, L. 
 
 Clay Modeling. 
 
 THIRD GRADE. 
 
 Paper work. 
 
 Exercises LI, LXXXVI. LVI to 
 LX, CLXV, CLXVI, CLXI, 
 CLXII, CLXIII, CLXVII to 
 CLXXIV, LXI to LXVI, LXIX 
 to LXXIX, LXXXI, CLXXVII, 
 LXXXIV, LXXXVII, XCII, 
 XCV, XCVIII, CIV, CV, CVI, 
 
CVIII, CXI, CXII, CXIII, cxv, 
 CXVI, ex VII, (covers joined 
 with cambric strips, see Ex. 
 CLXXXVII). CLXXXV, CXC, 
 CC. 
 
 Basketry. 
 
 Exercise II, (four strand) V, 
 (see Ex. II), YI (see Ex. V), VII, 
 (see Ex. V), XIII, XIV, XVI, 
 XX, XXI, XXXII, LII. 
 
 Clay Modeling. 
 
 FOURTH GRADE. 
 
 Paper work. 
 
 Exercises CLX, C L X X V, 
 CLXXVI, CLXXIX, L X X X, 
 LXXXVIII, LXXXIX, XC, XCI, 
 XCIII, XCIV, XCVI, XCVII, 
 XCIX, C, CIX, ex, eXIV (to be 
 made for first grade pupils), 
 ex VI I ( leatlierette corners, see 
 
 Ex. eLxxxvii). eLxxxii, 
 e L X X X I V , e L X X X V I , 
 eLxxxvii, exeiii, exeviii. 
 
 Basketry. 
 
 Exercises III (five strand), V 
 (see III), VI (see V), VII (see 
 V), XV, XXII, XXVI I, XXXI V, 
 XXXVIII. XLI, XLII, XLIV. 
 
 Clay Modeling. 
 
 FIFTH GRADE. 
 Paper work. 
 
 Exercises ei, eii eiii, evii, 
 
 CXVII (entirely of leatherette, 
 
 see CLXXXVII), CXVIII, CXIX, 
 
 cLxxxi, cxcii, exciv. 
 
 Basketry. 
 
 Exerc'ses IV, V (see IV), VI 
 (see V), VII (see V), XVIII, 
 XXIV, XXV, XXVI, XXVIII, 
 XXXIII, XXXVII, XXXIX, XL, 
 XLIII, XLVI. 
 
 Venetian Iron. 
 Designs I to VII. 
 
 Clay Modeling. 
 
 Woodwork. 
 
 SIXTH GRADE. 
 Paper work. 
 
 Exercises XVII (stiff boards, 
 batting padding, wall paper cover- 
 ing), CLXXXIII (see Ex. 
 CLXXXVII), CLXXXIX, CXCI, 
 
 excv, cxevi, e x c v 1 1 , 
 excix, cei. 
 
 Basketry. 
 
 Exercises VII (large hat, see 
 Ex. IV), XXIX, XXX, XXXI, 
 XXXV, XXXVI, XLV, XLVI I, 
 XL VII I, Chair Caning, Textile 
 
 Work in Linen. 
 
 Venetian Iron. 
 
 Designs VIII to XIII. 
 
 Pottery. 
 
 Casting process, Throwing Pro- 
 cess. 
 
 Woodwork. 
 
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