'I Book , I <=t— 5 Agriculture Domestic Science Manual Training ISSUED BY THE STATE DEPARTMENT OF PUBLIC INSTRUCTION DBS MOINES. IOWA 1915 Preliminary Suggestions FOR Agriculture, Domestic Science AND Manual Training FOR Elementary Grades and High Schools ^-, V . _ Issued by the STATE DEPARTMENT OF PUBLIC INSTRUCTION Des Moines, Iowa, March, 1915 \.vf. D. of i>. MAY 6 1919 FOREWORD. The following statements with reference to agriculture, domestic science and manual training are only preliminary suggestions. Special bulletins in each of the three subjects are being prepared by experts. These bulletins will contain complete information with respect to rooms, equipment, teachers and programs. Detailed lessons and directions will be given for a sufficient number of projects, experiments and class exercises for full courses. The outline on agriculture will include definite references from the library books and circulars on that subject given in the bul- letin, High School Reference Books. The bulletin on manual training will include a discussion of tools and tool processes, nails, screws, other hardware, woods and timber, glue and gluing, finishing, etc. Consolidated schools and Normal Training High schools receiv- ing state aid will observe special requirements for such schools. Albert M. Deyoe, State Superintendent of Public Instruction. March, 1915. — 4— STATUTE AND ATTITUDE. Chapter 248, Thirty-fifth General Assembly, states that: "The teaching of elementary agriculture, domestic science, and manual training, shall, after the first day of July, nineteen hun- dred and fifteen (1915), be required in the public schools of the state; and the state superintendent of public instruction shall prescribe the extent of such instruction in the public schools." The action of the Thirty-fifth General Assembly has a wide significance. School officers and teachers now have the opportunity to bring in much practical Avork. The right spirit and attitude toward these subjects as they are adapted to our educational scheme will do much in placing Iowa well to the front in the Great Forward Movement in Education. It is assumed that both boys and girls will take agriculture. It is recommended that boys only will take manual training, and girls only take domestic science. However, work may be pursued in all three subjects if the pupil so desires. THREE PLANS OF WORK. I. Plan for Work in the Grade Schools. The grade school plan outlines in detail thirty-six lessons in each subject. Each lesson , is expected to be from sixty to seventy-five minutes in length. These lessons may be given in grade VII or grade VIII at the op- tion of the school. The thirty-six lessons will be the minimum re- quirements for grade school work. The character of the work will not require expert ability in the teacher. II. Minimum Plan for High Schools. This provides one se- mester of eighteen weeks with daily work for the high school. Agriculture and home economics will each ordinarily require three regular recitation periods of 45 minutes each, and two double, or laboratory, periods each week. Manual training will require dou- ble periods of 90 minutes each daily. This is the minimum amount of high school work accepted. III. Recommended Plan for High Schools. One year of high school work is being outlined for those schools that desire courses of this length and that have the requisite teaching force and equip- ment to handle it. Larger schools will find the year courses much more satisfactory. Such schools may profitably install plan I in the grades and plan III in the high school, making the high school work elective. Schools may, towever, satisfy the law by adopting plan I for the grades or either of the plans for high school work. Preparation of Teachers and, Examinations. The preparation of the teacher who is to give instruction in agriculture, domestic science or manual training in Grades VII and VIII should not be less than six weeks of special training in these subjects — more is highly desirable. Teachers who are to give high school instruction in these sub- jects should have as much preparation along these special lines as is required for preparation to teach the other high school sub- jects. Outlines of the work to be covered in examinations for certifi- cates in these special subjects may be secured from the county superintendent. Unless the work in the high school may be satisfactorily pro- vided for with respect to the teacher, equipment, room., and time on the daily program, Plant No. 1 is recommended. AamCULTURE. Nature of the Work. Success with the work in agriculture will be measured by the spirit in which the work is entered into by the community and the school and the degree to which the work is really made practical. Real work and the actual objects should be the subjects for class activity, study and observation. Agri- culture is not a book study in the sense that many school studies are. Mere text-book study will not secure satisfactory results nor will it satisfy the requirements for the teaching of agriculture. Topics, experiments and projects should be assigned. Wherever possible these are first to be studied and observed under actual field conditions. Farmers' bulletins from state and national sources, year books of agriculture, and other excellent reference books should be used in checking results and also for further in- vestigation and study. Each pupil should keep a complete and accurate note book record of his experiments, observations and references. The Field Plot. To give the class opportunity to see actual con- ditions, observation trips to fields and farm yards should be ar- ranged whenever practicable. Where conditions will permit, a school plot for experimental purposes is highly desirable. The size of the plot is not important. That there be a plot, however Small, and that it be rightly used, is essential to the best results. A large garden will serve. An entire city lot may be used. A large high school class can utilize two or three acres in the year course. On the other hand some surprising results have been ob- tained from a strip only three feet wide along one side of the school yard. It should be remembered that the school experiment plot is of doubtful value unless the teacher may be responsible for the work for more than the nine months of the school year. Many experi- ments of the greatest interest and highest value to the class will continue through the growing season. Work of this character may well be encouraged. School boards will be justified in providing for vacation direction and care of field plot experiments and problems. The class teacher may arrange with individual pupils who desire to carry on home projects on their farms or in their gardens. When proper reports are made covering these vacation and home projects full school credit should be allowed. The Equipment Required — Apparatus — Boohs. Many valuable experiments should be conducted in the class rooms using material collected from various sources. Much of the material can be se- cured without cost, or made by pupils or teachers. For the work designed for Grades VII and VIII a special bulletin will be is- sued containing a complete list of the apparatus needed in grade school work. Definite page references will be found in the bulle- tin to twenty-five books on agriculture well suited to the needs and ability of pupils in these grades. These books should be pro- vided. EQUIPMENT FOR AGRICULTURE IN THE GRADES. In addition to the material that can be furnished from the homes the following apparatus will be required for work in the grades : 1 Harvard trip scale $ 6.65 1 Set iron weiglits, i/. oz, to 2 lbs 1.40 1 Spring balance, 25 lbs. in %-lb. divisions 16 1 Babcock milk tester, 8 bottles complete 10.00 Extra equipment for same — 4 milk bottles, 2 cream bottles (50%), 2 skim milk bot- tles (1-100), 4 acid measures, 4 pipettes (combined), 4 brushes 4.00 5 Tripod magnifiers (preferable each student should own one) 2.25 — 7— 24 Small vials, 3 inches long for teacher's collection (students should buy their own), with corks 46 1 Insect mounting case, 4x5 15 5 Rulers, maple, English and metric 20 1 Yard stick : 2 10 Student lamp chimneys (or have pupil bring one from home) .60 1 Sheet ol cardboard 16x20 ............... , 10 1 oz. Iodine 15 1 qt. Denatured alcohol 45 1 Alcohol lamp, 8 oz 40 1 qt. Formalin, 40% 60 1 oz. Chloroform 10 1 lb. Hydrochloric acid 25 1 lb. Nitric acid C. P 35 2 Vials litmus paper, red and blue 16 1 Glass graduate, graduated in drahms, 4 oz 50 Samples of fertilizers may be secured free from the leading meat packing houses of the country. High school classes will do vastly more work. They will nat- urally require more apparatus. Many of their experiments will call for careful work. For satisfactory instruction in agriculture as in any other science, good equipment is necessary. Schools having a well equipped physics laboratory may secure the necessary additional equipment for $50.00 to $75.00. Some new apparatus may need to be provided each year for a time. As in the grade school plan of work, much of the equipment may, and should be made by the pupils. Some equipment can be se- cured locally. MINIMUM LIST OF APPARATUS FOR HIGH SCHOOL AGRICULTURE. The following apparatus will serve a class of 10 pupils. It will need to be ordered in advance. A liberal discount should be se- cured from the list prices quoted : 1 Laboratory table for class room, 6'x3' or larger 1 Case to store apparatus (may be huilt specially or secured locally). 1 Harvard trip scale 6.65 1 Set brass weights, in block, 1 gm. to 500 gms 1.77 1 Set iron weights, i^ oz. to 2 lbs 1.40 1 Set fractional weights, German silver, 1 mgm. to 500 mgm. .22 1 Spring balance, 25 lbs., i/^-lb. divisions 16 1_ Set soil sieves (5), wood frame, 20-40-60-80-100 2.40 2 Thermometers, chemical, — 10° to 110°, C and F. engraved stem 2.80 1 Babcock milk tester, 8 bottles complete 10.00 Extra equipment for same — 4 milk bottles, 2 cream bottles (50%), 2 skim milk bot- tles (1-100), 4 acid measures, 4 pipettes (combined), 4 brushes . 4.00 1 Lactometer (Quevenne's combined with thermometer) .... 1.60 1 Hydrometer jar, 15"x2'' 50 1 Soil augur, 4 0"xl V2" 3.00 5 Universal soil tubes, 12", brass, interchangeable bottom... 8.75 1 Pruning saw, flat steel back, 18 14" 1.25 2 Hand pruners, 45c each 90 10 Grafting knives, non-folding, 6%" 3.00 5 Alcohol lamps, 8 oz 2.00 5 Tripod magnifiers 2.25 2 Glass tubes, 2" diameter, 36" or more long 2.20 1/2 Lb. Soft glass tubing, %" 22 % Lb. glass rods, %" 22 6 Ft. rubber tubing 14" 60 12 Rubber stoppers, 2-hole, 2 No. 8, 3 No. 7, 3 No. 6, 2 No. 4, 2 No. 2 1.10 12 Wide mouth bottles, 8 oz 60 12 Wide mouth bottles, 2. 4 and 6 oz. assorted 45 48 Vials, straight walls, 3" long, with corks and labels 92 1 Gross assorted corks 50 2 Graduates, 100 cc each 1.12 72 Test tubes, 6x% 1.25 5 Test tube brushes 1 20 1 Test tube rack, 16 tubes, 8 drying pins 50 10 Evaporating dishes, 3" diameter 1.30 1 Package filter paper, 15 cm. diameter 20 2 Vials litmus paper, 100 strips in each, blue 16 2 Vials litmus paper, 100 strips in each, red 16 1 Set of liquid measures, y, pint to 1 gallon, tin 1.00 1 Set of dry measures, 1 quart to i/^ hushel, wood 1.50 2 Ringstands, rectangular base, 18" rod, 3 rings each 1.20 10 Student lamp chimneys 60 1 Tape measure, 50 ft 1.20 5 Tape measures, 5 ft., plain linen without case 2 5 12 Flower pots, 4", with saucers, 6". 60 1 Insect mount, 4x5 15 20 Earthen saucers 55 10 Garden trowels 1.70 1 Qt. Formalin Preservative, 40% 60 1 Lb. grafting wax 35 1 Lb. hydrochloric acid 25 1 Lb. nitric acid 35 — 9— Fertilizers, insecticides, fungicides and other chemicals should be provided to fit the needs of the work as planned by the instructor. Soil samples — Department of Soils, Ames. Samples of seeds of Iowa grasses. Type samples of grains of Iowa. Heads or sheaf of each grain. Collection of economic seeds, free from the U. S. Department of Agriculture, by sending $1..50 to pay for packing and case. The University of Nebraska has a free catalog of agricultural samples of type seeds, grasses, etc., all nicely mounted and for sale. 1 Compound microscope, 2 eyepieces, 2 objectives, double nose- pieces (Spencer 6 6D, Bausch and Lomb BH4, or equiva- lent) 33.00 12 Microscope slides, blank, 75mmx25mm 10 1/2 Oz. cover glasses. No. 2 round, 18mm diameter 44 "Where schools can possibly afford it, it is strongly recom- mended that a Torsion Balance, at $15.00, for testing cream and determining the amount of moisture in but- ter be added to the above.) Similarly the Bulletin outlining work for High School classes will assign definite references to twenty-five or more of the best known reference books suited to the needs of such pupils. These books should be provided as part of the regular equipment. Room. The important part of the work in agriculture is to be carried on out of doors, in the fields or on the experimental plot. The recitation and indoor laboratory work may be conducted in the ordinary class room if a specially fitted room is not available. Space can be found to store materials and to care for experiments that may be several days in duration. The Work. In the grade school twenty-four of the lessons will consist of field or laboratory exercises. The other twelve lessons will be based thereon, summarizing and developing the observation lessons. The grade school work includes elementary studies treat- ing of farm crops, soils and a few simple animal studies. In the high school the actual field and laboratory work will be the basis of the course. Recitation work will involve the use of adequate reference books. There will be the customary division of time between laboratory and recitation — two double periods of laboratory for three in recitation. The high school work embraces farm crops, soils, animal husbandry, farm management and rural economics, dairying, and horticulture. Outlines covering experi- —10— ments and recitations in detail and giving exact references upon all topics considered are provided in separate bulletins both for grade and high school work. flOME ECONOMICS EQUIPMENT. Boom. The room or rooms devoted to the home economics department may be located on any floor in the building. If the basement rooms are well lighted, of sufficient height and properly ventilated, they make suitable quarters for the work in home economics. The number of rooms set apart for home economics must, of course, be determined by the number that are available or can be made available. While many schools will find it difficult to provide more than one room, yet a small adjacent room for storage purposes should be provided if at all possible. Next in order will come the sewing room and a small dining room. For reasons that are apparent the sewing room should be well lighted. The window glass space in the sewing room should not be less than one-fifth of the floor space. One-fourth of the floor space would be even better. Where but one room is available it should be about the size of an ordinary grade room, that is, from 20 to 24 by 30 to 36 feet. A dining room 13x16 feet is of sufficient size to allow for a sideboard and a dining table to seat six or eight guests with ample room for the waitress. EQUIPMENT. Laboratory. This room should be provided with suitable cupboards, a sink, and work benches sufficient to give each individual pupil in the largest class a working space as follows : Width 26 to 30 inches. Depth 20 to 24 inches. The height of the benches should not be less than 30 inches nor more than 32 to 34. The work benches should be built absolutely mouse proof and provide each pupil with a drawer and cupboard space for the individual equipment. Benches built with shelves instead of drawers are very unsatisfactory. Each pupil should be provided with a bread board and a meat board of suitable size. A stool or seat of some kind should also be provided. It is very convenient, especially where the laboratory room is somewhat small, to have the benches built with a recess in which the stool or seat can be made to disappear. The windows and the door in the laboratory room should be screened. This is especially important. Suitable blackboards should also be provided. Many supply houses are furnishing benches for the home eco- nomics laboratory that are highly satisfactory. These benches are neat and attractive in appearance and cost but little, if any, more than home made benches. Ordinarily they are much superior in workmanship, convenience and durability, than benches that can be made at home. Whether the benches are made locally or are purchased ready made from supply houses, great care should be taken to get good tops. Where the benches are made locally and wood, tops are used, this is particularly important. Fuel. The fuel that is to be used in the home economics laboratory will be governed by circumstances. Where city gas is available it makes the most satisfactory, convenient and economical fuel for laboratory use, but where city gas is not available many small towns are fortunate in having a good dependable day current of electricity. Where a day current of electricity is available at a reasonable rate it is very satisfactory. It is clean, has no odors, and has many other decided advantages. The objection that few homes represented by the members of the class use electricity for cooking purposes, need not be given much consideration. It is probable that no more difficulties are involved for a girl to go from an electric stove to a gas, wood or coal range, than for her to go from one make of coal range to another. But where city gas or day current electricity is not available it will be necessary for the board to provide some other fuel. On ac- count of the danger involved, the Department of Public Instruction is of the opinion that under no circumstances should the gasoline stove be used. Denatured alcohol stoves or kerosene burners (Blue Flame) are sometimes used, denatured alcohol ordinarily retails at 50 cents a gallon. It is smokeless, odorless, and the difference in expense, if any, per heat unit, is slight. Where the kerosene stoves do not leak and where exceptional care is taken to keep the wick clean and properly trimmed, and to avoid spilling kerosene when filling the stoves, there is not much difficulty from smoke, soot and odors. —12— The high kerosene stove that cannot be placed on the back of the pupil's table between herself and the teacher has disadvantages- that are serious. The amount of fuel used in the home economics laboratory is so small that even though the most expensive fuel is used the cost is not a burdensome expense; so safety, convenience and freedom from smoke, soot and objectionable odors should have chief con- sideration in deciding the fuel to be used. Where city gas or day current electricity is not available many boards install private gas plants. Of the systems that we have had opportunity to ex- amine the F. P. Gas Plant and the Blaugas system are entirely satisfactory and the cost of installation and upkeep is very rea- sonable. Many schools are now using one or the other of these systems. Without doubt the best arrangement for the work benches in the home economics laboratory or kitchen is the rectangular or hollow square formation with at least two openings. This arrangement with the pupils and their individual equipment on the outside and the teacher with a small supply table on the inside not only brings the hot plates between the teacher and the pupils but it also enables the teacher to observe the entire class easily and to pass readily from one pupil's work to another. INDIVIDUAL EQUIPMENT. Multiply hy Numher in Class. 1 gas or other burner. 1 14x18 kneading board. 1 meat board. 1 Ty2 inch rolling pin. 1 7 inch mixing bowl, white lined. 1 3x5 individual bread pan. 1 custard cup, white lined. 1 % qt. granite mixing bowl. 1 6 inch granite plate. 1 paring knife. 1 double boiler (1 pint). 1 biscuit cutter, 1 tablespoon — standard. 1 teaspoon — standard. 1 kitchen knife. —13— 1 kitchen fork. 1 egg whisk. 1 Dover beater or 1 for 2 pupils. 1 wire sieve. 1 small spatula. 1 individual steel skillet. 1 saucepan with handle and cover. 1 standard measuring cup. 1 wooden spoon. 1 soap dish. 1 vegetable brush. 1 salt shaker. 1 pepper shaker. GENERAL OR CLASS EQUIPMENT 1 refrigerator, if ice is available. 1 granite tea kettle. 3 muffin pans (9 hole). 3 8x10 inch drip pans. 1 No. 2 Universal food chopper. 1 kettle strainer. 1 granite kettle (2 to 3 qt. ) . 1 No. 8 steel skillet. 2 granite saucepans with covers. 2 granite mixing bowls (2 qt.). 1 combination can opener and cork screw. 2 covered garbage cans. 2 granite water buckets. 5 square cake tins. 1 deep round cake tin. 2 oblong cake or biscuit tins. 1 6 inch butcher knife. 12 cups and saucers. 12 plates. 1 granite coffee pot. 1 granite tea pot. 1 nutmeg grater. 1 bread knife. 1 funnel. 2 toasters (4 slice). 1 sink strainer. 2 1 quart double boilers. 2 flour sieves. 5 dish pans. 5 rinsing pans. 1 12 inch serving tray. 1 lemon squeezer. 1 coarse grater. 2 2 quart pitchers. 2 10 inch platters. 2 7 inch bakers. 3 supply cans. 1 scale (dial 24 lb.). 1 wire basket — 8 inch. SUGGESTED ADDITIONAL EQUIPMENT. 1 fireless cooker. 1 good range. 1 plain oak dining table. 6 dining chairs to match table. 1 buffet or china cupboard. 1 small serving table. 1 dozen teaspoons. % dozen dessert spoons. % dozen forks. y-2 dozen knives. 4 tablespoons. 1 carving knife and fork. 6 glasses. 2 table cloths. 1 dozen napkins. Set of plain white German china or a Syracuse china in simple design. SEWING ROOM EQUIPMENT. Sewing tables and one or more sewing machines. MANUAL TRAINING. Suggestions for a Manual Training Course in Woodwork in Sev- enth and Eighth Grades and High School in a Rural or Small Urban Community. - ^15— The suggestions witii respect to the plan of the work, the time devoted to this subject, its location in the grades, and the training of the teacher are given above. Objects. 1. Appeal to instinct to do. 2. Apply doing side in motivating other school work. 3. To give manual skill. 4. To acquaint the pupils, if only to a limited degree, with some of the vocations. 5. To promote respect for labor. 6. To help the pupil to find himself. 7. To equip with a fuller training than can be given by books alone by bringing pupil in contact with real life and real things. Equipment. Tools, including only those which are absolutely necessary for the simplest form of work: Cross-cut Saw. Kip Saw. Jack Plane. Block plane. Marking Gage. Try Square. Two-foot Rule. Hammer. Screw-Driver. Chisel. Bit and Brace. Jackknife. The cost of these tools is about $8.50. All tools should be of standard make and quality. Good tools are essential. A special woodworking bench should be provided for each pupil in the class. Good benches cost from $7.50 to $12,00. A few general tools, materials for the articles made, and accessories will also be needed. Room. The size of the room will depend on the number to be accom- modated. About forty square feet of floor space should be pro- vided for each pupil. The room should be dry, well heated, —16— ventilated and lighted, neatly finished, orderly and attractive. There should be provided racks for lumber, cases for stains, varnish, glue, nails, the unfinished work of the pupils, etc. A wall rack for general tools, hooks for work aprons, coats and hats, and a blackboard, should be installed. Everything should be kept in shipshape manner. OUTLINE OF A ONE-YEAR COURSE IN WOODWORKING FOR THE GRADES. Group I. Construction involving cutting to length and assembling. Ar- ticles to be of such a character that extreme accuracy is not de- manded. Material of proper width to be furnished. Operations Emphasized. Topics for Study. 1. Use of rule in measuring. 1. Rules — kinds, graduation, uses, 2. Use of try square in testing. etc. 3. Use of back saw for cutting to 2. Squares — kinds, construction, length. uses, etc. 4. Use of hammer and nails. 3. Saws — construction, shape, sizes, kinds, uses, etc. 4. Hammers — kinds, sizes. 5. Nails — kinds, sizes, uses. Suggested Articles. Loom, fly trap, plant support, plant label, dibber, work bench. GROUP II. Construction in which it is necessary to make edges and ends of pieces true, but not necessary to true the broad surfaces. Use mill planed stock. Operations Emphasized. Topics for Study, 1. Use of ripping and cross-cut- 1. Jack plane and block plane — ting saws in getting out construction, parts and their stock. uses, adjustments, uses. 2. Use of jack plane in truing 2. Gages — kinds, construction, edges. uses. 3. Use of gage in marking width. 3. Cross-cutting and ripping saws 4. Use of block plane in ends. — differences between, shape of teeth, action of teeth, set, etc. Suggested Articles. Nail box, bird house, flower box, seed flats, feed hopper, depth- planting box. -17— Group III. Construction involving the boring of holes. Operations Emphasized. Locating center of holes. Use of brace and bit for boring holes. Topics for Study. 1. Bit braces — construction, ad- justment, sizes, uses. 2. Auger bits — ^kinds, parts and their function, uses. Other boring tools. 3. Planes — Further study of planes, kinds, construction, uses, etc. 4. Structure of wood-bark, cam- bium, sap wood, heart wood, ^ annual rings, medullary rays, etc. Suggested Articles. Counting board, game board, spool holder, camp stool, corn tray, seed case, etc. Group IV. Construction in which it is necessary to make a piece true and square to given dimensions. Operations Emphasized. 1. Use of plane in making broad surface true. 2. Use of plane in making edge true. 3. Use of gage in marking the width. 4. Use of plane in making edge true to gage line. 5. Use of gage in marking thick- ness. 6. Use of plane in making broad surface true to gage line. 7. Use of block plane in making end true. 8. Use of square and knife in marking length. 9. Use of back saw in cutting to knife line. 10. Use of block plane in making end true. 11. Use of sandpaper in smooth- ing. Topics for Study. 1. Block plane — Special emphasis upon construction and ac- tion. 2. Sandpaper — ^materials. kinds, sizes, uses. ?.. Properties of wood resulting from structure, grain, tough- ness, elasticity, swelling, shrinking, warping. —18- 12. Emphasize order of operations with reasons. » Suggested Articles. Cutting board, book rack, wall shelf, bench hook, checker board,, sewing frame for books, barn medicine case. Group V. Construction requiring the cutting of grooves running across the grain. v Operations Emphasized. 1. Use of rule, knife, square and gage in laying out groove. 2. Use of back saw in cutting sides of groove. 3. Use of chisel in removing waste material. Topics for Study. 1. Chisels — kinds, sizes, uses. 2. Lumher — cutting, logging,. milling methods of sawing, plain sawing, quarter saw- ing, differences between product of the two ways of sawing as to nature and' value. Sandpaper block, stool. Suggested Articles. book trough, book case, saw-horse, milking Group VI. Construction involving pieces with curved outlines. Operations Emphasized. Laying out curves by dividers, locating points or use of pat- terns. Use of chisel for cutting convex and concave curves. Testing for square edge. Use of sandpaper in smoothing edges. Topics for Study. 1. Dividers — kinds, sizes, uses. 2. Other methods of cutting curved outlines. 3. Seasoning lumber — reasons for, methods, time required. Suggested Articles. Sleeve board, letter rack, book rack, bracket shelf, round top stand, home emergency ease. Group VII. More complex construction involving the operations already- learned. The character of the problem given under this group —19— will depend upon the time remaining after having completed the work outlined in the preceding groups. Operations Emphasized. Topics for Study. To be selected from those in 1. Wood — Study some of the com- the other groups. mon woods, characteristics. i m p o rtance, distribution, uses. 2. Sharpening plane bits and chisels, difference between dull and sharp tool, shape of edge, angle of edge, grind- ing, whetting, etc. Suggested Articles. Bench vise, girl's work box, wind mill, water wheel, book shelves. talx>ret, sled, chicken brooder. Mechanical Draiving. Throughout the course an effort should be made to teach the principles of working drawings through explanations, reading of blue prints, and perhaps some free hand working drawings made on cross-section paper. OUTLINE OF A ONE-YEAR COURSE IN WOODWORK FOR HIGH SCHOOLS. This work will continue the use of tools, taking up the miter box, the construction of joints, gluing, finishing and hardware. AVhere pupils have not had woodwork in the grades, groups I to VI, inclusive, should be given for the first half year's work and groups VII to XI, inclusive, for the second half year. Where pupils have had work corresponding to the course outlined for the grades, groups V to IX. should be given for the first half year in the high school and the remaining groups for the second half year. Group 1. Construction involving use of the saws, planing to width and assembling with nails or screws. Group II. Construction in which it is necessary to make a piece square and true to given dimensions. —20— Group III. Construction involving the cutting of a groove across the grain. Group IV. Construction involving the boring of holes. Group V. Construction in which pieces are joined by means of a halved joint. Group VI. Construction in which it is necessary to fasten pieces edge to edge with glue and dowels. Group VII. Construction involving the laying out and cutting of angles. Group VIII. Construction involving laying out and cutting curves and model- ing surfaces. Group IX. Construction involving some form of groove joint. Group X. Simple construction involving mortise and tenon joint. Group XI. Optional construction involving operations already learned. Group XII. Construction of a framed structure — simple furniture or simple building construction. w p. iiiii:'; ■tit;! Syracuse, N. Y. PAT. IAN. 21. 1908 LIBRARY OF CONGRESS ^1 022 152 238 2