THE UNIVERSITY 
 OF ILLINOIS 
 LIBRARY 
 
 Presented in 1929 by 
 George William Myers 
 Class of 1888 
 
 ^7/.4e 
 
 I 896//899 
 
Return this book on or before the 
 Latest Date stamped below. A 
 charge is made on all overdue 
 books. 
 
 University of Illinois Library 
 
 kfj - 1 ml 
 
 27214 
 
Return this book on or before the 
 Latest Date stamped below. A 
 charge is made on all overdue 
 books. 
 
 University of Illinois Library 
 
 SEf - 1 mi 
 
 27214 
 
Course of Study. 
 
 Manual Training 
 Department 
 
 of the 
 
 Elementary Public Schools 
 
 Chicago 
 
 ♦ 
 
 1 898-I 899 
 
 Prepared by 
 
 R. F. Beardsley, 
 
 Supervisor of 
 Manual Training. 
 
FEB [ 9 *3( 
 
 5 
 
 > 8^3 
 
 
 IMQ 
 
 T 
 
 his manual is 
 
 designed 
 
 as a guide to the teachers 
 of constructive work in the Grammar Grades of the 
 Chicago Public Schools. 
 
 The models shown are such as have proved of value in 
 developing, not alone manual skill, but such as will tend to 
 lead children to independent thinking. 
 
 No set of models can express the manual training idea, nor 
 can any definite course of work be applicable to all of the 
 diverse conditions to be met in one city or even in one school, 
 consequently the courses shown are arranged merely as a tem- 
 porary base from which to work. Considering that the 
 development of the child morally and mentally is the object 
 of education, then the acquisition of skill, which heretofore has 
 been the dominant feature in manual training, will become 
 incidental, and the exercise of the faculties in self-expression 
 will become the basis for our work. Not that the training for 
 skill is to be neglected, but it should not be fostered at the 
 expense of the child’s broad understanding of nature and 
 nature’s laws. 
 
 A closer relation between the work in the shops and the 
 work of the grade teacher is desired in order to give life to the 
 work of the shops, which should be considered in the light of 
 school laboratories where the work of the class-room is to be 
 more fully developed. The special teachers of manual train- 
 ing should keep in constant touch with the work of the grades 
 and should, as far as possible, plan to have each lesson express 
 in some way the work which is being carried on in the class- 
 room. As an example I would suggest that in April, when the 
 study of plant life is being made (see course of study p.p. 29,) 
 that the manual training classes make small window-boxes. 
 That when the study of birds and their flight is taken up, the 
 construction of kites and boats occupy the attention of classes 
 in the shops. 
 
 Play as a means of education has been shown to be most 
 
 685141 
 
6 
 
 valuable in our vacation schools and in the Kindergarten. The 
 construction of apparatus for games and plays will be found to 
 bring our work in closer touch with the child’s life. Several 
 games shown among the models here presented will illustrate 
 this idea. 
 
 Apparatus for scientific experiment and for physical culture 
 opens another field for the development of the inventive 
 faculty. 
 
 Work in wood alone is sufficient for a two or three years 
 course but is not diversified enough for constructive work 
 throughout the grades. In consideration of this I would advise 
 the use of many materials and would recommend that in plan- 
 ing exercises teachers make use of any material which would 
 be most fitted to the work. Clay, Paper, Cardboard, Tin, Wire, 
 Twine and many other mediums may be used alone or in com- 
 bination with wood to produce the articles or objects desired. 
 
 The directions for work herein given are not necessarily the 
 ones which would be followed by a mechanic in constructing 
 each object, but are arranged with the idea in view of a pro- 
 gressive development of the child mentally and physically. 
 These directions are to be carefully followed by teachers, and 
 the tools therein specified are to be used. 
 
 Each lesson is, in general, to be given in the following order: 
 
 First: Theoretical Instruction as to necessary material and 
 
 tools, and explanation of the nature and use of the particular 
 exercise. 
 
 Second: Drawing. Free-hand sketching of teacher’s model, 
 and constructive drawing made from this sketch. 
 
 Third: Demonstration by the teacher, of the manner in 
 
 which the object is to be made. 
 
 The theoretical instruction is to comprise and include des- 
 criptions of various kinds of woods and trees, their uses, and 
 the reasons for same. Structure, growth and properties; the 
 methods employed to prepare them for use, defects and their 
 causes, as also the various means employed for preservation. 
 
 Tools are to be accurately and minutely described, and the 
 historical development and utility of each particular part is to 
 
7 
 
 be made clear. The nature, properties, origin and manufacture 
 of the metals which compose the different implements, is to be 
 indicated, with special reference to steel in its relation to iron, 
 and how to harden it. The sharpening and care of edged tools 
 is to be taught at the time of their mtroduction into the work. 
 
 The course in drawing will be given as follows: 
 
 In the case of objects made from one piece of thin wood, 
 where but one view is required, no drawing is to be made. 
 Pupils will under these conditions, work from the teacher’s 
 model, and from a blackboard drawing. 
 
 In the case of all objects requiring two or more views for 
 their representation, pupils will in every case, make a free-hand 
 sketch from the teacher’s model, showing the necessary views 
 and dimensions, except where otherwise indicated in the direc- 
 tions. 
 
 This sketch, after being approved by the teacher, is to 
 serve as a basis for the finished working drawing. The pupil 
 should be taught that this class of drawing is a convenient 
 and forcible means of thought expression. 
 
 No drawings will be required of “extras” or such objects 
 as are to be made by those pupils who are in advance of the 
 class. Blue prints will be furnished for this class of work. 
 
 In the case of all regular or class-work the teacher is required 
 to demonstrate, before the assembled class, the methods to be 
 pursued in constructing the object under consideration. 
 
 The successive steps in the execution of the exercise are to 
 be indicated and demonstrated. This includes all operations 
 necessary to the production of the finished article, the use of 
 the various tools, the testing and marking of completed faces. 
 Difficult points in the exercise should be anticipated by the 
 teacher, who will emphasize the means to be taken to avoid or 
 overcome them, and cautions previously given regarding the 
 holding and using of edge tools should be repeated. 
 
 Individual demonstration is to be given upon anything but 
 the pupil’s work, which is to be entirely the product of his own 
 skill. 
 
 Hasty and careless work should be early detected and cor- 
 
8 
 
 rected. This being possible if it is required that each of the 
 steps in the exercise be executed and submitted for inspection 
 before further work is undertaken. 
 
 Ornamentation in the form of back-ground punching and 
 chip-carving, is introduced to devolop artistic feeling and cul- 
 tivate the inventive faculty. 
 
 Therefore, in giving this work avoid as much as possible 
 the copying of designs shown in this pamphlet. These are 
 intended merely as suggestions. Stimulate the pupils to plan 
 their own designs, which when properly criticised and corrected 
 by the teacher, will in most cases prove effective. 
 
 As a means of awakening dormant faculties in children we 
 have found nothing better than to allow them to plan some 
 form of ornamentation and execute it as an “ extra/' 
 
 Work which is not a pupil's best effort should never be 
 decorated. Neither should ornamentation be used to hide 
 defective workmanship. 
 
 Sand paper should be used only to clean the work. It is 
 never to be considered as a cutting tool, nor used to remove 
 irregularities in tool work. 
 
 Putty is to be used only to cover the heads of nails or screws 
 which are set or countersunk. 
 
 The steel scrapers are for use on hollows and rounds. They 
 may be classed as cutting tools. 
 
 ACCIDENTS. 
 
 “ Slight wounds are liable to occur in the course of the 
 manual training work, and should be managed in accordance 
 with the methods of modern aseptic surgery, not only for the 
 immediate benefit of the one injured but for the educational 
 value derived from extending a knowledge of such methods. 
 Teachers are therefore urged to follow accurately the following 
 instructions which so far as they go may be considered to repre- 
 sent the methods followed by the advanced surgery of the 
 day." 
 
 ■“ First all foreign material or dirt must be kept out of 
 
9 
 
 wounds. By the word dirt is meant anything capable of bear- 
 ing such micro-organisms as produce pus or blood poisoning. 
 Such organisms are constantly present in the air, and upon all 
 substances exposed to the air, such as handkerchiefs, tools, the 
 skin, etc., also in water, except that which has been purified 
 by recent boiling. The individual who takes charge of a 
 wound, should first carefully wash his hands, then wash the 
 wound with recently boiled water, or with water which has 
 been purified by passing through a germ-proof filter such as 
 the Pasteur. In washing a wound never wash anything into it, 
 but always away from it. Then without touching the fingers 
 to the wound cover it with some of the purified (sterilized) 
 gauze found among the supplies. The gauze should be thickly 
 massed over the wound, care being taken to avoid having that 
 portion of it which immediately covers the wound, come 'in 
 contact with the fingers, clothing, table, or anything else which 
 has been exposed to the air. The gauze should then be 
 fastened down over the wound by a bandage, or where con- 
 venient by a piece of adhesive plaster.” 
 
 “ In removing the gauze from the jar, cut off what is wanted 
 with a pair of clean scissors, and immediately close the jar, 
 exposing the contents to the air as little as possible.” 
 
 “When the bleeding is slight it serves to cleanse the wound 
 partially and is not dangerous. The pressure from the bandage 
 which should never be excessive, will in the great majority of 
 cases be found to be sufficient to control the bleeding. Cob- 
 webs and other infected material should never be used to stop 
 bleeding. When bleeding is excessive it can be controlled by 
 tying a bandage around the limb involved, at some place where 
 the tissues are soft, and tightening it if necessary by twisting 
 it with a ruler.” ~ 
 
10 
 
 DIRECTIONS. 
 
 PLANT LABEL. 
 
 Prepare Stock }£"- or T 3 g "xi^ "* 7 ", s. 2 s., Bass. 
 
 1. One edge is to be made straight and smooth by the 
 teacher. 
 
 2. Pupils will square one end with knife, (cross-whittling). 
 To be tested with try square. 
 
 3. Measure length and square around with knife. 
 
 4. Whittle to knife line and test with try-square. 
 
 5. Gauge width and cut to line. (Straight-whittling). 
 
 6. Measure and mark small end with pencil and rule. 
 
 7. Whittle to oblique lines. (Oblique-whittling). 
 
 8. Clean all over with No. o sand-paper on a block. 
 
 No Drawing. 
 
 PENCIL SHARPENER. 
 
 Stock, y%" or T y'x 2 "x 5 "> s - 2 s -< Bass, prepared by teacher. 
 
11 
 
 1. One edge to be made straight and smooth by teacher. 
 
 2. Square one end. (Cross-whittling.) 
 
 3. Measure length and square that end. 
 
 4. Gauge width and cut to line. (Straight-whittling). 
 
 5. Mark curve with drawing compass. 
 
 6. Cut to curve with knife. (Curve-whittling.) 
 
 7. Measure and mark small end with pencil and rule. 
 
 8. Cut to oblique lines. (Oblique-whittling.) 
 
 9. Locate and bore hole. 
 
 10. Give pupil a small piece of No. o sand-paper from 
 which he will cut the disk to be glued on. (Clean all over 
 with No. o sand-paper on block before gluing ). 
 
 11. Use wooden hand-screw and a piece of waste wood in 
 gluing on sand-paper. 
 
 No Drawing. 
 
 STRING WINDER. 
 
 Stock, y%" or t V'x4^ "x 5" s. 2 s, Bass. 
 
 1. Draw a 
 of grain. 
 
 2. Draw line at right angles to above at its center. 
 
 3. Measure and mark curves. 
 
 4. Saw nearly to lines with coping-saw. 
 
 5. Finish with half-round file and sand-paper. 
 
 No Drawing. 
 
 Note. — The use of the marking gauge is intended here for 
 7th and 8th Grade pupils. It has been found best to reserve 
 the gauge for later work with pupils of grades below the seventh. 
 
 pencil line through centre of board in direction 
 
12 
 
 PLANT LABEL no. 2 
 
 
 PENCIL NMAPENEAwL 
 
 TWINE WJNDEB no./. 
 
 Qfatr.Sr F£t' : ~ 5 * 
 
 7 ?. F Fiecu-dsiejf. 
 
 DIRECTIONS. 
 
 PLANT LABEL No. 2. 
 
 Stock, y%” or T 3 - 6 " Bass. 
 
 Same directions as for Plant Label No. i. 
 
 PENCIL SHARPENER No. 2. 
 
 Stock y%" or j%" Bass. 
 
 Same directions as for Pencil Sharpener No. I. 
 
 TWINE WINDER No. i. 
 
 Stock }£" or T 3 g" Bass. 
 
 A whittling exercise. 
 
 Stock to be prepared the same as for Plant Label No. i. 
 
 No. Drawings. 
 
13 
 
 DIRECTIONS. 
 
 MATCH SCRATCHERS. 
 
 Stock, y%" or T V ; x 4 n x 5", 5. 2 s., Bass. 
 
 1. Draw centre line and lay off curves and diagonal top 
 lines. 
 
 2. Cut to curves and straight lines with knife. 
 
 3. Glue on a square piece of No. o sand-paper. 
 
 4. Cut to curve when dry. 
 
 5. Bore hole. 
 
 6. Finish with sand-paper on block. 
 
 No Drawing. 
 
 BRACKET SHELF. 
 
 Stock for Top, 7 3 g- " x 6 y" x 3 y \ s. 2 s, Bass. 
 
 Stock for Brace, T V' x 3 y" X5" s. 2 s, Bass. 
 
 Stock for Back, T 3 -g" x 6 yy x 5" s. 2 s. Bass. 
 
14 
 
 Make each part a separate exercise. 
 
 Use pencil, rule, compass, coping-saw and half-round file. 
 
 When the three parts are correctly finished and cleaned with 
 sand-paper, fasten back and brace together by means of glue 
 and brads, having pupils locate and start the brads before 
 applying the glue. Give particular directions to apply glue 
 very sparingly and have all superfluous glue cleaned off before 
 it hardens. 
 
 Locate and start brads in top and fasten with glue to back 
 and brace. 
 
 No Drawing. 
 
 CORNER BRACKET. 
 
 Stock for Top, T V x 7" x-7" s. 2 s. Bass. 
 
 Stock for Braces, T 3 g " x 7" x 9" s. 2 s. Bass. 
 
 Same steps, tools and directions as for Bracket Shelf. 
 
 No Drawing. 
 
15 
 
 DIRECTIONS. 
 
 MAT No. 2. 
 
 Stock, }£" or T \"x 6 %"x 6 * 4 ”, s. 2 s., Bass. 
 
 1. Plane edge and end square, using shooting-board. 
 
 2. Mark five inch square, with knife-lines. 
 
 3. Lay off curves, and saw with coping-saw. 
 
 4. Finish to lines with knife. 
 
 5. Design a background for punching. 
 
 6. Lay off design, cut lines with knife, and clean before 
 punching. 
 
 No Drawing. 
 
 ENVELOPE OPENER No. 1 . 
 
 Stock, T 3 g"xi // x 7 J 4 ” , s. 2 s., Bass. 
 
 1. Draw centre line and lay off curves at each end with 
 pencil and compass. 
 
 2. Mark design for chip-carving as shown. 
 
16 
 
 3- Whittle to lines and form the blade with knife. 
 
 4. Carve handle. 
 
 5. Sand-paper to clean. 
 
 No Drawing. 
 
 MATCH SAFE No. 4. 
 
 Stock, T 3 g "x2j^ "xi2" s. 2 s., Bass. 
 
 1. Plane edge and one end and plane to width. 
 
 2. Saw off 4 %" for back. (Back-saw and bench-hook.) 
 
 3. Make back. (Whittle curve.) 
 
 4. Make front and sides and fit together. 
 
 5. Make and fit base, 
 
 6. The best match safes may have a star carved in the 
 front panel. Sand-paper for striking may be glued to sides. 
 
 General Drawing. 
 
d, w, Hit 
 
 U£U _ 
 
 H F Heanbtey. 
 
 BLOTTER. 
 
 DIRECTIONS. 
 
 ROUND MAT. 
 
 Stock, J£"x 6 j 4 "x 6 yi" , s. 2 s., Whitewood. 
 
 1. Find centre of board by drawing the diagonals of 
 square. 
 
 2. Mark curves with compass and construct star, using 2" 
 radius to locate the points. 
 
 3. Saw, with small turni?ig-saw , nearly to outer curve and 
 finish with flat file (draw filing). 
 
 4. Cut on inner curve and on lines of star with knife, and 
 punch background. (Particular attention should be given to 
 even punching and to correct handling of the hammer.) 
 
 5. Clean with No. 0 sand-paper. 
 
 No Drawing. 
 
 BLOTTER. 
 
 Stock, T \ "x3J^ "x5J ^ ", s. 2 s., Bass, and 1 " length of 
 Dowel-rod. 
 
is 
 
 1. Plape one edge and one end, testing with try-square. 
 
 2. Gauge and plane width. 
 
 3. Measure and mark length with knife and plane to knife 
 line. 
 
 4. Mark border line with gauge and knife. 
 
 5. Draw design with pencil and follow with knife. Punch 
 background. 
 
 6. Round and smooth the end of the handle with knife. 
 Drill and countersink hole and screw together. (A blotter is to 
 be glued to the base.) 
 
 Note* — T he smoothing plane is to be used in this exercise. 
 Pupils are to be taught to take apart and put together and to 
 whet the plane blades. The grinding will be done by the 
 teacher. The design shown for ornamentation is suggestive, as 
 are nearly all those show hereafter. Teachers will vary de- 
 signs as seems best and where possible make use of the ideas 
 of the children. Paper templates may be used for duplication 
 in urnamental designs. 
 
 No Drawing. 
 
 PEN RACK. 
 
 Stock, ffx 2 %"xio\ s. 2 s., Bass. 
 
 1. Plane edges parallel and to required width. 
 
 2. Saw off a piece 6 %" long and gauge centre line. 
 
 3. Point ends with knife; lay off design and carve. 
 
 4 Mark a circle on the extra piece and plane ends to 
 proper distance from curve and square with edges. 
 
 5. Drill a small hole near edge of the circle, insert blade 
 of coping-saw, and cut to line. Finish with half-round file, 
 and saw apart with back-saw. 
 
 6. Clean and fasten together with glue and brads. 
 
 No Drawing. 
 
19 
 
 ENVELOPE CASE. 
 
 fSca/e Full 
 
 /i W. F.vanS I IeL . _ 
 
 F.FBeardUey. 
 
 DIRECTIONS. 
 
 ENVELOPE CASE. 
 
 Stock, T 3 T " Basswood. 
 
 An exercise in the use of the smoothing-plane on edges and 
 ends. Also an exercise in chip-carving. 
 
 1. Plane pieces to size, using the shooting-board. 
 
 2. Carve the base as shown. 
 
 3. Clean and fasten together with glue and brads, locating 
 the brads by means of a very light gauge line, from edge, 
 and measuring the distances apart. 
 
 4. Carve coping at top and ornament as shown. 
 
 5. A design may be carved on sides if desired. 
 
 6. Finish with sand-paper and shellac. 
 
 Drawing as shown. 
 
20 
 
 Twine for making the kite and bridle, as shown, will be 
 furnished. No twine for flying the kite is to be supplied. 
 
 No Drawing. 
 
21 
 
 DIRECTIONS. 
 
 KEY RACK. 
 
 Stock, %" X3^0 x8^" Whitewood, and yVx 2*4 rf x 6 * 4 " 
 
 Cherry. 
 
 1 . Plane one edge, gauge width and centre line (whitewood). 
 
 2. Plane to width. 
 
 3. Mark curves at ends and square the shoulders with knife 
 lines on both face and edge. 
 
 4. Saw curves with turning-saw and saw shoulders with 
 back-saw. 
 
 5. Pare vertically with chisel, taking light cuts to lines 
 Test with try-square. 
 
 6. Finish with file, but do not allow a file to be used un- 
 less the work has been well done with a sharp chisel. 
 
 7. Clean the face with smoothing-plane. 
 
 8. Make front plate using turning-saw and file for curves. 
 
 9. Carve as shown. 
 
22 
 
 10. Glue in place and locate position of hooks. 
 
 11. Clean and finish with shellac. 
 
 12. Screw the hooks in place. 
 
 Note.— P articular care should be used in gluing that the 
 superfluous glue, which is pressed out from between the pieces, 
 is at once removed, and that the clamps are so adjusted as not 
 to mar the work. 
 
 No Drawing. 
 
 COAT HANGER. 
 
 Stock, i"x4"xi6 y^" rough Pine. 
 
 1. Plane all over to ]/% "^ 3/4 "xi 6 " . 
 
 2. Mark curves on ends with compass. 
 
 3. Mark curves on sides free-hand or with template which 
 may be made of thin basswood. 
 
 4. Saw nearly to curves with turning-saw and finish with 
 spokeshave. 
 
 5. Finish with sand-paper, but do not use a file. 
 
 6. Fit with large screw hook to serve as a hanger. 
 
 7. Shellac. 
 
 Note. This is principally an exercise in modeling with the 
 spokeshave, therefore all irregularities which can be felt with 
 the hand, are to be removed with that tool. Sand-paper is to 
 be used only for cleaning. 
 
 No Drawing. 
 
23 
 
 DIRECTIONS. 
 
 INK STAND No. 2. 
 
 Stock, S/s" Whitewood or n Gum and Maple or T 3 ¥ 
 Cherry. 
 
 An exercise in the use of the chisel and plane and in chip- 
 carving. The thin top piece may be built up from strips of 
 various colors. 
 
 No Drawing. 
 
 PHOTOGRAPH FRAME. 
 
 Stock, fV' Bass or Cherry. 
 
 Use compass, rule, knife and file. 
 
 No Drawing. 
 
24 
 
 DIRECTIONS. 
 
 PAPER KNIFE No. i. 
 
 Stock, X i 3 / 8 " X II^", s. 2 s., Cherry. 
 
 1. Plane to required width. 
 
 2. Draw centre line lightly with pencil. 
 
 3. Lay off curves at ends and at juncture of handle and 
 blade. 
 
 4. Cut outline with coping-saw and smooth with file. 
 
 5. Form blade with knife, spokeshave and file, working to 
 a center line on the edge. 
 
 6 Mark design in handle and carve. 
 
 7. Clean thoroughly and finish with three very thin coats 
 of shellac. 
 
 PAPER KNIFE No. 2. 
 
 Stock, same as above. 
 
 Directions same as for Paper Knife No. 1. 
 
 No Drawings. 
 
25 
 
 DIRECTIONS. 
 
 PAPER KNIVES No. 3 AND No. 4. 
 
 Stock Oak, Maple or Cherry. 
 
 Proceed in same manner as for Paper Knives No. 1 and 2. 
 
 No Drawing. 
 
26 
 
 DIRECTIONS. 
 
 KNIFE AND FORK REST. 
 
 Stock, x i" x 6 y 2 " s. 2 s. Gum. 
 
 1. Plane stock to x 
 
 2. Draw diagonals at each end and square around with 
 knife % " from each end. 
 
 3. Square around from each end and also from 
 each end. 
 
 4. Saw off just beyond the y%" line and block-plane care- 
 fully to line, testing with try-square. 
 
 5. Point ends with 1 " chisel. 
 
 6. Gauge }i" from edge on flat end and chisel chamfer. 
 
 7. Find centre and bore 3 / 8 " holes for cross bar. 
 
 8. Plane the remaining piece to a true octagon and after 
 inspection, plane to a 3 /s" cylinder. 
 
 9. Fit and glue into end pieces. 
 
27 
 
 10. Sand-paper cylindrical part. 
 
 11. Finish with shellac. 
 
 Note. — This exercise may be made from any close grained 
 hard wood. The cross bar may be made from a wood con- 
 trasting in color with that of the ends. 
 
 General Drawing without shading. 
 
 PEN HOLDER. 
 
 Stock, Y" x x g" s. 2 s. Red Cedar. 
 
 1. Plane stock to y 2 " x Y" • 
 
 2. Mark circles at ends and bore hole for peg. 
 
 3. Cut off lY" and form peg to tightly fit hole except at 
 outer end where it should be slightly smaller to admit pen. 
 
 4. Glue in peg. 
 
 5. Whittle to shape. 
 
 No Drawing. 
 
28 
 
 DIRECTIONS. 
 
 MATCH BOX No. 3. 
 
 Stock, (several pieces of either hard or soft wood may be 
 used, built up either vertically, horizontally or radially). 
 
 The teacher will give such directions as are necessary to 
 perform the work in accordance with the number and shape of 
 pieces used. 
 
 Detail Drawing. 
 
29 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 J 
 
 i '2LB. ) \ 
 
 ? ib Lfie t/ieS.. 
 
 
 £ A/e / hki 
 
 3 f 
 
 TAc (A) Stic fa sh cu/ct be nailed a tel gtaed tc 
 .(B) shcfis and jurtfier secured bp pieces oj chi/i t gtued 
 oven enti re j cmt (Fcg3). Figures £&3 show position cj 
 outside corci (Ji ) Tn. Tig' I cet la[T T)u nd urings 
 
 * - — >i ( F F] a re Cc ire red vi l A tig fit String 
 
 paper, cl nuwn tight, and wings (&G) 
 
 — — 29 
 
 t A/e l/m 
 
 3£ 
 
 % * 
 
 are severed wit A light cloth, lejt 
 Slightly baggy The upper end 
 ij bridle h ae j if distance from 
 [a) t~o(A), trim (a.} t and lower end 
 just below (c), Tlyi.ijj ]\not is 
 <9‘ in j ront , and tg a he ire (bj (Fig/). 
 
 Both Sides must be eeact lu a l, he. 
 
 A. m E ^A3 & A T. Aohmscn leLs. 
 
 S.J.Conune. Inventor, 
 
 B F Beardsley. 
 
30 
 
 NAIL BOX 7 
 
 
 71 7 ; 
 
 
 i - 
 
 
 
 f 
 
 
 
 r ” 
 
 
 1 
 
 6 
 
 ■> 
 
 
 
 
 ^ca/e Hcltj 
 
 A U/ 77c , 
 
 
 MAIL BOX m Z . 
 
 3' 
 
 M m 
 
 
 >»* 
 
 
 T " 7 
 
 _J t 
 
 ,3c aie Fail BCje.. 
 
 L 
 
 3 F. Beardsley . 
 
 DIRECTIONS. 
 
 NAIL BOX No. i. 
 
 Stock, y 2 " , s. 2 s., Pine. 
 
 1. Plane one piece to the required width for the four sides. 
 
 2. Plane one end on shooting-board. 
 
 3. Measure length for one side piece and square all around 
 with knife. 
 
 4. Saw off with back-saw and plane the end to knife-lines 
 on shooting-board. 
 
 5. Proceed as above for each side. 
 
 6. Measure and mark for brads as directed in Envelope 
 Case. 
 
 7. Nail and Glue together. 
 
 8. Plane and fit bottom. 
 
 9. Clean all over and shellac 
 Note. — Teach use of nail-set. 
 
31 
 
 Have inner surface cleaned before fitting together. 
 
 General Drawing as shown. 
 
 NAIL BOX No. 2. 
 
 Stock, y?," s. 2 s., Pine. 
 
 1. Plane sides and ends to size, as for Nail Box No. i. 
 
 2. Mark out gains with knife lines and gauge. 
 
 3. Saw with back-saw exactly to knife lines so that no 
 chisling will be required on sides of gains. 
 
 4. Chisel gains with ^4 chisel. 
 
 5. Fit and glue together, after cleaning inner surfaces. 
 
 6. Prepare bottom and nail and glue to frame. 
 
 7. Clean with the smoothing-plane and sand-paper. 
 
 8. Shellac. 
 
 General Drawing as shown. 
 
32 
 
 DIRECTIONS. 
 
 WHISK BROOM HOLDER, No. i. 
 
 Stock, 3 /%" Whitewood. 
 
 General directions for planing dressed lumber. 
 
 Genera] Drawing. 
 
33 
 
 c\J 
 
 § 
 
 £ 
 
 § 
 
 1 ' 
 
 O rr. 
 
 S* "* 
 
 5 °* 
 
 P 
 
 ti 
 
 
 "** 
 
 
 
 "1 
 
 0 "t* / 
 
 ... 
 
 
 ? 
 
 ""'(vj 
 
 
 -t 
 
 ] 
 
 ^ 7 
 
 
 
 - 
 
 ■4 
 
 T' 
 
 
 
 
 "K) 
 
 3 
 
 Cj 
 
 
 
 
 
 
 
 
 
 1 i 1 
 ! - > 
 
 
 
 i 
 
 
 
 
 
 
 \ ~ 
 
 
 j 
 
 / 
 
 N 
 
 o 
 
 4 -fy _ 
 
 f 
 
 
 
 Xf; 
 
 *-Y-'__i 
 
 T 
 
 ? 5 
 to <J 
 
 Xi 
 
 n:::3 
 
 ji 
 
 Si 
 
 <n 
 
 t 
 
 « 
 
 v 
 
 a* 
 
34 
 
 M.F. J3e.a.rclsiejj. 
 
 DIRECTIONS. 
 
 COMB AND BRUSH POCKET No. 2. 
 
 Stock, 3 /s" and % " Whitewood. 
 
 An exercise in the use of the spokeshave and bevel, also 
 ornamentation by means of letters. 
 
 1. Make back piece first, then front and sides. 
 
 2. Set bevel to angle of side pieces and use in planing 
 bevel of bottom piece. 
 
 3. Fasten together with brads and glue. 
 
 4. Shellac, 2 coats. 
 
 Detail Drawing. 
 
35 
 
 2\ . F. Meaj-clsir-u. 
 
 DIRECTIONS. 
 
 LETTER RACK. 
 
 Stock, Hardwood. 
 
 Construct rack according to drawing and either carve or 
 punch a design on sides and front. 
 
 This model should be highly polished after applying at 
 least five coats of shellac. 
 
 Drawing as shown. 
 
 TOP. 
 
 Stock, fV' Basswood. 
 
 Stock, 5 /&" Hardwood. 
 
 Make this entirely an exercise in chiseling. 
 
 Drawing as shown. 
 
36 
 
 BOOK RACK No. i 
 
 Stock, J/q" x $y 2 " x 30" s. 2 s., Pine. 
 
 1. Plane to width, saving the long strip from edge for 
 making the moulding. 
 
 2. Plane ends square. 
 
 3. Gauge centre line and measure from ends 2 y" which 
 will give centre for curves. 
 
 4. Mark curves and saw off. 
 
 5. Finish curves with chisel and file, (See Note.) 
 
 6. Mark design as shown and cut the outline with knife. 
 
 7. Shellac and then stamp background and cut stars with 
 Y%" chisel. 
 
 8. Make base by planing the curved ends. 
 
 9. Stamp edges. 
 
37 
 
 io. Make moulding; glue and nail together and finish with 
 shellac. 
 
 Note. — T he filing should be done in the direction of the 
 curve and not at right angles to the face of board. 
 
 Drawing as shown, omiting shading. 
 
38 
 
 DIRECTIONS. 
 
 BRACKET SHELF. 
 
 Stock, I " x 7" x 20 " rough Pine, and x 3^" x6 ^ " s. 2 s., 
 Pine. 
 
 First have pupils saw off a piece 7" long, then plane and 
 finish the top of shelf according to directions. Aset of models 
 such as are shown are a great help in directing this work if it 
 is used as a first planing exercise or if given as an extra. This 
 method of showing processes is not to be carried beyond the 
 first years work.. This shelf may be made with the chamfered 
 edge of the top underneath instead of as in the drawing. 
 
 A blue print of the following directions may be placed 
 before the pupil. 
 
 1. Plane the working face and mark it X. 
 
 2. Plane the working edge and mark it II. 
 
 3. Chamfer a corner [ask teacher which one.] 
 
 4. Plane this end square with working face and working edge. 
 
39 
 
 
 5. Measure the length from this planed e?id. 
 
 6. Square across with knife-line. 
 
 7. Saw off end just beyond the knife-line. 
 
 8. Chamfer a corner opposite tried edge and plane this end 
 to knife-line. 
 
 9. Gauge the width . 
 
 10. Plane the rough edge to gauge-line. 
 
 11. Gauge the thickness on edges and ends. 
 
 12. Plane the rough face to gauge-lines. 
 
 General Drawing. 
 
40 
 
 SHELF MODELS and FRAME sheet no. 2 
 
 Use rough pieces 13 " X 7 * X J " P me 
 
 loading Face 
 & mark X 
 
 Insert dowels /p ioruj m /bottom of each piece 
 
 /. Worbincffa.ce 
 and man A X • 
 
 Chamfer comer 
 opposite 
 
 Won/f/jiaf eaqf. 
 
 JJowcl pins 
 
 W 
 
 tr 
 
 4. 
 
 etc. 
 
 
 nr 
 
 Penal 
 
 F. Tried or working 3. Chamfer corner 4 Plane encl square A. Measure length front 
 
 edge and mark II. opposite working with face and t /us planed end 
 
 edg 
 
 S c 
 
 ur orbing edge. 
 
 7 - Secured off ^ 
 
 '.planed end 
 6. Sq uare across with, 
 a b mfe line and Sa.ur 
 off on pencil line g-" 
 outside of knife line 
 
 10. 
 
 U 
 
 u. 
 
 IT 
 
 10. Plane rough //. Gauge thic/)ness /2 Plane, t/ie 
 
 gauge lines. 
 
 outside of knife line, 9. Gauge width, edge to gauge- (■%■") edges and, rouq/i face to 
 
 opposite on face.QFronu line,. ends. J 
 
 8. C/t amfer corner 
 
 working edge unci planeto work mg edge) 
 
 kuife line. .( Square u tit A, The. above directions are take written 
 
 face, and working edge,.) with ink upon, the models. 
 
 /LJal E i' a L 
 
 ELH l .,H(tzAn, MtAigiks- 
 
 E\ . F Heard slejg . 
 
41 
 
 SHELF ODELL and F BE ME sheet no. 3. 
 
 13- Measure 2’ each wag from 1-4. Daw off corners to 
 two upper corners and con- pencil line and. plane 
 nect with k’nfc line,- About to h nife line. (Plane 
 outside knife line draw in direction of ’»*-*•.) 
 fiend l line Jon sawing. 
 
 JJraw knife line on. apposite 
 Side also. 
 
 Id. Gauge lightly p' around 16. (0 Plane, 
 e edges and en cts for chain- (2) Pof mu 
 f entity. Clift off corners anci nat 
 with chisel loqauge , 
 
 Plane caref ully m cl 
 
 ckamferad ofees & end' 
 ft laces for brc.ckctr, 
 Is. On botto\ ptt y 
 
 Cion of 
 
 logauge lines chantfered)draw a hnife line 
 uflq in clirec- about half, wait acros* t/tu 
 
 L J _ . . L-i a * . / 
 
 boat'd anct 2’^ from each 
 end . On edge draw pencil 
 line. On toft draw ft end l 
 
 (me 2.f£ M frtm 
 each end for 
 tiai Is . PI arli 
 places for 
 nails (tea plan). 
 
 A. For Brackets. Jf. Draw pencil C. Measure Jr 
 
 Finish fttece for tine from corner Corner S"ac ^ 
 
 brackets same, as to corner , and Saw grain , 6“ with the gram (hot h edges) for 
 for shelf Nos Jto/£ . with crosscut saw. and connect with hntfe chamfering. 
 
 line . Plane with the 
 
 square D . Gauge f on 
 S" across the plan eel angle 
 
 E . Plane chamfers 
 m direction of ss~» 
 and complete the 
 bracket . 
 
 :r 
 
 -jL 
 
 9‘ 
 
 O. Piece g- xjJ x€p I. Ptane wording 
 '.dge, then chant 
 
 II 
 
 Sauge. 
 
 ain to knife line* 
 
 ~r~ 
 
 >f> 5 
 
 III 
 
 u /V 
 
 lidded 
 
 II Pleasure length lit. Gauge the JV. Measure 2" front 
 or distance between w icith and plane top on each side, 
 
 J and draw knife 
 
 hhe to centre on 
 tower edge .(Draw 
 knife lines on both 
 Sides 
 
 fer opposite Corner, brackets. JSfy-uare rough edge to 
 , and block plane across with knife lute gauge line, 
 end. and ptane to il\. 
 
 ■ 
 
 V. Gauge 4 
 on lower 
 edge for 
 chamfering. 
 
 A W,£yhas IluL 
 
 VI. ChtonJer%fitJv /slant* VII. JBora Ao/ei t /i«n, 
 
 LVeuhuw /'' fr om eu eft €nU sf- to/s fot* holes. Couji ttnisi n A e«.c/t. 
 
 £i W Hmtki-k Mt*. 
 
 I\ , F. Beardsley 
 
 SHELF MODELS and FRAME sheet no. 4. 
 
 ■■ ■■ ■ ^ 
 
 Make two like, this 43" X /2” ^ 
 
 Ed. 
 
 
 For the display of models. 
 
 t sjj " j 
 
 
 
 
 
 
 
 
 Jlrranyement far the. display of models on, hoards, Stain hoa.rcls urith Some dark stain 
 
 
 Place the entire arrangement 
 on teachers Itench in vieur 
 of the class. So that pupils 
 mag inspect at any time 
 clanng the lesson/. 
 
 E.WBoehn JJesianUL 
 
 7J. F Bear da ley . 
 
HANGING SHELVES sheet vo./. HANGING SHELVE S. sheet no 2 
 
 42 
 
43 
 
 DIRECTIONS. 
 
 TIPCAT. 
 
 Stock, i J /(' x i%” Gumwood. 
 
 A whittling exercise. 
 
 1. Plane to I " square by 4 " long. 
 
 2. Square around and true the ends with the knife as 
 shown. 
 
 Three forms are shown, but, which-ever is selected, insist 
 that both ends be alike and accurately made. This being a 
 toy for the boys games, he is likely to hurry and slight his 
 work. This tendency is to be restrained. 
 
 No Drawing. 
 
 TIPCAT BAT. 
 
 Stock, %" Pine or Maple. 
 
 An exercise in modeling with the spokeshave. 
 
 Drawing as shown. 
 
44 
 
 PAPER FILE. 
 
 Stock, T 3 g" Bass and Cherry. 
 
 Make the small top piece of Cherry and glue in place. 
 Fit with an 8d nail for a spindle. 
 
 No Drawing. 
 
 TEA POT STAND. 
 
 Stock, 3/q" Oak. 
 
 An exercise in' the use of the chisel and turning-saw. 
 
 The planing of the board to T \- thick should be made a 
 leading feature. 
 
 Drawing as shown. 
 
 TOWEL RACK. 
 
 Stock, ^ Oak for back and brackets; J/q ” Oak for arms. 
 Drawing of details. 
 
45 
 
 SAND PAPER BLOCK 
 
 F{, F 'Heafcistey , 
 
- ^ 
 
 46 
 
 DIRECTIONS. 
 
 SAND PAPER BLOCK. 
 
 1. Plane the working face and mark it X. 
 
 2. Plane the working edge and mark it II. 
 
 3. Plane the other edge. 
 
 4. Gauge the thickness on both edges and plane to gauge- 
 lines. 
 
 5. Gauge the width (do not plane). 
 
 6. Gauge for rip-saw T V' wide (do not saw). 
 
 7. Chamfer one corner (ask teacher which). 
 
 8. Plane this end square. 
 
 9. Measure length and mark with a knife-line. 
 
 10. Saw off. 
 
 11. Chamfer. 
 
 12. Plane this end. 
 
 13. Mark and plane the curved end. 
 
 14. Mark and plane the beveled end. 
 
 15. Saw and plane to the width. 
 
 FINISH. 
 
 1. Measure and mark gains on W. F. (use knife-lines). 
 
 2. Carry the lines down both edges. 
 
 3. Gauge the depth of the gains. 
 
 4. Saw between the lines, at a little distance from them 
 (cut nearly to gauge-lines). 
 
 5 Chisel carefully to the lines. 
 
 6. Make wedges. 
 
/?. W. Ev n ns Ur /. 
 
 G .fleehe. Z]esiajL£j^._ 
 
 H T '■ Beardsley 
 
 MEDICINE CABINET 
 
 p 
 
 I 
 
 i 
 
 & 
 
 **5 
 
 
 1 
 
 i A 
 
 4 
 
 
 
 
 
 ? 
 
 T 
 
 -s'* 
 
 
 
 /& 
 
 
 
 — — t— — 
 
 12 
 
 
 «o 
 
 .iJL- - A- 
 
 
 i_.i. 
 
 IT 
 
 tz — * — Ix;T 
 
 dH, hi Gratis Ft* 
 
 jOcSlCf)l cf 
 
 Jyicuxuul Trny Dep't 
 Was/, inalcu Z 7 ?£. 
 
 7 ? F J3 cards ley 
 
48 
 
 Ji f £&cu'c2^ ietj . 
 
 DIRECTIONS 
 
 PICTURE FRAME No. i. 
 
 Stock, % " Oak. 
 
 The dimensions may be varied to suit conditions. In 
 general the severely plain is most pleasing in frames. The 
 mitre saw may be used. PICTURE FRAME No. 3, is 
 more suitable for the average boy, the mitre joint being too 
 difficult. 
 
 Do not make picture frames of Pine lumber. 
 
 No Drawing. 
 
49 
 
 
 DIRECTIONS. 
 
 BOOT JACK. 
 
 Stock, y%" x 6" x 20" Oak or Birch. 
 
 1. Plane one edge and one end. 
 
 2 e Gauge width and centre line. 
 
 3. Lay off curves on one side and the lines for mortise on 
 the opposite side, taking all measurements from the planed 
 edged and end. 
 
 4. Plane to width. 
 
 5. Saw nearly to curves with turning-saw and finish with 
 spokeshave and files. 
 
 6. Square lines on each edge for mortise and gauge the 
 depth of mortise. 
 
 7. Saw and chisel mortise, fitting it to thickness of waste 
 piece at end which is to be used in making the brace. 
 
 8. Mark lines for chamfer on edges with gauge and on top 
 with thumb-gauge. 
 
50 
 
 g. Bore hole. 
 
 10. Fit the brace or cleat, being particular that the bevel 
 end will rest firmly on floor when in position for use. 
 
 The bevel end of brace should be very carefully planed and 
 tested with the T Bevel and try-square. 
 
 11. Glue and nail together. 
 
 12. Clean and finish with shellac. 
 
 Use wood-filler on Oak before using shellac. 
 
 General Drawing. 
 
Stock, ^ 6 " x 16" s. 2 s., Pine and Basswood. 
 
 1. Plane tried edge and gauge width. 
 
 2. Saw off near gauge-line, saving the narrow strip for the 
 rail to which cover will be hinged. 
 
 3. Plane to gauge line and lay off the back with compass 
 and knife-lines. 
 
 4. Saw off and finish back with plane and chisel, then 
 gauge and plane to required thickness. 
 
 5. Make two bottom pieces in the same way as above, one 
 to be used to hold the basswood in shape at top while it is 
 drying. 
 
 6. Make cover and rail and fasten together with hinges. 
 
 7. Fasten base to back. 
 
 8. Prepare Basswood by planing to correct length but 
 leaving the width greater than is required. 
 
52 
 
 g. Soak the Basswood in water for at least one hour. 
 
 10. At this point design and apply ornamentation to top of 
 the back: (either punching or chip carving may be used.) , 
 
 11. Fasten Basswood at one edge and carefully bend to 
 shape around the base and the extra base piece which is to be 
 inserted at top. 
 
 12. Fasten in this position with a cord but do not glue and 
 nail to place until Basswood is thoroughly dry. 
 
 13. Fasten with brads and glue and clean with sand paper. 
 
 14. Shellac. 
 
 General Drawing. 
 
53 
 
 WHISK BROOM HOLLER no. 2, 
 
 ; Xa i x ! T 
 
 / 'V* \ i~r 
 
 , I Tcmp/atc 
 
 4|- 
 
 rf. tt.Krrttra 
 
 /"Bit 
 
 Hroc A„icljl ZjtLSiyner. 
 
 F{ F- J3ea,rd&/ej/ 
 
 DIRECTIONS. 
 
 WHISK BROOM HOLDER No. 2. 
 
 Stock, y 2 " Pine and }& n Basswood. 
 
 The directions for this exercise are practically the same as 
 for the Salt Box. 
 
 Draw details as shown. 
 
54 
 
 LOOM no. /. 
 
 7 TT 
 
 
 T i. 
 
 ~~ "P 
 
 r i i i 
 
 : f - i n 
 
 t 
 
 
 , — — — — v 
 
 1 
 
 1 
 
 qj 
 
 1 
 
 1 . 
 
 .1 
 
 1 !!!’'**! J 
 
 ; r '■*. 1 II- 
 
 ~Z 
 
 \i‘r 
 
 33 - 
 
 r 
 
 F J3earctaiejj 
 
 SPECIMEN CRSE no J 
 
 1 j. 
 
 /$ Narrow 7} n a. S3 hutt 
 
 1 
 
 Q " 
 
 
 1 
 
 1 
 
 v7 
 
 
 I 
 
 — 
 
 
 | -> 
 
 
 
 1 _ 
 
 
 ! 
 
 1 
 
 8 
 
 1 
 
 1 8 
 
 
 
 
 
 
 
 LJ 
 
 
 
 TWT 
 
 -32- 
 
 — 3 
 
 'Hoo : P 
 
 m 
 
 ( Gtuss 7g"x 3g" 
 
 Section, AB 
 
 f. 
 
 g“jBruSS Noo/f 
 net Fife, 
 
 2.oo/ftnjj g /ass plate,. 
 
 7 00 / l ' 
 
 A.W Fvan 3 71 el 
 
 A F Beardsley 
 
55 
 
 
 DIRECTIONS. 
 
 MATCH SAFE No. 2. 
 
 Stock, 3/s" Whitewood and y%" Bass. 
 
 The directions given for the Salt Box will apply to this 
 exercise. Decorate by background punching, chip-carving or 
 by inlaying with colored veneer. 
 
 Detail Drawing. 
 
56 
 
 DIRECTIONS. 
 
 HAT RACK. 
 
 Stock, x 3% x 24" s. 2 s. Pine. 
 
 The back is intended as an exercise in planing and as a 
 basis for decoration either by means of chip-carving or back- 
 ground punching. 
 
 The pegs are to be made as shown in drawing and are 
 intended as strictly a chisel exercise. 
 
 The pegs may be wedged, in addition to glueing. 
 
 General Drawing (not shown.) 
 
'WEATHER VANE. no. J 
 
 
 A.El JSeardsiey . 
 
 JJ !£&+§* Zfi I?jr g,Lf frtJT, JYiVi 
 
 DIRECTIONS. 
 
 WEATHER VANE No. i. 
 
 Stock, ji" Pine and T 3 g-" Bass. 
 
 The forming of the arms of the wheel and the chamfering 
 of horizontal end post are to be done with the knife. 
 
 General Drawing. 
 
58 
 
 WEATHER VANE no 2 . 
 
 MJjUZMAdg ffrf, 
 
 H.F Bevr^sUj, rrntu4rvj< r I 
 
 DIRECTIONS. 
 WEATHER VANE No. 2. 
 
 Stock, y 8 " Pine and y 8 " Bass. 
 
 No Drawing. 
 
GENERAL DIRECTIONS. 
 
 TOWEL ROLLER. 
 
 Stock, Yi" x 5" x 21" s. 2 s., Pine, x 3" x 7" s. 2 s.,Pine, 
 ]%" x 1 Y ’’ x 2C)// Rough Gum. 
 
 I.. Plane stock for the back to size on edges and ends. 
 
 2. Lay off curves and dovetails as per drawing, using only 
 gauge, compass and knife-lines. 
 
 3. Bore holes for concave curves at top. 
 
 4. Saw out with back-saw and finish with chisel, being 
 particular that the sides and shoulders of dovetails are square 
 with the face. 
 
 5. Plane stock for brackets on edges and ends to a greater 
 length than will be required for both brackets and to a width 
 
 Of 2%'". 
 
 6. Mark out both brackets on this piece with knife and 
 
60 
 
 gauge-lines, so that the ends already planed will serve for the 
 top surface of each. 
 
 7. Chisel curve and test with try square. 
 
 8. Bore holes deep and groove one bracket as shown. 
 
 9. Saw apart and plane to lines. 
 
 10. Mark mortises by laying on the dovetail already made 
 and scribing with knife. 
 
 11. Square and gauge depth of mortise. 
 
 12. Saw exactly to lines and remove stock with chisel. 
 
 THE ROLLER. 
 
 1. Cut square bar to required length. 
 
 2. Find centre of square bar at the ends by drawing dia- 
 gonals. 
 
 3. Scribe both circles at each end. 
 
 4. Draw lines on end of bar tangrent to large circles cutting 
 the corners at about 45 degrees. 
 
 5. The ends of these lines may be connected by gauge lines 
 on the length of the bar. 
 
 6. Plane to octogonal form, requiring that this preliminary 
 work be accurate. 
 
 7. Plane to circle. 
 
 8. Saw and chisel small ends. 
 
 9. Finish roller with sand paper. 
 
 Note. — The back is now to be decorated either by means 
 of chip carving or background punching. 
 
 10. Clean and glue together. 
 
 11 Shellac. 
 
 Drawing. — The drawing for this exercise should consist of 
 details of each part separately, and not as given in above draw- 
 ing except for advanced pupils. 
 
T 0 WEL E'OLLEB M QDELE sheet no. 2 . . 
 
 61 
 
 \ 
 
 
 H E Beardaleu 
 
 d H E tflti 5 £&( > \Vn„. P. H ciK'Lcy iJeSigner. 
 
 B.E BecLrclatejj. 
 
62 
 
 DETAIL DIRECTIONS FOR TOWEL ROLLER. 
 
 TO BE PLACED ON TEACHERS SET OF MODELS. 
 
 1st 
 
 board. 
 
 BACK. 
 
 f I. Plane a working face, mark it X, use smooth- 
 ing plane. 
 
 2. Plane a tried edge, mark it X, use jack-plane 
 set very fine. 
 
 3. * Plane other face, do not mark it, use smooth- 
 ing plane. 
 
 4. Plane a tried end, mark it X, use smoothing 
 plane. 
 
 5. Square off 20" from tried end with knife line. 
 
 6. Saw off 3 1 2 " outside of line. 
 
 7. Chamfer corner opposite tried edge and plane 
 ihis end to line. 
 
 8. Gauge width. 
 
 9. Saw and plane to width. 
 
2nd 
 
 v 10. 
 
 Square off knife-lines A-A and B-B. 
 
 
 board. 
 
 1 11. 
 
 Gauge lines C-C, D-D and E-E. 
 
 
 
 12. 
 
 Draw circles at F-F with dividers. 
 
 
 3rd 
 
 - 
 
 board. 
 
 13- 
 
 Draw curves at G-G with dividers. 
 
 
 14. Mark off dovetails with dividers from 
 lines C-C. 
 
 centre 
 
 
 15- 
 
 Draw knife lins marked H-H-H-H. 
 
 
 4th 
 
 16. 
 
 Bore holes at F-F with Fostner bit. 
 
 
 board. 
 
 17 . 
 
 Saw to lines B-B and D-D, use back saw. 
 
 5th J 
 board. 1 
 
 ! 18. 
 
 Saw to lines H-H-H-PI and A-A. 
 
 
 6th ( 
 
 ; 19. 
 
 Round two corners and finish with 
 
 chisel 
 
 board. ( 
 
 1 and file. 
 
 
 
 ROLLER. 
 
 
 1st ( 
 
 i 1 • 
 
 Plane face No. 1. 
 
 
 stick. ( 
 
 1 2. 
 
 Plane face No. 2. square with No. 1. 
 
 
 2nd { 
 
 1 3- 
 
 Surface off face No. 3. 
 
 
 stick. ( 
 
 [ 4- 
 
 Gauge width from No. 2. on No. 1, and on No. 3. 
 
 3rd ( 
 
 > 5- 
 
 Plane No. 4, to these lines. 
 
 
 stick. ( 
 
 1 6. 
 
 Gauge width from No. i,on No. 2, and on No. 4. 
 
 4th 
 
 stick. 
 
 i 
 
 7. Plane No. 3, to these lines. 
 
 8. Square around each end with knife-line make- 
 
 f ing stick correct length. 
 
 5th 
 
 stick. 
 
 6th ( 
 stick. ( 
 
 7 th ( 
 stick. > 
 
 9. Saw ends to these lines, use back-saw. 
 
 10. Draw diagonals on ends. 
 
 11. Draw circles on ends with dividers. 
 
 12. Mark chamfers on ends. 
 
 13. Gauge chamfers on sides. 
 
 14. Plane corners to gauge lines. 
 
 15. Plane off corners again, use smoothing plane. 
 
64 
 
 8th 
 
 stick. 
 
 gth 
 
 stick. 
 
 16. Plane off corners again with smoothing plane. 
 
 1 7. Round stick with plane and strip of sand 
 paper. 
 
 18. Draw’ small circles on ends. 
 
 19. Mark off shoulders with gauge. 
 
 20. Saw down shoulders, do not saw too deeply. 
 
 21. Work small ends with chisel. 
 
 22. Finish small ends with file, and saw to //' in 
 t length. 
 
 BRACKETS. 
 
 1st 
 
 block. 
 
 2nd 
 
 block. 
 
 3rd 
 
 block. 
 
 4th 
 
 block. 
 
 5th 
 
 block. 
 
 6th 
 
 block. 
 
 7th 
 
 block. 
 
 I. Plane working face, and mark it. 
 
 3 2. Plane tried edge, and mark it. 
 
 3. Plane other face. 
 
 4. Chamfer corners opposite tried edge, use 
 plane. 
 
 5 Plane both ends square. 
 
 6. Gauge width from tried edge on both faces. 
 
 7. Mark off length from each end with knife- 
 line. 
 
 8. Mark off corners with knife-line. 
 
 9. Draw curves. 
 
 f 10. Plane width to gauge-line. 
 
 3 11. Saw off corners, use back-saw. 
 
 12. Saw pieces apart. 
 
 j 13. Plane to lines on top ends. 
 
 ( 14. Chisel off round corners. 
 
 1 15. Lay out holes, make right and left, 
 
 f 16. Lay out mortises on both pieces. 
 
 17. Lay out roller slot on right hand bracket. 
 
 18. Saw^ mortises and roller slot, use back saw. 
 
 $ 19. Finish out mortises and slot wnth 5 /s" chisel. 
 
 Eighth block shows mortise in process of making also 
 position of hole. 
 
SLED. DIRECTIONS. 
 
 Stock, ^"xg / 'x37", s - 2 s -> Pi ne > "x5 "xi2j4 ", s. 2 s., Pine. 
 ^"xi3"x30", s. 2 s., Pine i"xi"xi3" rough Ash. 
 
 Iron corner braces are furnished. 
 
 Iron shoes will be supplied at cost to pupils when desired. 
 
 1. Plane both edges of large " board and lay off both 
 runners, using the planed edges for base of runners. 
 
 2. Saw apart and finish to lines, but do not mark or cut 
 dovetail mortises. 
 
 3. Make dovetail braces and from these scribe the mortises 
 in the runners. 
 
 4. Glue and nail dovetail braces to place. 
 
 5. Make top and glue and nail to place. 
 
 6. Plane the ash rod in the same manner as roller in Towel 
 Roller. 
 
 7. Screw on iron corner braces. 
 
 8. Finish with shellac. (No shellac to be used inside). 
 
 Detail Drawings. 
 
66 
 
 BOOK RACK no. 3. 
 
 
 fltaigna fijpi 
 
 21 F. FsMxrd&taij . 
 
 DIRECTIONS. 
 
 BOOK RACK No. 3- 
 
 Stock, Whitewood or Hardwood. 
 
 The directions for this are practically the same as for Book 
 Rack No. 2. 
 
 No Drawing. 
 
 DART. 
 
 Stock, 3/s" Whitewood. 
 
 A whittling exercise. 
 
 No Drawing. 
 
DIRECTIONS. 
 
 PEN TRAY. 
 
 Stock, i" X2" x 12 " rough Pine, i" x 3" x 12" rough Gum, 
 or a greater variety and a larger number of pieces. 
 
 1. Plane one face and one edge of pine board. 
 
 2. Gauge and saw off one strip and plane to gauge line. 
 
 3. Plane one face and one edge of Gumwood board. 
 
 4. Gauge and saw off one p2 " strip and plane to gauge 
 line. 
 
 5. Glue together these two strips and proceed as above to 
 prepare another strip which may then be glued on. The 
 working faces should be held as evenly as possible in glueing 
 and should all be on one side. 
 
 6. When all five or more strips are glued the face side 
 should be carefully leveled with the smoothing-plane,, the 
 
68 
 
 thickness gauged and the opposite face (which is still unplaned ) 
 planed to gauge lines. 
 
 7. Draw centre line and mark curves. 
 
 8. Gauge sides of groove. 
 
 9. Gouge curves as shown, (do not use mallet or hammer 
 on gouge.) 
 
 10. Scrape with swan-neck scraper. 
 
 11. Gauge and plane chamfer. 
 
 12. Clean and shellac. 
 
 Note. — Test semicircle with try-square as shown in sketch 
 above. 
 
 Drawing, — No drawing is required but may be made if the 
 teacher decides that it is best. 
 
69 
 
 
 
 DIRECTIONS. 
 
 PAPER RACK. 
 
 Stock, Y^" and y%" Pine. 
 
 1. Prepare stock for the frame of back D. 
 
 2. Join as shown or with end lap joints. 
 
 3. Make and fasten piece C to back with glue and nails. 
 
 4. Make rails B and pickets A for front. 
 
 5. Fasten A. & B. with R. H. Brass screws, except the 
 first and last pickets, which will be held to cleat C by 1 %" R. 
 H. Brass screws. 
 
 6. Clean with sand-paper and finish with shellac. 
 
 General drawing as shown. 
 
TO 
 
 FOOT rSTOOL. 
 
 DIRECTIONS. 
 
 FOOT STOOL. 
 
 Stock, s. 2 s. Pine. 
 
 The curved outlines of the sides are to be sawed with a turn- 
 ing-saw, and finish with with file and sand-paper. Each side 
 is to be made separately, that is, one side is not to be used as 
 a template in laying out the other side. This rule in regard to 
 duplication of parts should be insisted upon in all cases. 
 
 The bevel is to be used in planing the edges of the top 
 board, 112 0 and -68° being the required angles. 
 
 A cover of carpet may be supplied by the pupil. 
 
 Drawing as shown, omiting shading. 
 
71 
 
 A hlgrrtffa Ui'L 
 
 J{ F S ea rcla Zeij . 
 
 Knife box no. 2 . 
 
 - - L 
 
 
 i 
 
 
 3 W" 
 
 /<?i 
 
 — trr 
 
 7 f 
 
 r-rrs— 
 
 j 
 
 V«v, 
 
 M 
 
 *'■ 
 
 p - / -* 
 
 s "- 
 
 AWr.*,*** n P .i 
 
 r,^ OI ,i Buie. 23e*yntr^. 
 
 7f F. 23 e.a.i“cLsley . 
 
72 
 
 DIRECTIONS. 
 
 KNIFE BOXES. 
 
 Stock, ^ s, 2 s., Pine. 
 
 A choice is here given of three forms of knife boxes, all hav- 
 ing in common the use of the bevel and all illustrating a rabbeted 
 joint. 
 
 The intention is to have each pupil lay off his own work on 
 a large " board, instead of giving him stock cut approximatly 
 to size, thus teaching him economy in the use of material. 
 
 The teacher and not the pupil is to make the selection of 
 the design to be used by the entire class. 
 
 Drawing. 
 
 Detail drawings as shown (no perspective.) 
 
DIRECTIONS. 
 
 PENCIL BOX. 
 
 Stock, 3/s" s. 2 s.. Pine or Whitewood. 
 
 The teacher will prepare the necessary directions for work 
 The J /" pieces are to be planed to required thickness from the 
 3/s" stock. 
 
 Drawing. 
 
 Same as above omitting perspective. 
 
/L.W.F.V*"* Tie / 
 
 H F B e ards'/ej/ . 
 
 DIRECTIONS. 
 
 SUGAR SCOOP. 
 
 Stock, 2 X3" x io " s. 4. s., Birch, or several pieces glued 
 together. 
 
 1. Draw side elevation on 2" face of block and saw nearly 
 to lines. 
 
 2. Draw plan on 3" or top face of block and saw nearly to 
 
 lines of handle leaving sides of scoop parallel until after goug- 
 ing is finished. . & 
 
 3. Gouge inside of scoop and finish with scraper. 
 
 4- Complete sawing nearly to lines of top view. 
 
 5. The remainder of this exercise is to be done free-hand 
 using the gauge, knife, spokeshave and file. 
 
 6. Remove all tool marks with sand-paper and finish with 
 shellac. 
 
 Noie. Great care should be used in forming the curves 
 
75 
 
 which join the handle and scoop as the tendency is to make 
 them too abrupt. 
 
 Drawing. 
 
 The drawing of this exercise is optional with the teacher. 
 
76 
 
 DIRECTIONS. 
 
 GLOVE BOX 
 
 Stock, ys" Oak or other Hardwood. 
 
 1. Prepare stock for sides and ends in the usual way. 
 
 2. Mark gains and cut out with back saw. 
 
 3. Fit ends to sides and glue together being careful that 
 box is square. 
 
 4. Prepare top and base, then, after trueing the edges of 
 box, glue top and base in position 
 
 5. Fill and finish with four or five coats of shellac rubbed 
 down with pumice stone and water. 
 
 6. Mark “line of cover” and saw apart. 
 
 7. Plane away saw marks and fit on hinges and catch. 
 Note. — A lining of colored silk or satin may be placed in 
 
 box when finished. 
 
 General Drawing and Section. 
 
77 
 
 
 7 ? T. Meardstejj, 
 
78 
 
 INK 3TAND no / 
 
 A - YE y* 'iSJQjU- 
 
 f S^vrdsie ‘ 
 
 uJLXnb,vJ< '-nfji&taiji iw- 
 
 MATCH HAFE no. 6 
 
 To he /unit up of different 
 
 /finds of urooct 
 
 F. . Vn l e.iL tine. U eaif/iejs. 
 
 7/r jfl.Jfeard-a/tji. 
 
79 
 
HEXAGONAL TABOUBET sheet no. 
 
 B F Be 0*0.3 1 
 
 /7 IV F v * N r. Jlf.t. M M 'Friedman. ScSLOlitll. 
 
 7f. FBearcLaieif. 
 

 81 
 
 Lea 
 
 f ti!\ (e this 
 M a./ e temf/atei 
 of f stuff « 
 
 1 2 CkamferJ 
 
 *rh- tv 
 
 Li i 
 
 
 
 
 1 4 
 
 1 1 *fjHorftse for ! 
 
 7 
 
 8 
 
 ± 
 
 ; PhlocA to ho/d 
 
 f i i 
 
 —\n 
 
 True rail / / 
 
 , a - Hf 
 
 ^ H-T 
 
 i/)& this. _Lj T/t- 
 
 m. t 
 
 ^ r 
 
 JShc/f jJtt 
 
 ojn i/ieur, 
 
 p£- - 
 
 if. 
 
 Ornamental rail. 
 
 !-= / 1 /\e t /na 
 
 7 T 
 
 «*> ! 
 
 True rail / /i fie 1/iiS. C 
 
 ff P JBearcl ale j 
 
 CZ PppIip Tlfsn 
 
 Bl/icktkg Hasp. hufft 
 
 
 t *-/ 
 
 T- 
 
 ■tr 
 
 w- 
 
 ;? Without Groove ^ Gr 
 
 W-S {£**** Tbs 
 
 
 _ L,d" 
 
 j 
 
 1 
 
 1 
 
 l 
 
 1 
 
 1 
 
 I . 
 
 
 Paueiz 3hAeThi$ 
 
 pJDowe/s Long 
 
 ™ I] 
 
 1 fi i rh 
 
 WrriT 
 
 -U 
 
 .rfc rf*' 
 
 JLegs,^ Lihc This 
 
 -*- w - 
 
 Cover t LiHtThis. 
 
 $cale f = /' 
 
 JJes.LaTud.Lu Grant Beetle. 
 
82 
 
 i 
 
 1 r, v/ A . L — - — : Ils.s1a22.cd t\u £«•«»/ R**h'r. 
 
 This form is more difficult of construction than that shown 
 above. Sheet No. 2. applies to both these drawings. 
 
83 
 
 J\. T. 23ea.rdaZejf. 
 
84 
 
 jJEAW'ING TABLE. 
 
 f flcuret fun inserted i >1 L roomstich 
 
 Tero of 'this US JIG 
 drcuai ng, ancl one 
 j" longer. 
 
 - 
 
 n 
 
 77 
 
 
 Hco 
 
 l_£ 
 
 
 S N*‘ 
 
 One of this. 
 
 2 
 
 n 
 
 22’ 
 
 -f- 
 
 X 
 
 jjJoLEjLOHA He* 
 
 One of this. \k or slicing post 
 
 J 3 RAWING TABLE / 
 
 /doles \h Centres 
 l s. OuK 
 
 o r of three pieces gluedL together . 
 
 '.lj3 of this . fllade of Q_. «S. 0u1\ 
 
 . - +-L j. »• ~ _ / V 
 
 *1"^ ****** I *r^n 
 
 /f F Beard si eg- 
 
85 
 
 TOOL CHEST. 
 
 Tu/o of C/ns for 3 1 dca 
 of co ire i* 
 
 Z7' 
 
 "* ■ ■ 7 
 
 Hs T 
 
 sc 
 
 
 Not 
 
 -X 
 
 T u/o of this . 
 Glue tojet/ver ancl fit on 'bottom*. 
 
 End incur of sides and ends 
 Half 
 
 /O 
 
 d of t his Z9 Jong for side ra.i Iq "Jl". 
 4 of t his / 6 " tong for- end rails 'A". 
 
 2. of t/ns ZB' lon^ for Side rails 1 8 
 2 of this JG’tonff 
 
 pr 
 
 on end rai/s S. ^ 
 
 fr 
 
 -S eotion of Cover*. 
 
 
 Taro of this for* * 
 ends oj cover, j 
 * 6 &* — ^ / 
 
 1 ^.1 ^ ^ » 
 
 
 Section shourinc 
 
 nWiEiut^ nth 
 
 /Sea <e 3’> 12 ' 
 
 position of top rail. 
 
 Election of panel- 
 
 thi 
 
 iki. 
 
 r rflii.s.Zbsij7nrn 
 
 I\ F Hearcls ley 
 
86 
 
 jFf. F JB e&.rd.3 lejj . 
 
 F ■ 1} tarda l ey 
 
87 
 
 CHIP CARVING. 
 
 /? W 
 
 J\. F Bca-rclstej/ 
 
 A T tliitumu jjiSitgnu'i 
 
 CHIP CARVING. 
 
 FL F Aardtitj . 
 
88 
 
 DESIGNS for CHIP CABV1NG. 
 
 JL)d Evans U el. JJesiQns of GiJLarsot* Boston. 
 
 H F. Beardsley 
 
89 
 
 DESIGNS ron CHIP CUPVING. 
 
FI . jF 7 J9ea>’c£s/eV- 
 
 DESIGNS ron CHIP CJJPVING. 
 
21 T 23 earcl'S l ejf 
 
 CHIP C/WV/NG. 
 
 Besigu -of Mr Q . Larson Boston,. 
 
 J3 OW ANB /UU~IQW\ NO J 
 
 v 
 
 I — — — - — — i— i— t-4 — j — 4-0" — 
 
 ^7 
 
 
 -S"m 
 
 .1 
 
 — 18 " 
 
 Small end 
 
 T~ 7 ^i 
 
 T 
 
 to receive fea.ther the 
 glued, together again 
 
 f fT 
 
 ^ S ectionAB ’ Section'CU 
 
 to he $aurtx 
 
 Hi-flNX & A ohm ft on. Nets. 
 
 
 77 F Beardsley. 
 
92 
 
 I 
 
 JJFRIGN, 5 ron CHIP CARVING 
 
 ic^ns of Gf Larson JBoslon Fl uss 
 
 
 H.F- J3earctal«jf . 
 
Designs for Equipment of 
 A Manual Training Shop. 
 
 The following pages are devoted to designs for apparatus 
 as used in the Grammar Grade Shops of the Chicago Public 
 Schools. 
 
 TWO PUPIL BENCH. 
 
DOUBLE MANUAL TRAINING BENCH. 
 
 ) 
 
 94 
 
 
95 
 
 TEACHER'^ BENCH 
 
 
 
 TTi 
 
 — 
 
 
 
 o oo i ol 
 
 ?o o 
 
 
 — / J* 
 
 
 r: 
 
 3 
 
 ‘J- 
 
 
 
 22 
 
 
 
 T_ 
 
 
 
 Jo 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 1 1 i 
 
 
 ^ rr 
 
 
 i H ) 
 
 u 
 
 l Bt 
 
 L 1 
 
 
 JJ rawer R 
 
 
 '4> 
 
 * 5* 
 
 « e * 
 
 
 
 
 
 -pp,C 
 
 
 
 - 
 
 
 CO£. 
 
 *o * 
 
 
 
 
 
 V 
 
 
 
 
 
 . ^ 
 
 ** 
 
 
 
 
 
 t A 
 
 The tofs to he. made, of alternate strips of cheery ancl 
 maple g lued and doweled tog et /ten. Strips to he 
 Elaine to he made of Ash- 
 Each drawer to he fitted with B. heairg brass drawer 
 fiulis and one Corhm loch N0.0Gd4 to f it master* hey of 
 pupil's he ovcl) . Also a hi \e loe/\ on door* 
 
 Finish as pen specification of pupils bench 
 Supply each he nth with one NO 40 Poles' Rajiid 
 Acting Vise, and one do. N0\ 35 Vise / 
 
 Rear, space behind tool ra eh, and, end to he wcunscout 
 
 d, dtfcma O&L 
 
 ]J rawer H. 
 
 J-f P R eardsley 
 
 POSITION of TOOLS on TEACHES ’S BENCH. 
 
 A ilfirT g r urn 
 
 JR . E Beards le_y . 
 
96 
 
 FOUR- PUPIL PRIMARY BENCH. 
 
 SIX -PUPIL PRIMARY BENCH. 
 
 H F 13 earc/sley 
 
 
5 TR 0 P. 
 
 m 
 
 I 
 
 \j£ er vBeltiny 
 
 \j£ t uecl(fa.cc\sike. \ 
 ou.tJ on to \ K }.\ | 
 W"X 2 k\X i' U/tern 
 hlocA, 
 
 !»' " 
 
 a MEwamiMsL 
 
 BENCH HOO/f. 
 
 9 1 
 
 MaJ]c of hard tnafslt 
 deals to &€■ dourellect 
 and lued. 
 
 /iWi u/it/x tu/o coats 
 of white skcllaCf. 
 
 f{ F Heards ley 
 
BffRWlNG BO RUB. 
 
 ill Bel 
 
 B. I 7 . J3ea.rdsZei/. 
 
 B B JS eat-ci s i-ey 
 
99 
 
 TOOL CABINET SHEET HO. /. 
 
 7W, Win. P. Haut faff naauuiuc. 
 
 7? T’ 73 ca-rcl^ley 
 
100 
 
 5 
 
 B T Beards tey 
 
THILL CABINET SHF.ET STD 4 
 
 
 
 A 
 
 a 
 
 A 
 
 £ 
 
 
 
 
 
 i ” Swinging 
 lslcch with 30 
 holes foi- punch* 
 
 
 
 1 
 
 
 T 
 
 
 Scale /! Jb'ije 
 
 
 
 
 a 
 
 £ 
 
 2 
 
 s 
 
 0 
 
 e 
 
 •0 
 
 
 
 
 
 
 
 
 
 
 > 
 
 5 
 
 ni 
 
 
 
 
 
 
 Alb parhons tit drawers are made oj; usfi* l e weed 
 
 
 K 
 
 o 
 
 s 
 
 A 
 
 *> 
 
 <$ 
 
 5* 
 
 A 
 
 k 
 
 £ 
 
 3 
 
 II • ra * T - r 1 
 
 
 
 
 
 
 ■4 
 
 e 
 
 1 
 
 Is u ur a Lades • 
 
 6 JJ rawe r. 
 
 Si rips, i'yif". 
 
 M,V.£.k&A±. All 
 
 S- f Beard s L e if 
 
 J 3 tlmiin Muifiktn 
 
 II. jT B earclsicy 
 
102 
 
 F. fie.a.rclslejj 
 
103 
 
 Courses of Study. 
 
 The following are examples of courses of study arranged 
 with the idea of consecutive advance in tool practice. The 
 ideas of self expression or coordination are considered in only 
 a superficial manner. 
 
 Four Year Course, 
 
 Begining in Fifth Grade. Page. 
 
 1. Plant Label, No. i. or No. 2 10-12 
 
 2. Pencil Sharpener No. 1. or No. 2 10-12 
 
 3. Twine Winder 10-12 
 
 4. Match Scratcher 13 
 
 5. Bracket Shelf 13 
 
 6. Corner Shelf 13 
 
 7. Round Mat 17 
 
 8. Mat No. 2 „ 15 
 
 9. Blotter 17 
 
 10. Match Safe No. 4 15 
 
 11. Envelope Opener 15 
 
 12. Pen Rack 17 
 
 13. Photograph Frame _ 23 
 
 14. Kite (if in season) 20 
 
 15. Key Rack 21 
 
 16. Envelope Case - 19 
 
 17. Coat Hanger 21 
 
 18. Paper Knife No. 1 or No. 3 24-25 
 
 19. Pen Holder 26 
 
 20. Nail Box No. 1 * 3 ° 
 
 21. Whisk Broom Holder No. 1, or 
 
 Comb and Brush Pocket No. 2 3 2 ~34 
 
 22. Book Rack No. 1 36 
 
104 
 
 Page. 
 
 23. Brack Shelf 38 
 
 24. Tipcat and Bat 43 
 
 25. Sand Paper Block or Blotting Pad 45 
 
 26. Picture Frame No. 3 48 
 
 27. Salt Box 51 
 
 28. Whisk Broom Holder No. 2 53 
 
 29. Hat Rack, or Weather Vane No. 1 56—57 
 
 30. Towel Roller 59 
 
 31. Sled • 65 
 
 32. Pen Tray 6 7 
 
 33. Knife Box . 71-72 
 
 34. Pencil Box 73 
 
 35. Picture Frame No. 2 48 
 
 36. Inlaid Hat Rack 77 
 
 37. Sugar Scoop 74 
 
 38. Glove Box 76 
 
 39. Window Box Not shown 
 
 40. A choice of Tables, Tabourets, Tool Chest, or 
 
 Cabinet See Index 
 
 Three Year Course, 
 
 Beginning in Sixth Grade. 
 
 1. Plant Label, No. 1. or No. 2. . 10-12 
 
 2. Pencil Sharpener, No. 1 or No. 2 10-12 
 
 3. Twine Winder .... 10-12 
 
 4. Match Scratcher 13 
 
 5. Bracket Shelf 13 
 
 6. Round Mat 17 
 
 7. Blotter 17 
 
 8. Match Safe No. 4 15 
 
 9. Envelope Opener 15 
 
 10. Pen Rack 17 
 
 11. Kite (if in season) 20 
 
 12. Key Rack 21 
 
105 
 
 Page. 
 
 13. Envelope Case 19 
 
 14. Coat Hanger 21 
 
 15. Paper Knife No. 1. or No. 3 24-25 
 
 16. Nail Box, No. 1 30 
 
 17. Bracket Shelf 38 
 
 18. Tipcat and Bat 43 
 
 19. Sand Paper Block, or Book Rack, No. 2 45 
 
 20. Picture Frame No. 3 48 
 
 21. Salt Box 51 
 
 22. Whisk Broom Holder, No. 2 53 
 
 23. Towel Roller 59 
 
 24. ' Sled 65 
 
 25. Pen Tray 67 
 
 26. Knife Box 71-72 
 
 27. Inlaid Hat Rack 77 
 
 28. Sugar Scoop 74 
 
 29. Window Box Not shown 
 
 30. A Choice of Tables, Tabourets, Tool Chest or 
 
 Cabinet See Index 
 
 Two Year Course, 
 
 Beginning in Seventh Grade. 
 
 1. Plant Label No. 1, or No. 2 10-12 
 
 2. Pencil Sharpener, No. 1, or No. 2 ---- 10-12 
 
 3. Twine Winder 10-12 
 
 4. Match Scratcher 13 
 
 5. Round Mat l 7 
 
 6. Envelope Opener l S 
 
 7. Pen Rack l 7 
 
 8. Kite (if in season) 20 
 
 9. Envelope Case l 9 
 
 10. Coat Hanger ---- 21 
 
 11. Paper Knife No. 1, or No. 3.--- 24-25 
 
 12. Tipcat and Bat 43 
 
106 
 
 Page. 
 
 13. Book Rack No. 2 47 
 
 14. Picture Frame No. 3 48 
 
 15. Whisk Broom Holder No. 2 53 
 
 16. Towel Roller. 59 
 
 17. Sled 65 
 
 18. Pen Tray 67 
 
 19. Sugar Scoop 77 
 
 20. A choice of Tables, Tabourets, Tool Chest or 
 
 Cabinet __See index 
 
 One Year Course, 
 
 Begining in Eighth Grade. 
 
 1. Twine Winder 10-12 
 
 2. Round Mat 17 
 
 3. Match Safe, No. 4 * 15 
 
 4. Envelope Opener 15 
 
 5. Envelope Case 19 
 
 6. Coat Hanger 21 
 
 7. Paper Knife, No. 1, or No. 3 24-25 
 
 8. Nail Box, No. 1 30 
 
 9. Tipcat and Bat 43 
 
 10. Picture Frame, No. 3,_„, 48 
 
 11. Towel Roller 59 
 
 12. Sled_ _ 65 
 
107 
 
 
 Coordination. 
 
 The following is a tentative course of Study for Manual 
 Training classes arranged in accordance with the idea of 
 coordination with the class room work. 
 
 EIGHTH GRADE.* 
 
 September a?id October. 
 
 i. Weather Vane: 2. Box Kite: Study, weather maps, 
 
 winds, clouds, evaporation, condensation, radiation, tem- 
 perature. - 
 
 November and December. 
 
 1. Sled: (to be finished before December 25th). Study , 
 rain, snow, barometer, modes of locomotion and the develop- 
 ment of transportation facilities. Describe life in a logging 
 camp, and methods of felling, transporting and converting 
 timber. 
 
 SEVENTH GRADE. 
 
 September and October. 
 
 Bow and Arrow: Study , primitive man and his weapons, 
 
 and the development and growth of arms and armament. In 
 connection with feathering the arrow, study birds, their 
 plumage and flight. Also study the mathematics of projectiles 
 within the comprehension of the pupils, and the laws of gravity 
 and falling bodies. 
 
 November and December. 
 
 Loom: Study , textiles, animal and vegetable fibres, bi- 
 
 products of wood. 
 
 Compass: Study latitude and longitude, static and dynamic 
 
 electricity, magnetism, (illustrate by experiment.) 
 
108 
 
 SIXTH GRADE. 
 
 September. 
 
 Octagonal Mat: (Ornamented with a leaf stamped with a 
 
 carving punch.) 
 
 Study direction and relation of lines, angles, polygons, etc., 
 (see course of study p. p. 17.) 
 
 In connection with the leaf ornament, teach as per course 
 of study p. p. 28. 
 
 October. 
 
 Letter Opener: (chip-carving ornamentation.) 
 
 Study , distribution of mail, the use and meaning of stamps, 
 taxes, postal regulations, etc. 
 
 Teachers should thoroughly prepare themselves to present 
 the topics under the head of study, in a clear and attractive 
 form. In order to better understand the working of such 
 related constructive courses, and to more fully develop this 
 system, each teacher is requested to give the course here shown 
 to one class in each grade during the present year, and to still 
 further develop it to cover the entire school year. 
 
A BIBLIOGRAPHY OF 
 
 Manual Training 
 
 Prepared by The American Manual Training Association 
 
 History and Theory. 
 
 Adler, Felix Moral Instruction of Children. 
 
 New York, Appleton, 1892. Pp. 270. 
 
 Bamberger, G Education of Head and Hand. 
 
 Chicago, Flanagan, 1891. Pp. 116. 
 
 “ Industrial Training.” A Report 
 
 New York, Bruno, 1885. Pp. 11. 
 
 Banes, C. H Manual Training and Apprenticeship 
 
 Schools in 1890. 
 
 Philadelphia, Buchanan, 1890. 
 
 Barnard, W. T Report on Technical Education. 
 
 Baltimore, Friedenwald, 1887. Pp. 70. 
 
 Belfield, H. H._. .Manual Training and the Public Schools. 
 
 Educational Monographs, V. 1, No. 1. New 
 - York, 1888. 
 
 Blake, J. V Manual Training in Education. 
 
 Chicago, Kerr, 1886. Pp. 83. 
 
 Browne, J C Handcraft. 
 
 Educational Monographs, V. 3, No. 5, New 
 York, 1890. 
 
 Bryant, G. H __The Exercise vs. The Complete Model 
 
 System. 
 
 Proceedings American Manual Training 
 Association, 1897. 
 
 Butler, N. M Argument for Manual Training. 
 
 New York, Kellogg, 1888. 
 
no 
 
 Calder, F. L Practical Cooking in Elementary Schools. 
 
 (See International Conference on Education, 
 V. 2 , Pp. 171-184. London, Clowes, 1884.) 
 
 Gilman, D. C .Plea for the Training of the Hand. 
 
 Educational Monographs, V. 1, No 1, New 
 York, 1888. 
 
 Gotze, Woldemar .Hand and Eye Training. 
 
 London, Newmann, Pp. 229. 
 
 Germain, V. J. On the Teaching of Domestic Economy 
 
 and Needlework. 
 
 (See International Conference on Education 
 V. 2, Pp. 334-346. London, Clowes, 1884.) 
 
 Ham, C. H. Manual Training. The Solution of Social 
 
 and Industrial Problems. 
 
 New York, Harper, 1886. Pp. 403. 
 
 Co-Education of Mind and Hand. 
 
 Educational Monographs, V. 3, No. 4, New 
 York, 1890. 
 
 Harris, W. T.._ ___The Intellectual Value of Tool Work, and 
 
 The Educational Value of Manual Train- 
 ing. 
 
 Government Printing Office, Washington, 
 1890. 
 
 Hughes, J. L Educational Advantages of Manual Train- 
 
 ing. 
 
 Proceedings American Manual Training 
 Association, 1897. 
 
 Industrial Education. 
 
 Eighth Annual Report of the Commissioner 
 of Labor. Washington, 1892. Pp. 707. 
 
 Jacobson, Augustus. Higher Ground. 
 
 Chicago, McClurg, 1888. Pp. 251. 
 
 Klemm, L. R. European Schools. 
 
 New York, Appleton, 1889. 
 
 Larsson, Gustaf Sloyd for American Schools 
 
 J 
 
 Boston, Sloyd Training School. 
 
 The Origin and History of the Sloyd in 
 Sweden. 
 
 Proceedings American Manual Training 
 Association, 1897. 
 
Ill 
 
 Leland, C. G Practical Education. 
 
 London, Whittaker, 1888. Pp. 280. 
 
 Lord, Emily Sloyd as a means of Teaching the Essen- 
 
 tial Elements of Education. 
 
 London, Cassell, 1888. 
 
 MACALLISTER,JAMES-Manual Training in the Public Schools of 
 
 Philadelphia. 
 
 Educational Monographs, V. 3, No. 2. New 
 York, 1890. 
 
 McArthur, ARTHUR-E ducation in its relation to Manual In- 
 dustry. 
 
 New York, Appleton, 1886. Pp. 393. 
 
 Magnus, Sir Philip. I ndustrial Education. 
 
 London, Paul, 1888. Pp. 271. 
 
 Manual Training. 
 
 Address before National Association of 
 Manual Training Teachers, London, 
 Whittaker, 1894. Pp. 21. 
 
 Manual Training and Industrial Education. 
 
 Report of a Commission appointed by the 
 Governor of Massachusetts, 1893. Pp. 320. 
 
 Marenholtz Bulow, Bertha Von — School Workshop. 
 
 Syracuse, N. Y. Bardeen, 1892. Pp. 27. 
 
 Meath, Earl of, Editor — Prosperity or Pauperism. 
 
 London, Longmans, 1888. Pp. 342. 
 
 Moss, J. F. .Workshop Instruction in Elementary, 
 
 Higher and Evening Schools. 
 
 (See International Conference on Education, 
 V. 2, Pp. 24-33. London, Clowes, 1884.) 
 
 National Education Association — Papers. 
 
 New York, Holmes, 1884-1897. 
 
 Adler, Felix .Technical and Art Education in Public Schools. 
 
 1884. p. 308-319. 
 
 Baker, J. H Report on Exhibits from Manual Training Schools. 
 
 1887. p. 686-691. 
 
 Bennett, C. A ..^Esthetic Principle in Manual Training. 1896. p. 
 
 786-790. 
 
 Manual Training from the Kindergarten to the 
 High School, 1892. p. 449-4^. 
 
112 
 
 Booth, E. R Philosophy of Manual Training. 1895. p. 720- 
 
 73i. 
 
 Bradley, J. E. Influence of Manual Training on Habits of 
 
 Thought. 1892. p. 663-671. 
 
 Manual Training in Grammar Grades. 1890. p. 
 834-842. 
 
 Buchanan, J. R Moral Influence of Manual Training. 1883. p. 
 
 37-46. 
 
 Calkins, N. A Course of Manual Training in Primary Classes, 
 
 1890. p. 828-834. 
 
 Carroll, C. F Manual Training and the Course of Study. 1896. 
 
 p. 778-786. 
 
 Carter, C. M Manual Training through Industrial Drawing. 
 
 1886. p. 443-357- 
 
 Clute, Oscar The Head and the Hand. 1897. p. 734-742. 
 
 Crawford, T. 0 Educational Power of Manual Training in our 
 
 Grammar Schools, 1888. p. 570-583. 
 
 Fairchild, G. L Some Limitations in Industrial Training. 1888. 
 
 P- 549-555* 
 
 Fay, L. A Practical Methods of Instruction. 1887. p. 206- 
 
 211. 
 
 Goss, W. F. M Outline of Technical Work for a Manual Training 
 
 School, 1885. p. 263-274. 
 
 Hailmann, W. N Manual Training in the Elementary School. 1890. 
 
 p. 842-850. 
 
 Ham, C. H Educational Value of Manual Training. 1888. p. 
 
 259-262. 
 
 Haven, C. Relation of the Kindergarten to Manual Training. 
 
 1892. p. 443-448. 
 
 Hoffman, Paul Manual Training in New York City Schools. 1892. 
 
 p. 471-474. 
 
 Hoyt, J. E Manual Training in the Public Schools of the 
 
 Smaller Cities. 1896. p. 768-777. 
 
 Jacobson, AuGUSTUS-Layman’s View of Manual Training. 1884. p. 
 
 293-308. 
 
James, H. M Influence of Manual Training in Elementary- 
 
 Schools. 1890. p. 850-858. 
 
 Kedzie, N. S. Need of Manual Training for Girls. 1896. p. 
 
 756-760. 
 
 Keyes, C. H Modifications of Secondary School Courses most 
 
 demanded by the Conditions of to-day. 1895. 
 P- 731-741. 
 
 Kovalevsky, E. DE.Manual Training in Russia. 1893. p. 604-605. 
 
 Larsson, Gustav — Sloyd for Elementary Schools contrasted with the 
 
 Russian System of Manual Training. 1893. 
 p. 599-603. 
 
 Larkins, C. D. The Effects of Manual Training. 1895. p. 748- 
 
 752. 
 
 Leipziger, H. M Education as affected by Manual Training. 1892 
 
 p. 439-443- 
 
 Progress of Manual Training. 1894. p. 877-880. 
 
 Magoun, G. F. Manual Education from the Other Side. 1886 
 
 p. 484-497- 
 
 McLouth, Lewis Some Definitions. 1894. p. 745-749. 
 
 Miller, J. C Drawing — Its Relation to Manual Training and 
 
 the Industrial Arts. 1894. p. 872-876. 
 
 Northrop, B. G Industrial Education in the South. 1889. p. 
 
 628-633. 
 
 Ordway, J. M ...Handwork in the School. 1884. p. 319-336. 
 
 Parker, W. D Some Possible Relations of Normal Schools to 
 
 Manual Training. 1897. p. 749752. 
 
 Pedagogical Value of the School Workshop. 1886. p. 305-317. 
 
 Place Manual Training should occupy in a System of Public Schools. 
 
 1887. P- 196-205. 
 
 Pinney, M. A. Plea for the Systematic Extension of Industrial 
 
 Training from the Kindergarten to Grammar 
 Schools. 1895. p. 753-759. 
 
 Powell, W. B Manual Training between the Employments of 
 
 the Kindergarten and those of the Grammar 
 Schools. 1892. p. 672-681. 
 
 Industrial and Manual Training in the School 
 Course. 1893. p. 606-613. 
 

 114 
 
 Pratt, R. H Industrial Training as Applied to Indian Schools. 
 
 1895. p. 759-764. 
 
 Report upon Classification, Nomenclature and Practical Details of 
 Manual Training, 1890. p. 761-785. 
 
 Report on Exhibits from Manual Schools at the Chicago Educational 
 Exhibition, 1887. p. 678-692. 
 
 Richards, Zalmon.. Relation of Industrial to Intellectual and Moral 
 
 Training in our Public Schools. 1888. p. 
 563-569. 
 
 Robinson, A. R Industrial Education a Necessity of the Times. 
 
 1895. p. 741-746. 
 
 Runkle, J. D Introductory Address. Congress of Industrial and 
 
 Manual Instruction. 1893. p. 592-594. 
 
 S T SSON, E. O Mental Results from Manual Training. 1897. p. 
 
 742-747. 
 
 Tadd, J. L Manual Training Methods in Philadelphia Public 
 
 Schools. 1894. p. 886-891. 
 
 Thompson, S. R. Report of Progress of Industrial Education. 1885. 
 
 p. 248-257. 1888. p. 556-562. 
 
 Trybom, J. H._ Sloyd as an Educational Subject. 1892. p. 451- 
 
 461. 
 
 Walker, F. A Manual Training in Urban Communities. 1887. 
 
 p. 196-205. 
 
 Walters, J. D Ways, Means and Maxims in Manual Training. 
 
 1889. p. 621-628. 
 
 White, F. J. Physical Effects of Sloyd. 1896. p. 760-766. 
 
 Wolverton, N. Manual Training and its Place in the Educational 
 
 System of Ontario. 1891. p. 752-757. 
 
 Woodward, C. M. _ .Discussion of the French System of Industrial and 
 
 Manual Instruction. 1893. p. 597-599. 
 
 Function of an American Manual Training 
 School. 1882. p. 140-157. 
 
 The Function of the Public School. 1887. p. 
 212-224. 
 
 Manual Training, 1883. P- 84-99. 
 
 New Demands upon Schools by the World’s In- 
 dustries. 1893. p. 594-597. 
 
 * 
 
115 
 
 X 
 
 Organizations and Plans for Manual Training 
 Schools. 1894. p. 876-877. 
 
 Relation of Manual Training Schools to Technical 
 Schools. 1893. p. 583-389. 
 
 The Teacher of Tool Work. 1891. Pp. 749-752. 
 
 New England Conference of Educational Workers. 
 
 Conference on Manual Training. 
 
 Boston, Ellis, 1891. 
 
 CONTENTS. 
 
 Richards, R. H Manual Training as an Inspiration to Mental 
 
 Development. 
 
 Woodward, J, E Sloyd. 
 
 Enebuske, C. J The Relation of Slyod to Gymnastics. 
 
 Adler, Felix -The Educational Value of Manual Training in the 
 
 Public Schools. 
 
 Boyden, A. G What is Manual Training ? 
 
 James, E. J The Kindergarten and the Public School. 
 
 Bailey, H. T .Color. 
 
 Larned, C. W The Language of Form. 
 
 Richards, C. R Means and Methods of Manual Training. 
 
 Kilbon, G. B Manual Training in Springfield. 
 
 Jones, D. W Manual Training as an Auxiliary in the Formation 
 
 of Intellectual Habits. 
 
 Patten, S. N. The Value of Education Relatively to the Con- 
 
 sumption of Wealth. 
 
 Runkle, J. D The Origin of Mechanic Art Teaching: Its Intro- 
 
 duction into this Country. 
 
 And a number of addresses. 
 
 Palmer, Courtlandt New Education: Manual Training an In- 
 
 dispensible Department. 
 
 New York, Gramercy Park School, 1885. 
 
 Pp. 24. 
 
 Report of the Commission on Industrial Education, made to 
 the Legislature of Pennsylvania. 
 
 Harrisburg, 1891. Pp. 592. 
 
 Report of the Commission on Manual and Practical Instruction 
 in Primary Schools under the Board of National Education 
 in Ireland. 
 
 Dublin, Thom, 1897. 
 
116 
 
 Richards, C. R. and 
 Public Schools. 
 
 Richards, E. H 
 
 RunklEj J. D 
 
 Sackett, H. S. 
 
 Salicis, G. A. 
 
 Salomon, Otto 
 
 Schmitt, E 
 
 Schoenhof, Jacob __ 
 
 Seidel, Robert 
 
 O’Neil, H. P. — Manual Training in the 
 
 Educational Monographs, V. 3, No. 1. New 
 York, 1890. 
 
 Manual Training for Girls. 
 
 Proceedings American Manual Training 
 Association, 1897.* 
 
 Report on Industrial Education. 
 
 Boston, Brown. Pp. 34. 
 
 Manual Element in Education. 
 
 Boston, Rand, 1882. Pp. 72. 
 
 The Value of Sewing in Manual Training 
 High Schools. 
 
 Proceedings American Manual Training As- 
 sociation, 1897. 
 
 Manual Training in France. 
 
 Educational monographs, V. 3, No. 3. New 
 York, 1890. 
 
 Enseignment du Travail Manuel. 
 
 (In Musee Pedagogique. Memoires et docu- 
 ments scolaires. Fascicule No. 33. Paris. 
 Imprimerie Nationale. 1889.) 
 
 Theory of Educational Sloyd. 
 
 Boston, Silver, 1896. Pp. 150. 
 
 Sloyd in the Service of the School. 
 
 Educational Monographs, V. 1, No. 6, New 
 York, 1888. 
 
 La Pedagogie du Travail Manuel. 
 
 Paris, Picard, Pp. 160. 
 
 Industrial Education in France. 
 
 Pt. I Technical Education in France. 
 
 Washington, Gov’t. Printing Office, 1888. 
 Pp. 136. 
 
 Industrial Instruction, a Pedagogic and 
 Social necessity. 
 
 Boston, Heath, 1887. Pp. 160. 
 
117 
 
 Sluys, A Manual Training in Elementary Schools 
 
 for Boys. 
 
 Educational Monographs, V. 2. Nos. 1-2. 
 New York, 1889. 
 
 Teegan, T. H Technical, Industrial and Commercial Edu- 
 
 cation in France. 
 
 London, Simpkin, 1891. 
 
 Thornton, J. S Manual Training in Germany. 
 
 London, Laurie, 1891. Pp. 8. 
 
 United States Bureau of Education. 
 
 Art and Industry: Education in the Industrial and Fine Arts in the 
 United States. Clarke, I. E. 3 Vol. Washington, 1885-1897. 
 
 CONTENTS. 
 
 V. 1. Drawing in the Public Schools. 
 
 V. 2. Industrial and Manual Training in the Public Schools. 
 
 V. 3. Industrial and Technical Training in Voluntary Associations and 
 endowed Institutions. 
 
 Industrial Education in the United States. Washington, 1883. Pp. 319 
 
 Reports of Commissioner. Washington, 1887-1896. 
 
 Aesthetic Element in Manual Training. 1895-1896. Pp. 1323-1325. 
 Exhibit of Results of Manual Training. 1892-1893. Pp. 569-575. 
 Fellenberg or Manual Labor Movement. 1891-1892. Pp. 506-510. 
 Limitations to Artistic Manual Training. 1895-1896, Pp. 1325-1326. 
 Manual Training (Germany). 1889-1890. Pp. 1209-1212. 
 
 Manual and Industrial Training. 1887-1888. Pp. 825-910. 1 888- 
 
 1889. Pp. 411-428. 1889-1890. P. 1148. 
 
 Relation of Manual Training to Art Education. 1895-1896. Pp. 
 1321-1322. 
 
 Rise and Progress of Manual Training. 1893-1894. Pp. 877-950. 
 Statistics of Manual Training Schools. 1888-1889, Pp. 1362-1367. 
 1889-1890, Pp. 1351-1357. 1891-1892, P. 1197. 1893-1894, Pp. 
 
 2093-2169. 1894-1895, P. 2170. 
 
 Technical and Artizan Education in Russia. 1890-1891. Pp. 242- 
 
 2 53 - 
 
 Technical Instruction in Great Britain. 1891-1892. Pp. 105-138. 
 Technical and Industrial School (Belgium). 1892-1893. Pp. 186- 
 188. 
 
 Technical and Sloyd Training. 1895-1896. P. 989. 
 
 Training in Sloyd. 1891-1892. Pp. 427-429. 
 
 Typical Institutions offering Manual or Industrial Training. 1895- 
 1896. Pp. 1001-1152. 
 
118 
 
 Woodward, C. M Educational value of Manual Training. 
 
 Boston, Heath, 1890. Fp. 100. 
 
 Manual Training School. 
 
 Boston, Heath, 1887- Pp. 366. 
 
 Manual Training in Education. 
 
 New York, Scribner. 1891. Pp. 300. 
 
 Manual Training Schools. 
 
 (See International Conference on Education. 
 V. 2, Pp. 52-68. London, Clowes, 1884.) 
 Meaning and Value of Mannual Training. 
 St. Louis. 1897. Pp. 25. 
 
 Rise and Progress of Manual Training. 
 
 Report of Commissioner of Education. 1893- 
 1894. Pp. 877-950. 
 
 METHODS AND MANUALS. 
 
 Andren, Miss Sloyd Models. 
 
 London, Newmann, 1896, 48 sheets. 
 
 Annual Report Committee on Manual Training. 
 
 Boston, School Document, No. 18. 1897. 
 
 Barter, S Manual Instruction; Woodwork. 
 
 London, Whittaker, 1892. Pp. 343. 
 
 Berlin Course of easy Woodwork. 
 
 London, Newmann, 1895. Pp. 47 and 11 
 plates. 
 
 Bevis, A. W Practical LessonsinElandandEyeTraining. 
 
 London, Newmann, 1895, 3 V. Pp. 66. each. 
 
 Broughton, Mrs. J. .Practical Dressmaking for Students and 
 
 Technical Classes. 
 
 London, Macmillan, 1897. Pp. 190. 
 
 Bruhns, Alois Die Schulwerkstatte in Ihrer Verbindung 
 
 mit dem Theoretischen Unterrichte. 
 
 Vienna, Holder, 1895. Pp. 69 and 32 plates. 
 
 Carter and Roosevelt — Manual Training for Eight Years. 
 
 Denver. State Superintendent of Public 
 Instruction, 1898. Pp. 85. 
 
119 
 
 Coquelin, M. Necessaire de Travail Manuel. 
 
 Paris, Larousse. Pp. 46, 
 
 Compton, A. G First Lesson in Woodworking. 
 
 New York, Ivison, 1888. Pp. 188. 
 
 Cutler, C. F Primary Manual Training. 
 
 Boston, Educational Publishing Co., 1891. 
 
 Dauzat and Deramond — Les Travaux Manuels a V Ecole Pri- 
 
 maire. 
 
 Paris, Picard. Pp. 144. 
 
 Daujat and Dumont — Cours Normal des Travaux Manuels. 
 
 Paris, Larousse. Pp. 320. 
 
 Degerdon, W. E.__The Grammar of Woodwork. 
 
 London, Macmillan, 1892. Pp. 44. 
 
 Dumont and PHiLLiPON_Guide Pratique des Travaux Manuels. 
 
 Paris, Larousse, n. d. Pp. 219. 
 
 Faivre, Emile Enseignement du Travail Manuel. 
 
 Paris, Hachette, 1887. Pp. 115. 
 
 Goss, W. F. M Bench Work in Wood. 
 
 Boston, Ginn, 1888. Pp. 161. 
 
 Goteborgs Folkskolors Modellserie for Traslojd. 
 
 Gothenburg, 1891. 
 
 Folkskolors Modellserie for Metallslojd. 
 
 Gothenburg. 
 
 Gotze, WoLDEMAR__Manual Training made serviceable to the 
 
 School. 
 
 London, Newmann. Pp. 157. 
 
 Leipzic Series of Sloyd Diagrams. 
 
 London, Newmann. 
 
 Handfertigskeitsvorlagen der Leipziger 
 Schulerwerkstatt. 
 
 Leipzig. 
 
 Schulhandfertigkeit. 
 
 Leipzig, Hinrichs, 1894. Pp. 82 
 
 Handbook for Sewing Teachers. 
 
 New York, Whittaker, 1893. Pp. 128. 
 
120 
 
 Hapgood, O. C School Needlework. 
 
 Boston, Ginn. Pp. 244. 
 
 Heaton, William. .Manual of Cardboard Modelling. 
 
 London, Newraann, 1894. Pp. 164. 
 
 Hewitt, William.. A Graduated Course of Simple Manual 
 
 Training Exercises for Educating the 
 Hand and Eye. 
 
 London, Longmans, 1893. Pp. 229. 
 
 Hinckley, F. A, Woodwork in the Common School. 
 
 Springfield, Bradley, 1895. Pp. 126. 
 
 Hoffman, B. B The Sloyd System of Woodworking. 
 
 New York, American Book Co., 1892. Pp. 
 242. 
 
 Hudson and CooKE.Educational Woodwork. 
 
 London, Newmann, 1896. Pp. 62. 
 
 Cardboard Modelling. 
 
 London, Newmann, 1896. Pp. 29. 
 
 jAYandKiDSON Exercises for Technical Instruction in 
 
 Woodworking. 
 
 London, Longmans, 1892. 
 
 Johansson, Alfred. Practical Directions for Making the High 
 
 School Series of Sloyd Models. 
 
 London, Phillips. Pp. 58. 
 
 Johnson, C. F Progressive Lessons in Needlework. 
 
 Boston, Heath. Pp. 132. 
 
 Jones, Emily A Manual of Plain Needlework and Cut- 
 
 ting Out. 
 
 London, Longmans, 1891. Pp. 112. 
 
 Jully, M. A Le Travail Manuel a PAtelier Scolaire. 
 
 Paris, Belin, 1894. Pp. 284. 
 
 Le Travail Manuel a PEcole Primaire. 
 (Classes sans ateliers.) 
 
 Paris, Belin, 1894. Pp. 262. 
 
 JuLLYandRocHERON.Lecons Technique a PAtelier Scolaire. 
 
 Paris, Belin, 1894. Pp. 194. 
 
121 
 
 Kalb. Gustav First Lessons in Hand and Eye Training. 
 
 Translated from the German. 
 
 London, Newmann, 1893. Pp. 143. 
 
 Kilbon, G. B Knife Work in the School Room. 
 
 Springfield, Bradley, 1891. Pp. 193. 
 
 Elementary Woodwork. 
 
 Boston, Lee, 1893. Pp. 99. 
 
 Kirkwood, L. J Sewing Illustrated. 
 
 New York, American Book Co. 1881. 
 
 Larsson, Gustaf Teachers’ Sloyd Manual. 
 
 Boston, Mudge, 1890. Pp. 50. 
 
 H andwork of Geometric Wood Carving. 
 
 New York, Kellogg, 1895. Pp. 32. 
 
 Working Drawings in Sloyd. 
 
 New York, Kellogg. 
 
 Laubier and Bougueret — Le Travail Manuel a l’Ecole de la 
 
 Rue Tournefort. 
 
 Paris, Hachette, 1888. Pp. 39 and 19 plates. 
 
 Leblanc, Renk L’Enseignement Manuel. 
 
 Paris, Larousse, n. d. Pp. 224. 
 
 Love, S. G Industrial Education, a Guide to Manual 
 
 Training. 
 
 New York, Kellogg, 1887. Pp. 306. 
 
 Lyonnet, Henri Travail Manuel. 
 
 Paris, Baudry, 1889. Pp. 100. 
 
 Martin, P. M Cours de Travail Manuel. 
 
 Paris, Colin, 1894. Pp. 206 and 286. 
 
 Modeller fran Naas Slojdlarare Seminarium. 
 
 Gothenburg, Baltzer, 1897. 30 Plates. 
 
 Murray, W. W A Course in Manual Training for Grammar 
 
 Schools. 
 
 Rochester, Atheneum and Mechanics Insti- 
 tute, 1897. Pp- 72. 
 
 Nelson, William Woodwork Course for Boys. 
 
 London, Phillip, 1893. Pp. 60. 
 

 122 
 
 Poulot, Denis Method de Enseignement Manuel. 
 
 Paris, Monrocq, 1889. Pp. 425. 
 
 Ricks, George. Hand and Eye Training. 
 
 London, Cassell, 1889. 2 Vol. Pp. 67 
 
 and 64. 
 
 Manual Training. Woodwork. 
 
 London, Macmillan, 1898. Pp. 188. 
 
 Rodhe, Eva The Eva RodheModel Series inWoodwork. 
 
 English and Swedish. Gothenburg, Baltzer, 
 1893. Pp. 6. 35 plates. 
 
 Rosevear, Elizabeth — Text-book of Needlework, Knitting 
 
 and Cutting out. 
 
 London, Macmillan, 1893. Pp. 460. 
 
 Rowe, Eleanor Hints on Chip-carving. 
 
 London, Sutton, 1892. 
 
 St. John, George Manual Instruction. 
 
 London, Blackwood, 1891. 
 
 St. John & TuRRELL.The County Council Course of Manual 
 
 Instruction. 
 
 London, Simpkins. 20 plates. 
 
 Salomon, Otto Teacher’s Hand Book of Sloyd. 
 
 London, Philip, 1894. Pp. 270. 
 
 Schwartz, E vERETT.Sloyd or Educational Manual Training. 
 
 Boston, Educational Publishing Co. 
 
 Sickels, Ivin. Exercises in Woodworking. 
 
 New York, Appleton, 1890. Pp. 158. 
 
 Sjlow and SALOMON.StallningarvidSvenskPedagogiskSwicker- 
 
 slojd. 
 
 Stockholm, Beijers, 1894. 
 
 Slmmonds, T. C Woodwork. 
 
 London, Bemrose. Pp. 70. 
 
 Sutcliffe, J. D Handcraft; English Exposition of Sloyd 
 
 London, Griffith, 1890. Pp. 77. 
 
 Trainor, Richard. .Educational Woodwork. 
 
 Manchester, Eng. Course I, 60 cards. 
 Course II. 
 
123 
 
 Unwin, W. C Exercises in Woodworking for Handicraft 
 
 Classes in Elementary and Technical 
 Schools. 
 
 London, Longmans, 1887. 30 plates. 
 
 Upham, A. A Fifty Lessons in Woodworking. 
 
 New York, Kellogg, 1892. Pp. 99 
 
 Whitaker, Channing-How to Use Woodworking Tools. 
 
 Boston, Ginn, 1884. Pp. 102. 
 
 Wood, George Manual Instruction in Woodwork. 
 
 Leeds, Arnold,- 1892. 
 
 Young, C. S Manual Training for the Standards. 
 
 Leeds, Bean. Pp. 30. 
 
 ARTICLES IN PERIODICALS. 
 
 Adler, Felix Influenceof Manual Training on Character. 
 
 Ethical Review. 
 
 New Experiment in Education. 
 
 Princeton Review, 11: 143. 
 
 Allen, E. A H Manual Training in School : the New Ed- 
 
 ucation. 
 
 Unitarian Review, 35:454. 
 
 Austen, P. T Manual and Sense Training the Great 
 
 Problem in Education. 
 
 Scientific American Supplement, 40 : 16392. 
 
 Authoritative Definition of Manual Training. 
 
 Science, 13: 9. 
 
 Balliet, T. M._ _____ Manual Training: Its Educational Value. 
 
 American Physical Education Review, 1 : 60 
 
 Bates, R. C Character Building at Elmira. 
 
 American Journal of Sociology, 3: 577. 
 
 Belfield, H. H Manual Training and Public Education. 
 
 Science, 9 : 372. 
 
124 
 
 Bennett, A. C Home Workshop. 
 
 Outlook, 53 : 286. 
 
 How shall a Boy be Introduced to Tools? 
 Outlook, 53 : 155. 
 
 Manual Training from Kindergarten to 
 High School. 
 
 Journal of Education, 36 : 167. 
 
 Russian System of Manual Training. 
 
 Art Education, 2 : 75, 148. 
 
 (The) Workshop. 
 
 Art Education, 4 : 10, 83. 
 
 Brown, G. P Educational Value of Manual Training. 
 
 Education, 9 : 664. 
 
 Capin, S. B Manual Training for the School of Boston. 
 
 Education, 12 : 1 17. 
 
 Carroll, C. F Just What should Manual Training Do 
 
 ' for Children in the Elementary Schools? 
 
 Teacher’s College Bulletin, No. 6:2. 
 
 Manual Training and the Course of Study. 
 Art Education, 3 : 13. 
 
 Carter, C. M Industrial Idea in Education. 
 
 Century, 14 1679. 
 
 Chamberlain, A. H._The Manual Training Teacher. 
 
 Art Education, 4 : 190. 
 
 Chapin, T. F Educational Value of Manual Training. 
 
 Charities Review, 6 : 335. 
 
 Chapman, Evelyn Slojd or Hand-Training in Sweden. 
 
 Science, 9 : 269. 
 
 Crawford, R. D Benefits of Manual Training. 
 
 Journal of Education, 46 : 6. 
 
 Davenport, H. R._ -Technical Education in Board Schools. 
 
 Contemporary Review, 53 : 672. 
 
 Davidson, THOMAS__Manual Training in the Public Schools. 
 
 Forum, 3 : in. 
 
125 
 
 Dickinson, H. W Manual Training in Small Schools. 
 
 Journal of Education, 46 : 180. 
 
 Dickinson, J. W Industrial Education in the Public Schools. 
 
 Education, 7 : 669. 
 
 Eby, Frederick Educational Value of Manual Constructive 
 
 Work. 
 
 Education, 18 : 491. 
 
 Flood, T. L Educate the Hand. 
 
 Chautauquan, 9:213. 
 
 Gilbert, C. B Some Manual Training Ideas. 
 
 Education, 18 : 195. 
 
 Goss, W. F. M An Ideal Course of Shopwork. 
 
 Art Education, 2 : 29. 
 
 Gotze, Woldemar. .Educational Manual Training for Boys in 
 
 Germany. 
 
 Pratt Institute Monthly, 6 : 204. 
 
 Groszman, MAXiMiLAN_Should Boys and Girls be Given the 
 
 Same Kind of Work in Manual Train- 
 ing? 
 
 Teacher’s College Bulletin, No. 6 : 10. 
 
 Ham, C. H Manual Training. 
 
 Harper’s Magazine, 72 1404. 
 
 Hancock, J. A Early Phase of the Manual Training Move- 
 
 ment. 
 
 Pedagogical Seminary, 5 : 287. 
 
 Haney, J. P A Bit of a Creed. 
 
 Art Education, 4 : 189. 
 
 Harris, W. T Psychology of Manual Training. 
 
 Education, 9 : 571, 656. 
 
 Harwood, W. S Sloyd; the Swedish Manual Training Sys- 
 
 tem. 
 
 Outlook, 58 : 43. 
 
 Heinemann, A. H._ .Manual Training vs. the Old Method of 
 
 Education. 
 
 Arena, 9 : 427. 
 
126 
 
 Henderson, C. H.__Aim of Modern Education. 
 
 Popular Science Monthly, 49 : 485. 
 
 Cause and Effect in Educatiom. 
 
 Popular Science Monthly, 45 : 51. 
 
 Manual Training. 
 
 Popular Science Monthly, 46 : 48, 799. 
 
 New Programme in Education. 
 
 Atlantic, 81 :y 6 o. 
 
 Philosophy of Manual Training, 1st paper. 
 Popular Science Monthly, 53 : 145. 
 
 Spirit of Manual Training. 
 
 Popular Science Monthly, 35 : 433. 
 
 Hervey, W. L Relation of Art Education to Manual 
 
 Training. 
 
 Art Education, 2 : 47. 
 
 Industrial Education Association. 
 
 Science, 9 :553. 
 
 James, E. J Manual Training in the Public Schools in 
 
 its economic aspects. 
 
 Andover Review, 10 : 369. 
 
 Jully, M. A ManualTrainingin the Elementary Schools 
 
 of Paris. 
 
 Pratt Institute Monthly, 6 ; 197. 
 
 Keyes, C. H Modifications of Secondary School Courses 
 
 most demanded by the conditions of to- 
 day. 
 
 Art Education, 2 : 176. 
 
 Kropotkin, PRiNCE.Brain Work and Manual Work. 
 
 Nineteenth Century, 27 : 456. 
 
 Larsson, Gustaf __ '.Origin and History of the Sloyd in Sweden 
 
 and the Principles Underlying the Work 
 of the Sloyd Training School, Boston. 
 
 Art Education, 4 : 145. 
 
 Some Observations on Manual Training in 
 Europe and America. 
 
 Education, 17 : 257. 
 
 Slojd. 
 
 School Journal, 53 : 7 1 8. 
 
127 
 
 Lubbock, Sir John- .Manual Instruction. 
 
 Fortnightly Review, 46:463. 
 
 Same. 
 
 Popular Science Monthly, 30 : 327. 
 
 Same. 
 
 Littell’s Living Age, 171 : 387. 
 
 McDaniel, B. F Moral and Educational Value of Manual 
 
 Training. 
 
 Lend a Hand, 10 : 165. 
 
 Mackintosh, May__ Place of Manual Training in the General 
 
 Scheme of Education. 
 
 Education, 7 : 188. 
 
 Magnus, Sir Philip. Manual Training in England. 
 
 Art Education, 3 : 136. 
 
 Manual Training in Relation to Health. 
 
 Educational Review, 3 : 78. 
 
 Manual Training in School Education. 
 
 Popular Science Monthly, 31 1493. 
 
 Same. 
 
 Contemporary Review, 50:695. 
 
 Manual Training. 
 
 Journal of Pedagogy, 10 : 5. 
 
 Manual Training Equipment. 
 
 School Journal, 55 : 199. 
 
 Manual Training for Boys in the Public Schools. 
 
 New Englander, 43 : 561. 
 
 Manual Training in Boston. 
 
 Lend a Hand, 10 : 193. 
 
 Manual Training in New York Schools. 
 
 School Journal, v. 55, D. 18, supplement, 
 
 p. 6. 
 
 Manual Training Number. 
 
 New York Teacher’s Monographs, 1 : No. 1. 
 
 Marvel, L. H Manual Education in Public Schools, 
 
 Education, 2 : 490. 
 
128 
 
 Mezes, S. E Manual Training vs. Crime. 
 
 Charities Review, 7 : 1020. 
 
 Myrick, Herbert __ Results of Manual Training. 
 
 School Journal, 55 : 361. 
 
 Ortner, Evan Manual Training in Woodwork under the 
 
 London School Board. 
 
 Pratt Institute Monthly, 6 : 20 7. 
 
 Painter, J. E Course in Elementary Sloyd. 
 
 Art Education, 4 : 13, 113. 
 
 Phelps, Edward Industrial Education. 
 
 New Englander, 47 : 267. 
 
 Pickwick, Jr., Eli__A Course in Manual Training for Elemen- 
 tary Schools. 
 
 Art Education, 3 : 38. 
 
 Plunkett, H. M Kindergartens and Manual Training In- 
 
 dustrial Schools. 
 
 Popular Science Monthly, 41 : 375. 
 
 Pullar, A Seminary at Naas for Teachers in Manual 
 
 Training. 
 
 Fortnightly Review, 47 : 315. 
 
 Purpose of Manual Training. 
 
 Education, 16 : 299. 
 
 Richards, C. R Beautiful Models in Manual Training 
 
 Courses. 
 
 Art Education, 2 149. 
 
 Functions of Drawing and Manual Train- 
 ing in Education. 
 
 Pratt Institute Monthly, 2 : 62. 
 
 Manual Training for the Second Four 
 Years of School. 
 
 Teacher’s College Bulletin, No. 6 : 21. 
 
 Manual Training: Where is the Root? 
 
 Pratt Institute Monthly, 6 : 191. 
 
 Richards, ZALMON__Relation of Manual or Industrial Training 
 
 to the Public Schools. 
 
 Education, 13 : 623. 
 
129 
 
 Roopek, T. G Relation of Manual Occupations to other 
 
 Studies. 
 
 School Journal, 54 : 474, 505. 
 
 Russell, H. R How the Benefits of Manual Training may 
 
 be Secured. 
 
 Education, 8:657. 
 
 Ryder, C. J Limitations and Possibilities of Industrial 
 
 Training in the Public Schools. 
 Education, 12:581. 
 
 Salomon, Otto Manual Training; an Address. 
 
 The Schoolmaster, April 12, 1890. 
 
 Sloyd Instruction in Sweden. 
 
 Pratt Institute Monthly, 6:194. 
 
 Scotter, R Manual Training; a Pastime for Boys. 
 
 Westminister Review, 138:377. 
 
 Seaver, E. P Manual Training. 
 
 Education, 11:499. 
 
 Shaw. E. R The Employment of the Motor Activities 
 
 in Teaching. 
 
 Popular Science Monthly, 50:56. 
 
 Sissou, E. O Mental Results from Manual Training. 
 
 Journal of Education, 46:87. 
 
 Skinner, Stella Manual Training for the First Four Years 
 
 of School. 
 
 Teacher’s College Bulletin, No. 6:13. 
 
 Some Reasons for Manual Training. 
 
 School Journal, 56:205. 
 
 Stoker, G. A New Feature in Manual Training. 
 
 Pedagogical Seminary, 5:282. 
 
 Sweet, A. K Machine Shop Practice at the Mechanic 
 
 Arts High School of Boston. 
 
 Art Education, 4:77. 
 
 Taube, G. von Manual or Industrial Training. 
 
 Popular Science Monthly, 33:386. 
 
130 
 
 Thomas, S Industrial Training in the Public Schools 
 
 of Germany. 
 
 Science, 9:567. 
 
 Thompson, C. O Manual Labor Training in the Public 
 
 Schools. 
 
 Education, 4:592. 
 
 Thorpe, F. N Ethics of Manual Training. 
 
 Education, 8:489. 
 
 History and Economics in Manual Train- 
 ing Schools. 
 
 Education, 8 : 351. 
 
 Manual Training as a Factor in Modern 
 Education, with Illustrations from the 
 Philadelphia Manual Training School. 
 
 Century, 16:920. 
 
 Trybom, J. H._ Sloyd as an Educational Subject. 
 
 Popular Educator, Nov., 1892. 
 
 Motives to Effort in their Relation to the 
 Development of Power. 
 
 Art Education, 2:146. 
 
 Walker, F. A The Place of Schools of Technology in 
 
 American Education. 
 
 Educational Review, 2:209. 
 
 Walker, F. A., Ham, C. H., and Love, S. G.-_What Industry, 
 
 if Any, can Profitably be Introduced 
 into Country Schools? 
 
 Science, 9:365. 
 
 Walker, S. A Manual Training in the Public Schools. 
 
 Independent, 49:1004. 
 
 Wicks, O. C.i Manual Training for the Grammar Grades* 
 
 Art Education, 3 : 112. 
 
 Williams, F. N Manual Training Fairly Tested. 
 
 Kindergarten Magazine, 10 : 500. 
 
131 
 
 Woodward, C. M Erroneous Conceptions of Manual Train- 
 
 ing. 
 
 Nation, 49 : 350. 
 
 Fruits of Manual Training. 
 
 Popular Science Monthly, 25 : 347. 
 
 Functions of an American Manual Train- 
 ing School. 
 
 Popular Science Monthly, 21 : 621. 
 
 Manual Training in General Education. 
 Education, 5 : 614. 
 
 Present Status of Manual Training. 
 
 Pratt. Institute Monthly, 3 : 183. 
 
 Venderburg, M.W_ _New Course in Manual Training in New 
 
 York City. 
 
 School Journal, v. 56, January 55, sup. p. 5. 
 
 Vroom, W. F Manual Training as a Moral Discipline. 
 
 Art Education, 2 : 77. 
 
Supplement 
 
 Prepared by Mr. Grant Beebe. 
 
 INSTRUCTION ON TOOLS. 
 
 After the pupils have been assigned to their benches it is 
 desirable that they should clearly understand just what is ex- 
 pected of them in the matter of conduct. On account of the 
 novelty of their surroundings in the shop, many pupils are 
 likely to be disorderly, who would not be so, if they knew what 
 was expected of them. The following suggestions have been 
 found of value in overcoming this difficulty. They may either 
 be given orally by the teacher or in case a note book is kept 
 they should be the first entry made. In that ease they should 
 be dictated by the instructor. 
 
 1 
 
 Remain at the bench assigned to you always, unless given 
 permission to leave it. 
 
 2 
 
 When you come into the shop you should go to your bench 
 and stand at the middle of it facing the teacher while he reads 
 the names of the members of the class. 
 
 Answer to your own name when it is read. 
 
 3 
 
 After the names are read you should inspect your bench 
 and tools. See that you have all the tools and that they are 
 in the proper places. If any tool is broken or missing you 
 should let the teacher know at once. If you do not do so you 
 will be held responsible. You should also see that all the tools 
 that you are going to use are sharp. If they are not report to 
 the teacher. 
 
133 
 
 4 
 
 When you have looked over your tools you will receive 
 your work, but you are not to begin work until told to do so. 
 
 5 
 
 Never do any talking or communicating in the shop unless 
 you receive permission to do so. 
 
 6 
 
 When you need to use glue, shellac, or varnish go to the 
 table or shelf to do so. Each can is labeled so that you can 
 tell what is in it. Be careful to put the brushes into the same 
 can in which you found them. 
 
 7 
 
 In case any tool does not work well and you can not fix it, 
 let the teacher know at once. 
 
 Having given the preceeding instructions let the pupils at 
 once familiarize themselves with the bench and tools. The 
 first object that will attract their attention is the vise. Explain 
 its action and show how to open and close it quietly. If this is 
 insisted upon at first much trouble will be avoided. After the 
 vise take up the tools in order calling attention to the place 
 where each is kept. If possible get the pupils to give the 
 names of the tools. If not tell them the names. Too much 
 stress can not be laid on this point as it is impossible to give 
 instructions unless the pupils have the names of the tools fixed 
 in their minds. 
 
 Having let the pupils become familiar with the tools and 
 the places where they are kept some slight instruction should 
 be given on the material to be used. It is not desirable to 
 give extended instruction at this point but the name of the 
 kind of wood used should be given and the meaning of the 
 word grain clearly defined as suggested below. 
 
 WOOD. 
 
 Note. — The kind of wood used is white pine (or whatever 
 wood is employed.) It belongs to the class known as soft 
 woods. The grain of wood is due to the direction in which 
 the fibres grow in the tree. Wood always splits in the direc- 
 tion of the grain : 
 
134 
 
 Directions: — The teacher should illustrate this by splitting 
 a small block or better provide each pupil with a block and 
 let him investigate for himself. 
 
 THE RULER. 
 
 FIG. / 
 
 
 1 
 
 
 2 
 
 1 
 
 
 m 
 
 
 
 
 
 
 
 J 
 
 Note. — The carpenters ruler is twenty-four inches long and 
 each inch is divided either into eighths or sixteenths. 
 
 Directions: — The teacher should place on the black board 
 a large sketch similar to Fig. I. and should divide the inches be- 
 fore the class, who may compare with their rulers. Make clear 
 the point that the ruler measures spaces and to make sure that 
 this is understood ask questions such as: How manyfej mark 
 one inch? two inches? three eighths? etc. Also have pupils 
 read from the black board drawing. 
 
 Note. — The square is used to determine whether two sur- 
 faces make a right angle (or an angle of 90°) with each other. 
 The names of the parts of the square are given below. 
 
 FIG. 2 
 
 Directions: — Define a right angel and make sure that the 
 pupil understands what an angle is. Make clear the difference 
 between the geometrical square and use of the word in 
 mechanics. Draw on the board a square and any other rect- 
 tangle and show that in the sense that the word is used in the 
 shop the rectangle is also “square”. 
 
135 
 
 SAWS. 
 
 Note. — The shape of the teeth of a saw determines the use 
 to which the saw is put. 
 
 RIP SAW. 
 
 Note. — The Rip Saw is used to cut in the direction of the 
 grain. The shape of the teeth of the rip saw is given below. 
 
 FIG. J 
 
 Directions. — The teacher should have a wooden model 
 which has teeth not less than three inches on the front side 
 and which the pupils can compare with the teeth on their rip 
 saws. The model should show the set very plainly. The rip 
 saw cuts as a chisel does and the teacher should illustrate with 
 a chisel and saw, showing that the shaving from the chisel is 
 similar to the particles of saw dust from the saw. 
 
 CROSS CUT SAW. 
 
 Note. — The Cros Cut Saw is used to cut across the grain. 
 The teeth are shaped like this: 
 
 The cross cut saw is sometimes called the panel saw. 
 Directions.— The teacher should illustrate with wooden 
 
136 
 
 model as before. Jf possible have the pupils draw the 
 teeth on the black board from their own saws before showing 
 them the model.. This training of the observation is important. 
 The action of the cross cut saw is that obtained by the use of 
 a knife and chisel. The sharp edge of the tooth cuts the fibres 
 and the upper part pushes them from the cut. Illustrate with 
 knife and chisel. 
 
 Both saws are narrower at the point than at the handle to 
 make them cut more near the handle than at the point. The 
 narrow point also enables the user to straighten a crooked cut. 
 (Illustrate.) 
 
 Note. — If a saw bends in an even curve from handle to 
 point it shows that the blade is of uniform temper and evenly 
 ground. 
 
 If the saw is poor it will bend unevenly as shown by the 
 dotted line. A good saw should spring back into a straight 
 line after being bent. 
 
 SET OF SAWS. 
 
 Note. — The teeth of every saw are bent from side to side 
 so that the cut will be wider than the thickness of the blade 
 and the blade will pass easily through the cut. This bending 
 is called the “Set”. 
 
 FIG. 6. 
 
BACK SAW. 
 
 Note— The Back Saw is so called on account of the steel 
 back put on it to stiffen the blade. It is sometimes called the 
 tenon saw and is used for short fine cuts. 
 
 PLANES. 
 
 Note. — The plane is generally used to make a flat, or 
 plane surface. The names of the principal parts of the plane 
 are given below. 
 
 Y; 
 
 
 
 JSote, . 
 
 A WE 
 
 8 . 
 
 Clamp. 
 
 Cap Irotv. 
 
 The clamp is to hold the blade and cap-iron in place 
 The Cap-iron is to break off the shavings. 
 
138 
 
 The Thumb Screw is to push the blade out or in. 
 
 The lever is to bring the edge of the blade parallel with the 
 face of the sole. 
 
 The blade does the cutting and must be kept sharp. 
 
 Directions. — Have the pupils take their planes, (preferably 
 the jack plane on account of its large size) and remove the 
 clamp, blade and cap iron. Give them the names of the stock 
 and its parts as shown in the sketch. Let them see the opera- 
 tion of the lever and thumb screw. Call attention to the 
 different materials used in the stock and the reason for select- 
 ing them. It will not be possible in the majority of classes to 
 have the sketch made from the plane but Fig. 7. should be 
 placed on the black board and the names put where they 
 belong, a sketch should also be made showing the manner in 
 which the cap-iron turns the shavings and breaks them off. In 
 regard to the piece called the clamp there seems to be a 
 difference of usage. I have adopted the word clamp because 
 it prevents confusion and more nearly describes the action of 
 the piece than any other single word. The cap-iron is univer- 
 sally called by this name but the blade is variously called the 
 cutter, bit, plane iron, etc. I have adopted the word blade 
 because it seems to convey the idea of the use of this piece 
 more clearly than any other word. I object to the use of the 
 words plane iron as being inaccurate and likely to confuse the 
 pupil. Explain the difference between the wrought iron of 
 which the cap iron is made and the steel of which the blade is 
 made. 
 
 KINDS OF PLANES. 
 
 Note. — The most common planes are the Jack Plane and 
 the Smoothing Plane. These are used to plane in the direction 
 of the grain. There is a plane used for planing across the end 
 of the grain. This plane is called the Block Plane but the 
 smoothing plane may be used for this purpose. 
 
 Directions. The teacher should illustrate the different 
 cuts with the plane and particularly the effect of planing against 
 the grain. 
 
139 
 
 Note. — The Jack Plane is made for rough work and so it 
 is ground to take a thick shaving. The edge of a jack plane 
 should round slightly like this. 
 
 FIG. IQ. 
 
 Note. — The Smoothing Plane is used to make a smooth 
 surface. The blade is therefore ground straight across like this. 
 
 FIG. 9. 
 
 SHARPENING PLANES. 
 
 Note. — If the blade of a plane has its edge injured like this 
 
 FIG. JL 
 
140 
 
 it must be ground on the grindstone. The little notches in the 
 blade are called “nicks” and the blade must be ground until 
 they disappear. In placing the blade on the grindstone it must 
 be held on the stone so as to make an angle of about 30° like 1 
 
 this. 
 
 FIG. IB. 
 
 After grinding on the grindstone the edge of the blade is 
 too rough to use and it must be rubbed on the oil-stone. First 
 rub the newly ground or slanting face. To do this the blade 
 must be held slanting as shown in the sketch. 
 
 When the slanting side has been rubbed there will be little 
 particles of steel forming a burr on the flat side. This must 
 now be rubbed and the blade must be held flat as shown. 
 
 FIG. 14. 
 
141 
 
 After the blade has been made as sharp as possible on the 
 oil-stone it must be stropped on the block covered with leather 
 
 provided for that purpose. 
 
 ♦ 
 
 BORING TOOLS. 
 
 Note.— The tools used for making holes are the brace and 
 bit. The brace or bit stock is shown below. 
 
 There are a large number of different kinds of^bitsAised for 
 various purposes, the most common of which are given below. 
 
 FIG. 16. 
 
 C ' canter a Ln/\. 
 
142 
 
 Auger Ait. 
 
 Acreu A rarer Ait. 
 
 Qimiet Ait. 
 
 THE HAMMER AND MALLET. 
 
 Pupils are apt to use these tools interchangeably and they 
 should be made to understand the use of each at once. The 
 hammer should be carefully examined and the following points 
 brought out. Shape and use of the claw. Reason for the 
 rounded face. Reason for the shape of the handle. Great 
 stress should be laid on the proper handling of the hammer as 
 pupils nearly always hold it to near the head. 
 
 The foregoing paragraphs cover the points that it is desir- 
 able to emphasize but the teacher should be familiar with the 
 more extended treatment given in the books of reference. 
 Special tools as the rabbet plane etc., should be explained as 
 used. It has been found that a very good method of impress- 
 ing the points on the pupils is to give the instruction as out- 
 lined at first orally and at the next lesson dictate the portions 
 marked “Note”. This will teach the pupils the spelling of the 
 names of the tools and the other words that are unusual. The 
 sketches given should be made as far as possible from the 
 object, but where the sketch is too difficult as in the case 
 of the section of the plane the pupil should copy the teachers 
 sketch which should be put on the black board. All the 
 sketches given should be put on the black board by the 
 teacher and if note books are not kept the sketches should be 
 
143 
 
 left on the board as long as possible in order to familiarize the 
 pupils with the spelling and form of the terms. A very good 
 method of review is to let the teacher in charge of the room 
 from which the pupils come, give Manual Training or a like 
 subject for a composition. 
 
 This will make the pupil formulate his ideas, review his 
 spelling etc., and secure better coordination between the work 
 of the shop and that of the regular school room. 
 
INDEX TO DRAWINGS. 
 
 Page. 
 
 Bench Hook 97 
 
 Bench, Primary 96 
 
 Bench, Pupils' 93 
 
 Bench, Teachers' 95 
 
 Blacking Case No. i__ 81 
 
 Blacking Case No. 2 83 
 
 Blotter 1 7 
 
 Blotting Pad Not shown 
 
 Book Rack No. 1 36 
 
 Book Rack No. 2 47 
 
 Book Rack No. 3 66 
 
 Boot Jack 49 
 
 Bow and Arrow No. i__ 91 
 
 Box Kite 20 
 
 Bracket Shelf (Thick) 38 
 
 Bracket Shelf (Thin) 13 
 
 Chip Carving Designs 87-92 
 
 Class Lists (Frame For) 97 
 
 Coat Hanger 21 
 
 Comb and Brush Pocket No. 2 34 
 
 Corner Bracket 13 
 
 Dart 66 
 
 Drawing Board 98 
 
 Drawing Instrument Tray 98 
 
 Drawing Table 84 
 
 Easel __ 29 
 
 Envelope Opener, No. 1. 15 
 
 Envelope Opener, No. 3. . 77 
 
 Envelope Case 19 
 
 Foot Stool 70 
 
 Frames for Lantern Slides 37 
 
Page. 
 
 Frames, Picture No. 2 and No. 3 48 
 
 Glove Box 76 
 
 Hanging Shelves 4 2 
 
 s Hat Rack 56 
 
 Hat Rack (Inlaid) 77 
 
 Hexagonal Tabouret 80 
 
 Ink Stand No. 1 . 78 
 
 Ink Stand No. 2 23 
 
 Instrument Tray and Case 98 
 
 Jardinier Stand 79 
 
 Key Rack 21 
 
 Kites 29 
 
 Knife Box No. 1 71 
 
 Knife Box No. 2 71 
 
 Knife Box No. 3 72 
 
 Knife and Fork Rest ' 26 
 
 Lantern Slides (Frames for) 37 
 
 Letter Opener, No. 3 77 
 
 Letter Rack 35 
 
 Locker Case 99 
 
 Loom No. 1 - 54 
 
 Loom No. 2 85 
 
 Mat No. 1 17 
 
 Mat No. 2 15 
 
 Match Safe No. 2 55 
 
 Match Safe No. 3 28 
 
 Match Safe No. 4 15 
 
 Match Safe No. 5 78 
 
 Match Scratcher 13 
 
 Medicine Cabinet 47 
 
 Nail Box No. 1 and No. 2 30 
 
 Ornamentation for Towel Roller 61 
 
 Paper File 43 
 
 Paper Knives No, 1 and No. 2 24 
 
 Paper Knives No. 3 and No. 4 25 
 
 Paper Rack 69 
 
 Pen Holder 26 
 
 Pen Kack _ 17 
 
Page. 
 
 Pen Tray 67 
 
 Pencil Box 73 
 
 Pencil Sharpener No. 1 10 
 
 Pencil Sharpener No. 2 12 
 
 Photograph Frame 23 
 
 Picture Frames No. 2 and No. 3 48 
 
 Plant Label No. 1 10 
 
 Plant Label No. 2 12 
 
 Primary M. T. Bench 96 
 
 Saber ' 77 
 
 Salt Box 51 
 
 Sand Paper Block 45 
 
 Sled 65 
 
 Soap Box 33 
 
 Specimen Case 54 
 
 Strop 97 
 
 Sugar Scoop 74 
 
 Tables 79-81 
 
 Tabouret 80 
 
 Teacher’s Bench 95 
 
 Teapot Stand . 44 
 
 Tipcat 43 
 
 Tool Cabinet 99 
 
 Tool Chest 85 
 
 Top 35 
 
 Towel Rack 44 
 
 Towel Roller 59 
 
 Twine Winder No. 1. (String Winder) 12 
 
 Twine Winder No. 2. ( “ “ ) 10 
 
 Umbrella Stand 83 
 
 Water Wheel 91 
 
 Weathervane No. 1 57 
 
 Weathervane No. 2 58 
 
 Whisk Broom Holder No. 1 32 
 
 Whisk Broom Holder No. 2 53 
 
 Window Box Not shown 
 

 * 
 
 A