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 '*£earn bp Dolna/' 
 
 A ScHEMli OF 
 
 SIMPLE WOODWORK 
 
 Dksu;nkd on Fkoebelian Principles. 
 
 Fov Teachers in Special, Pyiiiuwy, and Secondary Schools, and for Stndenls 
 * in Training for the Certificates of the National Froehel Union. 
 
 By 
 
 3oscpD Rcnrp Judd, 
 
 Supcrintcndenl vf llaiidicruft Classes to the City of Manchester luliieatloii Conniiittee : Member of the 
 
 Institution of Mcehanieal Engineers; Associate of the Institution of Civil Engineers: and 
 
 Examiner in Manual Training, etc., to the City and Guilds uf London Institute, 
 
 and to the Examination Board of the National Union of Teachers. 
 
 ALL RIGHTS RESERVED. 
 
 MANCHESTER : 
 Messrs. CLARKSON cS: GRIFFITHS LTD., 65, Bridge Street. 
 
 1906.
 
 CONTENTS. 
 
 Page 
 5 
 
 ;VNCED Scholars 
 
 Pukka CI'; . . 
 Ini KourcrruN 
 
 Pl,AN UK A (IkNKKAI, IInNDCHAKT RuO.M .. 
 
 ElKVATIONS and SlX'TIONS OK A Um\1;11SA1, HaNDCUAKT 1')1;NC1[ 
 
 List ok Standard and Altkrnativk Modij.s .. 
 
 SCHKMK OK LksSONS AND ^loDlXS KOR IST Yl';\U ScitOLMlS .. 
 
 ScHi'.Mi-; OK Lkssons and Modkls KOR '2nd Ykau Scholars 
 
 SciiKMi; OK Lkssons and ^Iodels for 3rd Year, 4th Year, and Adv. 
 
 Sui'1'li:mkntal and Sequence or Continuation Lessons 
 
 Photo Block of Tool Equii'ment 
 
 Cost of Equipment . . 
 
 Description of, and Notes of Lessons on : 
 The Equipment, Apparatus, and Tools 
 
 Notes of Lessons 
 
 Tool Pt)srnoN Drills 
 
 Notes on the Woods and othior ^IatI';riai, Used 
 
 Photo Block of 1st "^'ear Models 
 
 Diagram to Illustrate Strip Pai'er Designs 
 
 Line Diagrams ok Models, 1st Y'ear Course 
 
 Photo Block of 2nd Y'ear Models 
 
 Line Diagrams of Models, 2nd Y'ear Course: 
 
 113, 115, 118, 121, 125, 127, 131, 134, 137, 140, 143, 146 
 
 I'lioTo Blocks of 3rd or Advanced Course ok Work, Drawing and Construction 
 
 OF Simple Toys . . . . 149, 153, 158, IGU, 16t3, 170, 174, 179, 184, 188, l'J4, l'J9, 200 
 
 Line Diagrams of 3rd and Advanced Models : 
 
 151, 154, 150, 1(J3, KiS, 172, 177, 182, 186, 193, 197, 202, 204, 206, 208, and 1 Insert 
 
 Glossary of Technical Terms . . . . . . . . . . • . ■ . . . . . 213 
 
 Index *217 
 
 7 
 13 
 
 14 
 15 
 16 
 17 
 18 
 19 
 22 
 24 
 
 25 
 
 26, 28, 30, 33, 38, 41, 42, 46, 51, 55 
 
 .. 31, 34, 39, 44, 48 
 
 64 
 
 72 
 
 73 
 
 73, 77, 80, 84, 89, 91, 94, 98, 102, 104, 109 
 Ill 
 
 2066100
 
 PREFACE. 
 
 Ill response lo oft-repeated requests from many earnest students of child 
 life, who are ever alert to the advantai^res to lie derived from the systematizing' of 
 natural aptitude, T place this text-hook of simple woodwork, ])ased on Froehelian 
 ideals, hefore my fellow teachers and the puhlic j^fenerally. 
 
 Years of earnest thou<;iit have heeu devoted to the evolution of an 
 occupation, untrammelled hy convention, yet at once simple, natural, fascinating, 
 and educationally effective, capable of being made the hub of co-ordination, 
 and of being expoimded by every thoughtful teacher, without undue studv 
 and preparation. 
 
 The scheme is designed to cultivate the active and creative instincts; to 
 give practice in failure and success; to test the ability to concentrate the mind 
 whilst doing a definite thing; to })rovide means of comnnmication between the 
 teacher and the child, whereby the latter can render observant information, from 
 which the teacher can impart more exact knowledge; to open up an avenue of 
 research for the student of child life, and to give to the teachei- full scope for 
 individualism in the attainment of educational ideals. 
 
 The " Suggestions for the consideration of Teachers " recently issued by the 
 Board of lilducation — although distinctly stated to be of a tentative character — is a 
 clear sign of impending changes. It is an official blast which scnmds the clarion 
 notes of a new era. The "bridging over" of the fatal gap which now exists, 
 will be an accomplished fact in the neai' future. An "occupation craft-room" 
 will be required in each school building, wherein each child on roll will receive — 
 under the guidance of a specialist teacher — I'eal co-ordinated instruction which
 
 6 
 
 will infuse new life into ordinary school routine, and make tlie why and wherefore 
 of education more apparent to the child. 
 
 '■^lanv teachers may disaj^ree with some of the suggestions in the following 
 chapters; in that event, they should ask themselves whetlier their own procediu-e, 
 however sancticnied l)y convention, may not he open to question. " The severe 
 tests to which the scheme has l)een sul)jected, and the un(|ualified success which 
 has invariahlv attended the trials, emholdens me to give assurances which would 
 otherwise lie impossihle or egotistic. 
 
 In the introductory chapter, the general piinciples undeilying the whole 
 scheme are set forth, and the text and drawings following show, in the most 
 simple and minute language, the necessary details of construction of each of the 
 Standard ^lodels, whilst the numerous diagrams of tools — kiiully lent hy ^lessrs. 
 Marples it Sons, Limited. Sheftield — and photo, hlocks illustrating the methods 
 of handling and using the simple tools will be found of value for enlarging 
 diagrams for demonstration purposes. A l)rief synopsis of the procedure for 
 constructing each model is arranged at the end of each lesson to sim])lifv aiul 
 indicate method. Tlie co-ordination lessons are suggested titles oid\-, and these 
 may he transposed, deleted, or modified to meet actual requirements. 
 
 T have to gratefully acknowledge my obligations to my old school-fellow, 
 Mr. W. K. Todd, of Heenham, Eeading, and Mi\ K. Hodson. of ^lanchester, for 
 revision of manusciipt and proof reading; to Miss Amy Walmsley, of Bedford, 
 and Miss.]. 1!.. Dickens, of Manchester, for warm appreciation, encomagement, 
 and valuable suggestions; to my assistants, Messrs. Ogdrn. l''ielding. and 
 Deigbton.tlie Lady Teachers of the Manchester S})eeial Schools, and the Principals 
 of Kindergarten Training Colleges and Schools, who have intrcxhiced the work, 
 for their enthusiastic efforts to give correct rendeiings of tiie Ideals. 
 
 •lOSLl'II II. .iri)j). 
 I1k\ton Moou, 
 
 1 her mill' I 4th, V.X).',.
 
 INTRODUCTION. 
 
 F the many and varied schemes of practical work devised with 
 the object of training- the Hand to deftness and the Eye to 
 accnracy in observation, none has met with so widespread 
 acceptance as Woodwork. The recpiired mateiial, being a direct and 
 nniversal product of nature, is readily obtainable, cheap, and easily 
 worked into forms of beauty, either in its natural or prepared state. 
 Its ready adaptability to a course of handwork as a continuation of 
 the Kinder<:>-arten gifts, makes it an etjual, if not a superior, medium 
 to any other known material. 
 
 In America, Germany, and other progressive countries, it is 
 acknowledged, that when based on purely educational pi'inciples for 
 the formation of habits of truthfulness, thoroughness, and self-reliance, 
 and carried into effect with intelligence and enthusiasm by the 
 teacher, a systematic preparatory scheme of woodwork will do nuich 
 to bridge over the interval which unfortunately exists between the 
 Kindergarten gifts and the more defined practical woi'k in wood and 
 metal, known as "Manual Instruction." As ''the aim of tedniical 
 instruction is to attain to skilled' work by the right application of the 
 right knowledge," so do these preparatory schemes of woodwork aim 
 to help children to acquire true knowledge by the " right application 
 of the I'ight work." 
 
 To ensure success in any scheme of work designed to effect 
 co-ordination, the Froebelian principles of connectedness and unbroken 
 continuity of succession must permeate it, the manner of application 
 being perfectly tlexil)le, to vary with the altered condition — physical 
 and mental — of the childi'en, whilst allowing absolute freedom for 
 individual effoi't. 
 
 Teachers may be guided on right hues, but they must employ 
 their own methods of illustration, comparison, and language when 
 imparting knowledge to each individual. Especially does this rule 
 apply to the Handicraft work required in the higher classes of the 
 special schools now being established for the direct and better 
 education of backward children. The gradation of the scheme of work
 
 from simple to complex aims t(^ furnish the necessary repetition of 
 exercises without causing weariness, and enahles the teacher to select 
 readily a model, or an element, suitahle to th(^ physical and mental 
 capacity and progressive activity of each child. 
 
 Education hy doing — imitation and mimicry — forms the essence 
 of self-instruction ; and " the knowledge begun in wonder grows into 
 power, when ai:)plied to the doing of something which becomes the 
 expression by the pupil of his own thought." To a child, toys are 
 the very essence of its existence ; and every student of child-life can 
 testify to the infinite delight shown in the most crude model made by 
 the child himself, and his love for it, be it a copy, or the actualizing 
 of a preconceived idea. Tools have a strange fascination upon all 
 children, th(>y love to hammer, to cut, to make, and under trained 
 guidance simple woodwork undoubtedl}' stinudates latent inventive 
 talents more (juickly than any other known medium. Experiment 
 has proved that even those children, whose mental powers are far 
 below normal, most readily apply themselves with unique zeal and 
 delight to study under its influence. 
 
 Drawing. 
 
 Following Froebelian principles the scheme presented embraces 
 sketch-drawing and simple colour work as the most effective methods 
 
 of giving (|uick expression to the thoughts and ideas of teacher and 
 child, ;ind of stimulating att(Mitiv(> obscrs ation. 
 
 Ill the very early stages absolute accuracy of measurement 
 camiot be expected, but from the commeiiceiiicnt e\-ery effort should 
 be made to encourage the appreciation of truth for trutli's sak(\ 
 
 A siiijill portion of work accurately and neatly ex(>cuted is fai' 
 more educative than a completed exei'cise or model full of faults and 
 inaccui'acies. 
 
 To simplify the teaching of the ineasure of length, breadth, and 
 thickness, the drawings of (^ach staiulai'd inodel are dimensioned under 
 a sim})le scheme of I nit numei'als based on one-eighth of the standard 
 iiicli: iliiis :}:,'" is expressed by the wbole miiiilx'i' >}()*, the upper i)e>riod 
 point indicating tlie Cnit, tliiis: 5>r = ();^'^ it has been found from 
 a<'tual practice that by ibis method the cliildre]i i-eadily express
 
 correctly the required dimensions ; that by repetition they uncon- 
 sciously realize the fi'actional parts of the standard of length, and 
 iiiore^ quickly appreciate the relative values of each division. 
 
 A further advantage of this method is, that by the simple 
 substitution of any othei" numeral as the I-nit, various sized (yet pro- 
 portionate) exercises or models can be made from the same drawing. 
 In the supplementary series, additional models as alternatives or 
 substitutes are suggested in pictorial and proportional outline, and 
 many others may be evolved from these, provided always that the 
 elements of construction are correct. Great care must be taken to 
 direct and guide any self-efforts of the children on correct lines, and, 
 whilst granting full freedom and giving every encouragement to 
 develop latent inventiveness, to avoid the fatal ei'ror of allowing 
 ill-formed ideas and conceptions to gain credit, without giving 
 adequate correcting criticism. 
 
 Experience has proved that the children of our Special and 
 Kindergarten schools' most readily apply themselves to the work, and 
 that under a skilful and sympatlietic teacher it reacts beneficially 
 upon every subject of the school curriculum. 
 
 Following the most educational and intellectual method of 
 procedure, the drawing of the model or exercises should be done by 
 the scholars before the actual construction is attempted. It may be 
 by means of paper strip, or by free-arm sketching on black board in 
 coloured chalks, or on ordinary drawing paper, using the Tee and set 
 squares. 
 
 In all cases the recjuisite dimensions in either the Unit system 
 or standard method must be placed in the correct positions, the 
 distance between the arrow points being the exact distance intended 
 for measurement between any two lines, thus : 
 
 |- 30* ^^-1 not I < 30' > I . 
 
 The use of the drawing board. Tee square, and set squares should 
 be taught as early as possible in preparation for the more advanced 
 work. A good hand and eye training may be effected by the aid of 
 paper strip (cut by the children from either plain, coloured, or 
 gummed paper, to the desired length and width), to be afterwards 
 placed in coi-rect position in their drawing books ; the overlap of the
 
 10 
 
 paper strip corresponding- to the overlap of the wood strip in each 
 case. The elevations and plans of all the strip models (see examples 
 on pa.i^e 78) can be produced in this way, the placing of each view 
 in ivlative f>'eometrical position bein^^' tan.ght in the usual way by 
 faint, full, or short dash line projectors. By adopting this simple 
 method it will be easy to teach the simple essential elements of 
 geometry and to inspire confidence in the children to execute the 
 recpnred line drawing direct from rough sketch measurement. When 
 using paper they are dealing with two dimensions only, length and 
 breadth, and they quickly realize that a line drawn round the paper 
 figure produces a smaller but similar drawing to that made by the 
 teacher on the black board. The usual method of cutting may be 
 adopted, or, if the children can l)e trusted to use edge tools, the 
 better way to quickly secure accuracy is to cut the strips required 
 with a knife, using a piece of glass mounted on a millboard base 
 as the cutting slab. (A zinc plate answers the same purpose for a 
 time, but by constant cutting on, it acquires a serrated surface, and 
 consequently tends to leave rough edges on the strips instead of 
 the clean cut ones recpiired for neat work.) 
 
 It is, liowever, essential that as soon as any sec(nidary aids to 
 secuic neat copies can be dispensed with, they should be superseded 
 by the orthodox geometi'ical di'awings in oi'thographic, ol)li(pie, or 
 isometric projection, or by the fully dimensioned free sketch method. 
 Tlie aim of each drawing lesson being definitely stated, it becomes a 
 simple matter foi- tln^ teachers to adopt, in each individual case, 
 tlieii' own familial- methods to obtain the desii'ed result in tlie most 
 etiicicnt nininier. 
 
 Practical Work. 
 
 The sinq)le exei'cises and models constituting the standard 
 course are generally l)ased on utilitarian objects, and, although only 
 simple toys when completed, ai'e dt^signed on constructional lines 
 with a view to establishing cori'ect ideas, which may be readily 
 adapted by the clnldi-eii, niter school days, to an ;ictn;il lull-size 
 object. 'L'he only alteration necessar\' is the substitution of one or 
 other of tlie many foi-ms of jointing taught in the higher Handicraft 
 classes for the more simple method of direct butt joint nailing.
 
 11 
 
 It is most essential that the instruetion given l)e on sound hnes 
 and that nothing- has to h(^ unlearnt hy the pupil in after years. 
 A definite course of procedure in working the standard models is 
 given in each ease to avoid confusion, a careful study of which will 
 materially assist in producing satisfactory work. 
 
 Tool Position Drill. 
 
 Physical Methods to prevent undue Fatisfue. 
 
 Another important feature of the scheme is the method adopted 
 to secure discipline and the correct handling of the various tools used 
 in the practical work class. It is intended that a few minutes of each 
 less(ni should l)e given to this part of the work : (a) to secure correct 
 positions of the several memhers and muscles of the body to prevent 
 fatigue, and (h) to minimise accidents to the children and to the tools 
 they use. 
 
 These tool positions are not to be made mere mechanical drills 
 in which the children are left to imitate as correctly as they can any 
 demonstration given by the teacher. Each faulty handling or wrong- 
 position of the body assumed by any child in the class should innne- 
 diately be taken advantage of by the teacher to demonsti"ate the 
 correct inethod for the benefit of the whole. There is nothing more 
 dithcult to eradicate than a wrong method or a faulty construction 
 once established as a first impression on a child's mind ; therefore 
 it is absolutely necessar)' for the teacher to be ever on the alert to 
 immediately correct any insidious faults. 
 
 Little Talks on Common Things. — Observation Lessons. 
 
 The actual theory lesson section of the scheme is intended to be 
 hidden treasure given under the guise of " Little Talks " identical 
 with those admirable chatty lessons of the Kindeigarten schools, and 
 parallel to any scheme of Nature Study. 
 
 In most cases, only the merest suggestion or title of a lesson 
 suitable for the practical work in hand is given to secure a correlation 
 of the subject matter and lessons throughout, and to give that 
 necessary individuality and independence of action so welcome to 
 the intelligent and enthusiastic teacher.
 
 ]2 
 
 The alternative and additional models provide a large and valu- 
 able range of exercises, any of which may be readily applied either 
 as substitutes or extras. The aim of each can be seen from the 
 equivalent model of the standard course. 
 
 The subject range of models is almost unlimited in extent, and 
 therefore it is considered wise to keep the details of the standard 
 course within the scope of one volume. 
 
 It is claimed that the correlation, connectedness, and continuity 
 of the several sections outlined, materially adds to the educative value 
 of this scheme of simple woodwork ; for by its aid the necessity of 
 absolute truthfulness and accuracy in definition Is most strongly 
 emphasized ; it tends to creatlveness ; it stimulates latent inventive 
 faculties, quickens perception, guides and directs on correct lines 
 the natural impulses of child nature ; and, whilst demanding close 
 attention to and observation of detail, it trains the little fingers to 
 deftness and skill In execution without deti-actlng in any way from 
 the established methods of the greatest thlnkei's and exponents of 
 educational reform. 
 
 The (Miulpment necessary for each child Is of a very simple 
 chai-acter, Involving small outlay In first cost and upkeep, and the 
 woi'k can readily be done by either girls or boys on the ordinary 
 school desks. 
 
 Should it, however, be considered advisable to set apart a special 
 classroom for the effective teaching of other Handicrafts in addition 
 to tbe woodwork, provision must be made for fixed benches suitable 
 at once for all subjects. A plan of such a I'ooiii (now In actual use 
 at the new centres), together with details of the special bench which 
 pi'ovides for the drawing lesson and for ample storage of all tools, 
 woi-k in ])rogress, and finished work foi' exhibition, will be found 
 on pages 18 and II.- 
 
 in well-oi'ganl/ed institutions Fi'oebehan woodwoi'k may be 
 taken uj) entirely without, in any way, lowering the standard of 
 efficiency in othei' subjects ; all that is necessary being a slight 
 I'evision ot time-tables, correlation, and an impartial trial, to secure 
 a full a))preciation of its valne as a facile educative factor in tlu^ eai'ly 
 ti'aininij" of the child.
 
 PLAN or ^ Gl--Nf:R/\L HANDCRAf"/ ROOM 
 
 •i. b *- 
 
 *• _i< I 2 
 
 
 '^Ti.t^.
 
 15 
 
 List of Standard Models, 
 
 AM) 
 
 Altcniativr or additional Models iii\()l\iii,L;' similar 
 coiistructioiial exercises. 
 
 Staxdaud Couksk. 
 
 Altkhnative ok Additional Coukse. 
 
 1. 
 
 Overlap cross ... 
 
 Windmill. Wheel arms. liase piece for posts. 
 
 2. 
 
 Overlap frame 
 
 Picture frame. Wood mat. Lazy tongs. 
 
 3. 
 
 Tee square ... ... 
 
 Letters E, T, H, L. Try square. 
 
 4. 
 
 Base piece 
 
 Turnstile btise. Draining grid. Bath mat. 
 
 5. 
 
 Upright piece ... 
 
 Eailway signal. Bevel square. 
 
 6. 
 
 Spinning mill ... 
 
 Finger post. Turnstile. Giant stride. 
 
 7. 
 
 Half lap cross... 
 
 Base piece. Letter X. Kettle stand. 
 
 8. 
 
 Plant latldev ... 
 
 Letter rack. Book rest. 
 
 9. 
 
 Plant carrier or bier ... 
 
 Canadian sleigh. Ship gangway. 
 
 10. 
 
 Square frame ... 
 
 (leometrical forms and solids. 
 
 11. 
 
 Garden railing 
 
 Simple overlap trellis. Bath mat. 
 
 12. 
 
 Garden gate ... 
 
 Letters Y, Z, A. Pantograph. 
 
 13 
 
 Garden steps or ladder 
 
 Plant stand. 
 
 14. 
 
 Gai'den swing ... 
 
 Parallel bars. See-saw. 
 
 15. 
 
 Garden seat ... 
 
 Camp chair. Letter rack. Easels. 
 
 16. 
 
 Clothes-horse or maiden 
 
 Folding screen. Fire screen. 
 
 17. 
 
 Bedstead 
 
 Key rack. Hat and coat rack. Swing gate. 
 
 IS. 
 
 Kitchen chair ... 
 
 High-back arm and rocking chairs. Foot stool. 
 
 19. 
 
 Sofa 
 
 Kitchen table. Folding table. 
 
 20. 
 
 Toilet tal)lc 
 
 Towel rail. Flower pot stand. Swing toilet glass. 
 
 21. 
 
 Feeding trough 
 
 Salt cellar. Knife rest. Money box. 
 
 22. 
 
 Wicket gate ... 
 
 Letters K, Y, W, M. Trellis panels. Hurdles. 
 
 23. 
 
 Sack truck 
 
 Wheel ambulance bier. Railway float truck. 
 
 24. 
 
 Wheelbarrow ... 
 
 Hobby horse. Parcel post cart. 
 
 25. 
 
 Dog kennel 
 
 Rabbit hutch. Pencil box. Summer house. 
 
 26. 
 
 Field roller 
 
 Garden roller. Hose reeh 
 
 27. 
 
 Harvest cart ... 
 
 Baby's go-cart. Wagon. Cattle cart. 
 
 2S. 
 
 Merry-go-round 
 
 Market stall. Frame tent. 
 
 29. 
 
 .Advertising wheel 
 
 Sandmill. 
 
 30. 
 
 Knife grinder ... 
 
 Windniill and vane. Hoisting crane. 
 
 31. 
 
 5-stamp crushing mill 
 
 Water wheel and mill. 
 
 32. 
 
 Miner's hut 
 
 Winding cage and wheel. 
 
 33. 
 
 Kailway signals 
 
 Ball game board. Farmyard and sheds. 
 
 34. 
 
 Signal cabin ... 
 
 Coal wagon (railway). 
 
 35. 
 
 Motor car 
 
 Bicycle and ti'ailer. 
 
 36. 
 
 Locomotive aiul tender 
 
 Cattle truc'k (railway).
 
 16 
 
 Scheme of Lessons and Models for ist year Scholars. 
 
 Lkssox 
 
 Guotr 
 
 No. 
 
 Aim ok 
 DitAWiNci Li:ssoN. 
 
 Name of Mokei. 
 
 Aim ok 
 I'kactical Lesson. 
 
 Tool. Position Dkile 
 
 AND 
 
 De.monstrations. 
 
 1 To teach reading' of Overlap cross or Tofamiliarizethe use Measurement 
 
 simple measure- string winder. of rule and try with rule and 
 
 ments at sight. s(iuare. ti'v s(|uare. 
 
 '■i Ditto. Fishing line frame To teacli sawing to a Sawing and angle 
 
 I or Oxford pic- line and to waste. testing. 
 
 ; ture frame. 
 
 To impress simple Tee square (draw- To teach simple con- Planing, nailing, 
 
 outline drawings inginstrument). struction. scjuaic and 
 
 and free sketches. I anjile testintf. 
 
 To teach the reason 
 why more than one 
 simple outline is 
 necessary. 
 
 Ditto. 
 
 Toteaeli comljination 
 of drawings and to 
 secure neatness in 
 marking working 
 
 dimensions. 
 
 To teach parallel prcj- 
 jection. 
 
 To faniiliarixe the 
 terms ohlitpie lines 
 and angles. 
 
 To secui-e neatness 
 in i)arallel line 
 drawings, 
 
 T(j impress simple 
 elements of geo- 
 metrical figures. 
 
 As in No. 'J. 
 
 To teach the use of 
 rule and set square 
 comhined to re- 
 place Tee stjuare. 
 
 Base piece o r 
 column foot. 
 
 Ditto. 
 
 Planing and hor- 
 ing with awl. 
 
 Lpright or column Accuracy and neat- Sawing to a line 
 ness in finish. and planing. 
 
 Spinning mill. | To apply previous 
 I lesson to construc- 
 tion of working 
 model. 
 
 Demonstration 
 with wire cut- 
 ters and pliers. 
 Eye malciiuj. 
 
 Half lap cross, To teacli accmacy in 
 wheel arms. measurement, saw- 
 
 ing, lilting, and use 
 of the file. 
 
 Plant ladder. Setting out ohli(|ue 
 
 work. 
 
 Plant carrier oi' To teach accuracy in 
 
 l)ier. cutting to length 
 
 and long end nail- 
 
 Scjuare frame Accm'acy in simi)le 
 (lialvingjoinls). construction and 
 
 nailiu'r end grain. 
 
 Garden railing. 
 
 (laiden gate. 
 
 To teach siglii pio- 
 portion a n d 
 measurement in 
 overlay and nail- 
 ing. 
 
 Toteaeli ()l)li(pie saw- 
 ing to liiu', tilting, 
 and naiiinu- 
 
 Gauging and saw- 
 ing to waste 
 and to line, and 
 filing. 
 
 I'se of chamfer 
 knife. sight test- 
 ing for halance. 
 
 Use of chamfer 
 knife, testing 
 for right angles 
 and for winding 
 
 Boring and end 
 nailing, s(]uare 
 testing. 
 
 Sight testing and 
 planing. 
 
 \Vi re worki ng , 
 s(piare testing 
 and nailing, use 
 of glass[)a[)er.
 
 17 
 
 
 Scheme of Lessons and Mode 
 
 Is for 2nd year 
 
 Scholars. 
 
 Lesson 
 
 Aim of 
 
 
 AiJi of 
 
 Tool Position Drill 
 
 CIroip 
 No. 
 
 Drawixo Lessox. 
 
 Name of IModel. 
 
 PiiACTicAL Lesson. 
 
 AND 
 
 
 
 
 Demonstrations. 
 
 13 
 
 To familiarize the 
 
 Stepladder. 
 
 Accuracy in sawing 
 
 Sawing and nail- 
 
 
 use of rule and set 
 
 
 to length and nail- 
 
 ing. 
 
 
 square in com l)i na- 
 
 
 ing end grain. 
 
 
 
 tion. 
 
 
 
 
 14 
 
 To prove the necessity 
 
 Children's garden 
 
 To teach the simple 
 
 Wire working, 
 
 
 for scale drcacing.-i 
 
 swing. 
 
 elements of trian- 
 
 skew nailing, 
 
 
 and the need of 
 
 
 gular construction 
 
 use of scratch 
 
 
 more than one out- 
 
 
 to secure strength. 
 
 header. 
 
 
 line. 
 
 
 
 
 15 
 
 To famiharize the use 
 of set square for 
 oblique line draw- 
 ing. 
 
 Garden seat. 
 
 Ditto. 
 
 Sight testing and 
 oblique nailing, 
 demonstrate 
 use of cutti!ig 
 gauge. 
 
 16 
 
 To teach simple com- 
 
 Clothes-horse or 
 
 To give further train- 
 
 Square testing 
 
 
 bination of views. 
 
 maiden. 
 
 ing in accurate 
 sawing and end 
 nailing, and double 
 strap jointing. 
 
 and demonstra- 
 tion of double 
 jointing with 
 tape bands. 
 
 17 
 
 Ditto 
 
 Bedstead. 
 
 Accurate sawing, 
 
 Edge nailing and 
 
 
 (another method). 
 
 
 fitting, and nailing. 
 
 square testing. 
 
 18 
 
 To secure neatness 
 
 Kitchen chair. 
 
 Additional and more 
 
 Demonstration on 
 
 
 in finished draw- 
 
 
 difficult end nail- 
 
 double nailing 
 
 
 ings and intelhgent 
 
 
 ing with oblique 
 
 at right angles. 
 
 
 reading of the 
 
 
 surface jointing. 
 
 
 
 several views. 
 
 
 
 
 19 
 
 Ditto. 
 
 Sofa or settle. 
 
 Ditto. 
 
 Surface smooth- 
 ing with plane. 
 
 20 
 
 Ditto. 
 
 Toilet table. 
 
 To give additional 
 planing exercises 
 in taper and sur- 
 face work. 
 
 Use of cutting- 
 gauge. 
 
 21 
 
 To give additional 
 
 Wicket gate. 
 
 Additional and more 
 
 Sight testing and 
 
 
 training witli rule 
 
 
 difficult oblique 
 
 wire eye mak- 
 
 
 and set squares in 
 
 
 sawing, fitting, and 
 
 ing. 
 
 
 combination. 
 
 
 nailing. 
 
 
 22 
 
 To demonstrate the 
 
 Cattle feeding 
 
 Oblique surface saw- 
 
 Oblique and skew 
 
 
 need of more than 
 
 manger. 
 
 ing and nailing 
 
 nailing. 
 
 
 one outline draw- 
 ing. 
 As in No. 18. 
 
 
 thin slab-wood. 
 
 
 23 
 
 Sack truck. 
 
 To teach simple 
 
 Demonstration on 
 
 
 
 
 method of c o n - 
 
 brace and bits. 
 
 
 
 
 struction. Wheel 
 
 boring disc and 
 
 
 
 
 making. 
 
 cutters. 
 
 24 
 
 Ditto and No. 22. 
 
 Whool ban-ow. 
 
 Ditto. 
 
 Ditto.
 
 18 
 
 Scheme of Advanced Lessons and Models for 3rd and 
 4th year and older Scholars. 
 
 Lesson 
 
 Group 
 
 No. 
 
 25 
 
 26 
 
 27 
 
 28 
 
 29 
 30 
 31 
 
 32 
 33 
 
 Aim of 
 Drawing Lkssox. 
 
 To teach the geo- 
 metrical terms used 
 in parallel pi'ojec- 
 tion. 
 
 To teach projection 
 of views and read- 
 ing of sections. 
 
 To teach propor- 
 tionate free sketch- 
 ing of details. 
 
 "To teach detail draw- 
 
 Ditto. 
 
 As for No. 27. 
 
 As for No. 26. 
 
 As for No. 25, and 
 pictorial sketches 
 of frame work. 
 
 To teach detail draw- 
 ing to scale. 
 
 Name of ^Modei.. 
 
 Aim of 
 Practical Lessox. 
 
 Dog kennel. 
 
 Field roller, 
 
 Harvest cart. 
 
 Merry - go - round 
 or high-fiier. 
 
 Eotary advertising 
 nuichine. 
 
 Treadle knife 
 machine. 
 
 Five - stamp ore 
 crushing n)ill. 
 
 Miner's hut. 
 
 Railway signals. 
 
 Simple nailing of flat 
 surface work. 
 
 Simple construction 
 in toy making. . 
 
 Comhining previous 
 exercises in model 
 toy making. 
 
 Ditto, and to en- 
 courage com»niue 
 working. 
 
 Ditto. 
 
 Ditto. 
 
 More difficult con- 
 structional details 
 and comhinations. 
 
 To teach method of 
 lap hoarding, win- 
 dow frame making, 
 and door hanging. 
 
 To stimulate com- 
 mune work and to 
 apply previous 
 knowledge of sim- 
 ple constructional 
 elements. 
 
 Tool Position Drill 
 
 AND 
 
 Demonstrations. 
 
 Use of rasp and 
 file, surface 
 sawing across 
 and with grain. 
 
 Chamfering with 
 knife, use of rasp 
 and file in sur- 
 face rounding. 
 
 Demonstration on 
 wheel rim mak- 
 ing and disc 
 
 cutting. 
 
 Ditto on curved 
 work with file 
 and rasp, oh- 
 lique douhle 
 nailing, wire- 
 working. 
 
 Ditto. 
 
 Ditto. 
 
 .\s for N OS. 26, 27, 
 and 28 models. 
 
 Demonstrate use 
 of grooving 
 plane and cut- 
 ting gauge. 
 
 Demonstrate on 
 the wire -work 
 details.
 
 19 
 
 Lesson 
 
 Aim of 
 
 
 
 Aim of 
 
 Tool, Position Drill 
 
 Group 
 No. 
 
 Drawing Lksson. 
 
 NaMI': ()!•' ^loDI'.L. 
 
 1'ractical Lks.sox. 
 
 AND 
 
 Df.monstrations. 
 
 34 
 
 To teach jjictorial 
 
 Signal cahin 
 
 and 
 
 To teach method of 
 
 Demonstrate use 
 
 
 sketching of models 
 
 approach s 
 
 tair- 
 
 framing, panelling 
 
 of grooving 
 
 
 and detail draw- 
 
 way. 
 
 
 and window mak- 
 
 plane.and trian- 
 
 
 ings for commune 
 
 
 
 ing, etc., and fur- 
 
 gular framing. 
 
 
 work. 
 
 
 
 ther stimulation of 
 conunune working. 
 
 
 35 
 
 Ditto. 
 
 Motor car. 
 
 
 More difficult con- 
 structional details 
 and accuracy for 
 combination work. 
 
 Use of bow-saw, 
 rasp, file, and 
 bent wood form- 
 ing. 
 
 36 
 
 Ditto. 
 
 Locomotive 
 tender. 
 
 and 
 
 Ditto. 
 
 Demonstrate the 
 forming of the 
 splasher plates, 
 by hot water 
 method, use of 
 bow-saw, centre 
 liits, and all ex- 
 tra tools. 
 
 Supplemental Lessons : 
 
 Little talks on — 
 
 1. Simple measurements by Units. 
 
 2. JJ)efinition of length, breadth, and 
 
 thickness. 
 
 3. Use and value of drawing instruments. 
 
 Tee square. 
 
 4. What a picture drawing shows. Plan 
 designing with Gifts 3, 4, 7. 
 
 5. Angles and set square, and beauty 
 forms made by squares and triangles. 
 
 (]. Colour tints and combination by over- 
 lay. Making of coloured pictures. 
 
 7. Geometrical terms and models. 
 
 Sequence or ContinnntionT^essons: 
 
 Little talks on — 
 
 1. Wool-string, St. George's Cross. 
 
 2. Sea fishing lines, Gift (S. Stick laying. 
 The tools used — saw and hammer. 
 
 3. Wood pulp and paper making. 
 
 4. l^oring tools, mechanical and natural. 
 
 The earth worm, rodents, wood-boring 
 insects and timbei- destroyers. 
 
 f). Continued. 
 
 6. Windmills, watermills, ;ind other 
 power producers. 
 
 7. Continued. Colour effects on revolv- 
 
 ii)"' disc or arms.
 
 20 
 
 Supplemental Lessons — continnctl. 
 
 Little talks on - 
 
 8. Oblique lines and cross measure- 
 
 ments. Free sketching black board 
 lesson. 
 
 9. Parallel lines and neat drawings. 
 
 10. Geometrical solids and skeleton 
 figures. 
 
 11. Mental calculations and sub-divisions. 
 The circle and its division into 
 degrees. 
 
 1"2. .Angles, set squares and scales. 
 
 Continuation Lessons — continued. 
 
 Little talks on— 
 
 8. Plants that require supports when 
 growing for effect, utility, and of 
 necessity. 
 
 9. Work in our garden. Nature study. 
 Ambulance Corps and their work. 
 
 10. Daily work in our greenhouses. 
 
 Nature study. 
 
 11. Work in our garden enclosures and 
 
 shrubbery. Colonial compounds. 
 
 12. Garden produce, flowers, fruit, and 
 
 vejjetables. 
 
 13. Neatness and accuracy. I 13. 
 
 14. Proportionate measurements. 14. 
 
 15. Geometrical terms and figures. Value 15. 
 of instruments to secure accuracy. 
 
 l(j. Projection, parallel and oblique. 1(). 
 Model drawing. 
 
 17. Coniljiniiig views and transposing 17. 
 diawings. 
 
 18. What our drawin" lesson teaches. JS. 
 
 19. The value of coloured chalks, why 19. 
 
 used ? 
 
 20. Mechanical versus freehand drawing, 20. 
 relative values. 
 
 ^York in our garden in Autunni. 
 Gathering fruit. Ladders in daily 
 use. Fire escapes, etc. 
 
 Playtime. Recreation- — what it is, 
 and why necessary. 
 
 Parks and pleasure grounds — why 
 provided, and how to be used. 
 
 Household duties, helj)ing mother. 
 Our clothes, raw material, manu- 
 facture, and after care. 
 
 Household duties, rest after work ; 
 how best obtained. Ventilation 
 
 needed for good liealth. 
 
 Household duties in the kitchen. 
 Preparation of food. Past and 
 present designs of furniture for the 
 home. 
 
 Home comforts, rich and poor. 
 Western ami I'jastern customs com- 
 pared. 
 
 Home comforts, ancient and modern. 
 Toilet materials — soaps, cond)s, 
 brushes, etc.
 
 21 
 
 Supplemental Lessons — continued. 
 
 Little talks on— 
 
 21. Mechanical aids to secure neatness 
 and accuracy. 
 
 22. Sections, their use and value to the 
 craftsman. 
 
 23. Circles and tangents. 
 
 24. Value of detail drawing and free 
 
 sketches, full dimensioned. 
 
 25. Free sketching in chalk. 
 
 26. Scale drawing of details. 
 
 27. Cii'cles and geometrical curves. 
 
 28. Ditto. 
 
 29. Speed of revolving circles. 
 
 30. Ditto. 
 
 3i. The value of full-size drawings. 
 
 32. The ensendjlement of details. 
 
 33. The value of commune work. 
 
 34. Ditto. 
 
 35. Ditto. 
 
 36. 
 
 Ditto. 
 
 Continuation Lessons — continued. 
 
 Little talks on— 
 
 2L Country life in Spring, Summer, 
 Autumn, Winter. A ramhle through 
 the fields. Nature study. 
 
 22. Cattle of the Homestead and Prairie. 
 
 Nature study. 
 
 23. Farm work after harvest time, or in 
 the .warehouse. Our imports and 
 export trade. 
 
 24. Work in Spring time on the farm, or 
 
 in the garden. Canal and railway 
 making. 
 
 25. The dog and its work. " Tally Ho ! " 
 
 26. Nature study in Spring time. 
 
 27. Nature study in Summer time. 
 
 28. Holiday time. 
 
 29. Ditto. 
 
 30. Simple mechanical toys. 
 
 31. Ore mining at home and ahroad. 
 
 32. Colonial life at the mines and on the 
 veldt. 
 
 33. Signals in use on land and sea. 
 
 34. Our railway system. 
 
 35. Motor cars, cycles, and other means 
 of locomotion, past and present. 
 
 36. Eailway workers and their duties.
 
 22 
 
 Fris. 1 TO 23. Tool kquii'MKNT. 
 
 The Equipment. — Tools and Materials. 
 
 The ordinary school desk or ;i tnblo is suitablt' for the bench 
 acconmiodation ; althou.^h a specially fitted ii[) room, to be used 
 exclusively for the various forms of educational handicrafts in schools 
 or institutions whereat the nmiiber of c-lasses is suHicient to en.^a.^e 
 tile whole time service of a special teacher, offei-s many advanta<;"es 
 not possible otherwise. 
 
 In all cases the miniinum e(pii])nient of a])paratus and tools for 
 each child should be as follows : 
 
 1 \V()ik l^oanl ;ui<l siiwiii^ l)l')ck, '• pateiiti'd " (/'V'/.s. / mifl -i). 
 
 1 siiiiiU back saw {Fifj. ■/). 
 
 1 ^niiill l)iaila\vl or prii-kcr (/• '/';/. ■')).
 
 23 
 
 1 small liammei- {Fiy. 0). 
 
 1 4-inch try square (wood or steel) {Fig. 7). 
 
 1 Unit rule, registered {Fig. 20). 
 
 1 sheet of No. M2 glasspaper {Fig. 22). 
 
 1 clinching hlock {Fig. H). 
 
 For every four or six children in class : 
 
 1 registered grooving plane {Fig. 2S). 
 
 2 small single iron smoothing planes {Fig. 0). 
 1 marking-cutting gauge {Fig. 10). 
 
 1 registered chamfer knife {Fig. 21). 
 
 2 cutting and bending round-nose pliers {Fig. 16). 
 
 1 6-inch cabinet half-round rasp, handled {Fig. 14). 
 1 6-inch cabinet fiat second cut file {Fig. 14a). 
 1 pair pencil compasses. 
 
 For every ten or fifteen children and teacher's use 
 
 1 beech wood double iron smoothing plane {Fig. IT 
 
 1 American pattern brace {Fig. 11). 
 
 2 centre bits, 1 inch and \ inch {Fig. lo). 
 1 No. 3 " Warrington " hammer. 
 
 1 3-inch jaw parallel vice (optional). 
 1 10-inch tenon saw. 
 
 1 Wasliita oil stone, in case. 
 
 2 scratch reeders or bead formers [Fig. IS). 
 1 wheel rim and disc cutter {Fig. 12). 
 
 1 small adjustable bow or fret saw {Fig. 6'). 
 
 2 cork ruliber pads. 
 
 1 glue kettle and heating stove. 
 
 The ordinary school drawing equipment should be augmented 
 by the addition per child in class of 
 
 1 small drawing board, 12" x 8". 
 1 small Tee square, 12" blade. 
 1 pair set squares, 60^ x 45^ 
 1 H pencil, 
 (jartridge paper, 11" by 7", or an Althorp Handicraft Drawing 
 Book should be used for the drawing lesson, rough sketches, and 
 notes.
 
 Tile materiul suggested for use is clean sawn strips of best 
 Canary wliitewood, Swiss pine, Arcliangel spruce, Bay wood, Canadian 
 maple, or English lime. These may be obtained from any timber 
 merchant, at a very nominal cost, in suitable lengths of '2 feet, and 
 cut to any fixed dimensions. 
 
 The nails used are technically known as panel piii.s, and are 
 obtainable, in large or small ([uantities of the several lengths re(]uired, 
 from any first-class ironmonger or hardwai'e nu^rchant. 
 
 'JMie actual cost of e(|uipment will vary considerably in districts. 
 The following will serve as a guide : 
 
 For every child in class ^ Eight shillings and sixpence. 
 
 For every six children = Four shillings. 
 
 For every ten or more = Twenty-tive to thirty shillings. 
 
 Tlie additional apparatus for the drawing class work should not 
 exceed two shillings and sixjience per child.
 
 25 
 
 DESCRIPTION OF AND NOTES OF LESSONS ON 
 THE EQUIPMENT, APPARATUS, AND TOOLS. 
 
 The Work Board and Sawing Block (/Vry.s. /, J, ((nil 24). 
 
 The work boai'd -or bench top is made of beech or birch wood, 
 18"xl'2"xr', siii'faced true. It is [)rovided with a strip wood vice 
 actuated with two thumb screws, on the front edge, w^hich is increased 
 in thickness by a square stop strip securely fitted to the underside of 
 tlie board. 
 
 At tile right hand top corner of the work board is fitted the 
 sawing block or saw guide, secured from the underside with screws. 
 The open space in the block gives facility to saw at any angle 
 through U(J ; the two sides of the opening being at right angles to 
 each other, serve as guides for mitre and l)evel cutting. To the 
 left of the open guide is the square cut kerf or guide, which 
 provides a ready means for teaching square line sawing. The surface 
 of the step upon which tbe work in hand is placed should be 
 protected with a waste stri}) of wood to prevent it being cut when 
 the saw teeth liave passed through the fibres. If nailed on with 
 {|-inch panel pins at each end and near the centre, but alivaijs clear 
 of tJie tnicli of tlie .saiv, it can be readily removed or renewed when 
 necessary. By its use the " life " of the sawing block is nnich 
 prolonged. A strip of l)rass htted on the ^•ertical face of the block, 
 provided with the necessary slit openings for the saw blade to pass 
 freely through, adds to its value and efficiency. At the top left hand 
 corner a hole is cut to receive the under tongue of the cast-iron 
 clinching block. A square piece of leather or thick felt, fitted over 
 the tongue, before the block is placed in the work board, serves to 
 deaden the noise of the hannnering. The underside of the work board 
 itself may be covered — glued on — with rough lelt or cloth to prevent 
 any injury being done to the polished surface of the desk or table 
 upon which the w^ork is being executed. It also has the advantage of 
 preventing the work board from slipping about during use. The 
 tool box cover provides effective })rotection for the set of tools used, 
 and a storage place for the elements of the njodels ni progress.
 
 26 
 
 Fig. li. Thk Wokk Board and Tool Cask. 
 
 Notes of Lesson on the Work Board. 
 
 Apparatua 
 ^Iatter. 
 
 1. Its name and parts : — - 
 
 (a) Trued surface. 
 {b) Strip vice. 
 (c) Sawing block : use of. 
 {(I) Clincliing- ,, ,, ,, 
 
 2. Name of material used 
 for each detail. 
 
 3. Method of fixing sawing 
 block to prevent injury to 
 tools. Felt pads to pre- 
 vent noise or damage and 
 
 All (lelaih of a Complete Boaid. 
 Method. 
 
 i. Teacher to show details and educe names. Write 
 the correct terms on black board. " What kind of 
 surface is this?" Try to get the word true from the 
 cliildren. ValuL- of truth. " What is the surface 
 used for? " 
 
 '1. Ask for names of materials used in construction, reasons 
 why, especially the cast iron. Compare all details. 
 
 3. " Why is not all tbe woodwork made in one piece?" 
 Explain difficulties. "Why are screws used to fix 
 block on ? Why put in from below ? AVhy should 
 a pad be necessary?" 
 
 to give additional grip. 
 Give full clemoiistratiuu ot the use of cacli s;i\v cut, square, mitre, 
 oblique to right and left, and also of the advantage of the wood shield 
 to prevent saw teeth from cutting into the trued surface. Impress 
 upon children the great amount of c;ire re(]uired to produce good 
 W(U'k. 
 
 The Unit Rule {Fi(j. 20). 
 
 The Unit oi H foi'ius the basis upon which the scheme of 
 measurement introduced in this course of simple Handicraft is 
 founded. It at once provides {(i) an easy means of teaching the 
 divisions of the English system of measurement, (h) a ready and 
 effective method for the [)i-odn(tion of scale drawing, and (r) a veiy
 
 27 
 
 siiuple way of acciu'citely iiiai'kiii,^' the sevenil (Uiueiisioiis of the 
 drawings from which the work or model is to be constructed. 
 
 1 
 
 2 
 
 3 
 
 4 
 
 . 6 
 
 6 
 
 7 
 
 8 
 
 9 
 
 ^ 
 
 
 
 
 
 -^ 
 
 
 
 
 
 < 
 
 
 
 
 
 ~^ 
 
 1 
 
 2 
 
 3 
 
 4 
 
 < 
 
 1 
 
 2 
 
 3 
 
 4 
 
 
 
 
 8 
 
 
 
 — 1 
 
 12 
 
 
 
 
 16 
 
 
 ^ 
 
 > 
 
 
 
 
 
 < 
 
 ( 
 
 2 
 
 3 
 
 4 
 
 ^ 
 
 
 
 
 
 1- 
 
 
 
 
 
 
 
 
 8 
 
 
 
 
 
 
 
 
 16 
 
 
 
 
 
 
 ._ 
 
 
 24 
 
 
 
 
 
 
 
 
 32 
 
 
 
 _ 
 
 
 
 / 
 
 This rule has an advantage over the ordinary English standard 
 one, as the readings of the inch and its several divisions are each 
 distinct. This will at once enable the teacher to show the several 
 parts forming the whole, e.g.^ on the lower edge, the whole inch 
 without any intervening lines ; on the upper edge, the half-inch — 
 two of wdiich form the whole; on the reverse side, upper edge, appears 
 the (juarter-inch — four of which form the whole ; and on the lower 
 edge, the eighth of an inch (the Unit) — eight of which form the 
 whole. The distinct markings of the sub-nuiltiples of the standard 
 inch on each edge serve to teach the arithmetical tables up to and 
 including 8 times. Exercises in simple numerical progression may 
 be readily taught by its aid. 
 
 Drawings marked on the Unit system can be reduced or enlarged 
 accurately without the necessity of fractional calculations or scale 
 rules, e.g.^ a drawing measuring 8|" between certain points would, 
 on the Unit system, be marked 71' (8x8 + 7) (the upper period point 
 being the Unit mark). Should it be necessary to reproduce such a 
 drawing to say four times, the number 71' would become 284* or 
 71* X 4, and as 4' = ^" the drawing wt)uld luccisure when finished 8J"x4 
 (a difficult problem for children of early years) or 85^" = 2 ft. 11^".
 
 28 
 
 Reduction of dimensions can be as readily peiionned. Suppose 8|" 
 drawinj^ is to be reduced, say, to half full size. Then the 71* becomes 
 -V", or 71 half-units, or 3o units })lus one half-unit, and so on. Thus 
 the simple multiplication or division of the Unit measurement number 
 at once places scale dravv'ing on a level with the most simple full-size 
 method, and enables the teacher to early apply the principles of 
 arithmetic to constructional calculations. 
 
 B\- the I'nit system, any diai^Tani not dimensioned can be readily 
 measured up and marked, with the assurance that the measurements 
 made will bear a certain (but unknown) proportion to the ori.ginal 
 drawing from which the diagram was produced. This will prove of 
 great value to those teachers who desire to introduce new models to 
 their classes from photographs and text-book blocks. 
 
 To enable the teacher to rapidly reproduce any of the drawings 
 in this scheme of work, it is suggested that the black board rule used 
 should be marked on each edge identically the same as the rule used 
 by the children, except that the "unit" should measure half-inch, or, 
 in other words, the markings should be four times larger than the 
 Unit standard. This will ensure the drawing being a true enlarged 
 copy of the diagram supplied, or of the model used as a pattern or 
 copy, and miscalculations will also be avoided. 
 
 Notes for Lesson on Measurement by Unit. 
 
 Apparatua : {1) Some 1" cidn-s {Cri/t '>}■ 
 
 {2) Stripfi of paper (dul irood. 
 {'J) A rule for each cliil'l. 
 Mattkh. MirrHOD. 
 
 1. The staiuUird measure 1. Teacher to sketch an oblong on the black l)oard to 
 
 of length, breadth, aiul represent a strip of wood like a I'ule. 
 thickness. 
 
 2. The divisions into inches 2. " Does that look like your rule?" " No." " What is 
 and fractions of an inch. wanted?" " Some marks across." ''Yes." "How 
 The ('nil. many?" "Several." 
 
 3. Various dimensions or .". " What do the long marks across the full width of 
 
 numbers required to de- your rule tell you?" 
 
 note the extent of length, 
 breadth, or tliickness.
 
 29 
 
 4. Produce 1" rule. 4. Teacher to place 8 one-inch euhes together to form 
 
 one line, and sliow that the division lines formed 
 hy each cube are like those on the i-ule. 
 
 5. The Unit numerical 5. " How are these long marks numbered ? How many 
 system of marking the show in 6 inches — 4 inches? Can the space between 
 extent of length, etc. these long lines l:)e divided? Into what?" "Halves." 
 
 '■ Yes. Let us do so on the top edge. How 
 many halves liave we got now? ' "8, 12, IG." 
 " Yes." " What marks have you got on the other 
 side of your rule?" "Several." On another oblong 
 educe the further divisions of one-quarter and one- 
 eighth, and let each scholar attempt to make a simple 
 one-inch rule on the cardboard, paper, or wood 
 strips. 
 
 Class drill in measureinents will be found of great service to 
 teach quick perception of niarkin.i^s and to break the monotony of a 
 theory lesson. Thus : " Attention. Kules up (right hand, with tip 
 of thumb free to slide, on lower edge). Sliow 8" = "24*. Arms out. 
 Rules away. Attention." 
 
 The Try Square {Fig. 7). 
 
 The name of this tool implies its use, i.e.., the trying or testing 
 whether anything is square — the angle containing 90° — or accurate 
 in construction ; it is also useful for many other purposes. 
 
 Essentially it consists of two parts : (C/) the Stock, (h) the Blade. 
 The former is generally made of ebony or rosewood, faced on the 
 upper edge with a strip of brass, into which is fitted accurately the 
 thin parallel piece of steel plate called the blade. Two or more rivets 
 are passed thi'ough stock and blade to securely hold the blade in 
 position. 
 
 The object of the brass strip fitted on the upper edge of the stock 
 is to retain an accurate angle of 90^ between blade and stock, longer 
 than would be possible if wood alone were used. 
 
 For some special purposes, however, both these elements are 
 made of wood ; this form is advised for Froebelian WT)odwork, as 
 being efficient, effective, and cheap.
 
 30 
 
 In whatever material this tool is made, the accuracy of the au.i^le 
 formed hetween the stock and the l)lade is flie essential feature of 
 construction, and periodical tests with readjustment when necessary 
 must he made, if accuracy in the construction of a model is desired. 
 
 Test for accuracy : Hold the stock in the right hand (as for 
 testing), place it close up to the front edge of the work board, the 
 blade being fiat on the trued surface ; then with a very tine pencil 
 point or scribei' draw a line close up to and along the iimer edge of 
 the l:)lade. 
 
 Now reverse the square, i.e., turn the stock and blade over to the 
 left, and bring the reversed blade up to the marked line ; if the edge 
 of the blade coincides exactly with the original line, the test declares 
 the sfpiare accurate ; if not, the inaccuracy is at once apparent by the 
 non-parallelism of the blade edge and the line, the amonnt of error 
 being equal to half of the greatest distance between the two lines 
 wliich represent the edge of the blade in reversed positions. 
 
 The outer edge of the blade is tested in the same way ; or if the 
 inner edge is accurate the outer may be made exactly parallel 
 with it. 
 
 Notes of Lesson on a Try Square. 
 
 Apparatu 
 
 Mattkh. 
 1. Parts of squares, 
 (a) The stock. 
 ■ [h) The bhide. 
 (c) How united ? 
 
 (i) A 6-iiicJi Try square for the teacher. 
 (•.-') A small wood ditto for each child. 
 
 Method. 
 1. Educe the names of the materials used foi- hoth 
 types of the square. Write down the teclmical 
 names of the parts and commit to memory. Ex- 
 plain how the hhxde is secured in the stock. 
 
 2. Vahie of brass strip as 2. Explain tlie use of the brass face strip, and why tliis 
 fitted on stock. metal is used instead of steel or iron. 
 
 .3. Uses of a tiy square. 3. Demonstrate fully the use of the tool for 
 
 {a) Testinj^. 
 (h) Setting out woi-k. 
 
 4. Useless as a testing tool \. I^xplaiii the technical tciin siiuaro. 
 if inaccurate. 
 
 Give testing- drill at chi^e of lesson.
 
 31 
 
 I " 
 
 Try Square. Position Drill. 
 
 Attention:" Each child to staiul in ivmt of the work board, heels 
 toii-ether, hands hy side. 
 
 Square testing drill. Heady." 
 
 Place try square aiul work in progress in position on work board. 
 
 Position by numbei's:" '*^«V'' 
 
 1. Take up the square in ri-ht Irand ; work in progress or model in lef^.hahd. ' 
 
 2. Place stock of squjire to the edge of any horizontal upper strip on model, and 
 
 slide it along until the edge of blade and a cross strip or vertical piece are 
 near togethei'. 
 
 3. Hold up to the light and si^jht test for accuracy of angle formed by the cross 
 
 strip or piece. 
 
 4. Eeverse positions of both tool and work, and re-test. 
 
 5. Replace tool and work and spring sharp back to position of attention for 
 
 Fu 
 
 'i:siiN(; AX(ii. 
 
 " Marking out drill. Ready." 
 
 Place try square and a length of spai-e strip wood on work l)oard. 
 
 '^Position by numbers:" 
 
 1. Place and hold stock of square against edge of strip wH)od. 
 
 2. Take up Unit rule, place end close up to edge of square blade. 
 
 3. Set off dimensions of length, 10°, 16°, 24°, markhig each by a pencil dot on 
 
 the strip.
 
 32 
 
 4. Ee-test for accuracy and mark lines across face. 
 
 5. Eeplace trv square and sti'ip (as for ■'leady") and return smartly back to 
 
 attention. 
 
 Fid. "iG. Marking ofT — >n:ASfin'.:\n-".NT 
 
 OF LEXf/I'H. 
 
 Fic. 2(i\. !\Iarkin(; out sf.vf.rai. siiui's 
 
 TO F.orAI. LF.XOTH. 
 
 The Back Saw (Fig. 4). 
 
 This tool is sometiuies called a tenon saw, and is designed and 
 used for cutting with and across the grain any small details of wood- 
 work construction. The blade is made of thin steel, which is stiffened, 
 oi- held i-igid, by means of a strip of brass, soft iron, or steel, folded 
 over the top edge, thus foi'iiiing the "Back"; the lower edge is 
 provided with a number of tiiangular teeth from 10 to -20 per inch 
 according to the type or size of ])kide. Tlic handle in the larger 
 sizes is secured to the blade by means of sci'ew I'ivets which pass 
 thi-oiigh the blade and handle. Tn the smallei' sizes [F/f/. 4-) the 
 handle is driven on to a laiig, formed on the stiffening strip oi" back. 
 To enable the saw to woi'k with ease, the teeth ai'e "set," i.e., each 
 tooth is sli,L;htl_\- bent ovei- to altei'nate sides, the effect being the 
 production of a '• kei'f " oi- cut wider than the lhi(d<ness of the saw 
 blade. 
 
 When using the saw, it must be remembered that each little 
 tooth is a tool doing its own sbai-e of woi-k, and that as a number of 
 these are in conlaet with the wood libres at one time, it is imperative 
 that only a very slight downward pressui'e he a[)plie(l when moving 
 the saw blade across the wood.
 
 33 
 
 Heavy picssnrc will result in the teeth bein.i;' forced into the 
 wood to such an extent that excessive force would hav(^ to be applied 
 to drive the saw forward, to remove the portions of wood — sawdust — 
 in front of each tooth ; such force would tend to buckle or distort 
 the saw blade, renderiiii^' it useless for accurate work afterwards. 
 
 Some practice will be necessMi'v to secure the convct handlin,^' 
 and movement of this tool. S})ecial care should be exercise'd in 
 placing the saw in position when connnencing the cut. The square 
 sawing cut or guide of the sawing block, fitted on the work board, 
 will aid the children to secure a biir amount of accui'acy ((uickly, but 
 independent sawing to a line should be attempted by ;il]. 
 
 Fifi. 4a. Tknox or back saw, 
 
 Notes for a Lesson on the Saw. 
 
 AjijKirtit/is : {]) A fiin. 
 
 (•.'') .-1 tcno)i saiv and a f<)itall hark sdii-. 
 ('3) A j)icce of strip fin iritli serrated Cfhjc. 
 
 Method. 
 
 1. Show the two saws. " What are the names of these 
 tools? Wliat can they he used for? Ho A' nianj' 
 parts have each?" "Three." "What are they? 
 Are thev exactlv ahkc in each case?" 
 
 Matter. 
 
 1. The component parts : 
 
 (a) Forms of handles. 
 (h) Material of ditto — 
 
 wood. 
 ((■) Blade — steel, 
 (c/) Back strip — hrass 
 
 or iron. 
 (e) Foi-m of teeth — GO" 
 
 trian<;le. 
 
 2. The methods of iixiii^' 
 the handles in each 
 case. 
 
 tjxplain how the handles ai'e fitted to the hlades, and 
 educe the reason why wood is used for the handle 
 and steel foi' the hlade, and why a liack strip is 
 necessary.
 
 34 
 
 3. The abrasive cutting ac- 3. Demonstrate, on a piece of soap or other siniih\r 
 tion of the teeth. substance, the cutting action of the saw tooth 
 
 (a) With a pin. 
 
 {b) With a piece of serrated metal strip. 
 " By what action is the work done ?" 
 i. Show the bad effects of heavy downward pressure 
 when sawing. Educe the correct method to produce 
 good work. 
 5. " What is the material called which is removed by 
 the cutting action of the saw V" 
 6. The space left—" kerf." 6. Show how the cut or kerf made is wider than the 
 
 thickness of the saw l)lade. Sketch the end view of 
 the tenon saw, with the teeth " set." " What is the 
 proper name of the saw cut made ? " 
 
 Give saw drill at end of lesson. 
 
 4. Freedom in use. 
 
 5. The material removed. 
 
 &t;iw'/?vV/yV/ 
 
 FiG. 4c. Pad-saw blade. 
 
 Fig. -Ib. Pad-saw iiandlk. 
 
 Sawing Position Drill. 
 
 "Attention:" Each child to staiul in front of the work board, heels 
 tof^ether, hands by side. 
 
 "Saw drill. Keady." 
 
 .Ml await further conniiand. 
 
 " Position by nund^ers:" 
 
 1. Step back lialf pace with right foot, and stand iiim and free. 
 
 2. Outstretch left arm, bending forward from tlie iiips until the left hand can 
 
 easily grasp the sawing block fixed on work l)oard,
 
 35 
 
 From its normal place in front of sawing block take up the saw in right hand 
 (holding the handle firmly in palm of hand with the forefinger extended 
 along the back edge), and make to and fro movements with right arm 
 swinging from the shoulder in a direct line, keeping the saw blade level, 
 upright, and parallel with the work board, and to the right of the sawing 
 block. The thumb of the left hand should project slightly beyond the 
 block, to act as a guide. 
 
 Fig. 27. Square sawing — across the fibrf.s. 
 
 Fig. 28. Obliqtk sawing — across thk fibres. 
 
 Fig. 28a. 
 
 Oblique sawing on sawing 
 or bench hook. 
 
 4. Make similar movements with the saw blade in the guide cut ; also to the 
 
 right and left, in or over the angular space, always standing so as to give 
 the necessary free and parallel movement of the arm from the slioulder, 
 and to use the thumb of the left hand as the guide. 
 
 5. Return the saw to its normal position, and spring sharp back to attention.
 
 36 
 
 For ambidexter training, the movements given above must be 
 i-eversed, i.e., for right, read left in each instance. 
 
 To be efficient, the di'ill uDvements must be correct in eA^ery 
 detail. 
 
 Smoothing Planes (FirjH. 9 and 17). 
 
 These tools, although dissimilar in outline, form, and material, 
 are used for similar purposes, viz., the smoothing up of the woolly 
 iine-sawn surface of the prepared wood by the removal, with the fixed 
 blades or cutting irons, of shavings of a certain thickness. 
 
 Fk;. 17a. Smoothing plank. 
 
 The ordinary l)eech wood form has a double iron, i.e., the cnttiitg 
 or plane iron is furnished with a cap or cover iron to assist in 
 breaking the shaving as it leaves the surface of the wood. This cap 
 iron is adjustable by means of a set screw, and adds materially to the 
 efficient cutting action of the plane as the tool for the production of 
 a uniform or phine surface. 
 
 The edge of the plane iron projects vci'y slightly beyond the 
 bottom or sole of the stock or body. As a general rule the plane iron 
 is held ill position by a wedge, the exceptions being in the higher 
 class iron ])lanes wbich are furnished with a sci'ew adjustment. It 
 must l)e noted that tbe double iron of the oi'dinai'y plane is placed 
 with the straight steel face (u])on wbich the cap iron I'ests) uppermost 
 in the plane stock, whilst that of the single-iron pattern is placed 
 downwards; also that the angle of the ])itch-bed — that part of the 
 stock upon wliicli the cuttci' is placed in the two patterns — is altered. 
 
 The cutting action of each tool is the same, and each cutter is 
 ground and sharpened in the same way, / r., gi'omid to an angle 
 of '25', the honed facet angle jidding 10 more.
 
 37 
 
 To net the plane : — Hold the stock in left hand; insert cutting 
 iron ill tJifoat (sonietinies called the socket) ; hold it firmly with left 
 thiniil) ; then insert wedge, pressing it well in ; turn the sole or face 
 upwards and '' sight '' down it ; notice if sharp edge of cutting iron 
 projects through the niotttli (the narrow oj)ening across sole oi' face) ; 
 if it does not, lightl}' tap its up])er end until a dark line appears 
 across the sole or face ; then hy tapping the wedge, fix the iron 
 securely in this, its correct cutting position. Should the edge project 
 too far through the mouth, it can be readily withdrawn by striking a 
 smart blow on the had or back end of the stock, the effect being " to 
 jar" back the wedge and thus release the holding power. Never trij 
 to drive tJie phme h'oii hack hi/ Jutting its cutting edge. 
 
 Fig. 2[L LTsing thk .smoothing plank 
 
 For effective use the plane (either pattern) must be held tirnd}' 
 with both hands, the sole or face being flat on the surface of the 
 work, along which it nuist be pushed gently but firmly forward, with 
 an equal h)rce throughout the stroke. 
 
 ""S^-fflJiES' 
 
 ^ 
 
 Fi(.i. 18. Sm.vll j.\ck 1'l.\nk. 
 
 Many other forms of planes are used by woodworkers, but all are
 
 38 
 
 tile siiuie in principle, being adjusted fur use by either the screw, 
 lever, or wedge methods. 
 
 Notes of a Lesson on Planes. 
 
 Apparatus : (i) Smoothing planes, tiro patterns, single and double irons. 
 {:-^) Chart- Sect ion of a plane. 
 
 Mattkk. 
 
 Method. 
 
 1. Names of parts, compare: 1. Exhibit either or botlr planes. Name this tool. 
 
 (a) Stock or body. 
 
 (b) Plane iron or cutter, 
 
 cutting iron or 
 blade, double iron 
 \vith cap or cover 
 iron — single iron. 
 
 (f) Wedge. 
 
 {(l) Comparison of 
 material, form, etc. 
 
 2. Names of sub-parls or 2. 
 elements of 
 {a) Stock or body, 
 mouth, throat and 
 escapement, sole, 
 heel, toat or handle. 
 
 {h) Irons: Cutting iron, 
 adjusting cap 
 screw, cap iron. 
 
 3. Materials used for: 
 
 (a) Stock — beech wood. 
 (6) Cutting iron — soft 
 
 iron faced with cast 
 
 steel. 
 
 (r) Cap iron — soft steel. 
 
 ('/» Wedge — lieech 
 
 wood. 
 
 '' What is this part called? W^hat this? And this? 
 How many chief parts?" "Three." Compare 
 patterns, asking for any special point of ditt'erence 
 noticed by the children. Material, size, outline. 
 
 " Have these parts any other names? Well, has the 
 stock of this plane any part aboul it that ought to 
 have a particidar name ? What would you call this 
 narrow opening?" Educe the word month. Show 
 how the shaving entering the mouth will pass into 
 tlu; stock or body. Educe the word throat. Give 
 the word escapement as a technical term. 
 
 " Where would you expect to find the sole of 
 anything? Yes. Then where would the heel be? 
 What do we call the handle? " Show the elements 
 of the double iron, and write all terms on black 
 board. 
 
 3. " Can anyone tell me the name of this wood? — and 
 this metal ? Why shoidd steel be required to make 
 the cutter? Would not lead do? Why? What is this 
 curved iron for ? How is it to be fixed to tlie cutter? " 
 Explain the use of the cap iron and the wedge. 
 Eecapitulate by B.B. smnmary and questions.
 
 39 
 
 •4. •• What do we use a plane fur? Would not a pocket 
 knife do ? Why not ? Could we use a plane of this 
 kind on any other material, say, on metal for 
 instance ? " " No." " Why not ? Can we produce 
 surfaces other than flat with a smoothing plane ? 
 Well, what kind?" 
 
 4. Uses. 
 
 For producing uniform 
 plane surfaces and also 
 plain cylindrical sur- 
 faces — rollers — broom 
 sticks — drill wands. 
 
 Note. — An enlarged 
 cross-section diagram of 
 both patterns, showing the 
 irons in position, with the 
 several elements and sub- 
 names distinctly marked by 
 reference letters, should be 
 prepared for this lesson, and 
 be always cu evidence when 
 demonstrating the correct 
 method of holding and using 
 the plane. 
 
 Planing position drill should be demonstrated afc the close of 
 this lesson. 
 
 Fig. 30. Using Small Iron Plane. 
 
 Smooth Planing. Position Drill for small Iron Plane. 
 
 ''Attention:" CJhildren to stand in front of the work bcmrd, heels 
 together, hands by sides.
 
 40 
 ■• riaiiiii-- drill. Heady." 
 
 Place snuill [)l;m»_' on woi'k hoard, tlieii make half tui'ii lo the left and stand lirni. 
 
 '•Position l)y imiubers: '' 
 
 1. Take hold of plane with right hand (the spherical head of the wedge to be in 
 
 the hollow })alin of the hand, thumb on left side, and fingers on right 
 
 of .stock. 
 "2. Lift plane up and place the tip of left hand index finger in the hollow 
 
 boss near front end of stock. 
 
 3. Step sniartlv foi'ward with left foot, slightlv bending the left knee, whilst 
 
 bringing the plane lightly to rest on the work board oi' on a piece of wood 
 strip. 
 
 4. Eeturn plane to its normal place (the left of the sawing block), freeing the 
 
 left hand only. 
 o. Release hold of plane and return smartly l)ack to attention, making the 
 movement distinct from half left turn to front. 
 
 Should the whole class not be provided with small [)lanes, the 
 dfill movements should he made hy the teac-lier, then by one oi' moi'e 
 of the children, the remainder copying the physical movements by 
 mimicry. Some dummy forms of the plane stock will be found of 
 great advantage in securing the correct handling and movements. 
 
 The photo-plate, or a large diagram made from it, showing the 
 method of holding the beech-wood pattern, as distinct fi'om tlu^ iron 
 pattern, should hr exhil)ited to the class. 
 
 The Bradawl or Pricker (/ /V/. 5). 
 
 This pi-iiiiiti\"(' boi'iiig tool is of \alue to a fixed extent only ; in 
 action it cuts and cruslics the fibr(^s of wood into which it is forced, 
 hut do(^s not i'enio\(' any matei'ial. It consists essentially of a tang- 
 shouldered prong of steel fitted into a turned or roinided handle. It 
 is useful for boring small holes to ensure the coiTect direction of a 
 nail wlien being driven in, to prevent it bending, and to axoid 
 possible splitting of the wood fibres. 
 
 The cliisel-sha[)ed cutting edge must always be inserted s(]uare 
 across the fibres, /.r., at I'iglit angles to the (hi'ection of the gi'ain of 
 the wood ill which the hole is to be made. When joint nailing is 
 being (b)ne, the (hanieter of the prong shonhl he snialbT than the 
 nail to be used.
 
 41 
 
 'V\w Pricier differs froiu tlie Bi'adawl in havin.i;' a tint' needle 
 point instead of tlu^ cliisel edi^e ; it is mncli smaller in diameter, 
 and of no value for l)orin,n" deep lioles. It is useful foi" marking 
 the outline of cui'ves in the advanced .s/db /rork, and for making 
 shgiit holes oi- indents to receive the points of the small panel pins 
 used in the simple over-nailing exercises and models. 
 
 
 Fig. 5\. BuAnAWL. 
 
 Notes of Lessons on Bradawl and Pricker. 
 
 Apparat/i.s 
 1. 
 
 ^Iatti:i{. 
 
 1. Parts of tools : 
 ((() Tan^'-slio 111 Jerud 
 
 prong. 
 (/y) Turned liandle— 
 
 various shapes, 
 (c) Ferrule or ring to 
 
 p r e V e n t h a n d I e 
 
 splitting. 
 {(]) Cliisel shaped end 
 
 to cut tihres. 
 (c) N e e d 1 e point t o 
 
 pierce and crush 
 
 libi'es. 
 
 2. Tang of bradawl is paral- 
 
 lel sided, but tapered 
 on edge : 
 
 [a) To provide secure 
 
 hold in handle. 
 
 (b) To aid removal when 
 
 l)roke n . 
 Shoulder — To prevent 
 prong being driven 
 into handle by the 
 pressure used when 
 making the hole. 
 
 ; Scpai'dlr jnii Is of each tool. 
 
 Method. 
 I'jduce connnon names of each part. Write technical 
 
 terms on black board and commit to menior\-. 
 
 "How is the handle made?"' Explain l)riefiy the 
 
 turning lathe, and Ikjw it is used. 
 
 " W by is it necessary to put a ring on the 
 handle?" Explain. 
 
 Educe how the chisel cutting edge is made, its 
 shape, antl why the pricker is not capable of lioring 
 deep holes. 
 
 Educe why the tang is made parallel on sides and 
 tapering on edge. Explain why a })arallel tang 
 holds better than a fully tapered one. 
 
 Educe why the shoulder is necessary ; show its 
 Hitline 1)\- an enlarged black board sketch.
 
 Prong — Chisel edged, 
 ground equal on 
 each side to cut 
 the fibres; note 
 needle point of 
 pricker. 
 
 3. Uses of each tool. 
 
 42 
 
 Demonstrate the correct methods of holding, 
 inserting, and using 
 
 (a) The bradawl. 
 
 (b) The pricker. 
 
 Demonstrate why the diameter of the prong of the 
 bradawl should be less than the nailused. 
 
 Fig. 31. Ubinu Bkauaul. 
 
 The Hammer (Fig. 6). 
 
 There are several forms of this tool designed for specific purposes, 
 but all are alike in the chief essentials. 
 
 The head, usually made of cast steel, is furnished with an oval- 
 shaped hole, called the ej/e, into which is securely fixed, by means of 
 a wedge, the shaft or ]iandl(\ One end of the head is cylindrical, 
 having a slightly convex end face, the other terminating generally 
 in a wedge-shaped pane or j^ean. Straight-grained wood of the ash 
 tree is used for the handle or sliaft because it gives the re(|uisite 
 strength and lightness, coml)inod with the essential elasticity and 
 dura1)ility.
 
 43 
 
 As the simplest form of all percussion tools, the hammer 
 provides a most efficient and effective means for training the hand 
 to precision and delicacy of movement and touch, and upon the 
 dexterous use of it will depend, almost exclusively, the excellence of 
 the work done hy the students of Froebelian woodwork. 
 
 The handle should be grasped lightly but lirndy near the end of 
 the shaft with the forefinger extended along the top, in order to 
 ensure full command of the tool and effectiveness of the blow struck, 
 heavy or delicate. Do not under any circumstances attempt to drive 
 home with one blow, even the shortest nail used. 
 
 Fig. 6a. Exetku hammer head 
 
 Notes of Lesson on Hammers. 
 
 Apparatus : (1) Large and small hammer heads. 
 [:!) A finished shaft. 
 • (o) liouijh piece of ash ivood. 
 
 Matter. 
 
 Parts of hammer : 
 
 (a) Head of steel — or- 
 
 dinary and special 
 forms. 
 
 (b) Eye of oval and 
 
 double tapered form 
 to prevent turning 
 and sudden release. 
 
 (c) Face — slightly con- 
 
 vex. 
 
 (d) Pean — generally of 
 
 a long taper form, 
 but also made 
 spherical for special 
 purposes. 
 
 Method. 
 
 1. Show specimens. Educe the names of the parts and 
 write each on black board. 
 
 Sketch the section through ci/e, and educe how 
 the enlarged space above the centre line can be 
 filled up. 
 
 Explain that when filled up the section resembles 
 a dovetail both on the long and short axis of the 
 oval hole. 
 
 Explain why the face is made convex — to 
 prevent damage to material. 
 
 Explain the use of the tapered pean, and also of 
 the spherical form for rivetting and expanding metal.
 
 44 
 
 2. Handle of ash wood : 2. Sliou how the sluifl should he lield {a) tor Hglit work, 
 
 (a) D u r a h 1 e , light, (b) for lieavy work. 
 
 strong, elastic. Educe why the forefinger is extended in one 
 
 (b) Form of handle, re- case and not in the other. 
 
 duced in diameter Educe why ash wood is used foi' the shaft. 
 
 near head. P^xplain clasiiciti/. 
 
 3. Head secured hy a wood 3. I'jxplain hriefly the meclianisin of the wedge. 
 
 wedge, dovetail formed, 
 thus giving security 
 I'eadily and simply. 
 
 (live haiiJiiier (IimII at end of lesson. 
 
 l-'ii.. ^y2. r.^iNLi ii\.MMi;j; - I'o.'^rnoN 
 
 Hammer Drill Positions. 
 
 " Atti'iitioii : "" ivieli cliild to siuiul iu troiiL (jf tlic work lioarcl, liecls 
 together, haiids hy side. 
 
 "Haiiiiiier drill. Keady." 
 
 Place a waste piece of wood on work hoard near the centre, and return smartly 
 to attention. 
 
 " rositioii by iiiiiidxTs: " 
 
 1. I'lfk up hammer with right hami, e.Mend the iinlex finger along shaft, hi'ing 
 
 w)-ist down to rest on the front edge of the work hoard, holding the hammer 
 head elevated at about an angle of 45° with the work board surface. 
 
 2. (iive several downward movements with wrist only, not allowing the hammer 
 
 head to touch the surface (Elasticity of handle felt). 
 .3. \'\iic(' fdcf' oi hammer on tin' waste piece of wood, raising forearm to form a 
 straight line with the hammer shaft.
 
 45 
 
 4. Give a scM'ies of liglit consecutive hlows in class iniison. 
 
 ."). Return hammer to its normal place on work board and spi'in^- smartly to 
 attention. 
 
 Beading- Tool or Scratch (Fig. 13). 
 
 This is a simple form of tool admirably suited for our use, to 
 break up the repetition of square an^-les and to add a slight orna- 
 ment to several of the otherwise severely simple models. 
 
 It consists of a piece of tine cast steel blade, on the end and 
 corners of which are formed hollow curves, of different diameters. 
 The blade is encased in a handle, and securely fixed eithei" by rivets 
 which pass through both (as in the saw), or by a tang (as in a table 
 knife). 
 
 When used it should be held vertical and with a downw^ard and 
 sideward (corner) pressure, firmly drawn or scrapcfl along the angle, 
 until tlie bead foi'med thereon by such action is fully developed. It 
 is better to iii'st reuiove the sharp corner or arris with a plaue. The 
 tool may be readily sharpened by rubbing (with heavy pressure) a 
 piece of hardened steel wii'e inside and across the hollows, the nliject 
 being to form a ivire edge. 
 
 Demonstrate both construction and use before constructing 
 Model 13. 
 
 The Cutting and Bending Pliers [Fig. 16). 
 
 Several forms of this tool are obtainable, the most usefid is a^ 
 combination pattern, which includes flat jaws, round nose, and cutter. 
 The cutting edges will be useful for snipping off the ends of projecting
 
 46 
 
 nails, the flat jaws for straightening bent ones, and the round-nose 
 points for forming the small wire ejies which are used in man}' of the 
 models as hinges and hooks. The inner surfaces of the flat (and 
 sometimes the round) jaws are serrated like a file in order to obtain 
 a more secure grip or liold on the wire during manipulation. 
 
 The little points formed by the cross serrations are called the 
 teeth. 
 
 Notes for Lesson on Cutting and Bending Pliers. 
 
 Appardhis : Tiro or more i^airs of 2)Hers. 
 Matter. ^Iethod. 
 
 1. Names of parts: 1. Sketch outline form on black board. Write the 
 {a) Face. names against each part. " Do you know of any 
 {h) Jaws. other thing that has these names? Are they exactly 
 (c) Nose. like these? Are your teeth made of steel?" 
 
 (</) Teeth. 
 
 2. Uses of each part. 2. Explain fully the use of each part, and give demon- 
 
 strations in nail-cutting, straightening, extracting, 
 and in forming the eyelets and hooks. 
 
 3. Material made from. 3. Educe the name of material used in manufacture ; 
 
 explain why, and briefly give details of forging. 
 
 A definite position drill is not necessary for the use of this tool, 
 because of the many different w^ays in which it may be required. 
 Each child should, however, have individual instruction given as to 
 how to manipulate the pliers most easily for each operation. 
 
 Cabinet Rasps and Files [FigH. 14 (ind J4((). 
 
 These conuuon abrasive or rasping tools provide a ready means 
 for reducing the edges of the wide surface material used in the nu)re 
 advanced models, especially those whose outline contains curved 
 lines, convex or concave. 
 
 The cutting action is similar to the saw, the feetli of the rasp 
 being triangular projections of solid steel, forced or raised up on the 
 surface of the hhaik by means of a small triangular pointed chisel ; 
 those of the file by an ordinary flat chisel, which raises a number of 
 ridges equidistant across and oblicpu^ to the length of the file ; in
 
 47 
 
 each case the cutting edges inchne to the front end of the blank. 
 When single ridges are cut, the file is called a single-cut^ as distinct 
 from double-cut, in which a second set of ridges are formed oblique 
 to the first set, which break up the cutting edge of the first ridge 
 into a number of triangular teeth, similar but much finer than those 
 of the rasp. 
 
 The cross section form of the blank defines the proper name of 
 each file, as triangular, half round, square, flat, fish back, round, etc. 
 
 The file blanks are made of cast steel, forged and thoroughly 
 softened or annealed ; the}' are then ground smooth, hand cut, 
 according to grade of fineness required, and afterwards re-heated and 
 finely tempered in oil or some other semi-liquid preparation to produce 
 the necessary degree of hardness to each cutting edge. The tang or 
 taper point upon which the handle is afterwards fitted is not hardened. 
 
 Medium cut files are most suitable for wood workers, and in 
 length vary from 6 in. to 12 in., the blanks of all forms selected being 
 tapered on all sides from tang end to point. When the teeth become 
 clogged with the fibres of wood abrased, the cutting action is im- 
 paired ; this may be readily re-established by scouring the file with 
 strong and hot soda water and stiff brush, thoroughly drying before a 
 fire, to remove all moisture. 
 
 Fig. 34. Using the r\sp for forming curves. 
 
 A very delicate hand training can be given by the use of the file, 
 especially when hard wood is used on which to produce rotnided or 
 curved surfaces and outlines, and especially is this recognised when 
 the work is not fixed,
 
 48 
 
 Notes of Lesson on Files and Rasps. 
 
 Appdriitiis : (1) ]t((S])s — Files of tiro iir more forms. 
 (2) Saw — Model of sair teeth. 
 (-■y) Enhinjed skc/cJi of file ri(hjeH. 
 
 ^Iattee. ^Iethod. 
 
 1. Xiimes of ])arts : 1. Exhibit the Saw. " What tool is this? Wliat is it 
 {a) Blank. used for? What kind of edge has it? Wliy is 
 
 (b) Teeth. it made so ? " Compare the teeth, tang, and l)lank 
 
 [c) Tang. of each, saw, file, rasp. 
 
 2. How formed on each tool, 2. Educe how the teeth of a saw are made. Exhibit 
 special shape of teeth to model of saw teeth. Compare model with elevation 
 make cutting act ion sketch of file teeth. Give details of manufacture 
 certain. of files. Explain the tei'ms /^'/»2^«^r/»(/ and Jiardening. 
 
 3. Cutting action compared 8. Demonstrate the action of the saw, afterwards the 
 with abrasive action. file, and compare the waste dust produced by each 
 
 tool. 
 
 4. Pressure necessary to 4. Eecapitidate the lesson on the saw, by qtiestions 
 
 make all teeth do work. about the effect of heavy downward pressure. Show 
 
 by demonstration that a file resembles a number of 
 saws placed side by side, and that much more pressure 
 is necessary — when the mat(M'ial is of a hard nature — 
 to do the same amount of work in the same time. 
 "). Manipulation. o. Demonstrate method of use for 
 
 (a) Fixed work. 
 (/>) Loose work. 
 
 r4iv(' position drill at ciid of lesson. 
 
 Rasping: and Filing;. Position Drill. 
 
 ApjKiratiis : \l] I'liicli rliihl to liiirc n tl-iii. kisji or jilr, or a imo Irii 
 siilist it lite slidjiril In loi iii. 
 (•-•') Piece ol' sliih irooil ohoiit (i in. X '--' in. fi.reil in vice. 
 
 "Attention:" Cliildi-en to stand in tVontol' woi'k hoai'd, facin,i;- strip 
 \ice and sawinu' block, heels to.u'ethei', hands hy side. 
 
 " Filni.o- (hill. lleadx."" 
 
 " position hy nuiuhei's (lor ti.xed woi-k):" 
 
 1. 'I'idxc lip lilr, lioldiii^ liaudic liniiK in I'iglit p;iliii, lorcliiigcr outstretcliecl
 
 49 
 
 along the handle, hold it level with the top of the work hoard, elbow bj- 
 side, but free to move from the shoulder, 
 
 2. Bring left hand round (with a swing), take hold lightlj' of extreme end of file 
 
 with finger and thumi) (whole hand rests on for heavy work). 
 
 3. Take half pace backwards with right foot, slightly bend left knee, and make 
 
 several to and fro unison movements with arms moving from the shoulder 
 {tJie hodi/ must not move). 
 
 4. Make similar movements diagonally across the fixed piece of wood, taking or 
 
 using the full length of the file in traversing from end to end. 
 
 5. Place file on work l)oard, release vice screw, place piece of wood by the side 
 
 of the file, and return to attention for 
 
 "Position by numbers (for loose work):" 
 
 1. Take hold of file with right hand, index finger outstretched along the handle. 
 
 2. Take up piece of work in left hand, place it on ledge of sawing block, and hold 
 
 it firmly in place by grasping the two together. 
 
 3. Same movement as for fixed work. 
 
 4. Same movement as for fixed work. 
 
 5. Place file and work in position on work board, and return smartly to attention. 
 
 Cutting and Marking Gauge [Fig. 10). 
 
 This important measuring tool, although so simple in construction, 
 is one of the most difiicult to use with efficiency, therefore it is not 
 called into use in this scheme of work to the same extent as in the 
 Higher Handicraft classes. 
 
 It will, however, materially assist later work, if, on its first 
 introduction in a demonstration lesson given by the teacher, some 
 information and instruction is given to the children on the essential 
 parts of it, and upon the methods of using it. 
 
 In its most simple form it consists of four details or elements : 
 
 (a) The head I i f , , n 
 
 ,,, _, r made of beech wood. 
 
 [h) The stem i 
 
 (c) The thuviJ) or adju^tinij scrciv — made of box wood. 
 
 {d) TIw spur or cutter — made of tempered steel. 
 
 The herfd, into which is fitted the adjusting screw, being made 
 to freely slide along the full length of the stou. near the end of which 
 
 D
 
 50 
 
 is inserted the spur or cutter ; any definite measurement can be set 
 off between it and the spur point. The head is then held in such 
 position by tiohtening the adjusting screw on the stem. 
 
 Fi(i. 10a. Maukixg gauge. 
 
 Method of setting and adjusting the gauge : — 
 
 Take up the tool with left hand, holding the steu^ with spin- jjouit upirar<Is, and 
 with the thwnb screw outivards. 
 
 Release the thumb screw by turning it towards the right — head of gauge should 
 now be free to slide along the stem. 
 
 Take up Unit rule in right hand ; place the first Unit end close to the face of 
 block, with the Unit edge resting on the spur point ; move the head along 
 the stem until the required measurement appears between the face 
 and the spur point; hold the head firndy in that position with ])ressure by 
 the left thumb, then turn the thumb-screw to the left to tighten it to the 
 stem. Bring the rule again to measuring position ; retest the fixed dis- 
 tance, and adjust, if necessary. If the thumb-screw is not screwed up too 
 tight, slight adjustments may be made by tapping the ends of tlu; stem on 
 the work board. 
 
 When the gauge is finally set it may be used in either hand, but the right liand, 
 at least with young children, is advisable. 
 
 Method ot holding and using tlie gauge (right hand) : 
 
 Take gauge; up with right IkiikL spur point downwards, ihuiiil) scm'cw outwards, 
 thumb free on stem l)('liiiid tlii'. spur, forcfniger cui'ved over head of gauge — 
 finger tip should touch the thumb screw — remainder of fingers folded 
 round the stem beliind the head. 
 
 II( Id the vvoi-k to ))e gauged or cut in position (see Fiij. ■io) ; l)ring tlie face of gauge 
 head close up io the riglit-liand edge of the work, then, with a combined 
 side and forward pi-essure, slide the tool along the work, taking care to 
 prevent the head being forced away from the edge Ijy reason of the spui-
 
 51 
 
 following the line of least resistance, i.e.. the soft portion of the annual ring 
 or grain of the wood. 
 
 Fk;. 85. Using MAUKiNci-cuTTiNt; (;auc;e. 
 
 If a gau<>e is available for each child, a collective class drill in 
 the several movements should be arranged, before individual attention 
 is G'iven to its use on the actual models. 
 
 Notes of a Lesson on the Cutting=Marking Gauge. 
 
 Aj^jyamtiis 
 
 Matter. 
 Names of parts : 1. 
 
 (a) Head or block. 
 
 (b) Stem or spindle. 
 
 (c) Spurorcuttingpoint. 
 ((/) Thumb-screw. 
 
 Set of gauge. The mea- 2. 
 sure of length between 
 the face of the head and 
 the exact point of the 
 spur. 
 
 .• Two or more forms of Gamjes. 
 
 Method. 
 Show cutting-marking gauge to class. Name, and 
 write on black board the several parts, and also the 
 names of the material used in construction. 
 
 " How shall we set the gauge ? Why does this block 
 move up and down the stem ? Can we fix it to pre- 
 vent it moving? How?" Educe the use of the 
 ihumb-screw. " How shall we be certain that the 
 distance or measurement required will be correct ?" 
 " By testing again with rule." " Yes." " Why is 
 it necessary to measure from the exact point of the 
 spur?" " Because that is the part which wall make 
 the line or cut." '• What do we call the fixing of the 
 head to the stem in a certain position ?" " Setting 
 the gauge." " Yes." " Have you ever ' set ' any- 
 thing else?" Give instances or examples where the 
 word is used correctlv and incorrectlv.
 
 52 
 
 Use of gauge. For mak- 
 ing well-defined lines 
 parallel to the edges of 
 prepared material, and 
 for cutting off parallel 
 strips, by gauging lines 
 on each side of thin 
 material. 
 
 A combined side and 
 forward pressure being 
 necessary to keep the 
 spur to its work. 
 
 3. " How shall this tool be held? What lias to do the 
 cutting or marking?" "Yes, the spur.'' "How 
 shall we keep it from running away from a straight 
 line?" — A good moral lesson on restraint and self- 
 control may with advantage be included here. — 
 "Yes, it must be carefully guided." Demonstrate 
 the correct positions for effective use in marking 
 and cutting respectively, and let several children 
 individually repeat the movements. 
 
 Fig. 36. Doublk point on iioiaisE gaugk. 
 
 The Brace and Brace=bits [Figs. 11 and 15). 
 
 The purpose of the brace is to provide a support, and a lever 
 power for actuating any one of the many forms of woodboring tools 
 or bits. It consists of the Head, (hrtitJ:, Socl-ef, and Jaws. The 
 head is a nuislirooni-shaped piece of rosewood attached to the neck 
 of the crank s})indle and made free to move upon a number of small 
 steel balls, Avhich form a roller-bearing to reduce friction and to 
 give freedom of movciiient to the ci;iiik anus when in use. 
 
 The ci-aiik pin is provided with a hand gr//) — a piece of wood 
 which encircles the pin — in which it also freely revolves. The bulb- 
 like socket at the lower end of th(! spindle encloses and actuates the 
 jaws, which in turn grip the square shank end of the brace-bit. The 
 jaws are hinged at the top end and are usually provided with teeth, 
 as seen in the diagram. A slot way is cut in the lower end of the 
 spindle, forming a fork, into which the jaws fit easily to retain them 
 in position. 'I'he socket is provided with a conical seat upon which
 
 53 
 
 the tapered ends of the jaws rest ; therefore when a turning move- 
 ment is given to the hrace, the resistance set up by the bit entering 
 the wood tends to advance the socket on its thread, and thus cause 
 tlie grip on tlie l)it shank to be increased in proportion. 
 
 Fig. 11a. Details of brace, showing jaws and ball bearing hlad. 
 
 When ni use the brace must be held in a line coincident with 
 the direction of the hole to be bored. The pressure required to keep 
 the bit to its work is furnished, for vertical boring, by the forehead of 
 
 Fig. 37. Using brack and disc cutter. 
 
 the operator resting on the back of the hand in which the head of the 
 brace is held, and for horizontal work, by the operator's body.
 
 54 
 
 If the brace-bit is in guod order, the pressure required will be 
 very slight indeed. The ri,u,ht hand should be used only for turning 
 the crank ; it should not take any part in keeping the cutter or bit to 
 its work. 
 
 Several forms of brace-bits are available for ^^■()od boring; the 
 the most common being the centre-bit. 
 
 As its name implies, it acts with a centre pin as a guide or axis, 
 about which the cutting action of the nicker and router-cutter takes 
 place. One of the cutters takes the form of a vertical knife point, its 
 dut}' being to incise or nick a circular groove at each revolution of 
 the brace; the other is a chisel edge placed horizontal, its duty being 
 to remove the material within the incised circle. 
 
 It therefore follows that these three elements of a brace-bit 
 have each a definite function to perform in a particular sequence 
 or order, i.e.^ (1) the centre point fixes the exact position of the 
 required hole ; (-2) the nicker fixes the exact diameter, and prepares a 
 definite tract for (3) the cutter to come into action to remove the 
 waste material enclosed within the circle, which — if the cutter is 
 sharp and set in its correct position — should come away in a 
 continuous spiral shaving. 
 
 Fi(.. 1")\. I^>K.\()", rENTKH-Brr. 
 
 To prevent the undei- surface of the wood being damaged by the 
 sudden breaking thnnigh of the bit, it is wise to stop the boring action 
 as soon as the centre pin emerges, then to reverse the wood ; insert 
 the bit in the small hole made by the pin; carefully revolve the brace 
 to make the cii'cular incision, which by cutting the fibres, effectually 
 prevents any splitting when the cutter agam comes into action. 
 \Yhen the boring is done from both sides in this way, a small disc — 
 thicker in the centre than at the edges— is left on the centre pin ; 
 this shows at once the lead of the ciiltci- in foi'ming the spiral 
 shaving.
 
 00 
 
 Notes of Lesson on the Brace and Brace=bits. 
 
 Matter. 
 
 1. Names of parts 
 (ft) Head. 
 ib) Crank. 
 
 (c) Hand-grip. 
 
 (d) Socket. 
 [c) Jaws. 
 
 Appiirutiis : A hrocc in parts. 
 A (jinilet. 
 Several forms of bits. 
 
 Method. 
 1. Educe the names of the several parts by comparison 
 with other known tools. Write correct names on 
 black board. "Why is this part called a crank? 
 What is its use? Why is this part surrounded 
 with wood?" Let children handle the brace, 
 asking each to maintain silence. Select one or 
 two to give reason, " What would most hkely 
 occur to your hand if the metal crank pin revolved 
 in it for a long time?" 
 
 Educe the meaning of the word socket. " Of 
 what value is it to this tool ? Why is it formed hke 
 a pear or bulb?" "What are the jaws for?" 
 "Yes, to bite." " Why are they joined together at 
 the top end ? Do they resemble any part of your- 
 self ? " Demonstrate the holding power, illustrating 
 how it is efl'ected. • 
 
 2. Material used in con- 2. 
 struction. Wood, steel. 
 
 3. Use of brace : 3 
 
 (ft) Adaptability of jaws. 
 (&) Leverage of crank 
 
 to give power and 
 
 quick turning action 
 
 to bits. 
 (r) Compare brace and 
 
 Ijit with gimlet. 
 
 Educe the name of the material used in the manu- 
 facture, and give brief reasons why such are used. 
 
 Show how the jaws are made to move, freely, how 
 formed to prevent turning in the socket, and give 
 reason for the centre groove in each jaw, and the 
 teeth. " What is a lever ? What advantage can be 
 gamed by its use ?" lUustrate see-saw. Show how 
 and when a lever becomes a crank. Ask for examples. 
 Cvcle, sewing machine, and illustrate how a crank 
 converts motion. Using the gimlet and brace to 
 illustrate, show how difficult it would be to bore a 
 lar'>-e hole without lever power.
 
 56 
 
 Centre bits : 
 
 (a) Essential points of 
 construction. 
 
 (h) Spiral -cutting ac- 
 tion. 
 
 ((■) How held and used. 
 
 Educe the common names of the parts of a bit. 
 Compare other tools. Write down the terms, and 
 make a large sketch of a centre bit on black board. 
 Demonstrate the why and wherefore of the spiral 
 cutting action of the chisel cutler and the use of the 
 knife or nicker. 
 
 Educe how the bit could be held without a brace, 
 and demonstrate the difficulty in keeping it vertical. 
 
 The Wheel Rim and Disc Cutter {Fig. 12). 
 
 The use of this tool is hniited to cutting out from the sohd, the 
 wheel rims hikI discs re(|uired in the standard models of this course 
 of ^vork. It consists essentially of a disc of beech wood, into which 
 is fitted a shank and centre pin, and any required number of spur 
 points, which project from the under side of the disc to act as 
 cutters. 
 
 These spurs may be made of ^" round steel wire driven tight 
 through the disc, or from the shanks of No. (5 wood screws. The 
 latter have an advantage over the steel wire spurs in that any one 
 of them can be readily withdrawn to prevent it acting, and for re- 
 adjustment or sharpening without damaging the disc. The cutting 
 points of either form must be filed thin and tapering, and be placed 
 directly circumferential with the centre })in, to allow of a free 
 scraping-cutting action l)y each. 
 
 The shank is furnished with a tapered square end, by which the 
 tool is held in position, and actuated by the brace [Fitj. 11) when 
 being used. Fig. 37 shows how the operation is best performed, but 
 a horizontal position of the brace may be adopted provided the wood 
 to be cut is suitably held and supjiorted. 
 
 Tf the cutter or spur points ai'c kept in good order, the tool will 
 be found fully ctiicient for the pui'pose for which it was designed. 
 
 The Grooving Plane {Fig. 23). 
 
 'J'he stock oi- body of this tool is luadc of beech wot)d ; on one side 
 is foiMiied a I'ebate, and on the cud a linger guide; on the I'ebate side
 
 57 
 
 is titted an adjustable cutter or router, the two cutting edges of which 
 are arranged to enable the plane to be drawn towards the operator 
 when in use. Being designed specially to meet the requirements of 
 Froebelian Woodwork Models where grooves of a fixed depth are 
 wanted, its use is limited to the width of the cutters and deptli of the 
 rebate. It will cut equally well both with or across the grain ; the 
 leading cutter, consisting of two spurs formed by the V groove, acts 
 in a- similar way to a cutting gauge, luaking two lines or cuts, parallel 
 with the edge of the wood upon which the groove is required, the 
 material between these lines being siuniltaneously removed by the 
 follower cutter. It is a tool which does not readily get out of order, 
 but the cutters require sharpening, when dull, either by dead smooth 
 filing or slip lioning. 
 
 Piercing or Adjustable Frame Bow Saw {Figs. 8 and 38). 
 
 This form of bow saw has been selected as being the most 
 suitable for children's use ; because it admits of easy adjustment and 
 provides ready facilities for using short pieces of broken saw blades ; 
 its construction is simple, and it cannot get out of order if used with 
 ordinary care ; it is light, and easy of manipulation. Its chief dis- 
 advantage is the short depth or distance between the saw blade and 
 the sliding frame back, but the curves upon which it will be used in 
 making the standard models can be easily cut by it. The saw blade 
 
 Fig. 38. PiKRCiNt; saw. 
 
 used is a narrow ribbon of line steel, havmg on one edge about 18 
 teeth per inch ; it is tapered in width section, i.e., the plain edge is 
 thinner than that upon which the teeth are formed — to admit of free 
 movement wlien cuttiim' round cui-ves of small radius. It is held in
 
 58 
 
 position bv thuinb-screws at each end of the frame. When fixing the 
 blade in the frame, first place one end of it — cutting faces of teeth 
 being forward, hke tliose of tlie small tenon saw — between the clamps 
 near the handle ; next adjust the sliding back, until the free end of 
 the blade just enters the front clamp or head, and tighten the back 
 set screw to fix it securely in position ; then, with careful pressure, 
 shorten the distance between the two clamps, allowing the free end 
 of the blade to slide forward until at least one-half inch of it is within 
 the clamp ; then, still maintaining the pressure on the head, turn 
 the tlunnb-screw, and tighten the clamp to the blade to firmly grip it 
 in this, its working position. 
 
 If correctly fitted, the blade should feel rigid when the pressure 
 is released. When the saw is to be used for removing pieces within 
 any boundary lines, as in Model 36 — Loco-tender frames — a small 
 hole must be bored, through which to pass the blade, before it is 
 finally fixed in its frame. A class demonstration lesson should ])e 
 given to show how it is held and used, immediately on its introduc- 
 tion as a tool required to work any detail of a model. 
 
 Fig. 'Sd. UsixG pikucing swv kok cui'ting cuuvks. 
 
 Chisels (Figs. 40, 41, 42). 
 
 Cutting tools lia\i)ig unguai'ded oi' iiiisiipportcd kceii-sliarpened 
 edges ai'e not suitable for use by young children, tliei'efore chisels 
 have been excluded from the primary set of tools, and admitted only
 
 59 
 
 fur the use of the teacher in the demonstration and comparison object 
 lessons to ilhistrate the cuttin<^- action of the plane, and for showing 
 the difference in the manufacture : the coiiu-idence of the keen-cutting 
 edges, the character of the material used, and many other obvious 
 characteristics similar and dissimilar. 
 
 Fig. 40. Bkvel edge fikiieu chisel. 
 
 ^ 
 
 Fi(4. 41. FiiniEU chisel. 
 
 Fig. 4'2. Firmer chisel. — Handle removed. 
 
 Chart drawings should be made from Figs. 40 and 4.2, and 
 explanation given as to the form of the tang, shoulder, ferrule, 
 and handle ; reference being made, during the lesson, to the parts of 
 the bradawl which bear the same names. 
 
 Sharpening Hones or Oilstones. 
 
 There are several kinds of stone suitable for giving a keen-cutting 
 edge to tempered steel tools, some of which are quick cutting, 
 others very slow or sluggish. Turkey stone and Charnley Forest 
 are considered the best by many experts, but for general use — 
 economic reasons being a feature — those sold as Washita answer 
 all requirements. 
 
 The stone — rectanuulai' in foi'm — should be encased in a wood
 
 GO 
 
 box, the bottom and top of which is made removable, so that both 
 sides of the stone are avaihible. 
 
 Fig. 43. 
 
 The keen edge of a cutting tool is obtained by rubbing the tip of 
 the ground angle steadily and evenly — with an equal pressure through- 
 out the stroke — along the surface of the oilstone {animal or- vegetable 
 oil alone being useil as a lubricant) until a small facet of equal width 
 appears across the edge ; during this process a minute portion of the 
 fine honed edge has been turned up on the flat or face side of the tool; 
 this — technically termed a wire edge — must be removed b\- turning the 
 face of the tool down on the stone — perfectly flat — rubbing it gently 
 with a firm pressure downwards along the surface two or three times. 
 Great care must be exercised in p(M-forming this operation in order to 
 
 Fig. 44. 
 
 Fu.. 45. 
 
 avoid the fatal cn-orof foiiniiig a facet on the face side. I'lg-^^- 44,45 
 give the relative positions of a chisel during each operation, which 
 also apply to all tools of siiiiihii- construction. The honed facet
 
 61 
 
 should never alter the <^r()Uiid angle — the angle formed by the grind- 
 stone — more than 10\ 
 
 To maintain an oilstone in good condition it nuist be kept 
 thoroQghly clean at all times ; all the Inbricant — which contains 
 minute particles of steel — after use nuist be innnediately removed 
 with a piece of old rag or cotton waste, and the surface left as dry as 
 possible. Under no circumstances should paraffin oil be used, either 
 as a lubricant or for cleaning purposes, as it hardens the texture of 
 the stone, and renders it useless as a hone. Should the surface of the 
 stone become uneven through frequent use, it can be renewed by 
 briskly rubbing it on a sheet of No. 3 emery cloth, fastened on to a 
 piece of hard wood. 
 
 The several important points of tool sharpening should be fully 
 explained to the children, before actually demonstrating the use of 
 the oilstone, and recapitulated by eduction and black board summary 
 from time to time as occasion requires. 
 
 Glass or "Sand" paper {Fig. 22). 
 
 The abrasive action of glass or "sand" paper is identical with 
 that of the file or rasp ; the fine particles of glass which are glued on 
 to the background of stout paper take the place of the raised -up points 
 of steel on the file blanks. 
 
 Glasspaper is manufactured in several grades or degrees of fine- 
 ness, that classed as Middle '2 being the most useful for general work. 
 It enters largely into this scheme of work, not on account of any 
 educational value it may possess in delicate hand training, but chiefly 
 because it offers the most simple and ready method of smoothing the 
 woolly surfaces of the prepared — sawn — strip wood, and for removing 
 the small bevelled corners and chamfers which so often occur in 
 making the. series of standard models. 
 
 The photo, block shows a half sheet of M 2 pinned on the surface 
 of the work board. In this position the children can very readily 
 smooth up the material — when sawn to length — on surfaces, edges, or
 
 62 
 
 ends, as required, without feur of destroyin,!^- the rectangular section, 
 both hands l)eiii,i;- ;t\ailable for guidance, ahhoiigii suiiicient pressure 
 can be exerted by the forehnger, as shown in Fig. 46. 
 
 Ftg. 4G. EorxDiNfi Kxns on (;lass i'aper. 
 
 For smoothing hirge surfaces, or built-up models, it will be 
 advisable to neatly wrap a piece of glasspaper round a rectangular 
 block of cork — termed a cork rubber — in order to give an equal 
 pressure over a large area, and to avoid rubbing off the sharp angles 
 or arrises of the details of the models which are being finished. For 
 the inside finishing of curves, or other irregular surfaces or edges, a 
 piece of cork filed to the re([uired contour, similarly covered with 
 glasspaper, can be used. A piece of cork measuring about 4"x3"x H" 
 length, breadth, and thickness respectively, will be found a very 
 convenient size for the ordinary rubber.' 
 
 A lesson on the abrading action of glass[)a[)er, the method of 
 using it to meet special cases, or on its manufactui'e should hv given. 
 
 I )enionsti'ations u[)on the eriicient, and careless use upon tinish(>d 
 work will do much to impi'ess the necessity of cai'e and judgment 
 upon the children. 
 
 The Parallel Vice. 
 
 This tool is not an absolute necessity for a small equipment, 
 but in schools oi- centi-es where a specialist teacher is engaged,
 
 G3 
 
 many little necessary toul repaii's can be effected by its aid. There 
 are many fornjs in the market, but the pattern sbown is the most 
 suitable. 
 
 Pauallkl vick.
 
 64 
 
 Notes on the Woods and other materials suggested for 
 use in the construction of the Standard Series 
 
 of Models. 
 
 CANARY WHITE WOOD. Liriodendron tulipifera. 
 
 Natural ordei- : Magnoliacex. 
 
 The chief supphes of this are obtained from America and Canada 
 in the form of waney logs and sawn boards of considerable size. 
 
 Its grain is very fine, but somewhat spongy ; it. finishes with a 
 dull lustrous surface which readily soils, and changes in tone of colour, 
 if unprotected. Its colour range varies considerably from white to 
 canary, often with a greenish grey tinge, but sometimes it is met 
 with of a distinct brownish black — very closely resembling common 
 black walnut. It takes stains very readily, and for this reason it 
 enters largely into the manufacture of cheap " walnut " furniture. 
 It is cheap, easy to work, does not readily split when nailing, and 
 has been found to be a most suitable material for Froebelian 
 woodwork. 
 
 As a timber of commerce it probably holds the record for the 
 number of alternative names under wdiich it is obtainable. Amongst 
 the number are: Whitewood, Canadian whitewood. Tulip tree. Canoe 
 wood, Saddle tree. Poplar, Yellow poplar, Virginian poplar, Canary 
 wood. Yellow wood. 
 
 BASS WOOD. Tilia Americana. 
 
 Natural order : Tiliaccas. 
 
 This wood so very closely resembles the foregoing in texture and 
 general appearance, being grown in the same districts, and received 
 fi'om the same source of supply, that it is ncit often delivered as 
 Whitewood. It is obtainable in very wide boards sawn to standard 
 thicknesses, and also in round logs of considerable dimensions. Its
 
 65 
 
 grain is very tine; the surface linisli of \yorked specimens being much 
 more histrous tlian Canary wood, whilst the range of colour is more 
 uniform, from white to creamy white or ecru. It does not split when 
 being nailed, is easily worked with simple tools — there being very 
 little difference between the Autunni and Spring growths — and is, 
 therefore, specially serviceable for model making. 
 
 Well-grown timber of this tree is rather heavier than similar 
 gi-own wood of the tulip tree — relatively as 8(S : 45 lbs. })er cubic foot. 
 
 In its native forests — ^on the shores of Lakes Erie and Ontario — 
 it is known as the Linden or Lin, also the Bee tree and AVillow in the 
 United States. 
 
 SWISS PINE. Pinus picea (Silver Fir). 
 Natural ordei- : Coniferse. 
 
 The wood of the silver lir is imported into London as " Swiss 
 pine," and used largely for nuisical inst^'ument making ; it is very 
 suitable for toy making, being chiefly used for that purpose in the 
 Tyrol. It is easily worked with simple tools, is usually very white 
 and clean, takes glue and nails very well, and is fairly strong and 
 durable. The tree, in its native forests of Southern Itah% grows to 
 very large proportions, and is considered one of the most picturesque 
 features of the landscape, its branches growing in almost geometrical 
 precision from base to summit. 
 
 The Western white fir — Abies grandis — the American species of 
 this tree, grows to a large size. The wood is not held in very high 
 esteem, being perishable and brittle ; it is chiefly used in box and 
 packing case making, but the selected "stuff" is very suitable for 
 Handicraft classes. 
 
 ARCHANGEL SPRUCE. Picea excelsa. 
 
 Natural order : Coniferx. 
 
 The wood of the common spruce grown in the Russian forests, 
 and received at the port of Archangel for shipment, is identical in 
 general characteristics with the wood of the spruce of Norway. The 
 best quality, obtained from the higher altitudes of Northern Europe, 
 is very suitable foi- toy making, being light and elastic.
 
 G6 
 
 The wood when newly cue is of a yellowish- white, bnt sometimes 
 of H brownish-red c-olonr ; the annnal rin.t^s are very distinct. Tt 
 usually contains, in the common qualities, many hard, glassy knots, 
 which render it unfit for the best work. Almost every part of this 
 tree is of commercial value, as the following will illustrate : 
 
 {a) The bark is used in tanning. 
 
 (b) The pith of the young trees is an article of diet in Lapland. 
 
 (c) The spines and young shoots are used in the manufacture of the spruce or 
 
 black beer of Norway and Sweden. 
 
 (d) The resin, which exudes during growth, supplies the Burgundy pitch and 
 
 Stockholm tar of commerce. 
 
 (e) From the discarded branches and roots are obtained charcoal, potash, 
 
 pearlash, etc. 
 ( /') From the waste of the saw mills, engaged in preparing this timber for the 
 markets of the world, and from the rough grown wood — otherwise useless — 
 is manufactured wood pulp for paper and cardboard making. 
 
 BAYWOOD (Mahogany). Swietenia mahogani 
 
 Natural order : Cedrelaceae. 
 
 Whether the timber sold as bay wood — especially the softer 
 (jualities— is the product of the Bay Forests of Honduras, is question- 
 able. There is at present great confusion in nomenclature ; many of 
 the so-called cedars being the product of large forest trees belonging 
 to tlie natural order Meliacse. The supplies received from India and 
 l)urmah, Queensland and Xew South Wales, under the names of 
 Indian Mahogany, Moulmein Cedar, and Ked Cedar, are the product of 
 the Toon, " Cedrela toaiia,'^ and so closely resemble the true mahogany 
 ill grain, colour, and physical characteristics, that correct classification 
 IS extremely ditlicult. Both species grow to considerable dimensions. 
 
 The colouj- ranges from light brick-red to deep reddish-brown, 
 generally uniform throughout. The wood is easily worked, and 
 finishes with a silky lustrous surface; it is very suitable for advanced 
 Froebelian woodwork, being fairly straight in grain, and taking glue 
 and nails well ; it is lai'gely used for cabinet makin,<^^ cigar boxes, 
 tea boxes, and. bv tlie natives, for dii.n-out canoes.
 
 G7 
 
 CANADIAN MAPLE. Acer macrophyllum. 
 
 Natura! oi'der : Lapindarae. 
 
 'Y\\v wood funiisluMl 1)\ the bi'oad-leaved iiiMplcof Canada is very 
 suitable for toy iiiakiu!4'; altlion,L;"h the ,i;Taiii is ''tine, dense, even, 
 and eonipaet," it is easily worked and tinished. 'J'he lustrous surface 
 shows up well in the Froebelian slab wood models for whieh it is 
 specially suitable. It can be obtained in larL;"e sizes; the trees on 
 Vancouver Island are very fine s[)eciniens. The wood enters very 
 largely into the domestic life of Canada and the United States of 
 America. The colour range is from light reddish-brown in the heart 
 wood to creamy white in the sap w^ood. The distinguishing features 
 of the sugar njaple {A. saccJidi'tnion), i.e., the beautiful curled grain 
 and yellowish-white spots — the bird's eye — are absent, althougli in 
 some specimens appear spot markings of much smaller size. 
 
 LIME TREE (small leaved). Tilia cordata. 
 
 Natural oi'der : Tiliaceas. 
 
 The wood of the European species is most suitable for the 
 advanced models in which curved surfaces or edges are worked ; it 
 cuts well in all directions without splitting, being close grained and 
 soft, and finishes with a line silky surface. Supplies of this wood 
 are often obtained which give out a " peculiar and rather unpleasant 
 odour," a characteristic not found in the American species — bass 
 wood. It has long been used for w^ood carving, many of the finest 
 examples of the craft being wrought in this wood. Its colour is pale 
 yellow or white, uniform throughout, which, if pi'otected by a spirit 
 varnish, gives a very effective appearance to the finished models. 
 
 It is very largely used by cabinet and pianoforte makers, and for 
 the manufacture of domestic articles, turned boxes, and toys. The 
 branches, which are not considered connnercial tind)er, are used for 
 charcoal making. The hark of the lime is an important article of 
 commerce ; the bast, or inner bark, after treatment by water, is 
 manufactured into mats — commonly known as bass or Russian mats — 
 which are largel}' used for packing purposes and for screening and 
 protecting ends of timber when stacked, and by gardeners for . a 
 variety of purposes. As a tree it is used largel}' for ])ul)lic walks and
 
 68 
 
 avenues, especially on the Continent ; the shade afforded h}- its leafy 
 branches and the perfume of its flowers makes it a special favourite. 
 
 5ATIN WALNUT. Liquidambar styraciflua. 
 
 Natural order : Hamamel ideas. 
 
 The physical characteristics of this wood closely resemble those 
 of the true walnut- — JuglandacecB — although in other essential points 
 there is no resemblance. The grain is extremely fine and even ; the 
 surface finishes dull, but sometimes shows glistening points ; it 
 warps and twists badly if not steamed " immediately after sawing 
 into planks"; it takes glue and nails readily; polishes well; and if 
 thoroughly dry and well seasoned, is well adapted for the full range 
 of Froebelian woodwork. The colour ranges from red to reddish- 
 brown, the heart wood being clearly defined against the cream-coloured 
 or whitish sap wood. The best quality wood is used largely for cheap 
 classes of furniture ; the more common, when fully creasoted, makes 
 excellent silent and smooth street paving. It is imported as California 
 Red Gum, the United States of America and Mexico being the 
 chief sources of suppl}'. 
 
 Nails, Screws, and Glue. 
 
 Nailing, or j(jinting by means of nails, is the most simple method 
 of uniting two or more pieces of wood, and, consequently, is the 
 principal means of building up the whole of the models included in 
 this scheme of work. 
 
 Several forms of nails, designed for specific purposes, are in 
 common use. Those known as French wire nails, and panel pins 
 aie the most suitable for simple woodwork. The flat Jicad of the 
 former, and the bullet or butt-rivet head of the latter, are the chief 
 distinguishing features of these types. 
 
 When naihng, it is always advisable to pi'cpare ;i w;iy with a 
 bradawl or })ricker in the direction it is intended the nail sliould be 
 driven ; the diameter of tlie bored hole must always be smaller than 
 that of the nail to be used, if its full holding power is desired. It is 
 not always desirable to bore through, especially in thin material ; a
 
 69 
 
 depth sufficient to ensure the correct direction is all that is necessary. 
 To prevent it bending- or diverting from its path the nail should be held 
 firmly between finger and thumb, and be hit smartly and square on 
 the head. 
 
 When any constructional detail involves nailing into the end 
 grain of the wood, always use the longest possible nail. Oblique 
 nailing is the most difficult operation, and some preliminary practice 
 exercises should be worked before attempting any models involving 
 oblique construction. 
 
 Jointing by means of screws is necessary when some detail of a 
 model is required to be removed, or taken apart for adjustment or 
 other purposes. The general form of a wood screw is well known by 
 most children, but reference should be made to the peculiar form of 
 the thread or spiral which tapers to a point ; so designed to cut its 
 own way into the wood fibres when turned by means of a screivdriver 
 or twrnscreiv. 
 
 To secure the full value of the grip or holding power of the 
 thread, it is absolutely essential that the blank part of the screw shall 
 pass freely (not loosely) through the first piece of material ; the 
 resistance offered by the head then brings the two pieces into close 
 contact. When a conical-headed screw is used, the clear hole is 
 hollowed out — countersunk — to allow the head to fit level with the 
 surface of the work. Hound-head screws are used when thin metal 
 plates are introduced to add strength to the construction, or for 
 ornamentation details. 
 
 Wood screws are made to standard sizes in brass and iron ; the 
 diameters being denoted by numerals, 0, 1, 2, . . . 16, etc., and lengths 
 in ordinary measurements of inches and fractions. 
 
 Glue — How made and prepared for use. 
 
 This well-known cement for wood is manufactured from all kinds 
 of animal offal, which is treated with a dilute alkali to remove the 
 most offensive matter previous to being subjected to gentle ebullition 
 in steam-heated boilers, whereby the gelatinous substance is gradually
 
 70 
 
 reduced t(i a Niseous li(|uid ; it is afterwards purified and run into 
 shallow metal trays or moulds to solidify. Tt is then cut into s(|uare 
 pieces, termed cakes — placed on suitahly supported wire nettin.i;-, and 
 exposed to the (hwin^- inlinences of tlie sun and air. 
 
 Special drying stoves are now substituted in many nianufactoi'ies, 
 as being more speedy an.d effective. 
 
 The best ({uality glue is of a lich golden brown colour, clear and 
 translucent, hard and glossy; it is not readih' ati'ected by any atmo- 
 spheric changes, and ([uickly dissolves in hot water; cold watcM", 
 althougii causing it to swell considerably, has but little effect towards 
 fluidity. 
 
 in preparing glue for use, it is necessary to use two utensils or 
 pans, the inner one to contain the broken pieces of glue cake, the 
 outer the hot water; the already water-soaked mass contained in the 
 inner pan is then rendered fluid by the application of gentle heat to 
 the outer ])an. Care must he taken to prevent the bottom of the 
 inner pan coming in direct contact with the outer; if the ordinary 
 glue kettle is not used, the best plan is to stand the inner pan on 
 an open pastry cutter, or the rim of a tin lid, so that a (juantity of 
 water is free to circulate below it. 
 
 Alternati\e methods of preparation : 
 
 1. By previous soaking: — Cover a cake of glue with water for 1^4 liours, tluni 
 
 place tlie softened mass in the inner vessel: half lill the outer ])an or kettle 
 with water, and hriiig ihc whole lo a gentle hoil : continue hoihng, 
 occasionallv stirring: skim off iin_\- fat which may I'ise to tlic sui-fac( , until 
 tlie glue becomes a clear golden-coloured li(|ui(l, then remove it from the 
 fire or stove ami jjroceed to use at once. Reheat wiu'ii necessary. 
 
 2. By direct boiling: told a, duster <jr other piece of ilry cloth round a cakt' of 
 
 glue; break into small pieces willi a hammer; place these in the inner 
 vessel, with sutlicient water to cover, then proceed to gently boil as for the 
 first method imlil the broken ))i(;ces are all thoiMUghly dissolved, when it is 
 readv for innnediate use. 
 
 b'reshly made glue is a much Mn>re eriicient cement than when it 
 lias been |-eheated sexcral tmies.
 
 71 
 
 To make an efficient glue joint, the foUowinj;' conditions [ire 
 essential : 
 
 (a) The surfaces of the pieces of wood must he in true contact with each other, 
 
 and perfectly dry. 
 
 (b) The glue must he well prepared — a liquid — and applied hot. 
 
 (f) The joint must l)e ivcll nibbed to expel the air and superfluous glue. 
 {(J) Some fixture or apparatus should he used to maintain a constant pressure on 
 the joint until tlie ghie is thoroughly dry. 
 
 If these conditions are carried out, then the strenoth of the ghted 
 joint is as strong — in some cases stronger — than the sohd wood. 
 For small work wdiere rubbing the joint cannot be done, a little hot 
 glue should be smeared evenly over the parts to be united; maintain 
 an effective pressure until thoroughly dry ; or, if the work will admit 
 of it, at once use nails or screws. 
 
 Ordinary glue may be rendered liquid by the addition of dilute 
 acetic acid without losing its adhesive qualities. A very strong 
 liquid glue, especially suited for Froebelian woodwork, may be made 
 as follow^s : 
 
 Soak a piece of hest Scotch glue in dilute acetic acid, and render it hquid hy 
 gentle heat — do not hoil it — then add one part of methylated spirit in which 
 one-quarter part of unslaked lime and a small quantity of alum has haen 
 well mixed, thoroughly stir the whole to the consistency of thick cream, 
 hottle, and store for use. 
 
 If kept in the collapsible tubes which have contained colours for 
 use in the brushwork classes, this wood cement — which dries white — 
 is always ready without further heating, is equally strong, to a certain 
 extent danq) resisting, and will be also found a suitable adhesive 
 medium for cardboard nK.delling.
 
 First Course of Work. 
 
 GKori? OF LESSONS No. 1. 
 
 MODEL 1 : Overlap Cross or String Winder. 
 
 Aim of J)r;iwiii,^' Lesson: 'i'o tcacli the reading of simple ineasurem(Mits 
 tit sight. 
 
 Aii]j of Practical Lesson: To sn[)plemeiit di-awing lesson l)v direct 
 application of the simple measurements copied from the 
 drawing, and to fannliari/e the use of the rule and try square. 
 
 The most simple niethod of teaching the divisions and suh- 
 divisions of the English standard rule is hy the use of Gifts 3 and 4 ; 
 and afterwards, hv the aid of the ('nit rule, cleai-ly defining the 
 inches, half, (juartei", and eighth of an inch, witli the relative values 
 of each to the whole in fi-actional nninl)ers.
 
 74 
 
 As previously suggested, the iiieRsurenieut of strips of paper 
 may he taken as a preliminary exercise to the actual drawing lesson ; 
 when a correct length is ohtained, the piece may be held in a defined 
 position on the sheet of drawing paper, and its outline traced with a 
 sharp pointed lead pencil. From this copy similar outlines may now^ 
 be measured and drawn with rule and set S(|uare. 
 
 Exhibit a model of the string winder ; let the children draw its 
 general outline (a) as seen from the front, (b) as seen from the side. 
 Show how the front view of the model may be made by the overlap 
 of two pieces of paper, and let the children state the difference 
 between this and the side views. Explain the terms length, breadth, 
 thickness. Give examples of articles of two dimensions only. Then 
 make a correct drawing on the black board, giving all dimensions, 
 which the children should copy, using drawing board, Tee square, 
 set square, and rule. 
 
 Position drill : Measurement at sight. 
 
 Supplemental Lesson. 
 
 Little talk on sim))le measurements b}' Units. 
 
 Practical Lesson. 
 
 Materials required : Length of strij) ivuod and a few panel pins for each scholar. 
 Tools required : liulc, try square, sau-, pencil, haiiuner, and iiricker for each scholar. 
 
 Exhibit small try s(juarc and demonstrate its use. 
 
 Take marking out (h-ill (pages 31 and 32). 
 
 licfei" to the dimeiisious of the iiuishcd model, and to those on 
 tlie bhick l)oard drawing and chihlren's own work. 
 
 Mark off 24* (eighth units) ; test for accuracy. " Attention. How 
 shall we cut this piece of wood off?" J^Lxhibit a saw and a knife. 
 " Which of these tools shall we use ? Why?" Educe the reason, 
 or explain briefly. 
 
 Let each child take u]) saw, teacher (hMuonstrating its us(> and 
 method of holding (pages 3o and oS) ; then follow on with sawing 
 drill (pages :34 and oo).
 
 70 
 
 Show work. " What l(Mi<^th should each piect" he ? Can we 
 make the model accurately if each piece is not correct ? Then what 
 have we leanit ? U you make an eri'or ou youi' di'a\viii,L;" what can 
 you do?" "Correct it."" "Yes; how?"" " J3y usiii,L;- a piece of 
 iudia-ruhher."" "Can we correct an error made in sawing by the 
 same metliod?"" "No." "What is the result?" "Waste." 
 "Then what does careful working prevent?" Now find the centre 
 or exact middle of each piece of wood ; mark it witli pricker ; 
 bore through each. Place one piece over the other at right angles ; 
 the four arms should l)e of eijual length ; insert pin in centre hole ; 
 mark with pencil the position of each piece across the face of the 
 other, and also the positions of the nails (as shown on the drawing) ; 
 pierce the latter with the pricker ; touch the under, surface of top 
 piece with liquid glue ; replace it in exact position, and insert the 
 panel pins ready for nailing. 
 
 Demonstrate the method of holding and using a hammer for 
 square nailing (pages 44 and 45). 
 
 Nail the pieces together as placed, reversing the model and 
 clinching (or turning over) each nail point on the cast-iron clinching 
 block. 
 
 Carefully clean up the surfaces with sandpaper and cork' rul)ber 
 and complete Model 1. 
 
 It will be noted that all the simple tools are required to construct 
 this model, and that to produce it with any degree of accuracy -dll 
 the correct positions in the handling and eliicient use of them have 
 been at once introduced; for the permanent value of the whole scheme 
 depends largely upon the thoroughness of the foundation work. 
 Method must not be relaxed in the slightest degree ; the most 
 elementary and apparently superfluous detail may not be passed over 
 as being of little consequence, for as first impressions are lasting, so 
 also are false or careless methods of working. 
 
 If the necessary tool positions have been- taken as preliminary 
 lessons (a system very strongly reconnnended to ensure success), and 
 thoroughly grasped by each scholar, it will not be necessary to inter- 
 rupt the ])r()ccdui'e of the actual lesson, except to ask a few ([uestions 
 as to certain pcjsitions or uses of each tool bi'ought into use, which
 
 76 
 
 will serve to refresh the memories of all, and to impress the value of 
 the previous lessons or exercises. 
 
 Procedure for the construction of Model 1 : 
 
 1. Prepare surface of wood strip with glasspaper. 
 
 2. Mark off length A 24* and length B 2-i* with try square and pencil. 
 
 3. Saw off each length to marked lines. 
 
 4. Find centre of each piece and bore with pricker. 
 
 5. Place piece A across piece B, and mark exact square position and prick for 
 
 nails. 
 
 6. Insert nails, drive home and clinch. 
 
 7. Clean up with glasspaper and cork rubber. 
 
 Sequence or Continuation Lesson. 
 
 Little talks on wool, string, St. George's Cross, etc. 
 
 GROUP OF LESSONS No. 2. 
 MODEL 2 : Overlap Oxford Frame or Fishing Line Winder. 
 
 Aim of Drawing Lesson : To teach (piick reading of the simple 
 measurements of length and width. 
 
 Recapitulate the points and methods deduced from Lesson 1, and 
 repeat position drill, " Measurement at sight." 
 
 The drawing of the frame may he traced by the paper strip 
 method, or made direct from a dimensioned sketch on the black board. 
 Encourage the children to build up their drawing, as they would build 
 up a similar design with the oblong and cube gifts, the idea being to 
 co-ordinate and apply all previous instruction in concrete form. 
 
 Supplemental Lesson. 
 
 Little talks on definitions, with examples of Length, Breadth, and 
 'J'liickness.
 
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 78 
 
 Aim of Practical Lesson. 
 
 To teach accuracy in sawiii.u" to a line, to waste, and the use of the 
 try square for testin,i>" right an.gle construction. 
 
 Materials required : Leiujth of strip irood and a feir i)anel pins for earJi scliohir. 
 Tools required : Utile, trj/ sqiKor, pencil, sojr, hnminer, anl pricicer. 
 
 Procedure for the construction of ^lodel '1 : 
 
 1. ^lark off on strip a length = 32* (eighth units), and repeat this operation three 
 
 times. 
 
 Be careful to show that it is necessary to make two hnes across the 
 wood to leave a space for the saw kerf. Ask what the total length 
 of the wood should be to cut four pieces each 32* long. Show that 
 it must be longer than a piece of paper which contains foui- lengths 
 of 32* each. 
 
 Demonstrate the reason for the extra length on the black lioard, and also 
 show that it is'not always necessary to mark the whole numl)er of 
 lengths required at one time. 
 
 2. Saw off the four equal lengths. 
 
 3. Smooth off all sui'faces with glasspaper. 
 
 ■i. Arrange iheni side by side to test accuracy of length. 
 5. Place try square across and set off 4* from each end. 
 G. Set off widtli of strip from this line and mark across. 
 
 7. Across two of the strips draw diagonal lines between the width lines, and 
 
 thereon, mark or prick the positions for nails, as shown on drawing. 
 
 8. Touch the under side of these strips with liquid glue, and place all in position 
 
 for nailing. 
 
 9. Insert and drive in one nail at each joint. 
 
 10. Test with try square for correctness of angles. Atljust if neces.sary. Then 
 
 11. Place, drive, and clinch all other nails required. 
 
 12. Clean up all edges and ends witli glasspaper and pad, completing Model 2. 
 
 Sequence or Continuation Le.ssons. 
 
 Little talks on (1) Picture frames, sea fishiuL;- hues, application of 
 
 (lift 8 — stick laying. 
 (•1) Principal tools used, saw and liaiinner. 
 
 Position drills : Sawiiio- to a line ; testing for right anijles,
 
 79 
 
 GKOUr OF LESSONS No. 3. 
 
 MODEL 3: Tee Square. 
 
 Aim of Drawiiii;' Lesson : To impress value of sim[)le outline drawini^'s 
 and free sketches. 
 
 As a preliminar_y to this ,i,^roup of lessons, outline forms as 
 constructed from (lift 4 — oblongs, or Gift 8 — stick laying, should be 
 made and copied as free sketches by each child, to be followed 
 afterwards by the outline paper method ; or Gift 7 — tablets, may be 
 introduced with advantage to elucidate the value of the set squares 
 of fixed angles, 45°, 60", and 80", when used in conjunction with the 
 Tee square, in constructing various geometrical figures. Deal onh^ 
 with the two dimensions of length and breadth at present. Exhibit 
 the model to be made, outline its form on the black board, mark the 
 dimensions of each detail (as on the given drawing), and let the 
 children reproduce a line drawing to full size. Now show that 
 the model to be made has thick?iess which varies in the head and 
 blade. " What shall we require to know before we can make the 
 model?" ''Yes, the exact size of the third dimension." Exhibit 
 the edge view of model. Make a side elevation of it projected from 
 the previous drawing on black board, fully dimension it, and ask 
 children to complete their own drawing accordingly. Kecapitulate 
 the little talk on three dimensions in previous group of lessons, and 
 lead children to realize the necessity of accuracy in measurement. 
 Give a few moments to measurement drill, aiming at quickness of 
 addition, thus: "Attention." Show 34', add 6*, and 3*, and 9*. 
 "What is the total length now ? Yes, 52 eighths. How many full 
 inches does 52' measure ? Yes, 6. And what are left ? " " 4*." " Yes. 
 And how much of one inch are 4' ? Then what does 52* actually 
 measure?" " ()^ inches." Proceed thus to familiarize the rule 
 measurements. 
 
 Supplemental Object Lesson. 
 
 Little talks on sinqile aids to line drawings, and the use and value of 
 a Tee square.
 
 
 
 
 
 
 
 
 
 
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 81 
 
 Aim of Practical Lesson. 
 
 To teach simple elements of construction re(]uiring, accuracy in 
 sawin.g" to lenf^th, in iittin,^", and in nailing. 
 
 Materials rcq/iircd : A strip of wood and some panel pins. 
 
 Tools reqidred : Rule, tri/ square, pe)tcil, sair, plane, pricker, and hanwier. 
 
 Before commencing the practical work lesson, attention is called 
 to a new tool, which will he used to smooth off the s.urface of the 
 wood hefore the model is made from it. A demonstration of the 
 method for correct holding and use, is to he given by the teacher, and 
 similar demonstrations by selected children should form part of the 
 preliminary lesson. If a small plane is supplied to each scholai', 
 the drill positions for surface planing may be given (pages 37, 39). 
 
 Procedure for the construction of Model 3 : 
 
 1. Mark and saw off length for blade, 40* (5"). 
 
 2. Mark and saw olT length for head, 20' (2^). 
 
 3. Mark and saw off two lengths for head, 8* (1"). 
 
 4. Plane up surface of each piece. 
 
 5. Place one short piece on the 20* piece and nail in position. 
 
 6. Place 40* length and other short piece in position, and nail the latter close up 
 
 to the edge. 
 
 7. Test the angle of blade and head ; if correct, remove blade and touch 
 
 under surface with liquid glue. 
 
 (S. Keplace and nail in position, testing for accm-acy after each nail is driven 
 home and clinched. 
 
 9. Finally test by side line method ; if cori'ect, clean up and tinish Model 3. 
 
 Sequence or Continuation Lesson. 
 
 Little talks on wood pul]), cardboard, and paper-making, using the 
 shavings, sawdust, and waste pieces of wood made during 
 practical lesson as the object material. 
 
 Position drills : Nailing ; square and angle testing ; planing. 
 
 F
 
 82 
 
 GROUP OF LESSONS No. 4. 
 
 MODEL 4 : Base Piece or Column Foot, 
 
 Aim of DraAving Lesson : To teach and impress the reason why more 
 than one outhne dra^Ying is necessary when a sohd model has 
 to he made. 
 
 Recapitulate the main points of last lesson, and refer to outline 
 drawing of two dimensions only. Educe reason why three drawings 
 are necessary for model building. Sketch plan of some design or form 
 built up of Gift 4 ; ask children to free sketch the same on paper by 
 proportionate or sight measurement method, holding pencil at arm's 
 length to obtain relative proportions. Now construct this design with 
 the oblongs, and show that only the upper surface or plan has been 
 copied. Exhibit the standard model, and lead the children to elucidate 
 the drawing required, and show that the model to be made is huilt up 
 of a number of oblongs. Sketch the front view or elevation (define) 
 of it on the black board ; mark the required dimensions thereon, and 
 ask if any one in the class can make the model from that sketch. 
 "Why not?" " Something more is wanted." "Yes." Proceed to 
 develop the other view in correct position below the elevation and 
 write the word plan under it. liefer to the oblong hole in the model, 
 and its form and position (which may now be marked in red, to better 
 define it) on the black boai-d di'awing. '' How^ deep would you make 
 the hole?" Explain why it cannot be shown on both drawings, 
 and educe the necessity for another view to give the actual depth 
 of the hole. Ivxhibit an oi'ange to the class, draw its outline on 
 the black board, and ask what is hiddt^n by the skin. " Can you 
 tell me how thick the skin is? ("an }-ou tell me how fai- from the 
 outside 1 shall find the pips ? " " No." " Why not ? "" "Because 
 we cannot see through a solid." p]xhibit the model and show that 
 the hole goes right through, and therefore is not exactly the same as 
 a complete solid, liefer to the drawing to point out that only the 
 upi)er edge of the hole appears on the plan, the lower edge being 
 hidden. Lead the children to ask for a (b';i wing which will show the 
 inside, and to realize the necessity of more than two drawings when
 
 83 
 
 some interior construction has to be shown. Cut the orange in two, 
 and complete the outline sketch on the black board. Cut the model 
 in two across the hole, and make a complete drawing of the section 
 (explain the term) in correct relative position to the other views, and 
 direct the children to carefully reproduce the drawings of the model 
 to full-size dimensions. 
 
 Supplemental Lessons. 
 
 (a) What a pictui'e drawing shows. 
 
 (b) Plan designing with Grifts 3, 4, and 7. 
 
 Aim of Practical Lesson. 
 
 To teach simple construction. 
 
 Materials required : A leiKjth of strip irood and a fetv luoiel pins. 
 
 Tools required : llule, try square , 'pencil , saw, plane, pricker, hradaui, and hammer. 
 
 Procedure for the construction of Model 4 : 
 
 1. Mark and saw off 4 pieces, each 20* long (2^"). 
 
 2. „ 2 „ 8- „ (1"). 
 
 3. Plane up one side of two 20* pieces only (for outsides). 
 
 4. Touch rough sides with glue and nail two long pieces together. 
 
 5. Eepeat No. 4 with the other pair. 
 
 6. Glue and nail short piece on one pair ; insert spare piece 4* wide ; place other 
 
 short piece close up, glue and nail in position. 
 
 7. Eeniove spare strip, and adjust cover pair in position. 
 
 8. Bore holes through cover pair with bradawl ; insert long nails and carefully 
 
 nail all together. 
 
 9. Clinch nails if necessary ; smooth up all surfaces on glasscloth and complete 
 
 Model 4. 
 The bradawl having been introduced for this model, a demon- 
 stration by the teacher of its correct use, its form and construction, 
 should be given during the lesson. A short drill might with advantage 
 be arranged to ensure correct use and to avoid accidents from careless 
 handling.
 
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 86 
 
 Sequence or Continuation Lessons. 
 
 Little tfilks on niechMiiical and natural methods of boi'in.i;-, includinf^ 
 nature study of the earth-worms, rodents. Lead up to wood- 
 boring" insects (land and marine) as timber destroyers. 
 
 Position drills : Planing ; squaring ; and boring. 
 
 GliOrP OF LESSONS No. 5. 
 MODEL 5: Simple Column. 
 
 Aim of Drawing Lesson : To impress the essentials of Lessons 3 and 4. 
 
 Employ Gifts 4 and 5 (oblongs and cut cubes) to impress the 
 terms Plan, Elevation, Section, and for the free sketching of simple 
 built-up forms on both l)lack board and paper. Wherever possible, 
 let the child assume the role of teacher. Let all examples lead up to 
 the required drawing in simple outline. The introduction of the 
 45' set square to form the bevelled top lines on the elevation will open 
 up a practical lesson on the component parts of a square (use the cut 
 cubes of (lift 5 and also the tablets of Gift 7). Demonstrate the 
 combined use of Tee square and set s(]uare in making the black board 
 drawing. Fully dimension when completed, and get the children to 
 make the three simple views in correct projection. 
 
 Supplemental Object Lesson. 
 
 Little talks on angles, set scjuares, and the "beauty forms" made 
 possible by combination of s(juares and triangles. 
 
 Aim of Practical Lesson. 
 
 .Iccuracy and neatness in Hnish. 
 
 Materials required : A strij) of luood anl some panel pins. 
 
 Tools required : Bute, try square, pencil, saw, plane, bradawl, ani hammer. 
 
 Procedure for the construction of Model 5 : 
 
 1. Mark and saw off one piece 48* long (6''j. 
 
 2. Plane u)) surraces.
 
 87 
 
 3. Mark off tlio bevelled corners at one end with set square. 
 
 4. Rub corners off to line on j^lasscloth. 
 
 5. Mark and saw off one piece 6* long (^"). 
 
 6. Touch with glue and nail to upper end of long piece. 
 
 7. Rub projecting corners down to line. 
 
 8. Mark off and bore hole 3* from upper end and equidistant from each side. 
 
 9. Test for accuracy by drawing, and finisli off Model 5. 
 
 Sequence or Continuation Lesson. 
 
 Continue previous nature study lesson. 
 
 Position drills : Sawing to a line, and planing. 
 
 GKOUP OF LESSONS No. 6. 
 MODEL 6: Working Model of Mill. 
 
 Aim of Drawing Lesson : To teach combination of drawings and to 
 secure neatness and accuracy in marking working dimensions. • 
 
 To enable the children to more readily pick out the several 
 details which they have previously made in a smaller size in Lessons 
 1, 4, 5, the model used to illustrate this drawing lesson should be 
 somewhat larger than previous examples. The teacher should sketch 
 large-size diagrams of every detail, naming each element in plain 
 lettering, and under the direction of the children, who should be 
 asked to indicate where the several details have to fit, build up 
 complete drawings to serve as copies for the children. Each 
 diagram should be fully marked in detail, duplicate and overall 
 dimensions, to enable the children to compare identical and relative 
 parts of the whole. Build up a model during the lesson, adding the 
 detail or element before drawing the same on the black board. At 
 the close of the lesson adjust the cord on the turning drum or barrel, 
 and demonstrate the movement of the sail-arms, explaining the 
 change of motion, rectilinear, reciprocal, to circular or rotary. 
 Prepare a few coloured strips of paper ; gum them to the sail arms 
 at varying distances ; revolve the sails, and ask the children to name
 
 88 
 
 the resnltant riii,L(s of colour produced. Very pretty colour effects 
 can be produced by fixin.L,' to the sail-arms discs of cardboard upon 
 which the children have worked coloured f^eonietrical designs. 
 
 Supplemental Lesson. 
 
 Little talks on primary and secondary colours and combinations. 
 ()verla\' of colours in the production of coloured pictures, wall 
 diagrams, almanacs, etc. 
 
 Aim of Practical Lesson. 
 
 To appl}' previous lessons on sim})le construction to the ensemble- 
 nu'ut of (h^tails for buildin.L;' up workin,!,^ models. 
 
 Mdtermls nujiitrcd : Strip irutnl, .slidii <iii(l loiuj iianel p'nis, (tiul ((hoiil 1 foot of 
 
 till)' niacianw styiiKj for c((ch scJioldr. 
 Tools i-f(jiiiri'(l : hull', fri/ stiiKirc, pencil, sdir, pldiir, liiKditirl, luiinnier, tiU\ 
 
 (111(1 ciiUiiK/ /)licrs. 
 
 Proccnlure for the construction of Model (5 : 
 
 1. The detailed procedure as given for [Models 1, -i, and 5 may be followed, or the 
 
 model may be l)uilt up of the several details or elements, made separately 
 at each of the lessons named. If the latter course is considered better, then 
 
 2. Insert column piece (Model o) in base piece (Model i), and secure in position 
 
 l)y luiiling and clinching. 
 .3. Hound up with file a short square piece of wood to about the size of an 
 
 ordinary lead pencil. 
 4. Saw from rounded piece a length of 6*. 
 o. Drive a long panel pin through centre of sail-anns ; pass througli hole in 
 
 colunui ; and drive into the end centi'e of the rounded piece or turning 
 
 barrel, so that the sail-arms may turn freely. 
 G. Bore a small hole in turning barrel, and fix the piece of macrame siring in it ; 
 
 or, if preferred, the string may be glued on to the barrel. 
 
 7. From long panel pins, form two eyelets with the round-nose cutting pliers. 
 
 8. Insart these in their positions on the colunui, as shown by the drawing, and 
 
 pass the string through each. 
 '.K .\ttach a bead or tassel to end of string, and adjust on barrel. 
 10. Smooth u[) neatly all edges, and finish off Model (i. 
 
 The introduction of the lilc iiiu! n )iiii(l-nos<' cuttin,!^' pliei's will
 
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 90 
 
 involve demonstrations in the use of these tools (pages 4(3 and 45). 
 If considered advantageous to the class as a whole, full lessons on 
 each should he given before the completion of the model. 
 
 Sequence or Continuation Lesson. 
 
 Little talks on windmills, waterniills or turbines, and other power 
 producers, explaining how the sails or arms are set to catch 
 the wind or water, and how the speed is regulated. Illustrate 
 the lesson by means of the ordinary toy paper sails windmill. 
 (The pattern having the square pieces of paper glued on to 
 thin wood arms is the best to illustrate alteration of set to 
 regulate speed.) 
 
 GKOUP OF LESSONS No. 7. 
 MODEL 7: Half-lap Cross, Wheel Arms. 
 
 Aim of Drawing Lesson : To teach the correct parallel or geometrical 
 projection of simple outline sohds. 
 
 Exhibit examph's of Model 1 and Model 7. Educe points of 
 difference (a) as seen from the front, {h) from above, {c) from either 
 side. Write best replies on black board, and sketch the front elevation 
 of each model. Instruct children how to pi'oduce the side views of 
 each example. Now elucidate the construction of Model 7, and educe 
 a correct drawing of the plan direct from the elevation, explaining, 
 where necessary, any special feature of the work, or terms used, which 
 are either new or uncommon. 
 
 Sbow that the model bas no nails in it to bold tlie two arnjs 
 togetber. " How ai'e they secui'ed?" Sbow that one piece passes 
 over the other as in Model 1, but yet both faces are '' ihish " or quite 
 flat. Build up a Model 1 by nailing pieces on eacdi arm to have 
 siniiiar flush faces. Now ask if the two drawings made, give all the 
 necessary infoi'm;itioii i'e([uired to make a con-ect model. " What 
 more is wanted? Another view? What kind?" Educe the term 
 or name ''section." I'^xplain tliat a notcb lias to be cut to a certain
 
 92 
 
 depth ill each piece, and that the new drawing must show how deep 
 that notch is. 
 
 Proceed to project the new drawing from the elevation, and 
 explain that the name of the joint dehnes the deptli of the notch — 
 Half-lap or half the depth or thickness. Show also that the drawing 
 in this case need not be a section, but simply a side elevation of one 
 of the arms. Clear up any doubts on this point by sawing one arm 
 through, parallel with the side, and exhibiting the tw"o parts. 
 
 Complete the black board drawing with neat dimensions — short 
 dash (as on drawing) projector lines in red or other colour, and 
 indicate, by I'adial lines, the end grain of each piece, to represent the 
 annual i-ings or growth of wood. 
 
 Encourage the children to reproduce the drawing neatly to full- 
 size dimensions, and to use for all vertical lines the Tee and set 
 square, and for all horizontal lines the Tee square blade only. 
 
 Supplemental Object Lesson. 
 
 Little talks on geometrical models and terms used in drawing. 
 
 Aim of Practical Lesson. 
 
 To secure accuracy in simple measurement, sawing to line, fitting, 
 and use of tile. 
 
 Materials required : A loajtli of 4* square whitcicood. 
 
 Tools required : Bide, fri/ st/nare, peneil, sair, plane, ijamje, and jlat jlle. 
 
 Procedure for the construction of Model 7 ; 
 
 1. Mark aiul saw oft' two pieces, 32* long. 
 
 2. Plane or smooth up each side and mark pieces A and B respectively. 
 
 3. Find centre of each length and mark across with try square and pencil. 
 
 •i. Carefully measure off width of piece A and set off, one-half of such width on 
 each side of centre line on piece \i. 
 
 5. Repeat similar measurement of 13 on piece A. 
 
 6. Set niarkiog gauge to half thickness of either piece ami gauge Hnes for depth 
 
 of notch on each edge. 
 
 7. Continue lines over on A and H to join gauge hues hy using try sijuaie and 
 
 pencil.
 
 1)3 
 
 8. Saw carefully down iiisiilc of the face lines to stop exactly at gauge lines. 
 
 9. Break out or cut away the small piece of wood left hetween these saw cuts, 
 
 and file the surface of the notch level to gauge lines. 
 
 10. Fit A to B and note correctness of tit, of level or flush surface of each face, 
 
 and of the length of each arm. 
 
 11. Test for accuracy of sawing, hy trying the square of each angle formed hy the 
 
 cross arms. (See diagram, page 81.) 
 
 12. Correct if necessary, clean up and finish Model 7. 
 
 Providin,L>' there beany inaccuracy in sawing- either too deep, out 
 of S(|uare, oi' not to the exact hue, repeat operations 8 to 10 at each 
 end of the pieces before issuing new material. Before good results 
 are obtained, some little time may have to be spent on this sawing to 
 waste exercise, but such will be well spent, because upon accurate 
 sawfitting depends the satisfactory completion of a large proportion 
 of the working models ; and further, it will reduce to a mininmm the 
 possibility of waste material. 
 
 Large chalk diagrams showing the results of good and bad sawing 
 should be prepared as wall charts, and constantly used for reference 
 during any demonstration of sawing. 
 
 The introduction of the marking-cutting gauge will involve a 
 brit^f lesson on its construction and use. 
 
 Sequence or Continuation Lesson. 
 
 Little talks on windmills, wheel arms or spokes, and the part they 
 play in power-producing machines. 
 
 Position drills: Sawing to a tit line; gauging. 
 
 (UJOl^P OF LESSONS No. S. 
 MODEL 8: Plant Ladder. 
 
 Aim of Drawing Lesson: To familiarize the terms of oblique parallel 
 lines, and angles. 
 
 In classes where the Tee square and set sijuare are not available, 
 some difficulty may be experienced in producing the drawings
 
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 90 
 
 necessary for the making of this luodeL Ariich encourao-ement will 
 have to be given to maintain interest through difBculties which 
 very quickly dishearten the youthful worker. The most simple 
 and effective way is to use the paper strip method to form the front 
 ele^ ation. Make a large-size sketch on the black board ; fully 
 dimension each part, then ask the children to produce a similar 
 design with gunnned paper strip cut accurately to the given widths 
 and lengths. The side view need not be drawn, because the thickness 
 of the sti'ip wood from which the model will be constructed is the 
 same thi'oughout. 
 
 'J'he enclosed area method is sometimes used as a variation, but 
 the best results are obtained by the aid of the simple drawing aids 
 named. 
 
 By whatever method the final results are obtained, no item 
 should be considered too insignificant for explanation ; the detail, 
 duplicate, and overall dimensions should be neatly and clearly 
 marked in correct order. The positions for the nailing should be 
 marked on diagonal lines joining the opposite points of each overlap, 
 and the continuity of the centre and side su])[)()rts maybe indicated 
 by dotted lines. 
 
 Supplemental Lesson. 
 
 Little talks on, and black boai'd free sketching of, pai'allel lines in 
 three directions : \-ei'ticab oblique, and boi'izontal. 
 
 Aim of Practical Lesson. 
 
 To teach accuracy in setting out and fixing ohh'(jiie work. 
 
 Matcridls n-qidml : Sonic odd Irmjlhs of strip wood aiid sonic 'g-in. panel puis. 
 Tools required : Jiitlc. tri/ square, poicil, sair, phnie, pricker, hiinimer, knife, file. 
 
 Procedure for the construction of Model JS : 
 
 1. Mark and saw off the following' lengths : 
 
 1 piece 64* ( 8" ) long. 
 
 2 „ 44- (51") „ 
 
 1 „ 40* ( ry ) „ 
 
 I „ 3(i' m") „ 
 1 .. 32- (4'') „
 
 97 
 
 "2. Pbine up all surfaces. 
 
 3. Squar(! lines on 61* length across face as shown on the drawing. 
 
 4. Place all other pieces (face sides) togethei' and level at one end ; measure off 
 
 4* from the end and sipiaie a line across all w ith ti'y stjuare. 
 
 5. Reverse ends and repeat No. 4. 
 
 6. Find centre of each length and mark a line at 45° through centre point, and 
 
 on this, prick out nail positi(Mis. 
 
 7. Bevel corners off' on each length as shown, and form the long taper })oint on 
 
 the middle support, as shown on drawing. 
 <S. Touch imder side of joints with glue, insert nails, place hars across the middle 
 
 support, and nail in place. 
 9. Repeat similar details for outer supports. 
 
 10. Test for accuracy of position as per drawing ; if correct, 
 
 11. Drive home and clinch all nails. 
 
 12. Clean up and neatly finish Model W. 
 
 The inti'ocluctioii of the knife or file here, wiU involve a demon- 
 stration lesson in correct handling for effective and safe nse. ' 
 
 Nature stud\' chats on plants that require su[)port during growth 
 
 {a) For effect. ^ " 
 
 (h) For utility, 
 (c) Of necessity. 
 
 GEOUP OF LESSONS Xo. 9. 
 
 MODEL 9 : Plant Carrier or Bier. 
 
 Ann of J)ra\ving Jjcsson : To secure neatness and accuracy in 
 parallel line drawings. 
 
 The direct application of the black hoard free sketching of 
 parallel lines, taught in the last supplemental lesson, is now possible. 
 Let the children in turn build up, under guidance, a black board 
 sketch of this model from a finished example ; give assistance when 
 absolutely necessary, but let the children feel that the work done is 
 theirs, " not teacher's." 
 
 Finally c-orrect, and add all working dimensions ; then ask 
 
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 chilcli-eii to reproduce a finished drawiii,^- for their own use in niakin.L;- 
 the model. 
 
 Show how the nuinded portion of each handle is to l)e I'epre- 
 sented, and exphiin the value of the dotted lines on the side and end 
 elevations. 
 
 Supplemental Lesson. 
 
 Little talks on paralhd lines and neat di-awings. Exhihit best work 
 done in class. 
 
 Aim of Practical Lesson. 
 
 To teach accuracy in sawin.i;- to ItMigth, and s(piare end nadin.^-. 
 
 Mdlerial-s required : A lein/tli of strip wood and sonic '"^-in. panel puis. 
 
 Tools required : Unle, fri/ square, pencil, sair. plane, pricker, knife, hammer, file. 
 
 Procedure for the coiisti'uction of Model *.) : 
 
 1. Murk and saw oft' two strips oG* (7") lonj,'. 
 Mark and saw off two strips IS* {•!{'') lon<f. 
 Mark and saw off one strip 3'2* (4") lon,u. 
 
 2. Plane or smooth up all surfaces. 
 
 8. Form with tile or knife, a handle at each end of the lonLj })ieces. 
 
 4. Find centre of each short piece, draw s(|uaie line across, with tiy square and 
 
 pencil ; prick nail positions. 
 
 5. Glue and nail short lenfi;lhs at each end of (•ciilre rilj as shown on drawin.Li. 
 (). Mai'k and saw otf twcj pieces equal in len.utli to llu' cross [)rojecting pieces on 
 
 each side of centre rii). 
 7. Test for accuracy of length : ,i;hie and nail these in positiiMi. one on each siile 
 
 of centre rih, H* from the cross pieces, as on drawin;^. 
 b. Measure exact overall dimensions of the cross rilj and ends, and set off half 
 this distance on each side of the centre line of side pieces. Mark lines 
 across with try s(|uare and pencil. 
 '.). I'rick positions for nailing on each side piece. 
 JO. Touch each end (jf cross ])ieces with glue, carefuUx adjust one ^ide, insert 
 nails, and " scjuare drive" home. Tlie nail must be held ccrtical whilst bcimj 
 driven in, to seciiie direct S(ji(arc natlimj. 
 11. Kepeat No. 10 on the other side piece. 
 
 VI. Test accuracv of work with drawing measurements, elean up and ntatly tinish 
 off Model \).
 
 101 
 
 'I'hc intt'oduciioii of end ii:iiliii^' into thin wood will involve a 
 demonstration, and probably sonic practice on waste pieces, before 
 atteniptin,^' procednre 5. 
 
 Position di'ills : (o) lionndin.^" with ]<nife, {J)) Si.n'ht testin.n' for 
 windin,L;', and tor ri.i^ht an,^ies. 
 
 Sequence or Continuation Lesson. 
 
 Xatni'e study (diats on the ti'anspoi't worl^; in our ^ai'den, re-potting" 
 and ni()vin<4" plants; oi', little talks on ainbnlaiice coi'ps and 
 their work ; tirst aid, etc. 
 
 Note. — If tlie latter sequence lesson is ^nven, the model should be inodilied 
 hy Hxing a piece of canvas cloth on each cross piec(\ oMiiltin;^' the centre rih and 
 division bars. 
 
 GEOUP OF LESSONS No. 10. 
 
 MODEL 10: Square Frame. 
 
 Aim of Drawing' Lesson : To impress the simple elements of 
 ,i;"eonu>trical ti^'ures. 
 
 The overlap form of consti'uction adopted foi' this model provides 
 a simple method readily adaptable to the buildinf^- up of any simple 
 framin,^-, where it is necessary that the faces of each component part 
 shall be '' flush," or in one plane. Kefereiice may be made to the 
 built-up compai'ison model used in di'awin*.;' lesson No. 7, and also 
 to the form of the Tee square head, as constructed for model No. 3, 
 before makin^- a pictorial view of one side of the model. A specimen 
 or standard model should l)e shown to the (diildren. (For (dearer 
 illustration, this model should be made to readily come apart; dowel 
 pins (wood pef;"s) beiuf^- used at the corner joints instead of nails). 
 The (diildren should be encouraged to make free sket(dies of the joint, 
 and to place the several dimensions (as ^iven by the black board 
 drawin,^" in cori'iH-t pi'ojection) in ea(di respective position ; afterwards a 
 finished line di'awino-, sliowin.i;' the ele\ation, plan, and consti'uctional 
 side view, should be made b\' each child to serve as a working' 
 drawing.
 
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 103 
 
 Supplemental Lesson. 
 
 Little talks on geometrical solids and skeleton figures. 
 
 Aim of Practical Lesson. 
 
 Accuracy in simple construction, and long nailing in end grain. 
 
 Mittcn'alH reqiiiied : Tirn leiiijtlis of Hlrip xcood, Homc loiuj ((inl shart juiiu'l piim. 
 'fools required : Hide, tri/ square, peneil, sair , plane, pricker, hamiiier. 
 
 Procedure for the construction of ^fodel 10 : 
 
 1. Mark and saw off eight pieces 32* (4") long. 
 
 2. Plane or smooth up one surface and one edge only of each piece. 
 
 3. Place all pieces together (rough side up) and test for exact length, and square 
 
 ends. 
 
 4. Square "lines across 4' away fi'oni each end. {Fiij. :^G\.) 
 
 5. Prick positions of face nails on lour pieces, as shown on the drawing. 
 
 G. Touch rough surfaces with glue, place end of one piece to marked line on 
 another, to build up sides. 
 
 7. Insert nails, drive home and clinch. 
 
 8. Test for accuracy of length [ail jiieces must he equal). 
 
 9. Form two right angles bj^ edge nailing two huilt-up sides together at tlie joint 
 
 corner, using two nails at each. 
 
 10. Test each angle, correct if necessary, then 
 
 11. Form the square by joining the free ends of the side pieces, and nailing as for 
 
 No. 9, and test all angles. 
 
 12. Carefully smooth off both faces and edges on glasspaper and neatly finish 
 
 ^lodel 10. 
 
 Position di'ill : S(juarc testing. Boring, and end nailing. 
 
 Sequence or Continuation Lesson. 
 
 Little talks on daily work in gardens and greenliouses. 
 
 OROLP OF LESSONS No. IL 
 
 MODEL 11 : Enclosure Rails. 
 
 Aim of Drawing Lesson: To secure neatness in drawing parallel lines, 
 and inserting dimensions. 
 
 An elevation of the model to be mad(> should \)v sketched on the
 
 106 
 
 black board; eiu-oiirage the children to produce a plan, and also a side 
 \ie\\ in correct relationship. Use a finished st-indard model to aid 
 their efforts, and give the names of the several elements — rails, 
 posts, etc. 
 
 Give the various overall dimensions, and ask for the distances 
 between certain points ; write down the answers, and encourage the 
 children to correct, where necessary. A free use of the Unit rule will 
 materially assist these calculations. Lead the children to apply their 
 simple arithmetic lessons to mental calculations. 
 
 The completed full-size drawing made by each child, should show 
 an ELEVATION and plan, and be neatly finished with all the detail, 
 duplicate, and overall dimensions in correct style. 
 
 Note. — The pointed head of each rail may he drawn with the aid of set 
 square and rule, or Tee square and 45'^ set square, as may also the diagonal 
 spacing of tlie face nails on each rail. 
 
 Supplemental Lesson. 
 
 Little talks on mental calculations, sub-divisions and parts, using 
 concrete examples, and iinally leading up to the necessity of 
 dimensions. 
 
 Aim of Practical Lesson. 
 
 To teach sight propoilion and measurement, overlay construction and 
 nailing. 
 
 Materials irtjiiirn] : A jiirrc of h" sijiunr irlnlrinxnl orrr 10" loini. tim leii'illis of 
 
 strip irooil, anil lomj and sliort juinrt jiiiis. 
 Tools irquircil : Ji'iilc, tii/ sqiiarr. jiriirii, s<in-, j)l((n<\ piickcr, Jili', Ina/lairl. I:iiit<\ 
 
 liamiiii'r. 
 
 Procedure for ihe construction of Model ii : 
 
 1. Mark and saw off 2 pieces 40* x 4" (5") long for side posts. 
 
 ■2 ,, 52* strip wood (G^") long for cross rails. 
 (■) ,, 32* ,, (4") long for ]ialings. 
 
 2. Plane or sniootli up all surfaces. 
 
 3. Bevel or shape top of rails with knil'c, lilc, and glasspaper.
 
 107 
 
 4. From the square oiid of each rail, measure and square lines across at 2* + 4* 
 
 + 16* as shown on drawing. 
 
 5. Prick positions for nails on each rail as shown on drawing. 
 
 G. Test length of cross rails and square lines across 4* from each end. 
 
 7. To these lines and to the square lines on each face, place in position a rail 
 
 at each end. 
 
 8. (ilue, nail, and clinch in position. 
 
 9. Place the remaining rails at proportionate distances apart and test, for equality 
 
 of spacing; then mark to each position. 
 
 10. Insert nails, glue, nail, and clinch in position. 
 
 11. Set off 4* from bottom of each side post; mai'k position for nailing, and hore 
 
 holes nearly through post. 
 
 12. Insei't long nails ; glue and adjust posts to cross rails ; hold- nails square and 
 
 drive each home. 
 
 13. Test with try square, and sight test for " winding"; adjust where necessary. 
 
 14. Clean up with glasspaper and neatly finish T^fodel 11. 
 
 A short piece {[•2* long) of strip wood may be double nailed on 
 the bottom of each side post to ,^ive more stability. Two wire e3'elets 
 made from long panel pins may also be fixed in one side post to 
 provide a hinge upon which to hang a swing gate. A long wire pin 
 is passed through these eyelets, as shown on the drawing. 
 
 Position drill : Test for " winding." Planing. 
 
 Sequence or Continuation Lesson. 
 
 Little talks on garden enclosures and shrubberies ; colonial compounds, 
 penal settlements, stockades, etc. 
 
 GPOrP OF LESSONS No. Pi. 
 MODEL 12: Garden Gate. 
 
 Aim of J)rawing Lesson : To teach the use of set squares and rule in 
 combination, in lieu of the Tee square. 
 
 Following on the method suggested in the previous lesson, a 
 pi'oportioiiate free l)lack board ske^tch elevation of the gate, should be
 
 lOS 
 
 made by the tear-her. TIk^ children meanwhile shonld draw a series of 
 parallel lines in tln-ee positions with sefc stjuaic and I'nle combined, as 
 was done in the snpplemental lesson in (ironp S, in order to become 
 familiar with these aids, and to ,n"ain full confidence for fnrther appli- 
 cation. 
 
 Ask for instructions, as to pi-odncin^i;' the plan and side \iew 
 drawings. ''Where should the })lan be placed '/ How shall 1 b{^L;in ? 
 You show nu'. Is that correct, (diildren ? " and thus aronse dii'ect 
 interest. Exhibit a staiulard model and get ilic chikli'en to name 
 the several elements, point out the (dose rescml)laiice to [)i-evions 
 model (exhibit the best example done in class). Ask (diildren to 
 note any point of difference. State the object of the diagonal strut 
 or i-ib. Show how a square frame may be distoi-ted — (dianged in form, 
 by opposing forces applied at the corners. Now tie a piect^ of maci'ame 
 sti'ing across, to form a diagonal of a similar s(|uare frame, and apply 
 similar opposing forces ; let (diildren note the result, then explain 
 that the strut is sometimes called a t'w ha'r because it ties the s(]uare 
 togethei- by forming two triangles, and lead up lo the statement that 
 the altei-ation of the aiigh^s of any triangle, invohcs an alteration in 
 the length of the sides whi(di eiudose su(di angles, (let the children 
 to realize, that when the gate is fitted to the side post of the previous 
 model, it is suspended, and that its own weight would be sufficient to 
 alter the right angles if th(^ sti'ut wei'e not fitted. 
 
 Further illustrate the statement, by I'efei'cnce to the hVdvk board 
 easel, where the front and l)ack legs foi-m two sides of a triangle, 
 the floor being the third. I'^irndy impress this important principle of 
 construction, foi' upon it, dc^jcnds xciy largely the eflicieiicy of future 
 work. 
 
 A complete elevation and plan of tbe gate, fully dimensioned as 
 a wor]<ing drawing, slioidd be the (inal result of the lesson. 
 
 Supplemental I.esson. 
 
 Little talks on the circle, its (h\ision into degrees and angles. The 
 set s(juares and other drawing iiist tinneiits.
 
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 110 
 
 Aim of Practical Lesson. 
 
 To teach oblique sawing to line, aeeurate measurement, iittin,i(, and 
 nailin.i;". 
 
 Materials required : V' square and strip irliitewood, loitij and siiort panel pins. 
 Tools required: liulc, try square, pencil, saic, pricker, file, plane, knife, bradawl, 
 Iiiinijucr. 
 
 Procedure for the construction of Model I'l : 
 
 1. Mark <uul saw off to given lengths the posts, rails, and cross rails. 
 
 2. Plane or smooth up all surfaces. 
 
 3. Shape tops of rails and posts with knife, tile, and glasspaper. 
 
 4 Place palings at proportionate spaces on cross rails ; mark positions ; glue, 
 and nail complete. 
 
 5. Mark position of cross rails on side posts; hore for long nailing; glue rail ends, 
 
 and nail each in place. 
 
 6. Test for square angles. 
 
 7. Measure accurately, length of diagonal hetween side posts and cross rails. 
 
 8. Mark and saw off length of strip wood for strut. 
 
 9. File and fit strut hetween posts. 
 
 10. Re-test for accuracy of square angles. 
 
 11. Remove strut; smooth all surfaces; glue, and nail to rails, as shown on 
 
 drawing. 
 
 12. Clean up with glasspaper all outside surfaces. 
 1.3. I'repare two eyelets as in previous model. 
 
 11. Mark off positions ; insert eyelets to foi'in hinges, and attach to Model 11. 
 
 Position drills: Square and sight testing, end nailing, and use 
 of glasspaper in finishing. 
 
 Sequence or Continuation Lesson. 
 
 Little talks on garden prixluee, fruit, llowers, vegetaldes. 
 
 End of First Guoei' of Lkssons.
 
 Second or Intermediate Group of Lessons. 
 
 GROUP OF LESSONS Xc \i. 
 
 MODEL 13: Stepladder. 
 
 Ain, ..f Prawi..,^ I.-sm'"; To luunli.n/.- ll.o eniul.u.ed u.c- ot rule, 
 set squiire, unci Tee sctuiire. 
 For readv reference, a full d..tail drawing of tins model shonld l,e 
 prepared previous to the lesson : ,nal«. free use of a standarf niodel 
 Tshow iJow the .^.,.are plaeed parallel with each "th^.r and ,,.,,> 
 to the front elevation. A. sketch drawni- may , be In.dt up ,^ the 
 esson proceeds, to show how the ohUque hnes are obtamed and 
 produced parallel to each other, by the aid of rule and set square. 
 
 Encourage careful measurement and settiirgout on ttc;;«^t";"*J 
 
 v,ew, as npoi^the accuracy of «uch wUl depend the value of the o thei 
 
 ews Th.. «nal result should be neatly dnnens.oned m de ad, 
 
 aupli.-alc, and ov..-all n,eas,nvn,ents, and ..nvfully ..^ran.ed to show
 
 112 
 
 the lon'^ntiidinrd and end gmin of the wood. Questions n})on the 
 plan of the model should he asked, hut a tinished drawing of it is 
 unnecessary. 
 
 Supplemental Lesson. 
 
 Little talks on neatness and accuracy. 
 
 Aim of Practical Lesson. 
 
 To give additional training in accurate sawing Lo length, and end 
 nailing. 
 
 Mate)i((ls leqiiired : Two lengths of strip irood and some long panel pins. 
 Tools required : Rale, try square, pencil, saw, plane, pricker, scratcJi header, knife, 
 hammer, file. 
 
 Procedure for the construction of Model 13 : 
 
 1. Find centre of one length (2 ft.) strip wood, and on each side of it set off 1* ; 
 
 square lines tln-ough the points, and join by a diagonal across the face. 
 
 2. Saw exactly on this diagonal line, cutting length in two. 
 
 3. Plane up all surfaces, and scratch-bead outer front edges. 
 
 4. Mark and saw off waste to leave each piece 80* long (10"j. 
 
 5. Shape ends with knife and tile. 
 
 6. Set off' positions of steps on eacli inside, i.e., draw a line parallel with and 6* 
 
 away from the oblicjue bottom of each side ;' tlien a second line parallel to, 
 and tliickiiess of strip wood away from, tlie first ; and continut' these 
 distances and lines for eight other steps. 
 
 7. Bore holes 1* away from each edge, in each narrow space or step way (Inad- 
 
 awl point lo just show througli). 
 
 8. Mark and saw oil nine pieces IS* lung (2{"). 
 'J. Test for s(]uare ends, and accuracy of length. 
 
 10. Plane up all surfaces. 
 
 11. (ihic ends, and nail in position, toj) and bottom stejis. 
 
 12. Test for s(juare angles, and winding of sides; adjust if reipiirt'd. 
 PJ. Glue ends ; insert and nail centre step ; test. 
 
 14. Repeat 13 until all steps are fixed in position. 
 
 15. Ke-scratch outer liead ; smooth up und neatly tinisli stcj) edges, sides, and ends 
 
 of Model 13. 
 
 NoTK. — The introduction of the scratch-beading tool (/-Vy. /-V) will involve 
 a demonstration of its use during the lesson.
 
 114 
 
 Sequence or Continuation Lesson. 
 
 Little talks on garden work in Autunni, gathering fruit, etc.; or use 
 of ladders in ever3^-day life for buildings, fire escapes, etc. 
 
 Position drill : Sawing, and nailing to a line. 
 
 GKOUP OF LESSONS No. 14. 
 
 MODEL 14 : Children's Garden Swing. 
 
 Aim of Drawing Lesson : To prove the necessity of scale drawings, 
 and the need of more than one outline. 
 
 A full-size standard model should be exhibited to the class, to 
 show that to make a complete drawing of it, as we have done for 
 previous models, a much larger piece of paper w^ould have to be used. 
 Lead up to educing that a smaller drawing, if correctly marked with 
 full-size measurements, will answer the same purpose. Explain how 
 large buildings are made from small drawings, often from photographs, 
 and that for any very difficult part, large-size detail drawings are made. 
 Induce the children to suggest how a smaller drawing of the swing can 
 be made by using the Unit rule. Show that by dividing each I'nit 
 into two parts, and using one-sixteenth as the scale Lhiit, a drawing 
 half the original size of the model is readily made. 
 
 The black board or chart drawings should be at least three times 
 full size ; these may be drawai line by line during the lesson, or be 
 
 previously pn^pared (the former plan is more satisfactory). 
 
 Front and end elevations only will give no indication of the 
 actual form of the base framing. Point this out carefully, to enable 
 the children to realize the difficulty they would huve, in making a 
 model with the two views only su})]ilied. Ijct them sketch the base 
 plan from the model, the aim being to obtain from each child in class 
 neat half-size drawings, fnlly dimensioned for accurate woi'king. 
 
 Supplemental Lesson. 
 
 Little t;ilks on I'nit ruh' pi'oportion. proportionate and scale 
 measurements.
 
 @ 
 
 CHILDREN'S GARDEN SWING.
 
 iir, _ 
 
 Aim of Practical Lesson. 
 
 To teach the simple elements of coiistrnctiou by triangles. 
 
 Materials required for each model : 
 
 A o" lou/tli of y .'i(j/iarc irhitc wood. 
 
 TJiree leiu/tiis of sirij) irood •.-'-/" Jonrj. 
 
 Tico lenijths of fine wire /■>" loiuj. 
 
 Some 1^", f", and ^" panel pins. 
 Tools required : Rule, try square, pencil, saw, plane, pricker, scratch header, file, 
 Jiaminer, and cutting pliers. 
 
 Procedure for the construction of Model 14 (side frames) : 
 
 1. Mark and saw off eight pieces 66" long (8^"). 
 
 2. Plane or smooth up one side of each piece. 
 
 3. Cut a card template or " tablet " to fit the angle of the A framing as formed 
 
 on the drawing. 
 
 4. Apply this template to four of the pieces ; mark at one end across face, and saw 
 
 ■ off waste. 
 
 5. Glue rough surface of other pieces ; place in pairs (square ends together), 
 
 nail and clinch to form built-up sides. 
 
 6. Carefully plane up both edges, and scratch-bead outer edges onh'. 
 
 7. Glue, place, nail, and clinch the half jointing to form the frames. 
 
 8. Test for equality ; place rule across bottom outside points, and draw a line 
 
 across each side. 
 
 9. Saw off small waste piece, and finish with file, to form bottom butt joints. 
 
 10. Test for accuracy (each frame to stand vertical) ; clean uj) beads, and finish 
 frames. 
 
 For base framin;^ and head piece : 
 
 1. Mark and saw off two pieces 56* long (7") ; 
 
 two „ 40* ,, (5"). 
 
 2. Plane or smooth up all surfaces, and bevel off corners. 
 
 3. Mark lines across edges 6* from each end of 56* lengths. 
 
 4. Bore for double nailing. 
 
 5. Glue and nail framing together. 
 
 6. Saw off 4* square piece 48* long for head piece. 
 
 7. Plane up all sui'faces. 
 
 8. Fix head ))iece in position, hovk^ side frames, glue, and double nail. 
 
 9. Make two wire eyelets and fix in position shown, i.e., 12* on each side of 
 
 centre of head piece. 
 10. Fit, glue, and nail A franios to base tVanK.-.
 
 ilT 
 For seat piece : 
 
 L Mark and saw oft' three pieces strip wood IS* (2^") long. 
 
 2. Bore for edge-nailing on two pieces ; glue, and nail all together to form seat 
 
 slah. 
 
 3. Smooth sin-faces and edges, and bevel off corners. 
 
 4. Bore at each corner for suspension rods. 
 
 5. Prepare two suspension rods (hy turning a lengtli of wire over nose of pliers 
 
 to resemble long hairpins). 
 
 6. Cut off each length to 56*. 
 
 7. Pass ends through eyelets in head ])ieee. and through holes in seat. 
 
 S. Bend over with s<iuare jaw of pliers 2« length of the projecting ends. 
 9. Test for seat level when suspended. 
 10. Form back rest, by placing the ends of a piece of wire (bent to a bow form) 
 
 into the holes of the back seat, and adjust as required. 
 1 1. Test for accuracy, free movement, and stability. 
 [•I. If correct, smooth all edges and complete Model 14. 
 
 Note.— If the wire suspension rods present any great difficulties in con- 
 struction, thin macrame string may be used for hanging the seat, the same back 
 rest being available. 
 
 Sequence or Continuation Lesson. 
 
 Little talks (.11 playtime in the -ardHi, or recreation, what it is and 
 why necessary. 
 'Vnn\ [.osition (Inll, or denioiistration of tool manipulation: 
 {(I) Wire ^Yorking with pliers. 
 (h) Skew nailing, 
 (c) Scratch heading. 
 
 (;1U)UP OF LESSONS No. 15. 
 
 MODEL 15 : Garden Seat. 
 
 Aim of Drawing: To familiar[zt"the nse of set scpiares for ohhcpie 
 
 \N,,rk, and to demonstrate the need of more than one drawing. 
 
 \ sm-le hne or skeleton diagram of this model should he sketched 
 
 on the hlack hoard m pu^torial elevation, and the children encouraged
 
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 119 
 
 to put in the details. This should l)e followed hy a "line by line built- 
 up" end elevation, using the set squares to obtain the oblique lines, the 
 children carefully following the teacher's copy. Encouragement 
 should now^ be given to secure from each child a properly projected 
 front elevation, a tinished standard model being exhibited freely 
 during this part of the lesson. Educe the necessary particulars |^s to 
 the total height of the elevation, and why such differs from the actual 
 length of wood required for the side pieces. " How long shall we 
 make the seat ? Does the side view tell us ? What kind of a drawing- 
 would tell us?'' " A pictorial view." "Yes." Mark the dimensions 
 on the skeleton diagram, and ask the children to point out the relative 
 positions of each on the finished drawing of the end view. From the 
 children's answers, proceed to develop the front elevation, and aim 
 at getting from each child a neat working drawing. 
 
 Supplemental Lesson. 
 
 Little talks on geometrical terms and figures, and on the value of the 
 Tee and set squares as aids to accuracy. 
 
 Aim of Practical Lesson. 
 
 To teach the elements of triangular construction; to secure strength 
 with simplicity, and to give more difficult nailing exercises. 
 
 2Iaterials required : LoK/tJis of strip wood, short and )iicdin)>i panel jnns, and a 
 
 piece of square lohiteivood. 
 Tools required : Rule, tri/ square, pencil, sair, plane, pricker, bradawl, knife, 
 
 hammer. 
 
 Procedure for the construction of Model l-j : 
 
 1. Mark and saw off 4 pieces strip wood 52* (6^^"), seat and back rails . 
 
 2 ,, ,, 46* (5f' ), side frames. 
 
 2 ,, ,, 30* (3f"), 
 
 2 ,, ,, 12* (IV'), seat bearers. 
 
 2. Plane or smooth up all surfaces. 
 
 3. Bevel off ends of seat and back rails. 
 
 4. Mark and saw off opposite ends of long side pieces to 60^ and 30^ 
 
 5. ,, ,, each end of short side pieces to 45°. 
 
 6. ,, ,, opposite ends of seat l)earer to 45^ and 60'^.
 
 1 20 
 
 7. Mark iuul saw off one i)iect.' 'd' square, 40* {■')") long, for slay, (jr stretcher 
 
 ])iece ; ])l:uie II}) al! sides, and SfjUare each end. 
 
 8. Adjust each pair of side pieces (short leugtlis on tlie top) to the }jositions 
 
 shown on the (h'awing, and bore a centre liole in each piece. 
 U. Adjust, glue, and nail each pair together. 
 10. ,. ,, ,, hearer in position as shown. 
 
 11.0 ,, ,, nail stay in position as shown. 
 
 12. ,, ,, nail seat and back rails in jjosition as shown. 
 
 (Front rail to be nailed from the inider side.) 
 i;j. Test for accuracy and stability ; adjust if necessary. 
 
 14. Finish off top end of side supports as on drawing; clean off all edges, and 
 complete Model 15. 
 
 The use of the clinching block as a temporary nailing support must be 
 demonstrated in this lesson. 
 
 Sequence or Continuation Lessons. 
 
 Littk' talks on [);ifks and pk-asuri' ,l;"1'()U1i(1s, wliat the}' coiitaiii and 
 why provided. 
 
 lN)siti()n (h"ill : Testing of ol)hqne an.i^-les. 
 
 GKOL'P OF LESSONS No. 1(3. 
 
 MODEL 16: Clothes Airer or Maiden. 
 
 Aim of ])rHwin,^- Lesson: To teaeh siin[)le ii'ansposition and com- 
 bination of dra\vin,L;"s. 
 
 The (h'awin.i;- of this model as given in par;illel projection is a 
 ver\' simple exercise, when compared with some of the jirevious 
 examples ; l)ut for the purpose of transposition. I.e., the production 
 of a pictoi'ifil delineation hased on a geometi'ical oasis, it is of 
 sullicient diflicult y to warrant progi'ession. 
 
 .\ line diagram of the model should l)e made on the black board, 
 and from this should be deveb)ped a free sketch, ui)o)i which may be 
 placed all the necessary (Hmensions. .\ lai'ge-si/e (h-awing, in ti'U(> 
 pai'allel obhfpie projection, shoidd l)c made as a ehart. and fi'eely used 
 for ol)ser\at ion |)iM|)oses h\ l he chibhcii, who shoidd b(^ eiieonraL;ed
 
 
 f Ar^\ A CLOTHES AIRER OR MAIDFN. 
 
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 to direct the teuciuM' how to produce ;i similar drawinj^- on the black 
 board by the line by line method, using the Tee and set scjuare 
 coiii])ined. 
 
 Should any difficulty be found in transposing the drawing, as a 
 whole, demonstrate how one of the side pieces may be drawn to show 
 solidity by the aid of a 80 set square (all measurements being set 
 out full size on the respective lines drawn), adding the rails to the 
 side, as would be done, if the practical lesson were being worked. 
 Full}- impress the general principle, that all lines, vertical, oblique, 
 or horizontal, are parallel in each respective position, and that the 
 measurements are alw^ays taken in the direction of each line. 
 
 As the principle may be readily applied to any of the models, it 
 is suggested that st)me extra time be spent upon this lesson, in order 
 to thoroughly elucidate all details of method, which may be necessary 
 to produce the desired result, so that wherever and whenever a more 
 intelligible rendering of any detail, or complete drawing, is re(]uired, 
 recourse can be at once made to the method of oblique parallel 
 projection. 
 
 Supplemental Lesson. 
 
 Little talks on parallel and oblique projections, model drawing, or 
 sketches involving parallel lines. 
 
 Aim of Practical Lesson. 
 
 To give further training in accurate sawing to length, end nailing 
 and double-strap hinging. 
 
 Miitcrnils required : Square icInleiroDiI, loiiij panel /)iiis, four short pieces of tape. 
 Tools required : Rule, trij square, pencil, saw, phi)ie, hradaud, tile, hainiuer. 
 
 Procedure for the construction of Model 16 : 
 
 1. ^lark and saw off 4 pieces 56* (7") long for side posts. 
 
 G ,, 28' (3r) „ rails. 
 
 2. Plane or smooth up all sides, and accurately test lengths. 
 
 3. Round up with tile one end of each side post. 
 
 4. Mark position of each rail on each side post. 
 
 5. Bore foi- end nailing. 
 
 G. (Hue ami nail rails in position.
 
 123 
 
 7. Place frauius together with tapes between and close below top and bottom 
 
 rails. 
 
 8. Glue or nail end of tapes on left hand post ; pass free ends imder right hand 
 
 post ; diaw tight ; glue or nail on top side of i-ight hand post. 
 
 9. Place other tapes just below those already Hxed. 
 
 10. Glue or nail ends on right hand side post ; pass free ends under left hand 
 
 post ; draw tight ; glue or nail on top side of left hand post. 
 
 11. Test for accuracy of construction in every detail. 
 
 i'2. Carefully clean off all surfaces; sniootii up, and complete Model IG. 
 
 Note. — If thought to be more simple, the tape hinges may be made to 
 finish on opposite sides of the side posts, instead of in the manner shown on the 
 drawing. 
 
 Sequence or Continuation Lesson. 
 
 Little talks on household duties : — Helping" mother, washing, drying, 
 and airing of Hannels, cotton or silk fabrics ; or on our 
 clothes: — The raw material, production, make up, and after 
 care. 
 
 Position drill : Square testing, and a demonstration lesson on 
 strap double hinging. 
 
 GROUP OF LESSONS No. 17. 
 MODEL 17 : Dolly's Bedstead. 
 
 Aim of J)ra\ving Lesson : To teach a simple method of j'educing 
 repetition work on similar views, and to economize space. 
 
 The drawing of this model is to be obtained in a similar manner 
 as the preceding, / e., by transposition. 
 
 Exhibit a standard model, and deduce that each side of the 
 centre of the head and foot pieces or frames respectively are identical. 
 Lead the children to observe that a portion of the head piece is 
 covered by the foot piece, and that they differ in the height of posts 
 and panel rails only. Exhibit a large chart diagram of the model in 
 pictorial, or oblique projection; educe that this drawing shows the
 
 124 
 
 Icn.H'th, width, and thickut'ss, or hei,i;lit of each piece of wood used 
 in the model, and that it end)()dies the dimensions from which may 
 he drawn the elevations and plan in pai-allel projection. Draw a 
 lar*jje-size side elevation on the hlack board, and ask for directions to 
 produce the elevations of the head piece, foot piece, and the plan. 
 
 Turn tlie cliart diagram face to wall and remore the modtd. 
 '• How wide shall we make the next drawin,^' ? Cannot }'ou tell me ? 
 Does this elevation tell me anything about the width?'" •'' Xo." 
 "What does it tell me?" ''The height of the posts." ''Yes. 
 Anything else ? " " The height of the side rails." " Yes. Anything 
 else?" "No." "Then we nnist determine the width ourselves. 
 What Midth would you make it, Elsie ? and \ou, Marion ? " Thus 
 lead the children to design or determine the other elements. Now 
 exhibit the model, and ask the children to observe the proportion of 
 width to length (training sight measurement), and finally give the 
 required dimensions on a rough sketch end view. Next develop the 
 plan on similar lines, and from it project the elevation of the foot 
 piece. Name and fully dimension each view, and aim at producing 
 neatly finished full-size drawings. 
 
 Supplemental Lesson. 
 
 Ijittle talks on transposing drawings and on condjination of views; or 
 recapitulate lesson on paiallel and ol)li(|ne projections. 
 
 Aim of Practical Lesson. 
 
 To give additional training to get accui'alc saw ing, fitting, and nailing. 
 
 Maleilah rcqidreil : St/ii((ic ((ml sliiji ichilcirood , Itncj (Hid iKcdinm jxdud jiiks. 
 Tools required : liolc lii/ s(j((((ie, jiciicll, .sitir. pUaic. file, hc(((l scr((trl(, hiddaicl, 
 hdinnicr. 
 
 Procedure for the construction of Model 17 : 
 
 1. Mark luid saw utl' s<juarc wood, '2 [)ieci's i 1* ("jV') lung, liuad posts. 
 
 2 ,, 3(i' (U") ,, foot posts. 
 2 ., oH" (7f' ) ,, side pieces. 
 4 ,, 2S" (.'H") ,, ^Uclcli.T pieces.
 
 120 
 
 ^livrk and saw off strip wood, 4 pieces 2H» {3h") long ^-t n n r . i 
 
 ■■ , Head and toot panel 
 
 2 ,, 12' (U') ., >■ 
 " " " ^ " ^. , o"^, I pieces, rails, and ribs. 
 
 2. Plane or smooth up all surfaces, and test accuracy of equal lengths. 
 
 3. Scratch-head all strip wood pieces on two edges (face side), and likewise on 
 
 head and foot posts, leaving 16* from one end of each piece square as 
 planed 
 
 4. File and finish top of each post as on drawing. 
 
 5. Mark position of panel ribs on rails, and also rails on posts. 
 
 6. Bore for edge nailing, glue, nail, and complete each panel. 
 
 7. Glue, and nail panels to side posts ; fit, glue, and nail square stretcher 
 
 l)ars in position. 
 
 8. Mark positions of bed stretcher bars on side pieces ; bore, glue, and double- 
 
 nail frame together. 
 
 9. Test for accuracy ; adjust ; bore for nailing ; glue, and double-nail head and 
 
 foot pieces to bed frame. 
 10. Re-scratch outer beads ; test for winding ; adjust, if necessary ; clean up and 
 
 carefully finish details of Model 17. 
 
 Note. — A piece of strong canvas (or pieces of broad tape may be interlaced), 
 stretched, glued, and nailed to the stretcher bars, forms the bed support, or five 
 intermediate cross rails may be nailed flush with the upper surface of the side 
 pieces. If the latter method is adopted, the bars should be placed at equal 
 distances apart (about 5"). 
 
 Position drill : Square testing, and edge nailing. 
 
 Sequence or Continuation Lessons. 
 
 Little talks on household duties: — Bed making, bedroom day; need 
 of ettieient vent il;it ion when sleeping; rest after work, how 
 best obtained. 
 
 GROrP OI^^ IJ^SSOXS No. IS. 
 
 MODEL 18: Kitchen Chair. 
 
 .\iiii of l)i'awing Lesson: To secui'e iieatnt^ss in timshed di'awings, 
 and the intelligent reading of various vi<'ws and pi'ojcM-tions, 
 
 'i'he obli(|ue character of the general outline of the model, 
 constitutes an advance step in both the di'awiiiL;- and practical lessons.
 
 18 
 
 A KITCHEN CHAIR.
 
 128 
 
 The drawings in p:ir;illt'l pvoioctiou require elose attention to detail. 
 Adopt the centre line method, so that e(jual ol)Ii(|uity of the lines 
 forming the back and front le,L!,s may be secured. Having' a standard 
 model on view, build up, on the right of a centre line, a half elevation 
 of the back and back legs, then encourage the children to add the 
 details on the left of the line. Proceed thus, with the details of front 
 legs and edge of seat, and also the plan. 
 
 A full pictorial view of the model in chart foi-m may be used to 
 enable the children to more readily see, how the details are grouped 
 together. A skeleton line diagram quickly sketched on the black 
 board will l)e of e(jual value, as upon this can he placed the respective 
 dimensions of each detail. Some of the more advanced scholars 
 should be encouraged to make similar skeleton drawings, either prior 
 to, or after, the drawing lesson, but avoid any elaboration which will 
 detract from the efficiency of the instruction given. To impress 
 chief principles, and to consolidate the general scheme of instruction, 
 a recapitulation of the elements of the lessons on c()nd)inations of 
 views, especially that section descriptive of hidden parts, and the 
 methods used to cleai'ly illustrate tlieir positions, should he included 
 in this lesson. Let the explanations of constructional details he 
 sound, simple, and ab(jve all, entertaining and educational. The net 
 ivsult of this lesson should he a neatly projected drawing of the 
 model showing at least three views, dimensioned in detail to adinit 
 of a full-size model being l)uilt up tlu^refrom. 
 
 Supplemental Lesson. 
 
 Little talks on the drawing lesson, its value, and what it teaches. 
 
 Aim of Practical Lesson. 
 
 To give additional and more dinicnlt end nailing and ()hli(pie surface 
 jointing. 
 
 Mdtrridl.s rciiitiiril : Sijimif, slriji. and slaJi ii-hilficddd, Ioikj dinl shmi jxiiirl jniis. 
 Tonh rcfjiiircd : Ii'iilc, tii/ sfjiKirr, /xnicll, s(iit\ plmir, file, Iniifc, head srnitch, 
 hidddirl. Iiiiiiiincr. 
 
 I'l'ocednre lor the const met ion of Model IS : 
 
 1. Maik mill saw otl' S(|iiaic wood :! pieces Id* (.")") Ikii.K, hilck le^'S.
 
 129 
 
 Mark ami saw off square wood, 2 pieces 18* (2^") long, fi'ont legs. 
 ,, ,, strip wood, 1 ,, 14* (Ij") long, top l)ack rail. 
 
 ,, ,, ,, 3 ,, 14* (1|") long, I other rails as on 
 
 M .. .> 6 ,, 13* (1^") long, I drawings. 
 
 ,, ,, slab wood, 1 ,, 21* x 19*, l)ottoni piece. 
 
 2. Plane and smooth up all surfaces. 
 
 3. Round off with file the top of each back leg. ' 
 
 4. Chamfer off front and back legs with knife, file, oi- })lane. 
 
 !j. Scratch-bead all details, as sliown by double lines on the drawing. 
 
 G. Form top rail wnth knife, plane, or file. 
 
 7. Mark positions of the top and bottom rails on each back leg piece. 
 
 8. Bore, glue, and nail these in place, and test for winding. 
 
 9. Fit in. liore, glue, and nail intermediate rails in ])Ositions shown on the 
 
 drawing. 
 
 10. "Mark positions of front rails; i)ore, glue, antl luiil ea,cli in place. 
 
 11. Prepare seat piece to fit in between back legs, above third rail. 
 
 12. Mark positions for, and fit in side and front, seat rails. 
 
 13. Glue and nail these in place under seat. 
 
 14. Place front legs in position, glue, and nail through seat. 
 
 15. Fit in, glue, and nail lower rails between the front and back legs. 
 
 16. Smooth up all edges of the seat ; test for accuracy of measurement, and 
 
 stability. 
 
 17. Re-scratch outer edges of back and rails; smooth up all details, and complete 
 
 Model 18. 
 
 Position Drill : Use of file for rounding and cliainfering. 
 
 Sequence or Continuation Lesson. 
 
 Little talks on household duties: — Daily work in the kitchen, 
 preparation of food, etc. Furniture making: — Processes of 
 manufacture, and materials used in common and higli-class 
 chair making. General desio-ns in common use. 
 
 GPOUP OF LESSONS No. 19. 
 MODEL 19: Dolly's Couch. 
 
 Aim of Drawing Lesson : To secure neatness of iinisli, and an intelligent 
 reading of projected views, 
 i
 
 130 
 
 The methods adopted in the previous lessons on parallel pro- 
 jection can be readily applied to this model, as the front elevation, 
 side view, and plan give all the essential particulars for the practical 
 lesson. 
 
 Draw a large-size view of one end of the model on the black 
 board, placing the several dimensions thereon ; then sketch a skeleton 
 outline of it in oblique projection, and ask for the other dimensions, 
 the children to compare by observation only, the length ^yith the 
 height and width of the standard model exhibited. AYrite down 
 several replies ; tinally measure the model, and place the correct 
 dimensions oji the skeleton line diagram. 
 
 Develop the front elevation from the end view and the given 
 dimensions, and follow on with the plan in due order. 
 
 Point out the advantage of the pictorial sketch, and lead the 
 children to reproduce it for their own guidance. In some cases, the 
 skeleton outline will be more readily understood than the other views. 
 The teacher should then devote more time to obtaining a correct 
 representation to actual full-size dimensions, by making the ortho- 
 graphic drawings the secondary part of the lesson. 
 
 Sustained interest is obtained if the children are allowed to 
 build up a black board pictorial view direct from the model, before 
 attempting their own individual drawing. Coloured chalks, dark 
 red for mahogany, light brown for oak, dark brown for walnut, may 
 l)e used to give additional effect, and to familiarize the names of the 
 timber trees, which sup])ly wood foi-the purpose of furniture making. 
 
 Whatever means are adopted to secure the intelligent reading of 
 the several details, the result should be a neat line drawing fully 
 dimensioned, from which a replica of the model may be made. 
 
 Supplemental Lesson. 
 
 Little talks on the \alue of colourc(l clialks tor black board sketching.
 
 
 
 
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 28* (34") , 
 
 , front legs. 
 
 22* (2f") , 
 
 , arms. 
 
 50* (6i") , 
 
 , back rails. 
 
 50- (6r) • 
 
 , under rails 
 
 16* ( 2" ) . 
 
 ,> 
 
 14- (If") . 
 
 , back ribs. 
 
 57* X 23* 
 
 seat. 
 
 132 
 
 Aim of Practical Lesson. 
 
 To give aclditioiicil trciiiiiiig in the use of the plane and tile, for taper 
 and surface working. 
 
 Materials required : Square, strip, and slab wiiitcvood, larqe and small panel pins. 
 Tools required : llule, try square, pencil, saic, plane, file, pricker, hradaud, bead 
 scratch, and hammer. 
 
 Procedure for the construction of Model 19 : 
 
 1. Mark and saw off square wood, 2 pieces 47* (5|") long, back legs. 
 
 2 
 2 
 
 o 
 
 i> )) " -^ 
 
 ,, ,, strip wood, 2 
 
 2 
 
 ,, >» '' 3 
 
 ,, ,, slab wood, 1 
 
 2. Plane or smooth up all surfaces. 
 
 3. Round up one end of each l)ack leg and arm piece. 
 
 4. Work taper on back and front legs (as show^n on detail). 
 
 5. Scratch-bead all rails, ribs, front and back legs above taper part. 
 
 6. Construct framing to form back of couch, glue, and nail up. 
 
 7. Fit in the back ribs, glue, bore, and nail in position. 
 
 8. Fix arms, and under side rails to front legs in pairs. 
 
 9. Mark positions, bore for, glue, and nail one end frame to back framing. 
 
 10. Fit in, bore for, glue, and nail front under rail in position on the other end 
 
 frame. 
 
 11. Prepare seat, to iit between l)ack legs and side ai-ms. 
 
 12. Re-scratch ;ill outer beads. 
 
 13. Fix seat in position, top nailing front as shown ; glue and nail all elements 
 
 together. 
 
 14. Test for accuracy of measurement, s(|uareness. and stal)ility : adjust, if 
 
 necessary. 
 
 15. Smooth off all edges, and neatly tinisli Model 19. 
 
 Position (h'ills : Surface pl;iiiiiig. and testing. 
 
 Sequence or Continuation Lessons. 
 
 Little talks on home comforts and life iii ancient and modern times, 
 comparing Western and Eastern customs.
 
 133 
 GROUP OF LESSONS No. 20. 
 
 MODEL 20 : Toilet or Dressing Table. 
 
 Aim of Drawing Lesson : To secure neatness of finish and an 
 intelligent reading of the several views.- 
 
 The drawings of this model furnish a slightly more difficult 
 lesson than the two previous ones ; if the same methods of production 
 are employed, the front elevation, with the double lines indicating the 
 bead as worked on the several edges, gives good training in drawing 
 neat parallel hues, whilst the various dimensions offer full facilities 
 for transposition if desired. To give connectedness and continuity 
 with previous lessons, full black board demonstrations, showing the 
 several details apart, should be given, together with the building up 
 of a completed outline drawing of the model, as seen from the usual 
 points of view. Obtain the necessary data from the children when- 
 ever it is possible, and emphasize the necessity of accurate working 
 to obtain best results. Point out the similar and dissimilar details 
 in this, and previous models ; and show, by reassemblement, how. 
 other models may be devised by similar means. 
 
 Supplemental Lesson. 
 
 Little talks on the comparison of mechanical with freehand drawing, 
 and relative values of each for specific cases. 
 
 Aim of Practical Lesson. 
 
 To secure neatness in- finished drawing, and intelligent reading of the 
 several views. 
 
 Materials rcqnirct] : S(juarc, ■itrip, aiul slah ifhili'ivood, and so)ne 1" panel 2^ins. 
 Touts required : Rule, trtj s([uare, pencil, sair, j>lane, scralch head, bradawl, 
 hanuner. 
 
 Procedure for the construction of ^lodel 20 : 
 
 1. Mark and saw off square wood, 4 pieces 28* (3V') long for legs. 
 
 strip wood, 6 ,, 35* (4f") long for frame bars. 
 
 4 - 14' (if") M 
 ,, ,, ,, 2 ,, 20* (2V') long for side pieces.
 
 20 
 
 DOLLY'5 
 
 TOILET OR DRESSING TABLE. 
 
 - 40" 
 
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 rRo/^r ELEVf^T/o/y 
 
 20'- 
 
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 135 
 
 Mark and saw off strip wood, 2 pieces li' vif") 'ong for fnune ribs. 
 ,, ., .. 1 M 5* (f ) ,, „ 
 
 ,, ,, slab wood, 1 ,, 44* x 22* for table top. 
 
 2 ,, 6' X 4* for brackets. 
 
 2. Plane or smooth up all surfaces. 
 
 3. Scratch-bead all bars, side pieces, and ribs. 
 
 4. Set out, mark, bore for, glue, and nail together details of back frame. 
 
 5. Prepare chamfer on edges of table top ; lit back frame in place ; glue, and nail 
 
 from under side of top. 
 
 6. Prepare the side brackets, glue, and fix in position. 
 
 7. Test for accuracy of angle between table top and the back panels. 
 
 8. Prepare the taper of each leg according to the drawing. 
 
 9. Adjust the end frame bars to each pair ; bore, glue, and nail together. 
 
 10. Adjust, glue, and fix the front and back frame bars to each pair of legs. 
 
 11. Test for accuracy and stability of framing. 
 
 12. Adjust table top on framing, and glue and nail in place. 
 
 13. Smooth up all edges, and re-scratch all outside beads. 
 
 14. Test of accuracy of construction to complete Model 20. 
 
 Note. — If a more realistic effect is desired, a piece of silvered glass, or 
 marble paper or cloth, may be glued on the outside of the back centre panel. 
 
 Position drill : Surface making with plane and glasspaper. 
 
 Sequence or Continuation Lesson. 
 
 Little talks on toilet materials, — -the manufacture of brushes, combs, 
 soap, mirror glass, pins, and trinkets ; compare home comforts 
 in the houses of the rich with those of the poor. 
 
 GROUP OF LESSONS No. 2L 
 
 MODEL 21: Field = Path Wicket Gate. 
 
 Aim of Drawing Lesson : To give additional training in the combined 
 use of set squares and rule, in drawing oblique parallel lines. 
 
 It will be necessary to use a standard model in addition to a 
 prepared (coloured chalk) chart drawing, to enable the children to 
 understand the difficult points which ma}' o^-cur by the frequency of
 
 136 
 
 the oblicjue lines. To soinewiiHt rediiee the coiiiphcation of the posts 
 and rails, a sectional elevation is suggested which portrays the actual 
 bevels of the two cross sti'uts at the contact points with posts and 
 horizontal rails. The building up of the })lan and sectional elevation 
 should proceed sinuiltaneously, the end elevation l)eing left, until the 
 cliildren are alile to read the details of the other views. If the 
 material used is to be of a standard size, the drawing done by the 
 children should be fully dimensioned, but not necessarily in dui)licate. 
 The setting out of the fixed wicket rails and posts, offers facilities for 
 teaching the method of centre line work, whilst the varying heights 
 of the swing-gate rails give additional training in the manipulation 
 of the usual drawing tools. If it be possible, let the cliildren ddvise 
 tile ])lack l)oard sketch, which should l)e l)uilt up with reference to 
 the linished chart and model. Any intricate or difficult point or 
 detail in construction, may be readily made easier of conception, by 
 the aid of large detail diagrams worked in coloured chalks. The 
 method of hanging the gate, the reason for the upper eye passing 
 through the post, the simplicity of the centre pin f(jr the lower fixing, 
 should each be fully dealt with in this lesson, as a preparation for 
 future models, which involve similar methods of swing-door fixiiig. 
 No detail should be considered too simple for explanation, nor should 
 the teacher be satisfied with any " near (Miough " results, as such 
 engender false impressions on the scholars and foster deceit. 
 
 Supplemental Lesson. 
 
 Little talks on mechanical aids to secure accuracy in drawing. 
 Freehand and coloured chalk drawings. 
 
 Aim of Practical Lesson. 
 
 'J'o fui'uisli additional and more dil'licult obli(pic sawing, fitting, and 
 nailing exercises, and to give additional training in sight 
 testing and planning. 
 
 Malcriah reipiircil : Sq/iair, .^irii), mul i,Uib tckUcicouil, ioiuj uiul niciliiuii panel 
 
 pins (tnd irirc. 
 TooLh rciiiincil : Hide, Inj aqiiiirc, pencil, ndw, j)l((ne, knife, jilc, bradaicl, Jitniimcr, 
 
 KHil ciiltiiKj jilicr.s.
 
 138 
 
 Procedure for the construction of Model 21 : 
 
 1. Mark and saw off square wood, 1 piece 48» ( 6" ) long for standard post. 
 
 " 
 
 1 
 5 
 
 „ 44* (5V') 
 „ 32- ( 4" ) , 
 
 , for gate post. 
 
 for corner, gate, and 
 
 strip wood, 
 
 1 
 
 .. 41* m") , 
 
 striking posts. 
 
 , for swing gate 
 palings. 
 
 
 1 
 
 „ 38' m") , 
 
 
 1 
 1 
 
 „ 35-5' {i,V) , 
 ,, 32* (4") , 
 
 
 2 
 
 „ 24' ( 3" ) , 
 
 , foi- rails. 
 
 
 2 
 
 „ 21- (2r) 
 
 , for struts. 
 
 
 6 
 6 
 
 „ 31- (3|") , 
 „ 14* (If") - 
 
 , for fixed palings. 
 , for fixed rails. 
 
 slab wood, 
 
 1 
 
 „ 56- X 26* , 
 
 , for base board. 
 
 2. Plane or smooth up all surfaces. 
 
 3. Prepare and chamfer off the tops of all posts and palings. 
 
 4. Mark off positions of all horizontal rails on corner gate and striking posts. 
 
 5. Bore, glue, and nail rails to posts in pairs. 
 
 6. Mark off positions for raihngs on each pair. 
 
 7. Glue, and nail in place. 
 
 8. Fit in bevel ends of struts between gate framing ; glue, and nail in position. 
 !J. Build up fixed wicket. 
 
 10. Prepare standard post and wire eyelet. 
 
 11. Prepare base board ; chamfer upper edges. 
 
 12. Mark of^" positions of fixed wicket and standard post ; and fix all to base board 
 
 (long nailing from below). 
 
 13. Adjust swing gate to eyelet; and mark position of gate jjost on base board. 
 
 14. Bore through centre of marked s(|uare. 
 
 15. Clean up all edges and surface of rails on gate. 
 
 16. Clean up all details of fixed wicket and base board. 
 
 17. .\djust swing gate; and fix with panel pins through eyelet and base board. 
 
 18. Test for vertical position and swing of gate; adjust if necessary, and complete 
 
 Model 21. 
 
 Position drills : ()l:)li(]ue sawing and lilin,i;-; outside stjuare testing. 
 
 Sequence or Continuation Lessons. 
 
 Little talks on country life; field walks in Spring, Sininncr, Autumn, 
 and W'intci-. Xatnrc stnch'.
 
 139 
 
 GKOrP OF LESSONS No. '2-2. 
 
 MODEL 22: Cattle = feeding Manger. 
 
 Aiu] of Drawing Lesson : To demonstrate the need of more than one 
 drawing for the construction of a model. 
 
 Lduce, by the aid of a standard model, the points of difference, 
 when it is viewed from several positions, and lead the children to 
 realize the foreshortening of a line, when it is placed obliquely before 
 the eye. Illustrate this point very clearly by black board sketches, 
 and references to past models or drawings, which have involved the 
 use of oblique lines. 
 
 A large-size drawing should be built up in full view of the children; 
 taking the end view as being the most important, carefully project 
 therefrom the front elevation and plan, and encourage the children 
 to give the necessary details of procedure. Explain the use of 
 parallel lines to give the rounded edge effect, and emphasize that 
 great care is necessary to produce a satisfactory plan. For the 
 drawing of the end view (which also may be a sectional view), the 
 centre line method of construction should be adopted, as being the 
 most likely to give quick and accurate results with true symmetry or 
 balance. A pictorial chart drawing may be used with advantage, 
 during the building up of the several views. 
 
 The children should produce their drawings, in correct projection, 
 from the measurements given, and correctly place the important 
 dimensions thereon, in order to facilitate the work of the practical 
 lesson. 
 
 Supplemental Lesson. 
 
 Little talks on sections : 
 
 {((.) Their use and value to the craftsman. 
 (b) Why and when such drawings are essential. 
 
 Aim of Practical Lesson. 
 
 To teach oblique surface sawing, and nailing in thin slab wood. 
 
 Materials required : Square a)id thin slab wkiteiroud, and lomj panel pins. 
 Tools required : Rule, try square, pencil, saic, plane, file, pricker, hradau-l, (Oid 
 haninier.
 
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 141 
 Procedure for eoiistruction of Model 22 : 
 
 1. Mark and saw off square wood, 4 pieces 2ii* loiijf ("^if") for le^s. 
 
 slab wood, 2 ,, 48' x 16* (6" x 2") for sides. 
 
 1 „ 48* X 14* (C/'x If) for bottom. 
 
 2 ,, 20* X 15' (2V' X If) for ends. 
 2 „ 14- X 5* (if" X I") for clamps. 
 
 ,, ,, square wood, 1 ,, 40* lonff (5") for undei' bar. 
 
 2. Plane or smooth up all material cut. 
 
 3. Set out the taper or slope of each side and end piece from tlie dimensions on 
 
 the drawing. 
 
 4. Saw off waste material, and neatly round off each side piece. 
 
 5. Prepare, by filing, each leg to the bevels as on drawing. 
 
 6. Test each pair for accuracy of bevel and length. 
 
 7. Bore for, glue, and fix to the under bar, each pair of legs in position. 
 
 8. Prepare bottom piece, by rounding off the upper side on all edges. 
 
 9. Adjust ends to sides ; bore for, glue, and nail together. 
 
 10. Prepare lower edges, by planing off outer rim, to fit on bottom piece. 
 
 11. Mark position of box on the l)ottom ; bore through, glue, and nail ohliqiiebj 
 
 together. 
 
 12. Test accuracy of all bevels, lengths, and widths. 
 
 13. Adjust box on stand; bore through bottom ; glue, and nail all togethei'. Use 
 
 tlic diiicJiuui block, as a solid snj)port wlien ludlimj. 
 
 14. Smooth up all edges; adjust base of feet if necessary, and complete Model 22. 
 
 Position drill : Oblique nailing. 
 
 Sequence or Continuation Lesson. 
 
 Little talks on the cattle of the homestead, and prairie. Nature 
 study. 
 
 GROUP OF LESSONS No. -28. 
 MODEL 23: Sack Truck or Barrow. 
 
 Aim of Drawing Lesson : To secure neatness in drawing, and an 
 intelligent reading of co-ordinate views. 
 
 To secure accuracy and neatness, this drawing involves the use
 
 142 
 
 of couipasses ; if, however, these are not avaihible, rardlioard or 
 metal discs of the re(jnired diameters may be used as templates. 
 
 With a standard model as a copy, a side elevation should be 
 drawn to a large scale on the black board, from which may be 
 developed, in projection, an end view and plan outlines in length and 
 height only. Educe why the latter drawings cannot be completed. 
 "What other dimensions are required?" "Thickness of wheel." 
 ''Yes." " Width of barrow." "Yes. Look at the model. Are the 
 shafts or handles parallel with each other?" " No, they come nearer 
 together towards the handle end." " Now, can anyone tell, how we 
 made the last drawing, which had oblique lines, symmetrical or 
 balanced?" " By drawing a centre line." " Y'es. Then we nnist 
 build up this plan in the same way." Encourage the children to 
 give the necessary dimensions, by actual measurement of the model 
 passed round the class. Proceed to build up the end view in a 
 similar way, leading the children to realize the relative positions of 
 each detail, as you develop the sketch. 
 
 Fully dimension each essential detail, demonstrate the use of the 
 Tee and set square thoroughly, and aim at obtaining from each child 
 a neatl}^ finished side elevation and plan. 
 
 Supplemental Lesson. 
 
 Little talks on a circle and its divisions and complementary lines — 
 diameter, radii, chords, and tangents. 
 
 Aim of Practical Lesson. 
 
 To teach simple methods of construction, wheel disc making and 
 fitting. 
 
 Mdteriah required : Sqnicre, Htrij), and alab tvood, mediiiiit, and lon.(j panel pins, 
 
 and 2 metal sequins. 
 Tools required : Rule, try square, 2)cncil, saw, plane, file, knife, pricker, bradairl, 
 
 hamvipr, brace, and irheel disc cutter. 
 
 I'rocedure for the construction oi Model '2S : 
 
 1. Mark and saw otf square wood, 2 pieces 52* loti^- (O^") for side pieces. 
 
 ■2 '.»• ,, (1^") for axle-bearers. 
 
 ,, ,, ,, 1 ,, i^ll* ,, (3:1") for axle-tree.
 
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 144 
 
 ^Iiivk and saw off strip wood, 2 pieces 24* long (3") 
 
 1 ,, 23* ,, (2i") [for cross l)ars. 
 1 „ 22- ., (2f")' 
 ,, ,, slal) wood, 1 ,, 24* X 10* for front hoard. 
 
 2. BoW' out, with hrace and disc cutter, 2 discs IG'x 2* for wheels. 
 
 3. Plane or smooth up all pieces. 
 
 4. Chamfer off, or round up side pieces at one end, to form handles as sliown on 
 
 the (h'awing. 
 
 5. ^lark off and round off the corners of the front hoard. 
 (]. Prepare the axle-hearers, as shown on the drawing. 
 
 7. Bore for, glue, and nail axle-bearers in position on side pieces. 
 
 8. Bevel off' square ends of side pieces to lit front hoard, and to give the taper 
 
 form of the body frame. 
 *J. Glue and nail front board to side pieces. 
 
 10. ^lark off positions of ci'oss bars ; bore, glue, and nail in place. 
 
 11. Adjust axle-tree on bearers to be parallel with front board, and nail in place. 
 
 12. Find centre point at each end of axle-tree, and pricker bore for axle-pin. 
 
 13. Insert axle-pin through metal sequin (to form a washer), then through the 
 
 wheel disc, and fix to axle-tree. 
 
 14. Repeat 13 for other disc ; and, when driving axle-pin in, make pi'ovision to 
 
 avoid' the other axle-pin being driven tight home, or the disc will not 
 revolve freely. 
 
 15. Neatly clean up all edges, and finish Alodel 23. 
 
 Position (Iciiioiistration : AVlieel disc and rim cnttiii,i;- witli brace. 
 
 Sequence or Continuation Lesson. 
 
 Tiittle talks on : — Work on the farm aftei' liarvcst, oi' in the wai-e- 
 honse ; conveying" ,n"o()ds for sale and ti'ansport ; iiii[)orts and 
 exports. 
 
 (IHOIP ()!• LI^SSOXS No. 'M. 
 
 MODEL 24: Wheelbarrow. 
 
 Aim of Drawing- Ijcssou : 'ro<.;ive additional training in neat woi'king, 
 iid^elligent reading of co-ordinate views, and to dciiioiisti'ate 
 more fnll\ the necessity of such. 
 
 To make the drawings Foi' the construction of this model 
 easily- understood i)y the schohai's, pi'cviously ])i-('i)ar('(l large-si/c
 
 145 
 
 (Ha,i>'niuis ill full det;iil and coiuplcte ouseniblt'iiieiit must be 
 used, together with a standard model, from which the children 
 should take direct measurements during- the lesson. Commencing 
 the black board di'awing with the side elevation, as being the view 
 most readily understood, and making constant reference to both 
 diagram and model, lead the children to give the necessary details 
 for the drawing (^f the framing or undercarriage, and encourage them 
 to give these measurements from the standard model. The fore- 
 shortening of the depth of the sides, as shown on the plan, should be 
 explained fully, as also the meaning of the dotted lines on the side 
 elevation and plan, which are to show the position of details, inside 
 or hidden from direct view by some other detail. 
 
 An enlarged detail of the leg and side stay should be drawn by 
 each scholar, the portion shown in black, illustrating the piece to be 
 removed, or " waste material," receiving special attention. 
 
 In some cases it has l:)een found necessary, to adopt the detail 
 method of drawing, i.e., to make full-size drawings of each part in full 
 elevation, and to use paper for cutting out the exact size of each 
 piece previous to marking out the woodwork. Such method has its 
 advantage, and may be freel}' used by the teacher, if the ordinary 
 methods of projecting oblique lines are found to be above the 
 capabilities of the scholars. Whichever method is adopted, the 
 drawings must be fully dimensioned to ensure correct working to 
 measurement. Care must, however, ])e taken to a^'oid any neglect of 
 principles, and the making of a model without any drawing lesson 
 being given. The mere copijing of a model is not educational 
 training. 
 
 Supplemental Lesson. 
 
 Little talks on the advantages derived from fully dimensioned detail 
 drawings and free sketches. 
 
 Aim of Practical Lesson. 
 
 To teach simple methods of consti-uction and wheel-axle making. 
 
 Materials required : Square (did slab irhitewood, short and medium panel pins. 
 Tools required : Rule, trij st/iKtie, j)encil, saiv, plane, Jile, wire cutters, pricker, 
 
 hradttud, knife, ivheel cutter, hruce. a)id hammer. 
 J
 
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 39i/i'7/v3
 
 147 
 Proeeduro foi- tho ronstniction of AFodol 24 : 
 
 1. ^^;u•k :ui(l saw off square wood 2 pieces ')(\' long (7") foi' side tVaiiies. 
 
 M ,, I ., 17* .. (21") ) fo)- frame 
 
 „ „ 1 ,. l-"5' ,, (IF) ' stretcher bars. 
 
 2 ., 2s» ,, m") for side stays & left's. 
 M >> 2 .. 4* ,, (1") for axle-trees. 
 
 ,, slab wood 2 ., 85* X 18* for sides. 
 
 1 „ 20' X 18' for front board. 
 
 1 „ 27* X 20* foi' bottom board. 
 
 2. Bore out with disc cuttei' and brace, one disc 16* x 2* for wheel. 
 
 3. Plane or smooth up all surfaces, and form handles with knife and file on each 
 
 side frame piece. 
 
 4. Mark out curves on side pieces, and i-educe to the lines with tile and ijjlass- 
 
 paper. 
 
 5. File ends of stretcher bars to taper, as on di-awing, and adjust to side frame 
 
 pieces. 
 
 6. Construct undercarriage ; bore for, glue, and nail frame together. 
 
 7. Taper front board to given dimensions; tit to sides; glue, and nail together. 
 
 8. Shape l)Ottoin board to the tapei' of unth^-carriage frame ; glue, and nail 
 
 it hptirceii tlie side pieces, to form i)0(ly of bariow. 
 
 9. Work taper on the side stays and legs ; adjust to side pieces, and undercarriage 
 
 frame. 
 
 10. Construct two axle-pin eyelets from medium panel pins. 
 
 11. Build up wheel and axle-trees, as shown on detail drawing, and insert axle- 
 
 pins. 
 
 12. Fit wheel and axle between side frame ; insert eyelets ; adjust, and test foi' 
 
 true running of wheel in position. 
 
 13. Fit body to undercarriage; mark position; bore for, glue, and nail in position. 
 
 14. Fix side stays and legs iu correct position ; glue, and nail. 
 
 lo. Neatly clean up all edges with fine glasspaper, test for accuracy and stability 
 of construction, and complete JModel 24. 
 
 Position di'ill : Oblirjuc iiailiiio' and filin,^".
 
 14ft 
 
 Sequence or Continuation Lesson. 
 
 Little talks on {a) \\'ork on the iioiuestead, and in the garden 
 
 during Spring time. 
 (h) Canal and railway making by hand labour, and by 
 niechanieal aids for excavating and removal 
 of debris. 
 (c) Ancient and modei'n methods of transportation 
 of jj'oods. 
 
 End of Second (ikocp of Lkssons and Couuse of ^YoKK.
 
 Third or Advanced Course of Work. 
 Drawing: and Construction of Simple Toys. 
 
 GEOUP OF LES80NS No. 25. 
 
 ¥u.. 47. 
 MODEL 25: Dog Kennel. 
 
 Aim of Drawing Lesson : To impress tlie simple elements of Geo- 
 metrical projection, and to familiarize technical terms and 
 nomenclature.
 
 150 
 
 A l)l;ick l)();ir(l I'itcIimikI skotc-li, sliowiii,^' tlu' ,L;\Mie'r;tl outline's uf 
 this model, should form the hasis of tho lesson. 
 
 Educe that eithei' the side or end may l)e an elevation, alth(Kigh 
 the outlines will differ in area and shape ; that a plan will only show 
 the roof, and projecting base hoard ; and that a section will be neces- 
 sary to show the thickness of the sides of the kennel. Encourage 
 and lead the children to make sketches on both black boai'd and 
 paper, and to develop the projected views fi'om the given dimensions. 
 The graining of the wood maybe attempted on this drawing, which is 
 free from complicated joints and obli(]ue lines. From the dimensions, 
 as measured by the children from a standard model, build up the 
 three views given, and clearly show how a section of the sides maybe 
 obtained. Aim to secure the production of at least the end and side 
 elevations, neatly dimensioned and finished by each member of the 
 class. 
 
 Supplemental Lesson. 
 
 Little talks on the value of free sketchnig in coloured chalks. 
 
 Aim of Practical Lesson. 
 
 To teach sim])le nailing, and construction involving careful sawing, 
 s(piaring, and testing of angles. 
 
 Matcridl.i required : Strij) mtl sluh ivhitcicoud, idul nii'dimn ixiitcl pin>y. 
 TooU rc(iiiired : Rale, trij .sqitdi'c, pcnciL ^((ir, plane, file, bciid i^cralch, hradmrl, 
 knife, hammer. 
 
 Procedure for the consti'uction of Model 1^) : 
 
 J. Mark and saw off I base piece 4S* x 'id* ((i" x -"il"), slal) wood, 
 i side ., 40'y io* (o"x:Ji"i 
 I end ,. :i7*x24' (4i"x3") 
 1 looC ,, 4G'x20' (Of x2r) 
 1 roof „ 4(3' xiy (5f' x^a") 
 ,, ,, 2 half-front pieces 37* x 12* (4j;"x U"), slalj wood. 
 
 ,, 2 " verj^i; " Ijoards 20* lonj; x 3* wide, strip wootl. 
 
 2. ('arefully plane and smooth up all snrfaces, and finish to exact widths ^iven. 
 ;{. Mark out opening' on liall-IVonl pieces ; nail to^^el lu'i- i tlal ) ; saw or Jviiife oiu 
 waste, and lile curve and ed^es to the marked lines.
 
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 152 
 
 4. 8cratch-l)eiul tlie tinislied edges of entrance, and also the front face of the 
 
 verge-hoard strips. 
 
 5. Mark out and sa\v off tlie triangidar waste on tlie end and front pieces, and 
 
 test the finished work with try square. 
 (). Glue one of the waste pieces flat across the two halves of the front opening, 
 
 and close up to the apex of each : nail in position to keep vertical joint close. 
 7. Atljust, hore for, glue, and nail ends to sides. 
 iS. Prepare the l)ase piece ; chamfer off lop edges ; adjust hotly of kennel ; hore 
 
 for, glue, and nail to sides, being careful to have the top edges of the sides 
 
 resting on something solid, and not on the apexes of the front and hack 
 
 ends. 
 9. Glue and nail roof pieces together ; make each side of equal depth when 
 
 finished. 
 lU. Adjust roof to hody ; if necessary, l)evel off side pieces on outer edges. 
 
 11. Mark its position, hore for, glue, and nail it to each end piece. 
 
 12. Mitre joint verge-l)oard strips ; glue, and nail in position. 
 
 13. Test all angles, smooth off all corners and edges, and complete Model 25. 
 
 Position drills and demonstration: 01)li(|ue surface sawin,n", iilin.Lj 
 inside curves, and obli(iue nailing. 
 
 Sequence or Continuation Lesson. 
 
 Little talks on (^0 I'lit' shepherd do.i;' and its work. 
 
 (b) Fox hunting : '' Tally Ho." 
 
 (c) Types of dogs in other countries : St. Bernard. 
 
 Es(piiniaux, etc. 
 
 GKOrP ()L LESSONS X,.. -20. 
 MODEL 26: Field Roller. 
 
 Aim of Drawing Lesson : To impress the previous lessons on pro- 
 jection, and the necessity and \alue of sectional drawings. 
 
 The ordinary paraHel projection of the several \ iews of this 
 model will clearl}- indicate the general huild of the whole framing; 
 l)ut a longitudinal section through the roller will also he necessary to 
 exjjlain the method employed in its constiuct ion. The procedure 
 adopted for the (li'awiiig of Models -Jo and '21 may l)e again employed
 
 153 
 
 in setting out the tnper form of the carriage framing, and also in 
 (leahnu- with the several details oi' elements. Kough sketches of 
 
 Fi(.. 4S. 
 
 these (previously done as diagrams) will he found advantageous, 
 when naming the several parts, e.g. :— Shafts, upper carriage framing, 
 axle or journal frames, seat, seat pillar, roller, strengthening disc or 
 ring, footboard, etc. A finished diagram in pictorial form is essential, 
 in addition to a standard model. 
 
 During the lesson educe the reasons (1) Wh>- the shafts are not 
 placed parallel. (Ask if a heavy farm horse is the same width across 
 the front as at the hack.) ['I) Why the end or axle-frames are made 
 like a triangle. (Explain that a triangle cannot alter in form without 
 breaking one of the joints, and that, therefore, it is the strongest 
 form of construction.) (8) Why the shafts are placed across the top of 
 the carriage framing, and not simply fixed to the front bar. (The 
 pull of the horse is thereby distributed through the framing, and 
 therefore readily causes the roller to move, without breaking any of 
 the framing joints). (4) Why the roller has a utrengthenuig disc or 
 ring fixed inside. (The term defines its use.) '' WTiat material 
 would be used for a real roller? Why? Would not wood do?" 
 "Not heavy enough." Tell the children that large blocks of stone 
 were used in ancient times, and are also used to-day in some parts of 
 the world. Maintain the interest by asking the children to sketch 
 any part of the model on the black board, placing the requisite 
 dimensions in correct positions, and ex})laining in their own language 
 the why and the wherefore of the particular detail selected.
 
 A FIELD ROLLER. 
 
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 P/Af^/ or rRAM'fl/G
 
 105 
 
 TJic result of tlic lesson sliould l)e a neatly diniensioned side 
 elevation and plan uf the model, drawn full size by I'aeh child in 
 (dass. 
 
 Supplemental Lesson. 
 
 ]jittle talks on the value of detail drawings to the craftsman. 
 
 Aim of Practical Lesson. 
 
 To teach simple methods of ccjnstruction, involving circular work by 
 segments and by bevel-edge jointing. 
 
 Materials required: S(itiare, sti ip, and slab wkiteicood, mediiiiii ami ioiuj panel 
 
 pins. 
 Tools required : Bide, try square, pencil, saw, pkuie, cabinet rasp and file, knife, 
 
 bradawl, haniiner, disc-cutter aiul brace, with strip edge becellimj cradle 
 
 as an adjunct. 
 
 Procedure for the construction of Model -H) : 
 
 1. Mark and saw off 2 sliaft pieces 83* long (lOf") out of scjuare wood. 
 
 2 frame „ 56' ,, (7") 
 
 3 „ ., 17- „ m") „ 
 
 ,, ,, 2 end axle-franies 18* ,, (2^") ,, ,, ,, 
 
 1 seat pillar 12' ,, (U") 
 
 ,, ,, slab wood for seat, back, and foot rest to the dimensions 
 
 shown on the drawing. 
 15 segments -IS* long (6") out of strip wood. 
 
 2. Plane up or sm(^oth all surfaces. 
 
 3. Bore out 3 discs 16* diameter and 3* thick. 
 
 •i. Trim up edges (jf eacli disc with file, square with the sides. 
 
 5. File or rasp each end of segments hollow, to fit outer edges of discs. 
 
 6. Note space left between two stri})s when fitted on discs ; then carefully bevel off 
 
 edges with plane until a close joint is made ; fit each segment to the discs 
 as finished ; glue, and nail in position. 
 
 7. Round up tlie roller with file and glasspaper. 
 
 8. Form octagonal portion of eacli shaft piece, as shown on the drawing, and 
 
 chamfer each end. 
 
 9. Rounil off ends of framing; inscit cross pieces; Ixirc for, glue, and nail all 
 
 together.
 
 156 
 
 10. Bevel off one end of each piece, to form axle-fianies. 
 
 11. Construct the axle-frames, and adjust to framing. 
 
 12. Bore for, glue, and nail in position. 
 
 13. Bore the axle-pin hole in each frame, and try the rciller in position. 
 
 11. Piepare seat pillar and seat according to the tlrawings; hore for, glue, and nail 
 
 to centre cross piece in framing. 
 [■'). Prepare foot rest. 
 1(). Fit shafts across framing, nail in position, and nail foot rest hetween. 
 
 17. Fix roller in position with axle-pins. 
 
 18. Test for freedom of movement, accuracy, and stahility of construction ; clean 
 
 up and finish Model 26. 
 
 Position drills and deiiioiistr;itioii : Filing segments, bevel 
 planing, nailing curved work, and at an angle. 
 
 Sequence or Continuation Lesson. 
 
 Little talks on {(i) Nature's work in S])ring time — the roots of [)lants, 
 
 etc. 
 (h) Man's work in Spring time — seed sowing, etc, 
 
 GEOrr OF LESSONS No. -21 
 
 MODEL 27 : The Harvest Cart. 
 
 .\im of l)r;i\ving Fcsson : Projxirt ioiiate free sketching of details. 
 To (•nal)h* the cliildrrn In fiill\ rciiii/f t lie cnscmhlcmriil of
 
 157 
 
 details, a large pictorial sketch of this model is essential. A clear 
 explanation of each element should be given before connnencing the 
 actual class drawings. Encourage each child to produce a free 
 sketch of jiny detail of the standard model exhibited. Educe the 
 relative proportions of length and height, diameter of wheels to depth 
 of body, the reason for and use of the upper frame work, foi" the 
 tapering form of the space between the shafts, and the use of the axle- 
 tree. Give, in the most simple language, the names of the several 
 parts of the wheel, e.,;o'.,rim, spokes, nave. Illustrate these and other 
 technical terms, by examples, in order to impress the instruction. 
 Should compasses not be available for the drawing of the wheel, the 
 outer circle may be made with a loop of thread equal in length to the 
 given radius, one end of which passes round a pin as centre and the 
 other round a sharp pencil point as tracer. The inner circle may be 
 described in a similar way. 
 
 The finished drawings should consist of a simple line side 
 elevation, and a plan of the framings. Be fully conversant with all 
 the detail dimensions of each element, but do not attempt with the 
 children the somewhat complicated end elevation of the body. Let 
 each finished drawing be fully dimensioned by the children, either 
 from direct measurement of the standai'd model, or fi'om the black 
 board sketches. 
 
 Supplemental Lesson. 
 
 Little talks on curved lines and '' nature forms." 
 
 Aim of Practical Lesson. 
 
 To c(mibine previous lessons and elements of construction, and to 
 give more difficult exercises in fitting and nailing. 
 
 Matciials iVfjiitrrd : SqiKor, sfriji, and slid/ irhitcirond, nicdinm (tad long pttiicl 
 
 J) ins. 
 Tools required : little, try sqttarc, jtencil, smc, plane, file, hammer, hradairl, trlieel 
 
 rim cutter and brace. 
 
 Procedure for the construction of Model '21 : 
 
 1. Mark and saw off 2 shaft pieces 86* long (lOf"), square wood.
 
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 ^rark ami saw off C, side pillars IS* loii.^ {2\"). s-iniuc wood. 
 
 1 axle-tree iJH* ,, (U") 
 
 2 side boards 47* x 13*, slal) wood. 
 1 front ., 18*xl3* „ 
 
 1 bottom ,, ■ir)'x24* ., 
 
 1 stretcher bar 24* X 5* strip wood. 
 
 1 ,, ,, 20* X 5* „ 
 ,, ,, 4 top frairnng oB* x 3* ,, 
 
 2 „ „ 4H'x3' „ 
 H ,, „ 4'x3' „ 
 
 2. Bore out with wheel cutter and brace 2 wheel rims, 28* diameter. 
 8. Mark and saw off 4 wheel cross spokes, 22* x 3* square. 
 
 4. Mark out, saw down, remove waste, and fit wheel arms. (See procedure for 
 
 Model 7.) 
 
 5. Chamfer each edge of spokes ; bore the wheel rim with bradawl to prevent 
 
 splitting ; glue and nail in position. {Do not insert a nail in the same 
 direction of the fibres of the rim u-oocl, hut alioays across or diagonal tvith 
 thevi.) 
 
 6. Construct or build up each element of the top frames; double nail each 
 
 stretcher bar or rib. 
 
 7. Prepare side and front pieces with file and sandpaper. 
 
 8. Prepare each side pillar ; chamfer front side only, and file each end to the 
 
 bevel shown on the detail drawing. 
 
 9. Prepare octagonal part of each shaft, and bevel off ends. 
 
 10. Prepare stretcher bars to fit bevels, and build up to shafts to form under- 
 
 carriage ; glue and nail in position. 
 
 11. Fix axle-tree in position ; glue, nail, and chnch. 
 
 12. Fix side pillars in position on under frame. 
 
 13. Test for accuracy of slope ; if correct, glue and nail. 
 
 14. Fix side pieces to pillars in position. 
 
 15. Mark off dimensions of bottom board ; reduce to marked lines, and fit between 
 
 the side pieces, nail to stretcher bars. 
 IG. Fit front board ; bore for, glue, and nail in position. 
 
 17. Adjust upper frames to top of side pillars; bore for, glue, and nail in position. 
 
 18. Adjust upper front cross frame ; glue, and fix. 
 
 19. Find the centre of each end of axle-tree ; chamfer ends as shown on drawing, 
 
 and prick centres for axle-pins. 
 
 20. Insert axle-pins tlu'cugh metal seiiuiiis and wheels, and drive home, to allow 
 
 each wheel to revolve freely.
 
 ir,o 
 
 21. Test for accuracy of diniensions, l)alance, and stability; smooth off all edges, 
 and neatly finish Model 27. 
 
 Position deiuonstrations : (n) Boriiio- ^vith rini rutter ; (b) Filin,^- 
 bevel ends ; (r) Ed.^'e nailing". 
 
 Sequence or Continuation Lessons. 
 
 Little talks on harvest time, harvest home, harvest festivals ; nature, 
 and the lessons to be learnt therefrom. 
 
 GROUP OF LESSONS Xo. 28. 
 
 Fig. 50. 
 MODFI- 28: Hiffh = flyinff Merry = s:o = round. 
 
 .Aim of Di'jiw in,u' Lesson : To furthei' ('m[)h;isi/e the value of detail 
 draw in,L;s loi- general eiisciiililciiit'iit. 
 
 This model, outlined in the two clcNatioiis i;i\cii, may appear 
 to he hir beyond th(^ eapabilities of any child ; but the ditlieulty is 
 only appaivnt, as the whole of the elements or dc^tails of whieh it is 
 constructed, have been ali"e!idy introduced and worked by each scholar, 
 who has completed satisfactoi'iiy the full sei'ies of lessons u[) to this 
 point.
 
 161 
 
 In order, however, to more fully develop common and mutual 
 responsibility and fellowship among the children, and to further give 
 effect to the principles of Froebel, it is suggested that with this, and 
 the following models, the connnune method of working be adopted, 
 i.e., the distribution amongst the members of the class of the several 
 elements forming the whole. Each individual is responsible for the 
 particular detail assigned, being made in accordance with the sketch 
 or drawing made by himself, whilst the general ensemblement of the 
 details as represented by the standard model exhibited, forms a class 
 demonstration by the teacher, or by the most capable of the children. 
 The resultant models become then the joint work of each respective 
 group of children. This method has also the advantage of providing 
 easy exercises for the more backward children, whilst giving progres- 
 sive employment to the sharp ones, and thus mutual encouragement 
 and continued interest are maintained without any special effort. 
 
 For commune work, the detail drawings necessary should be 
 clear line diagrams made to full-size dimensions, each dimension 
 being neatly marked in its correct position to avoid any error in con- 
 struction. The work now being individual, some slight alterations in 
 the methods of class teaching will be essential; but avoid the common 
 practice of providing each child with an exact copy for reproduction. 
 Use correctly dimensioned free sketches, which will require the self- 
 effort of the child to elucidate, in ordt^r to produce neatly finished 
 drawings. 
 
 During the lesson, the reasons for the general outline of the 
 framing should be educed, e.g., (1) Why it is made wider at the base ; 
 (•2) Why wire rods instead of string are used to suspend the cars ; (3) 
 WTiy the cars are made with two ends ; (4) Why the suspension rods 
 require to be of equal length ; (5) Why the plate or gusset piece is 
 required on the arms ; (6) Why the cars always assume a horizontal 
 or lying dowm position ; (7) How it is made to revolve, and many 
 other interesting and educative questions of a similar character. 
 Encourage the children to give their own ideas, and observations of 
 any similar apparatus or machine. Give the technical names of the 
 several elements, such as side frames, base framing, motion bracket, 
 main axle, swing axles, revolving arms, cleats, etc. 
 
 K
 
 16-2 
 
 111 Hclditioii to the model exhibited, n lar^e-size pictorial sketch 
 ill coloured chalk should he prepared, to clearly illustrate the general 
 ensenil)leiiient of the details, and, if considered of any advantage, a 
 copy of the two elevations given, may be made for class demonstration 
 in projection of dra^vings. In forming the curves of the car sides, 
 recourse may be made to coins of suitable diameters ; the sides being 
 lirst drawn as rectangles, the coins (halfpenny for upper curve and 
 one })eniiy for the lower one) are placed close u]) to the lines forming 
 the right angle, and the outline of the coin drawn as a semicircle 
 and (juadrant respectively. The circles of the driving or turning 
 gear ma}' be [)r()(hiced by tbe })in and loop of string method. All the 
 other details are l)ased on })ai'a]Ud hues and should not present any 
 difficulty. 
 
 Supplemental Lesson. 
 
 J.iitle tah^s on curviul lines, circles, and tangents. 
 
 Aim of Practical Lesson. 
 
 To combine pre\ious extn'cises involved in mechanical toy making, 
 and to encourage coHective or commune working. 
 Matc'iidis rcqnircd : S(jii(ii(' [liro sLics). sirip, tiiul .s/<(h irlu'lcirnoil, .sainc fine ictrc 
 
 liJIKJ (llld IllCllilllll /Kflicl jllllS. 
 
 'Tools rcqiiiird : Unle, (ri/ s(j/i(nr, jx-iicil, sair, jilane, Jile, rasp, cams, brtidairl, 
 irirc c/iUrrs. kiiilf, hiiicc. icliccl rim and disc nittrr. 
 
 l'i-ocedui'e foi" the coiisLi-uction of Model '2H — Commune working: 
 
 I 1. Mark aiul saw (jIT 4 side Iraiuc pieces 72* lonj^ (s(|Uare woodj. 
 
 1 ,. „ 2 ,, struts 83* 
 
 ■ I 2. Plane or smooth iin all siii-faces. 
 - I .. 
 
 i2 - 3. Mark and lile oli ends to levels shown on drawings. 
 
 4. Place details on drawing' ; test for accuracy, and tit in struts. 
 
 i). liore for, glue, and nail side frames together, in pairs. 
 
 (j. Cut material and form each top cleat ; glue, and nail to frames. 
 
 1. !Mark and saw oiT 2 l)as(i pieces ()4* long (square wood). 
 2 ,. 4b' 
 
 2. Plane up or smooth all surfaces, and hevcl off ends as shown. 
 
 ~~: I 8. Test for accuracy of length of short pieces ; cai'efully ti'ue the ends square. 
 J: 4. Place details on drawing, and mark positions of nailing. 
 L 5. 1 'lore for, glue, ;ind nail i)asc liamc togethei'. 
 
 X
 
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 c/: 
 
 164 
 
 1. Mark and saw otf 8 arm pieces 7"2* long (slrij) wood). 
 
 2. Plane up edjijes, and one side of eaeii piece only. 
 
 3. Build up 1)\ cross lappin.u, (Model 1) each side arm ; .i^lue rough inner surface, 
 and nail together. 
 
 •4. Finish otf each end as shown on drawing. 
 
 5. Find exact centre of each cross, and hore a tine hole tluough : also mark out 
 the axle-pin holes on each arm and hore through. 
 
 1. Mark and saw off I hanger axle-ljars '2-2' hjng (scpiare wood). 
 ,, ,, J main axle-tree iU* ,, 
 
 2 gusset plates Ki* scjuare (slah wood). 
 
 2. Plane up sides, smooth, and exactly square (jff each end of axles. 
 — -| 3. Work gusset plates to octagon shape, as shown on drawing. 
 
 4. Find exact centre of each octagon, and also each end of main axle. 
 
 5. Bore hole through and into axle ; glue, and nail plates in place. 
 
 6. Find exact centre of each end of hanger axle-ijars, and insert axle-pins to 
 project 3*. 
 
 ( 1. Mark and saw otT 2 car sides 24* x 14* (slah wood). 
 ' „ „ 1 ,, hase 14'xl2' ,.. 
 
 2 ,, seats 12* x 9* 
 2 ,, hacks 12»x4' 
 2. Clean up all surfaces, and round front edge of seat piece, and top of hack piece. 
 f4 -[ 3. Glue and nail seat and hack together at right angles. 
 
 4. Mark out, and work with rasp and sandpaper to curved lines, the two side 
 pieces being nailed together. 
 
 5. Prepare the hase i)iece and test for equal length with seat. 
 G. Mark positions of each on inside of car sides ; glue and nail in position, and 
 
 l)ore the holes for each suspension rod. 
 
 1. Mark out, and W(;rk with rasp, tile, and saiiil[)aper, the first motion hracket 
 (shown fitted to the cross strut of side fianies), caicfiilly noting- the 
 hevel form of the hottom. 
 
 2. Bore out 1 wheel rim and 1 disc, and tinish rims otY with tile anil sand- 
 
 3. Construct 1 pair of wheel spokes as for Model 27, and tit into position. 
 
 4. Fit handle to disc as shown, and disc to the motion bracket. 
 
 5. Prepare the length of axle (part square and part rountled) lor attachment to 
 the main axle-tree made b\- Sclujlar 1). 
 
 X 
 
 ^ j 1. Construct <S wire eyelets for suspension rods. 
 
 2 i 2. ,, H double suspension rods, eacii rod to he 22* lonj
 
 165 
 Procedure for enseniblenient of details : 
 
 1. Boi-e right hand side fvaine, cross arms, and main axh'-ti'(^e to receive round 
 
 axle-pin attached to driving wlieel. 
 
 2. Fix first motion l)racket and disc on cross strut. 
 
 3. Adjust side frames to base frame ; glue, and nail in position. 
 
 4. Adjust cross arms to gusset plates and main axle : glue, and securely nail and 
 
 clinch in place, 
 o. Fix eyelets in hanger axle-hars. 
 ('). Adjust and attach suspension I'ods to cars and axles. 
 
 7. Adjust and attach revolving arms to side frames ; carefully glue in the 
 
 round piece of axle into the main axle. 
 
 8. Attach each hanger axle and suspended car to the respective ends of i-evolving 
 
 arms; if necessary, adjust length of the suspension rods, to allow each car 
 to swing clear when passing over the main axle. 
 
 9. Make a tape belt, and adjust to correct length by trial on the two diiving 
 
 wheels. 
 10. Test all parts of the model for proper adjustment, and neatly finish off all 
 
 edges with sandpaper before completing Model 28. 
 
 Note. — Should the adjustment of the di'iving wiieels give nuich difficulty, 
 a groove may be filed round the rim of both wheel and disc to admit of a cord 
 being used instead of a tape belt. 
 
 Position drills or demonstrations: 
 
 (a) Filing interior and exterior curves. 
 
 (b) Adjustment of bevel surfaces and oblique nailing. 
 
 Sequence or Continuation Lesson. 
 
 Little talks on holidays, and how to use them for education and 
 pleasure. 
 
 CIEOUP OF LESSONS Xo. 29. 
 
 MODEL 29 : Mechanical Advertising Machine. 
 
 Aim of Drawing J^esson : To give adcHtioiial exei'cises in detail 
 drawing and ensend)lement of parts by free sketching. 
 
 The principal feature of this model is the method adopted to 
 give a rotary motion to the body of the machine, upon which is
 
 166 
 
 carried tlic advertising or sandwich boards. Upon the spokes or arms 
 of one wheel is fixed a disc ; from the face of this disc projects a 
 number of panel pins, di'iven in at equal distances apart, on a circle 
 
 I'u.. 51. 
 
 coincident with the centre of the wheel. The upper or body structure 
 is placed on a base wheel of larger diameter, which is provided 
 on the under surface with a number of similar projecting pins (but 
 nmch shorter), placed at equal distances apart and on a circle as 
 before. The distance between the pins on this second wheel is so 
 arranged as to allow two of the pins on the first wheel to pass easily 
 between. When ensembled, these wheels and pins come into 
 contact with each other, and as the machine is drawn along by 
 the fixed handle, the upper part revolves. Letters, figures, or otlier 
 illustrations being fixed on the sandwich boards, are in turn brought 
 into full view ; the numbei- of boards may var}- according to fancy 
 and re(]uirem(^iits. proN'ision being made foi' fixing in position by 
 the centre pin method. Kach board may be a fixture or free to 
 revolve at will, l^eyond the careful setting out, and driving in of 
 the wheel teeth pins, all the otber details of construction are simple 
 repetitions or combinations of past models and exercises. For the 
 purpose of class teaching, a large-size diagram of the complete mod(>l 
 together with an actual specimen should be prepared. The children's 
 drawings should be in detail rather than ensemblement, their know- 
 ledge of the latter being obtained direct from the standard model. 
 When building, all dimensions should be carefully noted and worked 
 to. Encourage the children to nnike suggestions as to th«> numbei-
 
 ir,7 
 
 r)f boards to be used, the matter to be placed on eaeh, and further 
 arouse interest, by sllo^vin,^• that a iniiiibei' of ti'aiis])arencies can be 
 used as readily as any other forui. An ordinary nii^lit-li.i^ht placed 
 within the body of the machine ,^ives a sutticient and effective 
 illumination for this pur])ose. If desiivd, a small bell dome (part of 
 an old bicycle bell will suit admirably) may be fixed to the free wheel 
 end of the axle, and two or more tumblin,^" hammers arranged to strike 
 it when the machine is in motion. The length of the handle, as 
 shown on the drawing, is proportionate to the general design of the 
 model, but may be increased and jointed, if necessary, for effective 
 use as a mechanical toy. 
 
 Supplemental Lesson. 
 
 Little talks on rtdative speeds of wheels of different diameters ; 
 general knowledge of mechanical movements. 
 
 Aim of Practical Lesson. 
 
 To give knowledge of simple mechanical movements suitable for toy 
 mechanism and to apply previous exercises in toy making. 
 
 Matcriah required : Square and slab ivood, long and sliort panel j^ins. 
 Tools required: Itule, try square, 2)cncil, saw, plane, bradawl, knife, file, brace 
 ami u-Jieel cutter, hanrmer, cuttiinj, pliers. 
 
 Procedure foi- the construction of ^Model '29 : 
 
 1. ]\rark and saw off for axle-tree, 1 piece 32* x 4* sqviare wood. 
 
 ,, handle bar, 1 ,, 44* x 4* 
 
 2 ,, 24'x4* 
 
 ,, ,, ,, centre colunins, 2 ,, 32* x 3* ,, ,, 
 
 ,, ,, ,, front l)oard carriers, 2 ,, 15*x3* 
 
 2. Bore out and prepare 2 wheel rims 30* diameter. 
 
 2 „ ., 32' 
 
 3. Prepare a set of arms for each rim, and fix in place. 
 
 4. Find exact centre of each wheel, and bore through for axle-pin. 
 
 5. Prepare 1 disc 20* diameter, 3* thick, and describe a teeth-pitch circle of 
 
 17* diameter. 
 
 6. On this cii-cle set out positions for IG teeth or pins ; drive panel j)ins in at eiu-li 
 
 point, each pin to project 3* fi'om face of disc.
 
 2g ) A MECHANICAL ADVERTISING MACHINE. 
 
 u 
 
 lO 
 
 rrrr; 

 
 1 (V.) 
 
 7. Fix tliis disc exactly in the centi'e of one of tlie 30* diametei- wheels. 
 
 8. Descrihe a pitch circle of 30* diameter on one of the 32* diameter wheels. 
 
 9. On this circle set out positions for 24 teeth or pins; drive i)anel pins in at each 
 
 point, each to project 1* from the face of wheel rim. 
 
 10. Prepare 1 hearing disc 22* diameter, and attach to axle-tree with cross hearing 
 
 pieces, to allow all teeth pins on driving disc to revolve freely, without 
 touching the under surface of the second toothed wheel. 
 
 11. Chamfer edges of, and attach handle har to axle-tree draw hai' ; chamfei' 
 
 cross l)arand fix it in position ; also prepare leg to receive small wheel, and 
 wire standards for front supports. 
 
 12. Prepare 3 angle bracket pieces ; glue, and nail these in angles formed at 
 
 junction of handle bar and axle-tree, and between draw^ bar and leg. 
 
 13. On upper surface of the second driving wheel, 2* from the outer edge of rim, 
 
 bore eight holes, as on detail drawing, to receive the centre pins of the 
 advertising boards ; corresponding holes must also be made in the upper 
 rim, through which will pass the wire eye pins, to hold the advertising 
 boards vertical. 
 
 14. Connect these two wheels together by the two pillars placed IS* apart on 
 
 the wheel arms, 
 lo. Prepare 4 or more advertising boards 28* x l(i* of thin slab wood, fitting in 
 each board one pin in the centre of one end, and bore a hole in the other 
 end to receive top holding pin (wire eye pins). 
 
 16. Attach small wheel to supporting leg ; adjust body to carriage, and test 
 
 for easy running of mechanism. 
 
 17. Fix advertising boards in position ; test for easy and free movement of each. 
 
 18. Test all details for accuracy of construction and stability. 
 
 19. Prepare front advertising board 40* x 24* of thin slab wood, and fix it in 
 
 position on the carriers. 
 
 20. Clean up neatly all edges ; attach letters or figures on each board, and neatly 
 
 finish Model 29. 
 
 Position drill : Wheel and disc cnttin.L;' and forming. 
 
 Position demonstration : Setting out for pin teeth on [)it('li circle. 
 
 Sequence or Continuation Lesson. 
 
 Little talks on ways and means of obtaining publicit>- for trading ; 
 on the good and evil effects of ])ictorial advertisements, artistic- 
 posters, etc,
 
 170 
 
 GlU)rP OF T.ESSOXS \o. 80. 
 
 Fk;. 
 
 MODEL 30: Knife = grindinK^ Machine. 
 
 Aim of Drawing Lesson : To f^ive additional tMnphasis to statements 
 made as to value of detail drawin^j^s, and free sketches in 
 foloured chalks. 
 
 'I'he several details of this well-known and popular toy will he 
 found to give admiral)le exercises for hoth free sketch and full scale 
 work on hoth black hoard and paper. A side elevation will show the 
 genei'al ensemblenient, and will, in most cases, he all that is necessary 
 to conii)lete the general lesson on outline form. 
 
 A pictorial view should he exhibited, together with a standard 
 model, and the children encouraged to compare the treadle movement 
 with that of the sewing machine and foot lathe. Explanation (1) of 
 the transforming of reci[)r()cating (to and fro) motion into rotai'v 
 (rev(<lving or circular) motion should he given ; (-J) of the difference 
 in speed between the large and small wlieels and discs when revolving, 
 educing, if possi})le, the fact that every fixture on the same shaft 
 revolves at the same speed, hut that the distance travelled by a 
 point on the rim of each disc varies according to the diameters ; 
 (3) the reason why the })iece of tape (used as a driving belt) does not 
 run off the nai-row rim of the large wheel; (4) why the wheel is 
 weighted in the rim ; (o) why the axle upon which the wheel is fixed 
 is not made straight, as for the axle of a wheel-hari'ow (Model ^24) ; and 
 (G) why the ci-aiik has to he built up in this instance. Be careful to
 
 171 
 
 reduce ull tecliiiical terms, iKiines, and phrases to simple language, 
 and to awaken latent interest by smart and ready references to 
 homely examples, encouraging the children to suggest some methods 
 of procedure for both the drawing and practical lessons. Tf the 
 commune method of production is again adopted, each child should 
 prepare a full-size drawing of the respective detail, from which to build 
 up the element ; otherwise, a fully-dimensioned side elevation, from 
 which an end view of the simple framing and shelf can be projected, 
 should be the result of the drawing lesson. The drawing showing 
 the method of building up the crank axle, should i)e made as a chart 
 diagram, for reference during the ])ractical lesson. 
 
 Supplemental Lesson. 
 
 Little talks on circular motion, introducing the planetary system, 
 released gyratory motion, David's sling, Maxim's flying 
 machine, etc. 
 
 Aim of Practical Lesson. 
 
 To teach simple methods for the construction of mechanical move- 
 ments in toy making. 
 
 Materials req/iiird : Sqiuife, Htrip, ami slab ichitcirood, two scici)i(i-cotl<)it yt'els, 
 
 l(>)iij and med mill iHUit'l pais, and some fine wire. 
 Tools required : lUile, try square, pencil, sau-, plane, files, bradawl, hammer, brace 
 
 and wlieel cutter, pliers. 
 
 Procedure for the construction of Model 30 : 
 
 1. Mark and saw off 4 pieces 32* lont^ foi- side fi-ames (square wood). 
 
 2 „ 3G* 
 
 2 26* 
 
 2 „ 20* ,, stretcher i)ars 
 
 ,, ,, 2 ,, In* ,, wheel arms ,, 
 
 ,, ,, 1 ,, 7* ,, axle end 
 
 1 ,, 5' 
 
 ,, ,, 1 ,, 20*xlO* for seat piece (slab wood). 
 
 1 ,, 26*xl0* „ tool shelf 
 
 ,, ,, 1 ' ,, 43*x()* ,, ,. front and ends (slab wood). 
 
 ,, ,, 1 ,, 30* X 4* ,, treadle piece (strip wood). 
 
 1 ,, 20* X 2* X 2* for secondary shaft.
 
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 173 
 
 2. Smooth up all surfaces. 
 
 3. Build up side fiaines to dimensions; k''"'- <""' "'^'l- 
 
 4. Bore out disc and rim of crank Avheel. 
 
 5. Fit arms in rim and cliamfer as shown. 
 
 6. Saw off and prepare crank webs 7* loii^'. 
 
 7. Build up crank sliaft on wheel arms. 
 
 8. Make a connecting link of wire to the form shown on (Ictailed drawing. 
 y. ^lake 6 eyelets for axle-pins to revolve in. 
 
 10. Adjust the side frames ; tit and tix in stretcher bars. 
 
 11. Work the curves on seat ends, and on end pieces of workshelf. 
 
 12. Prepare secondary shaft, rounding up to fit the holes in cotton I'eels. 
 
 13. Cut cotton reels in sections, to form " pulleys " as shown on drawing. 
 
 14. Bore hole in disc to receive shaft, and build up the secondary shaft with disc 
 
 and pulleys complete. 
 
 15. Fix crank shaft in position. 
 
 16. Fix secondary shaft in position. 
 
 17. Prepare treadle piece, and insert connecting link. 
 
 18. Adjust treadle piece to front stretcher bar, and comiect link to crank pin. 
 
 19. Make a tape belt to connect driving wheel and pulley. 
 
 20. Adjust shafts (if necessary) to secure direct driving. 
 
 21. Fix front and ends, to work shelf and secure in j)lace. 
 
 22. Fix seat piece between back framing, as shown. 
 
 23. Test for easy running, and, if necessary, add a small piece of lead to affect 
 
 balance of driving wheel. 
 
 24. Clean up all edges and neatly finish off' Model 30. 
 
 NoTK. — Some difficulty may be experienced in building up the small ciank ; 
 a little patience will, however, surmount it. The short journal, upon which the 
 wire connecting link works, may be made from a piece of bamboo bead ; the 
 hole in which is then filled up with a small piece of wood, which, projecting at each 
 end, is readily glued into the two crank weijs, one of which is fixed to the wheel 
 arm, the other to the length of axle. The mounting or building up of the axles, 
 to admit of the attached wheels running true, is the most difiicult part of the 
 model, and may be beyond the capabilities of some children, who can make all 
 the other details without assistance ; it is therefore necessary to arrange the 
 commune work accordingly. 
 
 The correct position of the treadle when fitted, is parallel to the crank 
 Avebs, the arms of the wheel being vertical and horizontal respectively — it may 
 be found necessary to slightly alter the length of the connecting link to meet this 
 requirement. Tlie hinging of the treadle l)ar to the back sti'eteher bai' is by the 
 eyelet and pin method, as shown on detail drawing. The dimensions of the
 
 174 
 
 several pulleys on the secondary shaft are not given ; ordinary sewing-cotton 
 reels of various sizes may he used in the construction of Mechanical toys; it 
 is most important that all elements of movement shall he perfectly free to move 
 in detail, to ensure freedom of working when enseml)led. 
 
 Position drills and demonstnitions : Ivounding-up small shafts 
 with tile and sandpaper ; eyelet forming and crank building. 
 
 Sequence or Continuation Lesson. 
 
 Little talks on tlie manufacture of 
 
 (a) Scissors, knives, and otlier common cutting tools. 
 
 (b) The industries of Sheffield. 
 
 (c) Horn, bone, ivor} and its modern substitutes — celluloid, 
 
 xylonite, etc. 
 
 GKOUP OF LESSONS Xo. 31. 
 
 MODEL 31 
 
 Fi(.. 53. 
 ()re = cru5hinff Mill. 
 
 .\im of Drawing Lesson: To gixc additional training in pi'ojecting 
 and on the reading of views and sections. 
 
 This is at once a simple yet diHicult model ; simple in its several 
 details or elements, none of which ai'c beyond the cfipabilities of the 
 average scholar ; yet diHicult in the comijlical ions of the ensemble- 
 mcntdf such details. It is a most fascinatinij- mecham'cal l,o\ , and
 
 I7r) 
 
 as a medium around which to weave out stories of our hitest colonial 
 possessions it has no rival. The teacher should (before attemptiuf]^ 
 to <(ive any lesson upon it) have become thoroughly conv(>rsant with 
 all the intricate (h>tails l)y actually constructin,^' a standard model foi' 
 class use. It offers a splendid opportunity for effective and deeply 
 interesting connnune work, and if the selection of details and scholars 
 is carefully made, no difficulty whatever will ensue. 
 
 The sectional end elevation should form the l)asis of the class 
 drawing of an eusemblement of the details, as this view shows all 
 the features of the model except the driving wheel. The detail 
 commune drawings should in all cases be fully dimensioned and, 
 as \vith the practical work, be kept well within the capabilities of 
 the scholar. 
 
 The pictorial drawings of the several details given will illustrate 
 clearly the general form of each, and the relative positions are 
 indicated by the index letters. Duplicate dimensions are used where 
 necessary, and dotted lines showing hidden details serve to explain 
 several points ; then-efore, taking the several elements which form the 
 ]nill when erected or ensembled, the most difficult will be the '' tap[)et '" 
 or ''sprogett" barrel. This may be built up of four pieces of square 
 whitewood, glued and nailed together, and afterwards rounded up with 
 rasp, file, and glasspaper to the gi\('n dimensions, oi' it may be cut 
 direct from a broomstick or biokeii drill wand. The projecting' pieces 
 or tappets (C) must be carefully hollowed out with the ras[) to lit the 
 round surface of the barrel, and then be accurately placed at equal 
 distances apart circumferentially and on the axis, each being glued 
 and doul)le nailed in position. The side standards with cross-l)ars 
 and division plates, (Gr) forming the drop stamp hannner slides, requii-e 
 careful fitting and adjustment, to admit of free movement, whilst the 
 journal standards, fitted with the bearing caps (A), should present 
 very little difficulty at this stage. 
 
 The base board upon which the mill details are fitted may be 
 made in one piece, but should the material at hand not be wide 
 enough, an effective base may be readily made by nailing edge to 
 edge a number of square or strip wood pieces, or wider material laid 
 edge to edge, and securely held together by mider sti-i[)s or ^'battens"
 
 176 
 
 nailed and clinched thereto. Either of the latter methods provides a 
 very i^^ood exercise for the backward scholars. 
 
 The hinged and tilted feed board (H), fitted in front of the drop 
 stamps {¥), is a detail wliich can be made an extra model, as can also 
 the delivery slope (B), which fits in between the side standards at the 
 back and below the tappet barrel. The stamp beam (K) must be fixed 
 between the standards exactly below the drop stamps. The adjust- 
 ment of the tappets on the barrel should lift each drop stamp in 
 rotation, the rise of one immediately commencing at the fall of its 
 neighbour. The exact fulfilment of this essential will depend upon 
 the rounding off of the upper edge of each tappet ; and each stamp 
 must drop suddenly and s(|uarely on to the stamp beam. 
 
 The fitting of the hand- wheel and axle (D) is a repetition of 
 driving-wheel of ]\lodel -28 ; the detail diagram clearly shows how the 
 connection is made with the tappet barrel. 
 
 Supplemental Lesson. 
 
 The value of full-size detail drawings to the craftsman. 
 
 Aim of Practical Lesson. 
 
 To teach sim})le methods of construction through iiiorv ditUcult 
 exercises and ujechanical movenients. 
 
 Mdtrridl.s rcijKtre'l : S(jn<iir, sifip, itnd sUih irliiletrnod, loiuj and nicdiiim pujicl puis. 
 Tools required: Jlnlc, tri/ square, pencil, saw, plane, rasp, file, h'liwiier, rallinq 
 pliers, icnife, brace, and wheel and disc cutter. 
 
 Procedure for the construction of ^fodel 31 (conninnie working) : 
 
 ( 1. Miii-k mill saw off for side staiulaicU, 2 pieces 3()* x 10* (slab wooil). 
 
 ^ I ,, ,, stamp guides. 1 .. ."^'i* x 4* (stii]) \vt)od). 
 
 ^ -{ ,, ,, division plates, (i ,, •24*x4* 
 
 cc I ,, ., staiTipsand stamp beam, (i ., '-i'l' x. i' (square wood). 
 
 ' ,, ,, stamp lifters, o ,, (i*x4* (strip wood). 
 
 Mark and saw off for tappet barrel, 1 piece <S* round (broomstick). 
 
 I ,, ,, tappets, 5 pieces 5* x 3* (s(piare wood). 
 
 -^ j liore out '2-1* diameter wlieel rim. 
 
 "3 Mark and saw off for wbeel arms, 2 pieces 17" x 3* (sijuare wood). 
 
 ^ „ „ wbeel axle. 1 „ l'2»x3» 
 
 L „ ,, wheel liandle, 1 ,, G* X 2* round.
 
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 178 
 
 ^ / Mark and saw otf for journal standards, 2 pieces 23*x 4' (square wood). 
 
 ^ -5 „ „ ,, „ 2 „ 18*x4- 
 
 'X ( „ „ ,, caps, 2 „ 8'x4' 
 
 ^ /- Mark and saw off for delivery slope, 2 pieces 23* x l* (strip wood). 
 
 'JO I „ „ „ „ 1 „ ;n*x23» (slab wood). 
 
 3 \ ^Mark and saw off for feed board, 1 piece 32* x 10* (slab wood). 
 
 
 ( 
 
 2 ,, fi'xlO' 
 
 Mark and saw off for base board, 1 piece 48* x 4.S* (slal) wood). 
 
 (Or build, up with 48* lengths of square, strip, or slab wood.) 
 
 2. Smooth or plane up all surfaces. 
 
 3. Prepare stamp framing and guides ; glue, and nail together. 
 
 4. Prepare division plates and stamps; adjust plates, and nail in position, to give 
 
 free but not loose movement of stamps. 
 
 5. Prepare lifters, and mark in exact position on each stamp. 
 
 6. Insert stamps in framing, and fix lifters by double nailing, and also fix stamp 
 
 beam. 
 
 7. Prepare tappet barrel, mark exact positions for each tappet. 
 
 8. Fit tappets to barrel, l)ore for, glue, and fix in place. 
 
 9. Prepare the journal standards and caps. 
 
 10. Prepare the driving wheel, axles, and handle. 
 
 11. Prepare tappet barrel for journals (axles). 
 
 12. Fix driving wheel and axle to tappet barrel, and test for true running of each. 
 
 13. Adjust journals and caps, to admit tappet barrel to revolve freely in standards. 
 
 14. Adjust drop stamps and tappet barrel standards on base board; bore for, glue, 
 
 and nail in ])Osition. 
 \'). Test for accuracy of movement and adjust, if necessary. 
 IG. Prepare feed l)oard and fix to framing. 
 
 17. Prepare delivery slope and adjust between standards. 
 
 18. Test for accuracy of measurement, detail, and collective movement; add a lead 
 
 ball to to]) of each stamp, to give additional weighty and neatly finish oft' 
 Model 31. 
 
 Position (Iciiioiistration : Adjustiiient of tappet i)ieces. 
 
 Sequence or Continuation Lessons. 
 
 Ore cnisliiiig ; .i^'oid .ind (li;iiii()ii'l iiiiiiiii;^'; our colonial possessions in 
 Australia. Soiilli .\fiica, .Viiicrica, and India.
 
 179 
 
 GROUP OF LESSONS Xo. 32. 
 
 Fig. 51. 
 
 MODEL 32 : Miner's Hut or Cabin. 
 
 Aim of Drawing Lesson : To i^ive a direct application of pictorial 
 delineation by means of parallel and oblique lines. 
 
 The large dimensions of this model will preclude the making of 
 a full-size drawing of the whole ensemblement, but details may be 
 readily made from the pictorial scale drawing given. It should be 
 possible at this stage to make scale drawings on the Unit system of 
 measurement, i.e., dividing by 2 the given dimensions in units of ^", 
 to represent new units of ts", thus produce a drawing of 6"=1 foot, or 
 to a scale of half full size. 
 
 The children should lirst be encouraged to make free sketches of 
 the cabin, as seen from various points of view, and of the details of 
 the window, door, etc., placing all the essential dimensions thereon, 
 and afterwards to complete the required scale drawings therefrom. 
 
 Large diagrams of the cabin in skeleton framing, either in detail 
 projection or in pictorial form, together with a standard model, should 
 be available for reference and direct measurement. 
 
 To admit of further connnune working, the several details are 
 arranged as complete models of framing, and each uiay be covered with 
 the " shingles " or " weather board " before or after ensemblement. 
 The framings should present no ditliculty, being merely repetition
 
 180 
 
 work of past models. 'J'he new features are : (a) the grooved framing 
 necessary to hold the glass which forms the window, and {h) the 
 cutting and overlay of the boards or strips, which form the covering 
 of sides, ends, and roof. The former is produced mechanically by 
 means of the small grooving cutter (Fig. 23), which is worked as a 
 plane on the edges of a length of strip wood. The depth of the groove 
 is determined by the length of cutter which projects below the rebated 
 side of the tool ; this is readily adjusted by releasing the small screw, 
 which fixes the cutter in the desired position. Some little assistance 
 beyond a demonstration of its use may be necessary to produce a 
 satisfactory window frame (built on the lines suggested), but do not 
 discourage any attempt at self-effort. 
 
 The use of the cutting-marking gauge is now to be fully 
 demonstrated by cutting the shingles from a thin slab of Canadian 
 birch orwhitewood; the cutter is held up close to the planed or trued 
 edge of the slab, and made to cut into the wood first on one side and 
 then on the other ; one or two movements throughout the length will 
 cause the cutter to sever the piece to the required set width. Tlie 
 edge of tlie slab must be trued up after each strip is cut off. 
 
 Another very effec-tive metliod of covering the framing is to use 
 the natural wood hoops of Canadian a[)ple barrels. This style of 
 covering more closely resembles the log huts of Canadian settlei's, 
 and if finished with a coating of green shellac varnish produces a 
 most realistic effect. 
 
 The centre-pin metliod of hanging tlie door is simple and efticient; 
 it is readily done by boring holes through the " ti'ansoni " I'ail and 
 step, near the right-hand ends; through each oi these holes a panel 
 pin is passed, and then dri\en into the end grain of the piece of slab 
 wood which forms the dooi'. 
 
 The sliding of the window is also a simple arrangement, the 
 inside overlay strips forming a gi-oove. into which fits the window 
 frame. 
 
 Provision has not been mad(> for a floor, but this can readily he 
 iidded, if considered necessary, by building u[) a base board (as loi' 
 Model 81) to the dimensions as measured between thi> sides and end 
 fi-ames when the details of the model are ensembled.
 
 181 
 
 It will be necessary to give clear explanations of the several 
 elements by reference to known details of house building, during the 
 lesson, and to lead the children to compare methods of general 
 construction and arrangement. 
 
 Apportion with due care the respective details to the scholars? 
 and encourage the production of neat diagrams, fully dimensioned, 
 for future use in the practical lesson. 
 
 Supplemental Lesson. 
 
 Little talks on mechanical toys, and the ensemblementof constructional 
 details. 
 
 Aim of Practical Lesson. 
 
 To teach simple methods of construction, lap-boarding or shinghng, 
 window-frame making and door hanging, as applied to toy 
 making. 
 
 Materiah required : Siitiarc and striji and slab adiitcwood, split icilloic bands or 
 Canadian birch slab wood ; loiKj, ineditiia, and short panel pins, and one 
 piece of (jlass, 4^" x 3^". 
 
 Tools required : liulc, tri/ square, pencil, saw, plane, bradawl, hammer, i/roorimj 
 tool, head scratch, file. 
 
 Procedure for the construction of ^lodel o'^ (commune workmg) : 
 
 I 1. Mark and saw off for front framing, 2 pieces 72* x 3* square wood. 
 
 
 2 
 
 52- X 3- 
 
 ,, 
 
 
 , 42* X 4» 
 , 52* X 4- 
 , lG'x-1* 
 
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 , 29- X 4* 
 
 strip wood 
 
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 , 12* X 4- 
 
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 Mark and saw off for back framing, 2 piece> 72' x 3* square wood. 
 
 2 „ 52'x3' „ 
 
 S \ „ „ „ 2 „ 54* X 3- ,. 
 
 9 I Mark and saw off for 2 end frames, 4 pieces 38* x 3* square wood. 
 
 ^ -i . , ,, 4 ,, 48* X 3* strip wood. 
 
 -r ' 2 ,, 54* X 3* square wood.
 
 (g) 
 
 A MINER'S HUT OR CABIN. 
 
 ■12'- -3' 
 
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 H0fllZO/\/TAL. SECTtCV THnoUGM UVfrvOOlV Alvci /^RAM/NG
 
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 183 
 
 I Mark and saw ofl" for roof frame, 3 pieces 72* x 3* square wood. 
 =^ I „ „ „ 4 .. 28-X3* „ 
 
 % J ,, 2 ,, 22* X 3' ,, 
 
 o 1 
 
 ■g I ,, ,, chimney stack, 2 ,, 12* x 3* ,, ,, 
 
 ^ 1 „ „ ,/ 1 ,. B'x3» „ 
 
 f Mark and gauge off for roof covering, 10 pieces 86* X 9* thin slab wood. 
 
 back ,, 8 ,, 78* X 9* 
 
 left-hand end „ 8 „ 48*xy 
 
 right-hand end ,, 8 ,, 44' x 9* 
 
 front „ 5 „ 20* X 9* 
 
 1 M 76*x6* 
 
 2 „ 56' X 9* 
 Also narrow bead strips for window ledges and inside slips. 
 
 1 door 32' X 16* x 2*, and 1 door step 24' x 3' square. 
 
 1 over door panel 16* x 7* X 2', and cover boards for each gable end. 
 
 2. Smooth up all surfaces with glasspaper. 
 
 3. Build up all framings to drawings ; glue, and double nail all joints, and fit 
 cover boards to each. 
 
 4. Prepare window frame; adjust to piece of glass; glue, and end nail the frame 
 together with glass fitted in. 
 
 5. Cut narrow strips to form pane divisions, and glue in place. 
 
 6. Prepare the door and fit into front framing, with panel pins through transom 
 rail and step rail. 
 
 7. Fit overdoor panel in and fix. 
 
 8. Prepare slips to form window slide; adjust to inside of frame; nail, and fix in 
 position to allow free movement of window. 
 
 9. Fit covering boards to front framing, and cut top ends of side posts to fit roof 
 framing (see bevels on drawing). 
 
 10. Build up roof framing, and prepare cover boards. 
 
 11. Adjust all framings ; try together ; if correct, nail ends to back framing; then 
 to front framing in position. 
 
 12. Try up, and adjust roof framing to structure. 
 
 13. Adjust and fix roof covering, and finish gable ends and chimney. 
 
 14. Prepare square corner pieces to cover ends of covering boards, as shown 
 on the drawing. 
 
 15. Test for stability and squareness ; fix door knob. 
 
 16. Smooth off all angles, and neatly complete Model 32. 
 Position demonstrations : (a) Grooving with special tool. 
 
 ih) Door hanging by centre-pin method, 
 (c) Cover boarding or shinghng.
 
 184 
 
 Sequence or Continuation Lesson. 
 
 Little talks ou life in the colonies, Canadian backwoods and 
 })raii-ies; the Anstrahan l)usli and South African veldt; or on 
 l^ioneers of tlie iMnpii'e. 
 
 llAIi.WAY SIl.NALS ANU SU.NM, CABIN. 
 
 (;R()['p of lkssons Xo. ^^h. 
 
 MODHL 33: Standard Railway Signals. 
 
 Aim of l)ra\\in,L;' Lesson: 'I'o teach detail draw iii,L;" to scale, free 
 sketchin.q", and enscinhlciiiciit ol elements. 
 
 This model proN'ide-- an openin.L,'' for tlu> direct a|)plication of 
 simple wirework exercisers, in the mechanism for the workin,!^' of the 
 signal arms. 
 
 As all the se\-eral elements hav(.' been pre\iously made and 
 Hppli(Ml in various forms, no <j:i-ea,t difliculty should appear, ])rovided 
 due care and attention be paid to tlie exact position, and absolute 
 freedom of movement (jf each detail, to,L;ether with a freipicnt testing
 
 l.S;5 
 
 of the wliole c-ombiiiHtion duriui^" tlie progress of enseuibleiuent. 
 A full lesson on the wire meehanisni may be given, and a selection 
 of the most accurate work, made for direct application on the models 
 to be constructed; or the details maybe given to those children most 
 competent to produce good work. 
 
 The general ensemblenient of the woodwork details should be 
 illustrated by free sketches on the black board, l)y a prepared chart in 
 pictorial elevation, and by a standard model. 
 
 Each scholai' sliould now be able to produce a detail di-awiug of 
 the portion abo\e the levers, e.g., the upper ])latform and range of 
 signal posts and arms ; the curves of the supporting brackets may 
 be freehand oi- geometric according to taste, provided always the 
 outline of each is in l)alance. Fully-dimensioned details of the 
 element apportioned to each scholar is essential to secure accuracy 
 of construction. 
 
 The three signal [)osts, with respective arms, may form the work 
 of three scholars, the inain colunni -of a fourth, the upper platform 
 and supporting brackets of a fifth, the base box of a sixth, the 
 ]novement levers and back bracket piece of a seventh, \\hnst the 
 ensemblement should be the work of the most expert scholars, under 
 the direct guidance of the teacher, as in })revious models. 
 
 To provide for the wire rods (which ujove the centre arms) to 
 pass through the brackets to the working levers below, a saw-kerf is 
 cut across the end of each bracket sufficiently deep, to give absolute 
 freedom of nioN'ement to each wire. 
 
 T'he brackets, being then nailed to the platform, slide over the 
 centre column between the guide pieces. The centre column or main 
 standard may be built up or wrought from the sohd, the corner in 
 either case being scratch-beaded, as shown on the enlarged section. 
 
 The positions of the two pairs of levers are placed, to admit of 
 them passing between the rails of the stairway platform of the signal 
 cabin (Model 84), whilst giving the maximum of movement necessary 
 to drop or ivaise the signal arms. The drawings gi\en fully illustrate 
 the general ensemblement, and the details of construction.
 
 RAILWAY SIGNALS ON STANDARD. 
 
 - ^/f:£ £i-B y» T/S'iV 
 
 ■5£Cr/0/\/ a£TA/LS AT A — A — fcr- 
 
 "^^t:^^5i^::£pi 
 
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 Supplemental Lesson. 
 
 Little tiilks on the Viiluc of coiiimuiie work. Citizenship and 
 co-operation. 
 
 Aim of Practical Lesson. 
 
 To stinuUate co-operation and coimnnne work, in the apijlicatioii of 
 previous lessons to simple elements of construction. 
 
 Matcriah rcqitircil : Square, strip, ami alah iruod, sonic lenijtk.s uf wnr, luwj, 
 
 iiiciUimi, (did alitirt panel phifi. 
 Tools required : Bale, tri/ square, pencil, saw, plane, file, hradairl, bead scratch, 
 
 iclre cutters. 
 
 Procedure for the construction of Model 33 : 
 
 1. Mai-k and saw off for main standard, 4 pieces 'J6*x4* s(|uare wood, 
 
 centre signal post, 3 ,, 48* x 4* strip wood, 
 
 side ,, „ () ,, 3()'x4* ,. 
 
 ,, ,, signal arms, 4 ,, '24* x 4* ,, ,, 
 
 upper platform, 1 ,, ()4» x 16* slab wood. 
 
 ,, ,, support brackets, "1 ,, 24*xlG' ,, 
 
 '„ „ base box, 1 ,, 68'x2G* ., 
 
 '2 „ 68*xlt2* „ 
 
 2 „ l()'xl2' „ 
 
 „ back bracket, 1 ,, 11' x 4* square wood. 
 
 levers, 4 ,, 22* x 4* strip wood. 
 
 2. Smootb or plane up all surfaces, except two sides of each piece forming mam 
 
 standard, and inside piece of each signal post. 
 
 3. liuild up nuiin column, and finish each outer corner with scratch bead, 
 
 working from each side to form full bead. 
 
 4. Construct base box, and fix main standard in position. 
 
 5. Prepare all signal arms, rounding one end to full semicircle, and one pair to 
 
 form half-lap joint, as shown on enlarged detail for centre post arms. 
 
 6. Prepare centre pieces of each signal post to receive ends of signal arms. 
 
 7. Build up each signal post by over nailing. 
 
 >S. Insert signal arms in openings, bore through and fix in position with panel 
 
 pin, cut off flush with post. 
 9. ConsLriict foui' wiiv staples, and lix in signal arms as sliown on drawmg.
 
 188 
 
 10. Construct two wire levers to fix on support brackets. 
 I 1. Prepare su})port brackets and fix to upper platform. 
 
 J 2. Adjust brackets and platform on bead of main coknnn. 
 13. Jiore holes in platform for connecting wires. 
 
 11. Fix tlie three signal posts in positicni on platform. 
 
 15. Construct the four levers to the designs shown. 
 
 16. Construct four wire staples and fix in levers. 
 
 17. Attacli the levers to side of main standard and back bracket respectively. 
 
 IS. Construct the connecting links; attach to levels and arms, and adjust to allow 
 
 freedom of movement throughout. 
 I'J. Test for accuracy of detail and stability of construction ; clean up and neatly 
 
 finish Model 3:1 
 
 Position drill: Edge and cud nailing; dcntonstratioii 
 work details. 
 
 wnc 
 
 Fig. 55. 
 
 Sequence or Continuation I.esson. 
 
 Little talks on the use of signals on land and soa. Methods in use : 
 flags, flash light, explosives, musical sounds, ch-ctricitx , wireless 
 tcl(\graph\ .
 
 189 
 
 GROUP OF LESSONS No. 34. 
 MODEL 34: Signal Cabin. 
 
 Aim of Drawing Lesson : To iiiye additional practice in detail 
 drawing, and enseniblenient of parts by free sketches. 
 
 The general enseiiiblement of the details of this model shonld 
 be shown by a large pictorial view of the general framing of the 
 complete model ; also by means of a standard model, bnilt l)y the 
 teacher from the given drawing. 
 
 The framework drawings, may be drawn to full-size or to half-size 
 scale, provided always that the f nil-size dimensions are clearly shown 
 in the correct positions. The general constrnction is similar to 
 Model 3-2, and under the connuune system of working, no great 
 difficulties shonld arise to prevent speedy and ef!e(}tive work. 
 Apportion the several elements to those children most capable of 
 producing the same, both in the drawing and construction. Encourage 
 competition for excellence of workmanshi]), and stinmlate true help- 
 fulness and comradeship between each little baud of woi'kers. 
 
 The five windows— two of which are made to slide and two 
 others to swing open — are framed in grooves as before ; the size of 
 glass being 26* square (old lantern slide negatives or cover-glasses 
 will be very suitable, and are obtainable at any photographic stores 
 at sixpence per dozen). The bead slips fitted into the opening in the 
 framing retain the window frames in position, whilst the inside cover 
 slips provide the necessary groove for sliding. The centi'e window 
 is a hxture. The floor may be made in one piece and beaded in from 
 below, or the more orthodox method of board flooring nailed to cross 
 joists or bearers may be adop'-;ed. The covering of the roof may be 
 full boarded with thin Canadian birch or whitewood slab, lined out on 
 the surface to represent tiles or slates, or it may be lap-boarded as 
 for Model 3-2. Insert-panels, nailed in, are adopted for the front, 
 ends, and back, all of which are separate framed pieces, which readily 
 constitute commune models. The door is hinged by the centre-pin 
 method.
 
 190 
 
 I'liattac'hod, but im-tiiing a coiistitucnt pait of this luodel, is the 
 entrance stairwa}^ and railed phitfonu ; this p)'()vides a pi-ogressive 
 model for the more expert of the scholars, and should be worked 
 simnltaneonsly. The drawings furnished show clearly the general 
 construction, the dotted lines on the stringer (a technical term for 
 the sides of the stairway into which the treads and risers forming the 
 steps are insei'ted) serve to indicate the position of the steps. 
 
 A complete drawing of this model should be made by the scholai- 
 to whom is apportioned the task of building, and should be fully 
 dimensioned to admit of ready reference and correct workmanship. 
 When built, the sui'face of the platform should be level with the door- 
 step sill of the cabin. 
 
 Supplemental Lesson. 
 
 Little talks on further advantages of detail drawings when used for 
 connnune working. 
 
 Aim of Practical Lesson. 
 
 To teac-h sini|)le methods of construction ; to secure strength and 
 rigiditv of structures or fi-ame work in tov makinu'. 
 
 Materials required : Square, strip, and slab wliitewood, five lantern slide cover- 
 glasses, loire, and panel pins of various lengtJis and sizes. 
 
 Tools required : Rule, try square, pencil, saiv, planes, hammer, files, qrooving tool, 
 bead scratch, cutting pliers, piricker, and bradawl. 
 
 Procedure for the construction of the Cabin ^fodel 34 (connnune 
 working) : 
 
 ( 1. Miuk iiiid saw off for fiont framing, 2 pieces 96* x 4* square wood. 
 
 3 „ 84* X 4* 
 
 2 „ 88' X 4* 
 
 1 ,, 84* X 4* strip wood. 
 
 2 „ 4o'x4* 
 1 „ 20* x 4- 
 1 panel 84* x 20* slab wood. 
 
 'o
 
 DHTAII^ OF -ilONAI CAUIN
 
 191 
 
 J^Iark and saw off for l)aek framing, 2 pieces 9G' x -i* square wood. 
 
 2 ,, 84'x4- 
 
 1 ., 53* X 3* strip wood. 
 
 2 ,, 73»x3' 
 1 ,, 84»x4* 
 1 panel 84* x 53* slai) wood. 
 
 Mark and saw off for entrance end, 2 pieces 50* x 4» square wood. 
 
 1 ,, 53* X 4* 
 
 '\ ^^ ,, 1 ,, 28*x4» 
 
 d ,, 1 ,, 35* X 4* strip wood. 
 
 ^ j '' ,, ,, 2 ,, 44* X 4' 
 
 I j \[ [[ ,, 1 panel 28'x20' slal)wood. 
 
 ^ " " , 1 door 43*xl7' 
 
 L transom 17* x 4* square wood, 
 
 l^ ■ and one overdoor panel to fit. 
 
 I Mark and saw off for end framing, 3 pieces 50' x 4* square wood. 
 
 1 „ 28* X 4- 
 
 2 ,, 44* X 4* strip wood. 
 1 „ 36* X 4* 
 
 cS 
 
 zn 
 
 2 1 „ 28* X 4' 
 
 1 panel o0'x20* slab wood. 
 1 „ 28*xl7" „ • V 
 
 2. Prepare grooved frames for 5 windows from strip wood. 
 
 3. Smooth up all surfaces for framing. 
 
 4. Build up front, hack, and end frames ; glue, and double nail all joints. 
 
 5. Fit and fix all panels in position, also door in entrance end. 
 
 G. Fit and fix all diagonal face struts on panels (nail from inside). 
 
 7. Prepare length of slip beading for window opening and slides. 
 
 8. Frame all windows, and adjust to respective openings ; insert windows and 
 
 headings. 
 
 9. Plant on slips to form slides inside front framing. 
 
 10. Glue tape hinge on each end window, and make fixture to side of framing; 
 
 adjust for free opening. 
 
 11. Test each framing for accuracy and stability of construction. 
 
 12. Ensemble all frames in position ; bore for, glue, and nail ends to sides. Test 
 
 for square angles and freedom of movement for door windows.
 
 CO 
 
 r. 
 
 192 
 
 / 13. Prepare material for bottom panel oi' floor, the approximate dimensions of 
 which and method of construction ai'e as i'ollow : 
 Mark and saw oil' 2 pieces (S-l* x •']• strip wood. 
 -3 ^ ,, ,, 2 ,. oO«x3* „ 
 
 ,, ,, o ,, ")0* X 3* square wood. 
 
 And either 1 panel .S-l*xo3*or ISpiecesof 4* strip wood S4* lonii:;, 
 to be laid and nailed edj^e to edge. 
 '' 14. Prepare material tor roof framing, and covering for roof and gables, 
 ap})roximatel}- as follows : 
 
 Mark and saw out 2 gable panels 48* right-angle sides (slab wood). 
 ,, 3 pieces (S8* x 3' square wood. 
 (> .. 32- X 3' 
 ,, ,. ] ., 100* X 5* strip wood, for ridge board. 
 
 And either full boarding for covering, or 9* strips of Canadian birch or 
 whitewood for overlap boarding, as for AFodel 32. 
 lo. liiiild up I'oof framing; adjust gable ])aiiels to tit between coi'ner jxist of cabin 
 
 and fix to roof frame. 
 10. I-\ill boai'd or overlap board the roof frame. 
 17. Fix ridge board and Htnals (flem-ons) on end of roof frame. 
 IH. Test for accuracy; adjust to cabin framing ; and fix, if desired, by attachment 
 
 to stop pieces litted on the to]) of each end frame. 
 19. Clean up all details ; examine for any defects, and neatly linish the cabin of 
 Model 34. 
 
 Pi'occdiirc foi' the coiisti'iictioii of flic Staii'\v;i\' (iii(li\ idiiMJ \V()i'l<) : 
 
 1. Mai'k and saw otf for strings, 
 
 ,, .. treads, 
 
 ., „ risers, 
 
 ,, ,, laiahng, 
 
 ,, ,, handrail 
 
 ,, ,, handi'ail post- 
 
 ,, ,, back ])osts, 
 
 ,, ,, stretcliers, 
 
 „ „ i-ailings, 
 
 ,, „ railing bars, 
 
 ,, ,, under ties, 
 
 struts, 
 
 2. Clean or plane up all surfaces. 
 
 3. Mark out strings, and bore for fixing treads and risers. 
 
 4. l)uild up treads and risers, angle ])ieces. 
 
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 54' X 
 
 S* 
 
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 194 
 
 5. Adjust, and li\ l)y d<iiil)l(' iiailii\^f between strin<:;s. 
 
 (). Btiild up l)iick and side rails, under ties and struts. 
 
 7. Adjust all to fit under sides of strin.ii;s, and fix land 
 
 .S. Pi'cpare handrail, and fix posts to side of stiiiiu'. 
 
 *.). Adjust aiul fix handrail in j)Ositioii. 
 
 !(•. Test tor accuracy and stability of construction. 
 
 1 1. Adjust height of platform or landiuL!; to door sill of 
 
 1:2. Attach (if desired) to cabin fionl and back ])osts. 
 
 1.'!. I'.xannne all details, and coni))leie Model ."U. 
 
 J\)sili()ii drill : S(|U!ir(' tcstiii.L;'. 
 
 ]-*()sit ion (Iciiioiist I'Mtioii : lMist'iiil)lctii('iit, 
 
 i".u- 
 
 of details ; ()l)li(|ue 
 
 iiailiiiL!'. 
 
 Sequence or Continuation Lesson. 
 
 Little talks on (u) 'J'he histoi'_\" of otii- railway system. 
 
 (h) The intinence of the steam eu.niiie on the 
 
 tioii of the world. 
 (c) How accidents occnr; the responsibility 
 man who \\()rks the si^'nals. 
 
 civili/a- 
 of the 
 
 GHOIJ' OF LESSONS Xo. S-l 
 
 ■i(,. .■)(; 
 
 MODEI, 35: MOTOk CAR. 
 
 Aim of Drawing Lesson: To ,L^"i\e furlhei' iii^t nicl ion in detail en- 
 seinblement and free sket(hin«;-.
 
 195 
 
 In order to convey an iiiiellii;ent readin^i^- of the total ensenihlenient 
 by the children, it will l)e nc^cessary to ])rei)af(' lari'-e-sized dia.nTanis 
 of tlit^ details and of the side sectional elcNalioii of this model, in 
 addition to niakiii,^- free use of a standard model. Designed to aid 
 conninnie workin<4-, the d(d,ails are ^L;-(Miei'ally sdf-coidained and will 
 form distinct exercises or repetitions of some item of picxions woi-k'. 
 A cai'eful selection of the scholars for the a])[)oi'tioninent , accord in.Li: to 
 known ability, will secure and maintain efliciency and spccMl in 
 workin,i;-. The di'awin<^s executed by the cbildi'en should be full size 
 and dimensioned in eveiy detail to avoid any eiTor in construction. 
 The curves of the side optMn'n^s may be drawn fi'eehaiid, oi' suitable 
 metal or cardboard discs may be used as templates, whilst those of 
 the wheels and splashers (nuid guards) may be drawn as l)eh)re, i.e., 
 by looped string, if compasses are not available. Kough fi'eehand 
 sketches (fully dimensioned) of each detail may l)e givtMi to guide the 
 respective workers. These should be prepared before the lesson, and 
 foi" easy inference should each beai' a distinguishing letter, which has 
 its counterpart on the lai'ge-size diagram. 
 
 Dm'ing the construction lessons, interest is readily maintained 
 by occasional temporary ensend)lenient of })artly tiinshed elements, 
 aiul l)v class demonstrations upon some diHicidt point of construction 
 or tool manipulation. Kndeavour to maki^ each test a necessary })art 
 of the lesson on accui'acy ; (Micouragc the children to recall failures 
 in past work; and elicit how im[)rovcment has Ixh'U made, suggesting 
 further ways and means to always produce Ix'st work'. 
 
 Tlu' introduction of the small how or 'y[)iercing "" saw will of 
 necessity re(|uire a full demonstration of its use, together with a, short 
 object lesson on the points of (liff(M-enc(> between it and the tenon and 
 pad saws (Figs. 4, 4a, 4v,, 7c). 
 
 ])(> not deiiioiish-dfc oit tlw cJ/il(Ireit\s ?(U)rI,\ but on sonic irastc 
 >H(itfi-t(it, or upon tlic flcnicnts nf a dcinonstrntion niodfl. 
 
 In order to remove tlu^ deep curxcs of the sid(> pieces, lix them 
 togtdJuu' in the vice, and saw down inside of the curved mai'la'd line ; 
 break out tht^ waste; then, if the saw bow is shallow and will not
 
 196 
 
 admit of turning, carefully remove the material left, with half-round 
 rasp {Fig. 14), and neatly finish off the edges with glasspaper. 
 
 The spaces for the ventilation panels on each side may be cut 
 out with the bow saw— first boring a small hole at each corner, to 
 thread blade of saw through, before fixing it in the bow frame — and 
 finished off with the flat file. The panels should be built up and fitted 
 into place by the worker responsible for the side pieces. 
 
 The eUiptical form of the springs, upon which the "chassis" or 
 undercarriage rests, provides also good exercises for the use of the 
 bow saw and rasp. The wheel steering gear, with the wheels, axle, 
 springs, and swivel bar may be completed, but cannot be fitted 
 until the general ensemblement is complete. 
 
 The lamp, body, and bracket fitted to the front is a simple yet 
 effective detail ; part of an ordinary cotton reel may be used for the 
 front. The swing door at the back of the car is centre-pin hinged. 
 For the mud guards or splashers, strips of wood, soaked in hot water 
 and bent to shape, must be used. 
 
 Method for bending: Prepare thin strips of Canadian birch or 
 American whitewood very straight in grain ; place these in a pan of 
 boiling water for about thirty minutes, occasionally removing to test 
 for flexibility ; when thoroughly soaked and pliable, bend round the 
 inside of an ordinary 2-pound jam jar, as a mould, and hold in position 
 by inserting a smallei' jar or block of wood; or (if the length of the 
 pieces will admit of it) bring both ends of strip together, overlap 
 them, and press firmly to the jar sides. Allow the bent wood to 
 remain in the mould until dry, when the required length for each 
 mud guard may be cut off ready for fitting to the respective 
 supports. 
 
 Do not hiirrii tJie process of soaking (ind bending, or the strips 
 will snap dcross tlie fibres, cause delay and " * * * 
 
 Supplemental Lesson. 
 
 Jjittle talks on detail eiisciiiblciiiciit and fi'tn' sketcbiug.
 
 35 
 
 STEAM MOTOR CAR. 
 
 SECTIONS AND ELEVATION DETAILS.
 
 ■j: 
 
 HIS 
 
 Aim of Practical Lesson. 
 
 To .Ljivr lurther inctliods of {•oustruction in corner forniin,^'. for scH'urin.i;' 
 stri'ii.^'th and solidity iu toy njakiii^i;'. 
 
 Mtitcridls >■('(/ II i rrd : S(jiiiin\ .striji, ami hUiIi troud ; coUon reel cm] ; loiuj, sJiarl , 
 
 (lllfl IIKuVuilll jiilllcl /lill:-:. 
 
 'Tools ri'i/iiircil : liiilc, ti 1/ sijiiuri'. jk'uc'iI, smr, plane, luisji, file, linidiiii'l , hnicc diid 
 irlicfl cutler, hair .siiir, littniiiicr, Iniifc, 
 
 I*i-oc('dure for i\\v i-onsti'ucl ion of Model .■).") (coniniune w'orkin,^') : 
 , 1. Mark aiul saw (iff till- iiiKlcrciirriiigt', I piece 1'1*k'-\* stjuai'c wood. 
 
 ';' ,, ,, .. '^ ,, IcS'xa* 
 
 -^ ,, ,, iiiuil i^iiard har, 1 ,, 4-1:* x >}* ,, ,, 
 
 lain]) l)i-acket. 1 .. <)*x(i*x4' slal. ,, 
 
 swivel bearei', J ,, l<S*x7*x4* 
 Mcuk and saw off lor axle-trees. 2 pieces 84' x 3* square wood. 
 
 lk)re out and pi'e])are "2 rims for wheels 1^9* diameter, slal) wood. 
 
 '2 .. . 2'2' 
 
 Mark and saw off for wheel arms, 4 pieces 23" X 3* scjuare wood 
 
 4 ,, 17*x3' ,, 
 Maik and saw oif for steerin,!.;' lod, 1 piece 32* x 3" sipiare wood. 
 
 ,, ,, swi\-el hai-. 1 ,, 28* X 4* x 3* slab wood. 
 
 X [ Pi'epare hand wheel fi-om slah wood 12* x 2*. 
 
 ^- I ]^lark and saw off foi- spi'in<^s, 4 pieces 20* x 7* X 3* slab wood. 
 
 __• \ J3ow saw and ras)) to shape as on drawing'. 
 JL [ Fit in centri' har of each ,, ,, 
 
 "^ ( Mark out and saw lo line, for sides, 2 i)ieces Sl*x2()* slah wo(jd. 
 
 'T> 1 l're|)are ventilatoi' panels from ."J* strip woml, and lit. 
 
 / Mark and saw off for seats, 2 pieces 29*x 12* slah wood. 
 
 ^ I ,, ,, hacks, 2 ., 2;)'xll' ,. 
 
 ends, I ll.'x<r 
 
 steps, 2 ,, lo'xKf ,, 
 
 steps, 2 ., l(»*xl()* ,. 
 
 ^hll•k and saw off for holtoui, J piece ()(>* X 26* slab wood. 
 
 .. ■ front, 1 ,, 2h"x20» ., 
 
 top, 1 ,, 2()*x2.S» ,, 
 
 stretcher plates, 1 ,, 2(i'xl7* ,, 
 stretcher plates, 1 ,, 2(,'xl4* .. 
 ,, hack cornei-s, 2 ,, 2(,* ■ 4* s(piare wood. 
 
 ,, ,, front corners, 1 ., 2(»*/<;"j* ,. 
 
 ,, ,, swin;4 tloor, i ,, 2G* X 12* slah wood.
 
 1!M) 
 
 2. Prepare 4 mud guards (by uiethod described) fioiii thin Caiuuliaii bircli or 
 
 American whitewood slab. 7* wide. 
 
 3. Smootli u|) all detail pieces of elements. 
 
 4. Build up each elemenl ; securely glue, and nail all joints. 
 
 5. Test all elements for acctiracy of construction. 
 
 G. Try up in respective positions all cross connections with side pieces. 
 
 7. Fix stretcher pieces in place ; and also each coi'uer piece in the rcnigli forni. 
 
 8. Work curves of corners on corner pieces. 
 
 9. Fit in, adjust, and fix bottom, front, top. and door. 
 
 10. Attach axle-trees to springs. 
 
 11. .\ttach axle-trees to undercarriage frames. 
 
 1"2. Prepare steering post, as on drawing; bore for, adjust through bottom and 
 bearing plate. 
 
 13. Fix steering post to swivel bar, and adjust for free movement. 
 
 14. Fix seats across sides in correct positions. 
 
 15. Pi'epare front lamp and fix to bracket. 
 
 1(). Prepare and cut off to length, and fix each mud guard. 
 
 17. P'ix axle-pins through centre of each wheel, and attach each to axle-tree. 
 
 18. Test for freedom of movement of each wheel. 
 
 19. Adjust all details where necessai'v : round u]) all edges, and neatl\ iinisli off" 
 
 Model 35. 
 
 Position drill : Ctirve foniiia^ with tile and plane. 
 
 Position demonstration : J>o\v sawino" and bent wood ioi'iiiiii,u'. 
 
 Sti'.am motoi; e.ui 
 
 ;\nNMa;'s IN ■!■ 
 
 Ivxi'Ui'.ss i.(K;o.Miiri\
 
 200 
 
 Sequence or Continuation Lesson. 
 
 Little talks uii luodLM'ii means of locomotion : — How we see our 
 country by cycle and automobile. Old-world travelling in 
 England compared with modern methods. Present day 
 methods of inter-communication in the interiors of our 
 Colonial Possessions. 
 
 GEOUP OF LESSONS No. 36. 
 
 Fig. 57. 
 
 MODEL 36 : Locomotive Engine and Tender. 
 
 Aim of Drawing I^esson : To give direct effect to previous lessons on 
 sectional details, and to the correct reading of co-ordinate 
 views. 
 
 These models provide many elements and details which involve 
 accurate working, and rcipiirc conceiiti-ation of thought in the 
 production. The\' embody in some foi'in or other, nearly the whole of 
 the [)revious lessons on constmction, without being merely repetitions 
 (the wheels excepted). A careful selection of the workeis according 
 to ca])abilities will give ready ett'ect to commune wnrk. 
 
 in addition to the fnll-si/e detail drawing of the part to be 
 worked, each child shonld he encouraged to piodnce a neat free sketch 
 or measured di'awingof the complete model in side elevation, and to 
 i-ound np the cii'euiar toi'ms by cross shading- or [)ai-allel lines.
 
 '201 
 
 Enlari^ed (liHi^niiiis of the details, and a sectional elevation to 
 show the internal strueture, together with a standard model, should 
 form the basis of the drawing lesson. 
 
 Similar nietiiods being used for the curves of the engine and 
 tender frames as for the previous models, the general outline becomes 
 a simple exercise involving only careful measurement. 
 
 The practical lesson should present no great difficulty, provided 
 attention is paid to accuracy of jointing and fitting. Unabated 
 interest will be readily obtained, the greatest trouble being to repress 
 enthusiasnj in the desire "to see the wheels go round." The trial 
 ensemblement of several of the elements will be necessar}' during the 
 progress of the work, to ensure alignment. 
 
 The introduction of the centre bit will involve a short demon- 
 stration, to ensure correct handling. 
 
 The side frames must be w^orked out together in pairs with bow 
 saw, rasp, and file, the edges being finished off smooth with glass- 
 paper. 
 
 The boiler is constructed on the segment method as for the field 
 roller, Model 26, and the other details of construction, representing 
 the fire-box, smoke-box, steam dome, and chimney, should present no 
 difficulty. 
 
 The curved footplate, the smoke-box casing, and the bands round 
 the tire-box, are made of thin Canadian birch or whitewood, bent 
 to the respective forms by the method employed for the nnid guards 
 of Model 35. 
 
 The steam dome and chinmey are made from parts of ordinary 
 cotton or silk reels ; a centre pin passing through each part serves to 
 connect in the correct position. 
 
 To enable the three pairs of wheels to be in contact with any fiat 
 surface for running purposes, the centre axle-pin holes are elongated. 
 To ensure easy running of the other wheels, and to admit of larger 
 axle-pins being used, short lengths of bamboo beads may be glued in 
 position in the sham axle-box covers and frames ; or a wire tube — 
 made by coiling a length of soft iron wire round each axle-pin — may 
 be inserted.
 
 > I 
 
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 20;} 
 
 The l)u("IVr heads may be made tVoiii ])arts of cotton reels; the 
 eases are short le]i,i;tlis of s(jiiare wood with octa.^oiial chainfers (see 
 detail dniwiiig). 
 
 The eoiiiiectiou between eii.^iiie and tender is elTected by means 
 of \\ire liid-;s which ])ass thron.Ljh the buffer beams, and aiv held in 
 position by [)ins di'opped in fi'oni the foot[)late. 
 
 The cai) is binlt com])let(? in itstdf, the top I'ounded coi'iiei's ])ein,i( 
 formed with rasp and file to the desired exterioi' and intei-ioi- cur\es. 
 It is attached by simple nailing direct to the boiler front. 
 
 The tool-box, with its ta])e-liinged lid, attached to the back of 
 the tender, is also complete in itself and foi'ins a neat little element 
 oi' detail model for a careful worker. 
 
 The draw bar hooks ;ind cou[)ling (diains may be made as a wir(^- 
 work exercise, or a piece of manufactured chain may be used with 
 small brass screw hooks attached. 
 
 Supplemental Lesson. 
 
 Jjittle talks on sectional elevations and their value to tlu^ craftsman. 
 
 Aim of Practical Lesson. 
 
 To end)odv and combine known methods of simple construction, 
 varied in form aiid application, in the manufactin'e of childi'eirs 
 toys. 
 
 M((lcii(il>i rcfiidird : S(ji(((iv, sUip^itiul alah irhilnrood, icirc, /iinuhna htudis ; slnui, 
 loiK/, and iiicdiiiin juuicl ji/ii.s, irirc luul.s, mi I rolton iccl.s. 
 
 Tooh required : liulc, try square, pfiicil, snir, pliiiic, brace, centre hits, irliccl 
 cutter, knife, rasp, Jile, udiv cutters, liou- sau-, Jiuiiniier, liradawl, pricker. 
 
 Procedure for the construction of Model o() (commune working). 
 For the engine : 
 1. Mcirk and saw off for fninies, 2 pieces 1U4* a 24* slal) wood (thin). 
 
 l)uffer beaais, L ., 29* x 10* .. ., (thick). 
 
 1 .. •'>"^* ' !<'• •• 
 
 ,, ,, stretchers, 2 ,, 2i* x iJ* s(|uare wood. 
 
 buffers. 2 ,, T,' x 4* 
 
 \ ,, „ rail guai-ds, 2 ,, 21* >.(')• slab wood. 
 
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 >0 -c^j 
 
 CAI 
 
 to 
 
 10 
 
 ^x— 
 
 o 
 
 to 
 
 >^ 
 
 -^ 
 
 to 
 
 
 .^C» - - -^ - 
 
 ^£>- 
 
 Q: 
 k 
 
 k 
 
 
 
 :^ 
 
 o 
 k 
 
 kl 
 
 <0-
 
 o 
 
 p 
 
 1 
 
 205 
 
 1. Mark and saw off for axle-box fronts, 6 pieces S*x6" slab wood, 
 steps and plates, 2 ,, 20"xl0* ,, 
 cc i ,, ,, ,, ,, 4 ,, 7"x4* strip wood. 
 
 , Mark and saw off for axles, 3 ,, 17* X 3" square wood. 
 
 pq Bore out and prepare, 2 driving wheel rims, 30* diameter. 
 ^ M ,.2 trailing ,, ,, 22* 
 
 I ] ,, ,,2 leading ,, ,, 22* 
 
 CO Mark and saw off 3* square wood for wheel spokes. 
 
 ^ Prepare wheel spokes and fit in each rim. 
 
 Prepare 2 discs 22* diameter for boiler ends. 
 
 ,, 1 rim 22* ,, ,, ring. 
 
 Saw off for boiler barrel, 19 pieces 56* X 4* strip wood. 
 Prepare each end with rasp to fit end discs, and each edge to form tight 
 
 joints when nailed to discs. 
 
 CO I Mark and saw off for fire-box sides. 
 
 ,, ,, ,, front, 
 
 ,, ,, ,, bottom, 
 
 Mark and saw off for cab sides, 
 ,, top, 
 ,, ,, ,, ,, corners, 
 
 ,, ,, ,, spectacle plate, 
 
 ,, ,, fire-hole door ,, 
 
 2 pieces 
 
 16*xi4- 
 
 slab wood. 
 
 1 ,, 
 
 ll"x21- 
 
 )> M 
 
 1 „ 
 
 20* X 12' 
 
 5) )) 
 
 2 ,, 
 
 32* X 19* 
 
 slab wood. 
 
 1 M 
 
 20*xll' 
 
 5> )) 
 
 2 
 
 Il*x7"x3* „ 
 
 1 ,, 
 
 40- X 27* 
 
 )1 5' 
 
 1 ,, 
 
 12* X 9" 
 
 ;) V 
 
 1 ,, 
 
 30*x24* 
 
 slab wood. 
 
 1 ,> 
 
 24- X 10- 
 
 ») )) 
 
 1 ,, 
 
 14* X 24* 
 
 M >> 
 
 / Mark and saw off for smoke-box front, 
 ,, ,, ,, bottom, 
 
 ,, ,, ,, back, 
 
 and one disc 16* diameter for smoke-box door. 
 ^ I Prepare the front and back foot plating to dimensions as given on drawing. 
 S I Prepare a thin piece of whitewood or Canadian birch 78* x 14* and bend (by 
 hot-water method) to form smoke-box side plating, and also the foot- 
 plating strip on the top of side frames. 
 Obtain 3 cotton reels and prepare steam dome and chimney as shown on 
 drawing, also the 4 buffer heads. 
 
 ^ I 
 
 ^ j Prepare from 3' square wood the round pieces to fit holes in reel sections ; 
 CO I and prepare also the wire coupling hooks, chains, and links. 
 
 2. All scholars to smooth or plane surfaces of apportioned details. 
 
 3. Set out curves of side frames and work out with bow saw and rasp. 
 
 4. Build up framing with stretchers and buffer beams. 
 
 o. Work to outline curves given, the rail guards and stop plates.
 
 — ELEMENTS OF LOCOAIOTIVE. — 
 
 
 
 r'V 
 
 I I li 111 ' / ' I -I 
 
 
 — y I E.\N OP f/RH-^OX. E>uiLr- uf=> 
 
 TOPIT BO/L£/^ B f\ R R a L. n/^a 
 
 attac ^ e a TO CAB, rROA/r- 
 
 K - - 9' - ^ 
 
 <^'§^^ti^^^^^^:^ 
 
 V/£\A/ofr SMOMB &0X . AS Cuicr- up> 
 TO FIT e>o/i-e/^ s>A/iAi£:u 
 
 F l r^H-HOLE COI/ £/R -
 
 207 
 
 (). Adjust iUid lix each in ])()siti()n on iV;iniin,^'. 
 
 7. Piepai'e and h\ axle-box covers; bore for and insmt tbi; l)aml)oo Iw'ads for 
 
 axle-pins lo work in for trailing and Itniding wbecls only. 
 
 8. Make vertical elongated hole through driving axle-box cover, to admit of free 
 
 vertical inoveMnent of the driving wheel axl(!-])ins. 
 
 9. Build up boilei' barrel with segment strips ; nail each to end discs and centre 
 
 ring. 
 
 ](). Work to a cylindrical form with lile and sandpaper; l)ore for, and insert the 
 centre pin on which to lit the steam tlome. 
 
 1 1 . Build up lire-box sides and bottom ; mark out front piece to fit outer diameter 
 
 of boiler barrel ; work to marked lines with bow saw and rasp, and lit in 
 position. 
 
 12. Bevel off to]i fudges of tire-box sides to fit boilei" barrel, 
 l;*. Adjust to tit loosely between engine framing. 
 
 14. Build up cab. Bore (with centre bit) the spectacle or look-out holes in front 
 
 plate ; shape with bow saw and file ; fit each side to edges of front plate, 
 and attach top piece. 
 
 lo. Prepare the 2 top corner pieces to fit exactly between the edges of sides and 
 top, and tix in position with glue and nails. 
 
 If). Shape to oval form and attach fire-hole door. 
 
 17. Keduce the projecting piece of front plate at each sid(\ to fit in i)etween engine 
 frames. 
 
 15. Adjust fire-box to boiler bariel, and fix at the bottom of cab front plate; test 
 
 for accuracy and adjustment. 
 
 li). Prepare top edge of smoke-box front plate with bow saw and till' to 24* 
 semicircle, and the back plate to fit barrel of boiler. 
 
 20. Nail back plate to bottom piece, and build up smoke-box, with bent wood 
 
 piece for sides and top ; fix smoke-box door to front plate. 
 
 21. Keduce the bott(_'m {jtojecting piece of fi-ont plate at each side, to fit in between 
 
 engine frames. 
 
 22. Fit chimney bottom to curve of smoke-box top, bore foi' centre pin of chimney. 
 
 28. Insert centre pin thi-ough smoke-box casing, and securely nail square bottom 
 end to bottom plate of smoke-box. 
 
 24. Attach smoke-box to boiler barrel by neat nailing.
 
 Z uj 
 
 c 
 
 z 
 
 o 
 
 < 
 > 
 
 z 
 
 o 
 
 'J 
 
 X' 
 
 i 
 
 nil ■ 
 
 
 
 i^ 
 
 
 
 
 c 
 
 CM 
 
 ^ 
 
 — ■- 
 
 - 
 
 f- ■ 
 
 
 -.0? 
 
 < 
 
 — ;.-, 
 
 
 
 tf - 
 
 -,-ti:-. 
 
 
 Iliilllil" 
 
 •o 
 
 ISS^ 
 
 i^^»
 
 •20[) 
 
 25. Attach cal) and firo-hox to otVier end of boiler l)arrel, cavefidly testing for true 
 
 alignment. 
 
 26. Prepare bottom of steam dome to fit curve of barrel, and fix dome and 
 
 cliimney in position. 
 
 27. Adjust cond)ined elements to fit between side frames. 
 
 28. Fix front, back, and side foot plates to and across side frames. 
 
 29. Connect all wheels to respective axles, and adjust to width between engine 
 
 frames, and find exact centre of each pair of wheels. 
 
 30. Insert axle-pins through axle-box covers, and into centre of each wheel. 
 
 31. Test for perfect freedom of running (all the wheels must be in contact with a 
 
 flat surface at the same time). 
 
 32. Prepare heai'ing strips on each side of the smoke-box, and also on the sides of 
 
 the fire-box, as shown on drawings. 
 
 33. Fit the boiler, etc., between side frames, and mark the exact position for 
 
 healing strips, fix in position. 
 
 34. Fit buffer heads and spindles in buffer blocks, and attach coupling hook and 
 
 chain. 
 
 35. Fit the 3 coupling links in back buffer beam ; bore for and pass panel pins 
 
 through from the top of footplate. 
 3G. Test for accuracy and stability of construction, and complete the engine 
 section of Model 36. 
 
 Procedure for the construction of the Tender (connnune working) : 
 
 
 1. Mark off and saw 1 
 
 for 
 
 frames. 
 
 
 
 2 
 
 pieces 
 
 6H*xlG' slab wood. 
 
 < 
 
 
 
 
 buffer plates. 
 
 
 
 2 
 
 ,, 
 
 32* X 9- „ 
 
 ^ ' 
 
 
 
 
 stretchers. 
 
 
 
 3 
 
 ,, 
 
 24;* X 3* square wood. 
 
 ^ 1 
 
 
 
 
 foot and bottom 
 
 pL 
 
 ite 
 
 1 
 
 ,, 
 
 76* X 33' thin slab wood. 
 
 CO 
 
 
 
 
 buffer blocks, 
 axle-box fronts, 
 
 
 
 2 
 4 
 
 " 
 
 5* X 4' square wood. 
 8* X 6* slal) wood. 
 
 ■ 
 
 ]\rark and saw 
 
 off for 
 
 ■ tender sides, 
 
 
 
 2 
 
 , , 
 
 60*x20* slal) wood. 
 
 z^ 
 
 ,, , 
 
 
 
 end, 
 
 
 
 I 
 
 
 25- X 20- „ 
 
 3 
 
 ,, 
 
 
 
 tank lid. 
 
 
 
 1 
 
 ,, 
 
 37'x25' „ 
 
 'o 
 
 ) ) » 
 
 
 
 coal slope, 
 
 
 
 1 
 
 ,, 
 
 25* X 16* „ 
 
 
 ,, 
 
 
 
 lid bearers, 
 
 
 
 2 
 
 ,, 
 
 36' X 4* strip w<^od. 
 
 and prepare curved and straight edge bending for top of sides.
 
 o 
 
 SI 
 
 51 
 
 o \ 
 
 210 
 
 Bore out ;iiul pi('])ai-o 4 wheel rims •22* diameter. 
 
 Mark and saw off S wheel arms to lit, from 3" s(|uare wood. 
 
 2 axles, 2 pieces 17*x 3* ,, ,, 
 
 ]^)uil(l up each pair of wheels. 
 
 Prepare 2 huffei' heads and s})indles, as for engine. 
 
 IJuild up hack tool-hox with hinged lid to given dimensions, and make wire 
 coupling chains and hooks. Prepai'e 2 rail guards from waste slah wood 
 cc \ as for engine. 
 
 2. Each scholar to smooth or plane up surfaces of apportioned details. 
 
 3. Set out curves of side frames ; bore centre out with centre bit, and work 
 others with box saw and file to marked lines. 
 
 4. P>uild up side frames to buffer plates and stretchei-. 
 
 5. .\ttach l)uffer blocks to back buffer plate, and bore tVont l)uffer plate, to receive 
 eyes of coupling lirdvs. 
 
 ('). Prepare and build up sides and back of tender, and fit tank lid bearers in 
 position. 
 
 7. Fix foot and base plate to lower edge of sides and back piece by nailing, also 
 top beading as prepared. 
 
 8. Adjust the coal slope, piece and nail it in Ix^tween the sides. 
 
 9. Fit the wheels between the side frames; bore for. and insei't baiulxx) beads or 
 wire tubes in axle-box fronts and fi'ames. 
 
 10. Insert iixle-pins througli each axle-box cover, and into the centre of each 
 wheel. 
 
 11. Test ioi- perfect free running, as fcjr engine. 
 
 12. .\ltach tendei' body to frames by nailing it to l)utf<'r plates and stretcher. 
 
 13. l-'it back tool-box on foot phite to l)ack end of tender. 
 
 14. Insert and fix buffer spindles into buffei' blcjcks. 
 
 15. Fit coupling hook and chain in position. 
 If). Test for accuiacy and stai)ility ui consti'uction, and tinish off neatly all otlier 
 
 details of the tender. 
 
 17. Pass coupling links attached to the engint' into the holes prepared in front 
 buffer j)late of the tender. 
 
 LS. Insert the drop coupling pins througli the footi)laU'.
 
 211 
 
 19. Test for freedom of slight vertical anrl lateral uiovement. 
 
 20. Test fi-ee niovemeiit of all wheels, alij^imient of engine and tend(!r footplates, 
 
 and complete INIodel 36. 
 
 Position drills : Bow sawiii,^' and curve filin,^-. 
 
 Position denionstnition : Xailin^' on circulai' work, roundin,i( 
 vitli lile, use of ecMitre l)it. 
 
 Sequence or Continuation Lessons. 
 
 Little talks on railway workers and thei)' duties. 
 
 ExD OF Adv.\nced Cor use.
 
 GLOSSARY OF TECHNICAL TERMS. 
 
 A)iglc pieces or brackets : Triangular pieces 
 of material, which are fitted into 
 the angle formed by two pieces or 
 elements joining at any point; used 
 as stays, supports, struts, and con- 
 nections. 
 
 Arris: Extreme edge, or corner, of an angular 
 solid. 
 
 Axic-pins : Round nails, or short lengths of 
 wire, driven into the end grain of axle- 
 trees to form the journal. 
 
 Axle-bo.v : The complete bearing arrangement 
 for an axle or journal. 
 
 Back iron: The front or cover iron of a plane, 
 which breaks the shavings removed by 
 the cutting-iron, as they pass through 
 the " mouth." 
 
 Base framing or plate : The foundation upon 
 which the main pieces of construc- 
 tional work are built. 
 
 Beariiuj strips: The narrow strips which sup- 
 port on the frames the smoke box of 
 the locomotive. 
 
 Bearing caps : Covers which serve to retain 
 in position the axles or journals of 
 machines. 
 
 Boiler barrel : The cylindrical portion of the 
 
 locomotive in which is contained the 
 
 water and steam, and through which 
 
 are passed, to the smoke box, the 
 
 • heated gases from the furnace. 
 
 Braces: Tie bars, generally used to form the 
 third side of triangular constructions. 
 
 Buffer beam : A piece of timber or iron upon 
 which is bolted or fitted the buffers in 
 locomotive rolling stock. 
 
 ,, box or case : The casing which contains 
 the buffei spring and buffer rod. 
 
 ,, heads : The disc against which the con- 
 tact of buffers takes place. 
 
 Cab : The hood or cover which arches over the 
 foot-plate of a locomotive. 
 
 Centre-line : The line, from which symmetri- 
 cal dimensions are set off. 
 
 Centre-pin : A vertical pin or rod upon which 
 an element of construction can revolve. 
 
 Chamfering : Forming a bevel on the arris of 
 rectangular solids. 
 
 Chassis : The under carriage of a motor car, 
 upon which all the driving mechanism 
 is built and fitted. 
 
 Clinching : The act of turning projecting points 
 of nails into the wood, to form a cramp 
 or grip hook. 
 
 Cleat : A block of wood which provides a steady 
 point of attachment for a part of a 
 structure ; a strengthening block. 
 
 Connecting rod or link: The rod which con- 
 verts the rectilinear motion of a treadle 
 into the rotatory motion of a crank. 
 
 Crank shaft : The shaft or rod upon which the 
 crank arm is fitted, to receive and 
 transmit the circular motion.
 
 214 
 
 Coiiiinitiic Wdrkiiiij : The eo-operation of 
 workers for the development of mutual 
 responsibility and common fellowship 
 by individual actions. 
 
 Crasii-beinri- or (jirder : Any transverse beam 
 which unites longitudinal girders, 
 side frames, and becomes a distance 
 piece, strengthening piece, or stretcher. 
 
 Crosa rails : The longitudinal timbers upon 
 which are fastened upright or diagonal 
 palings. 
 
 CrufiS ntnit : See cross-bearer. 
 
 Division platen: The pieces of material wiiicli 
 form the slide spaces in which drop 
 hammers work. 
 
 Distance jiicce : See cross-bearer. 
 
 Doicel pins : Projecting pieces of wood or metal 
 used to retain a pair of elenu'uts in 
 correct relationship during construc- 
 tion or use. 
 
 Double strap hiiKjiiuj : Forming a doul)le joint 
 or hinge with tapes. 
 
 I)rair-har coiipluKj : The bar coupling which 
 connects a locomotive to its tender. 
 
 Driiinfj ivlieels : The wheels of a locomotive 
 
 engine, which are fixed on the crank 
 
 shaft to receive and transmit the 
 motive power. 
 
 Edije nailing : Nailing through tln! narrow 
 edge of the strip W(jod. 
 
 Klevalion : The appearance of n, model or ele- 
 ment as seen, on a vertical plane, by an 
 observer placed immediately in front 
 of it. 
 
 K.ijKDision braclcel : The bracket fitted on the 
 fire-box sides of a locomotive, to sup- 
 port the boiler on the engine frames, 
 and to allow free movement for expan- 
 sion due to the heat of the furnace. 
 
 Kiielcl : The looped or ring end of a pin or nail 
 when used as a liinge. 
 
 Felloes : Segments of tiio rim of a wheel. 
 
 Flush : Elements are said to be Hush, when 
 their surfaces are on the same level or 
 l)lanc. 
 
 /'(;■(• lio.r : 'i'hat part of a boiler in wliich tlu' 
 fuel is burnt. 
 
 l''uot plate : The plating htted on the upper 
 edges of the side frames of a locomo- 
 tive and its tender. 
 
 Foot board : The board or iooi rest of a treadle ; 
 or the board fitted as a foot support 
 where necessary. 
 
 drip piece : The piece of hard wood which sur- 
 rounds the crank pin of a brace, and 
 is free to revolve thereon. 
 
 ( 1 asset piece : A triangular piece of material, 
 used to stiffen an angular portion of a 
 
 structurt'. 
 
 Ilaininer slides: The guide spaces formed by 
 the division plates in drop-hammer 
 machines. 
 
 Insert-panels : Pieces of material fitted into 
 anv space after construction of the 
 framing, and held in position by 
 beaded strips nailed in the angles. 
 
 ■loists : The timbers which span a room or 
 structure from side to side, and upon 
 which are placed the floor boards. 
 
 ■hmiiials: The turned ends of shafts, or those 
 parts of a shaft which revohe in the 
 bearings. 
 
 ■lu/inail frames or standards : Elements wliieh, 
 when in position, give support to the 
 bearings. 
 
 Laji bihirdi)i(i : The wood covering of rough- 
 built huts, or cabins, each board over- 
 lapping the edge of that preceding it. 
 
 Leadnui witeels : Tbe front wheels of a loco- 
 niotivi'. 
 
 Main arte . Tbe principal sliaft of a power 
 machine. 
 
 Motion bracl<et : A bracket which su[)ports 
 some moving mechanism. 
 
 Mad guards : Splash guards which prevent the 
 road grit, etc., being thrown by cen- 
 trifugal force on the occupants of road 
 veliicles. 
 
 Xare : The centre or boss of a wlicel into which 
 the spokes are fitted. 
 
 Oldii/iie nailniii : Jointing an angular construc- 
 tion at the junction of the elements by 
 nailing across the libres.
 
 215 
 
 Occrnll duiicitsions : The aggregate nieasure- 
 niciil of a number of short lengths 
 taken in one direction. 
 
 ]'(iiu', iwaii, poie, pcin: The tail, or smaller 
 end, of a hammer head. 
 
 I'lincls: The central thin portion of the fiUed-iii 
 framing of doors, etc. 
 
 riaii : The appearance of an element or model 
 to an observer looking at it from above 
 (disregarding perspective) . 
 
 Pictorial vicics : Sijetches, or line diagrams, of 
 elements or models, which show three 
 dimensions on one drawing. Oblique 
 projection or isometric drawing. 
 
 rnUcji : A disc or wheel upon which runs a 
 belt to transmit motion. 
 
 Rail guards : The curved bars which extend 
 below the side frames of a locomotive 
 in front of the leading wheels, and 
 nearly touch the rails, in order to 
 throw off any obstructions. 
 
 Rails ; The upright timbers of enclosure pal- 
 ings, etc. 
 
 Risem : The \-ertical elements of stairs, which 
 lit between the treads. 
 
 Saw-kerf : The cut made by a saw blade when 
 set. 
 
 Saic-sct: A tool designed to bend over the 
 teeth of saws to form the " set." 
 
 Scat pillar : A short, stou.t support upon which 
 a seat is fitted. 
 
 Section : A term used in drawing to indicate 
 those particular views by which the 
 internal or central jjarts of an object 
 are delineated. The direction of the 
 section cut is indicated by the words 
 used, as "oblique," "vertical," etc. 
 
 Second-motion shaft: An intermediate power- 
 transmitting shaft. 
 
 Set of a saw : The difference between the width 
 of the saw cut, or kerf, and the thick- 
 ness of the saw blade, due to the bend- 
 ing over by the saw set of the teeth to 
 rio'htand left alLi'rnatclv. 
 
 SliiiKjles : Split pieces of pine-wood trees, used 
 for hut building in tlie Canadian forests. 
 
 Side frames : The main frames or supports of 
 machines wbii-li carry the shaft- 
 bearings ami' cliii'f motor elements. 
 
 Skeleton line diaijrams : Single line diagrams 
 chiefly used to give intermediate 
 dimensions only. 
 
 .S/i-('/(; nailing : See ol)lique nailing. 
 
 Smoke ho.v : The front part of a locomotive 
 into which the products of combustion 
 discharge, after passing through the 
 boiler tubes. 
 
 Smoke box casing : The ciu-ved plating which 
 forms the snfoke box. 
 
 Socket : The bulb end of a brace in which the 
 " bit " is held. 
 
 Spectacle [ilate : The front plate of the cab 
 (above the boiler top) through which 
 the engine-driver may observe the 
 signals. 
 
 Sprogget barrel : The cylinder, or casting, upon 
 which is fitted tiie sprockets, tappets, 
 or projecting lifters. 
 
 Sproggets, or sprocket : A projecting element 
 whieli gives an intermittent move- 
 ment to other elements in connection. 
 
 Splashers: The guard-plate or strap which 
 covers the top of a revolving wheel. 
 
 Stamj) beam: The transverse beam upon which 
 the stamp or drop-hannner falls. 
 
 Steam dome: The element on the top of the 
 locomotive boiler whicii forms the 
 reservoir, from which dry steam is 
 taken by pipes to the cylinders. 
 
 StreteJier bars : See cross-bearers. 
 
 Strengthening ring: A ring or disc fitted in the 
 centre of tlie cylindrical tube or barrel 
 to give support to the strips. 
 
 Stringer : The inclined side support of stair- 
 ways, on or into which the risers and 
 treads are fitted. 
 
 Stmt: A supporting clement of construction.
 
 216 
 
 Swivel bnr : The cross-bar which carries the 
 fore axle springs and wheels of the 
 motor car model. 
 
 Stciuf) oxles : Axles from wliich other mechan- 
 ism is suspended. 
 
 Tdiig : The unhardened tapered part of a tool 
 upon whicli a handle is fitted. 
 
 Tappets or icipers : The projections on the 
 barrel of a drop-stamp machine which 
 give motion to the hammers. 
 
 Templates : A temporary pattern or guide by 
 which elements are marked out, or 
 tested. 
 
 Tic-bay : A bar, or brace, which, when in con- 
 structional position, completes an 
 approximate triangle. 
 
 Toat : The shaped handle uf a plane. 
 
 Transom rail: The bar or piece which fits 
 between the side posts of a doorway, 
 and between the top of the door and the 
 liead piece ; the space left is occupied 
 bv the ian-light. 
 
 Trailing wheels : The pair of wheels on a loco- 
 motive below the cab foot-plate. 
 
 Treads : The horizontal pieces upon which a 
 person ascends a stairway. 
 
 Trea tie-bar : A bar whicli carries the treadle- 
 l)oard of foot-power machines. 
 
 Tninblinii hammers: Small pieces of metal, 
 free to fall on a bell when revolved. 
 
 Under carriage : The framing or structure 
 upon which is carried the body of 
 vehicles. 
 
 Upper carriage: A secondary frame upon which 
 is carried the body of vehicles. 
 
 irr(,s7f material : The residue of worked material, 
 parts of which may be of further 
 service. 
 
 Wedge : The element of aplane which hold.-- the 
 cutting-iron in position when set. A 
 mechanical power. 
 
 Winding : The variation of a surface from a 
 true plane, when considered in its 
 
 length and width.
 
 INDEX. 
 
 ^orK.—Hcfereiices tn lliir ilmwuujs of Modch arc ^lunrn in small capital letters. 
 
 A PLANT CAUIUEU Or BIEU, 'J8 
 
 Abies grandis, 65 ™ 
 
 Accuracy, testing square for, 30 
 
 Acer viacrophyllum, 67 
 
 Acer saccJiarimim, 67 
 
 Advanced course of work, 149 
 
 Aim of scheme of work, 5 
 
 ,, drawing lessons, 16, 17, 18, 19 
 ,, practical ,, 16, 17, 18, 19 
 
 Alteration of angles in a triangle, 108 
 
 Alternative models, 12, 15 
 
 Ambidexter training, 36 
 
 American whitewood, notes on, 64 
 
 Archangel spruce, notes on, 65 
 
 Arithmetic, application of, "28, 106 
 
 Arrises, 45 
 
 B 
 
 Balanced drawings, method of obtaining, 96,136 
 Bask pieck or column foot, 84 
 Bass wood, notes on, 64 
 Bast fibres ,, 67 
 
 Bay wood, notes on, 66 
 Beading tool or scratch, illus. of, -I'l 
 ,, ,, notes on, 45 
 
 Beech wood smoothing plane, illus. of, 22, 36 
 Bench hook, use of, 35 
 Bending strip wood, method for, 196 
 Bent wood mould, 196 
 Bevel- edge chisel, illus. of, 59 
 Bits, notes of a lesson on, 56 
 Bradawl, notes of a lesson on and illus. of, 41 
 15uilding crank axle, 173 
 Built-up squake frame, 102 
 
 Cabin stairway, 193 
 Cabinet rasps, illus. of, 22, 47 
 
 ,, ,, notes on, 46 
 
 Canadian maple, notes on, 67 
 Cattle-feeding mangek, 140 
 Gedrelacecc, 66 
 
 Centre bits, illus. of and notes on, 57 
 Centre line drawings, 136, 142, 153 
 Chamfer, 129 
 Charnley Forest stone, 59 
 Chart diagrams, reference to, 93, 114, 120, 124, 
 
 139 
 Child as teacher, 86 
 Children's garden swing, 115 
 Chisels, compared with planes, 59 
 Clothes airer or maiden, 121 
 Colour combinations and overlay, 88 
 Colour effects, 87, 130 
 Commune work, 161, 185, 189, 195, 200 
 Coiiiferw, 65 
 
 Constructional exercises, 15 
 Cost per child, equipment multiples of ten, 24 
 Crank of brace, 52, 53 
 Cutting pliers, illus. of, 22 
 notes on, 45 
 
 D 
 
 Demonstration lessons, 16, 17, 18, 19 
 
 ,, caution, 195 
 
 Description of equipment, apparatus, 
 
 tools, 25 to 63 
 Development of drawings, 130 
 Dog kennel, 151
 
 218 
 
 r)01J.V'S BKDSTKAD, 125 
 ,, COUCH, 131 
 
 Dotted lines, use of, 100 
 Double point gauge, illus. of, 52 
 Drawing, co-ordinate views, 141 
 
 ,, equipment, 23 
 
 ,, of circles without compasses, 157, 
 
 162 
 Drawings in pictorial form, 115 
 
 DU(JI" STAMP MACHINE, 177 
 
 Education by doing, 8 
 
 Effective teaching of other handicrafts, 12 
 
 E^CLOSL'KE KAILS OK PALINGS, 104 
 
 End of first year group of lessons, 110 
 ,, second ,, ,, 148 
 
 ,, advanced ., ,, 210 
 
 Ensemblement of details, 1(J2, 170, 175, ISO, 
 185, 190 
 
 "Exeter" hammer head, illus. of, 43 
 
 Express locomotive, I'J'J 
 
 Familiarizing Unit rule measurement, 1'.) 
 Field kollek, 154 
 Files, illus. of, 22 
 ,. notes on, 46 
 Firmer chisels, illus. of, 58 
 First course of work, 72 
 Fixing work, 25 
 
 Foreshortening of oblirjue lines, 14() 
 Fret saw frame, illus. of, 34 
 Frocbelian principles, 8 
 Froebels Gifts, HO 
 
 G 
 
 GaKDEN t.ATK, 10'. t 
 
 HK.vr, 118 
 Gauge, description of, 49 
 ,, illus. of, 50 
 ,, notes of lesson on, 51 
 
 (jauging thin wood, plioto. of position, 51 
 
 Geometrical drawing, 10 
 
 Gimlet, 55 
 
 Glasspaper, notes on, 01 
 
 ,, rounding up ends, photo, of posi- 
 
 tion for, 02 
 
 Glasspaper, block or rubber, 02 
 
 Glossary of technical terms, 211 
 
 Glue, how made, Oi) 
 
 ,, prepared for use, 70 
 
 ,, alternative niethods of preparation, 70 
 
 ,, liijuid, 71 
 
 I'tlicient jointing with, 71 
 
 Gxadation of work, 9 
 
 Graining of wood, 150 
 
 (rrinding angles of tools, 30 
 
 Grooving plane, description of, 5() 
 
 Groups of lessons, 16, 17, 18, 19 
 
 Guiding saw-kerf on work board, 25 
 
 H 
 
 Half-lap ckoss, 91 
 
 Hamamclichc, 68 
 
 Hammer, notes of lesson on, 43 
 
 photos of positions for using, 44, 45 
 ,, " Warrington" head, 22 
 Hanubakkow or sack tklxk, 143 
 Hakvkst cakt, 158 
 
 Hinge for clothes airer, how formed, 121 
 Honing angle of cutting tools, 60 
 How a gate should hang, 108 
 How to "centre pin" hang a door, 180 
 
 I 
 
 Inaccurate .sawing, remedy for, 93 
 Index, 212 
 
 Inner bark of lime tree, 67 
 Interest, maintenance of, 153 
 Intermediate group of lessons. 111 
 Intr<.)duction, 9 
 
 JinjlardaCd', OH
 
 219 
 
 K 
 
 KiTtHEN IN \ll:, I'iT 
 Kn1FK-l;K!M)IN(, :MAflilNK, 17-i 
 
 L 
 
 Ldpindarii-, 67 
 
 Little talks on common things, 11 
 
 Lime tree, G7 
 
 Ijine diagrams, 128 
 
 Liqiiidambcr stiiraciflua, 68 
 
 Llriodcndron titlipifera, 64 
 
 List of alternative models, 15 
 
 ,, standard models, 15 
 Locomotive and tender, photo, block of, 200 
 Locomotive, details of framing, 204 
 ,, elements of, 206 
 
 ,, sectional elevation, 202 
 
 tender and tool box details, 208 
 
 M 
 
 M(i(/noli(icC(c, 04 
 ]\Iahogany, 64 
 Manual instruction, 7 
 :Marking-out drill, 31 
 
 ,, to length, 32 
 
 ,, to several lengths, 32 
 
 Marking gauge, illus. of, 50 
 
 ,, description of, 4'.) 
 
 setting and adjusting, 50 
 Material recjuisites, 24, 64 
 Measurement by units, lesson on, 28 
 
 at sight drill, 74 
 Mechanical advertising machine, 168 
 Mechanical toys, 160, 165, 170, 174, 189, 194 
 Mental calculations, 106 
 Merry-go-round, 163 
 ■Metal sequins, 142 
 
 :Method of hinging, 106, 107 ,'123, 138 
 
 IMiner's hut or cabin, 182 
 
 IModel 1, procedure for constructing, 76 
 
 2 ,, „ V8 
 
 i 3 „ ,. 81 
 
 „ 4 „ ,. «:^' 
 
 ,. 5 ,, ,. «<' 
 
 Model 6, procedure for constructing, 88 
 7 .. 92 
 
 ,. 8 
 
 n 9 
 
 " 
 
 >• 
 
 96 
 
 100 
 
 „ 10 
 
 ,, 
 
 ,, 
 
 103 
 
 M 11 
 
 ,, 
 
 ,, 
 
 106 
 
 ., 12 
 
 
 
 110 
 
 ,. l:^ 
 
 ,, 
 
 ,, 
 
 112 
 
 ,. 14 
 
 ^, 
 
 ,, 
 
 116 
 
 ,, 15 
 
 ,, 
 
 ,, 
 
 119 
 
 ,, 16 
 
 ,, 
 
 ,, 
 
 12::! 
 
 ,, IT 
 
 ,, 
 
 ,, 
 
 124 
 
 „ 18 
 
 ,, 
 
 ,, 
 
 128 
 
 „ 19 
 
 ,, 
 
 ,, 
 
 132 
 
 „ 20 
 
 , , 
 
 ,, 
 
 133 
 
 >, '■^1 
 
 ,. 
 
 ,, 
 
 138 
 
 ,, 22 
 
 ,, 
 
 ,, 
 
 141 
 
 ,, -23 
 
 
 ,, 
 
 142 
 
 ,, 24 
 
 ,, 
 
 ,, 
 
 147 
 
 „ 25 
 
 
 ,, 
 
 150 
 
 „ 26 
 
 ,, 
 
 ,, 
 
 155 
 
 ,, 27 
 
 ,, 
 
 „ 
 
 157 
 
 ,, 28 
 
 ,, 
 
 ,, 
 
 162 
 
 ., 29 
 
 ,, 
 
 ,, 
 
 167 
 
 „ 30 
 
 , , 
 
 , , 
 
 171 
 
 ,, 31 
 
 
 ,, 
 
 17(; 
 
 ,, 32 
 
 
 
 181 
 
 ., 33 
 
 ,, 
 
 
 187 
 
 ,, 34 
 
 ,. 
 
 
 1 90 
 
 ,. 34a 
 
 
 
 192- 
 
 ,, 35 
 
 , , 
 
 
 198 
 
 ,, :^G 
 
 
 
 203 
 
 „ 36a 
 
 ,, 
 
 ., 
 
 209 
 
 Mortise gau 
 
 jc, illus. 
 
 of, 52 
 
 
 :Motok car. 
 
 197 
 
 
 
 Mould for bending wood, particul 
 
 ars of, 196 
 
 N 
 
 Nailing positions for, photo, blocks, 44, 45 
 
 ,, caution, 159 
 Nails, screws, and glue, 68, 69, 70, 71 
 Names of models, 16, 17, 18, 19 
 Necessity of accuracy, 133 
 
 Notes of lessons, 26, 28. 30, 33, 38, 41, 43, 46, 
 48, 51, 55
 
 220 
 
 Notes on woods, 61, 65, 66, 67, 6S 
 
 tools. 25, 27, -29, 32, 36, iO, 12, 15, 16, 
 49, 52, 66, 57, 58 
 Notes on materials, 59, 61, 62, 68, 69 
 Not " teacher's work," 97 
 
 o 
 
 Obligations, 6 
 
 ( )l)liqiie parallel projections, 122 
 
 nailing, 141 
 Observation lesson, 11 
 "Occupation" class-room, 5, 13 
 Oilstones, notes on and use of, 59 
 Ore-crushing or stamp mill, 177 
 Overlap cross or string winder, 72 
 Overlap jointing, 10 
 (Jverlap strip paper designing, 9, 73, 74 
 Oxford frame, 76 
 
 Pad saw, handle and blade, illus. of, 34 
 Panel pins, 68 
 
 Paper strip diagram, example of, 74 
 Parallel vice, illus. of, 63 
 I'icea excelsn, 65 
 Piercing saw, photo, of, 57 
 Finns picea, 65 
 Pitch-bed, 36 
 
 Plan of general handicraft room, 13 
 Planes, description and uses of, 36 
 illus. of, 36, 37 
 ,, iron or cutter, 36 
 ,, using smoothing plane, 37 
 small iron plane, 39 
 notes of lesson on, 38 
 position drill for, 39 
 Plant ladder, 94 
 Positions for honing, 60 
 I'ractieal work, 10 
 Preface, 5 
 Pricker, 41 
 I'roducts of Conifcra-, 66 
 
 Railway signals, 186 
 
 Rasping and filing, positions for, 48 
 
 Rasps and files, notes of lesson on, 48 
 
 Reciprocating motion, 170 
 
 Reversing spinning mill, 89 
 
 Rotary motion, 170 
 
 Round-nose cutting pliers, notes on, 45 
 
 Russian mats, 67 
 
 Sack truck, 143 
 Sandpaper, notes on, 61 
 Satin walnut, notes on, 68 
 Sawing, photo, positions for square, 35 
 ,, ,, ,, ,, oblique, 35 
 
 ,, on bench hook ,, 35 
 
 ,, position drill, 33 
 block. 25 
 to waste, 212 
 ,, to line, 212 
 Saws, construction of, 32 
 ,. illus. of. 22, 33, 34 
 ,, form of teeth, 33 
 ,, damage to, 33 
 ,, notes of a lesson on, 33 
 Scale drawing by Unit system, 27, 111, 171 
 Scheme of lessons, 16, 17, 18, 19 
 Scratch or beading tool, illus. of, 22 
 Screws, sizes of, 69 
 Sections, how to teach about, 82 
 
 ,, how placed, and \aku' of, 83, 86 
 Setting a plane. 37 
 Sharpening a chisel or other cutting tools. 
 
 illus. of, 60 
 Signal cabin, 19U.\ insert page 
 Silver fir, 65 
 Simple collmn, 84 
 Spruce, 65 
 Step laddfr, 113 
 Sugar maple, 67 
 Swieteuia vialKujaiii, 60 
 Swiss pine, 65
 
 221 
 
 Tee square, use of, 7'.*, '.)'i 
 
 Tee square, 80 
 
 Templates, use of, 116, 145 
 
 Tenon saw, ilhis. of, 33 
 
 ,, description of, 32 
 
 Testing accuracy of angles, 31 
 
 ,, ,, of dimensions, 32 
 
 Tilia Americans , CA 
 
 Tilia cordafa, 67 
 
 Tiliacerp, 67 
 
 Toilet or pressing table, 134 
 
 Tool equipment and cost of, '22, 24 
 
 Tool position drills, 11, 16, 17, IS, 19 
 
 Training, sight measurement, 124 
 
 Transposing drawings, 120 
 
 Treadle and crank movement, 170 
 
 Triangle, strength of, IKi 
 
 Try square, construction of, 29 
 accuracy test, 30 
 ,, notes of a lesson on, 30 
 
 ,, position drill, 31 
 
 Turkey stone, 59 
 
 u 
 
 I 'nit rule, illns. of, 27. 
 Universal handicraft bench, 14 
 Use of Tee and set square, 92 
 
 Use of clinching block, 141 
 Using smoothing plane, 37 
 
 ,, iron smoothing plane, 3'.( 
 
 ,, bradawl, 42 
 
 ,, hammer, 44 and 45 
 
 ,, back saw, 35 
 
 rasp for forming curves, 47 
 
 ,, marking cutting gauge, 51 
 
 ,, brace and disc cutter, 53 
 
 ,, piercing saw for cutting curves, 58 
 
 Value of dotted lines, 100 
 
 w 
 
 Washita stone, 59 
 
 Wheel arms, 91 
 
 Wheelbarrow, 146 
 
 Wicket gate, 137 
 
 Windmill, paper sails, 90 
 
 Wire edge on sharpened tools, 45, GO 
 
 Wire nails, 68 
 
 W^ire suspension rods, 117 
 
 WOUKIKG DRAWlNCiS OF SPINNING MILL, 89 
 
 Working models, 89, 168, 172, 177, 186, 197, 202
 
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