IC-NRLF 
 
 BOABD 
 

 
PAPER AND CARDBOARD 
 CONSTRUCTION 
 
 AN ANALYSIS OF THE SCOPE OF PAPER AND CARDBOARD CONSTRUCTION FOR 
 PRIMARY GRADES OF PUBLIC SCHOOLS. AN OUTLINE OF A COURSE WITH 
 DIRECTIONS FOR MAKING THE PROBLEMS. INFORMATION REGARD- 
 ING COURSES, EQUIPMENT, SUPPLIES, AND METHODS OF HAND- 
 LING THE WORK. A BIBLIOGRAPHY OF THE SUBJECT. 
 
 BOOK PROBLEMS 
 
 BOX PROBLEMS 
 
 CARD PROBLEMS 
 
 ENVELOPE PROBLEMS 
 
 GEORGE FRED BUXTON 
 
 Director of the Manual Training Department of the 
 Stout Institute, Menomonie, Wisconsin. 
 
 AND 
 
 FRED L. CURRAN 
 
 Supervisor of Elementary Manual Training 
 at the Stout Institute. 
 
 THE MANUAL ARTS PRESS 
 
 PEORIA, ILLINOIS 
 1916 
 
COPYRIGHT, 1911 
 
 G. F. BUXTON and F. L. CURRAN 
 
 REVISED 1913 
 FOURTH EDITION, 1916 
 
FOREWORD 
 
 REALIZING that teachers of primary handwork need defi- 
 nite directions for handling paper and cardboard construc- 
 tion in public school classes, with such supplementary 
 information regarding the selecting, ordering, and care of equip- 
 ment and supplies as shall be of immediate help in starting the 
 work, the authors have prepared the following outlines and 
 notes in the form of a hand book especially for their use. 
 
 It is also planned to be of service to supervisors of primary 
 handwork as a suggestion for the organization of a course of 
 study and as a collection of supplementary problems suitable 
 for the lower grades. The notes at the back of the book may 
 be of considerable value in saving time looking up minor details. 
 Art supervisors who handle paper and cardboard construction 
 may find the book problems suggestive as a basis for decorative 
 and illustrative treatment. 
 
 Problems have been selected which are suited to the grades 
 indicated and have been carefully tested by grade teachers in 
 the Menomonie public schools for several years. The point of 
 view thruout the course has been that of an emphasis upon the 
 simple processes involved in typical uses of paper and cardboard 
 in the industries, making such modifications as are required to 
 meet the abilities of young children, and to eliminate all ap- 
 paratus used in duplicate work in such industries. The attempt 
 is made to involve a rational sequence of difficulty in each kind 
 of work undertaken and to encourage careful work from the 
 start. Altho the production of good pieces of work is made 
 prominent in the course, teachers may choose to use certain 
 of the problems for illustrative purposes in connection with 
 other subjects. In any case, the primary handwork should be 
 so handled that the entire school program will become unified 
 for the benefit of the pupil and not stereotyped for the benefit 
 of a logical course. 
 
 43747G 
 
PREFACE TO REVISED EDITION 
 
 THE authors of Paper and Cardboard Construction have 
 been pleased with the comments and extended use the 
 book has been given in its first edition, and have carefully 
 gone over the text and made an effort to have the second edition 
 still more usable and attractive. Many half-tone illustrations 
 have been provided for the present volume with the thought 
 that the directions may be more easily interpreted and the pages 
 be made more attractive. 
 
 The publication has been turned over to The Manual Arts 
 Press and at their suggestion the book has been largely remade. 
 The pages have been increased in size, the style of type changed, 
 a different paper used, and larger line cuts made, all of which, 
 the authors believe, will make the book more valuable to the 
 class of teachers and school officers who will use it. 
 
 Errors in the previous edition have been corrected and every 
 effort made to have all details and explanations adequate in the 
 revision. Drawings have been remade and the text changed 
 wherever these changes would make the meaning clearer. 
 
 While planned especially for teachers of handwork in pri- 
 mary grades, the book has found a use with several classes of 
 pupils in the upper grades. It has been given an unlooked-for 
 reception in normal schools, and has been used by many special 
 lecturers and teachers doing teachers' institute work. Its general 
 circulation in libraries has been gratifying along with its adop- 
 tion by boards of education as a standard text or reference book. 
 A considerable proportion of the demand for the first edition 
 has been from supervisors of drawing and manual training who 
 are usually responsible for the primary handwork. 
 
 February, 1913. 
 
ANALYSIS OF CONTENTS 
 
 I. Introduction page 1 1 
 
 The purpose of the book is to arrange typical paper con- 
 structions in sequence for class use, there is an evident need 
 for this handy form, simple paper cutting should accompany 
 the construction here outlined, illustrative constructions not 
 appropriate to paper are omitted, unusual shapes are not recom- 
 mended, four kinds of work in paper are given for each of the 
 first four grades and classified by numbers, extra work is sug- 
 gested for schools having time for it, a standard size of stock 
 is to be used, it is shown that the teacher must make careful 
 preparation before presenting a new problem. 
 
 II. Book problems page 15 
 
 Sequences are suggested but detailed directions may be 
 omitted, books may be made as an aid to other studies, art 
 teachers find many uses for small books, problems here are 
 limited to 9"x 12" stock, an arrangement by grades is suggested, 
 a definite arrangement of information is made for each 
 problem. 
 
 The following groups are given to show the scope covered: 
 
 Folders : Two, three, and four fold ; booklet folder. 
 
 Portfolios : Single paper, paper with lap, cloth covered, 
 with cloth corners, note-book covers. 
 
 Paper Files : Pocket and desk files. 
 
 Pamphlets : For notes, drawings, and mountings ; glued, 
 tied, sewed, and with reinforced back. 
 
 Bound Books : Cloth covered, with cloth corners, bound 
 magazines, rebinding. 
 
 III. Box problems page 65 
 
 Box making as an industry is important, many uses of boxes 
 in schools suggest themselves, devices for repeating processes 
 are omitted here, box problems are arranged by grades. 
 
 The following groups are given to show the scope covered : 
 
 Open Boxes : Tag board, bristol board ; covers lapped, 
 reinforced corners, trays. 
 
 Folding Boxes : Tag board, bristol board ; with laps, with 
 fitted fastenings. 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 Covered Boxes : Strawboard, box board ; reinforced cor- 
 ners, lining, covering. 
 
 Sliding Box : Box board, fitting of box and case. 
 
 IV. Card problems page 91 
 
 Card mounts furnish a good opportunity for a study of color 
 and design, various illustrative materials may be mounted for 
 use, card problems give good drill in measuring and cutting 
 to line, a sequence of difficulty is shown for all card problems. 
 
 The following groups are given to show the scope covered : 
 
 Card Mounts : For drawings, and photos ; folder picture 
 mounts. 
 
 Book Marks : Simple outline, punched and cut with tab. 
 
 Tag Board Work: Glass cover, post cards, shipping tag. 
 
 V. Envelope problems page 1 10 
 
 Envelopes are thoroly suited to paper work, a variety of 
 envelope problems may be introduced with profit into the lower 
 grades, many uses are obvious, an arrangement is shown for 
 each grade. 
 
 The following groups are given to show the scope covered : 
 
 Mailing Envelopes : Square, medium, long. 
 
 Filing Envelopes : Paper envelope holder, pocket for clip- 
 pings, tag board filing envelopes. 
 
 Envelope Files : Flat envelope file, book envelope file. 
 
 Paper Bags : Flat and with folds. 
 
 VI. Planning of courses P a ge 131 
 
 The book is planned to be suggestive for a variety of systems 
 and requirements, fundamentals in planning include the adjust- 
 ment of problems to fulfill stated aims and the suggestion of 
 method, the numbering system is explained. 
 
 Courses in primary handwork may be planned with an em- 
 phasis upon sequence of processes, upon grouping of types of 
 construction, or upon the thought side of the subject, the work 
 may be considered from the standpoint of the technical and art 
 value of the subject itself or from that of the whole elementary 
 school course, the analysis of the course may center around the 
 handling of the work in classes or it may concern itself first with 
 a study of children's interests. 
 
 Different arrangements by grades are suggested and others 
 may seem desirable in certain localities, the first arrangement 
 provides for all of the book problems in a given grade to be 
 
 8 
 
ANALYSIS OF CONTENTS 
 
 followed by all of the box problems, then the card problems and 
 envelope problems, the second provides for a succession of one 
 of each kind of problem, followed by a succession of another of 
 each kind, and then another, for the sake of the interest which 
 comes from variety, the third provides for a selection from 
 each of the groups arranged in order of difficulty for the entire 
 scheme, the fourth provides for a study of one group more 
 carefully in either the third or fourth grade. 
 
 VII. Equipment and supplies page 149 
 
 Simple equipment is needed in the class room but it should 
 be properly cared for, a good stock room equipment for the 
 supervisor makes for efficiency, several kinds of paper and card- 
 board are desirable, a table for ordering paper, gives materials, 
 kinds, sizes, costs, and quantities, other supplies are easily ob- 
 tained, kinds of supply houses are indicated for reference, 
 a second table arranged by grades gives the kind and amount of 
 stock required for each problem. 
 
 VIII. Hints to teachers and supervisors page 165 
 
 Careful preparation requires that a teacher shall analyze a 
 pioblem thoroly before teaching it, the proper care of equip- 
 ment and supplies requires that things shall be instantly available, 
 properly counted, and in usable condition, good teaching re- 
 quires that materials shall be distributed quickly and without 
 confusion, that directions and other information shall be given in 
 a clear, pointed, and interesting way, good management requires 
 that pupils shall be kept constantly busy at understood problems, 
 that work shall be collected and cared for systematically, and that 
 all details shall be made to fit into a complete scheme in the mind 
 of the teacher. 
 
 A supervisor must find suitable occasion for getting neces- 
 sary directions before teachers, he must see that supplies are 
 ordered, prepared, and deliverd to schools on time, he must 
 visit classes and in other ways test the character of the work of 
 teachers, he must find some way to train such teachers as are 
 not handling the subject successfully, he may arrange for ex- 
 hibitions of school work, he will constantly study the various 
 aspects of his specialty and make it of more value to his com- 
 munity. 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 IX. Bibliography page 170 
 
 A list of books and magazine references is given for the 
 benefit of students and public school officers and teachers. 
 
 X. Index page 175 
 
 A complete index is given to make it possible to refer in- 
 stantly to each particular problem, and each topic discussed. 
 
 
 10 
 
INTRODUCTION 
 
 BOOKS on paper and cardboard work for public schools 
 have appeared from time to time and are in many cases 
 serving a good purpose. There still remains, however, 
 one field which does not seem to be adequately handled and to 
 which this book attempts to make contribution. That is: a 
 course in cutting, measuring, folding, pasting, gluing, sewing, 
 punching, tying, and decorating a variety of paper materials, 
 with a definitely organized series of problems in the making of 
 books, boxes, card mounts, and envelopes. The problems 
 selected are only of these four kinds, because these seem to be 
 the most thoroly suited to the materials from the worker's stand- 
 point and because they furnish so rich an opportunity for varied 
 manipulations, and such an attractive basis for applied design 
 in the lower grades. 
 
 It is believed that in presenting this arrangement of material 
 in handy form, many teachers and supervisors will find some 
 of the help they have been looking for, and it has already become 
 evident that those who have attended The Stout Institute desire 
 such a grouping as is here given. In fact, the principal reason 
 for the preparation of this printed course is the constant demand 
 for the less adequate blue-prints which have been issued at The 
 Stout Institute. 
 
 Problems in simple paper cutting have been omitted from the 
 outlines for the reason that no construction is involved and no 
 measurements required. It is not to be inferred, however, that 
 this work is not recommended, but it is not made a subject by 
 itself. Paper cutting from pose and from memory, and the cut- 
 ting of designs are recommended as supplementary work and 
 provision may be made for mounting them upon the card mounts 
 or in some of the book problems. They are especially to be 
 recommended at the beginning of the first grade. 
 
 11 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 Paper furniture and houses and other problems used in an 
 illustrative manner in connection with other subjects are not 
 considered a part of the present subject and not a part of the 
 primary handwork which leads to forms of manual training in 
 the upper grades. It is believed that most schools will find the 
 problems which are more typical of the material, to be of more 
 value as pieces of construction. 
 
 Unusual shapes, saw toothed edges, highly colored floral 
 decorations, inappropriate types of construction, over-complex 
 forms and other eccentricities should be avoided everywhere, 
 but especially with young children. These have been carefully 
 excluded from this outline. 
 
 While the problems are listed on the following pages as book 
 problems, box problems, card problems, and envelope problems, 
 it is not to be understood that they should be taken in this order 
 and all the book problems finished before taking up the box 
 problems. Each class of problems is planned for all four grades 
 and distinguished by three numbers representing: The grade; 
 the class of work; and the relative place in the grade for that 
 class of work. (321 covered small box, is thus in the 3d grade ; 
 it belongs to the box problem group, "2"; and it is the ist box 
 problem in the third grade.) This is more fully explained in 
 chapter VI under ''Planning of Courses", page 132. 
 
 Rather more problems have been suggested than most schools 
 can complete within the time usually allotted to the subject. 
 This provides for considerable choice on the part of the teachers. 
 Many options are also recommended in the foot notes. 
 
 As explained in chapter VII under "Equipment and Sup- 
 plies," the exercises are planned to use 9" x 12" stock. This is 
 frequently to be cut into two pieces 6"x9", and occasionally cut 
 to other sizes. In case there is no provision for cutting a 
 quantity of stock, the pupil may be given 9"xi2" stock for 
 everything and be required to save the unused pieces for later 
 work. This use of uniform sizes will be found of considerable 
 convenience in the class room. 
 
 12 
 
INTRODUCTION 
 
 Before presenting the work to the classes, the teacher should : 
 first, make the problem ; second, consider carefully the various 
 steps in the processes of construction ; and third, be very definite 
 and clear with directions. The pupil's best effort should be 
 required at all times and his standard of good work constantly 
 raised. A number of hints for the teacher are given in chapter 
 VIII, but most important of all is the necessity that the teacher 
 shall know the subject thoroly. The directions given for each 
 problem are no substitute for careful preparation, if success is 
 to be assured. 
 
 Six kinds of lines are given below to illustrate their use in 
 connection with the directions for each problem suggested. 
 
 lNVt3IBL. C > a C 
 
 fjf rr/v.5 /0/v co/v^r/rvc T/ON 
 
 DRAFTING CONVENTIONS USED THRUOUT THE BOOK. 
 
 The above drawing is given to explain the meaning of the 
 different lines used on the following pages. Lines representing 
 visible outlines of the finished problem or of the successive steps 
 involved are drawn heavy and continuous. Fold lines are made 
 light and continuous. Edges hidden by other material are repre- 
 sented by long, light dashes. Construction lines are used as a 
 help in laying out a piece of work, but they form no necessary 
 part of the finished work; they are composed of short dashes 
 with longer spaces. Extensions and dimensions are used in in- 
 dicating sizes. Where used, these read from the bottom and 
 right side. 
 
 For the outlines for each problem the arrangement of in- 
 formation is indicated below : 
 
 (I) Number and name of problem. This is fully explained 
 in chapter VI. 
 
 13 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 (II) Material and equipment needed by each pupil. In 
 some cases the equipment is passed from pupil to pupil, thus 
 requiring fewer tools. 
 
 (III) Working drawing. See drafting conventions illus- 
 trated on page 13. 
 
 (IV) Directions for making the problem. Arranged for 
 presentation to classes. 
 
 (V) Notes. Supplementary suggestions and explanations. 
 
 
 14 
 
II 
 
 BOOK PROBLEMS 
 
 PROBLEMS in the making of folders, small pamphlets, 
 portfolios and bound books are described on the following 
 pages and arranged in a sequence representing work of 
 increasing difficulty for each of the first four grades of public 
 schools. The first figure of each problem number indicates the 
 grade in school recommended as suggested on page 12 of the 
 introduction. The sequence is more noticeable in some places 
 than in others, but in general it will be found that the work 
 meets well the abilities of the children. It is within the range 
 of successful handling and yet requires a real concentration of 
 effort thruout the course. While sequences and definite steps 
 are given emphasis, it will be found possible to vary consider- 
 ably from the outline, and many supervisors will want to do 
 this. It may seem best in teaching, not to give such detailed 
 information to the children, but to assign a problem and allow 
 the children to find out for themselves how to make it. Even 
 here, however, the teacher must have in mind a definite line of 
 processes in order to properly describe each problem and to be 
 of help to each child, and the steps suggested will be found at 
 least typical. 
 
 While the idea back of the choice of book problems has been 
 the manipulation of material for the training of hand and eye 
 and for an acquaintance with basic processes in the making of 
 books by hand, there is no limit to the use which may be made 
 of the articles made in correlation with other school subjects. 
 Many uses of booklets for gathering notes and illustrative 
 material will occur to the teacher. Where the making of books 
 is incidental to the using of them, the outlines will only be used 
 as hints. It is believed that the book problems will furnish to 
 many teachers the directions they have been wanting in handy 
 form for the natural correlations between construction and other 
 school subjects. 
 
 15 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 An especially valuable feature of the book problem is the 
 opportunity it furnishes for the mounting of illustrations cut 
 from old magazines, and of free cuttings ; and much may be made 
 of the use of books for drawings and designs, either made 
 directly in the book or cut and mounted. Cover designs offer 
 another attractive field for crayon and water color as well as 
 for pencil and pen and ink work. In some cases it is possible 
 to have the children make fairly attractive lettering upon the 
 covers. In all cases the choice of proportions in the making of 
 booklets is important and may be an attractive field for the art 
 teacher. In the books suggested, the limitations due to size of 
 stock should be obvious, as a standard size of 9"xi2" for all 
 problems has been selected. Books of larger size can be made 
 only if extra paper cut from the full stock sheet be supplied. A 
 list of some of the full sizes of paper is given in chapter VII, 
 which will be found convenient for reference. If larger sheets 
 than the 9"xi2" be used, the binder's typical methods of folding 
 may be employed and one sheet folded so as to make eight or 
 sixteen pages of fair size. It will be noted also that if funds 
 permit, some of the higher grades of paper may be used and 
 better products obtained. If a printing press be available, very 
 pleasing announcement folders and booklets for special occasions 
 may be made and the use of type in page design be illustrated. 
 Printing is especially desirable in upper grades and in high 
 school classes but it does not come within the scope of this book. 
 
 The arrangement of book problems by grades is given below 
 to enable the teacher to determine at a glance the place of a 
 particular piece of work in the series of book problems. 
 
 FIRST GRADE 
 
 111 Mounting folders (Rough cover paper). 
 
 112 Booklet folder (Rough cover paper, book paper). 
 
 113 Pocket note-books (Rough cover paper, print paper). 
 
 114 Book of color schemes (Colored and gray rough cover paper). 
 
 115 Drawing-book (Cover paper, book paper). 
 
 116 Laundry list (Manila paper). 
 
 16 
 
BOOK PROBLEMS 
 
 SECOND GRADE 
 
 211 Paper portfolio (Cover paper or press board, stay tape). 
 
 212 Paper portfolio with laps (Heavy cover paper, stay tape). 
 
 213 Book of designs (Cover paper and book paper). 
 
 214 Weather record (Book paper). 
 
 215 Receipt book (Cover paper, bond paper, binders' cloth). 
 
 216 Note-book (Cover paper, manila paper). 
 
 217 Paged blank book (Cover paper, book paper). 
 
 THIRD GRADE 
 
 311 Scrap-book (Colored and gray cover paper). 
 
 312 Sewed pamphlet (Cover paper, book paper). 
 
 313 Pamphlet with reinforced back (Cover paper, book paper, 
 binders' cloth). 
 
 314 Cloth covered portfolio (Strawboard, binders' cloth, marble 
 paper). 
 
 315 Glued booklet (Cover paper, book paper). 
 
 316 Cloth bound book (Cloth board, binders' cloth, cover paper). 
 
 FOURTH GRADE 
 
 411 Pocket paper file (Manila tag board). 
 
 412 Desk paper file (Heavy tag board). 
 
 413 Note-book, covers (Strawboard, binders' cloth, cover paper, 
 marble paper). 
 
 414 Portfolio with cloth corners (Cloth board, binders' cloth, cover 
 paper, marble paper). 
 
 415 Bound scrap-book (Strawboard, binders' cloth, colored and gray 
 cover papers). 
 
 416 Bound drawings (Heavy cover paper). 
 
 417 Rebound book or bound magazines (Material depends upon prob- 
 lem). 
 
 It is to be understood from this list that other problems such 
 as boxes, envelopes, and card mounts, are given in each grade 
 following the book problems. 
 
 17 
 
BOOK PROBLEMS 
 
 111. Mounting Folders 
 
 Rough gray cover paper, 3 pieces, 6"xQ' 
 White book paper, 3 pieces, 6"x 9" 
 Paste 
 
 Scissors 
 
 COVER STOCK 6"x 9" FOLDED 4%"x 6" 
 
 DIRECTIONS FOR TWO-FOLD: 
 
 a. Fold upper left corner to upper right corner and crease. 
 
 b. Cut from white paper several representations of common 
 
 objects, of flowers, leaves, trees, tools, workmen at 
 typical occupations, or children at play. These may 
 be cut from memory or direct observation. 
 
 c. Select the best group of cuttings and paste in folder. 
 
 COVER STOCK 6"x 9" FOLDED 3"x 6" 
 
 DIRECTIONS FOR THREE-FOLD: 
 
 a. Fold upper right corner two-thirds distance across top, 
 
 judging distance with the eye. 
 
 b. Fold upper left corner to crease. 
 
 c. Cut and paste representations as in first folder. 
 
 19 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 COVER STOCK 6" X 9" FOLDED 2%"x 6" 
 
 DIRECTIONS FOR FOUR- FOLD: 
 
 a. Fold upper right corner to upper left corner. 
 
 b. Fold these two corners to center crease. 
 
 c. Cut and paste as before. 
 
 NOTE: In each of these folders, it may seem desirable to 
 paste magazine illustrations or other clippings in place of the 
 cuttings indicated, or other uses may suggest themselves to the 
 teacher. Careful folding and clean pasting should be expected. 
 
 112. Booklet Folder 
 
 Rough gray cover paper, i piece, 6"x 9" 
 White book paper, i piece, 6"x9" 
 Paste or glue 
 Soft or medium pencil 
 
 BOOK OPEN SHOWING TORN EDGES BOOK CLOSED 4%"x 6" 
 
 DIRECTIONS : 
 
 a. Tear from \" to " from two adjacent edges of the white 
 
 paper, without measuring. 
 
 b. Fold upper left corner of white paper to upper right 
 corner. 
 
 20 
 
BOOK PROBLEMS 
 
 c. Fold upper left corner of cover paper to upper right 
 
 corner. 
 
 d. Run a little paste or glue along back of crease of white 
 
 paper and press it inside of cover paper. 
 
 e. Allow booklet to dry and use for sketching plants or 
 
 animals or children, or for copying photographs. 
 113. Pocket Note-Books 
 
 Rough cover paper, 3 pieces, 6" x 9" 
 
 Print paper, 6 pieces, Q"X 12" 
 
 Coarse linen thread, I yard 
 
 Large needle, letter opener or kitchen knife 
 
 SECOND STEP IN SEWING 
 
 PRINT PAPER 9"x 12" 
 SHOWING FOLDS FOR 4TO BOOK 
 
 THIRD STEP IN SEWING 
 
 FIRST STEP IN SEWING 
 
 FINISHED NOTE-BOOK 4Va"x 6" 
 
 21 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 DIRECTIONS FOR QUARTO BOOK: 
 
 a. Fold one piece print paper lower left corner to upper 
 
 left corner. 
 
 b. Fold upper left corner to upper right corner. 
 
 c. Fold second piece of print paper in the same way and 
 
 insert into first piece. 
 
 d. Fold cover paper left to right and insert folded print 
 
 paper. 
 
 e. Sew down thru center of book, up near one end, down 
 
 thru center again, up near opposite end, and tie square 
 knot near the center. 
 
 f. Tear leaves apart with letter opener, kitchen knife, or 
 
 back of scissors. 
 
 INSIDE OF 12 PAGE BOOK 
 FOLDED AND SEWED 
 
 PRINT PAPER FOLDED FOR 12 PAGES 
 
 FINISHED BOOK 
 ABOUT 3"x4" 
 
 DIRECTIONS FOR 12-PAGE BOOK: 
 
 a. Fold lower left corner of one piece print paper about 
 
 two-thirds distance to upper left corner. 
 
 b. Fold upper left corner to this crease and open paper flat. 
 
 c. Fold upper right corner about two-thirds distance to 
 
 upper left corner, make sharp crease, open, and tear 
 off smaller piece. 
 
 22 
 
BOOK PROBLEMS 
 
 d. Refold larger piece and then fold left to right. 
 
 e. Make a second piece like this and insert. 
 
 f. Cut cover paper a little larger than open book, fold left 
 
 to right, and sew print paper inside same as in 4to 
 book. 
 
 g. Tear leaves apart as before. 
 
 
 \ 
 
 
 
 
 INSIDE OF OUTSIDE OF 
 
 8vo BOOK BOOK 2%"x6' 
 
 PRINT PAPER 9"X 12" 
 SHOWING FOLDS FOR 8VO BOOK 
 
 DIRECTIONS FOR OCTAVO BOOK 16 PAGES: 
 
 a. Fold print paper right to left. 
 
 b. Fold bottom to top. 
 
 c. Fold left to right. 
 
 d. Place one or two of these pieces in cover previously cut 
 
 a little larger than open book. 
 
 e. Sew and tie as before. 
 
 f. Tear leaves apart. 
 
 NOTE: These note-books may be used for writing practice, 
 or for sketching, or for such purposes as seem desirable to the 
 teacher in connection with any other subject. 
 
 23 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 114. 
 
 Book of Color Schemes 
 
 Colored rough cover paper, I piece, 6"x 9' 
 Gray cover paper, 2 pieces, 6"x9" 
 Coarse linen thread or binders' thread, 14' 
 Large needle 
 
 BOOK OPEN 6"x9" 
 
 BOOK CLOSED 
 
 READY TO SEW 
 
 OPTIONAL METHOD 
 
 ' 
 
 CD 
 
 TYPICAL PAGES OF MOUNTED COLORS 
 
 DIRECTIONS: 
 
 a. Fold gray paper inside of colored paper. 
 
 b. Sew and tie as in number 113. If more space is wanted 
 
 between pages, extra pieces of gray cover paper i"x 6" 
 
 24 
 
BOOK PROBLEMS 
 
 may be folded and sewed into the book, as shown at A. 
 c. Mount rectangles of colored papers upon each inside 
 page, so as to show good color schemes, keeping in 
 mind both quality and quantity of each color. 
 NOTE: Samples of fabrics or of different kinds of papers may 
 be mounted in place of color schemes. The arrangements on the 
 following page are suggested for mounting paper samples. 
 
 115. Drawing-Book 
 
 Gray cover paper, i piece, 4j"x 12" 
 White book paper, 2 pieces, 9"x 12" 
 Coarse linen thread, 15" 
 Large needle, pencil 
 
 BOOK PAPER 9"x 12' 
 
 BOOK OPEN 4%"x 12" BOOK CLOSED 
 
 DIRECTIONS : 
 
 a. Fold book paper bottom to top, having length of paper 
 
 horizontal. 
 
 b. Fold left to right. 
 
 25 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 26 
 
BOOK PROBLEMS 
 
 c. Fold cover paper left to right. 
 
 d. Place book paper inside of cover paper. 
 
 e. Sew and tie as in number 113. 
 
 NOTE: Use for drawings: flowers, grasses, fruits, vege- 
 tables or small objects. 
 
 9"x 12" 
 
 116. Laundry List 
 
 Manila paper, 2 pieces, 
 
 Silk cord, 8" 
 
 Eyelet 
 
 Eyelet punch, letter opener, pencil 
 
 MANILA PAPER 9"x 12' 
 
 FINISHED LIST 
 
 DIRECTIONS : 
 
 a. Fold two pieces manila paper with right edge two-thirds 
 
 distance to left edge. 
 
 b. Fold left edge to crease. 
 
 c. Fold top to bottom. 
 
 d. Fasten eyelet near center of top. 
 
 e. Tie loop of cord thru eyelet for hanging. 
 
 f. Tear leaves apart with letter opener. 
 
 g. Write "Laundry List" upon outside. 
 
 27 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 NOTE: Use to record articles sent to the laundry so as to 
 check up proper return. Other uses than as Laundry List may 
 be suggested and the name changed accordingly. 
 
 LAUNDRY LISTS 
 
 28 
 
BOOK PROBLEMS 
 
 211. Paper Portfolio 
 
 Cover paper or press board, I piece, 6"x 9" 
 Stay tape, i piece, 9" long 
 Scissors, pencil, rule 
 
 TAPE ON BACK 
 OF PORTFOLIO 
 
 FRONT COVER 
 
 3"x8" 
 
 COVER PAPER 6"x8" 
 CUT FROM 6"x 9" 
 
 DIRECTIONS : 
 
 a. Lay out cover paper 6"x 8", and cut to size. Measure 
 
 from lower corner and mark each edge of paper, con- 
 nect marks, cut to line. 
 
 b. Fold left to right. 
 
 c. Stick stay tape over fold and cut ends even with top and 
 
 bottom of portfolio. 
 
 NOTE: This may be used for carrying folded letter paper, 
 or clippings, or school work. It is a convenient size for the 
 pocket. By making the folder from 9" square stock, it will be 
 4-|" x 9", suitable for carrying a large variety of folded papers. 
 It may seem desirable to make both sizes. 
 
 It is best to begin measuring from a clear mark a little 
 distance from edge of rule, if such rules be available, as indicated 
 in the sketch. It is best also to make all measurements in one 
 
 29 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 direction without moving the rule, so as to avoid multiplying 
 errors. In the sketch measurements are i", 7", and i", begin- 
 ning at left edge. Pupils must be kept on their guard in adding 
 the smaller measurements. 
 
 212. Paper Portfolio with Laps. 
 
 Heavy cover paper, i piece, 9"x 12". 
 Stay tape, i piece, 19" long. 
 Rule, pencil, scissors. 
 
 INSIDE OF PORTFOLIO 
 
 TAPE SHOWN ON BACK 
 
 DIRECTIONS : 
 a. Lay 
 
 out three 4 inch measurements across top and 
 bottom of 9"x 12" cover paper, and connect these 
 with straight lines. 
 
 b. Set off i inch measurements from each corner, and con- 
 
 nect across corners as shown in drawing. 
 
 c. Cut off corners. 
 
 d. Fold right edge nearly to first line. 
 
 e. Fold left edge nearly to this crease. 
 
 f. Unfold and stick pieces of stay tape over, creases along 
 
 the back of portfolio. 
 
 NOTE: This is to be used for the same purpose as number 
 211 but has the advantage that it holds papers more securely. 
 213. Book of Designs. 
 
 Gray cover paper, 3 pieces, 6"x 9". 
 
 White book paper, i piece, 9"x 12". 
 
 Coarse linen thread, 18". 
 
 Paste. 
 
 Scissors, rule, pencil, needle. 
 
 30 
 
BOOK PROBLEMS 
 
 DESIGN 
 
 COVER PAPER 6"x9" 
 LAID OUT 6"x 8" 
 
 INSIDE OF BOOK 
 READY TO TIE 
 
 COVER OF 
 BOOK 3"X 8'' 
 
 DIRECTIONS : 
 
 a. Lay out each piece of cover paper 8 inches up from 
 
 bottom edge and cut to 6"x 8". 
 
 b. Fold left to right and place two pieces inside of third, 
 
 which will serve as cover. 
 
 c. Sew down a little distance below center, up a little dis- 
 
 tance above center, down near top, up thru second 
 hole, down thru first hole, up near bottom. 
 
 d. Tie square knot at first hole. 
 
 NOTE: Cut units of design suitable for borders or "all over" 
 repeat patterns from white paper and paste in the book when 
 complete. Front cover of book may have a small unit of design 
 mounted just above the center, or pupil may print DESIGN on 
 the cover, or a printed label may be fastened on with paste. 
 
 214. Weather Record. 
 
 India tint book paper, 2. pieces, 6"x 9". 
 
 Black plain cover paper, i piece, 3"x6". 
 
 Dark blue cover paper, I piece, 3"x 6". 
 
 White book paper, i piece, 3"x6". 
 
 Paste. 
 
 Scissors, needle. 
 
 31 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 BOOK PAPER 6"x 9" 
 
 BOOK OPEN 
 
 INSIDE PAGE 
 
 DIRECTIONS : 
 
 a. Fold bottom to top. 
 
 b. Fold left to right. 
 
 c. Sew as in number 113. 
 
 d. Cut standard weather flags from blue and black plain 
 
 cover paper, and from white book paper. 
 
 e. Paste one of each kind of flag upon front cover of book. 
 
 NOTE: Save the extra flags for inside of book to indicate the 
 weather for any given week or more. The proper flag for a day 
 may be pasted in its proper square in the afternoon. Government 
 flags are displayed from 10:00 a. m. until sunset, to indicate the 
 weather for the following day. The weather signals are as 
 follows : 
 
 White flag clear and fair weather. 
 
 Blue flag rain or snow. 
 
 Black triangular flag temperature .signal, in- 
 dicating rising temperature when placed above 
 another flag, and falling temperature when placed 
 below. 
 
 White and blue striped flag local showers. 
 
 HP 
 
 COVER 
 
 32 
 
33 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 215. Receipt-Book. 
 
 Cover paper, i piece, 6"x 9". 
 Bond paper, 2. pieces, 9"x 12". 
 Binders' cloth, i piece, i"x9". 
 Silk floss, 15". 
 Scissors, needle, pencil. 
 
 COVER PAPER PAPER IN COVER 
 
 BOND PAPER 9"x 12" 
 
 
 DIRECTIONS : 
 
 a. Fold bond paper right to left, bottom 
 
 to top, left to right. 
 
 b. Lay out and cut cover 5"x 6J". 
 
 c. Fold cover left to right. BACK OF COVER 
 
 d. Sew bond paper into cover, one section inside of the 
 
 other. 
 
 e. Cut strip of binders' cloth i"x6J" and glue on back of 
 
 book to cover sewing. 
 
 f. Letter the front cover COOKING RECEIPTS. 
 
 NOTE: Stay tape may be used in place of the binders' cloth 
 but it is a bit more clumsy. A more useful book may be made 
 if three or four sheets of paper are used, making 48 or 64 pages. 
 
 34 
 
BOOK PROBLEMS 
 
 216. Note-Book. 
 
 Cover paper, i piece, 6"x9". 
 
 Manila paper, 2 pieces, 9"x 12" '. 
 
 Linen thread, 24". 
 
 Glue. 
 
 Scissors, needle, pencil. 
 
 MANILA PAPER 9"x 12" COVER PAPER 5 
 
 // .. /: 1 / " 
 
 STEPS IN SEWING TWO SECTIONS 
 
 35 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 DIRECTIONS : 
 
 a. Fold manila paper right to left, bottom to top, left to 
 
 right. 
 
 b. Lay out and cut cover 5"x 6J", and fold as shown. 
 
 c. Sew the two sections of the book together starting above 
 
 the center of one section, and following steps shown 
 in cut, fastening ends with square knot. 
 
 d. Spread glue along inside crease of cover, one-half inch 
 
 wide. 
 
 e. Press book into cover. 
 
 f. Write or print NOTES upon front cover. 
 
 NOTE: This is the first problem involving the sewing of 
 sections together in bookbinding. The process has been sim- 
 plified to the easiest steps possible. Problems following this 
 have also been modified to suit conditions of the usual class 
 room without extensive equipment. 
 
 217. Paged Blank Books. 
 OCTAVO SIZE 
 
 White book paper, i piece, Q"X 12". 
 
 Heavy cover paper, I piece, 6"x 9". 
 
 Thread, 15". 
 
 Needle, scissors, pencil. 
 DIRECTIONS : 
 
 a. Letter sheet, A, B, C, D, as indicated in drawing. 
 
 b. Place sheet in position so that A B will be at top of 
 
 paper and C D at the bottom. 
 
 c. Fold right to left. 
 
 d. Fold bottom to top. 
 
 e. Fold left to right. 
 
 f. Open sheet and place in original position, A B at the 
 
 top. 
 
 g. Place numbers for pages on front of sheet as indicated 
 
 in the drawing, 
 h. Turn sheet over so that D is under upper left hand 
 
 36 
 
BOOK PROBLEMS 
 
 corner and write numbers as indicated in second 
 drawing, 
 i. Fold sheet again in the same way that it was first folded. 
 
 D, UMOCK 
 
 FRONT OF SHEET 
 
 BACK OF SHEET 
 
 j. Cut cover 5"x6i" and fold. 
 
 k. Insert folded sheet in cover, sew, and tie. 
 
 1. Tear leaves with paper knife or back of scissors. 
 
 NOTE: Sheet must be folded the same in "i" as it was folded 
 in "c," "d," "e," or the paging will not be correct. 
 
 DUODECIMO SIZE BLANK BOOK 
 
 Heavy cover paper, i piece, 6"x 9". 
 White book paper, i piece, 9"x 12". 
 Thread, 15". 
 Needle, scissors, pencil. 
 
 37 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 B, 
 
 FRONT OF SHEET 
 
 BACK OF SHEET 
 
 c. 
 d. 
 
 DIRECTIONS : 
 
 a. Place paper on desk with A B at bottom. 
 
 b. Fold bottom edge up two-thirds distance to top. 
 Fold top edge down to fold. 
 
 Fold right edge to left edge. 
 
 e. Fold bottom to top. 
 
 f. Unfold sheet and place in such a position that A is in 
 
 the upper left hand corner, and B in the lower left 
 hand corner. 
 
 g. Number pages as indicated in drawing. 
 
 h. Reverse sheet so that B will be under the upper left hand 
 
 corner and A under the lower left hand corner. 
 
 i. Number pages on back of sheet as indicated in drawing. 
 
 Refold sheet in same manner as it was first folded. 
 
 - 
 k. 
 I. 
 
 Cut cover 
 
 5" and fold. 
 
 Insert folded sheet in cover and sew as before. 
 
 NOTE: These problems furnish opportunity for the teacher 
 to explain to the pupils how a book is printed, folded, sewed, 
 trimmed, and bound. Booklets with 16, 18, 32, 36, or 48 pages 
 may be worked out as supplementary problems. The printer 
 usually prefers to fold into 8, 16, or 32 pages in order that the 
 
 38 
 
BOOK PROBLEMS 
 
 folding may be done from edge to edge. Some of the other 
 foldings and pagings are given below. The stock for each book 
 is 9"x 12" and a cover is planned to allow J" projection. 
 
 L 
 
 r 
 
 
 H 
 
 ] 
 
 
 
 
 
 il 
 <0 
 
 i 
 
 o/ 
 
 u 
 
 9 
 
 if * 
 cv 
 
 tf 
 
 "c 
 
 "9 
 
 ^ 
 
 
 
 s 
 
 
 
 1 
 
 tiSfc! 
 
 
 ,t 
 
 _r 
 
 ar/ 
 
 /a 
 
 SECTION OF 16 PAGES 
 
 A section of 16 pages may be made by folding R to L, T to 
 B, M to C. 
 
 The illustration shows the paging on both sides of the sheet. 
 
 In the two lower drawings are shown a single page and the 
 open book in its cover. 
 
 39 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 
 
 
 r 
 
 1 
 
 i 
 
 * 
 
 * 
 
 
 A section of 
 24 pages may- 
 be made by 
 folding R to L, 
 M to T, B to C, 
 L to T. 
 This is a 
 difficult fold 
 and not often 
 
 L 
 
 T 
 C 
 
 
 JR 
 
 
 
 
 
 
 M 
 
 e> 
 
 9 
 
 s- 
 
 0? 
 
 
 
 /o 
 
 'S 
 
 B 
 
 
 
 1 
 
 V 
 
 1 
 
 
 
 
 
 M 
 
 op 
 
 2 
 
 H 
 
 B 
 
 9 
 
 " 
 
 
 
 SECTION OF 24 PAGES 
 
 employed. A 
 
 printer would more commonly use two 
 j sheets, one of 16 pages and one of 8 
 pages. 
 
 a 
 
 *-f 
 
 4^ 
 
 t 
 
 6 
 
 t>* 
 
 it 
 
 9s 
 
 /JS 
 
 / 
 
 
 
 /J 
 
 ff 
 
 0? 
 
 6? 
 
 ^ 
 
 SECTION OF 32 PAGES 
 
 A section of 
 32 pages may 
 be made by 
 folding B to T, 
 R to L, M to 
 K, J to K. 
 
 This is as 
 many pages as 
 usually fold 
 well together in 
 
 a single section, altho thin book paper 
 may sometimes be folded into 64 pages 
 or more in pamphlet work. 
 
 40 
 
BOOK PROBLEMS 
 
 
 
 A section of 
 36 pages may 
 be made by 
 folding M to T, 
 B to C, K to L, 
 T to N, L to N. 
 In place of 
 this sized sec- 
 tion it is more 
 practical to fold 
 
 pages and one of 
 ce here in careful 
 worth the attempt 
 1. 
 
 A section of 
 48 pages may 
 be made -by 
 folding B to T, 
 M to L, R to J, 
 J to K, N to K. 
 Three sec- 
 tions of 1 6 
 pages each, or 
 one of 32 pages 
 ire more generally 
 
 f. \ 
 
 L 
 
 * 
 
 
 yf 
 
 /-* 
 
 "r 
 c 
 
 J 
 V; 
 
 V 
 
 
 o 
 
 
 ^f 
 
 
 
 r 
 
 
 
 Of 
 
 / 
 
 
 
 
 9/ 
 
 
 9? 
 
 rr 
 
 t' 
 
 6 
 
 
 JO 
 
 7 
 
 /a 
 
 >3 
 
 B 
 
 V 
 
 *a 
 
 /? 
 
 <s 
 
 49 
 
 -y-t 
 
 
 p/-?" 
 
 (^4^-j'^U-j^ 
 
 
 SECTION OF 36 PAGES 
 
 J *- ^> 
 ... , two sections nf if\ 
 
 
 I 
 
 J 
 
 > 
 
 J 
 
 
 
 
 i 
 
 4 pages. The pract 
 ^ folding, however, is 
 1 at 36 pages in schoo 
 
 ii 
 
 w/* 
 
 5 
 J 
 
 j 
 
 
 & 
 
 X* 
 
 
 
 to 
 
 39 
 
 40 
 
 d 
 
 d 
 
 */ 
 
 <a 
 
 
 Lfy 
 
 rf 
 
 /* 
 
 ^ 
 
 
 4 
 
 j 
 
 *) 
 
 rr 
 
 
 
 
 
 ^J' 
 
 
 22' 
 
 
 Jo 
 
 
 
 
 J6 
 
 
 ^0 
 
 as 
 
 24 
 
 " 
 
 
 
 
 .9 
 
 It 
 
 a 
 
 fff 
 
 
 
 
 
 
 ^ 
 
 kj^ 
 
 * J" ^ 
 f " 
 
 U-j"-^ 
 
 i 
 
 G 
 
 | 
 
 SECTION OF 48 PAGES 
 
 and one of 16 pages c 
 used by printers. 
 ? 
 
 [ 
 
 
 o 
 
 j 
 
 ) 
 
 =F= 
 i 
 
 y/H 
 
 V^aX./^* 
 
 j 
 
 41 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 311. Scrap-Book. 
 
 Colored cover paper, i piece, g"x 12" '. 
 
 Gray cover paper, 3 pieces, Q"X 12". 
 
 Glue. 
 
 Rule, pencil, scissors. 
 
 STEPS IN 
 ASSEMBLING 
 SCRAP-BOOK 
 
 GRAY COVER PAPER READY TO FOLD 
 
 a. 
 
 DIRECTIONS : 
 
 Lay out three pieces gray cover paper like sketch, cen- 
 ter lines to be i" apart and finished pages 5i"x9". 
 
 These are for the leaves of the scrap-book. 
 Fold left edge towards right, creasing along the left of 
 
 the three center lines, and unfold. 
 Fold right edge towards left, creasing at right line, and 
 
 unfold. 
 
 Turn paper over and fold left edge to right edge. 
 Lay out and cut colored cover paper 9"x n". This is 
 
 for the cover of the scrap-book. 
 Fold left edge of cover nearly to the right edge (allow 
 
 about ") and unfold. See third drawing from the 
 
 top at right. 
 Fold right edge nearly to the left and unfold. 
 
 42 
 
BOOK PROBLEMS 
 
 h. Glue leaves into cover, spreading glue for nearly half 
 an inch along the inner edge of cover and press. See 
 two lower drawings at the right. 
 
 NOTE: This book may be used for mounting magazine clip- 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 pings or pictures illustrative of school work. The covers may 
 be made to open more freely if an extra piece of cover paper 
 i // x9" be inserted at front and back as shown in second drawing; 
 from the top at the right. 
 
 312. Small Sewed Pamphlet. 
 
 Book paper, 3 pieces, 9"x 12". 
 
 Cover paper, i piece, 6"x 9". 
 
 Binders' thread, 30". 
 
 Glue. 
 
 Rule, scissors, pencil, needle. 
 
 ONE SECTION BOOK PAPER 4 1 /"x 9" 
 CUT FROM 9"xl2" 
 
 COVER 4M" SQUARE 
 CUT FROM 6"x9" 
 
 1 
 
 
 5 
 
 if 
 
 
 I 
 
 
 ( 
 
 
 t 
 
 / 
 
 '\ 
 
 \ 
 \ 
 
 ( 
 
 \ 
 
 \ 
 
 
 
 
 
 
 Jl 
 
 
 ?, 
 
 
 
 j 
 
 
 
 
 
 
 
 / 
 
 
 
 
 
 
 
 
 
 
 
 * 
 
 
 v 
 
 
 u 
 
 
 
 1 
 
 ^ 
 
 VI 
 
 
 V 
 
 
 x 
 
 l_ 
 
 / 
 
 
 
 / 
 
 
 
 
 / 
 
 
 
 '^ 
 
 
 
 
 \i X. JJ -7 ** ^ <S ^ & OS* 
 
 STEPS IN SEWING 4a AND 9a SHOW APPEARANCE WHEN TWO SECTIONS AND 
 THREE SECTIONS ARE COMPLETELY SEWED 
 
 DIRECTIONS : 
 
 a. Lay out and cut three pieces book paper 4i"x 9" from. 
 
 9"x 12", saving the larger pieces for another pamphlet. 
 
 b. Fold bottom to top and left to right. 
 
 44 
 
BOOK PROBLEMS 
 
 c. Sew as shown in steps 1-8, beginning inside of section 
 
 A, sewing across the back of sections A and B near the 
 bottom, into section B, out thru the middle of the back 
 of section B, and continue as illustrated, finishing by 
 carrying the thread into the middle of section A, 
 shown at "8", and tying to the starting. thread with a 
 square knot. 
 
 d. Cut cover 4^" square, fold as in number 311, glue edge 
 
 of sections into cover, and press. 
 
 e. Put simple line design on front cover. 
 
 NOTE: Step marked 4a shows the appearance after step 4 
 has been completed. Step 9a shows the appearance after step 9 
 has been completed. 
 
 Other sections may be added to these if desired in the same 
 manner as C is added to B in step 5. 
 
 A larger pamphlet may be made in the same manner as 
 above, but bringing in an extra stitch to each section, and using 
 the pieces cut off from the stock for the small pamphlet. The 
 following materials are required: 
 
 Book paper, 6 pieces, 9"x 12". 
 
 Book paper, 3 pieces, 7^" x 9", left from small pamphlet. 
 
 Cover paper, i piece, 9"x 12". 
 
 Binders' thread, 48". 
 
 Glue. 
 
 Rule, pencil, scissors. 
 
 o 
 
 * s 
 
 l; 
 
 I! 
 
 :U 
 
 K i 
 
 i ( 
 
 i ( 
 
 * t 
 
 1 t 
 
 1 OH 
 
 
 I 
 
 
 
 
 A! 
 
 
 
 
 
 
 \ 
 
 
 
 
 
 
 V 
 
 
 V 
 
 
 
 A] 
 
 
 
 
 
 
 
 N 
 
 
 
 ' 
 
 STEPS IN SEWING LARGE PAMPHLET 
 45 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 Lay out and cut six pieces book paper 7^x 9", and use the 
 three additional pieces left from the small pamphlet. 
 
 Fold, sew, glue, and letter as in small pamphlet, using three 
 pieces of paper to each section. 
 
 NOTE: A thicker pamphlet may be made by adding extra 
 pages as shown in the following drawing: 
 
 TWO SECTIONS ADDED TO LARGER PAMPHLET 
 
 313. Sewed Pamphlet with Reinforced Back. 
 
 Heavy cover paper, i piece, 6"x 9" '. 
 
 White book paper, 3 pieces, 6"x 9". 
 
 Binders' cloth, I piece, i^"x6". 
 
 Thread, 20". 
 
 Glue. 
 
 Rule, pencil, scissors, needle. 
 
 FRONT COVER 
 
 4"x 6" 
 
 DIRECTIONS : 
 
 a. Cut heavy cover paper 6"x 8" for cover, and fold to 
 
 4"x 6". 
 
 b. Cut three pieces white book paper for leaves, 5 j"x 7}". 
 
 c. Fold each piece to 3f"x 5}". 
 
 d. Sew leaves together same as in number 312. 
 
 e. When leaves are sewed and fastened in cover, glue strip 
 
 of binders' cloth around back of pamphlet and place 
 under weight until dry. 
 
 46 
 
BOOK PROBLEMS 
 
 314. Cloth Covered Portfolio. 
 
 Strawboard, 2 pieces, 4^"x 75", cut from 6"x 9". 
 
 Binders' cloth, I piece, 9"x 12". 
 
 Marble paper, i piece, 9"x 12". 
 
 Glue, paste. 
 
 Rule, scissors, pencil. 
 
 PORTFOLIO READY TO 
 GLUE LAPS OVER EDGK 
 
 LINING PASTED 
 INSIDE OF PORTFOLIO 
 
 DIRECTIONS : 
 
 a. Cut binders' cloth 8f"x ioj". 
 
 b. Locate pieces of Strawboard on binders' cloth, leaving 
 
 }" between them as indicated on the drawing and draw 
 line around each piece. 
 
 c. Spread a thin coat of glue or paste on one side of binders' 
 
 cloth and press Strawboard firmly into place on the 
 cloth. In applying glue, use thin piece of soft wood 
 or stiff piece of cardboard. Paste will be found easier 
 to use. 
 
 d. Cut off corners of binders' cloth leaving 1 A'' to fold up 
 
 over the corner of the Strawboard. 
 
 e. Glue strip of scrap paper in the middle of Lack as in- 
 
 dicated at A, i"x 7f". 
 
 f. Spread glue on edges of cloth and fold over Strawboard, 
 
 see B. Do not use paste here. 
 
 g. Cut marble paper 7^"x 9^" for lining. 
 
 h. Paste in place over Strawboard. While paste is drying 
 press firmly in grooves. 
 
 47 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 NOTE: This portfolio is to be used in carrying folded papers. 
 It is a first step in case making for bookbinding. The small 
 sewed pamphlet, number 312, involves the sewing of several 
 sections, and the cloth bound book, number 316, shows the fast- 
 ening of the sections into the case. 
 
 315. Glued Booklet. 
 
 Heavy cover paper, i piece, 6"x 9". 
 
 White book paper, 4 pieces, 6"x 9". 
 
 Glue. 
 
 Rule, pencil, scissors. 
 
 DIRECTIONS : 
 
 a. Cut 4 pieces book paper 5f"x 8f ". 
 
 b. Fold cover to 4|"x 6". 
 
 c. Fold leaves to fit cover. 
 
 d. Run a little glue on the folded edge of one of the folded 
 
 sections and insert it in the cover. Repeat the process 
 with the other sections, placing each one in the pre- 
 ceding one. 
 
 e. Keep folded and place under a weight until glue is dry. 
 
 NOTE: Several sections of book paper may be placed side by 
 side, instead of one in the other, and then all glued into a double 
 creased cover as here illustrated. 
 
 BOOK PAPER, 6"x 8^4" COVER PAPER, 6"x 9" 
 
 48 
 
BOOK PROBLEMS 
 
 316. Cloth Bound Book. 
 
 Cloth board, i piece, 9"x 12". [ 
 
 Binders' cloth, I piece, 9"x 12". 
 
 Cover paper, 2 pieces, 9"x 12". 
 
 Canvas for backing, i piece, 3"x9". 
 
 Print paper, i piece, f "x 9", i piece, J"x 9", 20 
 pieces, 9"x 12". Instead of 20 pieces of print 
 paper 9"x 12", anywhere fro'm 9 to 36 pieces may 
 be used according to thickness desired and time 
 available. This will provide for from three to six 
 sheets to a section, and from three to nine 
 sections. 
 
 Glue and paste. 
 
 Binders' thread, 60". To be varied for a greater or 
 less number of sections. 
 
 Rule, pencil, scissors, needle, knife, cutting-board. 
 A piece of binders' board 9"xi2", or ii"xT4", 
 will be found satisfactory for a cutting-board. 
 
 DIRECTIONS : 
 
 a. Make case for book same as number 314, omitting the 
 
 marble paper used for lining. For size see page 50. 
 
 b. Lay out and cut 9 or more pieces of print paper 5f "x 8", 
 
 and fold to 4"x5|". 
 
 c. Put three or four sheets to a section, one folded inside 
 
 of the other, and sew the sections together as in 
 number 312. If larger paper be used, fold it as il- 
 lustrated in number 217 on pages 37 to 41. 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 CLOTH BOARD 
 CUT 4"x6" 
 
 PRINT 
 PAPER 
 
 CLOTH BOARD AND PRINT PAPER 
 GLUED TO BINDERS' CLOTH 
 
 LAPS GLUED OVER EDGE OF 
 
 CASE AND SECTIONS READY TO 
 
 GLUE INTO CASE 
 
 SECTIONS GLUED INTO CASE 
 AND LINING PAPER BEING 
 PASTED INSIDE OF COVERS 
 
 U 
 
 SECTIONS SECTIONS BACKING 
 
 FOLDED SEWED GLUED TO 
 
 TOGETHER SECTIONS 
 
 BACKING GLUED TO 
 
 CASE LINING 
 
 PAPER PASTED 
 
 INSIDE OF COVER 
 
 FINISHED BOOK 
 
 WITH BACK 
 
 ROUNDED 
 
 d. Glue strip of canvas backing, cut to 2j"x6", against 
 
 sewed edges and press the \" strip of paper against the 
 glue as it is forced thru the canvas. Allow to dry with 
 paper attached as shown above. See third drawing in 
 bottom row. 
 
 e. When dry (next day) glue these canvas projections to 
 
 the inside of covers. Press firmly with one hand 
 
 50 
 
BOOK PROBLEMS 
 
 against a piece of scrap paper while holding the leaves 
 of the book straight up from the covers. 
 Insert a piece of scrap paper between covers and end 
 
 CLOTH BOUND BOOK 
 
 sheets at both front and back of book, close the book, 
 and put under pressure for a few minutes, or until 
 next day. Be sure the back of the book is smoothly 
 rounded. 
 
 51 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 g. Cut two pieces of cover paper for lining, 5f "x 7f ", or of 
 such size as will fit properly, and paste against inside 
 of cover and for a quarter of an inch up against the 
 end leaves of book. Put under pressure of heavy books 
 or into a letter press. 
 
 h. When dry, the outside of front cover may be decorated 
 by a simple outline in water color. 
 
 NOTE: Writing paper, drawing paper, or manila paper may 
 be used in place of print paper, and any number of sections may 
 be used, or several printed pamphlets may be sewed together. 
 Economy of material and ease of manipulation will require that 
 not over three or four sheets be put into a section and that not 
 over five sections be used. 
 
 If hand screws or vises be available, the back of the book may 
 be rounded with a hammer as shown in the illustration at the 
 right of the lower row on page 50. This form can be suggested 
 by working with the fingers. It provides a place for the sewing, 
 and allows the covers to lie evenly. 
 
 It may seem desirable to start with a smaller book and make 
 two books, or to omit the larger book altogether. 
 
 411. Pocket Paper File. 
 
 Medium tag board, 2 pieces, 9"x 12' 
 
 Glue. 
 
 Rule, scissors, pencil. 
 
 STEPS IN MAKING POCKET PAPER FILE 
 
 52 
 
BOOK PROBLEMS 
 
 DIRECTIONS: 
 
 a. Cut 5 pieces of tag board, each 3f "x 7}". 
 
 b. Lay out and cut tabs, A, B, C, D, as indicated in the 
 
 small scale drawing on front cover at left on page 52. 
 Each tab is to be made J" longer than the one above it. 
 
 c. 
 
 TAG BOARD PAPER FILES 
 
 Fold one piece for the cover as indicated in the lower 
 drawing at the left, I. 
 
 d. Fold the other three pieces as shown in the lower draw- 
 
 ing, 2 and 3. 
 
 e. Glue folded part of No. 2 into No. i ; folded part of No. 
 
 3 to No. 2, and so on until all are glued together. 
 
 f. Fold the top piece around the others and glue. 
 
 53 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 NOTE: Measuring, folding, and gluing must be accurately and 
 carefully done or the edges of the finished file will not be even. 
 The photograph shows the pocket paper file and also the next 
 problem the desk paper file. 
 
 412. Desk Paper File. 
 
 Heavy tag board, 4 pieces, Q"X 12". 
 
 Glue. 
 
 Rule, pencil, scissors. 
 
 DIRECTIONS : 
 
 a. Cut 4 pieces 8^"x 9". 
 
 b. Lay out and cut tabs in same 
 
 manner as in number 411. 
 Tabs are to be made f" wide 
 and 2\" long. 
 
 c. Fold each sheet 7" from tab edge. 
 
 The top sheet which is to fold 
 around the others will require 
 a second fold the same as in 
 number 411. DESK PA PER FILE 
 
 d. Letter or number the tabs to be 
 
 used for markers. One suggestion is given in the 
 abov<? drawing. 
 
 e. Glue together and put under a heavy pressure, 
 the same order as in number 411. 
 
 Follow 
 
 413. Note-Book Covers. 
 
 A. END OPENING COVER 
 Strawboard, 2 pieces, 6"x 9". 
 Binders' cloth, 2 pieces, 3"x 6". 
 Heavy cover paper, 2 pieces, 6"x 9". 
 Marble paper, 2 pieces, 6"x 9". 
 Glue, paste, eyelets. 
 Rule, pencil, scissors, eyelet punch, knife. 
 
 54 
 
BOOK PROBLEMS 
 
 STRAWBOARD 5"x 6%" 
 
 AND 24"x 5" BINDERS' 
 
 CLOTH UNDER 
 
 BINDERS' CLOTH 
 
 FOLDS GLUED OVER 
 
 COVER PAPER UNDER 
 
 REVERSE SIDE 
 WITH COVER PAPER 
 PASTED DOWN 
 
 a. 
 
 DIRECTIONS FOR FRONT COVER: 
 
 Cut one piece of strawboard 5"x 7" and cut strip from 
 end J"x 5". These two pieces are to be fastened to 
 binders' cloth as shown in the first drawing. 
 
 Cut one piece of binders' cloth 2t^"x 6". This is to be 
 used as a hinge for the front cover. 
 
 Place the two pieces of strawboard \" apart over bind- 
 ers' cloth as shown at B B. Draw lines on cloth to 
 indicate exact position of pieces of strawboard and cut 
 corners as illustrated. 
 
 Spread paste or glue on binders' cloth where it is needed 
 to fasten to boards. Use a brush for paste or a clean 
 piece of wood with a chisel edge for glue. 
 
 Place pieces of strawboard as indicated by the lines on 
 the cloth and press firmly. Put in press if one is 
 available. 
 
 Apply glue to edge of cloth and fold over the strawboard. 
 Put under weight until glue is set. 
 
 Cut one piece of heavy cover paper 6"x 7". This is for 
 the outside of front cover. 
 
 Apply paste to heavy cover paper and set in place on 
 
 the strawboard. See second drawing above. 
 Fold edges over strawboard and fasten with paste or 
 glue. Outside of cover is shown in third drawing 
 above. 
 
 55 
 
 f. 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 j. Cut one piece of marble paper 4f "x 7^". This is a lin- 
 ing to the front cover. 
 
 k. Paste marble paper in place. This should extend over 
 the edges of the cover paper and to 4" from edge of 
 boards. 
 
 1. Punch holes and set eyelets near the edge. This is shown 
 in the drawing at the right. 
 
 NOTE: The back of the note-book cover is made in the same 
 manner as the front except that the strawboard is in one piece 
 and there is no hinge. If desired the back can be made hinged 
 the same as the front. To do this it is necessary to have two 
 strips of strawboard as at B instead of one. 
 
 The back must be made the full size of the front, including 
 hinged end. 
 
 B. SIDE OPENING NOTE-BOOK COVER 
 Strawboard, 2 pieces, 8"x lof", cut from 9"x 12". 
 Binders' cloth, 2 pieces, I2"x 12". 
 Marble paper, 2 pieces, 9"x 12". 
 Glue, paste, 6 eyelets. 
 Rule, pencil, scissors, eyelet punch, knife. 
 
 INSIDE OF NOTE-BOOK COVER 
 
 56 
 
BOOK PROBLEMS 
 
 57 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 DIRECTIONS : 
 
 a. Cut each piece of strawboard f" from one edge. 
 
 b. Cut two pieces of binders' cloth each n"x 12". 
 
 c. Locate strawboard on binders' cloth. 
 
 d. Apply glue to strawboard and press in place on cloth. 
 
 If easier apply glue to binders' cloth. 
 
 e. Cut corners of cloth within -J" of strawboard. 
 
 f. Fold edges and glue. Wide lap on hinge should be 
 
 folded after top and bottom are folded. 
 
 g. Cut two pieces of marble paper 8"x io|". 
 h. Paste marble paper in place. 
 
 i. Punch holes and set eyelets as indicated in drawing. 
 
 414. Portfolio with Cloth Corners. 
 
 Cloth board, 2 pieces, 9"x 12". 
 Binders' cloth, i piece, 3"x 12". 
 Binders' cloth, i piece, 5"x 5". 
 Marble paper, 2 pieces, 9"x 12". 
 Marble paper, i piece, ij"x 12". 
 Glue and paste. 
 Rule, pencil, scissors. 
 DIRECTIONS : 
 
 a. Cut binders' cloth 2^"x 12", from piece 3"x 12". 
 
 b. Cut two pieces of cloth board 8"x loj" from 9"x 12". 
 
 c. Glue cloth board, B, C, to binders' cloth, A, as shown 
 
 at step i. 
 
 d. Fold cloth over top and bottom and glue down flat, cut 
 
 four corners of binders' cloth, D, E, F, G, each five 
 inches along the slant line and glue in place as shown 
 at step 2. 
 
 e. Cut two pieces cover paper 8"x 12" with two corners 
 
 of each cut away 3-J"x 3-^" and paste over back of port- 
 folio, lapping over cloth back at center a fourth of 
 an inch, as shown at H, K, in step 3. 
 
 f. Paste laps of cover paper inside, and paste strip of mar- 
 
 ble paper i-|"x loj" over center inside as shown at L 
 in step 4. 53 
 
BOOK PROBLEMS 
 
 L 
 
 A, 
 A 
 
 J 
 
 ) I 
 
 y 
 
 A 
 
 X 
 
 
 
 
 2 
 
 
 
 
 L J 
 
 
 i J 
 
 
 X 
 
 
 X 
 
 INSIDE VIEW OUTSIDE VIEW 
 
 STEPS IN MAKING PORTFOLIO 
 
 59 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 g. Paste sheets of marble paper 8"x loj" over inside of port- 
 folio as shown at M, N, in step 5. 
 
 NOTE: This may be used for carrying drawings or written 
 work, and may be made in a variety of sizes. The following 
 drawing illustrates another way of fitting the corners: 
 
 /////\ 
 
 In this portfolio a heavy gray cover paper for the body and 
 a darker gray for the corners and back make a very satisfactory 
 combination. Light gray may be used for the lining or marble 
 paper may be used. 
 
 The order of procedure is as follows : 
 
 a. Cut one strip of dark gray paper 2^"x 19". One strip 
 2^"x 12" and one 2j"x 8J" will answer if the long strip 
 is not available. 
 Paste this strip around the edges of the strawboard to 
 
 form the hinged back of the portfolio. 
 Make four corners from one piece of heavy cover paper 
 4"x 4" or 5"x 5". For method of making these cor- 
 ners see number 433, or number 414. 
 Fasten corners with paste or glue. In place of putting 
 corners on at this stage, it is possible to put them on 
 after step "f" and leave them unpasted over outside of 
 cover. 
 
 Cut two pieces heavy cover paper 6J"x 10" for outside 
 of covers. 
 
 b. 
 
 c. 
 
 e. 
 
 60 
 
BOOK PROBLEMS 
 
 f. Cut corners, fold edges over strawboard, and paste as in 
 
 steps 3 and 4, page 59. 
 
 g. Cut two pieces of thin gray paper each $yx8$" f r 
 
 lining, 
 h. Paste lining in place. 
 
 415. Bound Scrap-Book. 
 
 Strawboard, 2 pieces, 6"x 9". 
 Binders' cloth, I piece, io|"x 14!". 
 Colored cover paper, I piece, 9"x 12". 
 Gray cover paper, 3 pieces, 9"x 12". 
 Canvas for backing, i piece, 3"x 8J". 
 Glue, paste. 
 Rule, pencil, scissors. 
 NOTE: See cuts under numbers 311 and 316. 
 
 DIRECTIONS : 
 
 a. Cut the three sheets of gray cover paper 8J"x 12". 
 
 b. Fold these and fasten them together the same as in 
 
 number 311 for the body of the book. The folds in 
 the middle of the sheet should be only J" apart and 
 the finished pages should be 5f"x 8". 
 
 c. Glue strip of canvas to the back of the book, as in num- 
 
 ber 316. Place a narrow strip of paper upon the can- 
 vas to take up the glue as it comes thru. 
 
 d. In making the cover use the same method as in 316. 
 
 e. Set the body of the book in the cover and put in the 
 
 fly leaves as in number 316. 
 
 NOTE: The boards may be covered with paper instead of 
 cloth and it may be made with or without corners. 
 
 416. Bound Drawings. 
 
 Heavy cover paper, 2 pieces, size to suit the size of 
 
 drawing paper used. 
 Crochet cotton. 
 Rule, pencil, scissors, needle. 
 
 61 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 DIRECTIONS : 
 
 a. Lay off points on one end of 
 the cover for the punch- 
 
 DRAIVING 
 
 ing of the holes. These 
 
 holes should be about one ._- COLOR 
 
 inch from the end and 
 
 about three-fourths of an 
 
 inch apart. 
 
 b. A neat and firm method of sewing is shown in the 
 
 drawing at A. 
 
 c. Title may be written or printed on the front cover. 
 
 NOTE: This problem is given as one of the ways of putting 
 into neat and permanent form the drawing plates that the chil- 
 dren have made in their drawing lessons. These drawings should 
 be selected and arranged according to the drawing subjects. 
 
 417. Rebound Book or Bound Magazines. 
 
 This work may be given in the fourth grade but is rather 
 too difficult there. It is more suitable for fifth and sixth grades. 
 If this work is attempted in the sixth grade the book may be 
 taken apart in sections and re-sewed. Then it is bound as the 
 bookbinder would bind it. For the fifth grade the following is 
 suggested : 
 
 DIRECTIONS : 
 
 a. Remove the cover of the magazine and apply a little 
 
 paste to the back of the magazine to loosen the bits 
 of paper and glue which remain. 
 
 b. Glue strip of canvas on back in same manner as in num- 
 
 ber 316. 
 
 c. Make a cover similar to that in number 316. 
 
 d. Set book in cover and glue the canvas to the boards 
 
 only. 
 
 e. Paste in fly leaves and put in press. 
 
 62 
 
BOOK PROBLEMS 
 
 BOUND BOOK WITH CLOTH BACK 
 
 NOTE: On page 64 is illustrated the arrangement of book 
 problems as planned for the first four grades. Names, numbers 
 and sizes are indicated for comparison and quick reference. 
 
 63 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 POC/fET 'fiVf/t 'F/Lf 
 
 DESK PAPft F/LE 
 
 NOTE BOOK COVERS 
 
 5^WVZ? DRAWINGS 
 
 417 
 TiTlE 
 
 Any size 
 
 WITH CLOTH COftfi/HS 
 
 BOOK PROBLEMS ARRANGED BY GRADES 
 
 64 
 
Ill 
 
 BOX PROBLEMS. 
 
 IN the selection of problems for elementary construction in 
 paper and cardboard, the small box takes a place second 
 only to the booklet. Both are important industrially and 
 both furnish good drill in the careful manipulation of tools and 
 material. The increased use of the box as a method of hand- 
 ling goods for the market, and the great variety of boxes used, 
 show the value of the field for school purposes. 
 
 Many uses of the box occur to the live teacher. The collec- 
 tion of materials for science, the storage of small supplies, the 
 planting of seeds, exhibits of illustrative material of many kinds, 
 and the meeting of temporary needs as they appear, all furnish 
 interesting connections between the hand work processes and 
 the uses of box problems. Special shapes and types of con- 
 struction not illustrated in this chapter will be needed, but the 
 drawings and directions may be of service in making these 
 adaptations. 
 
 It is obvious in public school classes, especially in the lower 
 grades, that simple hand processes where the pupil makes the 
 entire project from beginning to end, must form the basis for a 
 course in elementary construction. 
 
 It is desirable, however, that common factory methods of 
 box making be illustrated and described, and, if possible, a few 
 pieces of work turned out by a modification of this duplicating 
 process. 
 
 The arrangement of box problems by grades with kinds of 
 material to be used, is as follows : 
 
 FIRST GRADE 
 
 121 Square box (Thin tag board). 
 122. Square tray (Medium tag board). 
 123 Rectangular tray (Heavy tag board). 
 
 65 
 
66 
 
BOX PROBLEMS 
 
 SECOND GRADE 
 
 221 Small square box (Box board). 
 
 222 Rectangular open box (Box board). 
 
 223 I Sox with reinforced corners (Box board). 
 
 THIRD GRADE 
 
 321 Covered small box (Box board and plain cover paper). 
 
 322 Pencil box with fitted cover (Box board, plain cover paper, manila 
 wrapping paper). 
 
 323 Candy box (Folding bristol). 
 
 324 Folding box (Folding bristol). 
 
 FOURTH GRADE 
 
 421 Pin box with cover (Box board and plain cover paper). 
 
 422 Post card box (Box board). 
 
 423 Original box (Thin strawboard, plain cover paper, rough cover 
 paper). 
 
 424 Pen box (Strawboard, box board, plain cover paper, marble paper). 
 
 425 Sliding box (Box board, cover paper). 
 
 121. Square Box. 
 
 Thin tag board, i piece, 9"x 9". 
 
 Glue or paste. 
 
 Scissors. 
 
 TAG BOARD 
 
 9"x 9" 
 
 CREASED 
 AND CUT 
 
 DIRECTIONS : 
 
 a. Fold upper right corner to upper left corner, crease and 
 
 open. 
 
 b. Fold upper right corner to center of top, crease and 
 
 open. 
 
 67 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 c. Fold upper left corner to center of top, crease and open. 
 
 d. Fold lower left corner to upper left corner, crease and 
 
 open. 
 
 e. Fold lower left corner to center of left edge, crease and 
 
 open. 
 
 f. Fold upper left corner to center of left edge, crease and 
 
 open. 
 
 g. Cut as indicated by dark lines. 
 
 h. Fold laps inside of box and paste or glue to ends. 
 
 NOTE: As this box is too flimsy for most uses, it is well to 
 repeat the problem with thicker tag board, if time permits. By 
 cutting and folding as shown below, a cubical box may be 
 made for further practice. While paste may be found easier 
 to use, glue is much more satisfactory if properly handled. It 
 may be found more convenient to secure stock 8"x 8" in place 
 of 9"x9". 
 
 A 
 
 D 
 
 kl 
 
 122. Square Tray. 
 
 Medium tag board, I piece, 6"x 6' 
 
 Glue or paste. 
 
 Scissors. 
 
 68 
 

 BOX PROBLEMS 
 
 
 
 
 
 
 
 SHOWING FOLDS 
 AND CUTS 
 
 
 
 
 
 
 FRONT AND 
 3ACK FOLDED UP 
 
 TRAY COMPLETE 
 
 DIRECTIONS : 
 
 a. Fold right to left and open. 
 
 b. Fold right and left to center and open. 
 
 c. Fold bottom to top and open. 
 
 d. Fold bottom and top to center and open. 
 
 e. Fold right edge to right crease, left edge to left crease, 
 
 bottom edge to bottom crease, top edge to top crease, 
 opening after each folding. 
 
 f. Cut as indicated by heavy lines. 
 
 g. Fold laps up at right angles. 
 
 h. Fold bottom and top edges up to make front and back 
 
 of tray, 
 i. Fold ends up and glue or paste to laps. 
 
 123. Rectangular Tray 
 
 Medium tag board, i piece, 4"x4' 
 
 Glue or paste. 
 Scissors. 
 
 69 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 J It rFtONT \ 
 
 STEPS IN MAKING RECTANGULAR TRAY 
 
 DIRECTIONS : 
 
 a. Fold bottom to top, bottom to center, bottom to bottom 
 
 crease, and open. 
 
 b. Fold top to center, top to top crease, and open. When 
 
 opened flat it will look like the first drawing. 
 
 c. Fold left to right edge, left to center, left to left crease, 
 
 and open. 
 
 d. Fold right to center, and cut along new crease with 
 
 scissors. Dotted line in second drawing shows part 
 removed. 
 
 e. Fold cut edge to old center, as shown in second draw- 
 
 ing. When opened flat this will look like the third 
 drawing. 
 
 f. Cut along heavy lines for laps. Shown in fourth drawing. 
 
 g. Fold laps up, and fold front and back. Shown in fifth 
 
 drawing. 
 
 h. Fold ends up, and paste or glue to laps. Shown in last 
 drawing. 
 
 NOTE: A great variety of rectangular-shaped boxes or trays 
 may be made as indicated in these three problems. As planned 
 
 70 
 
BOX PROBLEMS 
 
 for the first grade, rule measurements are omitted in each case. 
 More difficult constructions are reserved for later grades. 
 
 221. Small Square Box. 
 
 Box board, i piece, 3"x 3". 
 
 Glue. 
 
 Rule, pencil, scissors. 
 
 BOX BOARD 
 
 3"x3" 
 
 LAID OUT BOX 
 PARTLY FOLDED 
 
 FINISHED BOX 
 THREE VIEWS 
 
 DIRECTIONS : 
 
 a. Measure from each corner of 3" square piece of box 
 
 board a distance of \" along each edge, and connect 
 points, forming inner square and laps. Shown in first 
 drawing. 
 
 b. Fold laps up, and fold front and back. Shown in sec- 
 
 ond drawing. 
 
 c. Fold ends up, and glue to laps. Shown in last drawing. 
 
 NOTE: As this is the first box problem involving rule meas- 
 urements, care must be taken that pupils learn how to find the 
 inch and half inch before beginning the work. The rules used 
 should have as thin edges as possible in order to bring the mark- 
 ings as near the work as possible. The back of the rule should 
 be used for a straight edge in drawing all lines. Try this prob- 
 lem in various sizes, 4"x 4" and 5"x 5". 
 
 222. Rectangular Open Box. 
 
 Box board i piece, 6"x 9". 
 
 Glue. 
 
 Rule, pencil, scissors. 
 
 71 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 7' 
 
 BOX BOARD LAID OUT 
 
 BOX COMPLETE 
 
 DIRECTIONS : 
 
 a. Lay out horizontal measurements from drawing, which 
 
 may be placed upon the black board. Make short 
 marks at top and bottom and connect. 
 
 b. Lay out vertical measurements at right and left edges 
 
 and connect. 
 
 c. Cut along heavy lines for laps. 
 
 d. Fold laps up at right angles and fold sides up at right 
 
 angles. 
 
 e. Fold ends up and glue to laps. 
 
 223. Box with Reinforced Corners. 
 
 Box board, i piece, 6"x9". 
 Grooved stay tape, i piece, 4" long. 
 Rule, pencil, scissors. 
 
 
 
 
 
 // 
 
 v*- 
 
 * 
 
 cv 
 
 i 
 
 
 V- 
 
 
 
 
 ! 
 
 
 *" 
 
 
 
 
 H* / 
 
 
 
 
 I 
 
 
 'I 
 
 STOCK CUT TO SIZE 4"x 9" AND FINISHED BOX 
 
 72 
 
73 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 DIRECTIONS : 
 
 a. Cut box board 4"x9". 
 
 b. Lay out lines on all sides, i" from edge. 
 
 c. Cut away corners as indicated in drawing. 
 
 d. Use the straight edge of rule and the dull points of 
 
 scissors and score on the lines for folding. This will 
 allow the board to be bent without cracking irregu- 
 larly. 
 
 e. Fold up sides and ends. Do not fold much beyond a 
 
 position which is at right angles with the bottom. 
 
 f. Cut four pieces of the stay tape each slightly less than 
 
 i" in length. 
 
 g. Moisten tape and put in place on outside of corners. 
 
 Hold sides of box and tape in proper position until 
 the tape sticks. 
 
 NOTE: The following drawing may be used in place of the 
 one on page 72 or the wider box may be made as an extra 
 problem. 
 
 
 yr 
 
 I 
 
 Dn n n 
 
 n 
 
 
 STEPS IN MAKING BOX WITH REINFORCED CORNERS 
 
 321. Covered Small Box. 
 
 Box board, i piece, 6"x 9". 
 Plain cover paper, i piece, 6"x 9". 
 Stay tape, 8", paste. 
 Rule, pencil, scissors. 
 
 74 
 
BOX PROBLEMS 
 
 BOX CUT OUT 
 
 COVER OF BOX 
 
 FINISHED BOX 
 AND COVER 
 
 DIRECTIONS : 
 
 a. Lay out and cut box and cover to measurements. 
 
 b. Cut plain colored cover paper from same measurements, 
 
 but with a little extra paper all around. This should 
 not be over T V' on all sides. 
 
 BOX AND COVER 
 
 c. Fold box and fasten corners with stay tape, cutting 
 tape even with top and bottom edges. 
 
 d. Paste colored paper over box. 
 
 75 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 e. Fold cover and try on box to see if size is correct. Cover 
 
 must be large enough to slide easily but closely over 
 box. 
 
 f. Fasten corners of cover same as box with stay tape. 
 
 g. Paste colored paper over cover. 
 
 NOTE: It may seem desirable in this first problem of fitting 
 a box to omit the use of the colored paper, or to make two boxes, 
 one with the paper finish and one without. 
 
 322. Pencil Box with Fitted Cover. 
 
 Box board, 2. pieces, 6"x 9". 
 
 Plain cover paper, 2. pieces, 6"x 9". 
 
 Manila wrapping paper, I piece, at least i"x 16", 
 
 or 2"x 8". 
 Glue, paste. 
 Rule, pencil, scissors. 
 
 /*. 7* 
 
 BOX CUT TO SIZE. 4"x 9' 
 
 /r 7+ 
 
 COVER OF BOX, 
 
 PAPER OUTSIDE FOR BOX, 4"x 9" PAPER OUTSIDE FOR COVER, 4"x 9' 
 
 76 
 
BOX PROBLEMS 
 
 DIRECTIONS: 
 
 a. Lay out and cut box and cover, and paper outside for 
 
 each, leaving laps on outside pieces as indicated. 
 
 b. Fold box and' fasten corners with i" square pieces of 
 
 manila paper glued around joint. 
 
 c. Paste colored paper over box with lap around the cor- 
 
 ner and end pasted over lap. 
 
 d. Fold cover and try on box to see if size is correct. 
 
 e. Fasten corners of cover same as box with manila paper 
 
 I ". 
 
 f. Paste colored paper over cover, using extra width to fold 
 inside. 
 
 NOTE: Two extra pieces of plain cover paper of a different 
 shade of color from that used on the outside, may be used for 
 lining the box and cover. 
 
 323. Candy Box. 
 
 Folding Bristol, i piece, 9"x 12". 
 
 Glue. 
 
 Rule, pencil, scissors. 
 
 \ 
 
 BOX CUT TO SIZE, 9"x Q 1 /^" SIDES FOLDED ENDS FOLDED 
 
 77 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 78 
 
BOX PROBLEMS 
 
 DIRECTIONS : 
 
 Lay out and cut along heavy lines. 
 
 Fold up along light lines and open flat. 
 
 Refold along vertical lines and glue long lap inside. 
 
 Leave under pressure until next day. 
 
 Next day, fold ends in place. 
 
 a. 
 b. 
 c. 
 
 (1. 
 
 e. 
 
 NOTE: Varied sizes of this same box may be made from the 
 9"x 12" stock, and heavy tag board may be used in place of 
 bristol board. Pupils may be directed to determine their own 
 proportions for a box, or they may make the following: 
 
 . 
 
 i 
 
 * 
 
 -/# 
 
 LARGE BOX MADE FROM 9".X 12" STOCK 
 
 In place of either of these boxes, or as an extra problem, the 
 box illustrated on the next page may be made. Taking this as 
 a type, other schemes for fastening may be devised by the 
 pupil. It may seem desirable to give a large piece of stock 
 and remove the size limitations necessary for the 9"x 12". Any 
 of the boxes shown may be given a handle of narrow cotton 
 tape cut thru one side and glued within. 
 
 79 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 ~I~~TT~3"1 
 
 %TV*Vf 
 
 i*x ' ' f , ^ i "i I 
 
 I/ 1 
 
 ANOTHER WAY OF MAKING THE CANDY BOX 
 
 324. Folding Box. 
 
 Folding bristol, i piece, Q"X I2 r/ . 
 Rule, pencil, scissors. 
 
 o c 
 
 BOX CUT OUT 6"x 9 
 
 METHOD OF FOLDING 
 
 DIRECTIONS : 
 
 a. Lay out from drawing and cut along heavy lines. 
 
 b. Fold sides AA over BB, and fold side lap up at right 
 
 angles. 
 
 c. Fold sides BB up at right angles to bottom of box. 
 
 Side laps will be seen standing up at right angles to 
 bottom also. 
 <J. Open box flat. 
 
 80 
 
BOX PROBLEMS 
 
 e. Fold ends CC over DD, and fold end laps up at right 
 
 angles. 
 
 f. Fold four inner corner laps KK up at right angles. 
 
 g. Fold ends DD up at right angles to bottom of box and 
 
 unfold flat. 
 
 h. Refold sides at right angles to bottom, 
 i. Refold ends at right angles to bottom. The three upper 
 
 views at right of drawing show the sides up and the 
 
 ends ready to fold, 
 j. Fit the laps KKKK between folds of the sides and let 
 
 ends CC fold over side laps to make box rigid. The 
 
 two bottom views at the right of drawing show the 
 
 finished box. 
 
 NOTE: This type of box has tlu- advantage that it can be 
 instantly opened flat, and as quickly refolded, and held with- 
 out the use of glue. It is possible to make a cover for this by 
 changing the measurements slightly and repeating the process. 
 Tag board may be used in place of folding bristol for this box. 
 Exact work is necessary in laying out, in cutting, and in folding. 
 
 421. Pin Box with Cover. 
 
 Box board, I piece, 6"x 9". 
 Cover paper, I piece, Q"X 12". 
 Stay tape, I piece, 8" long. 
 Rule, pencil, scissors. 
 
 \ A 
 
 
 A ! 
 
 i 
 
 -/- 
 
 ~a- 
 
 / 
 
 \A 
 
 
 A ; 
 
 BOX CUT OUT, TOP AND SIDE OF COVER 
 
82 
 
BOX PROBLEMS 
 
 DIRECTIONS: 
 
 a. Cut one piece of box board 4^"x 4^" for bottom. 
 
 b. Cut another piece of box board 4f"x 4 " for the cover. 
 
 c. Cut two pieces of cover paper each 2^"x n" for finish- 
 
 ing sides. 
 
 d. Cut one piece of cover paper, 2"x 2" for finishing top. 
 
 e. Lay out lines on both pieces of box board i" from all 
 
 edges. 
 
 f. Cut away corners AAAA on box and cover. 
 
 g. Score on lines with back of scissors and fold sides up 
 
 at right angles. 
 
 h. Cut 8 pieces of stay tape, each J" long. 
 
 i. Moisten stay tape and stick on outside of corners. 
 
 j. Apply paste to the sides of the cover of the box and 
 press the strip of cover paper in place, B, so that 
 both edges may be folded, one over the edge of the 
 box board to the inside of the box, and the other 
 pasted down on the top of the box, C. Do not cut 
 corners when folding here. 
 
 k. Apply paste to the piece of cover paper 2"x 2", and 
 press in place on top of box, D. The side of the cover 
 is shown at E. 
 
 1. The processes given under "j" are repeated for the bot- 
 tom of the box. 
 
 NOTE : If desired, the cover paper 2"x 2" for the top may be 
 of a different color than the paper for the sides. The border 
 which is indicated as J" on each side may be wider or narrower 
 as the pupil may choose. 
 
 422. Post Card Box. 
 
 Box board, i piece, 9"x 12". 
 
 Glue. 
 
 Rule, pencil, scissors. 
 
 83 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 DIRECTIONS : 
 
 a. Locate and draw center line 
 
 lengthwise of board. 
 
 b. Measure each side of the center 
 
 line distances as indicated in 
 the drawing. 
 
 c. Measure up from the bottom as 
 
 indicated in the drawing to 
 locate the horizontal lines. 
 
 d. When all vertical and horizontal 
 
 lines are drawn proceed to lay 
 out for the angular cuts. 
 
 e. Make pencil marks heavy to show 
 
 where to cut away. 
 Cut on heavy lines. 
 
 f. 
 g- 
 
 h. 
 
 STOCK 6"x 12" CUT TO 
 SIZI 
 
 Fold on light lines, considering the form and how it is 
 
 to be glued together. 
 Glue with all tabs on the inside. 
 
 423. Original Box. 
 
 Thin strawboard, 2. pieces, 9"x 12". 
 
 Plain cover paper, 2 pieces, 9"x 12". 
 
 Rough cover paper, 2 pieces, 9"x 12". 
 
 Binding tape, glue, paste. 
 
 Rule, pencil, scissors (chip carving knife if desired). 
 
 DIRECTIONS : 
 
 a. Follow directions from number 421, except that the 
 
 strawboard should be scored on both sides with the 
 back of the scissors before folding. 
 
 b. Cover both box and cover outside with rough cover 
 
 paper. 
 
 c. Line both box and cover with plain cover paper. 
 
 84 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 FOUR SUGGESTED SHAPES FOR BOXES, A, B, C, D 
 
 NOTE : An unlimited opportunity is offered here for the pupil 
 to work out original shapes of boxes for varied uses. The four 
 drawings are given only as a suggestion for possible shapes 
 which can be made from the stock supplied. An attempt is 
 made in each case to get an interesting variation in the pro- 
 portion of side, top and end. If enough time can be given to 
 this phase of the work, it may be well to have each pupil make 
 several boxes of the same type, gradually developing the ability 
 to do a first class piece of special work. 
 
 424. Pen Box. 
 
 Strawboard, I piece 4"x 4$" (or 6"x4j"). 
 
 Box board (or pulp board), i piece 2"x 12". If 
 more convenient use all box board or all straw- 
 board. 
 
 Plain cover paper (or marble paper or plated 
 paper), i piece 4i"x 12". 
 
 86 
 
BOX PROBLEMS 
 
 Plain cover paper, different color, i piece 3"x 6". 
 
 Glue, paste. 
 
 Rule, pencil, scissors, knife, cutting board. 
 
 STOCK CUT TO SIZE FOR PEN BOX 
 
 DIRECTIONS : 
 
 a. Cut box board A, for sides of box, f"x n", and crease 
 
 as indicated for folds. 
 
 b. Make end G a little thinner by scraping or cutting with 
 
 scissors or knife. 
 
 c. Cut strawboard B, for bottom of box. If heavy mater- 
 
 ial be used, it may be given cut to size with a card 
 cutter, or pupils may cut it with a knife and straight 
 edge upon a piece of cloth board. 
 
 d. Cut box board C, for sides of cover, "x 12", and crease 
 
 for folds. 
 
 e. Cut strawboard D, for base of cover. 
 
 f. Cut two pieces of plain cover paper E, ij"x 12", for 
 
 finishing outside of box and cover. 
 
 g. Cut plain cover paper F, for finishing top of cover of 
 
 box. 
 
 h. Fold A and glue around B with lap G inside, and paste 
 cover paper E around sides and bottom of box and 
 down inside. Long creases of E are shown in drawing. 
 
 i. Fold C and D in same manner and cover sides. 
 
 j. Paste cover paper F over center of top of cover. 
 
 87 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 NOTE: This type of construction is very common for small 
 boxes, but requires careful fitting. It makes a first class problem 
 for repeated work, and may be made in place of number 423. 
 A second box of this type is made by pupils very much better 
 than the first. 
 
 425. Sliding Box. 
 
 Box board, I piece, 9"x 12". 
 Cover paper, I piece, 9"x 12". 
 Stay tape, i piece, 4" long. 
 Paste, glue. 
 Rule, pencil, scissors. 
 
 
 
 
 
 
 \ 
 
 
 
 
 
 A 
 
 
 * 
 
 a 
 
 
 
 
 
 
 1 
 
 
 CASE FOR BOX CUT TO SIZE CASE 
 
 FOLDED 
 
 DIRECTIONS : 
 
 a. Cut one piece of box board 4"x8f" for case A. 
 
 b. Cut one piece of box board 4f"x 5J" for box C. 
 
 c. Lay out the measurements for case as indicated on 
 
 drawing A. 
 
 d. Fold to shape as indicated at B. 
 
 e. Spread glue on the inside of the J" fold and glue case 
 
 together. When glue begins to stick the case may 
 be pressed flat and weighted. 
 
 f. Lay out lines J" from all edges on box board for box C. 
 
 g. Cut away corners. 
 
 h. Fold up sides and ends. 
 
 88 
 
BOX PROBLEMS 
 
 i. Cut four pieces of stay tape each f" long. Manila paper 
 may be used here if desired as in number 322. 
 
 j. Fasten corners in place with the stay tape or with manila 
 paper. 
 
 k. Cut one piece of the cover paper 5"x 9" to cover the 
 case. 
 
 1. Cut strips of cover paper 2" wide and long enough to 
 reach around the sides of the box. This length may 
 be determined by each pupil separately. 
 
 m. Paste these strips of paper around the sides of the box 
 in the same manner as in number 421. 
 
 n. Paste cover paper around case and fold edges in at ends. 
 These ends must be folded in carefully and pressed 
 smooth or the box will catch and tear them up when 
 sliding thru. 
 
 NOTE : By using tough paper instead of the stay tape a closer 
 fit may be made and a smoother slide will result. 
 
 The boxes which have been explained are perhaps sufficiently 
 varied in construction to suggest any type of box which may 
 be desired for primary handwork. Boxes with tied covers have 
 been purposely omitted as being less satisfactory as finished arti- 
 cles. This is in line with the stated purposes of the book to 
 emphasize the simpler and more typical and practical problems 
 for school use. 
 
 On the next page is illustrated the entire arrangement of box 
 problems, with names, numbers and recommended sizes. 
 
 89 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 5QUARE BOT AMD CUBE 
 
 T23~l [22T1 
 
 ffEcr/iitei/LAa T/ur SMJLL 
 
 7/w 
 
 PENCIL BOXES W/TH FITTED COVERS 
 
 SMALL AND LAR&Ef? CANQf 
 
 FOLDWG BOX 
 
 PIN BOX 
 
 VtlTHCWfR 
 
 PFN BO/ 
 
 POST CARD BOX 
 
 BOX PROBLEMS ARRANGED BY GRADES 
 
 SLIDING BOX: 
 
 90 
 
IV 
 CARD PROBLEMS. 
 
 CARD mounts furnish a good field for a study of propor- 
 tion in simple and effective arrangements of rectangular 
 shapes, and they give a good place for the study of color 
 relations. In the study of pictures an interest is added in the 
 making of suitable mounts. In some cases pictures suitable for 
 framing may be mounted by the children. This mounting work 
 may be handled as a subject by itself, and pictures supplied as 
 needed, or in connection with the work in drawing and art 
 study. In many cases the drawings of the children are good 
 subjects for mounting. 
 
 A frequent demand for proper mounts for illustrative matter 
 such as grasses and samples of papers and fabrics is met by hav- 
 ing mounts of heavy material made as needed. Magazine illus- 
 trations related to school subjects furnish endless features proper 
 for mounting in the handwork class. Mounts of uniform size 
 for filing enable the teacher or pupil to have available at all 
 times supplementary illustrations of interesting details of school 
 work. The blue-prints and charts mentioned in the note num- 
 ber 433 are especially valuable both as exercises and finished 
 products. While the cutting and placing of pictures and illus- 
 trative material do not require much calculation or difficult ma- 
 nipulation, they do require care and accurate judgment and neat 
 workmanship and so have a place in a primary handwork course. 
 Besides the making of mounts, whether of heavy cover paper 
 or mounting boards, there are many other problems which may 
 be grouped as card problems, to be made of tag board and 
 heavy cover papers. These are arranged in places in the school 
 where they can be handled successfully, and it will be seen that 
 they give a good drill upon careful measuring and cutting to 
 the line. The list may be extended indefinitely, especially if 
 compasses be available. The extensive use of the compass is 
 
 91 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 not advised where the pupils are required to make their own 
 designs as they can seldom produce good outlines based upon 
 compass curves. 
 
 The arrangement of card problems and materials by grades 
 is as follows: 
 
 FIRST GRADE 
 
 131 Mounted drawings (Heavy cover paper, gray drawing paper). 
 
 132 Book marks (Medium tag board). 
 
 133 Calendar (Heavy cover paper or mounting board). 
 
 SECOND GRADE 
 
 231 Desk blotters (Blotting paper and heavy cover paper). 
 
 232 Photo mount (Heavy cover paper). 
 
 233 Glass cover (Heavy tag board). 
 
 THIRD GRADE 
 
 331 Post card (Medium or heavy tag board). 
 
 332 Page holder (Heavy cover paper). 
 
 333 Shipping tags (Heavy tag board). 
 
 FOURTH GRADE 
 
 431 Postal scale (Marble board and bristol board). 
 
 432 Folder picture mount (Heavy cover paper or mounting board). 
 
 433 Desk pad (Strawboard, heavy cover paper, thin cover paper). 
 
 131. Mounted Drawings. 
 
 Heavy cover paper, i piece, 9"x 12". 
 
 Gray drawing paper, i piece, 9"x 12". 
 
 Paste. 
 
 Rule, pencil, crayon, scissors. 
 
 DIRECTIONS: 
 
 a. Cut two or more mounts from the 9"x 12" sheet of 
 
 heavy cover or mounting paper. In the cut is shown 
 how four mounts of different sizes and shapes may be 
 cut from the large sheet. 
 
 b. Cut as many pieces of drawing paper as there are mounts. 
 
 Each piece of drawing paper should be of such size 
 
 92 
 
CARD PROBLEMS 
 
 and shape as will look well when mounted. 
 
 c. Make drawings on the pieces of drawing paper. 
 
 d. Mount drawings by fastening the two upper corners 
 
 with a little paste. 
 
 ONE POSSIBILITY FOR FOUR MOUNTS 
 
 NOTE: The teacher may determine the number, size, and 
 shape of the mounts. The pupils have a chance to study, under 
 the teacher's direction, the size and proportion of the pieces of 
 drawing paper when these are being cut to size. Color is im- 
 portant here. To simplify matters for public school work the 
 mounting paper may be of a medium or dark gray and the draw- 
 ing paper of a lighter gray. The same idea works out well in 
 tones of brown. 
 
 The directions given above may be reversed and, after draw- 
 ings are made and drawing paper cut, the mounts may be made 
 of suitable size and proportion to fit the drawings. 
 
 132. Book-Marks. 
 
 Medium tag board, I piece, 6"x 9". 
 Rule, pencil, scissors. 
 
 DIRECTIONS : 
 
 a. The teacher should determine beforehand severa' rec- 
 tangular shapes which can be cut from the 6"x Q" 
 
 93 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 FOUR BOOK-MARKS FROM 
 
 6"x9" STOCK 
 
 SAME PIECES WITH 
 OTHER BORDERS 
 
 piece. Four pieces of different sizes and shapes are 
 shown in the drawings. 
 
 b. Have the pupils lay off on the piece of tag board, shapes 
 
 as nearly as possible like those shown by the teacher. 
 This laying out is done without measuring. The 
 teacher should indicate the method of procedure by 
 making a drawing on the blackboard. 
 
 c. After all the pieces are cut to the desired rectangular 
 
 shapes, lines are drawn across the corners with the 
 rule to indicate the parts to be cut away. 
 
 d. Some simple line or band decorations may be put on 
 
 with pencil or crayon. 
 
 NOTE: In place of following the teacher's arrangement of 
 shapes from a blackboard drawing, pupils may be encouraged 
 to make their own designs and border decoration. In some 
 cases other forms of decoration may be attempted, if the teacher 
 be competent to set adequate limitations. 
 
 133. Calendar. 
 
 Heavy cover paper, or heavy mounting paper, I 
 
 piece, 6"x 9". 
 Calendar about i J"x 2". 
 Picture, half-tone or photograph. 
 Paste. 
 Rule, pencil, scissors. 
 
 94 
 
95 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 DIRECTIONS : 
 
 a. Cut mount to size and shape which is 
 determined by the size and shape of 
 the picture combined with the size and 
 shape of the calendar pad. 
 
 K Consider the spaces left at the sides and 
 top and bottom, consider also the pro- 
 portion of these spaces with the spaces 
 occupied by the picture and pad. 
 
 c. When picture and pad are satisfactorily 
 
 located make light pencil marks at the 
 corners in order to know just where 
 they are to be replaced in pasting. 
 
 d. Paste picture in place. 
 
 e. Paste calendar in place. 
 
 TYPICAL 
 
 ARRANGEMENT 
 
 OF MOUNT 
 
 NOTE: A piece of mounting board may seem more suitable, 
 especially if one wishes to stand the calendar upon a shelf. 
 
 9"x 12". 
 
 231. Desk Blotters. 
 
 Blotting paper, i piece, 
 Heavy cover paper, i piece, 6"x9". 
 Long narrow pictures, 2, about i^"x 5^ 
 Paste, colored cord (or narrow ribbon). 
 Rule, pencil, scissors, punch. 
 
 J 
 
 BLOTTERS TIED UNDER COVER 
 
 DIRECTIONS : 
 
 a. Cut four pieces of blotting paper each 3"x 8". 
 
 b. Cut two pieces of heavy cover paper each 3"x8' 
 
 96 
 
CARD PROBLEMS 
 
 DESK BLOTTERS 
 
 97 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 c. Punch holes at each end and tie one piece of cover paper 
 
 over two pieces of blotting paper with colored cord or 
 narrow ribbon ; make two models. 
 
 d. Trim pictures to desired size and paste in place. 
 
 NOTE : One of these may be used by the pupil, and the other 
 used as a gift, or saved for exhibit purposes. 
 
 232. Photo Mount. 
 
 Heavy cover paper, i piece, 6"x 9". 
 
 Unmounted photograph or small colored poster or 
 a colored magazine illustration. A black and 
 white half-tone or line drawing will do if nothing 
 else be available. 
 
 Paste. 
 
 Scissors. 
 
 SUGGESTIONS FOR PROPORTION IN MOUNTING PANEL PICTURES 
 
 DIRECTIONS : 
 
 a. Cut out picture. 
 
 b. Select suitable color in mounting paper. Dark colors 
 
 can best be used with photographs and with colored 
 pictures. White and lighter colors are suitable for 
 line drawings and halftones. Gray is more likely to 
 be used successfully than any other color. Black may 
 be used in place of dark colors. 
 

 
 CARD PROBLEMS 
 
 99 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 c. Cut mount in good proportion and paste. Get variation 
 in sizes, and have bottom margin larger than side 
 margin. Avoid overcrowding and too striking con- 
 trasts. 
 
 OTHER SUGGESTIONS FOR MOUNTING 
 
 NOTE: In case there are any especially good pictures, they 
 may be mounted first upon paper with a narrow margin and then 
 mounted upon the larger mount as illustrated in the left and 
 right drawings. 
 
 233. Glass Cover. 
 
 Heavy tag board, I piece, 6"x9". 
 
 Rule, pencil, scissors (also compass if available). 
 
 6"x9" STOCK LAID OUT 
 
 COMPLETED 
 COVERS 
 
 DIRECTIONS : 
 
 a. Lay out from drawing. Make A and B 3" square, make 
 
 C 3^" square, next to A and at the top of card, make 
 D 3^" square, from lower right corner of card. 
 
 b. Cut out A, B, C, and D. A and B are to be cut into 
 
 regular octagons later, C and D will remain only ap- 
 proximately regular. 
 
 100 
 

 CARD PROBLEMS 
 
 c. Lay out square A as a regular octagon from second 
 
 drawings. Draw diagonals and measure distance from 
 corner to center with strip of paper or tag board, lay 
 this out from each corner along adjacent sides as 
 shown for one corner in the drawing, connect the 
 points as indicated, cut off corners. 
 
 d. Decoration by means of border lines or simple center 
 
 pattern may be added. 
 
 NOTE: A convenient use for this model is to cover a glass 
 of liquid, which for any reason, as for sickness, must remain for 
 a time unused. If compasses be available, the octagon may be 
 laid out more easily by swinging the distances from the corner 
 with them. In place of an octagonal cover, a circular one may be 
 made with a radius of \\" or if". The decorations may be made 
 with a brush and water color or with pen and ink or with pencil. 
 
 331. Post Card. 
 
 Medium or heavy tag board, i piece, 6"x 9". 
 Rule, pencil, scissors. 
 
 THREE STYLES OF POST CARD 
 
 DIRECTIONS : 
 
 a. Lay out and cut to size one or two cards. Sizes may 
 
 vary from 3"x 5" to 3^"x 6". 
 
 b. Put border along top or around the card with rule and 
 
 pencil. Pen and ink or water color may be used in 
 place of pencil. 
 
 c. Address the card to self or to a friend. If to be used to 
 
 send a message to a friend, the note may be written 
 and the stamp affixed in class, and information given 
 regarding postal rates and the postal system. 
 
 101 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 332. Page Holder. 
 
 Heavy cover paper, i piece, 6"x 9" (or 3"x6"). 
 Rule, pencil, scissors, punch. A few punches will 
 be enough for the whole class. 
 
 
 2"x6" STOCK LAID OUT 
 
 FINISHED PIECE 
 
 DIRECTIONS : 
 
 a. Lay out vertical measurements. See first drawing. 
 
 Lay out horizontal measurements and punch four holes 
 
 as illustrated. See second drawing. 
 
 Cut inside lines for tab, cut corners from tab at C C, 
 and cut outside corners B B. See last drawing. 
 
 b. 
 
 c. 
 
 NOTE: Two of these may be made, or one may be changed 
 to other proportions. If the 3"x 6" stock be used, only one can 
 be made of the given size. The use of the page holder as a 
 marker in a book or magazine is obvious. 
 
 333. 
 
 Shipping Tags. 
 
 Heavy tag board, i piece, 6"x 9". 
 
 String, i piece 10" long, for fastening. 
 
 Glue. 
 
 Rule, pencil, scissors. 
 
 v* 
 
 BLJ 
 
 *-^r 
 
 TAG LAID OUT TO S1ZK 
 
 DIRECTIONS : 
 
 a. Cut four pieces of tag board each 2^"x 4". 
 
 b. Cut eight pieces of tag board each -|"x \" '. 
 
 c. Draw center lines lengthwise of each large piece. 
 
 102 
 
CARD PROBLEMS 
 
 At two end corners lay off points \" each way and con- 
 nect these points with lines. See right end of drawing. 
 
 ("lit nn tlip^p 1inp<; 
 
 Cut on these lines 
 
 SHIPPING TAGS 
 
 f. On center line 4" from the end, glue one of the 
 
 pieces of tag board. Glue another on the other side 
 directly under the first square. 
 
 g. Punch a hole thru these squares when the glue is dry. 
 h. Pieces of string or wire may be put in ready for use. 
 
 NOTE: Very often there are small pieces of tag board that are 
 left from other exercises which may be used in making the ship- 
 ping tags. It may be well in small classes to use an eyelet to 
 add strength. Other shapes may be made, especially with in- 
 crease in length. 
 
 431. Postal Scale. 
 
 Marble board, i piece, 6"x 9". 
 
 Bristol board, i piece, 6"x 9". 
 
 String, i piece, 30" long. 
 
 Top shot wad or small square of marble board. 
 
 103 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 DIRECTIONS : 
 a. Cut 
 54 
 b. 
 
 Heavy tag board, 30 pieces, 3"x 6". For use of 
 entire class for weights. 
 
 Glue, 2 eyelets. 
 
 Rule, pencil, scissors, punch, compass. A strip of 
 paper with a pin thru one end and a pencil point 
 thru the other will serve for a compass. 
 
 one piece of marble board 
 
 FINISHED 
 POSTAL SCALE 
 
 Cut one piece of bristol board same 
 size. 
 
 c. Rub a thin coat of glue on the marble 
 
 board, place bristol board on the 
 glued surface and press hard. Glue 
 must be spread evenly and boards 
 placed under a heavy weight. 
 
 d. When glue is dry, draw center line 
 
 lengthwise of bristol board. 
 
 e. Measure down 4" on center line for hole at A. Punch 
 
 and set eyelet. 
 
 f. Locate hole at B. Put in eyelet " from top and ij" 
 
 from center line. 
 
 g. Cut one piece of string about 6" long and tie in hole at A. 
 
 This is to be made into a loop for hanging. 
 h. Thread the remaining string thru the hole at B. 
 i. Punch a small hole in the center of the paste' board shot 
 
 wad and thread both ends thru it. Tie a knot at the 
 
 ends of the string at D. 
 
 j. Locate the lines at E as follows: Take as many pieces 
 of tag board 3"x 6" as will weigh one ounce and place 
 in the string at F ; now suspend the scale by the short 
 string in A and place a point at E which shall represent 
 one ounce on the scale. A two ounce mark or a half 
 
 104 
 
CARD PROBLEMS 
 
 ounce mark may be located in the same manner with 
 the proper number of card weights. 
 
 NOTE: This scale may be used to weigh letters and parcels 
 up to two or three ounces and if made carefully is quite reliable. 
 If possible, the work should be placed in some sort of clamp or 
 press as soon as it is glued. If nothing better be available heavy 
 weights may be used. Always place clean pieces of paper on 
 each side of the work while it is being pressed. 
 
 If a simpler process be desired, a piece of heavy tag board or 
 heavy bristol board may be used alone, thus doing away with the 
 difficulty of gluing. 
 
 432. Folder Picture Mount. 
 
 Heavy cover paper, i piece, 6"x 9". Or 9"x 12" if 
 
 necessary. 
 Cover paper, i piece, 6"x 9". Of different color than 
 
 above. 
 Paste. 
 Rule, pencil, scissors. 
 
 TWO FOLDERS OPKN TO SHOW MOUNTING 
 
 FOLDER CLOSKD 
 
 DIRECTIONS : 
 
 a. Cut inside mount for picture and paste at top. Allow a 
 little distance at sides and top and rather more at the 
 bottom, being sure that the color goes well with the 
 picture. 
 
 1). Cut outside folder, crease, and paste mounted picture on 
 right inside page of folder. Select color that will go 
 well with both picture and inside mount, and be careful 
 of proportions. 
 
 105 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 c. Outside of folder may be given a simple decoration if 
 desired. See drawing at right on page 105. 
 
 NOTE: If intended to stand upon a shelf or table it will be 
 better to use mounting board or heavy mounting paper in place 
 of the cover paper. 
 
 STEPS IN MAKING DESK PAD 8"x 11" 
 
 106 
 

 CARD PROBLEMS 
 
 433. Desk Pad. 
 
 Strawboard, i piece, 8"x n" ', cut from 9"x 12". 
 
 Heavy cover paper, i piece, 9"x 12". 
 
 Heavy cover paper (different color), or binders' 
 
 cloth, i piece, 6"x 9". 
 Thin cover paper, i piece, 9"x 12". 
 Blotting paper, i piece, 9"x 12". 
 Paste, glue. 
 Rule, pencil, scissors. 
 DIRECTIONS : 
 
 a. Place the piece of heavy cover paper on the strawboard 
 
 and cut the corners off as shown in the drawing at A. 
 The corners should be cut far enough away from the 
 corners of the strawboard so that when the paper is 
 folded over the edges it will completely cover the 
 strawboard at the corners. 
 
 b. Paste the folded edges of the paper down to the straw- 
 
 board as shown at B. 
 
 c. Cut one piece of heavy cover paper, or the binders' cloth, 
 
 5i" x 5i" to make the four corners. 
 
 d. Make the corners as follows: (See drawing below.) 
 
 Fold bottom edge to top edge and crease ; open 
 
 again. 
 
 Fold left edge to right edge and crease ; open again. 
 Fold in each edge about \" and crease ; open again. 
 Cut off corners within J" of intersections of last 
 
 folds. 
 
 107 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 5. Cut on the folds thru the center of the sheet which 
 
 will divide the paper into four equal parts. 
 
 6. Fold U E" to "F" in each section. 
 
 e. Fasten corners in place using paste or glue under folds 
 
 only, as shown at E on page 106. 
 
 f. Cut one piece of thin cover paper 7f"x io}". 
 
 g. Paste this in place and press firmly as at C. The front 
 
 of the desk pad is shown at D. 
 
 NOTE: A sheet of blotting paper 8"xii" may be cut and 
 placed at D if desired. In addition to the desk pad, it may be 
 well to make large mounts for blue-prints and charts and other 
 illustrative material. 
 
 Upon the opposite page are shown drawings of the full 
 number of card problems which have been suggested. 
 
 108 
 
CARD PROBLEMS 
 
 131 
 
 152 \32 
 
 MOUNTED DMWNGS 
 
 133 
 
 
 
 
 
 
 Ea 
 
 
 
 j 
 
 /r^ 
 
 
 
 
 
 
 \ 
 
 CAli'.-t)AR || 
 
 
 r/? 4$ "L ong 
 
 
 
 
 BOOK MARKS 
 
 P -jj 
 
 sisr 
 
 
 <>.>" 
 
 CALENbAR 
 
 DESK SLOTTED 
 
 252 
 
 PHOTO MOUNT 
 
 GLASSCWIR 
 
 POST CARD 
 
 332 
 
 332 
 
 PA 6 E HOLD ER5 SHIPPING TAG 
 
 DE5K PAb 
 CARD PROBLEMS ARRANGED BY GRADES 
 
 109 
 
V 
 
 ENVELOPE PROBLEMS 
 
 ENVELOPES and paper bags are typical problems for 
 paper construction and are varied enough in shape to 
 suit the abilities of pupils of different ages. The making 
 of envelopes is of importance industrially, altho, of course, auto- 
 matic machinery takes the place of most of the hand processes. 
 Yet there is enough similarity between the hand and the machine 
 process to make the type of construction evident. Careful "lay- 
 ing out", cutting, folding, and gluing are necessary for successful 
 work and must be insisted upon at all times. 
 
 To keep up the interest in the making of envelopes, several 
 forms are introduced, and the uses of the finished envelopes are 
 different. Mailing envelopes are made in many shapes and sizes 
 and from different materials. Filing envelopes are made in 
 different proportions to fit particular uses, and increasing in 
 difficulty as different school grades are reached. Paper bags 
 are included with the envelope problems as they are of the same 
 general character. 
 
 Many uses for the envelopes and bags will suggest them- 
 selves, and different constructions may be made as other needs 
 appear. It is hoped that teachers will find in these outlines 
 constant hints for new ways to attack the problems in paper and 
 cardboard work, but it is also expected that a reasonable number 
 will always have a definite line of problems to present to pupils, 
 and will not hesitate to give such directions as will make the 
 work clear to the pupil. More freedom may well be allowed in 
 the uses of the envelopes as made, than in the methods of making 
 them. As suggested for the card problems, there is a good deal 
 of illustrative material which should be saved for future refer- 
 ence, and which if mounted or saved in envelope files would be 
 convenient of access as needed. Certain of the envelope files 
 will be found convenient for newspaper clippings, and others 
 for magazine illustrations. 
 
 The arrangement of envelope problems by grades is as 
 follows : 
 
 110 
 
ENVELOPE PROBLEMS 
 
 FIRST GRADE 
 
 141 Envelope folder (Thin tag board or heavy cover paper). 
 
 142 Square envelope (Book paper or cover paper). 
 
 143 Pocket for clippings (Thin tag board). 
 
 SECOND GRADE 
 
 241 Paper bag (Thin cover paper or manila wrapping-paper). 
 
 242 Mailing envelope (Bond paper or flat writing-paper). 
 
 243 Long mailing envelope (Bond paper). 
 
 THIRD GRADE 
 
 341 Photo filing envelope (Light or medium tag board). 
 
 342 Long filing envelope (Medium tag board). 
 
 343 Large filing envelope (Medium or heavy tag board). 
 
 FOURTH GRADE 
 
 441 Paper bag with folds (Thin cover paper). 
 
 442 Flat envelope file (Medium tag board, binders' cloth, cloth board, 
 marble paper). 
 
 443 Book envelope file (Medium tag board, cloth board, binders' cloth, 
 marble paper). 
 
 141. Envelope Folder. 
 
 Thin tag board or heavy cover paper, i piece, 6"x9". 
 
 Paste. 
 
 Rule, pencil, scissors. 
 
 FOLDER CUT TO SIZE PARTLY FOLDED FINISHED 
 
 DIRECTIONS : 
 
 a. Place the sheet of paper with the long edges in a hori- 
 zontal position. 
 
 111 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 b. Fold left edge nearly to center of sheet and crease. 
 
 c. Fold right edge nearly to center of sheet and crease. 
 
 d. Open to original position. 
 
 e. Fold bottom edge up nearly two-thirds of the distance 
 
 to the top edge and crease. 
 
 f. Fold top edge down nearly to folded edge at bottom, 
 
 crease and open. 
 
 g. Cut away corners as indicated in drawing at A, B, C, D. 
 
 These cuts may be made at an angle as shown in 
 drawing, or they may be made on folded lines, 
 h. Refold all parts. 
 
 NOTE: Different shaped folders should be made if time per- 
 mits. It may be well to apply paste for a space about one-half 
 inch in width along the inside edge of bottom lap and press 
 firmly in place to make a regular envelope in place of the en- 
 velope folder. 
 
 142. Square Envelope. 
 
 Book paper or cover paper, I piece, 9"x 12". 
 
 Paste. 
 
 Rule, pencil, scissors. 
 DIRECTIONS : 
 
 a. Fold one short edge to one long edge and crease on 
 
 diagonal fold. 
 
 b. With paper in this position cut away the three-inch strip. 
 
 This leaves the paper 9" square. 
 
 c. Fold the other diagonal. 
 
 d. Fold A to B, and C to D, as shown in first drawing. 
 
 e. Fold bottom up, E to F, as shown in second drawing. 
 
 f. Fold top down, I to J, as shown in third drawing. 
 
 g. Open top part back to original position, and with rule 
 
 draw pencil line from K to L, and M to L. 
 h. Open all folds and cut away portions G and H. 
 i- Fold in sides and paste at D. 
 
 112 
 

 ENVELOPE PROBLEMS 
 
 j. Apply paste at edges of bottom fold and press into place. 
 
 NOTE: Step "h" may be omitted to simplify the work and 
 the paper left square but the folds will be more clumsy. 
 
 STEPS IN MAKING SQUARE ENVELOPE 
 
 143. Pocket for Clippings. 
 
 Thin tag board, i piece, 9"x 12". 
 Paste. 
 Scissors. 
 DIRECTIONS: 
 
 a. Cut sheet to 9"x 9" as directed in 142, "a" and "b". 
 
 b. Fold other diagonal. 
 
 c. Fold in the four corners about one-half inch past the 
 
 center of the sheet, and in the following order, A, B, 
 C, D, as shown in drawing. 
 
 113 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 POCKET CUT TO S1ZK 
 
 1'OCKKT FOLDED 
 
 d. Unfold top part, D. 
 
 e. Cut on fold E F. 
 
 f. Paste as in 142. 
 
 241. Paper Bag. 
 
 Thin cover paper or manila wrapping-paper, i piece, 
 
 9"x 12". 
 Paste. 
 Rule, pencil, scissors. 
 
 DIRECTIONS : 
 
 a. Place the sheet of cover paper with the long edges in a 
 horizontal position. 
 
 PAPER BAG CUT TO SIZE 
 114 
 

 ENVELOPE PROBLEMS 
 
 b. Fold the left edge to within about one inch of the right 
 
 edge and crease. 
 
 c. Fold the remaining one inch to the left and crease. 
 
 d. Fold the bottom up about one inch and crease. 
 
 e. Open the whole sheet and cut away the parts as shown 
 
 in the drawing. 
 
 f. Refold in the same order and paste the laps on the out- 
 
 side. 
 
 NOTE: If desired, small notches may be cut in the top edge 
 after it is pasted to give a closer resemblance to the usual form. 
 
 PAPER BAGS 
 
 115 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 242. Mailing Envelope. 
 
 Bond paper or flat writing-paper, i piece, 9"x 12". 
 
 Paste. 
 
 Rule, pencil, scissors. 
 
 ENVELOPE CUT TO SIZE 
 
 ENVELOPE FOLDED 
 
 DIRECTIONS : 
 
 a. With the sheet on desk and long edges in horizontal 
 
 position, lay out as indicated in drawing. The follow- 
 ing order is suggested : 
 
 (1) Locate and draw horizontal lines, making 
 measurements from the bottom of the sheet. 
 
 (2) Locate and draw vertical lines, making measure- 
 ments from left edge of sheet. 
 
 (3) Locate and draw slanting lines. 
 
 b. Call attention to all cutting lines and consider shape. 
 
 c. Cut to lines. 
 
 d. Fold on light lines. 
 
 e. Consider final shape. 
 
 f. Paste end laps. 
 
 g. Paste bottom lap. 
 
 243. Long Mailing Envelope. 
 
 Bond paper, i piece, 9"x 12". 
 
 Paste. 
 
 Rule, pencil, scissors. 
 
 116 
 
ENVELOPE PROBLEMS 
 
 ENVELOPE CUT TO SIZE ENVELOPE FOLDED 
 
 DIRECTIONS : 
 
 a. Lay out in same manner as 242. Do not consider 
 
 rounded corners until whole problem is laid out in 
 straight lines. 
 
 b. Lay out rounded corners with pencil without measure- 
 
 ments. The teacher should show on the blackboard 
 how much the corners are to be rounded. 
 
 c. Cut to shape. 
 
 d. Fold and paste as in 242. 
 
 341. Photo Filing Envelope. 
 
 Light or medium tag board, i piece, 6"x g' 
 
 Glue. 
 
 Rule, pencil, scissors. 
 
 
 
 * 
 
 1 
 
 PHOTO FILING ENVELOPE 
 
 DIRECTIONS : 
 
 a. Locate and draw lines for folds as indicated in the draw- 
 ing, the first y and the second 4$" from the left edge. 
 Locate and draw a line f" from the bottom edge and 
 
 parallel to it. 
 Draw the short slant lines as indicated. 
 
 b. 
 
 c. 
 
 117 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 118 
 

 ENVELOPE PROBLEMS 
 
 d. Consider the shape to which the material is to be cut. 
 
 e. Cut on lines indicated. 
 
 f. Fold on light lines and consider final appearance. 
 
 g. Spread glue on laps and press firmly in place. 
 
 NOTE: The bottom should be folded up on the outside, while 
 the lap on the side may be folded either on the inside or on the 
 outside. This envelope is suitable for filing 4"x 5" dry plates or 
 films or unmounted photographs. Mounted photographs not 
 over 4^"x 5^" can be filed comfortably in an envelope of this size. 
 
 342. Long Filing Envelope. 
 
 Medium weight tag board, I piece, 6"x 9". 
 
 Glue. 
 
 Rule, pencil, compass, scissors. 
 
 N 
 
 LONG FILING ENVELOPE 
 
 DIRECTIONS : 
 
 a. Lay out lines for folds and cuts according to dimensions 
 on the drawing. The order of procedure is suggested 
 by directions in number 341. 
 Draw center line as shown in drawing. 
 With compass set at ij" radius describe an arc as shown 
 at A. The center for this arc will be outside the sheet 
 of tag board and any piece of waste paper may be used 
 on which to extend the center line. The location of 
 this center may be determined by the pupil, 
 d. Cut, fold, and glue in same manner as in number 341. 
 
 b. 
 c. 
 
 119 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 343. Large Filing Envelope. 
 
 Medium or heavy tag board, i piece, Q"X 12". 
 
 Glue. 
 
 Rule, pencil, scissors. 
 
 
 / \ 
 
 
 '{ 
 
 i 
 
 / 
 
 \ 
 
 
 
 I 
 
 ' 
 
 I 
 
 ^ 
 
 V 
 
 \ 
 
 ^ 
 
 " ;;; ^ 
 
 
 A 
 
 ] 
 
 
 f~2 
 
 ^ 
 
 I 
 
 \ J 
 
 t 
 
 V 
 
 ? 
 
 x 
 
 
 
 h-^f~ 
 
 ^m 
 
 &" 
 
 -2'- 
 
 
 
 
 
 LARGE FILING ENVELOPE 
 
 DIRECTIONS : 
 
 a. Place the sheet of tag board on the desk with the short 
 
 edges in a horizontal position. 
 
 b. Begin at left edge and make measurements on both top 
 
 and bottom as follows, 2^" from left edge, 4J" from 
 last point located, then 2^" from last point. 
 
 c. Draw vertical lines thru these points. 
 
 d. In the same manner locate and draw the horizontal lines. 
 
 e. Locate points and draw lines for the slanting cuts. 
 
 f. Consider final shape before cutting. 
 
 g. Cut to shape indicated by heavy lines, 
 h. Fold on light lines. 
 
 i. Consider the construction of the finished envelope as 
 
 shown in the second drawing, 
 j. Apply a thin coat of glue to the laps and press firmly in 
 
 place. The top lap is left without gluing. 
 
 120 
 
ENVELOPE PROBLEMS 
 
 ENVELOPES 
 
 441. Paper Bag with Folds. 
 
 Thin cover paper, i piece, 9"x 12". 
 
 Paste. 
 
 Rule, pencil, scissors. 
 
 DIRECTIONS : 
 
 a. Place the sheet on the desk with the long edges in a 
 
 horizontal position. 
 
 b. Measure from lower left corner to right 4^" and fold 
 
 left edge to this point. 
 
 c. Measure from lower right corner to left 8J" and fold 
 
 121 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 right edge to this point, x represents the end view 
 when folded, 
 d. Paste the lap from end to end. 
 
 STEPS IN MAKING PAPER BAG WITH FOLDS 
 
 e. When the paste is sufficiently dry move the lap joint to 
 
 the right ij" and crease edges in this position. This 
 is shown in B, and in end view "y". 
 
 f. Note now that the opening is in rectangular form as at 
 
 C which is an end view. 
 
 g. Fold in sides as shown at D and press flat, 
 h. Fold up bottom about i" as at E. 
 
 i. Cut away the unnecessary material in this fold and paste 
 as shown in F. Only one thickness of paper should be 
 left to paste. 
 
 122 
 

 
 ENVELOPE PROBLEMS 
 
 442. Flat Envelope File. 
 
 Medium tag board, 4 pieces, 9"x 12". 
 
 Cloth board, i piece, Q"X 12". These may be cut 
 to sizes required. 
 
 Binders' cloth, i piece, 6"x 18". 
 
 Marble paper, i piece, 9"x 12". 
 
 Paste, glue. 
 
 Rule, pencil, scissors. 
 DIRECTIONS : 
 
 a. Lay out four envelopes from tag board according to 
 
 dimensions in drawing. 
 
 b. Fold on light lines with part A folded first. This brings 
 
 the visible edge of the joint in the center of the en- 
 velope as shown in drawing at B. 
 
 c. Fold up bottom lap. 
 
 d. Glue each joint carefully and place under a weight until 
 
 dry. 
 
 e. Lay out curve at top end of envelope and cut to line as 
 
 shown at B. 
 
 f. Cut binders' cloth to size for the folded hinge at bottom 
 
 ends of envelopes. At F and G are shown two methods 
 of hinging. At F the file is used without the cover 
 boards, while at G the folded hinge is fastened into a 
 cloth covered case. Another form of this case is shown 
 at H with a lap around one end, this being the form 
 for which material is included in foregoing list. If 
 hinge is to be made as at F, cut the binders' cloth as 
 shown at C, 5"x 7" and make folds \" apart alternating 
 up and down ; if as at G, cut as shown at E, 5"x 9" and 
 fold in same manner. 
 
 g. Apply glue to envelopes and set into folds of binders' 
 
 cloth. See illustrations at F and G. 
 
 NOTE: If a cover is desired it may be made as shown at G 
 by fastening two pieces of cloth board or marble board together 
 with a piece of binders' cloth 4"x 5" D, and gluing the hinges on 
 
 123 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 J L2 
 
 r $**'-* 
 
 (f^ 1 
 
 
 \H 
 
 
 
 
 
 
 
 \ . 
 
 
 
 
 
 
 
 1 ' 
 
 1 
 
 
 
 
 X 
 
 
 
 
 
 
 J 
 
 /-- 
 
 -* 
 
 -J 
 
 / .. 
 
 - 
 
 h*y 
 
 
 
 THREE STEPS IN MAKING FLAT ENVELOPE FILE 
 
 the inside of the board covers. Another form of cover is shown 
 at H. Here binders' cloth may be used for the hinges only or the 
 whole cover may be covered with it. Corners may also be made 
 as an additional problem. Covers should be lined with marble 
 paper. 
 
 124 
 
ENVELOPE PROBLEMS 
 
 If much filing is to be done a filing case as shown in the 
 drawing below will be found convenient. 
 This case is made as follows : 
 
 a. Cut soft wood base J"x 5i"x i \\" . 
 
 b. Cut two soft wood ends J"x 5^"x 8|". 
 
 c. Cut two cloth board sides each 8f"x 12". Use No. 15, 20 
 
 or 25 stock, 
 cl. Fasten the ends of the base with ij" brads. 
 
 e. Fasten the sides to ends and base with J" flat heads, thin. 
 
 f. Cover corners with stay tape or ij" strips of binders' 
 
 cloth. 
 
 g. Cover sides and ends with marble paper or cover paper. 
 
 It may seem desirable to line the case with marble paper or 
 cover paper to make a better inside appearance. In this case, 
 either the outer or inner paper should be carried over the top edge. 
 
 -A?' 
 
 1 
 
 
 
 
 1 
 
 
 
 1 v ; 
 
 1 
 
 
 
 "7^ 
 
 1 
 
 
 
 
 1 
 
 I 
 
 \ 
 
 IS) 
 
 i- 
 
 1 
 
 Q 
 
 
 
 ! 
 
 
 
 
 i 
 
 
 
 
 l r L__. 
 
 "^ 
 
 
 
 \j 
 
 f -^- -1 
 
 
 
 - 
 
 DESK FILING CASE FOR 5"x 7^" ENVELOPES 
 
 125 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 BOOK ENVELOPE FILE 
 
 443. Book Envelope File. 
 
 Medium weight tag board, 4 pieces, g"x 12". 
 Cloth board, 2 pieces, 3f"x 8" (cut from Q"x 12") 
 Binders' cloth, I piece, 9"x 12". 
 Marble paper, i piece, Q"X 12". 
 Paste, glue, eyelets, string. 
 Rule, pencil, scissors, eyelet punch. 
 126 
 

 ENVELOPE PROBLEMS 
 
 ENVELOPE AND CASE FOR BOOK ENVELOPE FILE 
 
 DIRECTIONS : 
 
 a. Lay out four envelopes from tag board according to 
 
 dimensions given in drawing. For order of operations 
 in laying out envelopes see number 242, on page 102. 
 
 b. Fold and glue. Fasten bottom lap over end laps as il- 
 
 lustrated above. 
 
 c. Punch holes and set eyelets in envelopes. Locate holes 
 
 near bottom corners. 
 
 d. Cut binders' cloth to 9"x 10^". Save remaining strip for 
 
 on page 129. 
 
 127 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 e. Place the two pieces of cloth board on the binders' cloth 
 and make pencil lines around them. Make sure that 
 the distance between the boards is the same (ij") at 
 both top and bottom. 
 
 BOOK ENVELOPE FILE 
 
 f. Cut the corners away as shown. Enough cloth should 
 
 be left at the corners so that when it is folded it will 
 completely cover the cloth board. 
 
 g. Apply glue to the cloth board and press into place. Glue 
 
 must be spread thinly and evenly. 
 
 128 
 
ENVELOPE PROBLEMS 
 
 h. Fold the cloth over edges of boards, and glue. 
 
 i. From remaining strip of binders' cloth, cut a piece 
 i J"x 7j". This is to be glued down the center of the 
 back, inside, to make the hinge stronger and more 
 durable. 
 
 j. Cut two pieces of marble paper 3^"x 7}". 
 
 k. Paste marble paper inside of covers -J" from edges. 
 
 1. Punch holes in cover in such positions as will coincide 
 with the holes in the envelopes, and set eyelets. There 
 should be a margin between the outer edges of the 
 envelopes and the edges of the cover of about -J". 
 
 in. A shoe lace or piece of strong black cord may be used 
 to hold envelopes in place in the cover. 
 
 NOTE: The envelope problems suggested on the preceding 
 pages represent some variety in an important line of paper con- 
 struction. Other styles and shapes will suggest themselves. 
 
 On the next page the full sequence of envelope problems is 
 arranged for comparative study. 
 
 129 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 \4\ 
 
 ENVELOPE FOLbER 
 
 \42 
 
 SQUARE MFiOff 
 
 24\ 
 
 243 
 
 MAILING FWELOPE 
 
 343 
 
 LONG F/LIM6 EWELOPF 
 
 FLAT EWCLOK FILE 
 
 SACK WITH FOLDS BOW EWfLOff fILE 
 
 ENVELOPE PROBLEMS ARRANGED BY GRADES 
 
 130 
 
VI 
 PLANNING OF COURSES 
 
 WHILE the preceding chapters describe what may seem 
 to be desirable sequences for use in schools, the authors 
 do not wish to recommend that all teachers who use 
 the book shall follow such an arrangement, but prefer to have the 
 book suggestive to any one who may have the work of planning 
 courses in paper and cardboard construction. Such courses will 
 vary as the point of view varies. The educational ideals of a 
 community, the requirements of a superintendent, or the particu- 
 lar interests of the supervisor may affect the whole scheme of 
 organization. After an analysis of the fundamentals in planning 
 a course and a brief statement of some of the recognized points 
 of view, four schemes are given as typical outlines of courses of 
 study. 
 
 FUNDAMENTALS IN PLANNING 
 
 In planning a course of study in any subject, the first matter 
 demanding attention is the formulation of definite aims which 
 may be accomplished by means of the course. The more definite 
 and specific these become the better can a course be adjusted to 
 meet them. The ideals of the local school system may form the 
 background for this determination, the point of view of its 
 officers, and the training and experience of the special supervisor 
 must all be considered ; the details of the regular course of study 
 and of the school administration and the wishes of teachers in the 
 lower grades all affect the purpose and scope of the course, but 
 these are only a starting point for a systematic statement of such 
 particular aims as can reasonably be expected to have a place in 
 a rational course of study. 
 
 The supervisor's first duty then is to determine the purpose 
 of the course as a whole and the purposes of the different parts 
 of such a course, either by grades or by principal divisions of the 
 subject. Some of the purposes for the course as a whole are 
 named on pages 134 to 137 as "The Point of View". The purpose 
 
 131 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 back of this book is indicated in the introduction. Purposes for 
 the principal divisions of paper and cardboard work as described 
 here are given at the beginning of chapters II, III, IV and V. 
 
 The next matter requiring attention is the determination of 
 the things which shall be made and what information shall be 
 acquired in the progress of instruction. On pages 137 to 148 
 different arrangements of the course are indicated, and steps in 
 the making of each problem are given on pages 19 to 130. This 
 detailed analysis includes the number and name of each problem, 
 the material and equipment needed by the pupil, a working draw- 
 ing, directions for making the problem, and supplementary notes. 
 
 The planning of a course should at least be suggested by the 
 supervisor altho many details may be left to the individual 
 teacher. When it comes to methods of handling the work in the 
 class room, they should be left largely or entirely to the teacher 
 in charge of the room. The relations of the supervisor to the 
 teacher are indicated in chapter VIII. It is important to re- 
 member here that as far as the planning of a primary handwork 
 course is concerned, the supervisor must : (a) determine the 
 purposes of the course, (b) outline the content of the course in 
 its best arrangement of detail, (c) see that such methods are used 
 as will bring proper results. 
 
 THE NUMBERING SYSTEM 
 
 In order that the supervisor may be able to indicate briefly 
 the various problems in a course, it is desirable that some simple 
 symbol be used, and a numbering system has been selected for 
 use here. The numbering system thruout the book is as follows : 
 There are three numbers employed for each problem and they 
 read from the left as follows : 121 (one-two-one) square box. 
 433 (four-three-three) desk pad. 
 
 The first number, at the left, represents the grade in school : 
 
 1 (one) referring to the first grade. 
 
 2 (two) referring to the second grade. 
 
 3 (three) referring to the third grade. 
 
 4 (four) referring to the fourth grade. 
 
 132 
 
PLANNING OF COURSES 
 
 The second number, in the middle, represents the group from 
 which the problem is selected : 
 
 1 (one) referring to the group of book problems. 
 
 2 (two) referring to the group of box problems. 
 
 3 (three) referring to the group of card problems. 
 
 4 (four) referring to the group of envelope problems. 
 
 The third number, at the right, represents the intended se- 
 quence of the group in each grade : 
 
 i or 2 or 3 referring to the first or second or third problem 
 of the selected group and in the particular grade. 
 
 The following table represents the arrangement by grades and 
 by groups. 
 
 Book Problems 
 
 Box Problems 
 
 FIRST 
 
 SK 
 
 COND 
 
 THIRD 
 
 FOURTH 
 
 GRADE 
 
 GRADE 
 
 GRADE 
 
 GRADE 
 
 I 
 
 I 
 
 i 
 
 2 
 
 I 
 
 i 
 
 3 
 
 i 
 
 i 
 
 4 
 
 i 
 
 I 
 
 I 
 
 I 
 
 2 
 
 2 
 
 I 
 
 2 
 
 3 
 
 i 
 
 2 
 
 4 
 
 i 
 
 2 
 
 I 
 
 I 
 
 3 
 
 2 
 
 I 
 
 3 
 
 3 
 
 i 
 
 3 
 
 4 
 
 i 
 
 3 
 
 I 
 
 I 
 
 4 
 
 2 
 
 I 
 
 4 
 
 3 
 
 i 
 
 4 
 
 4 
 
 i 
 
 4 
 
 I 
 I 
 
 I 
 
 5 
 6 
 
 2 
 2 
 
 I 
 I 
 
 5 
 6 
 
 3 
 3 
 
 i 
 i 
 
 5 
 6 
 
 4 
 4 
 
 i 
 i 
 
 5 
 6 
 
 
 
 
 2 
 
 I 
 
 7 
 
 
 
 
 4 
 
 i 
 
 7 
 
 I 
 
 2 
 
 i 
 
 2 
 
 2 
 
 i 
 
 3 
 
 2 
 
 i 
 
 4 
 
 2 
 
 i 
 
 I 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 3 
 
 2 
 
 2 
 
 4 
 
 2 
 
 2 
 
 I 
 
 2 
 
 3 
 
 2 
 
 2 
 
 3 
 
 3 
 
 2 
 
 3 
 
 4 
 
 2 
 
 3 
 
 
 
 
 
 
 
 3 
 
 2 
 
 4 
 
 4 
 
 2 
 
 4 
 
 
 
 
 
 
 
 
 
 
 4 
 
 2 
 
 5 
 
 I 
 
 3 
 
 i 
 
 2 
 
 3 
 
 i 
 
 3 
 
 3 
 
 i 
 
 4 
 
 3 
 
 i 
 
 I 
 
 3 
 
 2 
 
 2 
 
 3 
 
 2 
 
 3 
 
 3 
 
 2 
 
 4 
 
 3 
 
 2 
 
 I 
 
 3 
 
 3 
 
 2 
 
 3 
 
 3 
 
 3 
 
 3 
 
 3 
 
 4 
 
 3 
 
 3 
 
 I 
 
 4 
 
 i 
 
 2 
 
 4 
 
 I 
 
 3 
 
 4 
 
 i 
 
 4 
 
 4 
 
 i 
 
 I 
 
 4 
 
 2 
 
 2 
 
 4 
 
 2 
 
 3 
 
 4 
 
 2 
 
 4 
 
 4 
 
 2 
 
 I 
 
 4 
 
 3 
 
 2 
 
 4 
 
 3 
 
 3 
 
 4 
 
 3 
 
 4 
 
 4 
 
 3 
 
 Card Problems 
 
 Envelope Problems 
 
 \ ariations from this order are suggested on pages 142 to 148 
 but the numbers may still be used for purposes of classifi- 
 cation. 
 
 133 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 THE POINT OF VIEW 
 
 In the determination of purposes for the handwork course, 
 the following points of view are significant : 
 
 The point of view in planning a course in primary handwork 
 may be that of a logical arrangement of processes of handling 
 materials so as to bring in a progress from easy to difficult, and 
 to have each exercise prepare for the next. The use of the pro- 
 jects may take a secondary place or may correlate by running in 
 a parallel direction, the work being modified so as to give the 
 desired sequence and at the same time meet the uses which appear 
 from time to time. Information regarding industrial phases of 
 the work may be given in connection with the sequenced 
 problems. 
 
 The point of view may be the grouping of types of construc- 
 tion with the emphasis placed upon a logical arrangement of 
 processes as before or upon the meaning of the subject matter. 
 The general arrangement of the problems in this book is of four 
 groups distributed over the first four grades. Within each group 
 there are sequences arranged in order of difficulty. There seems 
 to be an advantage in this arrangement in the printed book as it 
 enables the teacher to follow each group of problems from begin- 
 ning to end. In a course of study, such an arrangement gives 
 the child enough of each kind of problem to keep up the interest 
 and to give an adequate view of the type of work. 
 
 The point of view may be that of the thought side involved 
 and the projects be so planned that they will become a part of 
 an organized study of details of selected industries. Handwork 
 becomes in this case of secondary importance, and the informa- 
 tional values predominate. The making of things is then for 
 illustrative purposes, to make ideas more definite, to give a more 
 adequate notion of processes of manufacture, or to teach the 
 nature of materials thru their manipulation. This informational 
 value should always be present in some degree, but the emphasis 
 may not always be placed upon the ideas involved. 
 
 134 
 

 
 PLANNING OF COURSES 
 
 The point of view may be the technical value of the skill in- 
 volved in the making of the different projects. This skill may 
 be the beginning of a general dexterity and control of the hand 
 and eye or it may be the beginning of a special skill related to 
 the particular type of work. This skill comes largely thru con- 
 tinued drill upon a few operations with a concentration of atten- 
 tion and effort. For a general dexterity and fundamental training 
 of the hand as a foundation for special skill in later work, two or 
 three repeats should generally be enough. These must require 
 the best interest and diligence of which the pupil is -capable, for 
 real growth. For special skill in the particular operations it is 
 necessary to repeat a process many times, or until it becomes 
 nearly automatic, and this usually has no place in the public 
 schools, or at least not in the lower grades. Where this special 
 skill is desired, many of the problems suggested in this book will 
 be found of value in repeat work. It must be recognized however 
 that commercial processes include devices and kinks which save 
 time and labor, and where many repeats are looked for, these 
 should be employed. References covering this subject are in- 
 dicated in the bibliography. 
 
 The point of view may be as an aid to art teaching, the pro- 
 viding of small objects suitable for decoration, or furnishing an 
 outlet for the design of paper and cardboard work. Too often 
 does the art teacher find it difficult to give adequate directions 
 for making boxes, booklets, envelopes, and card problems, and the 
 outlines here given will aid in such work and enable the art 
 teacher to plan parallel courses in drawing and construction. 
 The paper and cardboard construction in this case assumes a 
 position supplementary to the drawing course, and may have its 
 arrangement determined by the organization of the work in 
 drawing. 
 
 The point of view may be that of an aid to teaching any or all 
 of the regular elementary studies, and such problems may be 
 selected as will meet needs of the class room as they appear from 
 time to time. As an example, a scrap-book may be made when 
 
 135 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 collections of illustrative material need a permanent mounting. 
 It is important here to realize that only such work should be 
 given as will meet the range of the pupil's ability. Such work in 
 any case loses all of its definiteness and becomes unsystematic, 
 but may be of service to other subjects so as to warrant its be- 
 coming a small part of a public school course. 
 
 The point of view may be that of method in teaching, and the 
 planning of the primary courses in handwork may have as its 
 first consideration the handling of the work in class, including 
 the method of presentation, a study of the cost and care of equip- 
 ment and supplies, and the apportionment of time to the different 
 branches. Handwork may be a method only and have no special 
 content of its own. Of the things which seem desirable to teach 
 in the elementary school, it is found that some can best be taught 
 in the handwork class. Of the habits which seem desirable to 
 train, it is found that some can be well emphasized in the hand- 
 work class. Thus handwork in some places has no identity as a 
 subject, but is a way of handling certain other school subjects. 
 
 The point of view may be the building around centers of 
 interest. Such features of social activity as occupations, civic 
 life, the home, and holidays may become central thoughts in a 
 part of the elementary curriculum, and stories, number work, 
 descriptions, drawing, and the making of things all serve to add 
 meaning to the ideas involved. This studying of the interests of 
 children with the endeavor to meet them has become the most 
 significant feature in many schools, and details of the course 
 have been modified as needed to meet these interests. In such 
 places the suggestion of such problems as are described in this 
 book does not need to concern itself with any logical arrangement 
 of processes. 
 
 Whatever the point of view, the planning of a course is one 
 of the important functions of the supervisor of primary handwork 
 and should be given its due consideration. The determination of 
 the purpose or point of view, the outlining of such details of the 
 course as will carry out the purpose, and the making of sug- 
 
 136 
 
PLANNING OF COURSES 
 
 gestions of methods for handling these details belong to the 
 supervisor. 
 
 ARRANGEMENT OF PROBLEMS 
 
 There are different ways of grouping the problems in each 
 grade, so as to bring in a sequence of manipulations of increasing 
 difficulty. It is also possible to arrange several sequences, each 
 more or less independent of the others but enabling the pupil to 
 profit constantly from his previous efforts. Four arrangements 
 are suggested : 
 
 A. First grade : book problems, box problems, card problems, en- 
 
 velope problems. 
 Second grade, third grade, and fourth grade : same grouping as 
 
 for first grade but with added difficulty in each grade. 
 This grouping is the most systematic and logical. 
 
 B. Each grade : a problem or two from each group above, and then 
 
 a repeat from each group. 
 
 These changes may seem desirable for the sake of variety and 
 interest. 
 
 C. Each grade : a selection of problems from each group arranged 
 
 in the order of difficulty for the entire scheme regardless of the 
 classification of problems. 
 
 This arrangement may seem a little disjointed in content, but 
 furnishes a very definite line of training for the child and may 
 prove more interesting than "A" or "B". 
 
 D. First and second grades : arranged as in "A", "B", or "C". 
 Third and fourth grades : a concentration upon one or two groups 
 
 of problems for most of the work of an entire year. 
 This arrangement furnishes a training in technical skill not possible 
 with the other arrangements. 
 
 A 
 
 PROBLEMS GROUPED FOR EACH GRADE 
 Groups of problems for each grade are outlined below as sug- 
 gested at "A". The full arrangement of problems with a state- 
 ment of the new processes or those especially emphasized in each 
 problem, by grades, is given below. It is understood that nearly 
 every problem involves some repeat of former processes, besides 
 the new processes. Many of the problems may be omitted if 
 
 137 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 there is not enough time, but some problems should be taken 
 from each group. 
 
 ^IRST GRADE 
 
 BOOK PROBLEMS 
 
 I. in. Mounting folders page 19 
 
 Folding, creasing, cutting picture, pasting picture. 
 
 II. 112. Booklet folder page 20 
 
 Tearing edge, gluing or pasting narrow edge. 
 
 III. 113. Pocket note-books page 21 
 
 Folding for 8, 12 and 16 pages, sewing single section thru three 
 holes, tearing leaves apart 
 
 IV. 114. Book of color schemes page 24 
 
 Study of color samples, selection of colors, mounting colors. 
 
 V. 115. Drawing-book page 25 
 
 Folding wide opening book, making drawings in book. 
 
 VI. 1 16. Laundry list page 27 
 
 Fastening eyelet, tying cord, writing title on outside. 
 
 BOX PROBLEMS 
 
 VII. 121. Square box page 67 
 
 Folding stiff material, gluing square corners. 
 
 VIII. 122. Square tray . .page 68 
 
 Folding and gluing narrow folds. 
 
 IX. 123. Rectangular tray page 69 
 
 Folding, cutting, and gluing heavy material. 
 
 CARD PROBLEMS 
 
 X. 131. Mounted drawings page 92 
 
 Studying proportions and mounting with paste. 
 
 XL 132. Book-marks page 93 
 
 Determining outline and planning border, making line with pencil 
 or crayon. 
 
 XII. 133. Calendar page 94 
 
 Mounting of picture and calendar together. 
 
 ENVELOPE PROBLEMS 
 
 XIII. 141. Envelope folder page in 
 
 Folding and cutting to folded line, and cutting off slant edge. 
 
 XIV. 142. Square envelope page T 12 
 
 Folding accurately to line and pasting neatly. 
 
 XV. 143. Pocket for clippings page 113 
 
 Careful cutting to folded lines. 
 
 138 
 
PLANNING OF COURSES 
 
 SECOND GRADE 
 
 BOOK PROBLEMS 
 
 I. 211. Paper portfolio page 29 
 
 Measuring for length, connecting points with pencil, and using 
 stay tape over crease. 
 
 II. 212. Paper portfolio with laps page 30 
 
 Measuring for length, three dimensions, laying out corners. 
 
 III. 213. Book of designs page 30 
 
 Sewing thru four holes, lettering cover. 
 
 IV. 214. Weather record page 31 
 
 Observation of weather and careful pasting of weather flags. 
 
 V. 215. Receipt-book page 34 
 
 Sewing several thicknesses of paper, gluing binders' cloth over 
 outside fold. 
 
 VI. 216. Note-book page 35 
 
 Sewing two sections together, gluing book into cover. 
 
 VII. 217. Paged blank books page 36 
 
 Numbering of pages, study of arrangement of pages. 
 
 BOX PROBLEMS 
 
 VIII. 221. Small square box page 71 
 
 Laying out box to dimensions, cutting and folding to measured 
 lines. 
 
 IX. 222. Rectangular open box page 71 
 
 Laying out larger measurements, making two measurements with 
 one setting of rule. 
 
 X. 223. Box with reinforced corners page 72 
 
 Scoring heavy material, use of stay tape on box corners. 
 
 CARD PROBLEMS 
 
 XL 231. Desk blotters page 96 
 
 Cutting blotters to uniform size, punching and tying. 
 
 XII. 232. Photo mount page 98 
 
 Study of proportion and color in mounting, mounting upon 
 double mounts. 
 
 XIII. 233. Glass cover page 100 
 
 Laying out of octagons, making simple octagonal designs. 
 
 ENVELOPE PROBLEMS 
 
 XIV. 241. Paper bag page 114 
 
 Folding, and cutting long fold. 
 
 139 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 XV. 242. Mailing envelope page 1 16 
 
 Laying out several small measurements, careful pasting and 
 folding. 
 
 XVI. 243. Long mailing envelope page 116 
 
 Laying out and cutting rounded corners. 
 
 THIRD GRADE 
 
 BOOK PROBLEMS 
 
 I. 311. Scrap-book page 42 
 
 Folding double center for book, gluing cover over leaves so as 
 to make two sharp edges. 
 
 II. 312. Small sewed pamphlet page 44 
 
 Sewing two, three, four and five sections. 
 
 III. 313. Sewed pamphlet, reinforced back page 46 
 
 Gluing binders' cloth around square corner fold. 
 
 IV. 314. Cloth covered portfolio page 47 
 
 Making of case for bookbinding: pasting binders' cloth to cloth 
 board, gluing laps down, pasting lining paper inside. 
 
 V. 315. Glued booklet page 48 
 
 Gluing several sections one into another. 
 
 VI. 316. Cloth bound book page 49 
 
 Fastening sewed sections into case: backing sections, gluing 
 against covers, and lining. 
 
 BOX PROBLEMS 
 
 VII. 321. Covered small box page 74 
 
 Fitting cover to box, pasting colored paper over box and cover. 
 
 VIII. 322. Pencil box with fitted cover page 76 
 
 Fastening corners with double paper. 
 
 IX. 323. Candy box page 77 
 
 Making end folds, fitting laps at ends. 
 
 X. 324. Folding box page 80 
 
 Very accurate laying out and cutting, fitting of folded tabs. 
 
 CARD PROBLEMS 
 
 XL 331. Post cards page 101 
 
 Neat cutting of heavy material, making banded decoration. 
 
 XII. 332. Page holder page 102 
 
 Punching and cutting between holes, cutting corners. 
 
 140 
 
PLANNING OF COURSES 
 
 XIII. 333. Shipping tags page 102 
 
 Laying out from center line, punching three thicknesses, tying 
 loop 
 
 ENVELOPE PROBLEMS 
 
 XIV. 341. Photo filing envelope page 117 
 
 Laying out with care to exact size, gluing neatly. 
 
 XV. 342. Long filing envelope page 1 19 
 
 Use of compasses, cutting of curved line. 
 
 XVI. 343. Large filing envelope page 120 
 
 Cutting and gluing large pieces of heavy material. 
 
 FOURTH GRADE 
 
 BOOK PROBLEMS 
 
 I. 411. Pocket paper file page 52 
 
 Cutting of marking tabs, gluing of hinge. 
 
 II. 412. Desk paper file page 54 
 
 Cutting tabs from heavy material, gluing large pieces of stock. 
 
 III. 413. Note-book covers page 54 
 
 Making hinge of binders' cloth, punching holes and setting 
 eyelets. 
 
 IV. 414. Portfolio with cloth corners page 58 
 
 Fitting of corners and back, gluing up carefully. 
 
 V. 415. Bound scrap-book page 61 
 
 Combination of problems number 311 and 316. 
 
 VI. 416. Bound drawings page 61 
 
 Sewing thru cover and drawings. 
 
 VII. 417. Rebound book or bound magazines . . . .page 62 
 Removing old covers and attaching canvas backing. 
 
 BOX PROBLEMS 
 
 VIII. 421. Pin box with cover page 81 
 
 Pasting cover paper over sides and cover of box. 
 
 IX. 422. Post card box page 83 
 
 Laying several measurements from center line, very careful 
 folding, and neat gluing. 
 
 X. 423. Original box page 84 
 
 Designing box and -making working drawing, cutting of straw- 
 board, lining of box and cover. 
 
 141 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 XI. 424. Pen box page 86 
 
 Making of very accurate joints with strawboard and box board. 
 
 XII. 425. Sliding box page 88 
 
 Fitting of case to box. 
 
 CARD PROBLEMS 
 
 XIII. 431. Postal scale page 103 
 
 Gluing broad surfaces, marking with standard weights. 
 
 XIV. 432. Folder picture mount page 105 
 
 Studying good proportion for double mount. 
 
 XV. 433. Desk pad page 107 
 
 Cutting and fastening of corners of heavy cover paper, fitting of 
 blotters. 
 
 ENVELOPE PROBLEMS 
 
 XVI. 441. Paper bag with folds page 121 
 
 Double folding for typical paper bag. 
 
 XVII. 442. Flat envelope file page 123 
 
 Making of flexible hinge, fitting of case to envelopes. 
 
 XVIII. 443. Book envelope file page 126 
 
 Punching and tying envelopes within case. 
 
 B 
 PROBLEMS SELECTED FROM GROUPS 
 
 The selection of problems from the book group, the box 
 group, the card group, and the envelope group in regular rota- 
 tion has at least the advantage of adding the interest which 
 comes from variety. The following arrangement is suggestive 
 for this feature. (See B on page 137.) 
 
 FIRST GRADE 
 
 I. in. Mounting folders 19 
 
 II. 121. Square box 67 
 
 III. 131. Mounted drawings 92 
 
 IV. 141. Envelope folder in 
 
 V. 112. Booklet folder 20 
 
 VI. 122. Square tray 68 
 
 VII. 132. Book-marks 93 
 
 VIII. 142. Square envelope .- 112 
 
 142 
 

 PLANNING OF COURSES 
 
 IX. 113. Pocket note-books 21 
 
 X. 123. Rectangular tray 69 
 
 . 4 XI. 133. Calendar , 94 
 
 XII. 143. Pocket for clippings 113 
 
 XIII. 1 14. Book of color schemes 24 
 
 XIV. 115. Drawing-book 25 
 
 XV. 1 1 6. Laundry list 27 
 
 SECOND GRADE 
 
 I. 211. Paper portfolio 29 
 
 II. 221. Small square box / 1 
 
 III. 231. Desk blotters 96 
 
 IV. 241. Paper bag 1 14 
 
 V. 212. Paper portfolio with laps 30 
 
 VI. 222. Rectangular open box 71 
 
 VII. 232. Photo mount 98 
 
 VIII. 242. Mailing envelope 116 
 
 IX. 213. Book of designs 30 
 
 X. 223. Box with reinforced corners 7 2 
 
 XI. 233. Glass cover 100 
 
 XII. 243. Long mailing envelope 116 
 
 XIII. 214. Weather record 31 
 
 XIV. 215. Receipt-book 34 
 
 XV. 216. Note-book 35 
 
 XVI. 217. Paged blank books 36 
 
 THIRD GRADE 
 
 I. 311. Scrap-book 42 
 
 II. 321. Covered small box 74 
 
 III. 331. Postcards 101 
 
 IV. 341. Photo filing envelope 117 
 
 V. 312. Small sewed pamphlet 44 
 
 VI. 322. Pencil box with fitted cover 76 
 
 VII. 332. Page holder 102 
 
 VIII. 342. Long filing envelope 119 
 
 IX. 313. Sewed pamphlet with reinforced back 46 
 
 143 
 10 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 X. 323. Candy box 77 
 
 XL 333. Shipping tags 102 
 
 XII. 343. Large filing envelopes 120 
 
 XIII. 314. Cloth covered portfolio 47 
 
 XIV. 324. Folding box 80 
 
 XV. 315. Glued booklet 48 
 
 XVI. 3 [6. Cloth bound book 49 
 
 FOURTH GRADE 
 
 I. 41 1. Pocket paper file 52 
 
 II. 421. Pin box with cover 81 
 
 III. 431. Postal scale . 103 
 
 IV. 441. Paper bag with folds , 121 
 
 V. 412. Desk paper file 54 
 
 VI. 422. Post card box 83 
 
 VII. 432. Folder picture mount 105 
 
 VIII. 442. Flat envelope file 123 
 
 IX. 413. Note-book covers 54 
 
 X. 423. Original box 84 
 
 XL 433. Desk pad 107 
 
 XII. 443. Book envelope file 126 
 
 XIII. 414. Portfolio with cloth corners 58 
 
 XIV. 424. Pen box 86 
 
 XV. 415. Bound scrap-book 61 
 
 XVI. 425. Sliding box 88 
 
 XVII. 4 16. Bound drawings 61 
 
 XVIII. 417. Rebound book or bound magazine 62 
 
 C 
 PROBLEMS ARRANGED ACCORDING TO DIFFICULTY 
 
 In the following, the problems are arranged in a sequence 
 according to the difficulty of handling, regardless of groups of 
 kinds of problems, as indicated at C on page 137. 
 
 FIRST GRADE 
 
 I. in. Mounting folders 19 
 
 II. 112. Booklet folder 20 
 
 144 
 

 
 
 PLANNING OF COURSES 
 
 
 III. 
 
 US- 
 
 Drawing-book 
 
 25 
 
 IV. 
 
 Hi. 
 
 Envelope folder 
 
 in 
 
 V. 
 
 TI 3- 
 
 Pocket note-books 
 
 21 
 
 VI. 
 
 116. 
 
 Laundry list 
 
 27 
 
 VII. 
 
 121. 
 
 Square box 
 
 6 7 
 
 VIII. 
 
 122. 
 
 Square tray 
 
 68 
 
 IX. 
 
 133- 
 
 Calendar 
 
 94 
 
 X. 
 
 142. 
 
 Square envelope 
 
 112 
 
 XI. 
 
 143- 
 
 Pocket for clippings 
 
 H3 
 
 XII. 
 
 I3I- 
 
 Mounted drawings 
 
 92 
 
 XIII. 
 
 132. 
 
 Book-marks 
 
 V 93 
 
 XIV. 
 
 I2 3 . 
 
 Rectangular tray 
 
 69 
 
 XV. 
 
 114. 
 
 Book of color schemes 
 
 24 
 
 
 
 SECOND GRADE 
 
 
 I. 
 
 211. 
 
 Paper portfolio 
 
 29 
 
 11. 
 
 212. 
 
 Paper portfolio with laps 
 
 30 
 
 III. 
 
 215- 
 
 Receipt-book 
 
 34 
 
 IV. 
 
 2 3 I. 
 
 Desk blotters 
 
 96 
 
 V. 
 
 241. 
 
 Paper bag 
 
 114 
 
 VI. 
 
 2 3 2. 
 
 Photo mount 
 
 98 
 
 VII. 
 
 223. 
 
 Box with reinforced corners 
 
 72 
 
 VIII. 
 
 221. 
 
 Small square box 
 
 7i 
 
 IX. 
 
 2I 3 . 
 
 Book of designs 
 
 30 
 
 X. 
 
 222. 
 
 Rectangular open box 
 
 7i 
 
 XL 
 
 214. 
 
 Weather record 
 
 3i 
 
 XII. 
 
 216. 
 
 Note-book 
 
 35 
 
 XIII. 
 
 242. 
 
 Mailing envelope 
 
 116 
 
 XIV. 
 
 233- 
 
 Glass cover 
 
 TOO 
 
 XV. 
 
 243- 
 
 Long mailing envelope 
 
 116 
 
 XVI. 
 
 217. 
 
 Paged blank books 
 
 36 
 
 
 
 THIRD GRADE 
 
 
 I. 
 
 333- 
 
 Shipping tags 
 
 IO2 
 
 II. 
 
 332. 
 
 Page holder 
 
 102 
 
 III. 
 
 34i. 
 
 Photo riling envelopes 
 
 H7 
 
 
 
 145 
 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 IV. 331. Post card 101 
 
 V. 311. Scrap-book 42 
 
 VI. 315. Glued booklet 48 
 
 VII. 342. Long filing envelope 119 
 
 VIII. 321. Covered small box 74 
 
 IX. 314. Cloth covered portfolio 47 
 
 X. 322. Pencil box with cover 76 
 
 XL 343. Large filing envelope 120 
 
 XII. 316. Cloth bound book 49 
 
 XIII. 323. Candy box 77 
 
 XIV. 324. Folding box 80 
 
 XV. 312. Small sewed pamphlet 44 
 
 XVI. 313. Sewed pamphlet with reinforced back 46 
 
 FOURTH GRADE 
 
 I. 421. Pin box with cover 81 
 
 II. 431. Postal scale 103 
 
 III. 432. Folder picture mount 105 
 
 IV. 411. Pocket paper file 52 
 
 V. 433. Desk pad 107 
 
 VI. 412. Desk paper file 54 
 
 VII. 415. Bound scrap-book 61 
 
 VIII. 416. Bound drawings 61 
 
 IX. 422. Post card box 83 
 
 X. 413. Note-book covers : 54 
 
 XL 423. Original box 84 
 
 XII. 424. Pen box 86 
 
 XIII. 441. Paper bag with folds 121 
 
 XIV. 425. Sliding box 88 
 
 XV. 414. Portfolio with cloth corners 58 
 
 XVI. 442. Flat envelope file 123 
 
 XVII. 443. Book envelope file 126 
 
 XVIII. 417. Rebound book or bound magazine 62 
 
 146 
 

 PLANNING OF COURSES 
 
 D 
 PROBLEMS SELECTED FROM ONE GROUP 
 
 Another way to arrange paper and cardboard problems 
 having peculiar advantages is by concentration of attention and 
 effort upon a more limited field of work, taking for instance the 
 third grade for one group of problems such as book problems, 
 and the fourth grade for another group, such as box problems. 
 This concentration gives more ability in the lines undertaken, 
 but does not open up so large a field. This work may follow 
 either of the arrangements suggested for the first and second 
 grades. 
 
 FIRST GRADE 
 
 See any one of the three arrangements suggested on pages 
 137, 142, and 144. 
 
 SECOND GRADE 
 
 See arrangements on pages 139, 143, and 145. 
 
 THIRD GRADE 
 Selections of book problems 
 
 I. 311. Scrap-book 42 
 
 II. 312. Small sewed pamphlet 44 
 
 III. 313. Sewed pamphlet with reinforced back 46 
 
 IV. 314. Cloth covered portfolio 47 
 
 V. 315. Glued booklet 48 
 
 VI. 316. Cloth bound book 49 
 
 VII. 41 1. Pocket paper file 52 
 
 VIII. 412. Desk paper file 54 
 
 IX. 413. Note-book covers 54 
 
 X. 414. Portfolio with cloth corners 58 
 
 XI. 415. Bound scrap-book 61 
 
 XII. 416. Bound drawings 61 
 
 XIII. 417. Rebound book 62 
 
 XIV. 417. Bound magazines 62 
 
 147 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 FOURTH GRADE 
 
 Selections of box problems 
 
 I. 321. Covered small box 74 
 
 II. 322. Pencil box with fitted cover 76 
 
 III. 323. Candy box 77 
 
 IV. 324. Folding box 80 
 
 V. 421. Pin box with cover 81 
 
 VI. 422. Post card box 83 
 
 VII. 423. Original box 84 
 
 VIII. 424. Pen box 86 
 
 IX. 425. Sliding box 88 
 
 If there are not enough problems for the time available in 
 either the third or fourth grades, the problems suggested should 
 indicate types of book and box making which may help in 
 original work planned by the student. There are enough pos- 
 sible problems in either book or box making to occupy all the 
 handwork periods for both grades. It may seem better to re- 
 verse the arrangement and put the box problems in the third 
 grade and the book problems in the fourth grade. 
 
 It should be remembered that a half year is about all that can 
 well be allowed for paper and cardboard work in each grade, if 
 clay work and basketry and weaving are also undertaken. 
 
 14X 
 
VII 
 
 EQUIPMENT AND SUPPLIES 
 EQUIPMENT FOR THE CLASS ROOM 
 
 AS noted in the lists of materials required for the making 
 of each problem, very few different pieces of equipment 
 are required by any individual. The rule and scissors 
 are required constantly, and should be ready for use at all 
 times in good condition and with full count. If more than 
 one kind of scissors be ordered for the different grades, small 
 blunt pointed scissors are more suitable for the first and second 
 grades, and larger sharp pointed scissors may be recommended 
 for the third and fourth grades. Rules suitable for primary 
 handwork should have a little extra distance before the zero 
 mark, and a little beyond the 12" mark as indicated in the draw- 
 ing at the bottom of page 29. If separate rules be obtained for 
 each grade, the following are recommended: First grade 
 straight edge without marks ; Second grade rule marked with 
 inches and half inches ; Third grade rule marked with quarter 
 inches ; Fourth grade rule marked with eighth and sixteenth 
 inches. These articles may be collected each day or allowed to 
 remain with the pupil. If collected, special boxes should be 
 provided so that everything can have its own place. 
 
 A medium pencil should be kept and handled by the same 
 pupil at all times if possible, for sanitary reasons. A pencil 
 eraser for each pupil will also be found a convenience. 
 
 A good supply of needles should be on hand in each class 
 room, a few punches including one or two with eyelet set 
 combinations, at least one good glue brush, and several sticks 
 of wood sharpened to a chisel edge for spreading glue. Where 
 a very little glue is needed, a wood toothpick is satisfactory. A 
 kitchen knife, especially if the edge be dulled over an oil stone, 
 makes a good magazine opener, and one or two will be found a 
 convenience in each room for booklet work. A few compasses 
 
 149 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 are also desirable, and a chip carving knife is useful for heavy 
 card work if the heavy stock is not cut to size before being 
 passed. For this heavy cutting, a piece of Q"X 12" cloth board 
 makes a good protection for the desk. An eighteen inch steel 
 straightedge is also an advantage in heavy cutting. For deco- 
 rative work, such materials as are used in the drawing class will 
 be found useful. These materials include : crayons, water 
 colors with brushes, ink with pens and brushes. The following 
 list may be taken as representing an adequate equipment for 
 twenty-five pupils in paper and cardboard construction in one 
 room, including demonstration equipment for the teacher, but 
 not including freehand drawing equipment: 
 
 26 Scissors at I5c to 25c $3 .90 to $6.50 
 
 26 Rules 2c to I5c .52 to 3.90 
 
 26 Pencils 3c to 5c .78 to 1.30 
 
 26 Erasers ic to c .26 to 1.30 
 
 3 Packages needles, No. 4, .12 to .15 
 
 5 Eyelet punches 25c to 9oc 1.25 to 4.50 
 
 5 Kitchen knives 5c to I5c .25 to .75 
 
 5 Compasses ice to 25c .50 to 1.25 
 
 5 Carvers' knives 2$c to 5oc 1.25 to 2.50 
 
 5 Glue brushes ice to 25c .50 to 1.25 
 
 5 Paste brushes ice to 2$c .50 to 1.25 
 
 i Steel straightedge, 18" i.oo to 2.00 
 
 Total $10.83 to $26.65 
 
 All of this equipment should be provided with neat racks or 
 boxes, or at least should be kept at all times when not in use 
 in a particular place in the teacher's storage closet. Nothing 
 looks much worse in school than slovenly care of school ap- 
 paratus. The supervisor should watch this carefully, and make 
 suggestions as needed. 
 
 STOCK ROOM EQUIPMENT 
 
 If the school system be large enough to warrant it, a supply 
 room for the supervisor should be provided with the following: 
 
 150 
 

 EQUIPMENT AND SUPPLIES 
 
 i Case containing sliding shelves for full sized sheets of paper 
 and boards, one shelf for each kind of stock, and long doors 
 extending from top to bottom- over shelves. 
 
 i Case containing pigeon holes for 9"x 12" cut stock, shelves 
 to be \2\" deep, and openings to be 9i"x 9^". A curved 
 notch in each shelf for the hand assists in removing the 
 paper. 
 
 i Case containing shelves and drawers for small cut stock, 
 thread, stay tape, eyelets, binders' cloth and backing, paste 
 and glue, and miscellaneous small articles. 
 
 i Case containing extra pieces of equipment and for storage of 
 equipment during the vacation season. 
 
 i Card cutter with blade at least 15" in length. It is desirable 
 to have such a cutter in each fourth grade room except for 
 expense. A good card cutter may be obtained for from 
 $7.00 to $25.00. 
 
 i Paper cutter to handle stock at least 20" wide. Cost varies 
 from $50.00 to $150.00 according to size and strength, and 
 whether for table or floor use. 
 
 Such a stock room if sufficiently large may be used for all of 
 the primary handwork. Stock of all kinds, yarns, raffia, reed, 
 clay, and other supplies, should be kept in special cases. 
 
 KINDS OF PAPER AND CARDBOARD 
 
 Many kinds of paper are suitable for primary handwork, and 
 a few of them are used almost constantly, especially cover 
 papers, book papers, and tag boards. Other papers are used but 
 little, but are desirable in order that a wider acquaintance with 
 paper qualities may be obtained. A collection of finished papers, 
 and one showing stages in the manufacture of paper has an 
 educational value well worth the effort necessary for making the 
 collection. The following classification may be of value in the 
 study of papers. 
 
 151 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 The more important papers are : 
 Print paper, Unfinished surface, for newspapers and cheap 
 
 poster work, made from fibres of straw, wood, grasses, and 
 
 paper waste. 
 Book paper, Machine finished surface, cheaper varieties made 
 
 from wood fibres. 
 Writing-paper, Made with a surface suitable for ink, and with 
 
 a firmness which will stand erasures, usually made from 
 
 cotton and linen rags. 
 Drawing-paper, Frequently made by hand, very firm, stands 
 
 much erasing, made in surfaces from smooth to very rough. 
 Wrapping-paper, A coarse paper of a yellowish brown color 
 
 made from manila and other rope fibres, stands hard usage. 
 Cover paper, Paper with a fancy color, an interesting texture, 
 
 and a tough quality suitable for covering pamphlets. 
 
 Other papers and boards of more or less importance or given 
 peculiar treatment in the process of manufacturing are: 
 
 Binders' board 
 Blotting-paper 
 Blue-print paper 
 Bond paper 
 Bristol board 
 Calendered paper 
 Carbon-paper 
 Cardboard 
 Chinese paper 
 Cloth board 
 Coated paper 
 Cold pressed paper 
 Copying-tissue 
 Cotton paper 
 Corrugated board 
 Cross section paper 
 Cylinder paper 
 
 Deckeled-edge paper 
 Detail paper 
 Drawing-board 
 Dry proofing paper 
 Embossed paper 
 Enameled paper 
 Ferro prussiate paper 
 Fibre wrapping-paper 
 Fibre-faced paper 
 Filter-paper 
 Flat writing-paper 
 Folded paper 
 Friction boards 
 Glazed paper 
 Gummed paper 
 Hand-made paper 
 Hard plate paper 
 
 152 
 

 EQUIPMENT AND SUPPLIES 
 
 Hot pressed paper 
 India paper 
 Interleaving paper 
 Japanese paper 
 Jute board 
 Label paper 
 Laid paper 
 Ledger paper 
 Letter-paper 
 Linen paper 
 Lining paper 
 Lithographic paper 
 Litmus paper 
 Loft-dried paper 
 Luminous paper 
 Machine-sized paper 
 Manifold paper 
 Manila paper 
 Marble board 
 Marble paper 
 Matrix backing 
 Metallic paper 
 Mimeograph paper 
 Mounted paper 
 Mounting board 
 Mounting paper 
 Music paper 
 News-paper 
 Note-paper 
 Oil board 
 Oiled paper 
 Parchment paper 
 Pattern paper 
 Photographic paper 
 Pitched paper 
 Plate paper 
 
 Plated paper 
 Polygraphic paper 
 Poster board 
 Poster paper 
 Post-office paper 
 Press board 
 Printing paper 
 Proofing paper 
 Pulp board 
 Rag paper 
 Rice paper 
 Roofing paper 
 Ruled paper 
 Safety paper 
 Sandpaper 
 Sensitized paper 
 Silk paper 
 Silver paper 
 Sized paper 
 Soft plate paper 
 Surface paper 
 Stencil board 
 Stereotype paper 
 Strawboard 
 Tag board 
 Tar board 
 Tarred paper 
 Tissue-paper 
 Tracing paper 
 Transfer-paper 
 Trunk board 
 Tub sized paper 
 Tympan board 
 Typewriter paper 
 Vellum paper 
 Waxed paper 
 
 153 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 \ SIZES OF PAPER 
 
 The following table is given for convenient reference to stock 
 sizes of some of the more common writing-, drawing-, and print- 
 ing papers : 
 
 WRITING * DRAWING PRINTING 
 
 Flat cap I4"x 17" 
 
 Cap i4" x 17" 
 
 Demy i6"x 21" I5"x2o" 
 
 Folio I7"x22" 
 
 Medium i8"x 23" I7"x22" 19^x24" 
 
 Royal 4 I9"x24" I9"x24" 2o"x 25" 
 
 Super royal 2o"x 28" I9"x 27" 22"x 28" 
 
 Double cap I7"x28" 
 
 Imperial 23"x3i" 22"x 30" 22"x 32" 
 
 Small double medium 24"x 36" 
 
 Double medium 23"x 36" 24"x 38" 
 
 Double Royal 24"x 38" 26"x 40" 
 
 Double elephant 26"x 40" 27"x 40" 
 
 Antiquarian 3i"x 53" 3i"x 53'" 
 
 3 o"x 40" 
 Large sizes for newspapers 32"x 44" 
 
 36"x 48" 
 TABLE OF PAPER COUNTS 
 
 A matter easily forgotten is the table of counts for paper. 
 It is inserted here as a reminder : 
 24 sheets equal I quire 24 sheets 
 
 20 quires equal I ream 480 sheets (or 500 sheets) 
 
 2 reams equal I bundle 960 sheets (or 1000 sheets) 
 
 5 bundles equal I bale 4800 sheets (or 5000 sheets) 
 
 Drawing-papers and other high grade papers are sold with 
 480 sheets to the ream. Ordinary papers come 500 sheets to 
 the rfeam. 
 
 PAPER MANUFACTURE 
 
 It is believed that a word or two regarding the manufacture 
 of paper may be of value to teachers of primary handwork, so 
 
 154 
 
EQUIPMENT AND SUPPLIES 
 
 the following brief description of the process is inserted at this 
 point along with the kinds, sizes, and counts of paper just given. 
 
 Until recent years paper was made principally from cloth 
 scraps, and at present all high grade papers are still "rag" papers. 
 Most of the printing paper at present however is made from such 
 vegetable fibres as those from wood, straw, and grasses. The 
 fibres are ground and bleached and then boiled to a soft pulp. 
 In the hand-made papers this pulp is dipped into a large pan 
 from which the water gradually drains away leaving a wet 
 sheet, which is then pressed and dried. Some high grade papers 
 are still made in this way by hand, but mechanical processes 
 have almost entirely displaced the hand process. 
 
 The machine process is as follows : 
 
 (1) The fluid pulp is floated over a continuous wire cloth which 
 has a constant motion, and which allows the water to drain 
 away. 
 
 (2) The wet pulp is pressed under wire gauze rollers and more 
 of the moisture taken up. 
 
 (3) The pulp can now hang alone and support itself for a short 
 distance and is carried to a felt band and led to felt rollers. 
 
 (4) More water is pressed out between these felt rollers and the 
 paper leaves them able to go unsupported to the metal 
 rollers. 
 
 (5) The paper is now passed to the heavy smooth calender rolls, 
 and under great pressure is given a smooth finish and added 
 drying. These calenders are sometimes heated and used 
 to give a glaze to the paper. 
 
 (6) It next is carried to the drying room and a current of heated 
 air serves to drive away most of the remaining moisture. 
 
 (7) From here it may be taken to the roller cutters and cross 
 cutters, and be cut and tied into bundles for shipment. 
 
 This description while not including the chemical treatment, 
 nor other details of the preparation of the pulp may be taken as 
 fairly representative of the usual mechanical part of the process. 
 For newspapers, the paper is usually delivered upon large rolls 
 
 155 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 as they come from the machine. Colored papers are given the 
 color before the fluid pulp reaches the machine. 
 TABLE FOR ORDERING PAPER 
 
 SUITABLE FOR PRIMARY HANDWORK CLASSES 
 KINDS DESIRABLE SIZES COSTS 
 
 MATERIALS 
 
 Cover paper 
 
 Plain, laid, 
 smooth, rough, 
 gray, or colors 
 
 , w( 
 
 Book paper 
 
 English finish, egg 
 shell finish, antique, 
 laid, enameled, deckled- 
 edge, white and tinted 
 
 Print paper 
 
 Light weight or 
 heavy weight, 
 white or colored 
 
 Wrapping-paper 
 Manila, 
 white, 
 fibre 
 
 Flat writing 
 
 White wove 
 or laid 
 
 Ledger paper 
 White wove 
 
 Bond paper 
 
 White or tinted 
 wove 
 
 Drawing-paper 
 
 White or tinted 
 
 QUANTITIES 
 
 20x2525 
 
 5 to 15c 
 
 25 Ibs. thin 
 
 to 
 20x2570 
 ;35 to 60 Ibs. 
 ights desirable) 
 
 per 
 pound 
 
 to 
 70 Ibs. thick 
 per ream 
 (500 sheets) 
 
 24x3650 
 
 4 to 8c 
 
 50 to 70 Ibs. 
 
 to 
 
 25x3870 
 
 per 
 pound 
 
 per ream 
 (500 sheets) 
 
 24x3630 
 
 3 to 5c 
 
 30 to 50 Ibs. 
 
 to 
 25x3350 
 
 per 
 pound 
 
 per ream 
 (500 sheets) 
 
 12x18 7V 2 
 to 
 20x40100 
 (24x3640 
 desirable) 
 
 4 to 5c 
 per 
 pound 
 
 7V-2 Ibs. light 
 to 100 Ibs. 
 heavy, per 
 ream 
 (500 sheets) 
 
 17x2216 
 
 6 to 12c 
 
 16 to 24 Ibs. 
 
 to 
 19x2424 
 
 per 
 pound 
 
 per ream 
 (500 sheets) 
 
 16x2128 
 
 15 to 40c 
 
 28 to 80 Ibs. 
 
 to 
 23x36-^80 
 
 per 
 pound 
 
 per ream 
 (480 sheets) 
 
 17x2212 
 
 8 to 20c 
 
 12 to 44 Ibs. 
 
 to 
 19x24 44 
 
 per 
 pound 
 
 per ream 
 (500 sheets) 
 
 19x24 
 
 20 to 60c 
 
 24 sheets 
 
 
 per quire 
 
 per quire 
 
 156 
 
EQUIPMENT AND 
 
 SUPPLIES 
 
 MATERIALS KINDS 
 
 DESIRABLE SIZES 
 
 COSTS 
 
 QUANTITIES 
 
 Blotting-paper 
 
 
 
 
 White or colored, 
 
 19x2460 
 
 7 to 15c 
 
 60 to 100 Ibs. 
 
 plain or 
 
 to 
 
 per pound 
 
 per ream 
 
 enameled 
 
 19x24100 
 
 
 (500 sheets) 
 
 Plated paper 
 
 
 
 
 White or 
 
 20x24 
 
 $2.00 to $3.00 
 
 480 sheets 
 
 colored 
 
 
 per ream 
 
 per ream 
 
 Marble paper 
 
 
 
 
 Spot, wave or 
 
 20x30 
 
 30c 
 
 24 sheets 
 
 agate 
 
 
 per quire 
 
 per quire 
 
 Tissue-paper 
 
 
 
 
 White or 
 
 20x30 
 
 60c to $1.50 
 
 500 sheets 
 
 colored 
 
 
 per ream 
 
 per ream 
 
 Gummed paper 
 
 
 
 
 White or 
 
 17x22 
 
 45c to $1.00 
 
 24 sheets 
 
 colored 
 
 to 20x24 
 
 per quire 
 
 per quire 
 
 Strawboard 
 
 BOARDS 
 
 
 
 Binders' 
 
 26x33 
 
 $1.00 
 
 35 thick to 
 
 
 Nos. 
 
 per 
 
 100 thin sheets 
 
 
 35 to 100 
 
 bundle 
 
 per bundle 
 
 Cloth board 
 
 
 
 
 Binders' gray 
 
 22x28 
 
 $1.00 
 
 12 thick to 
 
 
 Nos. 
 
 per 
 
 50 thin sheets 
 
 
 12 to 50 
 
 bundle 
 
 per bundle 
 
 Pulp board 
 
 
 
 
 White 
 
 26x38 
 
 $1.15 
 
 40 thick to 
 
 
 Nos. 
 
 per 
 
 120 thin sheets 
 
 
 40 to 120 
 
 bundle 
 
 per bundle 
 
 Box board 
 
 
 
 
 White coated 
 
 28x44 
 
 $2.50 
 
 100 sheets 
 
 
 No. 016 
 
 per bundle 
 
 per bundle 
 
 Marble board 
 
 
 
 
 Green or 
 
 26x3860 
 
 $2.00 
 
 60 sheets 
 
 brown 
 
 
 per bundle 
 
 per bundle 
 
 Tag- board 
 
 
 
 
 Buff color 
 
 22%x28%-80 
 
 3 to 5c 
 
 80 Ibs. light 
 
 
 to 
 
 per 
 
 to 140 Ibs. 
 
 
 22V 2 x28 1 / 2 140 
 
 pound 
 
 heavy per ream 
 
 
 
 
 (500 sheets) 
 
 157 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 MATERIALS KINDS 
 
 Mounting board 
 Gray, black, 
 or colors 
 
 Press board 
 
 Red or gray 
 
 Bristol board 
 
 Plain, folding, 
 writing, embossed, 
 White or colored 
 
 DESIRABLE SIZES 
 
 COSTS 
 
 22x28 $4.50 to $6.00 
 
 5 ply or 10 ply per bundle 
 
 28x3470 
 
 22V2X28V2 
 
 from 
 2 to 10 ply 
 
 6c 
 per sheet 
 
 $1.00 to $5.00 
 
 per 
 100 sheets 
 
 QUANTITIES 
 
 100 sheets 
 per bundle 
 
 70 Ibs. per 
 144 sheets 
 
 100 sheets 
 
 per 
 bundle 
 
 If in doubt about weights and unable to see samples, order 
 medium weights or numbers. 
 
 Boards should be ordered in full bundles if possible. Note 
 the varied classifications of quantities in bundles, and specify 
 very carefully. 
 
 CALCULATIONS FOR STOCK 
 
 In order to determine what amounts of paper stock to order 
 for a school system, the following method will be found satis- 
 factory : 
 
 (1) Find the enrolment per grade for the first four grades of 
 the entire system. The enrolment for a given year may be 
 taken roughly for that of the following year if orders are 
 to be placed before the enrolment is known. 
 
 (2) Find the amount of 9"x 12" stock of each kind per pupil 
 per grade. This may be taken from the bottom of tables 
 on pages 161, 162, 163, and 164, or may be worked out 
 from the listed amounts accompanying the directions in 
 chapters II, III, IV, and V. 
 
 (3) Multiply the amounts of stock per pupil for each grade by 
 the number of pupils in each grade, and add from ten per 
 cent to twenty-five per cent extra for new pupils who may 
 enter later, for spoiled work, for extra problems, and for 
 other exigencies. 
 
 158 
 
EQUIPMENT AND SUPPLIES 
 
 (4) Find how many 9"x 12" pieces can be cut from the large 
 sheets and divide the totals in (3), above, by this amount 
 to get the number of full sheets. 
 
 (5) Add enough to make up full ream lots of each style and 
 weight if possible. If not, add enough to make up quarter 
 or half reams. If this be impossible, any number of sheets 
 may be ordered, but at an advance in price. The extra stock 
 will help in starting the next year and should be deducted 
 from the next year's order. School money should not be 
 tied up unnecessarily in extra stock. 
 
 (6) Check calculations for gross errors. An example of the 
 calculation for the first grade is as follows : 
 
 Medium tag board i piece (from list at bottom of page 161) 
 times 150 (pupils) equals 150 (pieces) ; divide by 5 (the 
 number of pieces per sheet) and get 
 
 30 (full sheets in first grade) 
 
 Suppose we get also oo (full sheets in second grade) 
 
 60 (full sheets in third grade) 
 325 (full sheets in fourth grade) 
 
 415 sheets in all 
 Add to make ream 85 sheets extra 
 
 Total medium tag board 500 sheets (or i ream, no pounds) 
 
 OTHER SUPPLIES NEEDED 
 
 In the same manner we may add each item and make up a 
 full order for paper for the entire school year. Miscellaneous 
 small supplies such as stay tape, eyelets, thread, silk cord, paste, 
 and glue are easily figured out. A pint of paste and a pint of 
 glue should make up an average requirement for each class 
 room, altho the work in the fourth grade demands more than the 
 first, and more will be wasted in some rooms than in others. An 
 extra supply should be kept in the supervisor's store room. 
 
 159 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 SOURCES OF SUPPLY 
 
 As far as possible it is desirable to purchase from local 
 dealers but much of the material needed is special in character 
 and must be gotten from special dealers. Certain dealers make 
 a specialty of supplies for primary schools and the largest of 
 these can supply most of the equipment and supplies listed here. 
 These larger supply houses are located in such cities as Boston, 
 New York, and Chicago, with branches in other cities. Most 
 city superintendents have their catalogs. Other special houses 
 carry papers, book binders' material, or printers' supplies. 
 
 The following list of kinds of supply houses may be of service 
 to those in doubt as to where orders may be sent. 
 
 LOCAL HARDWARE DEALERS 
 
 Scissors, rules, knives, straightedges, eyelet punches, glue, 
 and brushes. 
 
 LOCAL STATIONERS 
 
 Rules, pencils, erasers, compasses, paste, brushes, water 
 colors, pens, ink. 
 
 LOCAL PRINTERS OR PAPER SUPPLY HOUSES 
 
 Papers, cardboards and certain kinds of binders' cloth. 
 
 LOCAL DEPARTMENT STORES 
 
 Needles, thread, string, silk cord, embroidery cotton, scissors, 
 pencils. 
 
 LARGE PAPER HOUSES 
 
 Papers and boards of all kinds, usually in unbroken reams or 
 bundles only. 
 
 BOOK BINDERS' SUPPLY HOUSES 
 
 Binders' cloth, leathers, and miscellaneous supplies and 
 equipment. 
 
 PRINTERS' SUPPLY HOUSES 
 
 Card cutters, paper cutters, paper cabinets, (It is usually best 
 to have cabinets built locally.) 
 
 DRAFTING SUPPLY HOUSES 
 
 Rules, pencils, compasses, straightedges, triangles. 
 
 160 
 

 EQUIPMENT AND SUPPLIES 
 
 SPECIAL DEALERS IN PRIMARY SUPPLIES OR MANUAL TRAINING SUPPLIES 
 
 Papers of many kinds, binders' material, scissors, eyelet 
 punches, stay tape, brushes, card cutters. (They will usually 
 get whatever is needed.) 
 
 STOCK REQUIRED PER GRADE 
 
 On this and three following pages are listed the number of 
 pieces of paper stock 9"x 12", with the totals per pupil added 
 at the bottom of each page. 
 
 FIRST GRADE 
 
 111 Mounting folders 
 
 112 Booklet folder H 
 
 113 Pocket note-books \ l / 2 
 
 114 Book of colors 
 
 115 Drawing-book 
 
 1 16 Laundry list 
 
 121 Square box 
 
 122 Square tray 
 
 123 Rectangular tray % 
 
 131 Mounted drawings 1 1 
 
 132 Book-marks 
 
 133 Calendar % 
 
 141 Envelope folder 
 
 142 Square envelope 
 
 143 Pocket for clippings 
 
 Total pieces 9"xl2" per pupil 2% 1 % 4> 
 
 S 1 3 O 
 
 O 2 ' o rr 
 
 l# 
 
 4 \ \Q 
 
 161 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 SECOND GRADE 
 
 It will be noticed that heavier stock, box board and press 
 board, and writing-papers, blotting-paper, and binders' cloth 
 are added to first grade list of stock. 
 
 
 "O bo 
 
 1 ; 
 
 ll 
 
 uT 
 
 V 
 
 o 
 
 JS 
 
 bo 
 
 V 
 
 s 
 si 
 
 11 
 
 PH O 
 
 ii 
 
 V 
 
 c 
 S 
 
 I 
 ^ 
 
 
 
 Li 
 
 u 
 
 o. 
 
 CO 
 
 a 
 
 11 
 
 M-S 
 
 s, 
 
 a 
 
 bo 
 .S 
 
 c 
 
 1 
 
 1 
 
 a 
 
 '5 
 
 C3 
 
 Hlotting-paper 
 
 I 
 
 PQ 
 
 211 Paper portfolio 
 
 
 
 X 
 
 
 
 
 
 
 
 
 
 212 Portfolio with laps 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 213 Book of designs 
 
 
 IK 
 
 
 
 l 
 
 
 
 
 
 
 
 214 Weather record 
 
 
 
 
 K 
 
 K 
 
 1 
 
 
 
 
 
 
 215 Receipt-book 
 
 
 
 X 
 
 
 
 
 2 
 
 
 
 
 K 
 
 216 Note-book 
 
 
 
 K 
 
 
 
 
 
 
 2 
 
 
 
 217 Paged blank books 
 
 !| 
 
 
 X 
 
 
 1 
 
 
 
 
 
 
 
 221 Small square box 
 
 X 
 
 
 
 
 
 
 
 
 
 
 
 222 Rectangular box 
 
 X 
 
 
 
 
 
 
 
 
 
 
 
 223 Box, reinforced 
 
 X 
 
 
 
 
 
 
 
 
 
 
 
 231 Desk blotters .... 
 
 
 
 K 
 
 
 
 
 
 
 
 1 
 
 
 232 Photo mount 
 
 
 
 K 
 
 
 
 
 
 
 
 
 
 233 Glass cover 
 
 X 
 
 
 
 
 
 
 
 
 
 
 
 241 Paper bag 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 242 Mailing envelope 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 243 Long envelope 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Total pieces 9"x 12" per pupil. 
 
 IK X 
 
 IK 
 
 4 
 
 IK 
 
 2K 
 
 1 
 
 
 
 1 
 
 9 
 
 1 
 
 K 
 
 162 
 

 EQUIPMENT AND SUPPLIES 
 
 THIRD GRADE 
 
 Strawboard, cloth board, print paper, and marble paper are 
 added to the stock of the second grade for bookbinding problems, 
 and bristol board is added for folding box problems. 
 
 
 
 
 
 ] 
 
 
 
 
 
 
 
 
 
 
 u 
 
 | 
 
 
 | 
 
 d 
 
 fi 
 
 .2 
 J5 
 
 8? 
 
 bo 
 
 rt 
 
 u 
 
 i 
 
 I 
 
 1 
 
 k 
 
 o. 
 
 | 
 
 1 
 
 I 
 
 o 
 3 
 
 
 o 
 
 .Q 
 
 8 
 
 
 4J 
 
 
 
 u 
 
 o 
 
 3 
 
 8, 
 
 a. 
 
 a 
 
 
 
 "fn 
 
 
 1 
 
 "o 
 
 & 
 
 c 
 
 is 
 
 is 
 
 _3 
 
 3 
 
 M .^ 
 
 3 C 
 C -~" 
 
 I 
 
 11 
 
 O c 
 
 'c 
 
 1 
 
 
 
 IB 
 
 c5 
 
 1 
 
 
 c/J 
 
 
 
 
 
 
 
 
 
 S 
 
 fe 
 
 
 s 
 
 pq ^ 
 
 ra3 
 
 - 
 
 s 
 
 S 
 
 
 
 311 Scrap-book 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 312 Sewed pamphlet. 
 
 
 
 
 
 
 
 
 7^ 
 
 
 
 3 
 
 
 
 
 
 313 Pamphlet, rein- 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 forced 
 
 
 
 
 
 
 
 
 1 
 
 
 Ik 
 
 
 
 
 
 72 
 
 314 Cloth portfolio . 
 
 1 
 
 
 
 
 
 
 
 
 
 / & 
 
 
 
 
 1 
 
 /^ 
 
 1 
 
 315 Glued booklet . . 
 
 
 
 
 
 
 
 
 k 
 
 
 2 
 
 
 
 
 
 
 316 Cloth bound book 
 
 
 1 
 
 
 
 
 
 
 2 
 
 
 
 
 20 
 
 
 
 1 
 
 321 Small box 
 
 
 
 l /2 
 
 
 
 
 
 
 k 
 
 
 
 
 
 
 
 322 Pencil box with 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 cover 
 
 
 
 1 
 
 
 
 
 
 
 1 
 
 
 
 
 j/ 
 
 
 
 323 Candy box 
 
 
 
 
 i 
 
 
 
 
 
 
 
 
 
 
 
 
 324 Folding box 
 
 
 
 
 i 
 
 
 
 
 
 
 
 
 
 
 
 
 331 Post card 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 332 Page holder .... 
 
 
 
 
 
 
 
 
 k 
 
 
 
 
 
 
 
 
 333 Shipping tags . . 
 
 
 
 
 
 l/ 2 
 
 
 
 
 
 
 
 
 
 
 
 341 Photo filing en- 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 velope 
 
 
 
 
 
 
 i/ 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 72 
 
 
 
 
 
 
 
 
 
 
 342 Long filing en- 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 velope 
 
 
 
 
 
 
 -^ 
 
 
 
 
 
 
 
 
 
 
 343 Large filing en- 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 velope 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 Total pieces per 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 pupil, 9"xl2" ... 
 
 1 
 
 1 
 
 ik 
 
 2 
 
 IX 
 
 2 
 
 3 
 
 sk 
 
 Ik 
 
 3K 
 
 3 
 
 20 
 
 k 
 
 1 
 
 2k 
 
 163 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 FOURTH GRADE 
 
 
 Strawboard 
 
 1 
 
 o 
 
 .0 
 
 1 
 
 G 
 
 & 
 
 8 
 
 PQ 
 
 1 
 
 V 
 
 1 
 
 5 
 
 "H 
 
 "o 
 
 en 
 
 n 
 
 & 
 
 
 g 
 
 3 
 
 3 
 
 y 
 
 > 
 o 
 o 
 
 f >, 
 
 o 
 Pi be 
 
 ii 
 
 o 
 
 _T) 
 
 as 
 
 1! 
 
 > 
 
 e 
 
 'S 
 
 P-. 
 
 s, 
 s, 
 
 u 
 
 rt 
 
 Blotting-paper 
 
 1 
 3 
 
 "c 
 
 <u 
 
 T3 
 C 
 
 H 
 
 411 Pocket paper file 
 
 
 
 
 
 
 2 
 
 
 
 
 
 
 
 412 Desk paper file 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 413 Book covers 
 
 3 
 
 
 
 
 
 
 
 1 
 
 
 3 
 
 
 3^ 
 
 414 Portfolio 
 
 
 2 
 
 
 
 
 
 
 
 
 2K 
 
 
 1 
 
 415 Bound scrap-book 
 
 1 
 
 
 
 
 
 
 1 
 
 1 
 
 
 
 
 IK 
 
 416 Bound drawings 
 
 
 
 
 
 
 
 
 2 
 
 
 
 
 
 417 Rebound book* 
 
 * 
 
 
 
 
 
 
 
 
 
 
 
 
 421 Pin box, covered 
 
 
 
 *4 
 
 
 
 
 
 1 
 
 
 
 
 
 422 Post card box 
 
 
 
 \ 
 
 
 
 
 
 
 
 
 
 
 423 Original box 
 
 2 
 
 
 
 
 
 
 
 2 
 
 2 
 
 
 
 
 424 Pen box 
 
 *A 
 
 
 y? 
 
 
 
 
 
 
 X 
 
 & 
 
 
 
 425 Sliding box 
 
 
 
 i 
 
 
 
 
 
 1 
 
 
 
 
 
 431 Postal scale 
 
 
 
 
 K 
 
 V?. 
 
 
 
 
 
 
 
 
 432 Picture mount ... 
 
 
 
 
 
 
 
 i/< 
 
 iX 
 
 
 
 
 
 433 Desk pad 
 
 1 
 
 
 
 
 
 
 
 1*4 
 
 I 
 
 
 1 
 
 
 441 Paper bag with folds 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 442 Flat envelope file 
 
 
 1 
 
 
 
 
 i 
 
 
 
 
 1 
 
 
 1 
 
 443 Book file 
 
 
 1 
 
 
 
 
 4 
 
 
 
 
 1 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Total pieces per pupil, 9"xl2". 
 
 7^ 
 
 4 
 
 3 
 
 M 
 
 % 
 
 14 
 
 iK 
 
 10 
 
 4^ 
 
 8 
 
 1 
 
 8 
 
 * Material depends upon kind of problem selected. 
 
 164 
 
VIII 
 HINTS TO TEACHERS AND SUPERVISORS 
 
 THE value of careful daily preparation in the work of 
 teaching need not be emphasized here. It is no less im- 
 portant in the teaching of handwork than in any other 
 subject. In some ways it is different. More materials and 
 equipment are involved than in other work and the successful 
 handling of these requires thoro organization and systematizing 
 of the details involved. 
 
 Before attempting to teach an exercise in paper and card- 
 board construction the teacher should have made it. This is the 
 first essential to a successful lesson. After having made the 
 exercise a careful study should be given to the various steps in 
 the process of construction and the order in which these should 
 be taken up. A few minutes spent in this way will be the 
 means of avoiding many mistakes later on. The making and 
 the study of an exercise should reveal to the teacher what 
 process in a given problem needs special attention and emphasis 
 when it comes to teaching. The analysis of each problem as 
 given in this book is intended to be suggestive and helpful but 
 the teacher must work out each one for herself and make the 
 analysis her own before she can teach the work easily and well. 
 
 It is very desirable to have wall cabinets, or cases, or shelv- 
 ing in which to store materials and equipment, and if such 
 storage be provided, the materials and equipment can be kept 
 in order and readily accessible. All such materials and equip- 
 ment used in this work should be distributed, collected and 
 cared for very largely by the pupils under the direction of the 
 teacher. This kind of training which is brought about by having 
 pupils keep things in place, orderly and neat, is valuable and 
 should not be omitted. Many good systems are in use for the 
 handling of materials and every teacher will be able to find that 
 certain methods are adapted to her conditions better than others. 
 One good way is to have the first pupil in each row act as 
 monitor to pass materials for that row. The last pupil in each 
 
 165 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 row may collect materials. This passing and collecting should 
 be done quickly and quietly and is usually done at the signal of 
 the teacher. Another method is to select for monitors pupils 
 whose behavior has been good during the lesson and who have 
 worked well. 
 
 In connection with many of these lessons, it may be profitable 
 to spend two or three minutes some time during the period in 
 showing the relation of the problem in hand to those preceding 
 it, and also to the work which is done outside the school. The 
 various kinds of boxes, card problems, paper sacks, envelopes, 
 pamphlets, and bound books may be shown and their construc- 
 tion explained. In this kind of study there will arise sug- 
 gestions for original work which may be worked out by the 
 pupils at home or as supplementary work during the regular 
 period. 
 
 When directions are dictated to a class they should be brief 
 and clear. No more words should be used than are necessary 
 to convey the proper information but as a rule these directions 
 should take the form of complete sentences. Certain forms of 
 expression are apt to be used repeatedly and hence become 
 monotonous. The teacher should make an effort to vary her 
 forms of expression from lesson to lesson, which will not only 
 relieve the monotony, but it will be the means of enlarging the 
 pupil's vocabulary and broadening his powers of expression. 
 The blackboard and chart are freely used in this work and are 
 not only valuable aids in the giving of directions but are es- 
 sential to the broad development of the powers of the pupils in 
 receiving information. In blackboard drawings a dotted line or 
 a very light continous line may be used to represent folds and 
 a full line will show where the material is to be cut. Another 
 valuable method for first and second grades especially, is to 
 actually go thru every process and make the complete exercise 
 before the class. Sometimes this is done before the pupils begin 
 work, and during such a demonstration the pupils are expected 
 to notice exactly what the teacher does and to remember this, 
 
 166 
 

 HINTS TO TEACHERS AND SUPERVISORS 
 
 so that when the signal is given to begin work each pupil will 
 be able to make the exercise completely from his own knowl- 
 edge. At another time the teacher may make the problem step 
 by step and have the pupils make it at the same time. Some- 
 times an exercise is given completely by dictation. This trains 
 pupils in power to receive impressions thru the sense of hearing. 
 A good lesson in this work is marked by strict attention to 
 directions, concentration and earnestness while at work, and a 
 spirit of cheerfulness and enjoyment thru the whole lesson. 
 
 The supervisor of primary handwork should have his course 
 well organized before the beginning of the school year in order 
 that he may show his teachers the substance of the whole course 
 and the importance and relation of the several parts. He should 
 have studied the subject thoroly with reference to class room 
 conditions and the benefits that may be derived by the average 
 pupil. His study of the subject should continue and may be most 
 profitable during the time he has supervision of the work. His 
 association with teachers and pupils should reveal the good in 
 the work and enable him to eliminate such as is of less value. 
 The opinions of the teachers who are handling the work success- 
 fully should be of much help to the supervisor. 
 
 In order to present the work, the supervisor usually holds 
 teacher's meetings once a month or as often as seems necessary. 
 Sometimes these meetings are held on Saturday, but usually 
 after school hours during the school week. If it be possible, ar- 
 rangements should be made to meet the teachers before four 
 o'clock in the afternoon, because good results can not be accom- 
 plished if the teachers are weary and exhausted after a hard 
 day's teaching. Teachers of the same grade may meet at one 
 time or if the city is not large, the teachers of several grades 
 may come together to study the work. At these meetings the 
 supervisor should have for each teacher, outlines of the work, 
 which may be in the form of typewritten sheets, blue-prints, or 
 printed matter. At each meeting the details of the course should 
 be carefully considered, and in some cases where the grade 
 
 167 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 teachers are inexperienced in this work, the supervisor should 
 have the material at hand and give each teacher an opportunity 
 to make, under his direction, several or all of the exercises 
 which she will teach. But whatever the means employed, the 
 supervisor must see that each teacher understands the work 
 thoroly and has some power to execute the various processes 
 involved. 
 
 Methods of handling the work in the class room should be 
 suggested, but each teacher ought to be allowed freedom in 
 using her own ideas on how to teach any problem. The work of 
 the supervisor is to show what is to be done and several ways 
 in which it may be done. The grade teacher determines for 
 herself very largely how the work is to be done. If a teacher 
 is not doing good work, it is the business of the supervisor to 
 show her where she is failing and indicate clearly certain lines 
 of procedure which will make the work more successful. Con- 
 struction work can be carried on in an orderly way, and when- 
 ever it is not, the supervisor should call attention to this matter 
 and demonstrate, if necessary, what is desirable in the manage- 
 ment of a class. 
 
 Chapter VII takes up the selection of equipment and supplies, 
 methods of calculating amounts needed, and the placing of 
 orders. A word remains to be said here regarding the routine 
 handling of these materials for the school system. A matter of 
 first importance is to remember that several weeks should be 
 allowed for orders sent away so as to assure delivery in time 
 for preparation and distribution to teachers. Frequently, a delay 
 on the part of the school board causes embarassment for the 
 supervisor, and must be guarded against by allowing extra time. 
 It is the business of the supervisor to watch things thru, and 
 make sure that no form of office system prevents work in the 
 class room being done properly. Duplicate records of all orders 
 should be kept for following up orders, for checking deliveries, 
 for approving bills, for summarizing the work of the depart- 
 ment, and for making estimates for the following year. 
 
 168 
 
HINTS TO TEACHERS AND SUPERVISORS 
 
 Next to seeing that orders are properly placed and deliveries 
 properly made, the supervisor must see that materials are con- 
 veniently assorted and stored, and that paper requiring to be cut 
 is attended to in time for use. Much of this work can be done 
 some time in advance, and papers counted and wrapped and 
 labeled ready for the different teachers. If much cutting is to 
 be done, a large paper cutter should be available, altho a course 
 similar to that planned in this book can eliminate a large part 
 of this cutting by having paper cut to uniform sizes of 9"x 12" 
 and 6"x 9". Cases for handling this cut stock are suggested in 
 chapter VII. 
 
 In the delivery of supplies to schools, some system should be 
 devised that will insure regularity and promptness. In a small 
 system the janitors may be required to attend to such detail? 
 Where a city has regular delivery wagons, the handling of sup- 
 plies is an. easier matter. In many cities, the supervisor may 
 find it more convenient to carry a few bundles of stock with 
 him when he makes his visits, or have the teachers take parts, 
 of the supplies after a teacher's meeting, or have boys come from 
 the schools at assigned hours to the central stock room. What 
 ever kind of delivery is attempted, it is most important to see 
 that it works. 
 
 Exhibits may be made from time to time for the purpose of 
 interesting the people of the community in this kind of work. 
 It may also be an inspiration to both teachers and pupils and 
 deepen their interest in the course as a whole. Such exhibits 
 may be held in the class room if no better place be available. If 
 held in the class room, it should be concentrated upon a panel 
 in one part of the room, or upon a long shelf along one side of 
 the room, or in an exhibit case. 
 
 While one exhibit is in place other material should be re- 
 moved from the walls to avoid confusion. Exhibits of hand- 
 work, freehand drawing, reproductions of art, grasses, minerals, 
 fabrics, and other educational material may well be used in 
 succession, but there should be only one kind of an exhibit at a 
 time on the walls. 
 
 169 
 
\ 
 
 BIBLIOGRAPHY 
 
 BOOKS and reports and magazine references are listed be- 
 low for further study of some of the details suggested 
 in this book and for further discussions on certain of the 
 points of view and methods briefly touched upon here. 
 
 While certain of the references do not carry out the ideas of 
 the authors and others are in direct opposition to their concep- 
 tion of the purpose and scope of primary handwork, they aie 
 included here for the sake of a full analysis of the subject. There 
 has been no attempt thruout this book to build up an argument 
 for any point of view, but to present such material as will be 
 found of use to teachers of primary handwork. 
 
 The references are largely those available to supervisors of 
 the manual arts. Many of the regular weekly and monthly 
 journals published especially for primary teachers contain valu- 
 able suggestions for handwork in nearly every issue, but are not 
 referred to here. 
 
 Adams, P., Practical bookbinding, Van Nostrand, New York. 
 
 Bailey, H. T., Annotated outlines, School Arts Book. 
 
 Bailey, H. T., Analysis of modern printing, The Printing Art, May, June, 
 '07. 
 
 Bailey, H. T., Booklet Making, Prang 
 
 Bailey, H. T., Design in primary grades, School Arts Book, June, '06. 
 
 Bailey, H. T., The school booklet as a problem in manual arts, Proceed- 
 ings Eastern Manual Training Association, '07. 
 
 Ball, K. M., Paper folding and cutting, Prang. 
 
 Barnum, E. C, Art, Teachers College Record, Jan., '06. 
 
 Bean, F., Bookbinding for beginners, School Arts Book, May, '12. 
 
 Bennett, C. A., Constructive work in elementary schools, Manual Training 
 Magazine, July, '00. 
 
 Bier, A., Good Ideas from everywhere : Calendar pads, School Arts Maga- 
 zine, Oct., '12. 
 
 Boone, C. L., A course of study in manual training, Manual Training 
 Magazine, Dec., '07, Feb., Apr., June, '08. 
 
 Boone, C. L., Centers of interest in handwork, Year Book, Council of 
 Supervisors of the Manual Arts, '07. 
 
 Bradley, W. A., Cover designs for cloth bindings, The Printing Art June 
 '07. 
 
 170 
 

 BIBLIOGRAPHY 
 
 Brodhead, J. C, An appreciation of cardboard construction, Manual Train- 
 ing Magazine, June, '08. 
 * Brown, F. C., Letters and lettering, Bates & Guild, Boston. 
 
 Brown, H. H., The teaching of lettering, Year Book, Council of Super- 
 visors of the Manual Arts, '06. 
 
 Buck, M., Practical bookbinding, Keramic Studio, Aug., '07. 
 
 Buck, M., A lesson in making over old books, Craftsman, Oct., '06. 
 
 Butler, J. W., The story of paper making, Butler Paper Co., Chicago. 
 
 Chamberlain, A. H., A suggested course in paper and cardboard construc- 
 tion, Whittaker, San Francisco. 
 
 Chamberlain, A. H., Opportunities and limitations of paper and cardboard 
 in school, Manual Training Magazine, January, '04. 
 
 Clark, I. H., Elementary manual training in public schools, Eastern Manual 
 Training Association, '05. 
 
 Clark, I. H., The working out of the arts in the schools, Western Drawing 
 and Manual Training Association, '09. 
 
 Cockerell, D., Bookbinding and the care of books, Appleton. 
 
 Crane, W., The decorative illustration of books, London. 
 
 Crane, W. J. E., Bookbinding for amateurs, Gill, London. 
 
 Cremins, J. C., Construction work in the primary grades, Proceedings 
 Eastern Art Teachers Association, '04, '05. 
 
 Cremins, J. C., Constructive work in the primary grades, Proceedings 
 Eastern Manual Training Association, '06. 
 
 Cremins, J. C., Design in the primary grades, Year Book, Council of 
 Supervisors of the Manual Arts, '06. 
 
 Cremins, J. C., Some phases of bookbinding in the elementary schools, 
 Year Book, Council of Supervisors of the Manual Arts, '07. 
 
 Daniels, F. T., Freehand lettering, Heath, Boston. 
 
 ' Daniels, F. H., Easter cards and booklet covers, School Arts Book, March, 
 '12. 
 
 Daniels, J. F., Library handicraft at Greeley, Colorado, Manual Training 
 Magazine, Jan., '01. 
 
 Davis, S. P., Exhibitions of school work, Year Book, Council of Supervisors 
 of the Manual Arts, '06. 
 
 Dewey, J., The school and society, University of Chicago Press. 
 
 Dewey, J., The place of manual training in the elementary course of study, 
 Manual Training Magazine, July, '01. 
 
 Dobbs, E. V., Cardboard construction, its place in the primary school, 
 Proceedings Pacific Manual Training Teachers Association, '01-'02. 
 
 Dodd, A. E., Handwork training for the normal student, Proceedings 
 Eastern Manual Training Association, '08. 
 
 Dopp, K. E., The place of industries in elementary education, University of 
 Chicago Press. 
 
 171 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 Ellis, F., The manual^ arts in the primary grades, Proceedings Western 
 
 Drawing and Manual Training Association, '09. 
 English, G. E., Constructive work in elementary schools, Proceedings 
 
 National Educational Association, '89. 
 
 Frazee, V., Vocational motive in the school, Education, May, '08. 
 Freeman, S. J., Elementary bookmaking and bookbinding, Teachers College, 
 
 Columbia University. 
 
 Froelich and Snow, Text-books of art education, Prang. 
 Gibson, C. R., The romance of modern manufacture, Lippincott. 
 Goetze, W., Hand and eye training, Newmann, London. 
 Grattan, E., An eighth grade booklet, School Arts Magazine, Oct., '12. 
 Hammel, W. C. A., Cardboard construction, Johnson Publishing Co., Rich- 
 mond. 
 
 Hammel, W. C. A., Paper folding, B. F. Johnson Publishing Co., Richmond. 
 Haney, J. P., Manual arts in elementary schools, The School Journal, Oct., 
 
 '06. 
 
 Haney, J. P., Manual training in the elementary school, Education, May, '05. 
 Haney, J. P., Supervision of the manual arts, Year Book, Council of Sup- 
 ervisors of the Manual Arts, '03. 
 Haney, J. P. The manual arts in the primary grades, School Journal, 
 
 Oct., 7, '07. 
 Haney, J. P., The primary course of study in the arts, Year Book, Council 
 
 of Supervisors of the Manual Arts, '05. 
 Hardy, W. J., Book plates, Scribners. 
 Harvey, L. D., The activities of children as determining the industries in 
 
 early education, Manual Training Magazine, Oct., '04. 
 Hasluck, P. N., Bookbinding, McKay, Philadelphia. 
 Heaton, W., Manual of cardboard construction, Newmann, London. 
 Holton and Rollins, Industrial work for public schools, Rand McNally. 
 Home, H. P., The binding of books, Keegan, London. 
 Hugh, W. A., Modern book binding, Inland Printer, Apr., May, June, '06. 
 Hyde, M. B., The constructive side of design, Proceedings Eastern Art 
 
 Teachers Association, '04-'05. 
 Jackman, W. S., The constructive idea in the elementary school, National 
 
 Educational Association, '04. 
 
 Kellogg, E. L., Paper folding, E. L. Kellogg, Chicago. 
 Kent, E. B., The constructive interests of children, Teachers College, 
 
 Columbia University, '07. 
 Kenyon, W. J., First years in handicraft, Doubleday, Page Co., Garden 
 
 City, New York. 
 Langley, E. E., Manual training in the elementary school, Manual Training 
 
 Magazine, Oct., '03. 
 Langley, E. E., Report of the committee on handicrafts in the public schools, 
 
 Proceedings Western Drawing and Manual Training Association, '06, 
 
 '07, '08. 
 
 172 
 
BIBLIOGRAPHY 
 
 Lathe and Szold, Rooms in paper, problems in construction and design, 
 
 Manual Training Magazine, Oct., '11, Feb., June, Dec., '12, Feb., April, 
 
 '13. 
 Leavitt, F. M., Industrial education in the elementary schools, Manual 
 
 Training Magazine, June, '08. 
 
 Ledyard and Brackenfeld, Primary manual work, Milton Bradley Co. 
 Lee, F., "History of Art" note-books, School Arts Book, March, '11. 
 Lemos, P. J., Hand printing in the school room, School Arts Magazine, 
 
 Feb. 19, '13. 
 
 Lock, C. G. W., Workshop receipts, Spon, Strand. 
 MacNary Printing in the Horace Mann School, Manual Training Magazine, 
 
 Oct.; '08. 
 McMurry and Eggers, Book binding in the school, Manual Training 
 
 Magazine, Oct., Dec., '10, April, '11, June, '12. 
 Morris and Walker, An essay on printing, Longmans. 
 Murray, W. W., The study of printing, Manual Training Magazine, Apr., 
 
 '08. 
 
 Oldash, F. M., Bookbinding, Graphic Arts and Crafts year book, '07. 
 Parsons, F. A., Criticism in design, Proceedings Eastern Art Teachers 
 
 Association, '04-'05. 
 
 Parsons, F. A., Principles of advertising arrangement, Prang. 
 Patton, B. C., An Indian village in the first grade, Elementary School 
 
 Teacher, February, '07. 
 Pearson, H. C., Fundamental principles of manual training in the primary 
 
 grades, Proceedings Eastern Manual Training Association, '05. 
 Pickwick, E. Jr., Construction work in primary grades, Proceedings Eastern 
 
 Art Teachers Association, '04, '05. 
 Pickwick, E. Jr., Construction work in primary grades, Proceedings Eastern 
 
 Manual Training Association, '06. 
 Pickwick, E. Jr., Manual Training in the class room, Proceedings Eastern 
 
 Manual Training Association, '04. 
 
 Prideaux, S. T., Historical sketch of bookbinding, Scribners. 
 Probst, A. F., School print shop and its possibilities, Elementary School 
 
 Teacher, January, '08. 
 Rich, E. A., Paper sloyd, Ginn, Boston. 
 Richards, C. R., Handwork in the Horace Mann School, Teachers College 
 
 Record, Nov., '00. 
 Richards, C. R., Handwork in the primary grades, Proceedings Eastern 
 
 Manual Training Association, '01. 
 
 Richards, C. R., Handwork in the primary school, Manual Training Maga- 
 zine, Oct., '01. 
 Roberts, W. E., The cost of manual training primary grades, Manual 
 
 Training Magazine, July, '02. 
 
 173 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 Rouillion, L., Economics of manual training, Henley. 
 
 Seegmiller, W., Applied arts drawing books, Atkinson, Mentzer & Co., 
 
 Chicago. 
 
 Seegmiller, W., Primary handwork, Atkinson, Mentzer & Co., Chicago. 
 Small, E. S., Bookbinding as a school exercise, School Arts Book, March, 
 
 '11. 
 Smith, R. M., Construction work in cardboard and paper grades I-IV, 
 
 Flanagan, Chicago. 
 Soper, M. B., Construction work in town schools without special equipment, 
 
 Year Book, Council of Supervisors of the Manual Arts, '07. 
 Spon, E., Workshop receipts, Spon, Strand. 
 Starr, E. G., Bookbinding, Proceedings Western Drawing and Manual 
 
 Training Association, '06. 
 Stevens, R. T., Art of paper making in Japan, Graphic Arts and Crafts 
 
 Year Book, '07. 
 Stiles, G., Bookbinding in the elementary grades, Proceedings Eastern 
 
 Manual Training Association, '07. 
 
 Stiles, G., Some decorative books, Manual Training Magazine, Oct., '07. 
 Trybom, J. H., A theory of manual training and its application in cardboard 
 
 construction, Proceedings Eastern Manual Training Association, '00. 
 Trybom, J. H., Cardboard construction, Milton Bradley, Springfield, Mass. 
 Trybom and Heller, Correlated handwork, Speaker Printing Co., Detroit, 
 
 Mich. 
 Weaver, E. A., Paper and scissors in the schoolroom, Milton Bradley, 
 
 Springfield, Mass. 
 Wahlstrom, L. W., A school print shop, Manual Training Magazine, Dec., 
 
 '08. 
 Vahlstrom, L. W., Controlling ideas in the working out of a course of 
 
 study in the arts, Proceedings Western Drawing and Manual Training 
 
 Association, '09. 
 Weiser, L. H., The special teacher in the -primary schools, Eastern Manual 
 
 Training Association, '05. 
 Weiser, L. H., Manual Training, Teachers College Record, Jan. and Sept., 
 
 '06. 
 Cyclopedic Articles. 
 
 Book and book binding. 
 
 Paper and paper making. 
 
 Printing and printing presses. 
 
 Encyclopedia Britannica, Encyclopedia America, New International 
 Encyclopedia, Nelson's Encyclopedia, American Cyclopedia, Apple- 
 ton's Cyclopedia of Applied Mechanics, Century Dictionary and 
 Cyclopedia. 
 
 174 
 

 X. 
 
 INDEX 
 
 PAGE 
 
 Analysis of contents 7 
 
 Arrangement of book problems 16, 64 
 
 Arrangement of box problems 65, 90 
 
 Arrangement of card problems 91, 109 
 
 Arrangement of envelope problems 110, 129 
 
 Arrangement of information for all problems 13, 14, 132 
 
 Arrangement of numbers of all problems by grades 133 
 
 Arrangements of problems, four schemes 137 
 
 Bibliography 170 
 
 Blotting-paper 157 
 
 Bond paper 156 
 
 Bookbinding steps 47- 62 
 
 Book of color schemes 24 
 
 Book envelope file 126 
 
 Book of designs 30 
 
 Book of paper samples 26 
 
 Booklet folder 20 
 
 Book-marks 93, 102 
 
 Book papers 152, 156 
 
 Book problems arranged by grades 16, 64 
 
 Book problems explained 15 
 
 Books 49, 61, 62, 63 
 
 Bound drawings 61 
 
 Bound magazines 62 
 
 Bound scrap-book 61 
 
 Box board 157 
 
 Box problems arranged by grades 65, 90 
 
 Box problems explained 65 
 
 Boxes with covers 75, 77, 83, 84, 86 
 
 Box with reinforced corners 73 
 
 Bristol board 158 
 
 Calculations for stock 158 
 
 Calendar 94 
 
 Candy boxes 78 
 
 Cardboard sizes explained 157 
 
 Card mounts 92, 94, 98, 105 
 
 Card problems arranged by grades 92, 109 
 
 Card problems explained 91 
 
 Cloth board 157 
 
 Cloth bound book : 49 
 
 175 
 
 \i 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 PAGE 
 
 Cloth covered portfolio 47 
 
 Covered small box 74 
 
 Cover papers 152, 156 
 
 Desk blotters 96 
 
 Desk filing case . . . .' 125 
 
 Desk pad 107 
 
 Desk paper file 54 
 
 Drawing-book 25 
 
 Drawing-paper 152, 156 
 
 Drafting conventions 13 
 
 Duodecimo book folding 37 
 
 End opening note-book cover 54 
 
 Envelope folder Ill 
 
 Envelope problems arranged by grades Ill, 130 
 
 Envelope problems explained 110 
 
 Envelopes Ill- 130 
 
 Equipment and supplies 149 
 
 Equipment for the class room 149 
 
 Equipment for the stock room 150 
 
 Exhibitions of handwork 169 
 
 Explanation of lines used in drawings 13 
 
 Flat envelope file 123 
 
 Flat writing-paper 152, 154, 156 
 
 Folder picture mount 105 
 
 Folding box 80 
 
 Foreword 3 
 
 Fundamentals in planning courses 131 
 
 Glass cover 100 
 
 Glued booklet .' 48 
 
 Gummed paper 157 
 
 Hints to teachers and supervisors 165 
 
 Introduction to this book 11 
 
 Large filing envelope 120 
 
 Laundry list 27 
 
 Ledger paper 156 
 
 Long filing envelope 119 
 
 Long mailing envelope 116 
 
 Mailing envelope 116 
 
 Manila paper 152, 156 
 
 Marble papers and marble board 157 
 
 Methods of teaching handwork 11, 165 
 
 176 
 
INDEX 
 
 PAGE 
 
 Mounted drawings 92 
 
 Mounting board 158 
 
 Mounting folders 19 
 
 Mounts for pictures 93, 94, 96, 98, 105. 
 
 Note-book 35 
 
 Note-book covers 54 
 
 Numbering system explained 132 
 
 Octavo book folding 23, 36 
 
 Original box 84 
 
 Paged blank books 36 
 
 Page holder 102 
 
 Pamphlets 21- 48 
 
 Paper bag 114 
 
 Paper bag with folds 121 
 
 Paper counting table 154 
 
 Paper manufacture 154 
 
 Paper portfolio 29 
 
 Paper portfolio with laps 30 
 
 Paper sizes 154, 156, 157 
 
 Papers listed and described 151, 152, 153 
 
 Pen box 86 
 
 Pencil box with fitted cover 76 
 
 Photo filing envelope 117 
 
 Photo mount 98 
 
 Pin box with cover 81 
 
 Planning of courses 131 
 
 Plated paper 157 
 
 Pocket for clippings 113 
 
 Pocket note-books 21 
 
 Pocket paper file 52 
 
 Points of view in planning courses 134 
 
 Postal scale 103 
 
 Post card 101 
 
 Post card box 83 
 
 Portfolios 29, 30, 47, 58 
 
 Portfolio with cloth corners 58 
 
 Preface to second edition 5 
 
 ! 'ress board 158 
 
 Print papers 152. 156 
 
 Printing paper sizes 154 
 
 Problems arranged according to difficulty 144 
 
 177 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 PAGE 
 
 Problems grouped for each grade 137 
 
 Problems selected from groups 142 
 
 Problems selected from one group 147 
 
 Pulp board 157 
 
 Purposes of this book 11 
 
 Quarto book folding 22 
 
 Rebound book 62 
 
 Receipt-book ' 34 
 
 Rectangular open box 71 
 
 Rectangular tray 69 
 
 References in books and magazines 170 
 
 Rule measurements 29 
 
 Scope of book problems 15 
 
 Scope of this book 12 
 
 Scrap-book 42, 61 
 
 Sewed pamphlet with reinforced back 46 
 
 Shipping tags 102 
 
 Side opening note-book cover 56 
 
 Sizes of paper and boards 154, 156, 157, 158 
 
 Sliding box 88 
 
 Small sewed pamphlet 44 
 
 Small square box 71 
 
 Sources of supply 160 
 
 Square box 67 
 
 Square envelope 112 
 
 Square tray 68 
 
 Steps in binding 49, 50, 51, 52 
 
 Steps in sewing 44, 45, 46 
 
 Stock required per grade 161- 164 
 
 Strawboard 157 
 
 Supervising primary handwork 167 
 
 Supplies, kinds of dealers 160 
 
 Tag board 157 
 
 Teaching primary handwork 165 
 
 Tissue-paper 157 
 
 Varied arrangements of problems 137 
 
 Weather record 31 
 
 Wrapping-papers 152, 156 
 
 Writing-papers 152, 154, 156 
 
 178 
 

 Books on the Manual Arts 
 
 Design and Construction in Wood. By William Noyes. 
 
 A hook full of charm and distinction and the first to give due consideration to the 
 esthetic side of wood-working. It is intended to give to beginners practice in designing 
 simple projects in wood and an opportunity to acquire skill in handling tools. The book 
 illustrates a series of projects and gives suggestions for other similar projects together with 
 information regarding tools and processes for making. A pleasing volume abundantly 
 and beautifully illustrated. Price, $1.50. 
 
 Handwork in Wood. By William Noyes. 
 
 A handbook for teachers and a textbook for normal school and college students. The 
 best reference book available for teachers of woodworking. A comprehensive and 
 scholarly treatise, covering logging, sawmilling, seasoning and measuring, hand tools, 
 wood fastenings, equipment and care of the shop, the common joints, types of wood 
 structures, principles of joinery, and wood finishing. 304 illustrations excellent pen 
 drawings and many photographs. Price, $2.00. 
 
 Wood and Forest. By William Noyes. 
 
 A companion volume to "Handwork in Wood" by the same author. Especially adapted 
 as a reference book for teachers of woodworking. Not too difficult for use as a textbook 
 for normal school and college students. Treats of wood, distribution of American forests, 
 life of the forest, enemies of the forests, destruction, conservation and uses of the forest, 
 with a key to the common woods by Kilibert Roth. Describes 67 principal species of wood 
 with maps of the habitat, leaf drawings, life size photographs and microphotographs of 
 sections. Contains a general bibliography of books and articles on wood and forest. Pro- 
 fusely illustrated with photographs from the United States forest service and with pen and 
 ink drawings by Anna Gausmann Noyes and photographs by the author. 309 pages. 
 Price, $3.00. 
 
 Handcraft in Wood and Metal. By J. Hooper and A. J. Shirley. 
 
 A valuable reference book on craftwork in wood and metal. It treats of historic craftwork, 
 materials used in handcrafts, designing, decorative processes, the historic development of 
 tools, the theory of the cutting action of tools, and the equipment of the school workshop. 
 It is notable because of its application of design to handwork. Beautifully bound and 
 abundantly illustrated. Price, $3.00. 
 
 Wood Pattern-Making. By Horace T. Purfield. 
 
 A clear, concise treatise on the fundamental principles of pattern-making. It presents 
 the best methods of construction and those most easily understood by the student. It is 
 not arranged about a course of problems but may be used with any course. A practical 
 text for high school, trade school, technical school and engineering college students. 
 Written by an experienced pattern-maker and teacher of pattern-making and kindred 
 subjects. Price, $1.00. 
 
 Essentials of Woodworking. By Ira S. Griffith. 
 
 A textbook written especially for grammar and high school students. The standard 
 textbook on elementary woodworking. A clear and comprehensive treatment of wood- 
 working tools, materials, and processes, to supplement, but not to take the place of the 
 instructions given by the teacher. The book does not contain a course of models; it may 
 be used with any course. It is illustrated with photographs and numerous pen drawings. 
 Price. 75 cents. 
 
 Beginning Woodwork, At Home and in School. By Clinton S. Van Deusen. 
 
 A valuable textbook for rural schools, by one who has made a special study of the manual 
 training problems in the country school. A full and clear description in detail of the 
 fundamental processes of elementary benchwork in wood. This description is given through 
 directions for making a few simple, useful articles, suitable either for school or home 
 problems. The book contains more than one hundred original sketches and ten working 
 drawings. Price, $1.00. 
 
 Projects for Beginning Woodwork and Mechanical Drawing. 
 
 By Ira S. Griffith. 
 
 A work book for the use of students in grammar grade classes. It consists of working 
 drawings and working directions. The projects are such as have proven of exceptional 
 service uhere woodworking and mechanical drawing are taught in a thoro, systematic man- 
 ner in the seventh and eighth grades. The aim has been to provide successful rather than 
 unique problems. The 50 projects in the book have been selected and organized with the 
 constant aim of securing the highest educational results. The book is especially suited for 
 use in connection with "Essentials of Woodworking" by the same author. Price, 75 cents. 
 
 Kitecraft and Kite Tournaments. By Charles M. Miller. 
 
 An authoritative and comprehensive treatment of kitecraft. The book deals with the 
 construction and flying of all kinds of kites, and the making and using of kite accessories. 
 Also aeroplanes, gliders, propellers, motors, etc. Four chapters are devoted to presenting 
 a detailed description of kite flying tournaments. Abundantly illustrated and attractively 
 bound. Price, $1.00. 
 
Advanced Projects in Woodwork Furniture Making. By Ira S. Griffith. 
 
 This book is similar to "Projects for Beginning Woodwork and Mechanical Drawing," but 
 is suited to high school needs. It consists of fifty plates of problems and accompanying 
 notes. It is essentially a collection of problems in furniture making selected and designed 
 with reference to school use. On the plate with each working drawing is a good perspective 
 sketch of the completed object. In draftsmanship and refinement of design these problems 
 are of superior quality. It is in every respect an excellent collection. Price, 75 cents. 
 
 Furniture Design for Schools and Shops. By Fred D. Crawshaw. 
 
 A manual on furniture design. A book that will stimulate and encourage designing and 
 initiation on the part of the student. It contains a collection of plates showing perspective 
 drawings of typical designs, representing particular types of furniture. Each perspective is 
 accompanied by suggestions for rearrangements and the modeling of parts. The text dis- 
 cusses and illustrates principles of design as applied to furniture. A practical and helpful 
 book that should be in the hands of every teacher of cabinet making and designing. Price, 
 $1.00. 
 
 Problems in Furniture Making. By Fred D. Crawshaw. 
 
 The revised and enlarged edition of this well-known book contains 43 full-page working 
 drawings of articles of furniture. Every piece shown is suitable for construction in high 
 school classes, and is appropriate and serviceable in the home. In addition to the working 
 drawings, there is a perspective sketch of each article completed. There are 36 pages of 
 text giving notes on the construction of each project, chapters on the "Design," and 
 "Construction" of furniture, and one on "Finishes." The last chapter describes 15 
 methods of wood finishing, all adapted for use on furniture. Price, $1.00. 
 
 Problems in Woodworking. By M. W. Murray. 
 
 A convenient collection of good problems consisting of forty plates of working drawings 
 of problems in bench work that have been successfully worked out by boys in one of the 
 grades from seven to nine, inclusive. Price, 75 cents. 
 
 Problems in Wood-Turning. By Fred D. Crawshaw. 
 
 A textbook on the science and art of wood-turning. Contains 25 full-page plates of 
 working drawings covering spindle, faceplate, and chuck turning. It gives the mathematical 
 basis for the cuts used in turning. A helpful discussion of the principles of design as 
 applied to objects turned in wood. It is a clear, practical and suggestive book on wood- 
 turning, and a valuable textbook for students' use. Price, 80 cents. 
 
 Workshop Note-Book Woodworking. By George G. Greene. 
 
 A small-size textbook and note-book combined. It furnishes a few general and extremely 
 important directions about tools and processes; and provides space for additional notes and 
 working drawings of exercises and articles which the pupil is to construct. It is essentially 
 a collection of helps, ideas, hints, suggestions, questions, facts, illustrations, etc., which 
 have been prepared by a practical teacher to meet a real need in his own shop. The note- 
 book is full of suggestions; shows a keen insight into subject matter and teaching methods 
 and is an effective teaching tool. Price, 15 cents. 
 
 Manual Training Toys for the Boys' Workshop. By H. W. Moore. 
 
 A popular boys' book that is truly educational. The book contains in pages, 35 of which 
 are full-page plates of working drawings illustrating 42 projects. All the projects are 
 overflowing with "boy" interest, are well adapted to the upper grades of the elementary 
 school and are new in the manual training shop. The text treats of tools and tool pro- 
 cesses and gives instructions for making each project. Price, $1.00. 
 
 The Construction and Flying of Kites. By Charles M. Miller. 
 
 This contains twenty-two illustrations, including seven full-page plates of drawings of 
 kites over forty kites shown. Details of construction given, a kite tournament is described. 
 Full of interesting suggestions. Price, 25c. 
 
 Selected Shop Problems. By George A. Seaton. 
 
 A collection of sixteen problems in woodworking. Each problem has been put to the 
 test and has proven satisfactory to the teacher who designed it and to the pupil who made 
 it. Price, 20 cents. 
 
 Coping Saw Work. By Ben W. Johnson. 
 
 Contains working drawings and suggestions for teaching a course of work in thin wood 
 that is full of fun for the children, and affords ample means for training in form study, 
 construction, invention and careful work. Has been called "applied mechanics for the 
 fourth grade." Price, 20 cents. 
 
 Problems in Mechanical Drawing. By Charles A. Bennett. 
 
 A students' textbook consisting of 80 plates, classified into groups according to principle 
 and arranged according to difficulty of solution. It furnishes teachers of classes beginning 
 mechanical drawing with a large number of simple, practical problems which have been 
 selected with reference to the formation of good habits in technique, the interest of the 
 pupils and the subjects generally included in a grammar and first-year high school course. 
 Each problem is given unsolved and therefore in proper form to hand to the pupil for 
 solution. Price, 75 cents. 
 
Practical Typography. By George E. McClellan. . 
 
 A remarkable textbook for students of printing. It contains a course of exercises ready 
 to place in the hands of pupils, and explains and illustrates the most approved methods 
 used in correct composition. A valuable feature of the book lies in the fact that in the 
 early stages of the course the pupil sets up in type a description of what he is doing with 
 his hands. It contains 63 exercises, treating of composition from "Correct Spacing" to 
 the "Making up of a Book," and the "Composition of Tables." Price, $1.50. 
 
 Art Metal Work. By Arthur F. Payne. 
 
 A textbook written by an expert craftsman and experienced teacher. It treats of the 
 various materials and their production, ores, alloys, commercial forms, etc.; of tools and 
 equipments suitable for the work, the inexpensive equipment of the practical craftsman; and 
 of the correlation of art metalwork with design and other school subjects. It describes in 
 detail all the processes involved in making articles ranging from a watch fob to a silver 
 loving-cup. It gives new methods of construction, new finishes, new problems. It is 
 abundantly and beautifully illustrated, showing work done by students under ordinary 
 school conditions in a manual training shop.- The standard book on the subject. Price, $1.50. 
 
 Classroom Practice in Design. By James Parton Haney. 
 
 A concise, up-to-date, richly illustrated brochure on the teaching of applied design. 
 Price, 50 cents. 
 
 The Wash Method of Handling Water-Colour. By P. F. Frederick. 
 
 A brief, clear, comprehensive text printed in sepia and illustrated with wash draw- 
 ings and a water-color painting by the author. Price, 50 cents. 
 
 Inexpensive Basketry. By William S. Marten. 
 
 A teachers' manual presenting in detail the processes of coiled basket construction. 
 The book gives a complete treatment of the necessary equipment, and the preparation of 
 raw materials, and outlines a course for grades three to six. In addition it contains a 
 bibliography of books and magazine articles treating of basketry. It is unique among 
 books on basketry, as it shows by a series of excellent photographs every step in the 
 construction of coiled baskets. The illustrations "really illustrate" and show the hand 
 full-size in the different positions assumed in making a complete basket. Price, 25 cents. 
 
 Leather Work. By Adelaide Mickel. 
 
 A manual on art leather work for students, teachers and craft workers. It gives detailed 
 descriptions of the various processes of working, treating of flat modeling, embossing or 
 repousse, carved leather and cut work. It is well illustrated with photographs of finished 
 work and working drawings of twenty useful and beautiful articles suitable for school and 
 home work. Price, 75 cents. 
 
 Clay W T ork. By Katherine Morris Lester. 
 
 This book was written by a grade teacher and art worker to help teachers in acquiring 
 the technique of clay working, and to give them suggestions concerning the teaching of the 
 several types of clay work suited to pupils in the elementary schools. It covers the study 
 of natural forms, the human figure in relief, and the round, animal forms, story illustration, 
 architectural ornament, tiles, hand-built pottery, and pottery decoration. The book is 
 richly illustrated with more than fifty half-tone and line cuts showing processes, designs, 
 and the work of children from ten to twelve years of age. Price, $1.00. 
 
 Handicraft for Girls. By Idabelle McGlauflin. 
 
 A handbook for teachers, detailing a five-years' course in sewing for girls in the public 
 schools. Chapters on stitches, fibers and fabrics, cloth and cardboard construction, basketry, 
 dress in its relation to art, and home furnishing. It is definite enough to be thoroly practical 
 and elastic enough to suit the varied conditions in rural, village or city schools. Price, $1.00. 
 
 Published by 
 
 THE MANUAL ARTS PRESS, 
 
 PEORIA, ILLINOIS 
 
. 
 
 THIS BOOK IS DUE ON THE LAST DATE 
 STAMPED BELOW 
 
 AN INITIAL FINE OF 25 CENTS 
 
 WILL BE ASSESSED FOR FAILURE TO RETURN 
 THIS BOOK ON THE DATE DUE. THE PENALTY 
 WILL INCREASE TO 5O CENTS ON THE FOURTH 
 DAY AND TO $1.OO ON THE SEVENTH DAY 
 OVERDUE. 
 
 MAR 8 1:"7 
 
 
 RECTD LD 
 
 '''< 8 - 
 
 ra 
 
 -- J 21 1957 
 
 -. 
 
 -FEB- 
 
 .' 
 
 AU6 
 
 9Feb'52jKA 
 
 fOMat J 53SS 
 
 
 JUN3 
 
 MAY 3 
 
 260ct'55S 
 
YC 03853 
 
 UNIVERSITY OF .CALIFORNIA LIBRARY 
 
 4*-